Sem1 Suport Curs Eng 2013 (2)

8/13/2019 Sem1 Suport Curs Eng 2013 (2)

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UNIVERSITATEA BABE-BOLYAI CLUJ-NAPOCAFACULTATEA DE LITEREDEPARTAMENTUL DE LIMBI STRINE SPECIALIZATEAsist. univ. drd. CAMELIA-DANIELA TEGLA

English Study Pack for Students inEnglish Study Pack for Students inEnglish Study Pack for Students inEnglish Study Pack for Students inPsychology and Education SciencesPsychology and Education SciencesPsychology and Education SciencesPsychology and Education Sciences

2020202013131313----2014201420142014


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Informaii generale

Date de contact ale titularului de curs:

Nume: Asit. drd. Camelia-Daniela TeglaBirou: Cab.10, Departamentul LSS, Horea

nr.7Telefon: 0264/530724E-mail: [email protected]

Date de identificare curs:

Numele cursului Limba englez - curspractic limbaj specializat

Codul cursului LLU0011, LLU0012Anul, Semestrul anul 1, semestrele 1,2Tipul cursului - obligatoriu

Condiionri i cunotine prerechiziteCursul este conditionat de deinerea de cunotine de limba englezcare situeaza studentul lanivel B1, conform grilei de autoevaluare a Cadrului comun european de referinta a limbilor:

Competente A1 A2 B1 B2 C1 C2

nelegere-ascultare 1 2 3 4 5 6nelegere-citire

1 2 3 4 5 6

Vorbire-conversaie

1 2 3 4 5 6

Vorbire-exprimare

1 2 3 4 5 6

Scriere 1 2 3 4 5 6

Trebuie avut n vedere faptul cnscrierea la examenul de licena la finalul ciclului

bachelor este conditionat de susinerea i promovarea unui test de competena lingvisticntr-o limba de circulaie internaionalla finele semestrului al doilea.

Descrierea cursuluiEste un curs cu obiective specifice care vizeazachiziia de cunotine i dezvoltareadeprinderilor de limbstrinca instrument de formare i informare academici profesional.Tipologia programului de nvare are n vedere crearea unui profil de utilizator cu competen eaxate pe studiul limbajelor de specialitate. n acest sens, studenii i vor dezvolta capacitateade contientizare a strii actuale a cunotinelor i deprinderilor, se vor deprinde s-i fixezeobiective reale i realiste, s-i selecteze n mod autonom materialele i sse autoevalueze.

Obiectivele disciplinei: Studenii vor putea utiliza competent limba englez, cel puin lanivelul B2, n activitatea lor academici n viitoarea activitate profesional:1. Cunoaterea i nelegerea aprofundata contextelor i rolurilor, precum i a conceptelor,metodelor i a discursului/limbajului specific diverselor situaii de comunicare profesionalnmediul academic de limba englez, cu accent pe situaia retoric, formele de comunicare scrisi oral, etapele procesului de scriere i produsele scrisului academic, precum i pe deontologiaprofesional.


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2. Utilizarea cunotinelor aprofundate pentru explicarea i interpretarea diverselor modalitide comunicare scris(genuri de texte tiinifice) i oral(comunicri tiinifice) i aconveniilor ce guverneazredactarea textelor tiinifice n limba englezn contextul studiilorde licenta i al comunitii profesionale extinse (naionale i internaionale).3. Transferul conceptelor/principiilor/metodelor nvate n activiti de receptare a textului

scris i de producere viznd etapele procesului de scriere, organizarea i dezvoltarea ideilor,structura textului i strategiile de comunicare verbalorali scrisla standarde specificelimbii engleze specializate pentru discursul tiinific.4. Utilizarea grilelor de criterii standard ale comunitii academice/profesionale pentruevaluarea calitii produselor comunicrii academice scrise i orale n limba englez.5. Elaborarea unor lucrri scrise i prezentri orale originale care sutilizeze principiile itehnicile de redactare consacrate n mediul academic, cu accent pe genurile predilecte dinpsihologie i tiinele educaiei.6. Realizarea sarcinilor de lucru individuale n contexte de autonomie/independen.7. Participarea la realizarea de proiecte de lucru n perechi i n echip, cu accent pe asumareade roluri n cadrul echipei de lucru n mediul academic.

8. Managementul propriei nvri, diagnoza nevoilor de formare, monitorizarea i refleciaasupra utilizrii eficiente a instrumentelor de muncintelectuali aresurselor/tehnicilor/strategiilor de nvare traditionale si TIC.Coninut:

SEMESTRUL 1Saptamana 1 Placement TestSaptamana 2 Introduction. The Skill and Practice of Reading; Listening StrategiesSaptamana 3 Psychology in a NutshellSaptamana 4 Psychology in a Nutshell Reporting structures; Tenses used in

reports;Saptamana 5 Education

Saptamana 6 EducationReported Speech;

Saptamana 7 Autism and CommunicationSaptamana 8 Autism and Communication

Reported Speech;Saptamana 9 Psychology of AdvertisingSaptamana 10 Psychology of Advertising

Academic Definitions; Relative ClausesSaptamana 11 Psychology of Advertising

Emphasis; Rephrasing; Quoting

Saptamana 12 Secret LivesSaptamana 13 Secret LivesCohesion; Paraphrasing

Saptamana 14 Revision

Bibliografie obligatorie:1.Side, Richard Wellman, Guy: Grammar & Vocabulary For Cambridge Advanced andProficiency, Longman, 2001


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2. Prodromou, L., Grammar and Vocabulary for First Certificate, Longman, 20013. Tegla, Camelia (coord.), Felea, Cristina, Mezei, Vlad English B2 C1, Social Sciences andSport, Seria Autodidact (coord. Liana Pop), Cluj, Ed. Echinox, 20094. Longman Dictionary of Contemporary English, Longman, 20035. http://granturi.ubbcluj.ro/autodidact

6. psychologyabout.com7. http://esl.about.com/c/ec/1.htm8. owl.english.purdue.edu/9. www.psychologytoday.com

Evaluare:Criterii de evaluare: prezena i participarea activla cursul practice; ndeplinirea corectsi latimp a sarcinilor de lucru; nsuirea vocabularului de specialitate; corectitudinea, fluena iadecvarea la cerina limbii engleze (oral i scris); capacitatea de a utiliza eficient limbaenglezn contexte academice i profesionale specificeMetode de evaluare: examen scris la sfritul semestrului

Materiale i instrumente necesare pentru curs:Derularea activitilor prevzute necesitaccesul studenilor la urmtoarele resurse:- calculator conectat la internet (pentru a putea accesa bazele de date si resursele electronicesuplimentare dar i pentru a putea participa la secvenele de formare interactivon line)- imprimant(pentru tiprirea materialelor suport, a temelor redactate, a studiilor de caz)- acces la resursele bibliografice (ex: abonament la Biblioteca British Council)- acces la echipamente de fotocopiere

Elemente de deontologie academicn caz de fraudsau plagiat, vezi poziia UBB.

Studeni cu dizabiliti:Titularul cursului i exprima disponibilitatea, n limita constrngerilor tehnice si de timp, de aadapta coninutul i metodelor de transmitere a informaiilor precum i modalitile de evaluare(examen oral, examen on line etc) n funcie de tipul dizabilitii cursantului. Altfel spus, avemn vedere, ca o prioritate, facilitarea accesului egal al tuturor cursanilor la activitile didacticesi de evaluare.


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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 decodethe text in his first language in an orderly, linear fashion, word after word, but rather his eyesmove rapidly over the page, going forward and backward as he perceives meaningful groups of

words and relates these to the non-verbal information at his disposal (that is, to his knowledge ofthe world and topic of the written text), thereby deriving meaning from the text.

=Reading thus can be seen as the processing of information. The reader brings to the text hisown store of information deriving from his native culture, education, personal experience, and,normally some specific knowledge of the written text. At the same time, the reader possesses alinguistic competence, including knowledge of words, of how these words are deployedaccording to the linguistic system in order to form sentences, and the rhetorical pattern andlinguistic conventions which characterize different types of text.

Furthermore, in an ideal situation, the reader approaches a text with a genuinemotivation 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. Depending ofhis reason for reading, he will use one or more specific strategies.


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Reading strategies

When 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 expectations areheightened by our awareness of certain lexical fields or other textural features which are likely tosignal 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 writers discourse,usually with the aim of comprehending not only the literal meaning of the text, but also thewriters deeper purpose, his position or other eventual text subtleties.Extensive reading is the term we use to describe the strategies called into play when we read

longer texts either for pleasure or for information, and may involve all the strategies previouslymentioned, which the reader applies according to the individual text and his interest in its variousparts.Thus, the reading style we apply to any given text should be a function of the type and content ofthe 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, thoughlanguage learners often apply only this strategy to texts in foreign languages. In reading Englishfor academic purposes, for example, it will often suffice to have a general idea of whether certaininformation is contained in an article and, if so, where, so that it might be consulted at a laterdate. On the other hand, information which is of interest may be located quickly and selectedpassages focused upon for the purpose of extracting and annotating specific information.

(Source: Adapted from Jordan, R.R,Academic Writing Course, Collins, London 1993)

The word cloud below contains the keywords of the text.Use them to write down the main ideas.


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The Listening Process

Language learning depends on listening. Listening provides the aural input that serves as thebasis for language acquisition and enables learners to interact in spoken communication.

With the help of language instructors, students learn how they can adjust their listeningbehaviour to deal with a variety of situations, types of input, and listening purposes, develop aset of listening strategies and match appropriate strategies to each listening situation.Listening StrategiesListening strategies are techniques or activities that contribute directly to the comprehension andrecall of listening input. Listening strategies can be classified by how the listener processes theinput.Top-down strategies are listener based; the listener taps into background knowledge of the topic,the situation or context, the type of text, and the language. This background knowledge activatesa set of expectations that help the listener to interpret what is heard and anticipate what willcome next.

Top-down strategies include: listening for the main idea

predicting drawing inferences summarizing

Bottom-up strategies are text based; the listener relies on the language in the message, that is, thecombination of sounds, words, and grammar that creates meaning.

Bottom-up strategies include: listening for specific details recognizing cognates recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening. They plan by deciding which listening strategies will serve best in a particular situation. They monitor their comprehension and the effectiveness of the selected strategies. They evaluate by determining whether they have achieved their listening comprehension

goals and whether the combination of listening strategies selected was an effective one.

(Source: Adapted from http://www.nclrc.org/)


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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 ofthe field. In order to fully understand what psychology is all about, it is important to first go backinto its history and explore its origins. How did this discipline originate? When did it originate?Contemporary psychology deals with a vast range of topics, while at the same time looks intohuman behavioural patterns and mental processes from the cultural level to the neural level.Psychologists study all matters pertaining to human mental issues that begin right from birth andcontinue up until the death of the person. So, by gaining full understanding of the history ofpsychology, you will be able to better understand how the individual topics are studied and whathas 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 difficult

questions. The first question of how is psychology defined established it as a separate science,separate from philosophy and physiology. Other additional questions that psychologists werealso faced with throughout the history of the subject were: What issues and topics should thesubject of psychology deal with? What methods of research should be used when studyingpsychology? Should research be used in order to influence education, public policy and otheraspects of human behaviour? Is psychology a science? Should psychology focus on internalmental processes or on observable behaviours?The Emergence of Psychology: Physiology and PhilosophyWhile psychology did not really emerge as a separate science until the latter half of the 19thcentury, its initial history can be traced right back to the ancient Greeks. During the 1600s, thefamous French philosopher, Rene Descartes, introduced the concept of dualism, which stressed

on the fact the body and the mind were basically two separate entities that interacted together toform the normal human experience. Many of the other issues that are still debated bypsychologists today, like relative contributions of nature vs. nurture, are deep rooted in theseearly philosophical concepts. So why is psychology different from philosophy? While many ofthe early philosophers relied heavily on methods like logic and observation, the psychologists oftoday tend to use methods to study and come to conclusions about the human behaviour andthought. Physiology also made large contributions towards the eventual emergence ofpsychology as a science. Early physiology research on behaviour and brain had a very dramaticimpact on psychology as it is today, ultimately leading to the application of many scientificmethodologies that study the human behaviour and thought.Psychology as a Separate Scientific Discipline

During the mid 19th century, Wilhelm Wundt, a German physiologist started using scientificresearch methods to look into reaction times. His works outlined many of the most importantconnections between physiology and psychology. So what were Wundts views on psychology?He looked upon the subject as a study of the human consciousness and even sought to applycertain experimental methods in order to study the internal mental processes. While this processtoday is known as introspection and is considered to be highly unscientific and unreliable, inthose days it helped set the stage for all the future experimental methods. And although hisinfluence began to dwindle in the years to come, this impact on the subject is definitely


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unquestionable.The First School of ThoughtOne of Wundts most famous students, Edward B Titchener, went on to become one of thefounders of psychologys very first school of thought. According to structuralism, the humanconsciousness can be broken down into small parts. Using introspection, trained students

attempted to break down reactions and responses to the most basic of all perceptions andsensations. Though structuralism is notable because of its emphasis on scientific researchmethods, it is considered to be unreliable, subjective and limiting today. When Titchener died,the concept of structuralism also dies with him.FunctionalismPsychology really flourished in America in the 19th century. William James came out on top asthe leading American psychologist during this period and his principles of psychology made himthe Father of American Psychology. His ideas and concepts served as the foundation for a newschool of thought, which was known as functionalism. Functionalism focused on how the humanbehaviour works towards helping people comfortably in their respective environments.Functionalists use methods like direct observation. The functionalists however stressed on the

fact that consciousness is an ever changing and more continuous process. Althoughfunctionalism is no longer considered to be a school of thought, it however did go on to influencethe 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 psychologyin such a dramatic way by putting forward a theory of personality that stressed on the importanceof the unconscious mind. His work with patients suffering from mental ailments like hysteria ledhim to believe that our early childhood experiences as well as our unconscious impulsescontribute greatly towards the development of our adult behaviours and personalities. Accordingto him, psychological disorders are basically the result of unconscious conflicts that take placewithin us, and that become unbalanced or extreme. His theory had a huge impact on the 20thcentury psychology, influencing the mental well being as well as in many other fields likeliterature, art and popular culture. Although many of his concepts are looked upon withscepticism today, his influence on modern psychology cannot be questioned.The Emergence of BehaviourismPsychology evolved dramatically during the 20th century and another school of thought knownas behaviourism became dominant. Behaviourism was a very big change from all of the previoustheoretical perspectives, and rejected emphasis on the conscious as well as the unconsciousmind. Instead it strove to make the discipline a more scientific one by stressing on observablebehaviour. Behaviour stresses on the fact, that the subject matter of psychology is basically thebehaviour of a human being. The impact of this school of thought was enormous and itdominated the scene for almost 50 years. Even though it eventually lost its importance, the basicprinciples of behaviourism are still used today. Therapeutic methods like token economies andbehavioural modification are often used to help kids overcome maladaptive behaviours and tolearn new skills. Conditioning is used in most situations ranging from education to parenting.The Third Force or Humanistic PsychologyAlthough behaviourism and psychoanalysis dominated the first half of the 20th century, a newschool of thought, known to us as humanistic psychology emerged during the latter half of the20th century. Referred to most as the Third Force in psychology, this theoretical concept lays


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emphasis on conscious experiences.Psychology as it is TodayAs you may have already noticed the discipline of psychology has seen enormous change andgrowth since its early beginnings with Wundt. The story certainly does not end right here.Psychology has since continued to change and evolve and new perspectives and ideas have been

introduced. Recent psychological research focuses on many aspects of the human behaviour andexperience, right from impact of cultural and social factors to biological influences on humanbehaviour.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 drawingconclusions from a wide range of theoretical backgrounds. This contemporary approach hascontributed new theories and ideas that still continue to shape the future of psychology.

(Source: Adapted from : Natasha Bantwal, Published: 1/27/2008, http://www.buzzle.com/articles/brief-history-of-psychology.html)

Language Focus: Read the fragment above and try to identify the tenses used in the text. Writedown 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 tennison Mondays.

They don't(do not) workin New York.

Does she knowhim?

Habitual activities - States

Simple PastShe went toParis lastweek.

They didn't(did not) driveto work.

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 to come.

Will they visitus soon?

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

PresentContinuous

He's (is)working atthe moment.

They aren't(are not)coming thisevening.

What are youdoing?

Actions happening at the presentmoment. Near future intention andscheduling.

Past ContinuousI waswatching TVwhen you

He wasn't(was not)working when

What were youdoing when Icalled?

Interrupted past action, actionhappening at a specific moment intime in the past.


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called. she arrived.

Future Continuous

I'll (will) becookingdinner when

you arrive.

They will not(won't) beliving in Paris

this time nextyear.

What will yoube doing nextweek at this

time?

Future action at a specific momentin the future.

Future with Goingto

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

They're (are)not going toinvite theBrowns.

Where are yougoing to stay?

Future intent or planned action

Present Perfect

I've (have)seen Mickthree times

this week.

She hasn't(has not) beento New York.

How long haveyou worked atSmith's?

1) To express an action that wasbegun in the past and continuesinto the present.2) To express an action thathappened in the Unspecified past.3) To express a recent action thathas a present effect.

Past Perfect

I'd (had)already eatenbefore theycame.

She hadn't(had not) beento Romebefore thattrip.

Had you everseen such acrazy ladybefore that?

To express an action that happensbefore another action in the past.

Future Perfect

We'll (will)have livedhere for

twenty yearsby 2005.

She will not(wont) havefinished herhomework by

the time wearrive.

How long willyou have livedin France by the

end of nextyear?

To express what will havehappened or how long somethingwill have happened up to a certain

point in the future.

Present PerfectContinuous

She's (has)been waitingfor over threehours.

They haven't(have not)been studyingfor long.

How long haveyou beenworking on thatproblem?

To express the duration of acontinuous activity begun in thepast and continuing into thepresent.

Past PerfectContinuous

She'd (had)been waitingfor threehours whenhe finally

arrived.

I hadn't (hadnot) beensleeping forlong when Iheard the

doorbell ring.

How long hadyou beenplaying tenniswhen she

arrived?

To express the duration of acontinuous activity begun beforeanother activity in the past.

Future PerfectContinuous

He'll (will)have beensleeping for afew hours bythe time wearrive.

She will not(wont) havebeen workingfor long by 5o'clock.

How long willyou have beendriving by 6o'clock?

To express the duration of anactivity up to a point of time in thefuture.


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(Source: Adapted from: http://esl.about.com/library/grammar)

If the human brain were so simple that we could understand it, we would be so simple that we couldn't.

Emerson M. Pugh

Psychology is, as we know, a very young science. In someways, it has only been around since the late 1800's, when people likeWilhelm Wundt, William James, and Sigmund Freud separated it from itsvarious mother disciplines such as biology, philosophy, and medicine.But in other 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 Zookhasn'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 this way.Our cave-person ancestors would be astounded at our understanding of theworld around us! But the subject matter of psychology (and the otherhuman 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 have

a large collection of theories about this part of being human or that part;we have a lot of experiments and other studies about one particular detailof life or another; we have many therapeutic techniques that sometimeswork, and sometimes don't. But there is a steady progress that is easy tosee for those of us with, say, a half century of life behind us. We are a bitlike medicine in that regard: Don't forget that it wasn't really that long agowhen we didn't have vaccines for simple childhood diseases, oranaesthesia for operations; heart attacks and cancer were things peoplesimply died of, as opposed to things that many people survive; and mentalpatients were people we just locked away or lobotomized!Some day -- sooner rather than later, I think -- we will have the same

kinds of understanding of the human mind as we are quickly developingof the human body. The nice thing is you and I can participate in thisprocess!(Source: Adapted from: General Psychologyby Dr. C. George Boeree Shippensburg Universityhttp://webspace.ship.edu/cgboer/genpsy.html)

SpecialistVocabularybehaviourcognitiondisciplineemotion

empiricalexperimentlobotomize

mindperceptionpsychologyresearchsciencetheorytherapeutictechniques

Phrasesto be astounded at

to die ofto lock awayto pin downto stick to

Unusual wordsZookgoo


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to stick to =

SECTION II: Language FocusAcademic textual functions, such as reporting, are signalled by characteristic language uses of tense andaspect. When reporting findings or significant aspects of peoples work, we use The Present Simple.The Past Simpleis 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 ofthe verb in brackets, according to the academic textual functions used in each of them:1.Mood disorders (to affect _1) around forty four million Americans each year. The two most commonmental disorders (to be _2) depression and bipolar disease. There are several factors which researchers (tobelieve_3) contribute to mental disorders. Some researchers (to think _4) that the most severe mooddisorders (to be caused_5) by imbalances in the brains chemical activity. Researchers also (to assume _6)the environment can play a part in mood disorders and it may run in families. Some mood disorders (toprove _7) to be easier to diagnose due to the symptoms that the patient (to display _8), while others maybe a little more difficult and (to require_9) more testing due to the mood disorder going unrecognized.The good news (to be_10) that with the proper medication and psychotherapy a person afflicted with amood 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 (todeal _2) with the people's right to know on what he/she is being studied. On the surface, the experiment(to look _3) legit and totally scientific. Two people (to be brought _4) in at a time and each would drawfrom a hat. One would be the teacher, one the learner. After going over exactly how the shock treatment(to work _5), the teacher (to go _6) to his control panel and the learner (to be hooked up _7) to electrodes.The teacher would first read lists of paired words then (to ask _8) the learner to pair up the now separatedwords. For each wrong answer the learner (to give _9), an increasing dose of electricity (to be given _10).(Source: Adapted from: http://www.free-researchpapers.com/dbs/b11/smu317.shtml)

B. Identify the tenses of the verbs underlined in the following fragment and match them to the usessuggested in the table below:The research of consciousness, or states of awareness, has provided numerous interesting and influential

studies. Sleep, dreams, and hypnosis are states of awareness that have intrigued psychologists becausethey relate to the quality of psychological interaction with the environment. States of awareness changeconstantly, which produces changes in behaviour. Studies in this area have made great contributions tothe understanding of psychology. Researchers pursuing answers about states of awareness discoveredRapid Eye Movement sleep and how it relates to dreaming. Rosalind Cartwright, a leading researcher inthis area, takes the study of consciousness to another level by suggesting that people may be able tocontrol what they dream about. Many psychologists have theorized about why people dream. SigmundFreud believed that dreams were windows to your unconscious; that your greatest unfulfilled wishes andfears would be expressed symbolically in your dreams. Freud's view has been highly influential, andpsychotherapists still use dream interpretation during therapy.(Source: Adapted from: http://www.free-researchpapers.com/dbs/b6/pnl224.shtml)

VERBS TENSE USE

An action that was begun in 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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Born in Zurich, Johann Heinrich Pestalozzi (1746 - 1827) took up Rousseau's ideas and explored how theymight be developed and implemented. His early experiments in education ran into difficulties but hepersisted and what became known as the 'Pestalozzi Method' came to fruition in his school at Yverdon.Instead of dealing with words, he argued, children should learn through activity and through things. 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 as well as from the new-fangled order of cheap, artificial teaching tricks, and entrust it to the eternal powers of nature herself, to thelight which God has kindled and kept alive in the hearts of fathers and mothers, to the interests of parentswho desire their children grow up in favour with God and with men. (Pestalozzi quoted in Silber 1965: 134)Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward - based on research. He

tried to reconcile the tension, recognized by Rousseau, between the education of the individual (forfreedom) and that of the citizen (for responsibility and use).His initial influence on the development of thinking about pedagogy owes much to a book he published in1801:How Gertrude Teaches Her Children. He wanted to establish a 'psychological method of instruction'that was in line with the 'laws of human nature. As a result he placed a special emphasis on spontaneity andself-activity. Children should not be given ready-made answers but should arrive at answers themselves. Todo this their own powers of seeing, judging and reasoning should be cultivated, their self-activityencouraged (Silber 1965: 140). The aim is to educate the whole child - intellectual education is only part ofa wider plan. He looked to balance, or keep in equilibrium, three elements - hands, heart and head.William H. Kilpatrick in his introduction toHeinrich Pestalozzi (1951) The Education of Man - Aphorismhas summarized six principles that run through Pestalozzi's efforts around schooling.Personality is sacred. This constitutes the inner dignity of each individual.

As 'a little seed... contains the design of the tree', so in each child is the promise of his potentiality. 'Theeducator only takes care that no untoward influence shall disturb nature's march of developments'.Love of those we would educate is 'the sole and everlasting foundation' in which to work. 'Without love,neither the physical nor the intellectual powers will develop naturally'. So kindness ruled in Pestalozzi'sschools: he abolished flogging - much to the amazement of outsiders.To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine ofAnschauung- directconcrete observation, often inadequately called 'sense perception' or 'object lessons'. No word was to be usedfor any purpose until adequateAnschauunghad preceded. The thing or distinction must be felt or observedin the concrete. Pestalozzi's followers developed various sayings from this: from the known to the unknown,from the simple to the complex, from the concrete to the abstract.To perfect the perception got by theAnschauungthe thing that must be named, an appropriate action mustfollow. 'A man learns by action'.

Out of this demand for action came an emphasis on repetition - not blind repetition, but repetition of actionfollowing theAnschauung.

(Source: Adapted from http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html )

NewVocabuldodderinfloggingeverlastinhacksto kindleoutwornto pursuesoleuntowardverbosityto wrest

Phrasalverbsto set outo run into runthrough

to take uPhrasesto comefruitionto drawconclusito get ridsmth.to grow in favouwith

Compowordsnew-fangready-ma

self-activPrefixesreconcileimplemeinadequentrustoutsiderSuffixeseducationresponsibachievem


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SECTION I: VOCABULARY ACTIVITIES

A. Use your dictionary to look up the underlined word or phrase in each of the following sentences.Find the definition that best fits the context and write it next to each sentence.

Model:

His early experiments in education ran into difficulties.to run into = to start to experience a difficult situation

1. The 'Pestalozzi Method' came to fruition in his school at Yverdon.to come to fruition =2. They should be free to pursue their own interests and draw their own conclusions.to pursue =3. The educator only takes care that no untoward influence shall disturb nature's march of developments.untoward =4. To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine ofAnschauung.verbosity =5. Love of those we would educate is 'the sole and everlasting foundation' in which to work.

sole =B. Adding a suffix to a noun, verb or an adjective we can obtain new nouns or adjectives. In the table below thereare several adjectives and nouns which were obtained like this. Mention the word formation process, according tothe model:

Original Word Category Suffix New Word Category

develop VERB -ment development NOUNeducation

fruition

responsibilityachievement

psychological

spontaneitykindness

meaningless

intellectualactivity

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 Focus

Reported 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 polar question,or an infinitive clause reporting a directive.

B. Read the text below and insert the word which best fits each space. Choose from thelist 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 Education

Statistics, 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 the specificnumbers varied, more _____(9) school parents than public school parents were very satisfied withteachers, 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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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. The

others 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 to

understand 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 it

difficult 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)

SpecialistVocabulary

acquirecommunicationimpairoccurphonologypragmaticsrepetitive behaviourrelaterigid routinessemanticsspectrumstrikesyntaxvocalise

AcronymsAIDSASDDSMPDD-NOS

Antonymspair impairintegrate disintegrateorder disorder

Compoundseye-contactlifetimeneurobiological

Phrasesto break down intoto fall under

Word familyintegrateintegral

integrationintegrativedisintegratedisintegrationdisintegrative


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SECTION I: Vocabulary Activities

A prefix is placed at the beginning of a word to modify or change its meaning.dis- shows an 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 do

F. 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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Reported Speech Other ways of reporting include using nounssuch as: argument, assertion, comment,denial, explanation, observation, remark, statement, etc.

A. The words in the following sentences have been jumbled. Rearrange them within the first and

last words given, in order to make coherent sentences. All the sentences contain reporting nouns.

Charles Aussilloux, Professor of Child and Adolescent Psychiatry at the University of Montpellier, andhis 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 pictureThemajor 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)

When reportingemotionsor impressionswe may use certain adjectives.

C. Match the adjectives (A-F) with the faces (1-6) Model: 6 F. Write five sentences of your ownusing some of the adjectives below:

A. concerned; worried; alarmed; afraid; uneasy

B. angry; infuriated; outraged; annoyed;irritated

C. bored; uninterested; fed up; jaded

D. content; blissful; cheerful; joyful; delighted

E. depressed; miserable; unhappy; disheartened

1 2

3 4

5 6

F. surprised; astonished; amazed; taken aback


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Advertising has been a form of glorifying or gaining publicity for goods and merchandisesince very early times. In fact, advertising has been around as an informal concept since thebeginning of civilizations and former methods were oral advertising or claiming the benefitsof products verbally when merchants sold goods to people directly on the streets. Howeverwith the advent of paper and writing, advertising took a more formal shape.Egyptians and Ancient Greeks used the papyrus for advertising and rock painting was alsoused. Advertising in English in magazines as we know today dates back to the end of the17th century and newspaper advertising in America began during the first part of the 18thcentury with advertisements for estates. With the growth of mass media and different formsand avenues of communication like radio, TV, newspapers, magazines, and of course the

internet in the 20th century, advertising started becoming an important aspect forcommercialization of products. People started understanding the potential of advertisementsand it became a business with the establishment of advertising agencies with the firstadvertising agency in US opened in 1841.With advertising becoming a business in itself, the methods of using advertisements becameeven more formalized, controlled and systematic and the advertisements for products startedappearing as newspaper ads, on billboards, hoardings, as handbills, leaflets, on magazines,newspapers, on TV and radio as commercials and more recently on the internet. Webadvertising is now a very powerful means to take the message across to the customers.However to actually appeal to customers, advertising will have to work in accordance withthe principles of psychology and sociology. Thus an advertiser or an advertising professionalwill also have to be a sociologist and a psychologist to really have an impact on the minds of

consumers.The principles of advertising are largely based on cognitive psychology and thepsychological processes of attention, perception, association and memory to bring out thecomplete impact or uses of a product or 'brand'. Any advertisement will have to first focus onthe attention that it is able to capture of the consumers. Strong messages, strong visuals andglaring colours are sometimes used on hoardings and billboards. For commercials, attentioncatching 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 a particularsegment of customers could associate with are used. Thus for baby food, mothers and babiesare featured so association would have more to do with relevance or context of theadvertisement. Certain colours also have associative value and certain brands and companies

use a specific colour to promote their products. The company logo or symbol is also a part ofdeveloping a brand and helps in giving identity to a brand and has a strong associative value.The association should be such that it not only serves the purpose of quick understandingand perception of the consumers but is also retained in their memory for a long time. Thusmemory or retention is an important aspect of the psychology of advertising as only anadvertisement that consumers can easily remember for a long time for its novelty or use ofwords, colours and figures will be the most effective.(Source: Adapted from http://ezinearticles.com/The-Psychology-of-Advertising)

New Vocabularyadventappealbillboard

commercialestatehandbillhoardingglaringleafletmerchandisenovelty

Synonymsmemory =retention

Word familiesadadvertisementadvertiseradvertising

Phrasesto bring outto draw attentionto give identityto serve a

purposeto take themessage acrossto work inaccordance with


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SECTION I: Vocabulary Activities

Synonymsare 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. carand automobile; sickand ill

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

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

B. Use your dictionary to translate the following phrases:

to bring out; to draw attention; to give identity; to serve a purpose; to take the message acrossWhen we describe things we sometimes need to define them as well, especially in academic writing,so that is perfectly clear what we mean. We may also need to give examples of what we define, and toclassify.

Simple Definitions

If we look in a dictionary for the word hospital we may find:

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

Study these other examples.A psychiatrist is a doctor who is trained in the treatment of mental illness.Steel is a strong metal whichcan be shaped easily.

Whois used for persons, whichis used for inanimate objects and animals, whereis 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 whichis produced from copper and tin.

The sentences below have been mixed up. Join the 8 sentences on the left with the correct ones from the10 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 Definitions

Look 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 ofcrime (or illegal acts).Psychiatry is the studyand treatment ofmental illness.Politics is the science ofgovernment.Botany is the science ofthe 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 oflanguage.

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 Definitions

It is possible for academic subjects to be defined more specifically. Normally, this can only be doneif 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 whichstudies 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.

Sociologymay be defined as the branch of science which studies the development andprinciples of social organization.It is concerned withgroup behavior as distinct from thebehavior of individuals in the group.Econometricsmay be defined as the branch of economics which applies mathematical andstatistical techniques to economic problems.It is concerned withtesting 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. Memoryand retentionare 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 obtain thefollowing information:Main Entry: memory

Part 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/)

Choose ten of the synonyms and make sentencesof your own.

..

.

D. Study the following extended definition of memoryand 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 fromhttp://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 Psychologyby 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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We may emphasise in English in several ways, such as using passives, inversion, fronting or cleftsentences.

Fronting and Inversionare 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 time

At no time did I say I would accept late homework.Hardly........when

This is used to refer to an event that quickly follows another. It is usually used with the past perfect.Hardly had I got into bed, when there was a knock at the door.Less used isHardly....before.Hardly had I left before the trouble started.Little

Little did I know that he was a compulsive liar.Little does she know what surprises we have in store for her.No sooner.....than

This is used to refer to an event that quickly follows another. It is usually used with the past perfect, butsometimes with the simple past.No sooner had I reached the door than I realised it was locked.No sooner did I reach the door than I realised it was locked.Not + object

Not a single word did she say.Not only.....but also

" Not only has McDonalds, which employs over 1 million people worldwide, played a huge role 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 until

Not until January will I have a holiday.Nowhere

Nowhere had Susan seen a more beautifully decorated room.Only after

This is usually used with the simple past.Only after the film started did I realize that I'd seen it before.On no account/ Under no circumstances

On no account should you be absent from your seminars.Only then/if/when/later

This is usually used with the simple past.Only then did I know what I had got myself into.Rarely/Seldom/Never

These are most commonly used with the present perfect or past perfect and with modals such as can andcould. 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.


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Scarcely/Barely....when

This is used to refer to an event that quickly follows another. It is usually used with the past perfect.Scarcely had I arrived home when there was a knock on the door.So......that

This is a common inversion, usually used with an adjective & the verb `be`.So exciting was the soap opera that I forgot to do my English homework.

It can also be used with much.So much did she adore John that she would not give him up.Such....that

Used with the verb `be` and a noun, it means so much or so great.

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

Neverhad 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 it

So .. 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.


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SECTION III: Text Structure

QuotingA quotation is the repetition of one expression as part of another one and it is generally punctuated by quotationmarks.

A.You will read an excerpt from an article. Five sentences have been removed from thistext. Choose from 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 qualifiedto recognize and study the effects of these newly emerging attention structures in the massmedia. In 1883, while a sophomore at Yale, a chance reading of a copy of the Proceedings ofthe Society for Psychical Research called Gale's attention to empirical studies of mental lifeand 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 ofLeipzig (Gale 1900). Letters in the archival files reveal that Gale and the progressivejournalist Lincoln Steffens became friends in German, studied together taking courses fromWundt, and enjoyed a lifelong correspondence. _____ (2) Steffens reported, "[T]he laboratorywhere we sought the facts and measured them by machinery was a graveyard where the oldidealism walked as a dreadful ghost" (1931, p. 149).In 1894, prepared as an experimental psychologist, a 32-year-old Harlow Gale returned to hisboyhood home in Minneapolis. At that time there were no psychology departments inAmerican universities. _____ (3) He was hired as an instructor of "physiological psychology"and given responsibility for the university's laboratory for experimental psychology. ____ (4)

It was there, until 1903, that Gale taught a series of courses in psychology, including aseminar that involved students in conducting studies on "the psychology of advertising" (Gale1904). _____ (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).

A. The laboratory consisted of "a few pieces of psychological apparatus" gathered by the university'sprevious instructor in experimental psychology.B. Steffens quoted Professor Wundt as saying, "We want facts, nothing but facts," and that theories wereonly aids to experimentation, which was the test of theory.C. In 1895, in the midst of the increasing visibility of consumer advertising, Harlow Gale became interestedin "people's commercial actions as influenced by street car and magazine advertising" as an application ofhis training in the emerging field of experimental psychology (Gale 1900).D. After completing his B.A. in 1885, he undertook postgraduate studies in economics at the University ofMinnesota, 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 thePhilosophy Department (Gale 1904, p. 9).

(Source: Adapted from http://www.accessmylibrary.com/article-1G1-172907089/harlow-gale-and-origins.html)


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One mislaid credit card bill or a single dangling e-mail message on the home computerwould have ended everything: the marriage, the big-time career, the reputation fordecency 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 social development,they say, and the desire to sample other identities (to reinvent oneself, to pretend) can lastwell into adulthood. And in recent years researchers have found that some of the samepsychological skills that help many people avoid mental distress can also put them atheightened 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 doing thisthan 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's birthdaypresent. In adolescence and adulthood, fluency with small social lies is associated withgood mental health. And researchers have confirmed that secrecy can enhance attraction,or as Oscar Wilde put it, "The commonest thing is delightful if only one hides it."The urge to act out an entirely different persona is widely shared across cultures as well,social scientists say, and may be motivated by curiosity, mischief or earnest soul-searching. Certainly, it is a familiar tug in the breast of almost anyone who has 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 gamblehamletmischief

personaruthlesslytug

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. 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

something such as a card game or a race, when you donot know for certain what the result will beC. to divide something into two completely separatepartsD. a very small villageE. to improve somethingF. the way you behave when you are with other peopleor in a particular situation, which gives people aparticular idea about 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

or worryJ. 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 once The 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 with meChorusThe ............................... 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 are related toidentityand 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 lives

4. 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 enjoy

8. 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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Cohesionrefers to the grammatical and lexical means by which written sentences are joined together tomake texts.

A. The order of the following sentences has been changed. Read them carefully paying attention to the

grammatical means of cohesion and establish the correct order so that you obtain a coherent paragraph.Write the correct number (1-10) next to each sentence.

SECTION III: Text Structure

A paraphraseis: your own rendition of essential information and ideas expressed by someone else,presented in a new form.

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 Research Papers.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/

A.Each evening on his commute home, John sees a beautiful woman,staring with a lost expression through the window of a dance studio.B. John Clark is a man with a wonderful job, a charming wife anda loving family, who nevertheless feels that something is missingas 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 trainone night, and signs up for dance lessons, hoping to meet her.E. Even worse, when he does meet Paulina, she icily tells John

she hopes he has come to the studio to seriously study danceand not to look for a date.F. His friendship with Paulina blossoms, as his enthusiasmrekindles her lost passion for dance.G. At first, it seems like a mistake: his teacher turns outto be not Paulina, but the older Miss Mitzi, and John provesjust as clumsy as his equally clueless classmates on the dance-floor.H. With his secret about to be revealed, John will have to dosome fancy footwork to keep his dream going and realize whatit is he really yearns for.I. But the more time John spends away from home, the morehis wife becomes suspicious.J. Keeping his new obsession from his family and co-workers,John feverishly trains for Chicago's biggest dance competition.

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