UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCAFACULTATEA DE LITERE
DEPARTAMENTUL DE LIMBI STRAINE DE SPECIALITATE
CURS PRACTIC DE LIMBA ENGLEZA
ASISTENT drd. CAMELIA-DANIELA TEGLAS
2010
I. Informaii generale1.1. Date de identificare a cursului Date
de contact ale titularului de curs: Nume: Asit. drd. Tegla
Camelia-Daniela Birou: Cab.10, Departamentul LSS, Horea nr.7
Telefon: 0264/530724 Fax: E-mail: [email protected]
Consultaii: joi, 10-12 Date de identificare curs i contact tutori:
Numele cursului Curs practic de limba engleza Codul cursului Anul,
Semestrul anul 1, semestrele 1,2 Tipul cursului - obligatoriu
Pagina web a cursului Tutori: Adresa e-mail tutori:
1.2.Condiionri i cunotine prerechizite Cursul este conditionat
de deinerea de cunotine de limba englez care situeaya studentul la
nivel B1, conform grilei de autoevaluare a Cadrului comun european
de referinta a limbilor: Competene A A2 B1 B2 C C21 1 nelegereasc
ulta re nelegerecitire Vorbireconversaie Vorbireexprimare
Scriere
1
2
3
4
5
6
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
Trebuie avut n vedere faptul c nscrierea la examenul de licena
la finalul ciclului bachelor este conditionat de susinerea i
promovarea unui test de competene lingvistic ntr-o limba de
circulaie internaional. Pentru aceasta, studenii au la ndemn dou
variante: a. Susinerea unui test n cadrul facultii, care se
finalizeaz, n caz de promovare, cu acceptul de nscriere la (i
numai) la licen; b. Susinerea Testului de competen lingvistic
ALPHA, la Centrul Alpha al UBB, care se soldeaz cu obinerea unu
certificat de competen lingvistic ce atest nivelul de cunotine al
candidatului. Condiionarea nscrierii la licen este obinerea a
minimum 20 puncte din totalul de 30 posibile. 1.3.Descrierea
cursului Este un curs cu obiective specifice care vizeaz achiziia
de cunotine i dezvoltarea deprinderilor de limb strin ca instrument
de formare i informare academic i profesional. Tipologia
programului de nvare are n vedere crearea unui profil de utilizator
cu competene axate pe studiul limbajelor de specialitate. n acest
sens, studenii i vor dezvolta capacitatea de contientizare a strii
actuale a cunotinelor i deprinderilor, se vor deprinde s-i fixeze
obiective reale i realiste, s-i selecteze n mod autonom materialele
2
i s se autoevalueze. Pentru aceasta, catedra LSS a elaborat o
program care a utilizat ca documente de baz Cadrul European Comun
de Referin pentru limbi i documentele referitoare la Politica
lingvistic a UBB.
http://lett.ubbcluj.ro/limbi_straine/limbi_straine.html
1.4.Organizarea temelor n cadrul cursului Cursul este organizat n
doua module, corespunznd celor doua semestre de studiu., cate 14
intalniri/ semestru. 1.5.Formatul i tipul activitilor implicate de
curs Parcurgerea i promovarea cursului presupune completarea i
rezolvarea exerciiilor i temelor precizate n pachetul de studiu
precum si redactarea si prezentarea unor proiecte individuale in
timpul semestrului. 1.6.Materiale bibliografice obligatorii 1.
SIDE, RICHARD WELLMAN, GUY: Grammar & Vocabulary For Cambridge
Advanced and Proficiency,Longman, 2001
2. Camelia Tegla (coord.), Cristina Felea, Vlad Mezei English B2
C1, Social Sciences and Sport, SeriaAutodidact (coord. Liana Pop),
Cluj, Ed. Echinox, 2009 3. Longman Dictionary of Contemporary
English, Longman, 2003Prodromou, L., Grammar and Vocabulary for
First Certificate, Longman, 2001 5.
http://granturi.ubbcluj.ro/autodidact 6.
http://www.psychologyabout.com
Lucrrile menionate la bibliografia obligatorie se gsesc i pot fi
mprumutate de la Biblioteca British Council si Biblioteca
Departamentului de LSS, sau pot fi accesate pe internet la adresele
indicate. 1.7. Materiale i instrumente necesare pentru curs
Derularea activitilor prevzute necesit accesul studenilor la
urmtoarele resurse: - calculator conectat la internet (pentru a
putea accesa bazele de date si resursele electronice suplimentare
dar i pentru a putea participa la secvenele de formare interactiv
on line) - imprimant (pentru tiprirea materialelor suport, a
temelor redactate, a studiilor de caz) - acces la resursele
bibliografice (ex: abonament la Biblioteca British Council) - acces
la echipamente de fotocopiere 1.8. Calendarul cursului Pe parcursul
semestrelor 1 si 2, n care se studiaz disciplina de fa, sunt
programate patrusprezece ntlniri/ semestru fa n fa cu toi studenii;
ele sunt destinate soluionrii, nemediate, a oricror nelmuriri de
coninut sau a celor privind sarcinile individuale. 1.9. Politica de
evaluare i notare Evaluarea final se va realiza pe baza unui examen
scris desfurat n sesiunea de la finele semestrului 1, respectiv 2.
Nota final se compune din: a. punctajul obinut la acest examen n
proporie de 70% (7 puncte) b. evaluarea proiectului de semestru 30%
(3 puncte). 3
1.10. Elemente de deontologie academic n caz de fraud sau
plagiat, vezi poziia UBB. 1.11. Studeni cu dizabiliti: Titularul
cursului i exprima disponibilitatea, n limita constrngerilor
tehnice si de timp, de a adapta coninutul i metodelor de
transmitere a informaiilor precum i modalitile de evaluare (examen
oral, examen on line etc) n funcie de tipul dizabilitii
cursantului. Altfel spus, avem n vedere, ca o prioritate,
facilitarea accesului egal al tuturor cursanilor la activitile
didactice si de evaluare. 1.12. Strategii de studiu recomandate: Se
recomand studenilor o planificare foarte riguroas a secvenelor de
studiu individual, coroborat cu secvene de dialog, mediate de
reeaua net, cu titularul de disciplin. Lectura fiecrui modul i
rezolvarea la timp a lucrrilor de evaluare garanteaz nivele nalte
de nelegere a coninutului tematic i totodat sporesc ansele
promovrii cu succes a acestei discipline.
Modulul 1 si 2 Scopul i obiectivele Obiective: formarea i
dezvoltarea competenelor de comunicare oral i scris ale studenilor
(limbaj general i de specialitate) precum i a deprinderilor de
studiu academic, informare i comunicare de profil. Aceste obiective
se vor atinge prin: - exploatarea textelor de interes general i de
specialitate prin formarea de deprinderi i strategii de lectur, de
dezbatere/comentariu academic, i dezvoltarea i fixarea limbajului
de specialitate; - abordarea gramaticii limbii engleze, insistnd
asupra categoriile gramaticale i structurilor preponderent folosite
n limbajul de specialitate i asupra sintaxei propoziiei i a frazei,
n contextul comunicrii generale i de specialitate (scrise i orale);
- traduceri/retroversiuni n vederea exersrii limbajului fundamental
i de specialitate, punerea n practic a competenei/performanei de
comunicare; - redactri - genuri ale scrisului academic: fia de
lectur, rezumat, recenzie, eseu descriptiv/argumentativ,
interpretare de date.
4
MODULE IINTRODUCTION THE SKILL AND PRACTICE OF READING 1. The
reading process Though reading is often considered a passive skill,
research in the field of psycholinguistics has demonstrated that it
is actually a highly complex process of interaction between the
reader and text. For example, it has been shown that the reader
does not decode the text in his first language in an orderly,
linear fashion, word after word, but rather his eyes move rapidly
over the page, going forward and backward as he perceives
meaningful groups of words and relates these to the non-verbal
information at his disposal (that is, to his knowledge of the world
and topic of the written text), thereby deriving meaning from the
text. Reading thus can be seen as the processing of information.
The reader brings to the text his own store of information deriving
from his native culture, education, personal experience, and,
normally some specific knowledge of the written text. At the same
time, the reader possesses a linguistic competence, including
knowledge of words, of how these words are deployed according to
the linguistic system in order to form sentences, and the
rhetorical pattern and linguistic conventions which characterize
different types of text. Furthermore, in an ideal situation, the
reader approaches a text with a genuine motivation to read and a
reading purpose. Whatever the text, he will also have some
expectations or predictions regarding its content and how the text
is likely to be organized depending on its genre. As he reads,
these predictions are confirmed or not confirmed by the text.
Depending of his reason for reading, he will use one or more
specific strategies. 2. Reading strategies When we read in our own
language we use often unconsciously a variety of reading strategies
and techniques depending on the text and our reason for reading.
There are four principal styles of reading: Skimming involves
moving your eyes rapidly over the page or pages in order to get a
general idea of what the text is about, focusing on certain key
words or phrases. Scanning, instead, is a strategy we use when we
seek specific pieces of information in a text, such as names,
dates, statistics, or whether a particular topic is treated. Here
our expectations are heightened by our awareness of certain lexical
fields or other textural features which are likely to signal the
presence of the information we are looking for. Intensive reading
is the style we use when we wish to have a very clear and complete
understanding of the written text. This implies a careful
de-codification of the writers discourse, usually with the aim of
comprehending not only the literal meaning of the text, but also
the writers deeper purpose, his position or other eventual text
subtleties. Extensive reading is the term we use to describe the
strategies called into play when we read longer
5
texts either for pleasure or for information, and may involve
all the strategies previously mentioned, which the reader applies
according to the individual text and his interest in its various
parts. Thus, the reading style we apply to any given text should be
a function of the type and content of the text on the one hand, and
our reading purpose on the other. It is important to use these
strategies appropriately and flexibly: obviously not all texts need
to be read intensively, though language learners often apply only
this strategy to texts in foreign languages. In reading English for
academic purposes, for example, it will often suffice to have a
general idea of whether certain information is contained in an
article and, if so, where, so that it might be consulted at a later
date. On the other hand, information which is of interest may be
located quickly and selected passages focused upon for the purpose
of extracting and annotating specific information. (Source: Jordan,
R.R, Academic Writing Course, Collins, London 1993)
Unit 1: Get a Glimpse on PsychologyIf the human brain were so
simple that we could understand it, we would be so simple that we
couldn't. Emerson M. Pugh
Psychology is the study of the mind, along with such aspectsof
mind as perception, cognition, emotion, and behaviour. In some
ways, it has only been around since the late 1800's, when people
like Wilhelm Wundt, William James, and Sigmund Freud separated it
from its various mother disciplines such as biology, philosophy,
and medicine. But in other ways, it has been around as long as
human beings have been discussing human beings. I suspect that
cavemen and cavewomen probably sat around the fire talking about
the same things we do: How come their kids are weird, why can't men
and women get along better, what's with those folks from the next
valley, how come old Zook hasn't been the same since that rock hit
him, and what do dreams really mean. Today, psychology tries to be
a science. Science is the effort to study a subject with an
explicit promise to think as logically and stick to the empirical
facts as tightly as is humanly possible. Other sciences -chemistry,
physics, biology, and so on -- have had great success this way. Our
cave-person ancestors would be astounded at our understanding of
the world around us! But the subject matter of psychology (and the
other human sciences) is harder to pin down. We human beings are
not as cooperative as some green goo in a test tube! It is a nearly
impossible situation: To study the very thing that studies, to
research the researcher, to psychoanalyse the psychoanalyst. So, as
you will see, we still have a long way to go in psychology. We have
a large collection of theories about this part of being human or
that part; we have a lot of experiments and other studies about one
particular detail of life or another; we have many therapeutic
techniques that sometimes work, and sometimes don't. But there is a
steady progress that is easy to see for those of us with, say, a
half century of life behind us. We are a bit like medicine in that
regard: Don't forget that it wasn't really that long ago 6
Specialist Vocabularybehaviour cognition discipline emotion
empirical experiment lobotomize
mind perception psychology research science theory
therapeutic
when we didn't have vaccines for simple childhood diseases, or
anaesthesia for operations; heart attacks and cancer were things
people simply died of, as opposed to things that many people
survive; and mental patients were people we just locked away or
lobotomized! Some day -- sooner rather than later, I think -- we
will have the same kinds of understanding of the human mind as we
are quickly developing of the human body. The nice thing is you and
I can participate in this process!Source: Adapted from: General
Psychology by Dr. C. George Boeree Shippensburg University
http://webspace.ship.edu/cgboer/genpsy.html
techniques
Phrases
to be astounded at to die of to lock away to pin down to stick
to
Unusual wordsZook goo
SECTION I: Vocabulary ActivitiesWord charts, like the oval
diagram below, help students condense and organize data about
multiple traits, facts or attributes associated to a single topic.
A. These definitions, as they appear in the Longman Dictionary of
Contemporary English, fit the words in the chart below. Match them
with the words by writing the corresponding letter next to them,
according to the model.
Model:
EMOTION = J. a strong human feeling such as love, hate or
anger
A. the process of knowing, understanding, and learning
something
B. an area of knowledge or teaching that is studied at a
universityC. the thing that a person or an animal does D. based on
scientific testing or practical experience, not on ideas E. a
scientific test done to find out how something reacts under certain
conditions, or to find out if a particular idea is true; a process
in which you test a new idea or method to see if it is useful or
effective F. serious study of a subject, in order to discover new
facts or test new ideas G. knowledge about the world, especially
based on examining, testing, and proving facts H. an idea or set of
ideas that is intended to explain something about life or the
world, especially an idea that has not yet been proven to be true
I. to remove surgically part of someones brain in order to treat
their mental problems J. a strong human feeling such as love, hate
or anger
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COGNITION EXPERIMENT RESEARCH
LOBOTOMIZ E
PSYCHOL OGY
EMOTION= J
EMPIRICAL
SCIENCE
DISCIPLINE THEORY
BEHAVIOU R
B. Use your dictionary to translate the following phrases:to be
astounded at = to die of = to lock away = to pin down = to stick to
=
SECTION II: Language FocusAcademic textual functions, such as
reporting, are signalled by characteristic language uses of tense
and aspect. When reporting findings or significant aspects of
peoples work, we use The Present Simple. The Past Simple is used
when referring to the procedures used in individual studies. A.
Read the following excerpts from two research reports and fill in
with the appropriate form of the verb in brackets, according to the
academic textual functions used in each of them. 1. Mood disorders
(to affect _1) around forty four million Americans each year. The
two most common mental disorders (to be _2) depression and bipolar
disease. There are several factors which researchers (to believe_3)
contribute to mental disorders. Some researchers (to think _4) that
the most severe mood disorders (to be caused_5) by imbalances in
the brains chemical activity. Researchers also (to assume _6) the
environment can play a part in mood disorders and it may run in
families. Some mood disorders (to prove _7) to be easier to
diagnose due to the symptoms that the patient (to display _8),
while others may be a little more difficult and (to require_9) more
testing due to the mood disorder going unrecognized. The good news
(to be_10) that with the proper medication and psychotherapy a
person afflicted with a mood disorder can go on and live a
productive life.(Source: Adapted from:
http://www.freeonlineresearchpapers.com/diagnosing-mental-disorders)
2. The most famous experiment Milgram (to conduct _1) was also
his most controversial. The issue (to deal _2) with the people's
right to know on what he/she is being studied. On the surface, the
experiment (to look _3) legit and totally scientific. Two people
(to be brought _4) in at a time and each would draw from a hat. One
would be the teacher, one the learner. After going over exactly how
the shock treatment (to work _5), the teacher (to go _6) to his
control panel and the learner (to be hooked up _7) to electrodes.
The teacher would first read lists of paired words then (to ask _8)
the learner to pair up the now separated words. For each wrong
answer the learner (to give _9), an increasing dose of electricity
(to be given _10).
8
(Source: Adapted from:
http://www.free-researchpapers.com/dbs/b11/smu317.shtml)
B. Identify the tenses of the verbs underlined in the following
fragment and match them to the uses suggested in the table below:
The research of consciousness, or states of awareness, has provided
numerous interesting and influential studies. Sleep, dreams, and
hypnosis are states of awareness that have intrigued psychologists
because they relate to the quality of psychological interaction
with the environment. States of awareness change constantly, which
produces changes in behavior. Studies in this area have made great
contributions to the understanding of psychology. Researchers
pursuing answers about states of awareness discovered Rapid Eye
Movement sleep and how it relates to dreaming. Rosalind Cartwright,
a leading researcher in this area, takes the study of consciousness
to another level by suggesting that people may be able to control
what they dream about. Many psychologists have theorized about why
people dream. Sigmund Freud believed that dreams were windows to
your unconscious; that your greatest unfulfilled wishes and fears
would be expressed symbolically in your dreams. Freud's view has
been highly influential, and psychotherapists still use dream
interpretation during therapy.(Source: Adapted from:
http://www.free-researchpapers.com/dbs/b6/pnl224.shtml)
VERBS
TENSE
USE An action that was begun in the past and continues into the
present/ An action that happened in the unspecified past/ A recent
action that has a present effect. Actions that happened at a
defined moment in the past. Habitual activities - States
SECTION III: Text StructureResearchers communicate their results
and help accumulate knowledge through conference papers, reports,
on-line journals and print journals. A research paper is a true
academic writing that requires inquiry into the existing literature
on the topic of study and personal thoughts as compared to the
established experts in the field. A research report has several
sections (Title, Abstract, Introduction, Method, Results,
Discussion and References) and each section provides information
about the process of elaboration.Research Report Title The title of
the report must be short and descriptive. Try to use around 15
words. Abstract The abstract is a very important section of a
research paper because it may be the only part people read.
Therefore, it should help a person decide whether to read the paper
or not. The purpose of this section is to provide a brief and
comprehensive summary of the study. It should include a brief
description of the problem being investigated, the methods used,
the results and their implications, written in a concise, specific
and accurate manner B. The information in the following paragraph
has been jumbled. Listen to the recording, rearrange it, and
rewrite it in order to provide a coherent abstract. Attitudes
toward the Use of Animals in Psychological Research and Education:
Results from a National Survey of Psychologists by S.Plous Wesleyan
University
9
Abstract: In general, the attitudes of psychology majors closely
resembled the attitudes of practicing psychologists. This article
reports the results of a national survey in which psychology majors
were asked about the use of animals in psychological research and
teaching. Opposition to the use of animals was greatest among
women, among students at selective schools, and among students
living in the Northeast/ Mid-Atlantic region of the country.
Students tended to (a) support animal experiments involving
observation or confinement, but disapprove of studies involving
pain or death; (b) support mandatory pain assessments and the
federal protection of rats, mice, pigeons and reptiles; and (c)
support the use of animals in teaching, but oppose an animal
laboratory requirement for the psychology major.
...............................................
10
Unit 2: Pestalozzi, Father of Modern PedagogyThe principal goal
of education is to create men who are capable of doing new things,
not simply of repeating what other generations have done. Jean
Piaget
SECTION I: VOCABULARY ACTIVITIES Born in Zurich, Johann Heinrich
Pestalozzi (1746 - 1827) took up Rousseau's ideas and explored how
they might be developed and implemented. His early experiments in
education ran into difficulties but he persisted and what became
known as the 'Pestalozzi Method' came to fruition in his school at
Yverdon.. Instead of dealing with words, he argued, children should
learn through activity and through things. They should be free to
pursue their own interests and draw their own conclusions. I wish
to wrest education from the outworn order of doddering old teaching
hacks as well as from the new-fangled order of cheap, artificial
teaching tricks, and entrust it to the eternal powers of nature
herself, to the light which God has kindled and kept alive in the
hearts of fathers and mothers, to the interests of parents who
desire their children grow up in favour with God and with men.
(Pestalozzi quoted in Silber 1965: 134) Pestalozzi goes beyond
Rousseau in that he sets out some concrete ways forward based on
research. He tried to reconcile the tension, recognized by
Rousseau, between the education of the individual (for freedom) and
that of the citizen (for responsibility and use). His initial
influence on the development of thinking about pedagogy owes much
to a book he published in 1801: How Gertrude Teaches Her Children.
He wanted to establish a 'psychological method of instruction' that
was in line with the 'laws of human nature. As a result he placed a
special emphasis on spontaneity and selfactivity. Children should
not be given ready-made answers but should arrive at answers
themselves. To do this their own powers of seeing, judging and
reasoning should be cultivated, their self-activity encouraged
(Silber 1965: 140). The aim is to educate the whole child -
intellectual education is only part of a wider plan. He looked to
balance, or keep in equilibrium, three elements - hands, heart and
head. William H. Kilpatrick in his introduction to Heinrich
Pestalozzi (1951) The Education of Man - Aphorism has summarized
six principles that run through Pestalozzi's efforts around
schooling. Personality is sacred. This constitutes the inner
dignity of each individual. As 'a little seed... contains the
design of the tree', so in each child is the promise of his
potentiality. 'The educator only takes care that no untoward
influence shall disturb nature's march of developments'. Love of
those we would educate is 'the sole and everlasting foundation' in
which to work. 'Without love, neither the physical nor the
intellectual powers will develop naturally'. So kindness ruled in
Pestalozzi's schools: he abolished flogging - much to the amazement
of outsiders. To get rid of the 'verbosity' of meaningless words
Pestalozzi developed his doctrine of Anschauung - direct concrete
observation, often inadequately called 'sense perception' or
'object lessons'. No word was to be used for any purpose until
adequate Anschauung had preceded. The thing or distinction must be
felt or observed in the concrete. Pestalozzi's followers developed
various sayings from this: from the known to the unknown, from the
simple to the complex, from the concrete to the abstract. To
perfect the perception got by the Anschauung the thing that must be
named, an appropriate action must follow. 'A man learns by action'.
Out of this demand for action came an emphasis on repetition - not
blind repetition, but repetition of action following the
Anschauung.Source: Adapted from
http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html
11
New Vocabulary doddering flogging everlasting hacks to kindle
outworn to pursue sole untoward verbosity to wrest Phrasal verbs to
set out to run into to run through to take up Phrases to come to
fruition to draw conclusions to get rid of smth. to grow up in
favour with Compound words new-fangled ready-made self-activity
Prefixes reconcile implement inadequately entrust outsiders
Suffixes education responsibility achievement psychologica l
spontaneity kindness meaningless
A. Use your dictionary to look up the underlined word or phrase
in each of the following sentences. Find the definition that best
fits the context and write it next to each sentence. Model: His
early experiments in education ran into difficulties. to run into =
to start to experience a difficult situation 1. The 'Pestalozzi
Method' came to fruition in his school at Yverdon. to come to
fruition = 2. They should be free to pursue their own interests and
draw their own conclusions. to pursue = 3. The educator only takes
care that no untoward influence shall disturb nature's march of
developments. untoward = 4. To get rid of the 'verbosity' of
meaningless words Pestalozzi developed his doctrine of Anschauung.
verbosity = 5. Love of those we would educate is 'the sole and
everlasting foundation' in which to work. sole = B. Adding a suffix
to a noun, verb or an adjective we can obtain new nouns or
adjectives. In the table below there are several adjectives and
nouns which were obtained like this. Mention the word formation
process, according to the model: Original Word develop Category
VERB Suffix -ment New Word development education fruition
responsibility achievement psychological spontaneity kindness
meaningless intellectual activity Category NOUN
C. There are three forms of compound words: the closed form
(headquarters), the hyphenated form (sit-in) and the open form
(post office). Match the words in column A with those in column B
to form a new word. A. B. eye distance middle throw heart president
estate class stopping back full single real half life freeze check
dry time child else fore
elect minded shadow learning moon sister
like in where catching
Model: eye + catching = eye-catching
12
SECTION II: Language FocusReported Speech When we report
statements that were made in the past we change the tense of the
original (direct) speech. When we report things that are timeless,
such as scientific theories, we can keep the verb in the Present
Simple. There are some verbs which introduce the Reported Speech:
said, told, affirmed, admit, allege, etc. A. Reformulate these
sentences. Use the reporting verbs given and make all the necessary
changes. Model Pestalozzis early experiments ran into difficulties.
It is said that Pestalozzis early experiments had run into
difficulties. 1. A man learns by action. Pestalozzi affirmed 2. He
tried to reconcile the tension between the education of the
individual and that of the citizen. It is asserted ... 3.
Kilpatrick has summarised six principles of Pestalozzis theory of
education. The author stated 4. Without love, neither the physical
nor the intellectual powers will develop naturally. Pestalozzi
alleged ... 5. The educator must encourage childrens
self-activities. He argued ... When reporting, we may also use
clauses: a that clause reporting a statement, a wh clause reporting
a wh question or exclamation, a clause with if or whether reporting
a polar question, or an infinitive clause reporting a directive. B.
Rearrange the jumbled words to make coherent sentences inside the
first and last words given. Model constitutes infers personality
that inner dignity the each of He infers that personality
constitutes the inner dignity of each individual. 1. children
whether special or attention wondered be should given She .. not.
2. what noticed change an had their in extraordinary occurred They
... behaviour. 3. Pesatlozzis when asked learn we about would We .
method. 4. they meaningless insisted not use should He .. words. 5.
was that of method observation admitted direct the I .. useful. C.
Read the text below and insert the word which best fits each space.
Choose from the list below: report conducted education assigned
satisfaction private attend choice standards range
Parents of children who _____(1) private schools are more
satisfied with their schools than parents of children in public
_____(2) settings, according to a new report from the National
Center for Education
13
Statistics, while parents whose children attend the public
school of their _____(3) are more satisfied than those whose
children attend an _____(4) public school. Released in August, the
_____(5) is based on telephone interviews with parents _____(6) in
the first half of 2007 on a wide _____(7) of topics: school
satisfaction, parental involvement in schools, school-parent
communication, _____(8) with teachers, discipline and homework
levels. While the specific numbers varied, more _____(9) school
parents than public school parents were very satisfied with
teachers, academic _____(10), discipline, and school/parent
interaction.(Source: Adapted from http://www.educationreport.org,
Parent satisfaction higher in private schools, September 16,
2008)
SECTION III: Text StructureResearch Report Introduction and
Method Introduction The main purpose of this section is to tell
your reader why you performed the study. In other words, you have
to inform the reader of the research question and indicate why it
is important and how it is unique when compared to previous
studies. Method This section includes detailed descriptions of the
sample, the materials, instruments, and the procedures so that the
reader understands that the information provided is valid and
reliable. A. You will read an excerpt from a research report. Six
sentences have been removed from this text. Choose from the
sentences A-G the one which fits each gap. There is an example at
the beginning (0)Introduction Stress is a part of everyday life
(Weiten, 2001). 0 D. Without stress life would be dull; however, we
must learn to cope with all forms of stress to prevent it affecting
our psychological and physical health (Weiten, 2001). Kohn,
Lafreniere & Gurevich (as cited in Weiten, 2001) found that
routine daily hassles can have a significant effect on our mental
health. 1 ___. Also, Holmes & Rahe (as cited in Weiten, 2001)
and others have found that changes in life, positive or negative,
require adjustment. During this time of adjustment, one may be more
susceptible to stress. More changes in one's life may increase
one's susceptibility to stress. However, not all life experiences
are stressful. Social support is very important to reducing stress
(House, Landis & Umberson, 1988). 2 ___. According to Davis,
Morris & Kraus (1998), there is an inverse correlation between
social support and mental health. 3___. Exercise provides an
opportunity to release frustrations and increases resistance to
stress, while sleep deprivation decreases it. When deprived of
sleep, one might under-perform on cognitive tasks, which itself may
increase stress levels (Weiten, 2001). Work stress is another
important factor that has been the subject of much research. Weiten
(2001) noted that "pressure has turned out to be more strongly
related to measures of mental health than the SSRS" (p. 534), a
measure of life change. A heavy workload, a hectic work schedule, a
poor work environment, and low job security are all factors that
can cause stress at work (Weiten, 2001). 4 ___. This study was
designed to replicate past research and investigate the
correlations between stress and daily hassles; social support; life
experiences; exercise; sleep; and work levels. Method Participants
There were 30 participants in this study, 15 men and 15 women. 5
___. The mean age was 30.4. Participants were attending school,
work, or both. Materials Information was gathered using the Hassles
Scale (Delongis, Folkman, & Lazarus, 1988), Life Experiences
Survey (Sarason, Johnson, & Siegel, 1978), Stress Test (Weiten,
2001), and Social Support Scale (Weiten, 2001) Participants were
also asked to report their average hours of work or school per
week, average hours of sleep per night, and average hours of
exercise per week. Procedure Each participant was asked to complete
the questionnaire package. Confidentiality was emphasized and
participants were asked not to include their names. 6 ___Source:
Adapted from: http://www.capilanou.ca The Effects of Daily Life on
Stress Levels by Chad Clippingdale & Shannon Birk
14
A. The researchers then scored the tests and correlated the
results using the Pearson product-moment correlation. B. When one
spends longer hours exposed to these factors, stress levels may
become greater. C. Having someone to listen and give empathy helps
to justify our feelings and makes us feel better. D. We experience
stress each day, sometimes positively and sometimes negatively. E.
Although minor hassles alone may not be stressful, many hassles may
build up and overwhelm an individual, causing stress. F. Exercise
and getting a good night sleep are also very important to coping
with stress. G. Ages ranged from 13 to 59.
Unit 3: Autism and CommunicationTo effectively communicate, we
must realize that we are all different in the way we perceive the
world and use this understanding as a guide in our communication
with others. Anthony Robbins
15
Autism is a complex neurobiological disorder that typically
lasts throughout a person's lifetime. It is part of a group of
disorders known as autism spectrum disorders (ASD). Today, 1 in 150
individuals are diagnosed with autism, making it more common than
paediatric cancer, diabetes, and AIDS combined. It occurs in all
racial, ethnic, and social groups and is four times more likely to
strike boys than girls. Autism was first identified in 1943 by Dr.
Leo Kanner of Johns Hopkins Hospital. At the same time, a German
scientist, Dr. Hans Asperger, described a milder form of the
disorder that is now known as Asperger Syndrome. These two
disorders are listed in the DSM IV as two of the five developmental
disorders that fall under the autism spectrum disorders. The others
are Rett Syndrome, PDD-NOS, and Childhood Disintegrative Disorder.
All of these disorders are associated with rigid routines and
repetitive behaviours, such as obsessively arranging objects or
following very specific routines, but the most important
characteristic is that they impair a person's ability to
communicate and relate to others. The capacity to acquire and use
language is a key aspect that distinguishes humans from other
organisms. Language acquisition starts in infancy and it is the
process by which humans acquire the capacity to perceive, produce
and use words to understand and communicate. A child's acquisition
of language can be broken down into different segments: phonology,
which is a person's use of speech sounds; syntax - the rules of
grammar; semantics, which refers to a person's ability to
understand and create the meaning of language; pragmatics - the
ability to use language for the purpose of communication. Breaking
down language into these different segments allows professionals to
clarify to what extent and which aspects of the language and
communication of a child with an autism spectrum disorder (ASD) is
impaired. Children with an ASD often fail to communicate using
speech or any other type of language, for example eye-contact, hand
gestures, body language. If a child does not wish to communicate
intentionally, they will not explore their ability to vocalise,
learn new sounds or listen to the language spoken around them. This
will ultimately result in a delay in their language acquisition.
Without this means of communication, a child will find it difficult
to express themselves. A child with an ASD may not see any reason
to communicate with other people and, consequently, without a
reason there is no point in communicating or no need to
communicate. Children with an ASD may also remove themselves from
situations that require communication, limiting their opportunities
to communicate. Without opportunities there cannot be a development
in communication.Source: Adapted from http://www.autismspeaks.org/,
http://www.nas.org.uk Society Speech and Language Therapy The
National Autistic
Specialist Vocabulary acquire communication impair occur
phonology pragmatics repetitive behaviour relate rigid routines
semantics spectrum strike syntax vocalise Acronyms AIDS ASD DSM
PDD-NOS Antonyms pair impair integrate disintegrate order disorder
Compounds eye-contact lifetime neurobiological Phrases to break
down into to fall under Word family integrate integral integration
integrative disintegrate disintegration disintegrative
16
SECTION I: Vocabulary ActivitiesA prefix is placed at the
beginning of a word to modify or change its meaning. dis- shows an
apposite or negative and, in verbs, it shows the stopping or
removing of a condition. A. Add the prefix dis- to the following
words. Use a dictionary to find their meaning. Model: appear
disappear to become impossible to see any longer
ability approval associate believe compose integrate junction
order pleased qualify regard satisfaction trust
graceful reputable
............................................... B. Match the
following words with the most suitable definition. Model: 0.
explore = K 0. explore = K 1. capacity 2. vocalize 3. delay 4.
strike 5. spectrum 6. occur 7. disintegrate 8. routine 9. impair
10. acquisition A. to damage something or make it not as good as it
should be B. someones ability to do something C. to happen or exist
in a particular place or situation D. the process by which you gain
knowledge or learn a skill E. when something does not happen or
start when it should do F. to break up, or make something break up,
into very small pieces G. to make a sound or sounds with your voice
H. to damage or harm someone or something I. the usual order in
which you do things, or the things you regularly do J. a complete
range of opinions, people, situations, etc. going from one extreme
to its opposite K. to discuss or think about something
carefully
C. Follow the link http://www.all-acronyms.com/ to find what
these acronyms stand for. Choose the ones that are the most
suitable to the text above.
17
Model: ASD = autism spectrum disorders AIDS = CDD = DSM =
PDD-NOS =
SECTION II: Language FocusReported Speech Other ways of
reporting include using nouns such as: argument, assertion,
comment, denial, explanation, observation, remark, statement, etc.
A. The words in the following sentences have been jumbled.
Rearrange them within the first and last words given, in order to
make coherent sentences. All the sentences contain reporting nouns.
Charles Aussilloux, Professor of Child and Adolescent Psychiatry at
the University of Montpellier, and his team studied the patterns of
autism in the population of Languedoc, France. Below, there are
reported some of the results of his research. Model: was a to
clearer of provide argument study major the picture The major
argument of the study was to provide a clearer picture of autism.
1. first his of that observations the was evolutions autistic of
were persons One . different. 2. about remark the autistic
possibility of to autonomously was people live His .. encouraging.
3. was great of comment the importance on the environmental
influence Of . factors. 4. autism related the was important
similarities statement to Aspergers and between Another ..
Syndrome. 5. of the emphasized major autistic role normal assertion
the in contact development of human Aussillouxs ..
children.(Source: Adapted from
http://www.abc.net.au/rn/talks/8.30/helthrpt/stories/s21141.htm)
B. Complete the second sentence so that it has the similar
meaning to the first sentence, using the word given. You must use
between two and five words. Do not change the word given. Model You
should focus more on the topic, the teacher told me. advised The
teacher advised me to focus more on the topic. 1. Reading more
articles in a foreign language is good for you too, she said.
recommended She more articles in a foreign language. 2. You wrote a
very good research report! the professor told her. congratulated
The professor ...a very good research report. 3. Dont leave your
room after dark. This is not a safe area, our instructor told us.
warned Our instructor .....our room after dark. 4. If you copy the
review, you will be accused of plagiarism, said the lecturer.
threatened The lecturer if I copied the review. 5. Dont forget to
bring your project, my colleague told me. reminded My colleague...
my project. When reporting emotions or impressions we may use
certain adjectives. C. Match the adjectives (A-F) with the faces
(1-6) Model: 6 F A. concerned; worried; alarmed; afraid; uneasy
18
B. angry; infuriated; outraged; annoyed; irritated C. bored;
uninterested; fed up; jaded 1 2 3 D. content; blissful; cheerful;
joyful; delighted E. depressed; miserable; unhappy; disheartened F.
surprised; astonished; amazed; taken aback 4 5 6
SECTION III: Text StructureResearch Report Results, Discussion
and References Results The main purpose of this section is to offer
your readers a summary of what you found and to give a description
of the techniques used in the research, of each analysis and the
results obtained Discussion In this section you must discuss and
interpret your data for the reader, tell them about the
implications of your findings and make recommendations References
This section is at the end of your paper and contains the
information necessary for your reader to find any source that you
cite in the report.
Social Sciences use the APA formatting and style to cite
sources.A. Read the information contained in this section of a
research report and fill in with the missing figures. Results
Pearson product-moment correlations were computed to measure the
relationship between stress levels and the other factors studied.
The following table presents the findings. Table 1 n = 30
Correlations between Stress & Various Stress Factors Daily
hassles, life experiences, and hours of Factors Stress work were
all significantly correlated with Daily Hassles .47** stress. This
indicates significant positive Social support relationships exist
between these factors and Life experiences .42* stress levels. As
hassles, life experiences or Weekly exercise work hours increase,
so does stress. Hrs of sleep The correlation between social support
and Hrs of work .39* stress was r = -.35 (p
