UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCAFACULTATEA DE LITEREDEPARTAMENTUL DE LIMBI STRAINE SPECIALIZATEAsist.univ.drd. CAMELIA-DANIELA TEGLA cameliateglas@gmail.com

ENGLISH STUDY PACKFOR STUDENTS IN

PSYCHOLOGYAND

EDUCATION SCIENCES

2012/2013

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Informaii generale

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

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

Date de identificare curs:

Numele cursului Limba englez - curspractic limbaj specializatCodul cursului LLU0011, LLU0012Anul, Semestrul anul 1, semestrele 1,2Tipul cursului - obligatoriu

Condiionri i cunotine prerechiziteCursul este conditionat de deinerea de cunotine de limba englez care situeaza studentul la nivelB1, 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 6Vorbire-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 esteconditionat de susinerea i promovarea unui test de competena lingvistic ntr-o limba de circulaieinternaional.

Descrierea cursuluiEste un curs cu obiective specifice care vizeaz achiziia de cunotine i dezvoltarea deprinderilor delimb strin ca instrument de formare i informare academic i profesional. Tipologiaprogramului de nvare are n vedere crearea unui profil de utilizator cu competene axate pestudiul limbajelor de specialitate. n acest sens, studenii i vor dezvolta capacitatea decontientizare a strii actuale a cunotinelor i deprinderilor, se vor deprinde s-i fixeze obiectivereale 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.

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Coninut:

SEMESTRUL 1Placement TestIntroduction. The Skill and Practice of Reading; Listening StrategiesGet a Glimpse on PsychologyGet a Glimpse on PsychologyReporting structures; Tenses used in reports; Research report: title; abstractPestalozzi, Father of Modern Pedagogy

Pestalozzi, Father of Modern PedagogyReported Speech; Research Report: introduction and methodAutism and CommunicationAutism and CommunicationReported Speech; Research Report: results, discussion and referencesPsychology of AdvertisingPsychology of AdvertisingAcademic Definitions; Relative ClausesPsychology of AdvertisingEmphasis; Rephrasing; Quoting APA StyleSecret LivesSecret LivesCohesion: reference, ellipsis, substitution, conjunctions; ParaphrasingRevision

Bibliografie obligatorie:1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and Proficiency,Longman, 20012. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 20013. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and Sport,Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 20094. Longman Dictionary of Contemporary English, Longman, 20035. http://granturi.ubbcluj.ro/autodidact6. psychologyabout.com7. http://esl.about.com/c/ec/1.htm8. owl.english.purdue.edu/9. www.psychologytoday.com

Organizarea cursuluiCursul este organizat n doua module, corespunznd celor doua semestre de studiu.

Activitile presupuse de acest curs vor consta n mare parte n studiu i exerciii individuale,la care se adaug ntlnirile semestriale cu profesorul.

Pe parcursul semestrelor 1 si 2, n care se studiaz disciplina de fa, sunt programatedou ntlniri/ semestru fa n fa (consultaii) cu toi studenii; ele sunt destinatesoluionrii, nemediate, a oricror nelmuriri de coninut sau a celor privind sarcinileindividuale.

Metode de evaluare: Evaluarea final se va realiza pe baza unui examen scris desfurat nsesiunea de la finele semestrului 1, respectiv 2. Nota final se compune din: a. punctajulobinut la acest examen n proporie de 70% (7 puncte) b. evaluarea proiectului de semestru30% (3 puncte).

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MODULE I/ 1st SEMESTERUnit 1: Introduction. The Skill and Practice of Reading

The reading processThough reading is often considered a passive skill, research in the field of psycholinguistics hasdemonstrated that it is actually a highly complex process of interaction between the reader andtext. For example, it has been shown that the reader does not decode the text in his first languagein 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 thenon-verbal information at his disposal (that is, to his knowledge of the world and topic of thewritten text), thereby deriving meaning from the text.

Reading thus can be seen as the processing of information. The reader brings to the text his ownstore 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 alinguistic competence, including knowledge of words, of how these words are deployed accordingto the linguistic system in order to form sentences, and the rhetorical pattern and linguisticconventions which characterize different types of text.

Furthermore, in an ideal situation, the reader approaches a text with a genuine motivation toread and a reading purpose. Whatever the text, he will also have some expectations orpredictions regarding its content and how the text is likely to be organized depending on itsgenre. As he reads, these predictions are confirmed or not confirmed by the text. Dependingof his reason for reading, he will use one or more specific strategies.1. Reading strategiesWhen we read in our own language we use often unconsciously a variety of readingstrategies and techniques depending on the text and our reason for reading. There are fourprincipal styles of reading:Skimming involves moving your eyes rapidly over the page or pages in order to get a generalidea 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 expectationsare heightened by our awareness of certain lexical fields or other textural features which arelikely 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 completeunderstanding of the written text. This implies a careful de-codification of the writersdiscourse, usually with the aim of comprehending not only the literal meaning of the text, butalso 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 readlonger texts either for pleasure or for information, and may involve all the strategiespreviously mentioned, which the reader applies according to the individual text and hisinterest in its various parts.Thus, the reading style we apply to any given text should be a function of the type and contentof the text on the one hand, and our reading purpose on the other. It is important to use thesestrategies 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. Inreading English for academic purposes, for example, it will often suffice to have a generalidea of whether certain information is contained in an article and, if so, where, so that itmight be consulted at a later date. On the other hand, information which is of interest may belocated quickly and selected passages focused upon for the purpose of extracting andannotating 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 andcolourful history, its origins however differ quite considerably from the contemporary notions of thefield. In order to fully understand what psychology is all about, it is important to first go back into itshistory 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 humanbehavioural patterns and mental processes from the cultural level to the neural level. Psychologistsstudy all matters pertaining to human mental issues that begin right from birth and continue up untilthe death of the person. So, by gaining full understanding of the history of psychology, you will beable to better understand how the individual topics are studied and what has been learnt so far.Questions put forward during the Formation of PsychologyRight from the very beginning, the study of psychology has been faced with a number of difficultquestions. 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 alsofaced with throughout the history of the subject were: What issues and topics should the subject ofpsychology deal with? What methods of research should be used when studying psychology? Shouldresearch 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 observablebehaviours?The Emergence of Psychology: Physiology and PhilosophyWhile 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 Frenchphilosopher, Rene Descartes, introduced the concept of dualism, which stressed on the fact that thebody and the mind were basically two separate entities that interacted together to form the normalhuman experience. Many of the other issues that are still debated by psychologists today, like relativecontributions of nature vs. nurture, are deep rooted in these early philosophical concepts. So why ispsychology different from philosophy? While many of the early philosophers relied heavily onmethods like logic and observation, the psychologists of today tend to use methods to study and cometo conclusions about the human behaviour and thought. Physiology also made large contributionstowards the eventual emergence of psychology as a science. Early physiology research on behaviourand brain had a very dramatic impact on psychology as it is today, ultimately leading to theapplication of many scientific methodologies that study the human behaviour and thought.Psychology as a Separate Scientific DisciplineDuring the mid 19th century, Wilhelm Wundt, a German physiologist started using scientific researchmethods to look into reaction times. His works outlined many of the most important connectionsbetween physiology and psychology. So what were Wundts views on psychology? He looked uponthe subject as a study of the human consciousness and even sought to apply certain experimentalmethods in order to study the internal mental processes. While this process today is known asintrospection and is considered to be highly unscientific and unreliable, in those days it helped set thestage for all the future experimental methods. And although his influence began to dwindle in theyears to come, this impact on the subject is definitely unquestionable.The First School of ThoughtOne of Wundts most famous students, Edward B Titchener, went on to become one of the foundersof psychologys very first school of thought. According to structuralism, the human consciousness canbe broken down into small parts. Using introspection, trained students attempted to break downreactions and responses to the most basic of all perceptions and sensations. Though structuralism isnotable 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.FunctionalismPsychology really flourished in America in the 19th century. William James came out on top as theleading 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 ofthought, which was known as functionalism. Functionalism focused on how the human behaviourworks towards helping people comfortably in their respective environments. Functionalists usemethods like direct observation. The functionalists however stressed on the fact that consciousness isan ever changing and more continuous process. Although functionalism is no longer considered to bea school of thought, it however did go on to influence the next generation of psychologists.Sigmund FreudUp 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 adramatic way by putting forward a theory of personality that stressed on the importance of theunconscious mind. His work with patients suffering from mental ailments like hysteria led him tobelieve that our early childhood experiences as well as our unconscious impulses contribute greatlytowards the development of our adult behaviours and personalities. According to him, psychologicaldisorders are basically the result of unconscious conflicts that take place within us, and that becomeunbalanced or extreme. His theory had a huge impact on the 20th century psychology, influencing themental well being as well as in many other fields like literature, art and popular culture. Althoughmany of his concepts are looked upon with scepticism today, his influence on modern psychologycannot be questioned.The Emergence of BehaviourismPsychology evolved dramatically during the 20th century and another school of thought known asbehaviourism became dominant. Behaviourism was a very big change from all of the previoustheoretical 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 ahuman being. The impact of this school of thought was enormous and it dominated the scene foralmost 50 years. Even though it eventually lost its importance, the basic principles of behaviourismare still used today. Therapeutic methods like token economies and behavioural modification are oftenused to help kids overcome maladaptive behaviours and to learn new skills. Conditioning is used inmost situations ranging from education to parenting.The Third Force or Humanistic PsychologyAlthough behaviourism and psychoanalysis dominated the first half of the 20th century, a new schoolof 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 onconscious experiences.Psychology as it is TodayAs you may have already noticed the discipline of psychology has seen enormous change and growthsince its early beginnings with Wundt. The story certainly does not end right here. Psychology hassince continued to change and evolve and new perspectives and ideas have been introduced. Recentpsychological research focuses on many aspects of the human behaviour and experience, right fromimpact 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 widerange of theoretical backgrounds. This contemporary approach has contributed new theories and ideasthat 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 FORMATIONThe following chart shows the positive, negative and interrogative (question) forms of all theprinciple tenses in English with a brief description of the principle usage.

TENSE POSITIVE NEGATIVE QUESTION USE

Simple PresentI play tennisonMondays.

They don't(do not)work in NewYork.

Does sheknow him? Habitual activities - States

Simple PastShe went toParis lastweek.

They didn't(did not)drive towork.

Where did sheget that hat?

Actions happening at a definedmoment in the past.

Simple Future

I'll (will)meet you atthe airporttomorrow.

He will not(wont) beable tocome.

Will they visitus soon?

Decisions made at the momentabout the future, futurepredictions, future promises

PresentContinuous

He's (is)working atthemoment.

They aren't(are not)coming thisevening.

What are youdoing?

Actions happening at thepresent moment. Near futureintention and scheduling.

PastContinuous

I waswatchingTV whenyou called.

He wasn't(was not)workingwhen shearrived.

What wereyou doingwhen I called?

Interrupted past action, actionhappening at a specificmoment in time in the past.

FutureContinuous

I'll (will) becookingdinnerwhen youarrive.

They willnot (won't)be living inParis thistime nextyear.

What will yoube doing nextweek at thistime?

Future action at a specificmoment in the future.

Future withGoing to

He's (is)going to flyto Bostonnext week.

They're (are)not going toinvite theBrowns.

Where areyou going tostay?

Future intent or planned action

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Present Perfect

I've (have)seen Mickthree timesthis week.

She hasn't(has not)been to NewYork.

How longhave youworked atSmith's?

1) To express an action thatwas begun in the past andcontinues into the present.2) To express an action thathappened in the Unspecifiedpast.3) To express a recent actionthat has a present effect.

Past Perfect

I'd (had)alreadyeaten beforethey came.

She hadn't(had not)been toRome beforethat trip.

Had you everseen such acrazy ladybefore that?

To express an action thathappens before another actionin the past.

Future Perfect

We'll (will)have livedhere fortwentyyears by2005.

She will not(wont) havefinished herhomeworkby the timewe arrive.

How long willyou havelived inFrance by theend of nextyear?

To express what will havehappened or how longsomething will have happenedup to a certain point in thefuture.

Present PerfectContinuous

She's (has)beenwaiting forover threehours.

They haven't(have not)beenstudying forlong.

How longhave you beenworking onthat problem?

To express the duration of acontinuous activity begun inthe past and continuing into thepresent.

Past PerfectContinuous

She'd (had)beenwaiting forthree hourswhen hefinallyarrived.

I hadn't (hadnot) beensleeping forlong when Iheard thedoorbellring.

How long hadyou beenplaying tenniswhen shearrived?

To express the duration of acontinuous activity begunbefore another activity in thepast.

Future PerfectContinuous

He'll (will)have beensleeping fora few hoursby the timewe arrive.

She will not(wont) havebeenworking forlong by 5o'clock.

How long willyou have beendriving by 6o'clock?

To express the duration of anactivity up to a point of time inthe 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 wecouldn'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 WilhelmWundt, William James, and Sigmund Freud separated it from its variousmother disciplines such as biology, philosophy, and medicine. But inother ways, it has been around as long as human beings have beendiscussing human beings. I suspect that cavemen and cavewomenprobably sat around the fire talking about the same things we do: Howcome 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'tbeen 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 asubject with an explicit promise to think as logically and stick to theempirical facts as tightly as is humanly possible. Other sciences --chemistry, physics, biology, and so on -- have had great success thisway. Our cave-person ancestors would be astounded at our understandingof the world around us! But the subject matter of psychology (and theother human sciences) is harder to pin down. We human beings are not ascooperative as some green goo in a test tube! It is a nearly impossiblesituation: 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 havea large collection of theories about this part of being human or thatpart; we have a lot of experiments and other studies about one particulardetail of life or another; we have many therapeutic techniques thatsometimes work, and sometimes don't. But there is a steady progress thatis easy to see for those of us with, say, a half century of life behindus. We are a bit like medicine in that regard: Don't forget that it wasn'treally that long ago when we didn't have vaccines for simple childhooddiseases, or anaesthesia for operations; heart attacks and cancer werethings people simply died of, as opposed to things that many peoplesurvive; and mental patients were people we just locked away orlobotomized!Some day -- sooner rather than later, I think -- we will have the samekinds of understanding of the human mind as we are quickly developingof the human body. The nice thing is you and I can participate in thisprocess!Source: Adapted from: General Psychology by Dr. C. George Boeree Shippensburg Universityhttp://webspace.ship.edu/cgboer/genpsy.html

SpecialistVocabularybehaviourcognitiondisciplineemotionempiricalexperimentlobotomize

mindperceptionpsychologyresearchsciencetheorytherapeutictechniques

Phrasesto be astounded atto die ofto lock awayto pin downto stick to

Unusual wordsZookgoo

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SECTION I: Vocabulary ActivitiesWord charts, like the oval diagram below, help students condense and organize data about multiple traits, factsor attributes associated to a single topic.

A. These definitions, as they appear in the Longman Dictionary of Contemporary English, fit thewords in the chart below. Match them with the words by writing the corresponding letter next tothem, 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 somethingB. an area of knowledge or teaching that is studied at a universityC. the thing that a person or an animal doesD. based on scientific testing or practical experience, not on ideasE. a scientific test done to find out how something reacts under certain conditions, or to find out if aparticular idea is true; a process in which you test a new idea or method to see if it is useful oreffectiveF. serious study of a subject, in order to discover new facts or test new ideasG. knowledge about the world, especially based on examining, testing, and proving factsH. an idea or set of ideas that is intended to explain something about life or the world, especially anidea that has not yet been proven to be trueI. to remove surgically part of someones brain in order to treat their mental problemsJ. 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 FocusAcademic textual functions, such as reporting, are signalled by characteristic language uses of tenseand aspect. When reporting findings or significant aspects of peoples work, we use The PresentSimple. 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 theverb 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 mostcommon mental disorders (to be _2) depression and bipolar disease. There are several factors whichresearchers (to believe_3) contribute to mental disorders. Some researchers (to think _4) that the mostsevere mood disorders (to be caused_5) by imbalances in the brains chemical activity. Researchersalso (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 (todisplay _8), while others may be a little more difficult and (to require_9) more testing due to themood disorder going unrecognized. The good news (to be_10) that with the proper medication andpsychotherapy 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, theexperiment (to look _3) legit and totally scientific. Two people (to be brought _4) in at a time andeach would draw from a hat. One would be the teacher, one the learner. After going over exactly howthe shock treatment (to work _5), the teacher (to go _6) to his control panel and the learner (to behooked up _7) to electrodes. The teacher would first read lists of paired words then (to ask _8) thelearner to pair up the now separated words. For each wrong answer the learner (to give _9), anincreasing 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 usessuggested in the table below:The research of consciousness, or states of awareness, has provided numerous interesting andinfluential studies. Sleep, dreams, and hypnosis are states of awareness that have intriguedpsychologists 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 areahave made great contributions to the understanding of psychology. Researchers pursuing answersabout 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 anotherlevel by suggesting that people may be able to control what they dream about. Many psychologistshave theorized about why people dream. Sigmund Freud believed that dreams were windows to yourunconscious; that your greatest unfulfilled wishes and fears would be expressed symbolically in yourdreams. Freud's view has been highly influential, and psychotherapists still use dream interpretationduring therapy.(Source: Adapted from: http://www.free-researchpapers.com/dbs/b6/pnl224.shtml)

VERBS TENSE USEAn action that was begun in thepast and continues into the present/An action that happened in theunspecified past/ A recent actionthat has a present effect.Actions that happened at a definedmoment in the past.Habitual activities - States

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SECTION III: Text StructureResearchers communicate their results and help accumulate knowledge through conferencepapers, reports, on-line journals and print journals. A research paper is a true academicwriting that requires inquiry into the existing literature on the topic of study and personalthoughts as compared to the established experts in the field. A research report has severalsections (Title, Abstract, Introduction, Method, Results, Discussion and References) andeach section provides information about the process of elaboration.

Research ReportTitle 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 partpeople read. Therefore, it should help a person decide whether to read the paper or not. The purposeof this section is to provide a brief and comprehensive summary of the study. It should include a briefdescription 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 federalprotection of rats, mice, pigeons and reptiles; and (c) support the use of animals in teaching, butoppose an animal laboratory requirement for the psychology major.

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

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Unit 3: Pestalozzi, Father of Modern PedagogyThe principal goal of education is to create men who are capable of doing new things, not simply ofrepeating what other generations have done. Jean Piaget

Born in Zurich, Johann Heinrich Pestalozzi (1746 - 1827) took up Rousseau's ideasand explored how they might be developed and implemented. His early experiments ineducation 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 withwords, he argued, children should learn through activity and through things. Theyshould 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 aswell as from the new-fangled order of cheap, artificial teaching tricks, and entrust it tothe eternal powers of nature herself, to the light which God has kindled and kept alivein the hearts of fathers and mothers, to the interests of parents who desire their childrengrow 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, betweenthe education of the individual (for freedom) and that of the citizen (for responsibilityand use).His initial influence on the development of thinking about pedagogy owes much to abook he published in 1801: How Gertrude Teaches Her Children. He wanted toestablish a 'psychological method of instruction' that was in line with the 'laws ofhuman 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 answersthemselves. To do this their own powers of seeing, judging and reasoning should becultivated, their self-activity encouraged (Silber 1965: 140). The aim is to educate thewhole 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 Educationof Man - Aphorism has summarized six principles that run through Pestalozzi's effortsaround 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 hispotentiality. 'The educator only takes care that no untoward influence shall disturbnature's march of developments'.Love of those we would educate is 'the sole and everlasting foundation' in which towork. 'Without love, neither the physical nor the intellectual powers will developnaturally'. So kindness ruled in Pestalozzi's schools: he abolished flogging - much tothe amazement of outsiders.To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine ofAnschauung - direct concrete observation, often inadequately called 'sense perception'or 'object lessons'. No word was to be used for any purpose until adequate Anschauunghad 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 theunknown, 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, anappropriate action must follow. 'A man learns by action'.Out of this demand for action came an emphasis on repetition - not blind repetition, butrepetition of action following the Anschauung.Source: Adapted from http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html

New Vocabularydodderingfloggingeverlastinghacksto kindleoutwornto pursuesoleuntowardverbosityto wrestPhrasal verbsto set outto run intoto run throughto take upPhrasesto come tofruitionto drawconclusionsto get rid of smth.to grow up infavour withCompoundwordsnew-fangledready-madeself-activityPrefixesreconcileimplementinadequatelyentrustoutsidersSuffixeseducationresponsibilityachievementpsychologicalspontaneitykindnessmeaningless

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SECTION I: VOCABULARY ACTIVITIESA. 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 belowthere 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 Categorydevelop VERB -ment development NOUN

educationfruitionresponsibilityachievementpsychologicalspontaneitykindnessmeaninglessintellectualactivity

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 forethrow heart president single freeze check

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

Model:eye + catching = eye-catching

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SECTION II: Language FocusReported Speech When we report statements that were made in the past we change the tense of theoriginal (direct) speech. When we report things that are timeless, such as scientific theories, we cankeep 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 polarquestion, 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 givenShe .. not.2. what noticed change an had their in extraordinary occurredThey ... behaviour.3. Pesatlozzis when asked learn we about wouldWe . method.4. they meaningless insisted not use shouldHe .. words.5. was that of method observation admitted direct theI .. 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 ofchildren in public _____(2) settings, according to a new report from the National Center for EducationStatistics, while parents whose children attend the public school of their _____(3) are more satisfiedthan those whose children attend an _____(4) public school.Released in August, the _____(5) is based on telephone interviews with parents _____(6) in the firsthalf 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 thespecific numbers varied, more _____(9) school parents than public school parents were very satisfiedwith 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 StructureResearch Report Introduction and MethodIntroduction The main purpose of this section is to tell your reader why you performed the study. Inother words, you have to inform the reader of the research question and indicate why it is importantand how it is unique when compared to previous studies.Method This section includes detailed descriptions of the sample, the materials, instruments, and theprocedures 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 mustlearn 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 asignificant effect on our mental health. 1 ___. Also, Holmes & Rahe (as cited in Weiten, 2001) and others havefound that changes in life, positive or negative, require adjustment. During this time of adjustment, one may bemore susceptible to stress. More changes in one's life may increase one's susceptibility to stress. However, notall 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 betweensocial support and mental health.

3___. Exercise provides an opportunity to release frustrations and increases resistance to stress, while sleepdeprivation decreases it. When deprived of sleep, one might under-perform on cognitive tasks, which itself mayincrease 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), ameasure of life change. A heavy workload, a hectic work schedule, a poor work environment, and low jobsecurity 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 dailyhassles; social support; life experiences; exercise; sleep; and work levels.MethodParticipants

There were 30 participants in this study, 15 men and 15 women. 5 ___. The mean age was 30.4. Participantswere attending school, work, or both.Materials

Information was gathered using the Hassles Scale (Delongis, Folkman, & Lazarus, 1988), Life ExperiencesSurvey (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 hoursof sleep per night, and average hours of exercise per week.Procedure

Each participant was asked to complete the questionnaire package. Confidentiality wasemphasized and participants were asked not to include their names. 6 ___

Source: Adapted from: http://www.capilanou.caThe 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-momentcorrelation.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 CommunicationTo effectively communicate, we must realize that we are all different in the way we perceive the worldand use this understanding as a guide in our communication with others. Anthony Robbins

Autism is a complex neurobiological disorder that typically laststhroughout a person's lifetime. It is part of a group of disorders known asautism spectrum disorders (ASD). Today, 1 in 150 individuals arediagnosed with autism, making it more common than paediatric cancer,diabetes, and AIDS combined. It occurs in all racial, ethnic, and socialgroups and is four times more likely to strike boys than girls.Autism was first identified in 1943 by Dr. Leo Kanner of Johns HopkinsHospital. At the same time, a German scientist, Dr. Hans Asperger,described a milder form of the disorder that is now known as AspergerSyndrome. These two disorders are listed in the DSM IV as two of the fivedevelopmental disorders that fall under the autism spectrum disorders. Theothers are Rett Syndrome, PDD-NOS, and Childhood DisintegrativeDisorder. All of these disorders are associated with rigid routines andrepetitive behaviours, such as obsessively arranging objects or followingvery specific routines, but the most important characteristic is that theyimpair a person's ability to communicate and relate to others.The capacity to acquire and use language is a key aspect that distinguisheshumans from other organisms. Language acquisition starts in infancy and itis the process by which humans acquire the capacity to perceive, produceand use words to understand and communicate.A child's acquisition of language can be broken down into differentsegments: phonology, which is a person's use of speech sounds; syntax - therules of grammar; semantics, which refers to a person's ability tounderstand and create the meaning of language; pragmatics - the ability touse language for the purpose of communication.Breaking down language into these different segments allows professionalsto clarify to what extent and which aspects of the language andcommunication of a child with an autism spectrum disorder (ASD) isimpaired.Children with an ASD often fail to communicate using speech or any othertype of language, for example eye-contact, hand gestures, body language. Ifa child does not wish to communicate intentionally, they will not exploretheir ability to vocalise, learn new sounds or listen to the language spokenaround them. This will ultimately result in a delay in their languageacquisition. Without this means of communication, a child will find itdifficult to express themselves. A child with an ASD may not see anyreason to communicate with other people and, consequently, without areason there is no point in communicating or no need to communicate.Children with an ASD may also remove themselves from situations thatrequire 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 AutisticSociety Speech and Language Therapy

SpecialistVocabularyacquirecommunicationimpairoccurphonologypragmaticsrepetitive behaviourrelaterigid routinessemanticsspectrumstrikesyntaxvocalise

AcronymsAIDSASDDSMPDD-NOS

Antonymspair impairintegrate disintegrateorder disorder

Compoundseye-contactlifetimeneurobiological

Phrasesto break down intoto fall under

Word familyintegrateintegralintegrationintegrativedisintegratedisintegrationdisintegrative

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SECTION I: Vocabulary ActivitiesA prefix is placed at the beginning of a word to modify or change its meaning. dis- shows an appositeor 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 orderpleased 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. vocalize3. delay

4. strike5. spectrum

6. occur7. disintegrate

8. routine9. impair

10. acquisition

A. to damage something or make it not as goodas it should beB. someones ability to do somethingC. to happen or exist in a particular place or situationD. the process by which you gain knowledge or learna skillE. when something does not happen or start when itshould doF. to break up, or make something break up, into verysmall piecesG. to make a sound or sounds with your voiceH. to damage or harm someone or somethingI. the usual order in which you do things, or the thingsyou regularly doJ. a complete range of opinions, people, situations,etc. going from one extreme to its oppositeK. to discuss or think about something carefully

C. Follow the link http://www.all-acronyms.com/ to find what these acronyms stand for. Choose theones 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 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 lastwords 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 pictureThe 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 personsOne . different.2. about remark the autistic possibility of to autonomously was people liveHis .. encouraging.3. was great of comment the importance on the environmental influenceOf . factors.4. autism related the was important similarities statement to Aspergers and betweenAnother .. Syndrome.5. of the emphasized major autistic role normal assertion the in contact development of humanAussillouxs .. 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 theword given.

ModelYou should focus more on the topic, the teacher told me. advisedThe teacher advised me to focus more on the topic.

1. Reading more articles in a foreign language is good for you too, she said. recommendedShe more articles in a foreign language.2.You wrote a very good research report! the professor told her. congratulatedThe professor ...a very good research report.3. Dont leave your room after dark. This is not a safe area, our instructor told us. warnedOur instructor .....our room after dark.4. If you copy the review, you will be accused of plagiarism, said the lecturer. threatenedThe lecturer if I copied the review.5. Dont forget to bring your project, my colleague told me. remindedMy 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

1 2 3

4 5 6

A. concerned; worried; alarmed; afraid; uneasy

B. angry; infuriated; outraged; annoyed;irritatedC. bored; uninterested; fed up; jaded

D. content; blissful; cheerful; joyful; delighted

E. depressed; miserable; unhappy;disheartenedF. surprised; astonished; amazed; taken aback

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SECTION III: Text StructureResearch Report Results, Discussion and ReferencesResults The main purpose of this section is to offer your readers a summary of what you found andto give a description of the techniques used in the research, of each analysis and the results obtainedDiscussion In this section you must discuss and interpret your data for the reader, tell them aboutthe implications of your findings and make recommendationsReferences This section is at the end of your paper and contains the information necessary for yourreader 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.ResultsPearson product-moment correlations were computed to measure the relationship between stresslevels and the other factors studied. The following table presents the findings.Table 1 n = 30Correlations between Stress & Various Stress FactorsFactors StressDaily Hassles .47**Social supportLife experiences .42*Weekly exerciseHrs of sleepHrs of work .39*** p

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Unit 5: Psychology of AdvertisingAdvertising is making whole lies out of half truths. Edgar A. Shoaff

Advertising has been a form of glorifying or gaining publicity for goods andmerchandise since very early times. In fact, advertising has been around as an informalconcept since the beginning of civilizations and former methods were oral advertisingor claiming the benefits of products verbally when merchants sold goods to peopledirectly on the streets. However with the advent of paper and writing, advertising took amore formal shape.Egyptians and Ancient Greeks used the papyrus for advertising and rock painting wasalso used. Advertising in English in magazines as we know today dates back to the endof the 17th century and newspaper advertising in America began during the first part ofthe 18th century with advertisements for estates. With the growth of mass media anddifferent forms and avenues of communication like radio, TV, newspapers, magazines,and of course the internet in the 20th century, advertising started becoming animportant aspect for commercialization of products. People started understanding thepotential of advertisements and it became a business with the establishment ofadvertising agencies with the first advertising agency in US opened in 1841.With advertising becoming a business in itself, the methods of using advertisementsbecame even more formalized, controlled and systematic and the advertisements forproducts started appearing as newspaper ads, on billboards, hoardings, as handbills,leaflets, on magazines, newspapers, on TV and radio as commercials and more recentlyon the internet. Web advertising is now a very powerful means to take the messageacross to the customers. However to actually appeal to customers, advertising will haveto work in accordance with the principles of psychology and sociology. Thus anadvertiser or an advertising professional will also have to be a sociologist and apsychologist to really have an impact on the minds of consumers.The principles of advertising are largely based on cognitive psychology and thepsychological processes of attention, perception, association and memory to bring outthe complete impact or uses of a product or 'brand'. Any advertisement will have to firstfocus 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. Forcommercials, 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 onretaining consumer interests by using 'association'. Themes or products which aparticular 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 relevanceor context of the advertisement. Certain colours also have associative value and certainbrands and companies use a specific colour to promote their products. The companylogo or symbol is also a part of developing a brand and helps in giving identity to abrand and has a strong associative value.The association should be such that it not only serves the purpose of quickunderstanding and perception of the consumers but is also retained in their memory fora long time. Thus memory or retention is an important aspect of the psychology ofadvertising as only an advertisement that consumers can easily remember for a longtime 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 Vocabularyadventappealbillboardcommercialestatehandbillhoardingglaringleafletmerchandisenovelty

Synonymsmemory = retention

Word familiesadadvertisementadvertiseradvertising

Phrasesto bring outto draw attentionto give identityto serve a purposeto take the messageacrossto work in accordancewith

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SECTION I: Vocabulary ActivitiesSynonyms 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 messageacrossWhen 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, andto classify.Simple DefinitionsIf 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 forplaces.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 fromthe 10 on the right. Use the appropriate relative pronoun.1. An engineer is a person a. It produces electricity2. 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 order7. An economist is a person g. He studies plants8. 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 greenwatery fleshj. It has four equal sides and four right angles

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Academic DefinitionsLook at the following definition:Plastics are compounds made with long chains of carbon atoms. In full the definition would bePlastics 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 theories3. Astronomy science sun, moon, stars and planetsExtended DefinitionsIt is possible for academic subjects to be defined more specifically. Normally, this can only bedone 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 ofconscious 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 thesubject. Look carefully at the following examples.

Sociology may be defined as the branch of science which studies the development andprinciples of social organization. It is concerned with group behavior as distinct from thebehavior of individuals in the group.Econometrics may be defined as the branch of economics which applies mathematical andstatistical techniques to economic problems. It is concerned with testing the validity ofeconomic 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 thereare also other words that have a similar meaning. Ifyou follow the link http://thesaurus.reference.com/and search for the word memory, you will obtainthe following information:

Choose ten of the synonyms and makesentences of your own.

...

Main Entry: memoryPart of Speech: nounDefinition: ability to hold in the mindSynonyms: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/)

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 afunction of the brain. When we remember something, a process takes place in which our brainsrecover and reconstruct information about things we've done or learned. There are two types ofmemory: short-term memory (STM) and long-term memory (LTM).Short term is memory of recent knowledge and happenings, while long-term memory helps us recallevents 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 followmemory) 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; operatingcharacteristics;

memory

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

unconscious; working

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SECTION II: Language FocusWe may emphasise in English in several ways, such as using passives, inversion, fronting or cleftsentences.

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

At no timeAt no time did I say I would accept late homework.Hardly........whenThis 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.LittleLittle did I know that he was a compulsive liar.Little does she know what surprises we have in store for her.No sooner.....thanThis 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 + objectNot 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 inpioneering low standards now equated with the word "McJobs", but it has also decided to restrict ourability to have a public discussion about the impact of the McJobs phenomenon", Naomi Klein, "NoLogo: Taking Aim at Brand Bullies" (Toronto: Vintage Canada, 2000)Not untilNot until January will I have a holiday.NowhereNowhere had Susan seen a more beautifully decorated room.Only afterThis 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 circumstancesOn no account should you be absent from your seminars.Only then/if/when/laterThis is usually used with the simple past.Only then did I know what I had got myself into.Rarely/Seldom/NeverThese are most commonly used with the present perfect or past perfect and with modals such as canand 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 inAtlantis` in the Canadian Province, 28/09/01Never in her life had she experienced this exhilarating emotion.Scarcely/Barely....whenThis 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......thatThis 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....thatUsed 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 ofemphasis.

Model: this it does an make like ad you products the buyRarely 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 itSo .. that..eyes.2. ad these quality have visuals the improved the of sent they also powerful a haveNot only..but ... message.3. advertisement I most their the new was the and music liked aboutWhat ..colours.4. who Annie leaflets came up was the with idea of brilliant the spreading atIt...entrance.5. was the new social psychologist who wrote this powerful logo for ourIt .. brand.6. agent the displayed his claimed had customers for goodsNo sooner .than..more.7. the value gave of was associative our symbol the identity to thatIt ..products.

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

A. You are going to listen to an APA style set of rules used for quoting. Fill in the blanks with the missinginformation. 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 quotationcontains _______________ (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 [italicsadded] 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. Choosefrom sentences A-E the one which fits each gap. All contain examples of quoting.

GALE AND THE NEW SCIENCE OF PSYCHOLOGYThese rapid changes in advertising were noticed by Harlow Gale, who was uniquely qualified to recognize andstudy the effects of these newly emerging attention structures in the mass media. In 1883, while a sophomoreat Yale, a chance reading of a copy of the Proceedings of the Society for Psychical Research called Gale'sattention 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 thearchival 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) Steffensreported, "[T]he laboratory where we sought the facts and measured them by machinery was a graveyardwhere 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 homein Minneapolis. At that time there were no psychology departments in American universities. _____ (3) Hewas hired as an instructor of "physiological psychology" and given responsibility for the university's laboratoryfor experimental psychology. ____ (4) It was there, until 1903, that Gale taught a series of courses inpsychology, including a seminar that involved students in conducting studies on "the psychology ofadvertising" (Gale 1904). _____ (5) Up until that time, the subject of human attention had received scantexperimental 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 inexperimental psychology.B. Steffens quoted Professor Wundt as saying, "We want facts, nothing but facts," and that theories were only aids toexperimentation, 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'scommercial actions as influenced by street car and magazine advertising" as an application of his training in the emergingfield 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 LivesIn all secrets there is a kind of guilt, however beautiful or joyful they may be, or for what good end they may beset 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 homecomputer would have ended everything: the marriage, the big-time career, the reputationfor decency he had built over a lifetime.So for more than 10 years, he ruthlessly kept his two identities apart: one lived in aWestchester hamlet and worked in a New York office, and the other operated mainly inclubs, 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 withprostitutes 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 Yorkreal estate developer into a panic and to a therapist.The man's double life is an extreme example of how mental anguish can cleave anidentity into pieces, said his psychologist, Dr. Jay S. Kwawer, director of clinicaleducation at the William Alanson White Institute in New York, who discussed the caseat a recent conference.But psychologists say that most normal adults are well equipped to start a secret life, ifnot to sustain it. The ability to hold a secret is fundamental to healthy socialdevelopment, they say, and the desire to sample other identities (to reinvent oneself, topretend) can last well into adulthood. And in recent years researchers have found thatsome of the same psychological skills that help many people avoid mental distress canalso 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 havemoments 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 reassertour identity as somebody apart," said Dr. Daniel M. Wegner, a professor of psychologyat Harvard. He added, "And we are now learning that some people are better at doingthis than others."Although the best-known covert lives are the most spectacular - the architect Louis Kahnhad three lives; Charles Lindbergh reportedly had two - these are exaggerated examplesof a far more common and various behaviour, psychologists say. Some people gambleon 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 heterosexualmarriages, for example - whose shame over or denial of their elemental needs has setthem up for secretive excursions into other worlds. Whether a secret life is ultimatelydestructive, experts find, depends both on the nature of the secret and on thepsychological makeup of the individual.Psychologists have long considered the ability to keep secrets as central to healthydevelopment. Children as young as 6 or 7 learn to stay quiet about their mother'sbirthday present. In adolescence and adulthood, fluency with small social lies isassociated with good mental health. And researchers have confirmed that secrecy canenhance attraction, or as Oscar Wilde put it, "The commonest thing is delightful if onlyone 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 steppedout of his or her daily life for a time, whether for vacation, for business or to live inanother country.Source: Adapted from The Secret Lives of Just About Everybody by Benedict Carey, http:/www.nytimes.com

New Vocabularyanguishbrothelto cleavecovertdistressearnestto enhanceto gamblehamletmischiefpersonaruthlesslytug

Compoundsbest-knownbig-timepop-upsoul-searching

Prefixesdistressheterosexualmislaidreassert

Suffixesadolescenceadulthooddelightfulelementalreportedlyreputationspectacular

Word familysecretsecretivesecrecy

Phrasesto act outto grab for a secreton the slyto sample drugs

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

0. earnest = K

1. anguish

2. to cleave3. covert

4. distress5. to tug

6. hamlet7. persona

8. to gamble9. mischief

10. to enhance

A. a feeling of extreme unhappinessB. to risk money or possessions on the result of somethingsuch as a card game or a race, when you do not know forcertain what the result will beC. to divide something into two completely separate partsD. a very small villageE. to improve somethingF. the way you behave when you are with other people or ina particular situation, which gives people a particular ideaabout your characterG. bad behaviour, especially by children, that causestrouble or damage, but no serious harmH. to pull with one or more short, quick pullsI. mental or physical suffering caused by extreme pain orworryJ. secret or hiddenK. very serious and sincere

B. Listen to Pet Shop Boys song on http://www.last.fm/music/ and fill in the blanks with the missinginformation:

ChorusI sometimes think that I'm too many people

Too many people, too many peopleI sometimes think that I'm too many people

Too many people, too many people at onceThe husband or the ................The ......... or the communistThe artist or the showbiz ............................The lover or the .................................................geekThe question of identity is one that's always .............. me.................... I decide to be depends on who is withmeChorusThe ............................... twit putting his foot in itOr the sensitive soul who's a .................................

The urban .............................. - never at homeOr the country recluse - just leave me aloneExtrovert or .....................................................Love is kind, and love hurtsRebellion or .......................................................What is my identity?ChorusThe intellectual and ....................................Or the naive.............................., so immatureA .................................... son and family manOr the wicked uncle who doesn't ..............How often these have tempted meThe question of ..... depends on what I'm meant to beChorus

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

A B1. role model a. troubled, disturbed2. jet setter b. someone who enjoys good food and wine3. creep c. rich people who travel to a lot of different parts of the world and have exciting lives4. identity d. a person who is not very intelligent and can be tricked easily5. haunted e. behaviour that is acceptable because it is similar to the behaviour of everyone else6. introvert f. someone whose behaviour is considered to be a good example for other people to copy7. hedonist g. someone who believes that pleasure is very important and who tries to spend all their time doing

things that they enjoy8. simpleton h. an unpleasant person, especially someone who tries to please or impress people in authority9.conformity i. the qualities that make someone what they are and different from other people10.bon-viveur j. someone who tends to concentrate on their thoughts and feelings rather than communicating with

other people

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SECTION II: Language Focus

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

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

Model:1. But psychologists say that most normal adults arewell 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 secretand on the psychological makeup of the individual.3. Im thinking of sharing my secret with myfamily.

So am I.4. Got a pen?

Sorry, dont use.5. I want to change my workplace.

I dont. My colleagues are generally verysupportive and I hope they will understand me.6. A remark so harmless it could have beenignored had actually reached its purpose whenheard by his colleagues. The softly whisperedwords confirmed the earlier rumours about hishaving two secret lives.

B. The order of the following sentences has been changed. Read them carefully paying attention to thegrammatical means of cohesion and establish the correct order so that you obtain a coherent paragraph.

A. Each evening on his commute home, John sees a beautiful woman, staring with a lost expressionthrough the window of a dance studio.B. John Clark is a man with a wonderful job, a charming wife and a loving family, who neverthelessfeels that something is missing as he makes his way every day through the city.C. But, as his lessons continue, John falls in love with dancing.D. Haunted by her gaze, John impulsively jumps off the train one night, and signs up for dancelessons, hoping to meet her.E. Even worse, when he does meet Paulina, she icily tells John she hopes he has come to the studio toseriously study dance and not to look for a date.F. His friendship with Paulina blossoms, as his enthusiasm rekindles her lost passion for dance.G. At first, it seems like a mistake: his teacher turns out to be not Paulina, but the older Miss Mitzi,and John proves just as clumsy as his equally clueless classmates on the dance-floor.H. With his secret about to be revealed, John will have to do some fancy footwork to keep his dreamgoing and realize what it is he really yearns for.I. But the more time John spends away from home, the more his wife becomes suspicious.J. Keeping his new obsession from his family and co-workers, John feverishly trains for Chicago'sbiggest dance competition.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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SECTION III: Text StructureA paraphrase is: your own rendition of essential information and ideas expressed by someone else,presented in a new form; one legitimate way (when accompanied by accurate documentation) toborrow from a source; a more detailed restatement than a summary, which focuses concisely on asingle main idea.

A. Study the following examples and notice the changes that occurred:Original passage ParaphraseStudents frequently overuse direct quotation intaking notes, and as a result they overusequotations in the final [research] paper. Probablyonly about 10% of your final manuscript shouldappear as directly quoted matter. Therefore, youshould strive to limit the amount of exacttranscribing of source materials while takingnotes. Lester, James D. Writing ResearchPapers. 2nd ed. (1976): 46-47.

In research papers students often quoteexcessively, failing to keep quoted material downto a desirable level. Since the problem usuallyoriginates during note taking, it is essential tominimize the material recorded verbatim (Lester46-47).

Source: http://owl.english.purdue.edu/owl/resource/619/1/

B. The following fragments belong to the text The Secret Lives of Just About Everybody. Paraphrasethem in the same way as above.But psychologists say that most normal adults are well equipped to start a secret life, if not to sustain it. Theability to hold a secret is fundamental to healthy social development, they say, and the desire to sample otheridentities (to reinvent oneself, to pretend) can last well into adulthood. And in recent years researchers havefound that some of the same psychological skills that help many people avoid mental distress can also put themat heightened risk for prolonging covert activities.

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

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 variousbehaviour, psychologists say. Some people gamble on the sly, or sample drugs. Others try music lessons. Stillothers 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 thepsychological makeup of the individual.

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

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MODULE II/ 2nd SEMESTER

SEMESTRUL 2Anger Fuels Better DecisionsAnger Fuels Better Decisions; Passive Constructions; SummarizingBeginning ReadingBeginning Reading; Varieties of Bristish and American English; PassiveConstructions; PunctuationNot ADHD? Think DyslexiaNot ADHD? Think Dyslexia; Affixation; Word derivation; Modal Verbs;Usage of italicsWilliams SyndromeWilliams Syndrome; Nouns of Greek and Latin origin; Word derivation;Root words; Conditionals; Data interpretationThe Psychology of CompetitionThe Psychology of Competition; Present and Past Subjunctive; ArticleStructureOpinion paragraphArgumentative essaysDescriptive essaysRevision

Bibliografie obligatorie:1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced and Proficiency,Longman, 20012. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 20013. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences and Sport,Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 20094. Longman Dictionary of Contemporary English, Longman, 20035. http://granturi.ubbcluj.ro/autodidact6. psychologyabout.com7. http://esl.about.com/c/ec/1.htm8. owl.english.purdue.edu/9. www.psychologytoday.com

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Unit 1: Anger Fuels Better DecisionsRecent studies suggest that anger can transform even those people who are, by disposition, not veryanalyt