UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCA FACULTATEA DE LITERE DEPARTAMENTUL DE LIMBI STRAINE SPECIALIZATE Asist.univ.drd. CAMELIA-DANIELA TEGLA cameliateglas@gmail.com

ENGLISH STUDY PACKENGLISH STUDY PACKENGLISH STUDY PACKENGLISH STUDY PACK FOR STUDENTS IN FOR STUDENTS IN FOR STUDENTS IN FOR STUDENTS IN

PSYCHOLOGY PSYCHOLOGY PSYCHOLOGY PSYCHOLOGY AND AND AND AND

EDUCATIONEDUCATIONEDUCATIONEDUCATION SCIENC SCIENC SCIENC SCIENCESESESES

2012/20132012/20132012/20132012/2013

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Informaii generale

Date de identificare a cursului Date de contact ale titularului de curs:

Nume: Asit. drd. Camelia-Daniela Tegla Birou: Cab.10, Departamentul LSS, Horea nr.7 Telefon: 0264/530724 E-mail: cameliateglas@gmail.com

Date de identificare curs:

Numele cursului Limba englez - curs practic limbaj specializat Codul cursului LLU0011, LLU0012 Anul, Semestrul anul 1, semestrele 1,2 Tipul cursului - obligatoriu

Condiionri i cunotine prerechizite Cursul este conditionat de deinerea de cunotine de limba englez care situeaza studentul la nivel B1, conform grilei de autoevaluare a Cadrului comun european de referinta a limbilor:

Competente A1 A2 B1 B2 C1 C2

nelegere-ascultare

1

2

3

4

5

6

nelegere-citire 1 2 3 4 5 6 Vorbire-conversaie

1 2 3 4 5 6

Vorbire-exprimare

1 2 3 4 5 6

Scriere 1 2 3 4 5 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 competena lingvistic ntr-o limba de circulaie internaional.

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 i s se autoevalueze.

Obiectivele disciplinei: Studenii vor putea utiliza competent limba englez, cel puin la nivelul B2, n activitatea lor academic i n viitoarea activitate profesional: 1. Cunoaterea i nelegerea aprofundat a contextelor i rolurilor, precum i a conceptelor, metodelor i a discursului/limbajului specific diverselor situaii de comunicare profesional n mediul academic de limba englez, cu accent pe situaia retoric, formele de comunicare scris i oral, etapele procesului de scriere i produsele scrisului academic, precum i pe deontologia profesional. 2. Utilizarea cunotinelor aprofundate pentru explicarea i interpretarea diverselor modaliti de comunicare scris (genuri de texte tiinifice) i oral (comunicri tiinifice) i a conveniilor ce guverneaz redactarea textelor tiinifice n limba englez n contextul studiilor de licenta i al comunitii profesionale extinse (naionale i internaionale).

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3. Transferul conceptelor/principiilor/metodelor nvate n activiti de receptare a textului scris i de producere viznd etapele procesului de scriere, organizarea i dezvoltarea ideilor, structura textului i strategiile de comunicare verbal oral i scris la standarde specifice limbii engleze specializate pentru discursul tiinific. 4. Utilizarea grilelor de criterii standard ale comunitii academice/profesionale pentru evaluarea calitii produselor comunicrii academice scrise i orale n limba englez. 5. Elaborarea unor lucrri scrise i prezentri orale originale care s utilizeze principiile i tehnicile de redactare consacrate n mediul academic, cu accent pe genurile predilecte din psihologie i tiinele educaiei. 6. Realizarea sarcinilor de lucru individuale n contexte de autonomie/independen. 7. Participarea la realizarea de proiecte de lucru n perechi i n echip, cu accent pe asumarea de roluri n cadrul echipei de lucru n mediul academic. 8. Managementul propriei nvri, diagnoza nevoilor de formare, monitorizarea i reflecia asupra utilizrii eficiente a instrumentelor de munc intelectual i a resurselor/tehnicilor/strategiilor de nvare traditionale si TIC.

Coninut: SEMESTRUL 1 Saptamana 1 Placement Test Saptamana 2 Introduction. The Skill and Practice of Reading; Listening Strategies Saptamana 3 Get a Glimpse on Psychology Saptamana 4 Get a Glimpse on Psychology

Reporting structures; Tenses used in reports; Research report: title; abstract Saptamana 5 Pestalozzi, Father of Modern Pedagogy

Saptamana 6 Pestalozzi, Father of Modern Pedagogy Reported Speech; Research Report: introduction and method

Saptamana 7 Autism and Communication Saptamana 8 Autism and Communication

Reported Speech; Research Report: results, discussion and references Saptamana 9 Psychology of Advertising Saptamana 10 Psychology of Advertising

Academic Definitions; Relative Clauses Saptamana 11 Psychology of Advertising

Emphasis; Rephrasing; Quoting APA Style Saptamana 12 Secret Lives Saptamana 13 Secret Lives

Cohesion: reference, ellipsis, substitution, conjunctions; Paraphrasing Saptamana 14 Revision

Bibliografie obligatorie: 1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and Proficiency, Longman, 2001 2. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 2001 3. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and Sport, Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 2009 4. Longman Dictionary of Contemporary English, Longman, 2003 5. http://granturi.ubbcluj.ro/autodidact 6. psychologyabout.com 7. http://esl.about.com/c/ec/1.htm 8. owl.english.purdue.edu/ 9. www.psychologytoday.com

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Evaluare Criterii de evaluare: prezena i participarea activ la cursul practice; ndeplinirea corect si la timp a sarcinilor de lucru; nsuirea vocabularului de specialitate; corectitudinea, fluena i adecvarea la cerin a limbii engleze (oral i scris); capacitatea de a utiliza eficient limba englez n contexte academice i profesionale specifice Metode de evaluare: examen scris la sfritul semestrului 50% din nota finala; participarea activ la cursul practic 20% din nota finala; elaborarea unui raport de cercetare 30% din nota finala

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

Elemente de deontologie academic n caz de fraud sau plagiat, vezi poziia UBB.

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.

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MODULE I/ 1st SEMESTER Unit 1: Introduction. The Skill and Practice of Reading 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. 1. 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 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)

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Unit 2: Get a Glimpse on Psychology While the subject of psychology in todays modern world does reflect the disciplines rich and colourful history, its origins however differ quite considerably from the contemporary notions of the field. In order to fully understand what psychology is all about, it is important to first go back into its history and explore its origins. How did this discipline originate? When did it originate? Contemporary psychology deals with a vast range of topics; while at the same time looks into human behavioural patterns and mental processes from the cultural level to the neural level. Psychologists study all matters pertaining to human mental issues that begin right from birth and continue up until the death of the person. So, by gaining full understanding of the history of psychology, you will be able to better understand how the individual topics are studied and what has been learnt so far. Questions put forward during the Formation of Psychology Right from the very beginning, the study of psychology has been faced with a number of difficult questions. The first question of how is psychology defined established it as a separate science, separate from philosophy and physiology. Other additional questions that psychologists were also faced with throughout the history of the subject were: What issues and topics should the subject of psychology deal with? What methods of research should be used when studying psychology? Should research be used in order to influence education, public policy and other aspects of human behaviour? Is psychology a science? Should psychology focus on internal mental processes or on observable behaviours? The Emergence of Psychology: Physiology and Philosophy While psychology did not really emerge as a separate science until the latter half of the 19th century, its initial history can be traced right back to the ancient Greeks. During the 1600s, the famous French philosopher, Rene Descartes, introduced the concept of dualism, which stressed on the fact that the body and the mind were basically two separate entities that interacted together to form the normal human experience. Many of the other issues that are still debated by psychologists today, like relative contributions of nature vs. nurture, are deep rooted in these early philosophical concepts. So why is psychology different from philosophy? While many of the early philosophers relied heavily on methods like logic and observation, the psychologists of today tend to use methods to study and come to conclusions about the human behaviour and thought. Physiology also made large contributions towards the eventual emergence of psychology as a science. Early physiology research on behaviour and brain had a very dramatic impact on psychology as it is today, ultimately leading to the application of many scientific methodologies that study the human behaviour and thought. Psychology as a Separate Scientific Discipline During the mid 19th century, Wilhelm Wundt, a German physiologist started using scientific research methods to look into reaction times. His works outlined many of the most important connections between physiology and psychology. So what were Wundts views on psychology? He looked upon the subject as a study of the human consciousness and even sought to apply certain experimental methods in order to study the internal mental processes. While this process today is known as introspection and is considered to be highly unscientific and unreliable, in those days it helped set the stage for all the future experimental methods. And although his influence began to dwindle in the years to come, this impact on the subject is definitely unquestionable. The First School of Thought One of Wundts most famous students, Edward B Titchener, went on to become one of the founders of psychologys very first school of thought. According to structuralism, the human consciousness can be broken down into small parts. Using introspection, trained students attempted to break down reactions and responses to the most basic of all perceptions and sensations. Though structuralism is notable because of its emphasis on scientific research methods, it is considered to be unreliable, subjective and limiting today. When Titchener died, the concept of structuralism also died with him. Functionalism Psychology really flourished in America in the 19th century. William James came out on top as the leading American psychologist during this period and his principles of psychology made him the

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Father of American Psychology. His ideas and concepts served as the foundation for a new school of thought, which was known as functionalism. Functionalism focused on how the human behaviour works towards helping people comfortably in their respective environments. Functionalists use methods like direct observation. The functionalists however stressed on the fact that consciousness is an ever changing and more continuous process. Although functionalism is no longer considered to be a school of thought, it however did go on to influence the next generation of psychologists. Sigmund Freud Up until this point, psychology tended to stress more on the conscious human experience. However, Sigmund Freud, the famous Austrian physician changed the whole face of psychology in such a dramatic way by putting forward a theory of personality that stressed on the importance of the unconscious mind. His work with patients suffering from mental ailments like hysteria led him to believe that our early childhood experiences as well as our unconscious impulses contribute greatly towards the development of our adult behaviours and personalities. According to him, psychological disorders are basically the result of unconscious conflicts that take place within us, and that become unbalanced or extreme. His theory had a huge impact on the 20th century psychology, influencing the mental well being as well as in many other fields like literature, art and popular culture. Although many of his concepts are looked upon with scepticism today, his influence on modern psychology cannot be questioned. The Emergence of Behaviourism Psychology evolved dramatically during the 20th century and another school of thought known as behaviourism became dominant. Behaviourism was a very big change from all of the previous theoretical perspectives, and rejected emphasis on the conscious as well as the unconscious mind. Instead it strove to make the discipline a more scientific one by stressing on observable behaviour. Behaviour stresses on the fact, that the subject matter of psychology is basically the behaviour of a human being. The impact of this school of thought was enormous and it dominated the scene for almost 50 years. Even though it eventually lost its importance, the basic principles of behaviourism are still used today. Therapeutic methods like token economies and behavioural modification are often used to help kids overcome maladaptive behaviours and to learn new skills. Conditioning is used in most situations ranging from education to parenting. The Third Force or Humanistic Psychology Although behaviourism and psychoanalysis dominated the first half of the 20th century, a new school of thought, known to us as humanistic psychology emerged during the latter half of the 20th century. Referred to most as the Third Force in psychology, this theoretical concept lays emphasis on conscious experiences. Psychology as it is Today As you may have already noticed the discipline of psychology has seen enormous change and growth since its early beginnings with Wundt. The story certainly does not end right here. Psychology has since continued to change and evolve and new perspectives and ideas have been introduced. Recent psychological research focuses on many aspects of the human behaviour and experience, right from impact of cultural and social factors to biological influences on human behaviour. Today, most of the psychologists dont identify themselves with a single school of thought. Instead, they prefer focusing on certain specialty perspectives or areas, often drawing conclusions from a wide range of theoretical backgrounds. This contemporary approach has contributed new theories and ideas that still continue to shape the future of psychology.

By Natasha Bantwal, Published: 1/27/2008, http://www.buzzle.com/articles/brief-history-of-psychology.html

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Language Focus: Read the fragment above and try to identify the tenses used in the text. Write down two or three verbs for each identified tense.

...................................................

...............

VERB FORMATION The following chart shows the positive, negative and interrogative (question) forms of all the principle tenses in English with a brief description of the principle usage.

TENSE POSITIVE NEGATIVE QUESTION USE

Simple Present I play tennis on Mondays.

They don't (do not) work in New York.

Does she know him? Habitual activities - States

Simple Past She went to Paris last week.

They didn't (did not) drive to work.

Where did she get that hat?

Actions happening at a defined moment in the past.

Simple Future I'll (will) meet you at the airport tomorrow.

He will not (wont) be able to come.

Will they visit us soon?

Decisions made at the moment about the future, future predictions, future promises

Present Continuous

He's (is) working at the moment.

They aren't (are not) coming this evening.

What are you doing?

Actions happening at the present moment. Near future intention and scheduling.

Past Continuous

I was watching TV when you called.

He wasn't (was not) working when she arrived.

What were you doing when I called?

Interrupted past action, action happening at a specific moment in time in the past.

Future Continuous

I'll (will) be cooking dinner when you arrive.

They will not (won't) be living in Paris this time next year.

What will you be doing next week at this time?

Future action at a specific moment in the future.

Future with Going to

He's (is) going to fly to Boston next week.

They're (are) not going to invite the Browns.

Where are you going to stay?

Future intent or planned action

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Present Perfect

I've (have) seen Mick three times this week.

She hasn't (has not) been to New York.

How long have you worked at Smith's?

1) To express an action that was begun in the past and continues into the present. 2) To express an action that happened in the Unspecified past. 3) To express a recent action that has a present effect.

Past Perfect

I'd (had) already eaten before they came.

She hadn't (had not) been to Rome before that trip.

Had you ever seen such a crazy lady before that?

To express an action that happens before another action in the past.

Future Perfect

We'll (will) have lived here for twenty years by 2005.

She will not (wont) have finished her homework by the time we arrive.

How long will you have lived in France by the end of next year?

To express what will have happened or how long something will have happened up to a certain point in the future.

Present Perfect Continuous

She's (has) been waiting for over three hours.

They haven't (have not) been studying for long.

How long have you been working on that problem?

To express the duration of a continuous activity begun in the past and continuing into the present.

Past Perfect Continuous

She'd (had) been waiting for three hours when he finally arrived.

I hadn't (had not) been sleeping for long when I heard the doorbell ring.

How long had you been playing tennis when she arrived?

To express the duration of a continuous activity begun before another activity in the past.

Future Perfect Continuous

He'll (will) have been sleeping for a few hours by the time we arrive.

She will not (wont) have been working for long by 5 o'clock.

How long will you have been driving by 6 o'clock?

To express the duration of an activity up to a point of time in the future.

Source: http://esl.about.com/library/grammar

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If 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 aspects of 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 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

Specialist Vocabulary behaviour cognition discipline emotion empirical experiment lobotomize

mind perception psychology research science theory therapeutic techniques

Phrases to be astounded at to die of to lock away to pin down to stick to

Unusual words Zook goo

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SECTION I: Vocabulary Activities Word 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 university C. 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

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 =

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SECTION II: Language Focus Academic 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). (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 behaviour. 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

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SECTION III: Text Structure

Researchers 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

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.

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Unit 3: Pestalozzi, Father of Modern Pedagogy

The 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

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 self-activity. 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

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 psychological spontaneity kindness meaningless

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SECTION I: VOCABULARY ACTIVITIES 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 Category Suffix New Word Category

develop VERB -ment development NOUN

education

fruition

responsibility

achievement

psychological

spontaneity

kindness

meaningless

intellectual

activity

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. eye distance middle full real half life child else fore throw heart president single freeze check

B. estate stopping elect minded shadow dry like in where class back learning moon sister time catching

Model: eye + catching = eye-catching

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SECTION II: Language Focus

Reported 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 education assigned attend choice standards range conducted satisfaction private

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 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)

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SECTION III: Text Structure Research 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

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.

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Unit 4: Autism and Communication

To 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

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 The National Autistic Society Speech and Language Therapy

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

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SECTION I: Vocabulary Activities A 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 graceful integrate junction order pleased qualify regard reputable satisfaction trust

...............................................

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.

Model: ASD = autism spectrum disorders

AIDS = CDD = DSM = PDD-NOS =

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SECTION II: Language Focus

Reported 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.

ModelYou 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

B. angry; infuriated; outraged; annoyed; irritated C. bored; uninterested; fed up; jaded D. content; blissful; cheerful; joyful; delighted E. depressed; miserable; unhappy; disheartened

1 2 3

4 5 6 F. surprised; astonished; amazed; taken aback

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SECTION III: Text Structure

Research 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 Factors Stress Daily Hassles .47** Social support Life experiences .42* Weekly exercise Hrs of sleep Hrs of work .39* ** p

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Unit 5: Psychology of Advertising

Advertising is making whole lies out of half truths. Edgar A. Shoaff

Advertising has been a form of glorifying or gaining publicity for goods and merchandise since very early times. In fact, advertising has been around as an informal concept since the beginning of civilizations and former methods were oral advertising or claiming the benefits of products verbally when merchants sold goods to people directly on the streets. However with the advent of paper and writing, advertising took a more formal shape. Egyptians and Ancient Greeks used the papyrus for advertising and rock painting was also used. Advertising in English in magazines as we know today dates back to the end of the 17th century and newspaper advertising in America began during the first part of the 18th century with advertisements for estates. With the growth of mass media and different forms and avenues of communication like radio, TV, newspapers, magazines, and of course the internet in the 20th century, advertising started becoming an important aspect for commercialization of products. People started understanding the potential of advertisements and it became a business with the establishment of advertising agencies with the first advertising agency in US opened in 1841. With advertising becoming a business in itself, the methods of using advertisements became even more formalized, controlled and systematic and the advertisements for products started appearing as newspaper ads, on billboards, hoardings, as handbills, leaflets, on magazines, newspapers, on TV and radio as commercials and more recently on the internet. Web advertising is now a very powerful means to take the message across to the customers. However to actually appeal to customers, advertising will have to work in accordance with the principles of psychology and sociology. Thus an advertiser or an advertising professional will also have to be a sociologist and a psychologist to really have an impact on the minds of consumers. The principles of advertising are largely based on cognitive psychology and the psychological processes of attention, perception, association and memory to bring out the complete impact or uses of a product or 'brand'. Any advertisement will have to first focus on the attention that it is able to capture of the consumers. Strong messages, strong visuals and glaring colours are sometimes used on hoardings and billboards. For commercials, attention catching clothes and attractive models are sometimes used. Once the attention is drawn with the colours and the sounds or words, the focus is on retaining consumer interests by using 'association'. Themes or products which a particular segment of customers could associate with are used. Thus for baby food, mothers and babies are featured so association would have more to do with relevance or context of the advertisement. Certain colours also have associative value and certain brands and companies use a specific colour to promote their products. The company logo or symbol is also a part of developing a brand and helps in giving identity to a brand and has a strong associative value. The association should be such that it not only serves the purpose of quick understanding and perception of the consumers but is also retained in their memory for a long time. Thus memory or retention is an important aspect of the psychology of advertising as only an advertisement that consumers can easily remember for a long time for its novelty or use of words, colours and figures will be the most effective.

Source: Adapted from http://ezinearticles.com/The-Psychology-of-Advertising

New Vocabulary advent appeal billboard commercial estate handbill hoarding glaring leaflet merchandise novelty

Synonyms memory = retention

Word families ad advertisement advertiser advertising

Phrases to bring out to draw attention to give identity to serve a purpose to take the message across to work in accordance with

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SECTION I: Vocabulary Activities Synonyms are different words with identical or very similar meaning. They can be any part of speech (nouns, verbs, adjectives, etc.) as long as both members of the pair are the same part of speech. E.g. car and automobile; sick and ill

A. Read the article again and match the following words with their synonyms. Model: 1. to appeal = to attract to claim; novelty; hoarding; advent; glaring; to appeal

to attract; beginning; innovation; to declare; poster; brilliant

B. Use your dictionary to translate the following phrases: to bring out; to draw attention; to give identity; to serve a purpose; to take the message across When we describe things we sometimes need to define them as well, especially in academic writing, so that is perfectly clear what we mean. We may also need to give examples of what we define, and to classify. Simple Definitions If we look in a dictionary for the word hospital we may find:

hospital a large building where sick or injured people receive medical treatment. More formally in writing we would put:

A hospital is a large building where sick or injured people receive medical treatment. Study these other examples. A psychiatrist is a doctor who is trained in the treatment of mental illness. Steel is a strong metal which can be shaped easily.

Who is used for persons, which is used for inanimate objects and animals, where is used for places. Complete the following sentences in the same way as the examples above. a. A college ________________ students receive higher or professional education. b. A dentist _________________ treats peoples teeth. c. Steel _____________________ is produced from iron and carbon.

2. Join pairs of sentences by using relative clauses. e.g. Bronze is an alloy. It is produced from copper and tin. Bronze is an alloy which is produced from copper and tin.

The sentences below have been mixed up. Join the 8 sentences on the left with the correct ones from the 10 on the right. Use the appropriate relative pronoun. 1. An engineer is a person a. It produces electricity 2. A microscope is an instrument b. He studies the way in which industry and trade produce

and use wealth. 3. A generator is a machine c. He treats the diseases of animals. 4. A botanist is a person d. It makes distant objects appear nearer and larger. 5. A square is a geometric figure e. He designs machines, buildings or public works. 6. A cucumber is a vegetable f. It gives information on subjects in alphabetical order 7. An economist is a person g. He studies plants 8. An encyclopedia is a book h. It makes very small near objects appear larger i. It is long and round with a dark green skin and light green

watery flesh j. It has four equal sides and four right angles

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Academic Definitions Look at the following definition: Plastics are compounds made with long chains of carbon atoms. In full the definition would be Plastics are compounds which are made with long chains of carbon atoms. Often subjects, particularly academic subjects, omit the wh- word in the following way: Criminology is the study of crime (or illegal acts). Psychiatry is the study and treatment of mental illness. Politics is the science of government. Botany is the science of the structure of plants. Write out definitions of the subjects given below. Use the notes given next to each subject; write in the same style as above.

1. Demography study population growth and its structure. 2. Zoology science structure, forms and distribution of animals. 3. Biology science physical life of animals and plants

Academic subjects may be more cautiously defined, thus: Geography may be defined as the science of the earths surface. Linguistics may be defined as the science of language. Write out definitions of the following subjects in the same way as above.

1. Sociology science nature and growth of society and social behavior. 2. Theology study religious beliefs and theories 3. Astronomy science sun, moon, stars and planets Extended Definitions It is possible for academic subjects to be defined more specifically. Normally, this can only be done if more information is given.

Look at the following example (branch has the meaning of division). Psychology may be defined as the branch of biological science which studies the phenomena of conscious life and behavior. (old definition) Write out definitions of the following subjects in the same way as above.

1. Criminal psychology psychology investigates the psychology of crime and the criminal. 2. Chemistry science deals with the composition and behavior of substances. 3. Social economics economics is concerned with the measurement, causes and consequences

of social problems. A definition may be extended in order to be more precise and/or to give more information about the subject. Look carefully at the following examples.

Sociology may be defined as the branch of science which studies the development and principles of social organization. It is concerned with group behavior as distinct from the behavior of individuals in the group. Econometrics may be defined as the branch of economics which applies mathematical and statistical techniques to economic problems. It is concerned with testing the validity of economic theories and providing means of making quantitative predictions.

Write a definition of your subject in a similar way to the above.

.........................................................................................................................................................................................................

.............................................................................................................................................................................................................

........................................................................................................................................................................................................

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C. Memory and retention are synonyms, but there are also other words that have a similar meaning. If you follow the link http://thesaurus.reference.com/ and search for the word memory, you will obtain the following information: Main Entry: memory Part of Speech: noun Definition: ability to hold in the mind Synonyms: anamnesis, awareness, camera-eye, cognizance, consciousness, dead-eye, flashback, memorization, mind, mind's eye, mindfulness, recall, recapture, recognition, recollection, reflection, remembrance, reminiscence, retention, retentiveness, retrospection, subconsciousness, thought (Source: Adapted from http://thesaurus.reference.com/)

Choose ten of the synonyms and make sentences of your own.

..

.

D. Study the following extended definition of memory and notice the words marked in the text.

Memory, the ability to retain information or to recover information about previous experiences, is a function of the brain. When we remember something, a process takes place in which our brains recover and reconstruct information about things we've done or learned. There are two types of memory: short-term memory (STM) and long-term memory (LTM). Short term is memory of recent knowledge and happenings, while long-term memory helps us recall events and knowledge from our pasts. Source Adapted from http://www.aarp.org/health/brain/works/what_is_memory.html

Below is a list of words that collocate with memory. Form new words (some precede and others follow memory) and look them up in the Penguin Dictionary of Psychology by Arthur S. Reber

afterimage; associative; autobiographical; biological; colour; declarative; drum; echoic;

episodic; explicit; fact; false; flashbulb; genetic; holographic; iconic; immediate; implicit; inaccessible; lexical; long-term; operating

characteristics;

memory

procedural; racial; reconstructive; recovered; reproductive; semantic; source; span; trace;

unconscious; working

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SECTION II: Language Focus We may emphasise in English in several ways, such as using passives, inversion, fronting or cleft sentences.

Fronting and Inversion are used to give emphasis or to be rhetorical in more formal situations, in political speeches, on the news, and also in literature. Some native speakers may also use them occasionally in day-to-day conversation.

At no time At no time did I say I would accept late homework. Hardly........when This is used to refer to an event that quickly follows another. It is usually used with the past perfect. Hardly had I got into bed, when there was a knock at the door. Less used is Hardly....before. Hardly had I left before the trouble started. Little Little did I know that he was a compulsive liar. Little does she know what surprises we have in store for her. No sooner.....than This is used to refer to an event that quickly follows another. It is usually used with the past perfect, but sometimes with the simple past. No sooner had I reached the door than I realised it was locked. No sooner did I reach the door than I realised it was locked. Not + object Not a single word did she say. Not only.....but also " Not only has McDonalds, which employs over 1 million people worldwide, played a huge role in pioneering low standards now equated with the word "McJobs", but it has also decided to restrict our ability to have a public discussion about the impact of the McJobs phenomenon", Naomi Klein, "No Logo: Taking Aim at Brand Bullies" (Toronto: Vintage Canada, 2000) Not until Not until January will I have a holiday. Nowhere Nowhere had Susan seen a more beautifully decorated room. Only after This is usually used with the simple past. Only after the film started did I realise that I'd seen it before. On no account/ Under no circumstances On no account should you be absent from your seminars. Only then/if/when/later This is usually used with the simple past. Only then did I know what I had got myself into. Rarely/Seldom/Never These are most commonly used with the present perfect or past perfect and with modals such as can and could. The present simple can also be used. Seldom have I seen him looking so miserable. "Rarely does a movie make you feel so warm and so uneasy at the same time." - Review of `Hearts in Atlantis` in the Canadian Province, 28/09/01 Never in her life had she experienced this exhilarating emotion. Scarcely/Barely....when This is used to refer to an event that quickly follows another. It is usually used with the past perfect.

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Scarcely had I arrived home when there was a knock on the door. So......that This is a common inversion, usually used with an adjective & the verb `be`. So exciting was the soap opera that I forgot to do my English homework. It can also be used with much. So much did she adore John that she would not give him up. Such....that Used with the verb `be` and a noun, it means so much or so great.

A. Rephrase the following sentences, beginning with the words given. Model: I had never seen so many people queuing at the door of the supermarket. Never had I seen so many people queuing at the door of the supermarket.

1. You must never associate this colour with our product again. On no account .. 2. They did not realise much about the impact of their billboard. Little .. 3. You will not find a better advertising manager in the whole country. Nowhere .... 4. She used strong visuals and messages in the advertisement. Strong .... 5. People started calling soon after they had posted the advertisement. Hardly ..when ... 6. I did not say you can use my name on the hoarding. At no time ..... 7. The merchant did not say anything about the sales action. Not . 8. I understood the associative value of this colour only at the end of the presentation. Only then .. 9. Egyptians used the papyrus and rock painting for advertising. Papyrus.. 10. Advertisement for baby food feature mothers and babies. Mothers and babies .

B. Rearrange the words to make coherent sentences using the words given. They are all examples of emphasis.

Model: this it does an make like ad you products the buy Rarely does an ad like this make you buy the products it presents.

1. eyes was impressive the with brought the to my babies tears commercial it So .. that..eyes. 2. ad these quality have visuals the improved the of sent they also powerful a have Not only..but ... message. 3. advertisement I most their the new was the and music liked about What ..colours. 4. who Annie leaflets came up was the with idea of brilliant the spreading at It...entrance. 5. was the new social psychologist who wrote this powerful logo for our It .. brand. 6. agent the displayed his claimed had customers for goods No sooner .than..more. 7. the value gave of was associative our symbol the identity to that It ..products.

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SECTION III: Text Structure Quoting A quotation is the repetition of one expression as part of another one and it is generally punctuated by quotation marks.

A. You are going to listen to an APA style set of rules used for quoting. Fill in the blanks with the missing information. You will listen to the recording twice. Quotations - Fewer than 40 words: Include in the text, ______________ (1) by double quotation marks - 40 words or more: Set off from the text in indented block form without quotation marks. If the quotation contains _______________ (2) paragraphs, indent the start of each one 0.5". - To indicate errors in the original source, use sic, __________ (3) and bracketed: . . . biolgical [sic] - To indicate changes in the original source: a. Use an_________ (4) to indicate omission. Add a period if the omission comes between sentences. b. Use brackets to insert material. c. If someone other than the original author has italicized words for ___________ (5), add the words [italics added] in brackets after the words. - Cite quotations in the following ways (depending on quote ________ (6) and use of author name): Horner (1967) found that Children raised in stable two-parent families . . . (p. 438). He found that Children raised . . . (Horner, 1967, p. 438). Horner (1967) found the following: Children raised . . . [assuming quotation is 40 or more words long]. (p. 438) You may need to obtain copyright permission for long _____________ (7). Source: Adapted from http://sparkcharts.sparknotes.com/study/researchstyleapamla/section4.php

B. You will read an excerpt from an article. Five sentences have been removed from this text. Choose from sentences A-E the one which fits each gap. All contain examples of quoting.

GALE AND THE NEW SCIENCE OF PSYCHOLOGY These rapid changes in advertising were noticed by Harlow Gale, who was uniquely qualified to recognize and study the effects of these newly emerging attention structures in the mass media. In 1883, while a sophomore at Yale, a chance reading of a copy of the Proceedings of the Society for Psychical Research called Gale's attention to empirical studies of mental life and reasoning (Gale 1900). _____ (1) Gale credits Professor Wilhelm Wundt for providing him with three and a half years of "inestimable profit" working in the Institute for Experimental Psychology at the University of Leipzig (Gale 1900). Letters in the archival files reveal that Gale and the progressive journalist Lincoln Steffens became friends in Germany, studied together taking courses from Wundt, and enjoyed a lifelong correspondence. _____ (2) Steffens reported, "[T]he laboratory where we sought the facts and measured them by machinery was a graveyard where the old idealism walked as a dreadful ghost" (1931, p. 149). In 1894, prepared as an experimental psychologist, a 32-year-old Harlow Gale returned to his boyhood home in Minneapolis. At that time there were no psychology departments in American universities. _____ (3) He was hired as an instructor of "physiological psychology" and given responsibility for the university's laboratory for experimental psychology. ____ (4) It was there, until 1903, that Gale taught a series of courses in psychology, including a seminar that involved students in conducting studies on "the psychology of advertising" (Gale 1904). _____ (5) Up until that time, the subject of human attention had received scant experimental attention in the laboratories of the new psychologists (Scripture 1895, p. 94). Source: Adapted from http://www.accessmylibrary.com/article-1G1-172907089/harlow-gale-and-origins.html

A. The laboratory consisted of "a few pieces of psychological apparatus" gathered by the university's previous instructor in experimental psychology. B. Steffens quoted Professor Wundt as saying, "We want facts, nothing but facts," and that theories were only aids to experimentation, which was the test of theory. C. In 1895, in the midst of the increasing visibility of consumer advertising, Harlow Gale became interested in "people's commercial actions as influenced by street car and magazine advertising" as an application of his training in the emerging field of experimental psychology (Gale 1900). D. After completing his B.A. in 1885, he undertook postgraduate studies in economics at the University of Minnesota, philosophy at Yale and Cambridge, and experimental psychology at Leipzig (Kuna 1976a). E. In the spring of 1895, Gale joined the faculty of the University of Minnesota as a member of the Philosophy Department (Gale 1904, p. 9).

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Unit 6: Secret Lives

In all secrets there is a kind of guilt, however beautiful or joyful they may be, or for what good end they may be set to serve. Secrecy means evasion, and evasion means a problem to the moral mind. Gilbert Parker

One mislaid credit card bill or a single dangling e-mail message on the home computer would have ended everything: the marriage, the big-time career, the reputation for decency he had built over a lifetime. So for more than 10 years, he ruthlessly kept his two identities apart: one lived in a Westchester hamlet and worked in a New York office, and the other operated mainly in clubs, airport bars and brothels. One warmly greeted clients and waved to neighbours, sometimes only hours after the other had stumbled back from a "work" meeting with prostitutes or cocaine dealers. In the end, it was a harmless computer pop-up advertisement for security software, claiming that his online life was being "continually monitored," that sent this New York real estate developer into a panic and to a therapist. The man's double life is an extreme example of how mental anguish can cleave an identity into pieces, said his psychologist, Dr. Jay S. Kwawer, director of clinical education at the William Alanson White Institute in New York, who discussed the case at a recent conference. But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it. The ability to hold a secret is fundamental to healthy social development, they say, and the desire to sample other identities (to reinvent oneself, to pretend) can last well into adulthood. And in recent years researchers have found that some of the same psychological skills that help many people avoid mental distress can also put them at heightened risk for prolonging covert activities. "In a very deep sense, you don't have a self unless you have a secret, and we all have moments throughout our lives when we feel we're losing ourselves in our social group, or work or marriage, and it feels good to grab for a secret, or some subterfuge, to reassert our identity as somebody apart," said Dr. Daniel M. Wegner, a professor of psychology at Harvard. He added, "And we are now learning that some people are better at doing this than others." Although the best-known covert lives are the most spectacular - the architect Louis Kahn had three lives; Charles Lindbergh reportedly had two - these are exaggerated examples of a far more common and various behaviour, psychologists say. Some people gamble on the sly, or sample drugs. Others try music lessons. Still others join a religious group. And there are thousands of people - gay men and women who stay in heterosexual marriages, for example - whose shame over or denial of their elemental needs has set them up for secretive excursions into other worlds. Whether a secret life is ultimately destructive, experts find, depends both on the nature of the secret and on the psychological makeup of the individual. Psychologists have long considered the ability to keep secrets as central to healthy development. Children as young as 6 or 7 learn to stay quiet about their mother's birthday present. In adolescence and adulthood, fluency with small social lies is associated with good mental health. And researchers have confirmed that secrecy can enhance attraction, or as Oscar Wilde put it, "The commonest thing is delightful if only one hides it." The urge to act out an entirely different persona is widely shared across cultures as well, social scientists say, and may be motivated by curiosity, mischief or earnest soul-searching. Certainly, it is a familiar tug in the breast of almost anyone who has stepped out of his or her daily life for a time, whether for vacation, for business or to live in another country. Source: Adapted from The Secret Lives of Just About Everybody by Benedict Carey, http:/www.nytimes.com

New Vocabulary anguish brothel to cleave covert distress earnest to enhance to gamble hamlet mischief persona ruthlessly tug Compounds best-known big-time pop-up soul-searching

Prefixes distress heterosexual mislaid reassert

Suffixes adolescence adulthood delightful elemental reportedly reputation spectacular Word family secret secretive secrecy Phrases to act out to grab for a secret on the sly to sample drugs

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SECTION I: Vocabulary Activities A. The following words belong to the new vocabulary. Read the text again and, aided by the context, try to understand their meaning. Match the words with the most suitable definition. Model: 0. earnest = K

0. earnest = K

1. anguish

2. to cleave 3. covert

4. distress 5. to tug

6. hamlet 7. persona

8. to gamble 9. mischief

10. to enhance

A. a feeling of extreme unhappiness B. to risk money or possessions on the result of something such as a card game or a race, when you do not know for certain what the result will be C. to divide something into two completely separate parts D. a very small village E. to improve something F. the way you behave when you are with other people or in a particular situation, which gives people a particular idea about your character G. bad behaviour, especially by children, that causes trouble or damage, but no serious harm H. to pull with one or more short, quick pulls I. mental or physical suffering caused by extreme pain or worry J. secret or hidden K. very serious and sincere

B. Listen to Pet Shop Boys song on http://www.last.fm/music/ and fill in the blanks with the missing information: Chorus I sometimes think that I'm too many people Too many people, too many people I sometimes think that I'm too many people Too many people, too many people at once The husband or the ................ The ......... or the communist The artist or the showbiz ............................ The lover or the ................................................. geek The question of identity is one that's always .............. me .................... I decide to be depends on who is with me Chorus The ............................... twit putting his foot in it Or the sensitive soul who's a .................................

The urban .............................. - never at home Or the country recluse - just leave me alone Extrovert or ..................................................... Love is kind, and love hurts Rebellion or ....................................................... What is my identity? Chorus The intellectual and .................................... Or the naive.............................., so immature A .................................... son and family man Or the wicked uncle who doesn't .............. How often these have tempted me The question of ..... depends on what I'm meant to be Chorus

C. Match the words in column A with the correct definition in column B. All the concepts below are related to identity and behaviour.

A B 1. role model a. troubled, disturbed 2. jet setter b. someone who enjoys good food and wine 3. creep c. rich people who travel to a lot of different parts of the world and have exciting lives 4. identity d. a person who is not very intelligent and can be tricked easily 5. haunted e. behaviour that is acceptable because it is similar to the behaviour of everyone else 6. introvert f. someone whose behaviour is considered to be a good example for other people to copy 7. hedonist g. someone who believes that pleasure is very important and who tries to spend all their time doing

things that they enjoy 8. simpleton h. an unpleasant person, especially someone who tries to please or impress people in authority 9.conformity i. the qualities that make someone what they are and different from other people 10.bon-viveur j. someone who tends to concentrate on their thoughts and feelings rather than communicating with

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other people

SECTION II: Language Focus

Cohesion refers to the grammatical and lexical means by which written sentences are joined together to make texts. Grammatical cohesion in English is made through reference, ellipsis, substitution or conjunctions.

A. Study the following sentences and mention which of the procedures mentioned above was used to give cohesion to the text. The first is done for you.

Model: 1. But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it.

conjunctions

2. Whether a secret life is ultimately destructive, experts find, depends both on the nature of the secret and on the psychological makeup of the individual.

3. Im thinking of sharing my secret with my family. So am I.

4. Got a pen? Sorry, dont use.

5. I want to change my workplace. I dont. My colleagues are generally very supportive and I hope they will understa