curs practic engleza 2011 sem2

8/2/2019 Curs Practic Engleza 2011 Sem2

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MODULE II

Unit 1: Anger Fuels Better Decisions

Recent studies suggest that anger can transform even those people who are, by disposition, not very

analytical into more careful thinkers.

Despite its reputation as an impetus to rash behaviour, anger actually seems to help peoplemake better choices - even aiding those who are usually very poor at thinking rationally. Thiscould be because angry people base their decisions on the cues that "really matter" rather than

things that can be called irrelevant or a distraction. Previous research has shown that anger

biases peoples thinking - turning them into bigger risk-takers and making them less trusting

and more prejudiced, for instance. But little has been done to study how anger affects apersons thinking. So Wesley Moons, a psychologist at the University of California at Santa

Barbara, and his colleague Diana Mackie designed three experiments to determine how angerinfluences thinking - whether it makes people more analytical or careful about their decisions,

or whether it leads people to make faster, rasher decisions. In the first experiment, the

researchers induced anger in a group of college students by either asking them to write about apast experience that had made them very angry, or by having their stated hopes and dreamsharshly criticized by another participant. In a second group of students, anger was not

induced. The researchers later checked to be sure that the subjects were as riled up as theywere supposed to be. The two groups were then asked to read either compelling or weak

arguments designed to convince them that college students have good financial habits. Thestrong argument cited research from numerous scientific studies, whereas the weak argumentcontained largely unsupported statements. The subjects were asked to logically evaluate the

strength of the arguments they read and indicate how convinced they were by them. Theresearchers repeated the experiment with a second group of students, this time giving the

subjects an additional piece of information: who had made the arguments. Some studentswere told that the argument was made by an organization with relevant expertise in financial

matters; others were told that the argument was made by a medical organization whose

expertise was irrelevant to the financial topic being considered. In both studies, the researchers

found that the angry subjects were better at discriminating between strong and weakarguments and were more convinced by the stronger arguments. Those who were not made to

feel angry tended to be equally convinced by both arguments, indicating that they were not asanalytical in their assessments. The angry students were also better at weighing the arguments

appropriately depending on which organization had made them.The researchers repeated the experiment a third time using a different argument - one that

supported the implementation of a university-wide requirement for graduating seniors to take

comprehensive exams. This time, they tested only those subjects who were the least

analytical, or in other words, those who were the least likely to make logical decisions. Thisway, the researchers would be able to see whether anger also makes typically non-analyticalthinkers more analytical.

Once again, they found that the angry subjects were better able to discriminate between strongand weak arguments than the ones who were not angry - suggesting that anger can transform

even those people who are, by disposition, not very analytical into more careful thinkers.Their findings, detailed in this months issue of the Personality and Social PsychologyBulletin, suggest that anger helps people focus on the cues that matter most to making a

rational decision and ignore cues that are irrelevant to the task of decision-making. This could

be because anger is designed to motivate people to take action - and that it actually helpspeople to take the right action, the authors wrote.(Source: Adapted from http://news.yahoo.com/s/livescience)

New Vocabularyappropriatelybiascompellingcuediscriminate

expertiseimpetusprejudicedrashPrefixesirrelevantunsupportedSuffixesbehaviourdistractionlogicallyCompoundwordsrisk-takersuniversity-widedecision-makingSynonymsaid = helpanger = rileAntonymsstrong weakrelevant irrelevantFalse friendsdistraction=interruption,disturbancedistraction=amusementPhrasesto be likelyto be riled up


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SECTION I: Vocabulary ActivitiesA. Read the relevant parts of the article again and match the following words with their meaning.Model: 1. additional j. extra1. additional a. settled

2. appropriate b. unfair3. to bias c. to distinguish

4. compelling d. impulsion5. cue e. knowledge6. to discriminate f. to unfairly influence attitudes

7. expertise g. sign

8. impetus h. convincing9. prejudiced i. suitable

10.stated j. extra

Adverbs are generally formed by adding the suffix ly to an adjective.

B. Put the word in capitals in the correct form, adding the necessary suffix.Model: additional + -ly = additionally

1. They were not able to weigh the arguments ... (APPROPRIATE).2. The researchers selected . the students in the control group (CAREFUL).

3. This statement was ...criticised by other psychologists (HARSH).4. .. she could not . evaluate the strength of his argument

(UNFORTUNATE, LOGICAL).5. Some people are very poor at . thinking (RATIONAL).

A compound noun is a fixed expression made up of more than one word which functions as a noun.In academic English we often use compound nouns to express new, longer concepts.

C. Complete the spaces with an appropriate noun to obtain a new word and then, using a dictionary, tryto explain their meaning.reader, esteem, start, gap, human, board.

Model: key . keyboard= the set of keys for operating a computer or a typewriter1. self- .............. ................ =

2. generation = ..3. mind- .. =

4. .. being = 5.key .... = ...6. head .. = ..

Prefixes like in-, im-, il-, ir-, un-, dis- are often used to give adjectives a negative or oppositemeaning. In the fragment above you have the word irrelevantwhich was formed by using the prefix

ir- in front of the word relevant.

D. Use the same method of word formation to give the negative or opposite meaning of the followingwords:1. appropriate ...

2. reversible .3. mature

4. adequate ...

5. approving .6. comfortable ..

7. advantageous ...

8. legal .9. fair

10. replaceable .


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SECTION II: Language FocusPassives can be used in all tenses and with modal verbs. Study the Passive constructions in theseexamples from the text and then do the exercise.

But little has been done to study how anger affects a persons thinking.

The two groups were then asked to read either compelling or weak argumentsThose who were not made to feel angry tended to be equally convinced by both arguments

This could be because anger is designed to motivate people to take action

A. Rephrase the following sentences, beginning with the words given. Remember that it is not alwaysnecessary to mention the agent.Model: They told the students that an organization made the argument.

The students were told that the argument was made by an organization.

1. The students in group A criticised the goals of those in group B.The goals ..

2. Nobody has studied the role of anger in taking better decisions before.

The role 3. Anger can improve analytical thinking.

Analytical thinking ...4. The researchers could not convince some of the subjects of the experiment.

Some of the ..5. We must inform you about the results of the experiment.

You ...

6. The psychologists will publish the results of their research in a journal.The results

7. Generally, scientists design experiments for their research.Experiments .

8. Some psychologists will contest this new theory.This new theory

9. The two researchers did not induce anger in the second group of students.Anger

10. They gave the subjects some additional piece of information.

The subjects .

B. Rearrange the words to make coherent sentences inside the first and last words given. All sentencescontain Passive constructions.

Model: were feel not to made

They ... angry. They were not made to feel angry.

1. logically to asked evaluate subjects arguments of strength the wereThe . arguments.

2. that by told argument made an were the was

Students . organization.3. be a irrelevant can or things called

Certain distraction.

4. organization told the were argument that was by made medical a

Others irrelevant.5. that to designed is motivate to take anger people seems

It . action.


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SECTION III: Text StructureThe ability to summarise and paraphrase is an essential academic skill all students must develop.What is a summary? A summary is a condensed version of the main ideas of all or part of a source

written in your own words.

Why do we write summaries? The goal of writing a summary is to offer as accurately as possible thefull sense of the original, but in a more condensed form.

How do we write summaries?A. You are going to listen to a set of instructions for writing a good summary and then fill in the blanks

with the missing information. You will listen to the recording twice.Writing an effective summary requires that you:

Read with the Writer's Purpose in MindRead the article (1), making (2) notes or marks and looking only for what the (3)

is saying.

After you've finished(4), write down in one (5) the point that is made about the subject.

Then look for the writer's (6) and underline it.

Underline with Summarizing in MindOnce you clearly (7) the writer's major point (or purpose) for writing, read the article again.

Underline the (8) supporting the thesis; these should be words or phrases here and there rather

than complete sentences.

In addition, underline (9)transitional elements which show how parts are connected. Omitspecific details, examples, description, and (10) explanations.

Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary

Writing Your SummaryNow begin writing your summary. (11) with a sentence naming the writer and article title and

(12) the essay's main idea. Then write your summary, omitting nothing important and striving

for overall (13) through appropriate transitions.

Be concise, using coordination and subordination to compress ideas.

Conclude with a final .(14) reflecting the significance of the article - not from your own point of

view but from the writer's.

Throughout the summary, do not (15) your own opinions or thoughts; instead summarise what the

writer has to say about the subject.

Revising Your Summary

After you've completed a draft, read your summary and check for .(16).Keep in mind that a (17) should generally be no more than one-fourth the length of the original.

If your summary is too long, cut out words rather than ideas. Then look for non-(18)

information and delete it.

Write another draft -- still a draft for revision - and ask someone to read it (19).

Editing Your SummaryCorrect grammar, spelling, and (20) errors, looking particularly for those common in your

writing.

Write a clean draft and proofread for copying errors.(Source: Adapted from http://leo.stcloudstate.edu/aca)

B. Now summarise the article Anger Fuels Better Decisions in your own words,following the steps you were given in the brief guide above. The original number of words is 598.


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Unit 2: Beginning Reading

Reading is to the mind what exercise is to the body. Richard Steele

Just as your little one develops language skills long before being able to speak, shealso develops literacy skills long before being able to read. What you do, or don't do,

has a lasting impact on your child's reading skill and literacy.

Children develop much of their capacity for learning in the first three years of life,when their brains grow to 90 percent of their eventual adult weight. When you talk,

sing, and read to your child, links among his brain cells are strengthened and new

cells and links are formed.Play is the work of your young children. From the first lullaby to dramatization of a

favorite story, music and other creative arts can stimulate language and literacy

development. You can help build pre-literacy skills through dramatic play and one-on-one interaction.

Many pediatricians believe that a child who has never held a book or listened to astory is not a fully healthy child. Reading aloud to young children is so critical thatthe American Academy of Pediatrics recommends that doctors prescribe reading

activities along with other advice given to parents at regular check-ups.

Despite the considerable evidence of a relationship between reading regularly to a

child and that child's later reading development, six in ten babies and five in tentoddlers are not read to regularly by parents or family members. Parents are truly

their children's first and most important teachers and they should not leave to schoolsalone the important tasks of language and literacy development.

Children cannot learn to read without an understanding of phonics. All children

must know their ABCs and the sounds that letters make in order to communicateverbally. The question in early childhood programs is not whether to teach "phonics"

or "whole language learning," but how to teach phonics in context - rather than in

isolation - so that children make connections between letters, sounds, and meaning.Phonics should not be taught as a separate "subject" with emphasis on drills and rote

memorization. The key is a balanced approach and attention to each child's individualneeds. Many children's understanding of phonics will arise from their interest,

knowledge, and ideas. Others will benefit from more formal instruction.

There are many opportunities to teach the sound a letter makes when children havereason to know. For example, the first letter a child learns typically is the first letter

of her name.Some teachers worry that encouraging children to learn through experience and

invent their own spellings will not provide them with adequate language skills. Butliteracy is not so much a skill as a complex activity that involves reading, writing andoral language. Ideally, children should develop literacy through real life settings as

they read together with parents or other caring adults. Children begin to make

connections between printed words and their representations in the world.Adults should keep in mind that children may learn to read at different paces during

kindergarten and first grade. This is true for all children, including those with specialneeds and those from linguistically and culturally diverse backgrounds.

Source: Adapted from National Association for the Education of Young Children,http://school.familyeducation.com/reading/cognitive-development/

NewVocabularylullabypacereinforcedrotestrengthentoddlerAntonymscontext

isolationCompoundscheck-upsone-on-onepre-literacyKey wordsreadingletterssoundsmeaningmemorizationdrillslanguagelinguisticsphonicsverbalcommunicationconnectionsindividual needsliteracyskillsAm. Englishvs.Br. Englishfavorite vs.favouritepediatrician vs.paediatricianprogram vs.programme


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SECTION II: Language FocusPrepositions after Passives There are only a few prepositions that can follow the passive

verbs. The most common is by. Other prepositions are with, and in. We use other prepositions

when the meaning requires them. e.g.Emphasis is placedon rote memorization.

A. Choose the preposition that best completes each sentence. Tick () the correct answer.Model Five in ten toddlers are not read . regularly.

a for b by c to d with1. The argument is centred . whether or not to encourage children to learn through experience.

a on b towards c of d about

2. The essay must be divided . three parts: introduction, body and conclusion.a to b for c into d with

3. My attention was drawn . the pale little boy in the corner.a with b to c for d on

4. The reading test was prepared . great patience.a by b with c for d from

5. A storm of criticism has been levelled . the board of the school.a against b towards c by d for

B. For each of the sentences below, write a new sentence as similar as possible in meaning tothe original sentence, using the word given, which must not be altered in any way.Model According to the protocol, we must call the president Mr. President.

addressed According to the protocol, the president must be addressed as Mr. President.

1. They will deduct points if you do not solve all the tasks on the answer sheet.

penalised2. All of a sudden the dyslexic child became very emotional.

overcome

3. The researcher was given an honorary doctorate in education by Cambridge University.

conferred

4. There were hundreds of children in the school yard.

packed5. The results of her study came as a complete surprise to us.

aback

Structures with get and have passive patterns The passive pattern means arrange for

somebody else to do something e.g. Ill get the book brought to you, or things that happen

to you e.g. Shes had her computer stolen.

C. Rearrange the words to make coherent sentences inside the first and last words given.Modelhas bibliography be just to That .. compiled.

That bibliography just has to be compiled.

1. article has Journal published Special of the had his in

John . Education.2. get the teachers have to children their reading prepared for

The .. test.

3. her had a application has for turned scholarshipJenny . down.

4. my have our photo had for class taken just

I ... album.5. car his had into broken ago a and days the few CD player

George stolen.


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Unit 3: Not ADHD? Think Dyslexia

Although dyslexia is a slight disorder of the brain, it is not an intellectual disability and it has beendiagnosed in people of all levels of intelligence.

Although as many as one in 10 people have dyslexia, it's one of the most commonlymisdiagnosed learning issues for school-age children, according to Drs. Brock and

Fernette Eide, physicians and co-authors of the book The Mislabelled Child. That'sbecause ADHD often acts as a red herring, throwing evaluators off the scent. "If you talk

to most parents or teachers, ADHD, or attention deficit hyperactivity disorder, is the first

thing on people's minds when a student's falling behind in class or is struggling inschool," says Dr. Brock Eide. "But what they should be doing is thinking about dyslexia.The dyslexic child is often a mislabelled child." Children with unrecognized dyslexia are

often seen as inattentive, careless, or slow, but, the Eides say, often nothing could befarther from the truth. "Dyslexics are overrepresented in creative and inventive fields like

art and architecture or computers and engineering," according to Dr. Fernette Eide. "Asyoung people, their gifts and talents may be overlooked because society only sees theirweakest link." Although dyslexia is one of the most common specific learning

disabilities, it's not always identified in school. Many parents and professionals are more

aware of attention deficit disorder checklists than ones for dyslexia. That's exactly why

parents need to be on the lookout, says Dr. Fernette Eide. "Parents need to be alert to thepossibility of dyslexia, because they may be the only one who recognizes their child's

pattern of difficulties, so they can help get them the proper assessments,accommodations, and remediation they need." That's all well and good. But what exactly

should you look for? The authors say the following traits are red flags for possible

dyslexia: reading is slow and effortful (especially reading aloud); tendency to make wildguesses with new words; trouble appreciating rhymes; may skip over small words (like

a, an, the) while reading; mixes up order of letters; avoids reading aloud; listening

comprehension much better than reading comprehension; letter reversals, unusualspelling errors (may look like wild guesses); may avoid writing by hand; "careless" errors

in math or with reading test instructions; does much better with oral testing. If your childshows these signs, the Eides urge, don't just assume they're being lazy. There may be

something else at work. ADHD might be a big buzz word in the media, but dyslexia is

far more common. And the earlier it's diagnosed, the sooner help can arrive.A glossary of important terms related to learning disabilities is necessary for parents to

identify signs in their children.Attention Deficit Disorder (ADD) = A severe difficulty in focusing and maintaining

attention. Often leads to learning and behaviour problems at home, school, and work. It isalso called Attention Deficit Hyperactivity Disorder (ADHD); Developmental Aphasia= A severe language disorder that is presumed to be due to brain injury rather than

because of a developmental delay in the normal acquisition of language; Dyscalculia =

A severe difficulty in understanding and using symbols or functions needed for successin mathematics; Dysgraphia = A severe difficulty in producing handwriting that is

legible and written at an age-appropriate speed; Dyslexia = A severe difficulty inunderstanding or using one or more areas of language, including listening, speaking,

reading, writing, and spelling; Dysnomia = A marked difficulty in remembering names

or recalling words needed for oral or written language; Dyspraxia = A severe difficulty

in performing drawing, writing, buttoning, and other tasks requiring fine motor skill, or insequencing the necessary movements.Source: Adapted from : http://www.education.com/magazine/article/

http://www.kidsource.com/kidsource/content2/l.disabilities.glossary.html

New Vocabulary

assessmentchecklistmislabelledto overlookpatternremediationto sequencestruggletraiturge

Phrasesto be aware ofto be due to

to be on the lookoutto be presumed toto fall behindto throw smb. off thescentwild guesses

False friendsphysician physicist

Compound wordsage-appropriateschool-age

Prefixesdyscalculiadyslexiahyperactiveinattentivemisdiagnosedmislabelledoverlookedunrecognizedunusual

Suffixescarelessdevelopmental

remediationWord familiesdisabilitydisabilitiesdisabled


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SECTION I: Vocabulary Activities

Some suffixes, particularly at the end of adjectives, have meaning: -less (without); - like;

-able; - worthy; -ful; -proof; - tight.

A. Identify in the fragment above the adjectives that are formed with some of the suffixes with meaningand note them down, indicating the process of formation.

Model: watertight = water + tight

B. Check the meaning of the following suffixes, then choose the suitable one in order to form new words.

- less - like -able - worthy -ful -proof - tight

Model: I think it is going to rain, so you will probably use your new watertightjacket.

1. The physicians needed trust persons for their research.

2. They have to pay consider..... attention to the traits displayed by children.3. Dealing with dyslexia may sometimes be a pain .. experience.

4. Dyslexics must not feel hope ... as long as help can be provided.

5. People suffering from ADHD may display child .. behaviour.6. We should use error - . tests in the assessment of these children.

WORD FAMILIES Noun Verb - Adjective

C. Write the word forms for the following:NOUN VERB ADJECTIVE

Model: protect protection protect protective

agree

assess

avoid

behave

comprehend

consider

diagnose

develop

educate

evaluate

injure

persuade

represent

relieve

require

reverse

select

signify

symbolise

Aprefix is placed at the beginning of a word to modify or change its meaning.

D. Listen to the following fragment and note down all the words that contain prefixes. Than check theirmeaning in the dictionary. You will listen to the recording twice.....


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SECTION II: Language Focus

The ten modal verbs are: can, may, must, will, should, could, might, ought to, shall, would.

A. Identify the modals in Not ADHD? Think Dyslexia. Look at the context in which each modal verb isused and assign it to one of the categories listed below listed in the table below.Model: Possibility may

Meaning Modal Verb

Ability

Conditional

Future

Obligation/ Desirability

Obligation/ Necessity

Prediction

Probability/ Possibility

Prohibition

B. Write sentences of your own using some of the modal verbs listed above and the prompts given.

Model: Being on holiday, I could relax in the swimming pool all day long.

1. ....

2. .......

3. ........

4. ....

5. .

6. ...

7.

8. ...

9...

10. ...


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SECTION III: Text StructureWe use italics (characters set in type that slants to the right) and underlining to distinguish certainwords from others within the text. These typographical devices mean the same thing; therefore, it

would be unusual to use both within the same text and it would certainly be unwise to italicize an

underlined word.Usage ofitalics or underlining

To indicate

titlesof complete or major works such as magazines, books, newspapers, academicjournals, films, television programs, long poems, plays of three or more acts

Foreign words that are not commonly used in EnglishWords used as wordsWords or phrases that you wish to emphasize

A. Look at the following examples and match each sentence to one of the usages above. Write the correctanswer next to each sentence.

Have you seen Minghellas The English Patient?

You must remove the word nuance from this

sentence.

I simply do not care whatyou say!

The article was published in the Journal of SocialWork Education.

They all wished him bon voyage and left.

B. Write down the words that you would use into italics.

Model: My favourite book is Isabel Allendes Portrait in Sepia.

Portrait in Sepia

1. Jane loves to watch ER and Greys Anatomy because their plots are very interesting.............................................................................................2. The New York Times is where I read Benedict Careys An Active Purposeful Machine That Comes

Out at Night to Play.....

3. Neil Genzlinger wrote the review of Lloyd Suhs drama The Children of Vonderly.....4. According to Oxford Advanced Learners Dictionary, the word dyslexia means: a slight disorder

of the brain that causes difficulty in reading and speaking, but does not affect intelligence.....

5. I am not interested in your opinion!....

6. An au pair should be treated as a family member, not as a servant.....

7. She said au revoir and disappeared in the night.

....8. The biggest tabloid in Europe, by circulation, is Germanys Bild-Zeitung.

....

9. She is a mislabelled child, this is the problem!................10. The word disorder appears too often in this short paragraph.


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Unit 4: Williams Syndrome

If a person suffers the small genetic accident that creates Williams syndrome,

hell live with not only some fairly conventional cognitive deficits, like trouble

with space and numbers, but also a strange set of traits that researchers call theWilliams social phenotype or, less formally, the Williams personality: a love

of company and conversation combined, often awkwardly, with a poorunderstanding of social dynamics and a lack of social inhibition.

Williams syndrome rises from a genetic accident during meiosis, when DNAs

double helix is divided into two separate strands, each strand then becoming the

genetic material in egg or sperm. Normally the two strands part cleanly, like azippers two halves. But in Williams, about 25 teeth in one of the zippers 25

genes out of 30,000 in egg or sperm are torn loose during this parting. Whenthat strand joins another from the other parent to eventually form an embryo,

the segment of the DNA missing those 25 genes cannot do its work.The resulting cognitive deficits lie mainly in the realm of abstract thought.

Many with Williams have so vague a concept of space, for instance, that evenas adults they will fail at six-piece jigsaw puzzles, easily get lost, draw like apreschooler and struggle to replicate a simple T or X shape built with a half-

dozen building blocks. Few can balance a check book. These deficits generallyerase about 35 points from whatever I.Q. the person would have inherited

without the deletion. Since the average I.Q. is 100, this leaves most people withWilliams with I.Q. in the 60s. Though some can hold simple jobs, they requireassistance managing their lives.

The low I.Q., however, ignores two traits that define Williams more distinctly

than do its deficits: an exuberant gregariousness and near-normal languageskills. Williams people talk a lot, and they talk with pretty much anyone. They

appear to truly lack social fear. Indeed, functional brain scans have shown thatthe brains main fear processor, the amygdala, which in most of us shows

heightened activity when we see angry or worried faces, shows no reactionwhen a person with Williams views such faces. Its as if they see all faces as

friendly.People with Williams tend to lack not just social fear but also social savvy. Loston them are many meanings, machinations, ideas and intentions that most of us

infer from facial expression, body language, context and stock phrasings. Ifyoure talking with someone with Williams syndrome and look at your watch

and say: Oh, my, look at the time! Well its been awfully nice talking with you. . . , your conversational partner may well smile brightly, agree that this is

nice and ask if youve ever gone to Disney World. Because of this andbecause many of us feel uneasy with people with cognitive disorders, or for that

matter with anyone profoundly unlike us people with Williams can havetrouble deepening relationships. This paradox the urge to connect, the

inability to fully do so sits at the centre of the Williams puzzle, whetherconsidered as a picture of human need or, as a growing number of researchersare finding, a clue to the fundamental drives and tensions that shape social

behaviour.

After being ignored for almost three decades, Williams has recently become one

of the most energetically researched neurodevelopmental disabilities afterautism and it is producing more compelling insights.Source: Adapted from David Dobbs, The Gregarious Brain www.newyorktimes.com

New Vocabularycompelling

drive(s)helixinsightmeiosisphenotyperealmreplicatesavvystock phrasingstrandurge

Prefixes

inabilitypreschooluneasy

Suffixesconventionalpersonalityassistanceheightenconversationaldeepen

Nouns of

foreign originamygdalameiosis

Compoundshalf-dozen (blocks)near-normal (skills)six-piece (puzzle)

Phrasesto be torn looseto feel uneasy

Word families

gene(s)geneticgenetics

gregariousgregariousness


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SECTION I: Vocabulary Activities

Many nouns taken from other languages form their plurals by adding s or es to the singular.

However, some have kept their foreign (Latin and Greek) plurals thesis/theses; phenomenon/phenomena, alga/algae, etc.

A. Fill in the correct plural form of the words in brackets.

Model Although extensively investigated, thesephenomena still fascinate researchers (phenomenon)

1. Both the preliminary and final .. revealed that 25 genes were missing (analysis)

2. The researchers collected a great deal of ... for their report (datum)

3. There are several ... that must be considered when calculating the IQ (criterion)

4. The brain scans revealed that there was a set of ...to which the brain reacted (stimulus)

5. More ...are to be confirmed by the new experiments (hypothesis)

Word formation is one of the most useful methods to enrich your vocabulary. To the root word you

may add a prefix or a suffix to form a new word:misunderstanding.

B. Form new words using prefixes and/or suffixes to fill in the blanks with the aid of the words in capitals.

Model Many people suffering from Williams syndrome draw like apreschooler. SCHOOL

1. The cognitive deficit was .. by the genetic accident that occurred during meiosis. HIGH

2. We were all surprised to see John behaving so ...... in a new environment. GREGARIOUS

3. The brains main fear ... is the amygdala. PROCESS4. Jenas cognitive .. made impossible any human interaction. PAIR

5. His lack of social puzzles everybody. INHIBIT

C. Each group of words written below has a root word which you must guess and write in column B; thenmatch it with the appropriate definition in column C. The first is done for you.

A B C

biodiversity; autobiographical;biologist; biography; symbiosis

bio = life feel

admittance; emitted; omit;permitting; remittance;

unremitting; submitted;

transmitter

bear; bring; carry

dictation; indicate; dictionary;

predictable; verdict

send

infer; transfer; preferable; offer;

confer; ferry

speech; word; reason; study

apathy; pathetic; pathology;

sympathy; telepathic; empathy;

antipathy

pain

biological; psychologist; logic;philology

form

analgesia; nostalgic; analgesic;

neuralgia; nostalgia

say; speak

anthropomorphism;

metamorphosis; amorphous;

life


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Conditionals are clauses which begin most typically with if. They go in several types and they are

used to express events which are possible, likely events in the future, unlikely situations in the presentor future or an event that did not happen in the past.

A. Study the following examples of first, second and third Conditional then fill in with the appropriate

form of the verbs in brackets.a. If a personsuffers the small genetic accident that creates Williams syndrome, he will live with some

fairly conventional cognitive deficits.

b. If we understoodtheir condition, maybe wecould help them.c. Iwould have made other plans for the trip if youhadtoldme about her disability.

1. Most likely they will leave sooner if they ... (realise) that he has a cognitive disorder.2. The DNA ..(not be affected) if a genetic accident had not occurred during meiosis.

3. If people with Williams syndrome had a concept of space they .. (not draw) as a preschooler.4. His IQ ... (be) higher if the deficits had not erased 35 points.

5. If we ....(not feel) uneasy in the presence of people with Williams, they could deepen relations.

Conditional clauses may be introduced by other subordinators than if, for example:as/so long as,

unless,on condition that,only if,provided that, etc.

B. Match the clauses in column A with those in column B to form sentences. One is done for you. 11- A

1. If she had realised her report would bemisinterpreted,

A. on condition that you take good care of it.

2. As long as you promise to behave yourself, B. provided that you have the suitableprogramme.

3. Her latest article may be downloaded freely C. contact us immediately.

4. Supposing you met a Williams person, D. she would not have published it.

5. In the event of a gene deletion during meiosis, E. on condition that you feel comfortable withher.

6. In case of a crisis, F. you would have understood his behaviour.

7. Humans begin to have hallucinations G. unless you apologise first.8. She will deepen the relation H. the person will suffer from Williams syndrome

9. If you had paid more attention to John I. you can join us at the meeting

10. I m sure they will turn down your invitation J. if you keep them awake for more than 72 hours.

11. You can borrow my laptop for the project K. would you know how to talk to him?

B. Listen to Coldplays song on http://www.last.fm/music/ and fill in the blanks with the missinginformation:What If?What if there _____ (1) no lieNothing wrong, nothing right

What if there _____ (2)

And no reason, or rhyme

What if you _____ (3)That you don't want me there by your sideThat you don't want me there in your lifeWhat if I _____ (4) it wrong

And no poem or song

Could _____ (5) what I got wrongOr _____ (6) you feel I belong

What if _____ (6)

That you don't want me there by your sideThat you don't want me there in your life

Ooh ooh-ooh, that's right

Let's take a breath, _____ (7) over the side

Ooh ooh-ooh, that's rightHow can you know it, if you _____ (8)Ooh ooh-ooh, that's rightEvery step that you take

_____ (9) your biggest mistake

It could bend or it _____(10)That's the risk that you take


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SECTION III: Text Structure

Data refers to information which can be a measure or some observations of things.

Articles, research papers, reports, etc. use tables, charts or graphs to provide information. Some usefulvocabulary in talking about data includes: verbs: increase, decrease, decline, climb,fluctuate, tend;

adjectives: high, low, dramatic, gradual, slight, steep; nouns:fall,point, trend, average, level.

A. Read the fragment below and fill in with the most suitable word from the box. One is done for you.miserable lower graph levels climbing tend slightly average progressively point start off

Happiness is smile shaped

Research into happiness suggests that our levels of happiness

change throughout our lives.

People were asked how satisfied they are with their lives.Most people start off (0) happy and become __________ (1) less

happy as they grow older.

For many people, the most __________ (2) period in their life istheir 40s.

After that most people's __________ (3) of happiness climb.This __________ (4) shows average life satisfaction based on

extensive research from the British Household Panel Surveybetween 1991 and 2003.

It seems men are __________ (5) happier on average than womenin their teens, but women bounce back and overtake men later in life.Women start with __________ (6) levels of average life satisfaction than men.

The low __________ (7) seems to last for longer for women - throughout their 30s and 40s, only

__________ (8) once women reach 50.Then women __________ (9) to overtake men.

Men start slightly higher than women on __________ (10), and their lowest point is their 40s,

climbing again once they reach 50.

Graph source: British Household Panel Survey 1991-2003Andrew Oswald, Department of Economics, University of Warwick and Nattavudh Powdthavee, Institute of Education, University of London.

Source: http://news.bbc.co.uk/2/hi/programmes/happiness_formula/4787558.stm

B. Obtain information from the following charts and write a data commentary in a similar style asabove.

Age-related changes in total amount of sleep and REM sleep

Source: http://faculty.washington.edu/chudler/sleep.html


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Unit 5: The Psychology of CompetitionThe five S's of sports training are: stamina, speed, strength, skill, and spirit; but the greatest of these

is spirit. Ken Doherty

Training the body takes the right state of mind to excel in competition.A relatively new area in psychological research is sport psychology. However, the

principles involved are much older. Ever since the time of the ancient Greeks aconnection between the body and the mind has been recognized. For any professionalsin the field of psychology it is considered scientific fact that the emotions and

psychological health of an individual has a very significant bearing on their physicalcondition. Therefore, it stands to reason that for physical competitors searching for a

slight edge, this connection needs to be explored and used to its fullest extent.State of mind There are numerous ways that athletes train their bodies. Weight

training, push-ups and running are just a few of the physical training activities utilized

by athletes regardless of the sport involved. There are also a variety of psychologicaltraining exercises that can be used by athletes. At the time of competitions, numerous

elite competitors talk of being "in the zone". What this is referring to is the process offocusing totally on the task at hand, blocking out any distracting thoughts and giving

the mind the ability to work through the task in a step-by-step fashion. Meditation is

somewhat of a similar process. In and of itself, meditative work is a tool that athletescan utilize to train their minds. In the evening, prior to going to sleep, sit or lie downcomfortably and allow your mind to become clear. Do not attempt to force this, as the

very thought of forcing will break the meditation process. Instead, as thoughts come to

you, allow them to pass again. Do not concentrate on them, but allow them to go in andout of your brain. At the beginning of this process, some individuals find it to be helpfulto concentrate on a single thought. If this technique works for you then try it, but keep

in mind that the final goal is complete freedom of thought. As time goes on, you willapply this state of meditation to competition

Your inner voice The difference between failure and success can be a matter of simply

self talk. Each of us has an inner voice that gives us a running commentary on theevents in our daily lives. Learn to hear that inner voice. Literally speak out loud the

word "stop" at any time that negative self talk starts, then implement positive

conscience self talk, going through in a step-by-step method. When you are not intraining or competition is the best time to learn to control your inner voice. By the timethat you go into competition itself, your interior dialogs should be totally encouraging

and supportive. Self talk and affirmations are related. The main difference between thetwo is that affirmations are delivered into the conscious mind. Prior to going to bed, and

again just prior to a competition, look into a mirror and affirm five best strengths you

have for the sport you are in. This will have the effect of building confidence in yourown abilities. Learn tocontrol any stress you may have. Stress can be either negative or

positive, primarily determined by any attitude you may have towards it. Your body does

not realize the difference between negative and positive stress, so it is your thoughtsthat must take over to establish that distinction. Instead of fear, learn to identify the

feeling as excitement, and you will harness its power. There are numerous other

psychological techniques that can be applied to competition. Nevertheless, the majority

of the other techniques are based on the concepts of self talk, meditation, and stressmanagement. If you can master these basic techniques you will begin to move forwardon the right track towards having a competitive edge.Source: Adapted from : Korbin Newlyn http://www.buzzle.com/articles/the-psychology-of-competition.html

NewVocabulary

athletebearingconscienceexcelfailureharnessimplement

Phrasesto stand toreasonto search for aslight edgeto have acompetitiveedgerunningcommentaryto buildconfidenceto move on theright track

Antonymsfailure #success

Suffixesaffirmationcomfortablyconfidenceexcitementmeditationmeditativeprofessionalpsychologicalregardlesssupportive

Compoundsself talkstep-by-steppush-ups


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The subjunctive has limited uses in English. The Present Subjunctive short infinitive (all persons)

I suggest he stop as soon as he becomes tired;The Past Subjunctive were (all persons) I wish she werent so shy.

A. Fill in the blanks with one of these common phrases:

God forbid far be it from me come what may be that as it may suffice it to say so be it

Model: Those stones burn my back!

Be that as it may, they will reduce the tension in your muscles!

1. I dont want to explain. _______________________, Susan will resume the psychological training.

2. If, _____________________________, you were to fall ill, who would take your place in the team?3. If you really want to abandon the competition, then ______________________________________.

4. _________________________, I am determined to learn these new meditation techniques.

5. _________________ to tell you what to do, but you would be mad to compete against him.

B. The words in the following sentences have been jumbled. Rearrange them within the first and lastwords given, in order to make coherent sentences.

Model: better were wish youIwish you were bettertrained.

1. they essential control mental their emotional is that

It ..... states.2. receive athlete insisted the new of should pair coach aThe ..... trainers.

3. to conscience implement self talk is very decision positiveTheir .... good.

4. stress learn to were manage the I would ifI .. you.5. learn desirable you to inner hear that is

It .. voice.

C. Choose one suitable word from the box below to fill in the gaps. Some words may be used more thanonce.

were is found agree hadnt understand wouldnt be didnt werent

Model: I would not argue with the coach if I _____ you.

I would not argue with the coach if I were you.

1. Whatever his physical training activities _________, they are insufficient to make him win a medal.2. Id rather you _______________________________ feel fear but excitement about the competition.

3. Its time you ____________________________ the difference between positive and negative stress.4. We recommend that the athletes ________________________ less anxious before the competition.

5. Imagine you _______________________ alone in this race. How would it affect your performance?6. I wish they ____________________ so aggressive! Its a competition and they need to be fair play!7. If he ___________________________________ doped, he will be excluded from all competitions.

8. Whether they ______________________________ or not, our team is going to continue the match.9. We know our coach is right, but we wish she __________________________ yell at us all the time.10. If only I ____________________________ concentrated on my negative thoughts before the final!


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SECTION III: Text Structure

An article is a piece of writing which offers information in magazines, newspapers, academic

journals, the internet or other type of publication. In general, articles have five sections: headline,introduction, main body, conclusion and bibliography.

http://www.donolsen.com http://www.authentichappiness.sas.upenn.edu/TimeMagazine http://www.biggerfasterstronger.com

A. Study the layout of the magazine articles printed above and rearrange the following jumbled text inorder to obtain a coherent article. Use the two or three column format.

Steven Pinker: How Our Minds Evolved

By Robert Wright, author of Nonzero: The Logic of Human Destiny Monday, Apr.26, 2004

Decades of social-science dogma depicted the human mind as having few built-in features--kind of

like a computer with no programs, a blank slate. Pinker, along with others in the young field ofevolutionary psychology, disagrees. For starters, he argued in The Language Instinct, we have a

genetically based word processor, engineered by natural selection. Among the other legacies of naturalselection, say the new Darwinians, are such impulses as jealousy and vengefulness. So Pinker draws

fire from those who ascribe all ills to the corruption of pristine souls. But evolutionary psychology hasa brighter side: love and compassion are also in our genes. Besides, Pinker notes, biology isn't destiny.

"Nature," he quotes Katharine Hepburn's character in The African Queen as saying, "is what we were

put in this world to rise above."Every half-century, it seems, an eminent Harvard psychologist crystallizes an intellectual era. Near the

end of the 19th century, William James, writing in Darwin's wake, stressed how naturally functionalthe mind is. In the mid--20th century, after a pendulum swing, B.F. Skinner depicted the mind as a

blank slate. Now the pendulum is swinging again. Harvard, which lured Pinker from theMassachusetts Institute of Technology last year, seems poised to keep its tradition alive.

Britain's Financial Times once described Steven Pinker as "a handsome man" with a hairstyle that"works equally well for Led Zeppelin front man Robert Plant." But even if the Harvard psychologist

didn't look like a rock star, he would still play to packed houses on the lecture circuit. He hassomething rare among top-tier scholars, an ability to convey complex ideas with clarity, flair and wit.That's one reason his books--most recently, The Blank Slate--make best-seller lists even as they makewaves in academia. The other reason is those waves in academia. Pinker is on the forefront of an

intellectual sea change.

Source: http://www.time.com/time/magazine/article/


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Annex 1: Audio scripts

MODULE 2, UNIT 1, SECTION III, EXERCISE A

You are going to listen to a set of instructions for writing a good summary and then fill in the blanks with

the missing information. You will listen to the recording twice.Writing an effective summary requires that you:

Read with the Writer's Purpose in Mind

Read the article carefully, making no notes or marks and looking only for what the writer is saying.After you've finished reading, write down in one sentence the point that is made about the subject. Then look for

the writer's thesis and underline it.

Underline with Summarizing in MindOnce you clearly understand the writer's major point (or purpose) for writing, read the article again. Underline

the major points supporting the thesis; these should be words or phrases here and there rather than complete

sentences.

In addition, underline key transitional elements which show how parts are connected. Omit specific details,

examples, description, and unnecessary explanations.

Write, Revise, and Edit to Ensure the Accuracy and Correctness of Your Summary

Writing Your Summary Now begin writing your summary. Start with a sentence naming the writer and article title and stating the

essay's main idea. Then write your summary, omitting nothing important and striving for overall coherence

through appropriate transitions.

Be concise, using coordination and subordination to compress ideas.Conclude with a final statement reflecting the significance of the article -- not from your own point of view but

from the writer's.

Throughout the summary, do not insert your own opinions or thoughts; instead summarize what the writer has to

say about the subject.

Revising Your SummaryAfter you've completed a draft, read your summary and check for accuracy.

Keep in mind that a summary should generally be no more than one-fourth the length of the original. If your

summary is too long, cut out words rather than ideas. Then look for non-essential information and delete it.

Write another draft -- still a draft for revision -- and ask someone to read it critically.

Editing Your SummaryCorrect grammar, spelling, and punctuation errors, looking particularly for those common in your writing.

Write a clean draft and proofread for copying errors.

UNIT 2, SECTION III, EXERCISE B

You are going to listen twice to a short audio file. Pay attention to the intonation, pause or stop, so that

you can fill in with the appropriate missing punctuation marks in the fragment below. Use a coloured pen.Keeping Your Teen Out of Trouble by Rose Garrett

Teens and trouble: think they go together like bread and butter? Well, you may be wrong. While teenagers do

tend towards risk-seeking behaviour, and seem to enjoy pushing boundaries and parents' buttons

troublesome behaviour can be anything but typical.

According to Neil Bernstein, a clinical psychologist and author ofHow to Keep Your Teen out of Trouble and

What to Do If You Can't, moodiness, self-absorption, and obsession with peer approval are all run of the teenage

mill. However, if you notice your teenager getting out of control, experimenting with drugs, or abusing alcohol,

it may be time for a wake-up call for both of you. Don't expect lightening to strike some sense into your teen.

Although parents may feel that they are being pushed away during the teen years, it's your responsibility to

firmly push back.

UNIT 3, SECTION I, EXERCISE D

Listen to the following fragment and note down all the words that contain prefixes. Than check their

meaning in the dictionary. You will listen to the recording twice.The dyslexic child is often a mislabelled child." Children with unrecognized dyslexia are often seen as inattentive, careless, or

slow, but, the Eides say, often nothing could be farther from the truth. "Dyslexics are overrepresented in creative and

inventive fields like art and architecture or computers and engineering," according to Dr. Fernette Eide. "As young people,

their gifts and talents may be overlooked because society only sees their weakest link."

curs practic engleza 2011 sem2

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