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UNIVERSITATEA Titu MaiorescuFacultatea de Psihologie

TITLUL CURSULUI:CURS PRACTIC LIMBA ENGLEZFundamente de gramatic i vocaular

Limba englez - English for Social Sciences

Curs penru !n"#m$n la %isan#

Asist!univ! &'(IEL' (ICULESCU- )&RE(*+E'

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I.,3IECTI4E 'LE CURSULUI

89IE-TIVE :ENERA;E6

#e/voltarea de com(eten'e .n utili/area limii engle/e (entru comunicare i in+ormare .n general & cai .n domeniul tiin'elor sociale i .n s(ecial al (sihologiei& ast+el .nc3t studen'ii s +ie ca(aili 6 S .n'eleag du( au/ enun'uri .n +lu2 veral7 S .n'eleag enun'uri& te2te citite .n lima engle/7 S comunice veral un mesa

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-RITERII #E EVA;UARE6Pentru eseu

a! Utili/area de ad PARA#8OI-A; 9EAVI8URUnit ? -AREER #EVE;8PMENTUnit @ 8N 9E-8MIN: A PERS8NUnit FUTUR8;8:& TE S-IEN-E 8F T8M8RR8LUnit B P8LERUnit C EMPATUnit "D LAT S8U;# I #8 Unit "" #E-ISI8N MAIN:Unit ") :8NE LIT TE LAVE

,3SER4'6II 0RI4I(& STRUCTUR' CURSULUI

>

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Activit'ile de (re/entare de noi con'inuturi 4reactuali/are5 sunt cominate cu activit'i(ractice& (artici(area activ a studen'ilor de'in3nd un rol +undamental!

Fiecare ca(itol 4unit5 este alctuit din dou cursuri!

Fiecare curs con'ine te2t4e5 din domeniul tiin'elor sociale i a(lica'ii (e te2t4e5 (e (roleme devocaular& gramatic& ortogra+ie i (ronun'ie& elemente de cultur i civili/a'ie ritanic iamerican!

UNIT " ;+< 0S

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@! Sel+ Gith sel+& e!g!& (ersonal honest Gith loalt& immediate desire Gith long range goal!Each o+ the +oregoing (rolems$arousing relationshi(s re(resents man in+luencing +actors! It isthe +unction o+ (scholog to assist the individual to analse these +actors& recognise their relativesigni+icance& and (attern his ehaviour in such Ga as to solve the (rolem satis+actoril!K

0re-rea%ing

I! #iscuss the +olloGing uestions in grou(s6 "!Lh do ou Gant to stud (schologSuggested motives6

9ecause Ge lie the domain7 9ecause Ge can get good

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d5 (riorit He5 (rocess H

+5 h(othesis Hg5 H +ocih5 H (henomena

i5 genius H& H

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The Simple Present

Use6 aitual& re(eated actions in the (resent7 Permanent situations7 :eneral truths7 Timetales= o++icial (rogrammes 4Gith +uture meaning5!

Time E2(ressions6 4e2(ressing +reuenc5 never& alGas& sometimes& o+ten& usuall& seldom 4rarel57ever da=GeeH!

0racice

Arrange the e2(ressions o+ time in the right (lace on an a2is Ghich has JDYK mared at one end& andJ"DDYK at the other end& to e2(ress +reuenc!"DDY a,'a-s

HHHHHHHH!!!HH!!!HHHHHH

DY HHH

Form6 A++irmative 4no au2iliar Z56 Add J$sK or J$esK to the short in+initive o+ the ver& at the ,rd

(erson singular! Vers Ghich receive J$esK at the ,rd(erson singular& end in 6

a5$sh6 Gash1Gashes75$ss6 miss$misses7c5$ch6 search$searches7d5$26 mi2$mi2es7e5$/6 u//$u//es7+5$consonant WoX6do$does7

g5$consonant JK 4i56+l$+lies!

:ive the sim(le (resent *i() .e(s!" si"/u,a(+orm o+ the +olloGing vers6a5 Smile7

5 Fi27c5 Travel7d5 Match7e5 :o7+5 -aress7

g5 -r7h5 Pra7i5 Teach7

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N!-oe& :rammar S(ectrum ,& 82+ord Univ! Press& "CC?& (aginile @$& sau alte volume cu e2erci'ii degramatic!

"!-hoose the most a((ro(riate Gords underlined6a5 A (ersons li+e consist=consists o+ series o+ res(onses to stimuluses=stimuli!

5 Each area o+ human relationshi( reuires=reuire intensive and e2tensive stud ased on some

h(othesis=h(otheses!c5 The (schologists +unctions is=are to discover the asic (rinci(les o+ (schological(henomena=(henomenons!

d5 The research datums=data shoGs=shoG overt sm(toms o+ malad

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Some psychology educators fear that graduate programs neglect to teach the critical thinking skills

students need to succeed.

Imagine (ractitioners Gho are so sure the noG Ghat causes (atients troules& the searchautomaticall the diagnostic categories& automaticall ting an2iet to childhood trauma or de(ressionto a ad marriage!

Its a disturing (ros(ect& et an entirel (ossile one +or someone Ghose academic training

Gas strong on +acts& ut Gea on critical$thining sills needed to Kthin lie a (schologist&K sas9oston -ollege (schologist Peter :ra& Ph#!A (scholog student Gith the (ro(er training noGs to vieG the an2iet or de(ression as a

scienti+ic (rolem 1 to consider a road range o+ (ossile causes and treatments& sas :ra& Gho Griteson critical thining and hoG to teach it!

Thining lie a (schologist is thining scienti+icall& sas :eorge Stricer& Ph#& o+ Adel(hiUniversits Institute o+ Advanced Pschological Studies! Its a((roaching ever (rolem as a neGone!P(!1,em%s!,+i"/ s2i,,s (a"s3e( i"! .(a&i&e# '*i,e 3a&s a") *e!(- !3e" &*a"/e#Stricer (ointsout!

9ut not all o+ todas (scholog students are encouraged to thin scienti+icall& sa :ra&Stricer and other (scholog (ro+essors! These educators are concerned that unless more em(hasis is

(ut on thining criticall and scienti+icallthe +undamental traits o+ Ghats needed to e a good(schologistthe +ield runs the ris o+ (roducing ad$(re(ared (ro+essionals!

To ensure that there turning out critical thiners& e)u&a!(s s*!u,) 3!&us !" *e ,!/i& a")e+i)e"&e 1e*i") *e &!"&e.s *e- ea&* i"sea) !3 (eai"/ *em as .(emises 3!( mem!(isai!"# theadvise!

Most im(ortantl& e)u&a!(s s*!u,) ea&* su)e"s ! a,'a-s a..(!a&* .(!1,ems 'i* a"i"4ui(i"/ a") s2e.i&a, aiu)e#Stricer sas!

JLe need to conve a message that thining lie a (schologist means alGas asing oursel+hoG ou noG something&K he sas!

Loo@ing for conra%icionsTeaching students to (ractice scienti+ic thining at all levels o+ (scholog enales them to

ecome more com(etent (ro+essionals& sas (schologist #iane al(erne& Ph#& o+ -ali+ornia StateUniversitSan 9ernardino! al(erne served as critical thining consultant to the National Education:oals Panel& Lhich in "CC) charged educators Gith increasing the numer o+ college graduates Githa%"ance% s@ills in criical hin@ing an% problem-sol"ing!

al(erne Geaved critical thining into her teaching encouraging students to loo +or othe"i%ence an% lac@ of e"i%ence.I"+esi/a!(s s*!u,) a,'a-s see2 i"3!(mai!" *a &!"(a)i&s *ei(

H-.!*esis !( *a5s easi,- !+e(,!!2e) !( !mie)& al(erne teaches!I+ a student Gere Griting a (a(er on Ghether e2ercise reduces de(ression& she Gould advise the

student to also consider Ghether e2ercise increases de(ression& and to loo +or data su((orting otharguments!

-onsistent Gith the scienti+ic method& Ghich is essentiall the a((lication o+ logic& s&ie"i3i&*i"2e(s &!"sa",- 4uesi!" *ei( !'" assum.i!"s a") ,!!2 3!( a,e("ai+e &!"&,usi!"s a"))is&!"3i(mi"/ e+i)e"&e&she sas6The method involves the basics of an> scienific eAperimenB suchas h>pohesesB conrol "ariablesB meho%olog>B s>semic obser"aions an% saisical anal>sis.

Theor> "s. facs In undergraduate (scholog& educators can hel( students thin lie (schologists

cenering classes aroun% heories an% i%eas B raher han facs an% echnical ermsBsas :ra!7I5s "! *e a&&umu,ai!" !3 3a&s *a ma2es .e!.,e e)u&ae)# i5s '*e*e( *e- &a" as2 *e (i/*4uesi!"s a") use e+i)e"&e ! a"s'e( *em##8 he said! JI+ the havent learned that& the haventlearned anthing use+ul!K

In his introductor classes& even the tests are theor$ased! e ma& +or e2am(le& as students

to critiue Piagets stages o+ childrens intellectual develo(ment +rom an evolutionar (scholog(ers(ective!

"D

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A *e /(a)uae ,e+e,# su)e"s !3e" 3i") &(ii&a, *i"2i"/ )i33i&u, 1e&ause *e-5+e /(!'"a&&us!me) ! mem!(isi"/ 3a&s& sas Lilliam aliias& Ph#& a (scholog instructor at Antioch NeGEngland :raduateSchool! T*e- ,ea(" *e mae(ia, ! .ass *e es a") 3!(/e i 9us as 3as6

aliias elieves (scholog (ro+essors can rea students +rom narroG$minded thining and(re(are them +or (ractice teaching them to6

,rganise inferencesStudents need to loo at all (ossile reasons +or a (rolems occurrence

instead o+ eing draGn in the most emotionall com(elling one! For e2am(le& i+ a child re+uses toattend school& it could e di++icult learning to read rather than se(aration an2iet +rom the mother&that is causing the (rolem!

&isinguish he le"el of cerain>Educators must teach students hoG to se(arate noGn+acts +rom s(eculation& instead o+

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9I8S TuerculosisVIP The United Nations:M The Federal 9ureau o+ InvestigationPh# igh +idelitUR; Portale #ocument Format8;E Uni+orm Resource ;ocator 4address o+ a

document on the Ge5P#F 8

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UNIT ) &E4EL,0I(* REL'TI,(S+I0S-8URSE " HUMAN ATTACHMENT

Spea@ingA student draGs a +amil 4as he=she imagines it5 on the lacoard! The other students are ased toGrite sentences 4in the (resent (rogressive tense6 am= is= are ver$ing5 to descrie the mimic and thegestures o+ the student at the lacoard as he=she is draGing!Lords at the students dis(osal6Smile& +roGn& GithdraG& sad& ha((& shoced& hidden& hold hands& ee( at a distance& Garm& cold&indi++erent& loo +orGard& loo at one another& loo doGnGards& have +un& together& sta isolated& in+ront o+& ehind& ne2t to& ecome tense& ecome rela2ed& +rustrated& smug4arrogant5 undecided& hurt&thought+ul& (u//led& con+ident& !I Gould +orgive this (erson +or(racticall anthing!?!I have great con+idence in this

(ersons good

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@!I Gould do almost anthing +orthis (erson!A! Sum o+ our res(onses touestions ",?[9! Sum o+ our res(onses touestions )>@[

Lhich is greater A or 9

Lhat ind o+ relationshi(s have ou een thining aout6 4tic the right ansGer5 -asual dating H E2clusive datingH Engaged cou(leH Married cou(leH

I! RU9INS -8N-;USI8NS Short te2t 4(age )@D5JThe +ound that casual daters re(orted more liing than loving! 9ut among those in morecommitted relationshi(s& liing and loving did not di++er!K#o these conclusions a((l to our situation=conte2t

*R''R 9,CUST*e P(ese" P(!/(essi+eUse6 The (resent (rogressive is used to e2(ress6 an action in (rogress at the moment o+ s(eaing7 a tem(orar action in the (resent 4I am attending an English course!57 +i2ed arrangements in the near +uture 4Shes +ling to Paris the da a+ter tomorroG!5 annoance or criticism 4Gith JalGasK56 es alGas taling too much!

Time Adverials6 noG7 at the=this moment!Form6

A33i(mai+e: Su

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other Gord e2ce(t ma"! Poets& novelists& (hiloso(hers& and theologiansamong othershave alltried to de+ine love and count its varieties! So have social (schologists!

The most common a((roach in social (scholog divides all love into tGo t(es6 the intenselromantic passionae lo"e& and the more stale (artnershi( o+ companionae lo"e 4at+ield& "CBB7Peele& "CBB5! Passionate love is a state o+ high arousal6 eing loved the (artner is ecstas7 eingre

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0racice:Match the de+inition in the +irst column to the right conce(t in the second column 4conce(ts6

(assionate love& attachment stle& com(anionate love5 draGing arroGs to connect them!&efiniion Concep a secure& trusting attachment Attachment stle

the Ga in Ghich a (erson interacts Githsigni+icant others& ma e relativel constantacross the li+e s(an!

Passionate love

a state o+ high arousal6 eing loved the(artner is ecstas7 eing reEELINGS AND THE SEL>

0re-rea%ingI! Fill in the lans Gith the suitale Gords +rom the o2 eloG6

Lhich & the& meta(hor& trul& em(hasis& secondar&love& other& according to& lie

For ohn ;ee 4"C5& love is \\\\\\\\1a Jman s(lendored thing&K Gith the \\\\\\\\\\\\2onma"-! ;ee uses color as a \\\\\\\\\\\\\3+or love! Three t(es o+ love $$ \\\\\\\\\\\\\\4hecalls eros& ludus& and storge 1 are \\\\\\\\5(rimar colors7 the +orm the asis +or \\\\\\\\\6cominations! ;ee also descries three \\\\\\\\\\\\\\\\7t(es 1 called mania& aga(e& and

(ragma 1 although \\\\\\8(otential numer runs much higher! \\\\\\\\\\\\\\\9;ee& JoG

man colors o+ \\\\\\\\\\10

are there As man as there are (ossile mi2tures andcominations& as in color itsel+K!4;ee& "CBB& (!>C5!

Rea%ing:II! Te2t 4(art )5

8+ the adults Gho (artici(ated in this research& ?@ (ercent indicated that these&u(e s-,eo+attachment est descried the e2(eriences and +eelings! Around )? (ercent o+ su

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(artner& desire +or reci(rocation +rom the (artner& and love at +irst sight! Thus& thean2ious=amivalent attachment stle in adults resemles (assionate love& Ghile the secure adultattachment stle is similar to com(anionate love!

L'(*U'*E 9,CUSNeG Vocaular6 to avoid& avoidant& avoidance& avoidale7 at +irst sight7 lael7 ottom vs to(7 tode(end on7 to manage& to merge& to comine& to Kecome oneK7 to scare aGa7 reluctant& unGilling&

disinclined to7 to (artae7 storge7 to commit to& mae onesel+ res(onsile +or7 commitment& (ledge&4un5commited& (romise7 undertaing7 to +ocus 4ver5 1 +ocus 1 +oci=+ocuses 4noun57 according to&as O (uts it=suggests7 to consist o+ enumeration& e made u( o+6 to consist in& have as the chie+ oronl element 1 E!g!6 JThe ha((iness o+ a countr consists in the +reedom o+ its citi/ens!K7 toinvolve vs to evolve7 to de(ict& to (resent& to deal Gith7 ma

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h5

9iliogra(h6 :! :l'eanu& E2erci'ii de gramatic engle/& (!?) sau J:rammar S(ectrum ,K&(!"D$""& or other grammar oos!

'%%iional 'ci"iies:I! #escriing (eo(les a((earance! 4see also 9!! Thomas& Advanced Vocaular Q Idiom&;ongman "CBC& (!"$) 1 Lhat are the Gearing +or +urther (ractice5 -om(lete each (assage eloG Gith the correct Gords +rom the list aove it to mae an accuratedescri(tion o+ one o+ the (eo(le in the illustration!

Picture" Picture) Picture ,

0icure es a tallHHHHH!"man! e has gre hair and a HHHH)nose! es Gearing a lueHHHH,suit and a redHHH!!!>is trousers arent HHHH! ?An inch o+ HHH!@shoGs +rom each o+ hisHHHHHis gre shoes areHHHHH! B From the Ga hes ending& he seems to e looing+or something!

single-brease% croo@e% slee"esslim cuff polishe%Dell-presse% ie

0icure /es a HHH!"man GithHHHH)shoulders and a slimHHH,e has no eard or moustache7hesHHHHH!!>es Gearing a light lueHHHH!?& (inHHHH!@& greHHHH!and light

lueHHHHH!!Be has got a HHCround his head and s(orts cu++s at hisHHHH"Das tennis(laers have! es holding a tennis racet in his right hand!broa% >oung Dris ban%Dais rainers shorsT-shir clean-sha"en soc@s

0icure 1Shes oung& maeHHHH!!"She has a HHHH!!) HHHHH!,er short HHHH!>hair islight roGn! She isHHHHH!?dressed! Shes Gearing aHHHHH@elloGHHHHHandaHHHHHBdar green sirt! Shes standing in +ront o+ her usiness colleagues!plain hir>sh Da">blouse neal> shor-slee"e%slen%er figure

II! Re$arrange the lines o+ the +olloGing (oem +rom JSonnets +rom the PortugueseK O;III to maeu( another (oem!JoG do I love thee ;et me count the Gas& I love thee to the de(th and readth and height

"B

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M soul can reach& Ghen +eeling out o+ sightFor the ends o+ 9eing and Ideal :race!I love thee to the level o+ ever dasMost uiet need& sun and candlelight!I love thee +reel& as men strive +or Right7I love thee (urel& as the turn +rom Praise7

I love thee Gith the (assion (ut to useIn m old grie+s& and Gith m childhoods +aith7I love thee Gith a love I semed to loseLith m lost saints& $$ I love thee Gith the reath&Smiles& tears& o+ all m li+eZ 1 and& i+ :od choose&I shall ut love thee etter a+ter death! 4Eli/aeth 9arrett 9roGning5

Re(lace the underlined Gords=(hrases Gith other Gords o+ our choice to +olloG in Eli/aeth

9roGnings +ootste(s!

"C

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UNIT , I(TERESTS '(& 'TTITU&ES-8URSE " DI=ERGENCE O> INTERESTS

Spea@ing:-hain Stor 4sim(le (ast5 Students choose a Gord +rom the recentl learnt vocaular! Eachstudent contriutes to the telling o+ a stor started the teacher! The sentence must contain thechosen Gord!

Rea%ing:Te2t J#anger o+ Too :reat #ivergence o+ InterestsK& :eneral Pscholog& (age "@?

Although a (erson should have more than one interest Ghich has ecome haitual Gith him&there is danger in the (ossession o+ too man interests& in that none o+ them can e develo(edsuccess+ull! An illustration o+ this danger ma e seen in the stor o+ a man Gho Gas e2tremelversatile!

This man (ainted a little&7 he sang a little7 he too (art in several success+ul motion (ictures7 heGas one o+ the +irst to e2(lore artistic (hotograh7 he Gas dee(l religious& and he devoted time +reelto os organisations! e seemed intensel interested in each o+ these activities at the time o+engaging in it& ut he Gas unale to sta Gith an one o+ them long enough to develo( more thanmoderate success! This man is noG old and disillusioned& Githout an de+inite interest +or his old age!

8+ten a right student is interested in so man +ields that he +inds it di++icult to decide u(on hisvocation or his ma

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L'(*U'*E 9,CUSNeG Vocaular6 right& intelligent& clever7 dee( vs shalloG7 versatile& interested in and clever atman di++erent things& having various uses7 success vs +ailure7 leisure$time activities7 avocation&occu(ation that is not a (ersons ordinar usiness& im(ro(erl& vocation7 to sGitch to& to move to!

0racice E2(ressing 4dis5lie!

"! Lhat are ou interested in 4use the gerund +orms6 ver$i"/5Im mostl Interested in Reading oosmainl -ollecting stam(s&H

)! Im ver +ond o+ ver$ingI lie Ver$ing

En

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>!7T*a"8 +e(sus 7*e"8E!g!6 Jmore thanK& Jetter thanK 4the com(arative57 JthenK 1 to e2(ress time 4a+terGards5

?!!A)+e(1s '*i&* e") i" 7%,-8Ad

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)!Match the Gords in the tGo columns eloG to mae u( the a((ro(riate set (hrases 4structure6 as a)9e&i+e as "!u"6as a%Feci"e as a noun

a5 Mad "5 ;ightning5 Proud )5 Toastc5 ]uic ,5 Feather

d5 ;ight >5 Icee5 eav ?5 atter +5 Larm @5 ;eadg5 Lhite 5 Peacoc h5 SGeet B5 SnoGi5 -old C5 :old

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d

III! Put the ime e$.(essi!"sin italics under the right heading in the tale eloG 4to sa Ghat ver tenseeach is used Gith56

Usua,,- a 3!("i/* a/! "!' se,)!m (a(e,- i"

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Chil% 'buseLhen si2$ear$old ;isa Steinerg died in the +all o+ "CB& the Ghole countr reacted Gith

outrage! Illegall ado(ted oel Steinerg& a disarred attorne& ;isa lived Gith Steinerg and eddaNussaum& a +ormer editor o+ children oos! According to Nussaum& Steinerg terrori/ed oth herand ;isa re(eated eatings! A+ter one vicious attac& ;isa Gas le+t ling on the athroom +loor +ornearl tGelve hours! 9 the time Steinerg and Nussaum called +or medical assistance& ;isas rain

in6 Straus et al!& "CBD7 Lol+e&"CB?5!

L'(*U'*E 9,CUSNeG Vocaular6 outrage7 disarred attorne7 4the5 +ormer vs 4the5 latter7 vicious 4attac57 to convict7manslaughter7 amount7 Gides(read7 surve7 gra(h7 overall& gloal7 increase vs decrease7 in+late vsde+late7 to e=ecome aGare o+!!!7 determined7 to in

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I rememer our Thansgivings on the +arm! Lhen I Gas groGing u(& Ge lived on a +arm nearthe toGn! There Gere man other relatives Gho lived near us! Ever ear the Gould all come& +romother +arms and +rom the toGn to e Gith us!

Led Gor +or das to (re(are +or the holida! Mother and the girls Gould clean ever (art o+the house& and thed get all the e2tra rooms read +or the relatives! Then thed Gash all our estclothesGe call these dresses and suits our JSunda est!K The men Gould cut e2tra Good +or all the

cooing& +or Ge had an old Good$urning stove! Father Gould alGas ill the iggest ture& and thenhed clean the ird! Finall& the Ghole +amil Gould drive into toGn to u the +ood that Ge couldnt(roduce on the +arm& lie co++ee and sugar!

8n Thansgiving morning the Gomen Gould get u( earl to egin cooing! Mother Gould stu++the ture Gith read and onions& and then shed roast it! Aunt Ellen Gould mae a do/en (um(in

(ies! Aunt Ann Gould (ic autumn +loGers +rom the garden +or the center o+ the tale! Shed also ringin vegetales to eat Gith the ture and the (ies!

The older children Gould hel( set the tale Ghile the tGin aies (laed in their high chair! 9utI lied to (la Gith the cat& Gaiting +or someod to give me (ieces o+ +ood! All this time our old dogGould lie under the Garm stove& Gatching the activit!

UNIT > 0'R'&,5IC'L 3E+'4I,UR-8URSE " THE UNHELP>UL CROWD

0re-rea%ing:;istening to Sounds 4see Penn Ur& o(! cit!& (age >@5 Students close their ees and listen to the soundsthe ma hear7 then the Grite and tell 4using thesim.,e .asand the.as .(!/(essi+e5!E!g!6 There Gas a car! It Gas going (ast& accelerating! Someod dro((ed something! Someodclosed a doorHH!

Rea%ing:Te2t 4(art "5 7T*e U"*e,.3u, C(!')8& +rom JSocial PschologK& (ages ,">$,"?!

itt :enovese& AndreG Mormille& and the eighteen$ear$old sGitchoard o(erator Gere at aserious disadvantage in needing s(ontaneous emergenc hel( in uran environment! 9i ;atan^ andohn #arle 4"CD5 Gere not convinced& hoGever& that the stresses and strains o+ cit li+e +ull e2(lainGh these individuals didnt get the hel( the needed! So& these researchers set out to see i+ the

(roduce unres(onsive standers in the cool& calm environment o+ a (scholog laorator! 8ne studGent this Ga!

Lhen a su

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Lhat Gould ou do Lould ou interru(t the e2(eriment& dash out o+ our cuicle& and tr ti+ind the e2(erimenter

As it turns out& su

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at this time last Monda7 then7 at that time7 the da e+ore esterda& +rom "D to ") a!m!!

Form6

A33i(mai+e:Su

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a +eG minutes ehind schedule! 8n the Ga to the other uilding& all su? (ercent o+ those Gho elieved the Gere on schedule andonl "D (ercent o+ those Gho had een told the Gere late! In descriing the events that too (lace in

their stud& #arle and 9atson noted that Jon several occasions a seminar student going to give histal on the (arale o+ the :ood Samaritan literall ste((ed over the victim as he hurried on his GaZK

L'(*U'*E 9,CUSNeG Vocaular6 to notice vs to oserve a rule7 at least7 ordinar& common& usual& customar&haitual7 to (erceive& (erce(tion7 to distract7 to divert attention7(light4o+ a victim57 to e caught u( in7an outcast7 to (oint out vs! to underline7 to em(hasi/e7 u(coming& +olloGing7 to cough7 to groan7 toslum(7 e=run right on time=ehind schedule=ahead o+ schedule!

The Jsel+K conce(t"! :ive e2am(les o+ com(ounds Gith 7se,384e!g!6 sel+$concern7 sel+$aGareness7 sel+$hood7 sel+$

(reservation7 sel+$assertion7 sel+$esteem7 sel+$de(endence7 sel+ con+idence7 sel+ aggrandi/ing attitudes7sel+$control!)! 9rie+l discuss aout the Freudian inter(retation o+ PERS8NA;IT6 the three selves6 the id&theego& the su(erego 4the ideal sel+5!,! Match the conce(ts in column A to their a((ro(riate de+inition in column 96

-8N-EPT #EFINITI8NA! sel+$actuali/ation "! uniue identit& individualit9! sel+$assertion )! reliance on ones ca(acities-! sel+$com(osed ,! the (rocess o+ understanding onesel+ and

develo(ing ones oGn ca(acities and talents4coined Araham MasloG5

#! sel+$con+idence >! having ones emotions under controlE! sel+$esteem ?! the ailit to e2ercise the Gill so as to (revent

onesel+ +rom e2(ressing strong emotion oracting im(ulsivel

F! sel+hood @! ehaviour asserting ones claims or rights&e2(ressing con+idence in ones (ro(er merit oraggressivel asserting the su(erior ualit o+ones oGn mind and od

:! sel+$control ! onesgood o(inion o+ ones dignit or Gorth

E!g!6

A! 9! -! #! E! F! :!,!

0racice"!Lord$GeTr to design a Gord$Ge +or the e conce(t PS-I- PR8-ESSES!)!uman Sounds 4see 9!!Thomas& Intermediate Vocaular& (age >D5!

*R''R 9,CUS"!T*e Re3,e$i+e a") *e Em.*ai& P(!"!u"

)C

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6Pas Sim.,e +s6Pas P(!/(essi+e $reccling!Formative Evaluation!

UNIT ? C'REER &E4EL,0E(T

-8URSE " OBS AND EMPLOYMENT0re-rea%ingTal aout the advantages and disadvantages o+ the

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89E-TIVE

_-lic here and t(e o Aror Shoe Southridge& S-

Nai!"a, Sa,es Ma"a/e( Increased sales +rom ?D million to "DD million!

#ouled sales (er re(resentative +rom ? million to "D million!

Suggested neG (roducts that increased earnings ),Y!

"CB?1"CCD Ferguson and 9ardell Southridge& S-

Dis(i& Sa,es Ma"a/e( Increased regional sales +rom )? million to ,?D million!

Managed )?D sales re(resentatives in "D Lestern states!

Im(lemented training course +or neG recruits s(eeding(ro+itailit!

"CBD1"CB> #u++ Vineards Southridge& S-

Se"i!( Sa,es Re.(ese"ai+e Tri(led division revenues +or each sales associate!

E2(anded sales to include mass maret accounts!

E2(anded sales team +rom ?D to "DD re(resentatives!

E#U-ATI8N

"C"1"C? Southridge State Universit Southridge& S- 9!A!& 9usiness Administration and -om(uter Science! :raduated Summa -um ;aude!

INTERESTS

Southridge 9oard o+ #irectors& running& gardening& car(entr&com(uters!

TIPS

Select te2t ou Gould lie to re(lace& and t(e our in+ormation!

H.Co"er Leer Ghins?!

F A O 4 " ) , 5 D C B $ @ ? > b E $ M A I ; M E M - 8 M P A N ! - 8 M

" ) , > ? M A I N S T R E E T b A N - I T & S T A T E 8 R P R 8 V I N - E " ) , > ? $ @ B C b P 8 N E 4 " ) , 5 > ? @ $ B C D

,)

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Company Name Here21 November, 2013

[Click here and type recipients address]

Dear Sir or adam!

T(e our letter here! For more details on modi+ing this letter tem(late& doule$clic 4!To return tothis letter& use the LindoG menu!Sincerely,

[Click here and type yo"r name][Click here and type #ob title]

;etter umle 4(age )"& Practise Advanced Lriting& Mar Ste(hens& ;ongman& "CC5!?!Lrite a cover letter to a human resource manager !I am ale to do things as Gellas most other (eo(le!

" )

?!I +eel I do not have much to e(roud o+!

" )

@!I tae a (ositive attitude

toGard msel+!

" )

!8n the Ghole& I am satis+iedGith msel+!

" )

[Click here and type ret"rn address]

,,

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B!I Gish I could have moreres(ect +or msel+!

" )

C!I certainl +eel useless attimes!

" )

"D!At times I thin I am no goodat all!

" )

Te2t6 JoG Is our Sel+$EsteemK& Sociolog& (age ">)!

uesions o consi%er"!;ist three or +our o+ our ma

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It ones usinessA guess at8nesel+ at homeSure o+JTo mae a mountain out o+ a molehill!KJTo mae oth ends meet!K

JTo mae haste sloGl!KJMae ha Ghile the sun shines!K

0raciceFill in the lans using either MAE or #8 at the right tense!

"! She has alreadHHHH!!dinner!)! Its hard to HHH!a decision at such short notice!,! Patience HHH!Gonders 4miracles5!>! ou shouldntHHHH!the (olite i+ ou dont +eel that Ga!?! I hateHHHHHthe Gashing u(!@! HH!as ou Gould e done!! I havent HHHHu( m mind as to Ghat I shouldHHne2t!B! SheHH!!her hair at the hairdressers last Lednesda!C! Lh havent ouHHHour homeGor!"D! HHHthe houseGor is euivalent to chores 4A!E!5 = chares 49!E!5!""! She HHalGasHHH!a mountain out o+ a molehill!")! HHHha Ghile the sun shines!",! HHHhaste sloGl!">! HHHourselves at home!"?! #ontHHsuch a +ussZ

0R,(U(CI'TI,(6 hierarch!

FolloG$u( activities6 Sociolog& (age ">)& 4]uestions to -onsider5!"! ;ist three or +our o+ our ma

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UNIT @ E&UC'TI,( '(& T+E SEL9-8URSE " HUS0Y HAD BEEN =ERY HEALTHY

0re-rea%ingTaling aout health and diseases 4contagious& chronic& common disease5! The human od!Rea%ingTe2t6HUS0Y HAD BEEN =ERY HEALTHY#(ages"DB$"""& -hanging Times& -hanging Tenses!

us elloGhair is a little o on the Nava

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and hos(itals! U( to that time& us had een ver health& so he hadnt seen man doctors! As heGas Gaiting& he greG more a+raid! The +amil had Gaited +or an hour Ghen the doctor came!

The oung doctor +ound the (rolem immediatel! The cold had gone to uss ears& andhed develo(ed an ear in+ection! Although it Gasnt a serious disease& it had caused the (ain and the+ever! Lith stronger medicine& us Gould e Gell soon!

"& @DC! , metres

L'(*U'*E 9,CUSVocaular6 sic& disease& ill4ness57 a +ever& ha +ever& +everish7 la(& la(to(7 health457 to catch 4a cold57to (ic u( an in+ection!

*R''R 9,CUS"!The ver &a&* (re(osition!To catch U(

Gith[ 9ecome eual to others

on [ ecome (o(ular 8n to [ understand

U( on [ ring=come u( to date)!The ver 1(i"/ (re(osition!To ring along [ to +etch Gith

on [ causeout [ (roduceu( [ educate=rear=raise children

,!The ver 2ee. (re(osition!To ee( u( [ :o +orGard

on [ continueo++ [ maintain a distance

In4Gith someod5 [ remain on good terms Githout [ avoid

0raciceFill in the lans Gith the suitale (re(ositions 4mind the e2(lanations in bol%in the racets56

8ne strange ha((ening caughtH!!4became popular5 Gith do/ens o+ (eo(le!TGo tomatoes Gere universit esterda to ring him HH!?es that he had +orgotten

atH!!@home!>5 Fortunatel& HHKT!M!K Universit is not ver +ar +rom HHBdistrict the live in!

?!T*e Pas Pe(3e& Te"seUse6 to e2(ress an action 1e3!(eanother (ast action=moment!

,C

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Time E2(ressions6 e+ore& +orH& sinceH& a+ter & 5 The o/one laerHHHHHH!!thinner and thinner!

a! gets7 ! is getting7 c! get!

-8URSE ) BALANCING EUITY AND ECELLENCE

0re-rea%ing::rou( Lor6 Mention at least ? shortcomings o+ the Romanian educational sstem in terms o+ euit4eual o((ortunities and access5 and e2cellence 4com(etitive (rocess and results& creativit5! 9rie+lcomment on this issue!

Rea%ing:Te2t6 Sociolog& (age,B,!

BALANCING EUITY AND ECELLENCEIn "CB,& an "B$memer National -ommission on E2cellence in Education issued a re(ort that

Gas e2tremel critical o+ U!S! education! The re(ort indicated that ", (ercent o+ all "$ear$olds and asmuch as >D (ercent o+ minorit ouths are +unctionall illiterate! In a com(arison o+ U!S! students Githstudents +rom )" other nations& Americans scored the Gorst on o+ "C achievement tests and nevercame in either +irst or second! The commission argued that the (rolem Gas caused not +actors

eond our control ut sim(l lac o+ insight and Gill! The solutions recommended included6

"5 a more demanding seuence o+ asic courses7)5 longer school das and school ears& and,5 higher standards +or school achievement!

:enerall& the call +or e2cellence in education has een Gell received! 9 "CB>& " states hadinstituted com(etenc testing +or high school graduation and more Gere in the (rocess o+im(lementing it! Increasingl& hoGever& (olic maers are +acing the dilemma (osed the (otentiallcon+licting demands o+ euit and e2cellence 4Ale2ander et al!& "CB?5!

T+E &R,0,UT 0R,3LE#es(ite the shar( e2(ansion in education in the last decades& a sustantial minorit o+ the

(o(ulation has not graduated +rom high school! In "CB>& +ull "> (ercent o+ all oung adults )?$)C hadnot graduated +rom high school7 this +igure is )" (ercent among lacs and >" (ercent among is(anic

oung adults!These dro(outs (ose a (otentiall maD

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7D(!..i"/ !u !3 *i/* s&*!!, is ass!&iae) 'i* a" a((a- !3 i")i+i)ua, a") s!&ia, &!ss6 >!(*e i")i+i)ua,# 3ai,u(e ! &!m.,ee *i/* s&*!!, is ass!&iae) 'i* ,imie) !&&u.ai!"a, a") e&!"!mi&

.(!s.e&s# )ise"3(a"&*iseme" 3(!m s!&ie- a") is i"siui!"s# a") su1sa"ia, ,!ss !3 .e(s!"a,i"&!me !+e( *is !( *e( ,i3eime6 >!( s!&ie-# .(emau(e s&*!!,%,ea+i"/ is ass!&iae) 'i* i"&(ease)e$.e")iu(es 3!( /!+e("me" assisa"&e ! i")i+i)ua,s a") 3ami,ies# *i/*e( (aes !3 &(ime# a")mai"e"a"&e !3 &!s,- .(!/(ammes 3!( .u(.!ses su&* as em.,!-me" a") (ai"i"/6 JSei"1e(/ e a,6#

FK:68For all these reasons& the dro(out (rolem is a social (olic issue! It is an issue that the re(ortson e2cellence ignore altogether! An im(ortant uestion +or (olic maers is Ghether ste(s made toincrease e2cellencehigher standards& more asics& longer school ears or school dasGill increasethe dro(out (rolem! I+ im(osition o+ higher standards increases the SAT scores o+ those students Ghoremain ut doules the dro(out rate& es(eciall among minorit or disadvantaged students& Gill Gehave gained 8r& as one recent re(ort claims& Gill this e a Jlue(rint +or +ailureK 4Mc#ill et al!&"CB@6",C5!

L'(*U'*E 9,CUS

To issue& an issue7 4il5literate& 4il5literac7 achieve4ment57 outh4s57 to argue& argument7 eond7 lac o+insight and Gill7 Gill& testament7 demanding7 seuence7 call +or e2cellence7 (olitics vs! (olic7 to (ose7to dro( out& a dro(out7 arra7 disen+ranchisement7 loss vs! gain7 income7 e2(enditure7 to maintain&maintenance7 costl& e2(ensive& dear7 altogether7 to im(ose& im(osition7 to tae the +loor7 com(ulsor7eel7 suirrel7 nervous readoGn7 to doule vs! to trele7 to claim7 lue(rint7 to sGee( 4over5 1sGe(t 1sGe(t7 tide7 mediocre& mediocrit7 tough7 trend& tendenc7 to attem(t7 shar( e2(ansion7 des(ite& in s(iteo+!

0uncuaion mar@s: comma & +ull sto( ! semicolon 7 colon 6 inverted commas J K h(hen $ uestion mar e2clamation mar Z dots H

*R''R 9,CUSI6 T*e P(ese" Pe(3e& a") *e Pas Pe(3e&4reccling5!

0racice"!Identi+ the (resent (er+ect and the (ast (er+ect +orms o+ the vers in the te2t aove!)!oG much +reedom should children have 49!! Thomas& Advanced Vocaular and Idiom&;ongman& "CBC& (age @5!

II6 T*e Pas Pe(3e& P(!/(essi+eUse6 to e2(ress6

an action continuing u( to a s(eci+ic time in the (ast7 a continuous& (ast action Ghich had visile results or e++ect in the (ast!

Time E2(ressions6 e+ore& +or!!& sinceH& a+ter &

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Ne/ai+e:S had not ver $ingH!4short +orm6 hadnt5!-hoose the correct item6"5 SheHHHHHin a stale +amil e+ore she got married in )DDD!a! has een rought u(7 ! Gas rought u(7 c! had een rought u(!)5 arrHHH!!an ugl accident a cou(le o+ ears e+ore the moved house!

a! had7 ! had had7 c! has had!,5 e is Gear! eHHHHHHH!at the oring (ro5 The Gere Gorried! The (oliceHHHHHH!+or their idna((ed children +or a +ortnight Githout+inding a clear lead!a! had looed7 ! has een looing7 c! had een looing!?5 eHHHHH!!all the (ossile assum(tions until esterda morning Ghen he had that illumination!a! had e2hausted7 ! had een e2hausting7 c! has e2hausted!

Lisening ;isten to JThe Animal SchoolK +ale and +ind the +laGs that such a school has& +rom the (oints o+

vieG o+ euit and e2cellence 4see the ta(e scri(t5! Also comment on JThe +amil that learns together& earns together!K Ta.e s&(i.

The Animal School

8nce u(on a time& an animal meeting Gas held in the +orest! The issue at stae Gas animaleducation! The animals Gere going to set u( a school! An Animal School 9oard Gas elected!

#es(ite some sti+led (rotest& the Animal School 9oard decided on a common curriculum +or allthe animals! The +our com(ulsor curriculum areas Gere6 Running& -liming& SGimming& and Fling!There Gere no o(tional su)

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UNIT 9UTUR,L,*< J T+E SCIE(CE ,9 T,,RR,;-8URSE " THE >UTURE O> OUR WORLD IN THE NET MILLENIUM

0re-rea%ing:"!Lord Le6 Gords related to the e Gord JFUTUREK 4E!g!6 antici(ate& +orecast& +oretell& (redict&

(rognosis&H5!)!#ialogue etGeen an o(timist and a (essimist 4(ages "),$")>& -hanging Times& -hanging Tenses5!Fill in the dialogue 4use the right re(lies5!

Rea%ing

Te2t JThe -ar o+ the FutureK& 4-hanging Times& -hanging Tenses& (ages ")D$")"5!

>,

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L'(*U'*E 9,CUSNeG Vocaular6 to e in troule& as&=loo +or troule& troulesome& troulemaer=shooter& to getsomeone into troule& troulous& distured& to +ish in trouled Gaters7 air conditioning7 gas 4A!E!5 vs

(etrol 49!E!57 lights& headlight& light vs darness& light=dar colour 4lue5& light 4ad

Spea@ing9rie+l e2(ress 4in a((ro2imatel )DD Gords5 hoG ou imagine the +uture o+ (scholog in the ne2tmillenium! 4grou( or individual Gor& as est suitale5!Suggestions6 machiner develo(ment and human rain& co(ing Gith (hsical im(airments6 dea+ness&dumness& lindness& mental retardness& a!s!o!!

-8URSE ) WOMEN PAST AND >UTURE

>>

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I+ the daughters tenderness is +ostered& she Gill strengthen her identi+ication Gith mother andher ond o+ a++ection Gith +ather! JIn di++erentiation a+ter "B months o+ age& os retain a++ection +orthe +irst caregiver 4mother5 ut shi+t identi+ication to the +ather! :irls retain identi+ication Gith the +irstcaregiver ut shi+t a++ectional ties to the +ather! The shi+ted +unction& Ghether it is the shi+t o+identi+ication or the shi+t or a++ection& must rel on mental images! Mental images are develo(ed Githgreater aGareness o+ se(arateness etGeen the child and the (arentH The +unction 4identi+ication or

a++ection5 that is shi+ted ecomes more highl invested and more vulnerale to shame ecause it ise2(erienced as less secure than the earlier state Ghere the +unctions Gere +used and e2(eriencedGithout aGareness o+ emotional se(arateness! Although the child gives u( a degree o+ emotionalsecurit& di++erentiation and the shi+t o+ +unction increase (schological autonomH For girls& then&gender identit occurs through the integration o+ ongoing identi+ication Gith mother! For os& genderidentit is estalished as eing di++erent +rom mother!

L'(*U'*E 9,CUSNeG Vocaular6 to reach out attunement7 caregiver& caretaer7 Jregardless o+K vs JregardingK7 toshi+t& a shi+t& shi+ted7 to rel on=u(on& reliale Geather=(erson7 to +use7 to give u(7 to +oster7tender4ness57 strong& strength& to strengthen7 gender7 degree vs ran or grade7 to occur& occurrence7

ongoing 4ad

*R''R 9,CUS"!The ver/i+e (re(ositionin [ to hand in=give smth to an authori/ed (erson=surrendero++ [ to release=(roduce 4va(our5out [ to ecome e2hausted 4su((lies&(oGer57 to announce7 to +ail=colla(seu( [ to leave=aandon=surrender7 to no longer (rotect!

)!The>uu(e P(!/(essi+e

Use6 to e2(ress6 an action in (rogress at a certain time in the +uture! Time E2(ressions6 tomorroG at ? (!m!& tonight +rom to C (!m!& a!s!o!! Form6

A33i(mai+e: S shall=Gill e ver $ingH!4short +orm6 ll5!I"e((!/ai+e:Shall=Gill S e ver $ingH!Ne/ai+e:S shall=Gill not e ver $ingH!4short +orm6 shant=Gont5!

0racice"!Finish u( the +olloGing te2t 4+rom a teenagers (oint o+ vieG& using the sim(le +uture and the +uture

(rogressive5!

Lhen M aout to #ivorce Parents Lill 9e in -ourtM (arents have received a su(oena +or their +irst divorce session! So& tomorroG at "D a!m!& the Gille tring to reach a consensus& and their laGers Gill e argaining the terms o+ divorceHH)!The -areer LomanFill in the tale eloG to descrie the e2istential situation o+ career Gomen noGadas6

Issue a sa2e #raGacs Advantages9uilding a +amil li+e-hildren 1 u(ringing and educationSu((orting their husandsa!s!o!

>@

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*R''R 9,CUS"!E2(ressing intention aout the +uture6 Je going toK +uture!

0raciceLhat are ou going to do Ghen ou graduate +rom universit 4Mention at least three things5!

)!E2(ressing actions in the immediate +uture6Ke aout toK +uture!

9olloD up 'ci"i>:Pictures +rom Maga/inesLhat are the aout to does=shes aout toH!!,!E2(ressing +ormall (lanned +uture actions Gith the Sim.,e P(ese"!>! E2(ressing in+ormall (lanned +uture actions Gith theP(ese" P(!/(essi+e!

-8URSE ) AD=ERTISEMENTS

0re-rea%ing#iscuss aout the ualit and the (schological im(act o+ advertisements on ordinar (eo(le! 4ingrou(s or individuall5!

Rea%ingAdvertisements 4see the te2ts eloG5!

L'(*U'*E 9,CUSNeG Vocaular6 tuition7 sta++7 range7 accomodation7 outstanding& remarale7 e++ective7 race 4s(eedcontest7 categories o+ (eo(le and animals Gith the same (hsical traits5!To (raisePricePri/e

To advertiseAdvertisement [ adC,i..e) '!()s

Re+rigerator 1 +ridgeAutous 1 usAdvertisement $ ad;aorator $ la0racice"!Identi+ the ver +orms that e2(ress +uture time in the advertisements eloG and tal aout their use!TeA RUN F8R TE M8NE Ever ear at least "DDD runners egin their marathon race around cities in the Gorld! Most o+ themusuall sta in the race to the end! The (ri/e is mone! The runners Gill +inish the race at di++erent times! Some Gill have run +or three hours7 some Gillhave run +or three and one$hal+ hours7 and some Gill have run +or much longer! Each runner Gill have used his oGn s(ecial method to ee( going! There are old athletes Gho Gillhave run ever marathon race +or thirt ears! The havent ever Gon an (ri/es +or s(eed& ut thellhave +inished more races than other (artici(ants!

>C

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)!As uestions starting Gith6Lhen GillHH!!HHHHHHHHHHHHHHHHHHHHHHHHoG longHHHHHHHHHHHHHHHHHHHHHHHHHH!!!oG o+tenHHHHHHHHHHHHHHHHHHHHHHHHHH!!!

TeA / RIP8FF -8;;E:E -ENTRE F8RE(*LIS+ 8R:ANI%ES -8URSES F8R UNI8RS 4aged @$"5 AN# A#U;TS 4"B5 2 hours uiion mornings highl uali+ied saff Gide range o+ teaching techniues e2cellent famil> accomo%aion

-ourses sar on$une# the %&th.

TeA 1. 8

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-AN 8ccasional (ossiilit Scarlet +ever can e uite dangerous!-ANT It does not seem

(ossile!=I dont thin!ou have rested a lot latel! ou cant eGear!

MUST It is almost certain!=Ithin!

e loos cross! e must have (rolems athome!

0racice

"!Astract (icture!Lhat Ma 9e

Might-ould-an

)!Invisile o! B! ""

!@!

C!

"D!

?,

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UNIT "D ;+'T S+,UL& I &, =

-8URSE " PRO>ESSIONAL ETHICS

0re-DriingMention a +eG things that ou are=are not alloGed to do Ghen ou (er+orm our (ro+ession o+

(schologist=(schothera(ist=shrin& a!s!o!! :ive +urther suggestions 4added to those in the taleeloG5!Y!u ma- )!s*!u,) )!mus )! Y!u ma- "! )!Thorough investigations7 #ivulge our (atients secrets7

:ain the (atients con+idence7 arm our (atients sel+ through our actions7Trans+er our (atients a++ection toGardsanother o

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-8URSE ) HABIT >ORMATION0re-rea%ingMatch the de+initions in column 9 to the (hrases Gith JhaitK in column A!

No! -olumn A! -olumn 9!

"! J#ont let oursel+ get=+all into ad haitsZK A To have the hait o+H)! JIts hard to get out o+ a haitZK 9! To acuire a hait4aout onesel+5,! J#ont get our child into the hait o+ Gaiting

until someone else Gors out his (rolemsZK-! To aandon a hait

>! JLe almost alGas act +rom +orce o+ hait!K #! To mae someone acuire a hait?! Je is in the hait o+ taling too much Ghen he

isnt su((osed to!KE! To do things ecause hait has ecome

more (oGer+ul than ones Gill!

Rea%ingTe2t Jait FormationK& +rom J:eneral PschologK& ((!)D>$)D?!

+abi 9ormaionMan +orms o+ ehaviour have ecome so automatic through (ractice that the a((ear to enatural! ait +ormation egins earl in li+e! 9 the time an individual reaches adulthood he hasJlearnedK the hait!

The 9uncioning of +abi.Man everda haitual +orms o+ ehaviour serve an individualGell as time and energ savers! From the hour he arises until he goes to ed he (roceeds +rom oneactivit to another! In Gas acce(tale to his (articular cultural environment& he engages in certainhaitual activities& such as Galing& taling& dressing& Goring& eating& driving an automoile& readingthe neGs(a(er& listening to a radio (rogramme or Gatching television!

It is onl Ghen a neG situation arises or an emergenc occurs reuiring non$haitual ehavioura((roaches that hait +ails to +unction adeuatel! Then conscious and s(eci+ic reactions are needed!

0s>chological 0rinciples In"ol"e%.Man haits are attained unconsciousl through imitation7others re(resent (lanned and (ractised sills! In general& the haits utilised in everda living arevaluale to the individual in that the +ree him +rom concern aout (ett details! e is enaled thereto devote his time and energ to creative activit!

Some haits re(resent un(leasant& non$constructive ehaviour that ma e harm+ul +or theindividual (ossessing the hait as Gell as +or his associates Gho ecome the victims o+ his ad hait!Some JadK haits are6 e2cessive use o+ hard liuor& sGearing& la/iness& ling& non$(lanned stealing&

(roneness to outursts o+ rage Githout cause!The (schologist Lilliam ames o++ered suggestions +or the uilding o+ haits! These

suggestions are es(eciall ada(tale to the reaing o+ undesirale haits and the acuiring o+ neGones! The im(ortant (rinci(les include6

"! ;aunch the neG hait Gith as strong and decided initiative as (ossile!)! Never (ermit an e2ce(tion to occur till the neG hait is securel rooted in our li+e!,! The need +or securing success at the outset is im(erative!>! Aru(t acuisition o+ the neG hait is the est Ga& i+ there is a real (ossiilit o+

carring it out!?! JSei/e the ver +irst (ossile o((ortunit to act on ever resolution ou mae& and on

ever emotional (rom(ting ou ma e2(erience in the direction o+ the haits ou as(ireto gain!K

@! Jee( the +acult o+ e++ort alive in ou a little gratuitous e2ercise ever da!KThe suggestions given ames can e su((lemented three others!

"! Utilise voluntar (ractice to rea an involuntar hait!)! Utilise the conditional res(onse method to sustitute a neG hait +or an old one!,! Estalish de+inite mental s(eci+ications +or the neG hait!

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S>mpoms 8verestimation o+ the grou( -losed$mindedness Increased (ressures toGard uni+ormit

Conseuences #e+ective decision$maing

I"&!m.,ee su(+e- !3 a,e("ai+esI"&!m.,ee su(+e- !3 !19e&i+es>ai,u(e ! e$ami"e (is2s !3 .(e3e((e) &*!i&e>ai,u(e !(e%a..(aise i"iia,,- (e9e&e)a,e("ai+es

P!!( i"3!(mai!" sea(&*Se,e&i+e 1ias i" .(!&essi"/ i"3!(mai!" a *a")

>ai,u(e ! '!(2 !u &!"i"/e"&- .,a"s igh (roailit o+ a ad decision

)!:ive e2am(les o+ Gords +ormed Gith the su++i2 J$domK! E!g!6 Gisdom& +reedom& ingdom& oredom& a!s!o!!

-8URSE ) 7THE SPEC0LED BAND8

0re-rea%ing:ive our oGn e2am(les o+ vers that e2(ress a slight movement caused certain +eelings or cold&a!s!o!!E!g!6 shiver=tremle Gith cold=+ear!Rea%ingTe2t 4ada(ted +rom JThe S(ecled 9andK& Sir Arthur -onan #ole5!Read the te2t eloG and +ill in the ga(s using suitale Gords 4mind the grammar structures56

elen StonerHHHHH"! shivering Ghile she Gas taling Gith Sherloc olmes! The detectivethought she HHHHH!)! e cold& so he invited her to sitHH!!,! the +ire!

elen Gas a oung Goman& aout thirt ears old& ut her hair Gas alreadHH!!!HH!>! gre GithHH!HH!!?! She started telling olmes that her tGin sister had died under HHHHH!@!circumstances!elen e2(lained that her mother had een a rich Goman& and Ghen she married #r! Rolott anagreement GasHHHHH!! aout that mone! e HHHHHHHHB! inherited one thousand

(ounds onl i+ elen and her sister ulia hadnt got married! Their ste(+ather Gas a verHHHHH!C! man and he HHHHHH!"D! get angr uicl! #r!Rolott HHHHHH""! illed ulia& ut Sherloc olmes HHHHHH!")! (rove that!

*R''R 9,CUSVer Phrases Ghich e2(ress change of sae.6T*e +e(1 7u("8 .(e.!sii!"PREP8SITI8N MEANIN:aGa Move toGards a di++erent direction7 sto( +acing or looing at7 re+use hel(=hos(italit!

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doGn Re+use to acce(t& re

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u( AGaen& rise +rom ed7 stand u(7 carr u(& clim!

0raciceUse the +olloGing vers to Grite an essa ased on a real or an imaginar situation=event=ha((ening6JTo ama/e& to astonish& to astound& to +laergast& to sur(rise&K and some o+ the ver (hrases aove!

I4. *RIL' &E E4'LU'RETes pre%ici"6 +ormat Jmulti(le choiceK

8rientativ& "ei"&,us " &a,&u, ,a "!a 3i"a,& cu rol de diagnostic (edagogic7 Elemente de (ronun'ie& sustantivul 4+orme de (lural& de+ectiv5& ad

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a!(oGer& !strength& c!strong& d!+orce!)B! -ross the Gord Ghich has an odd meaning out6a!(reeminence& !(rereuisite& c!(remise& d!assum(tion!)C! -ross the Gord Ghich has an odd meaning out6a!stage& !(eriod& c!(hase& d!+rameGor!,D! -ross the Gord Ghich has an odd meaning out6

a!concord& !(ur(ose& c!aim& d!goal!

Note6 the test Gill e scored Gith ,D (oints 4" (oint +or each correct ansGer5! The total score isdivided to , to get the +inal grade!

LIST8 CU TITLURILE LUCR8RIL,R 7TII(6I9ICE 0U3LIC'TE

"!R&i .(i"(e a(ii,e &u((i&u,a(e# &!"si,ie(ea ) 1aie )e &a. .(!3es!(i,!( " &!,i& articol(ulicat .n s(tm3nalul T(i1u"a "+Qm"u,ui & din > octomrie "CCC7

)!T*e Eu(!.ea" Dime"si!" i" *e E)u&ai!"a, S-sem i" M- C!u"(-# R!ma"ia& articol a(rut .nvolumul III dinP(ima(- G!es Eu(!.e& volum (ulicat .n urma -olocviului Interna'ional Primar:oes Euro(e& Viena& Austria& "CCC7

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