comunicare de specialitate in limba engleza psihologie

8/10/2019 Comunicare de Specialitate in Limba Engleza Psihologie

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UNIVERSITATEA Titu Maiorescu

Facultatea de Psihologie

Departamentul de nvamnt la distan

MODUL:

Comunicare de specialitate n limba englez

II

TUTOR: Lect. univ. dr. Alice Popescu

2013


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CUPRINS

Introducere 2

Unitatea 1. The unhelpful crowd 8

Unitatea 2. Noticing that people need help 12

Unitatea 3. Jobs and employment 16

Unitatea 4. Self-esteem and social success 21

Unitatea 5. Husky had been very healthy 28

Unitatea 6. Balancing equity and excellence 32

Bibliografie 38


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INTRODUCERE

1.Scopul si obiectivele cursului:

Cursul de limba englez pentru nvmnt la distan i propune s sedimenteze

elemente de limba englez dobndite n formarea preuniversitar a studentului ID,elemente lingvistice i de interpretare necesare unei deschideri a studentului ID ctrelumea tiinific internaional. Pentru o analiz gramatical i interpretarea de texte,sunt folosite tematici cu predilecie din psihologie (inclusiv psihologie social,

psihologia comunicrii etc.). De asemenea, prin acest curs se urmrete formareadeprinderilor orale i scrise utile n activitatea socio-profesional, n vedereacptrii unei autonomii valide de informare i comunicare n limba englez.

Obiective generale:

Dezvoltarea de competene n utilizarea limbii engleze pentru comunicare iinformare n general , ca i n domeniul tiinelor sociale i n special al psihologiei,astfel nct studenii s fie capabili:

S neleag dup auz enunuri n flux verbal; S neleag enunuri, texte citite n limba englez; S comunice verbal un mesaj, enun n limba englez;

S exprime n cuvinte proprii n limba englez, n scris, un mesaj/enun.

Obiective specifice:

1.pronunarea de diverse enunuri cu intonaia corect;2.nelegerea sensului global al unui mesaj ascultat;3.raportarea informaiei ascultate la limbajul i experiena cultural proprie;

4.adaptarea formulelor conversaionale la contextul dat (formal, informal);5.susinerea de dialoguri referitoare la sine i la universul propriu;6.descrierea de persoane, locuri, activiti;7.identificarea unitilor de coninut ale unui text;8.exprimarea nelesului global al unui text;9.recunoaterea i utilizarea formelor speciale de coresponden;

10.valorificarea deprinderilor acumulate pentru perfecionarea competenelor delimb englez.

2. Cerine preliminare:


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1.demonstrarea stpnirii cunotinelor de gramatic si vocabular corespunztoaremodulului 1.2.participare la activitile anunate n calendarul disciplinei.

3. Coninutul materialului de studiu. Organizarea peuniti de studiu

Materialul de studiu cuprinde, pe de o parte, texte de specialitate in limba englez,menite sa pun bazele unui vocabular corespunztor psihologiei i tiinelor socialei, pe de alt parte, noiuni i exerciii de gramatic.Unitate de studiu 1: THE UNHELPFUL CROWD

Ca prim unitate de studiu, aceasta introduce studentul in sfera psihologiei de grup,descriind un experiment revelator in privina alterrilor comportamentale aleindividului atunci cnd acioneaz ca membru al unui grup. De asemenea, aceastunitate trateaz situaiile de folosire ale timpului Past Continuous.Unitate de studiu 2: NOTICING THAT PEOPLE NEED HELP

In aceast unitate de studiu, tema este un alt experiment revelator in ceea ce privetecondiiile n care oamenii snt dispui s ofere ajutor semenilor lor, n caz de nevoie.Din punct de vedere gramatical, studenii vor fi rugai s conceap un text care silustreze utilizarea n contrast a timpurilor Paste Tense Simple i Past TenseContinuous.Unitate de studiu 3: JOBS AND EMPLOYMENT

Aceasta este o unitate de studiu care solicit participarea studenilor n descriereacelor mai cunoscute joburi. Partea de gramatic abordeaz verbele cu prepoziie(look) i situaiile de folosire ale lui Present Perfect Tense. Conine, de asemenea, unmodel de concepere a unui CV n limba englez.

Unitate de studiu 4: SELF-ESTEEM AND SOCIAL SUCCESSUnitatea ofer o scurt analiz a noiunii de self-esteem n societateacontemporan. Din punct de vedere al vocabularului, introduce diferena ntreutilizarea verbului make i cea a lui do.Ca parte de gramatic, introduce, deasemenea, diferenele ntre situaiile de utilizare ale lui Present Perfect Tense Simplei Present Perfect Tense Continuous.Unitate de studiu 5: HUSKY HAD BEEN VERY HEALTHY

n aceast unitate, studentul este familiarizat cu terminologia minimal referitoare laun caz de spitalizare pediatric. n planul vocabularului, snt prezentate verbele cu

prepoziie: catch, keep, bring.Unitate de studiu 6: BALANCING EQUITY AND EXCELLENCE

Unitatea de studiu abordeaz situaia nvmntului i a cauzelor abandonului colarn SUA. Este centrat exclusiv pe vocabular.

4. Recomandri de studiuEste important ca studentul s respecte timpul alocat calendarului disciplinei, modulde abordare a testelor de evaluare si sarcinile de nvare. De asemenea,recomandm ca studentul sa parcurg bibliografia i s consulte indicaiile rubriciicunotine preliminare.

Fiecare unitate de studiu atinge urmtoarele aspecte: obiective, cunotine

preliminare, resurse necesare i recomandri de studiu, durata medie de


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parcurgere a unitii, cuvinte cheie. Un test de autoevaluare se va regsi la sfritulacestui modul. Fiind un curs practic de limba englez si nu unul teoretic (de

psihologie, sociologie etc.) propriu-zis, nu se vor regsi rezumate i concluzii, cainstrumente de nvare. Studentului i se cere o abordare creativ a cursului,capacitatea de a se lansa in situaii conversaionale spontane care s-i solicite

abilitile decomunicare in viaa de zi cu zi i nu memorarea rigid a unor structurigramaticale.Fiecare din subpunctele mai sus menionate snt semnalizate n text prin intermediulunorpictograme.n continuare, prezentm un tablou cu principalele pictograme prezentate n text:

OBIECTIVE

CUNOTINE PRELIMINARE

RESURSE BIBLIOGRAFICE

DURATA MEDIE DE

PARCURGERE A UNITII DESTUDIU

CUVINTE CHEIE

TESTE DE AUTOEVALUARE

RSPUNS CORECT

EXPUNEREA TEORIEI

AFERENTE UNITII


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5. Recomandri de evaluareDup parcurgerea fiecrei uniti de studiu se impune rezolvarea sarcinilor denvare, ce presupun studiu individual, dar i a celor de autoevaluare.

Activitile de evaluare condiioneaz nivelul nivelul de dobndire a competenelor

specificate prin obiectivele disciplinei.

n ceea ce privete evaluarea final, se va realiza printr-un examen, planificatconform calendarului disciplinei. Examenul const n rezolvarea unei probe de tipgril.

6. Test de evaluare iniial

Desemnai cele mai imporante situaii de folosire a timpurilor Past Tense Simple iPast Tense Continuous, exemplificnd cu cte o propoziie n limba englez pentrufiecare situaie n parte.

7. Structura cursului: Materialul de studiu pentru invatamintul la distanta are ca

suport cursul English for Social Sciences, autori Daniela Niculescu

Zdrenghea, Aurelia Ana Vasile;

8. Observaiiprivind structura cursului:

Activitile de prezentare de noi coninuturi (reactualizare) sunt combinate cuactiviti practice, participarea activ a studenilor deinnd un rol fundamental.

Fiecare curs conine text(e) din domeniul tiinelor sociale i aplicaii pe text(e) peprobleme de vocabular, gramatic, ortografie i pronunie, elemente de cultur i

civilizaie britanic i american.


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UNITATEA 1:THE UNHELPFUL CROWD

La sfritul acestui curs, studentul va putea: s se exprime, n limba englez, asupra unor prime noiuni de psihologie a

grupurilor.

s utilizeze corect timpul Past Continuous

Cunotine privind regulile generale de formare a timpului Past Tense Simple.

Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;

Practise Your Tenses, Adamson, Donald, Longman, 1996;

Dou ore


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Pre-reading:

Listening to Sounds (see Penny Ur, op. cit., page 46) Students close their eyes andlisten to the sounds they may hear; then they write and tell (using thesimple pastandthepast progressive).

E.g.: There was a car. It was going past, accelerating. Somebody dropped something.Somebody closed a door.

Reading:Text (part 1) The Unhelpful Crowd, from Social Psychology, pages 314-315.

Kitty Genovese, Andrew Mormille, and the eighteen-year-old switchboardoperator were at a serious disadvantage in needing spontaneous emergency help inurban environment. Bibb Latan and John Darley (1970) were not convinced,however, that the stresses and strains of city life fully explain why these individualsdidnt get the help they needed. So, these researchers set out to see if they produce

unresponsive bystanders in the cool, calm environment of a psychology laboratory.One study went this way.

When a subject arrived, he or she was taken to one of a series of small roomslocated along a corridor. Speaking over an intercom, the experimenter explained thathe wanted subjects to discuss personal problems that college students often face.Subjects were told tat to protect confidentiality the group discussion would take

place over the intercom system and the experimenter would not be listening.Participants were required to speak one at a time taking turns. Some subjects wereassigned to two-person dyads; others to larger groups of three or six people.

Although the opening moments of the conversation were uneventful, oneparticipant did mention that he had a seizure disorder that was sometimes triggered

by study pressures. But soon an unexpected problem developed. When it came histurn to speak again, the person who suffered from a seizure disorder stuttered badly,had a hard time speaking clearly, and sounded in a serious trouble.

I could really-er-use some help so if somebody would-er-give me a little h-help-uh-er-er-er-er c-could somebody-er-er-help-er-uh-uh-uh (choking sounds).Im gonna die-er-er-Imgonna die-er-help-er-er-seizure-er (chokes, then quiet).

What would you do? Would you interrupt the experiment, dash out of yourcubicle, and try ti find the experimenter?

As it turns out, subjects responses to this emergency strongly influenced by

the size of their group. Actually, all subjects were participating alone, but tape-recorded material led them to believe that others were present and that there was acrisis. All the subjects who thought they were involved in a two-person discussionleft the room quickly to try to get help. In the larger groups, however, subjects wereless likely and slower to intervene. Among subjects in the six-person groups, 38

percent never even left the room and those who did go for help took longer to get outthe door than subjects in smaller groups. This research led Latan and Darley to achilling conclusion: the more bystanders there are, the less likely the victim will behelped. In the bystander effect, the presence of others inhibits helping.

Before the pioneering work of Latan and Darley, most people would haveassumed just the opposite. Isnt there safety in numbers? Dont we feel more securerushing in to help when others are around to lend their support? Latan and Darley


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overturned this common-sense assumption and provided a careful step-by-stepanalysis of the decision-making process involved in emergency interventions.

LANGUAGE FOCUS

New Vocabulary: environment, setting; urban vs rural; stress and strain; to set out;bystanders; cool and calm; to face something; event, eventful , uneventful,eventfully; to assign; to take turns; seizure; disorder; triggered by, to trigger, atrigger; to stutter; to choke; to dash (out)of; cubicle; to turn out; lead-led-led, leading,leader, leadership; crisis, crises; chilling (conclusion); to be likely/probable; to lend-lent-lent vs to borrow; to rush; assumption, to assume; to overturn; to provide; tomake a decision.Cognates (false friends): actually, eventually.

GRAMMAR FOCUS

Prepositions: along, over. Prepositions that show time, place and manner. (seeVirginia Evans, Round up 4, Longman 1992, pages 122-125; or Grammar Spectrum,O.U.P., 1995, pages 84-86 or other similar books).Emphatic doin affirmative sentences (imperative, simple present, simple past).E.g.: Please, docome in!Practice:Give the emphatic form of:

a) He prefers playing on the computer.a) Help yourselves, please.

b) They liked their new neighbourhood.The + comparative the + comparative:E.g.: the sooner, the better.; The more, the merrier.

The Past Progressive:

Use: to express: an action in progressat a certain moment in the past; an action that was in the middle of happeningat a stated time in the past; two or more actions which were happening at the same time in the past

(simultaneous actions); to describe the backgroundto the events in a story.

Time Expressions: yesterday at 5 p.m.;

at this time last Monday;


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then; at that time; the day before yesterday, from 10 to 12 a.m..

Form:Affirmative:Subject + was/were + verb-ing.Interrogative:Was/Were + Subject + verb-ing?Negative:Subject + was/were + not + verb-ing.(short form: wasnt/werent).

PracticeBibliography: Grammar exercises from the already mentioned volumes.1. Fill in the blanks with the right forms of the words in brackets:

Kitty Genoveses case supports the theory that the (many)..1 the

bystanders, the (little)2likely to help the victim.When she (be attacked)..3 in the middle of the street, while she

(cry out)..4for help, and the criminal (stab) ..5 her, manybystanders (watch).6passively. Eventually, the victim (bekilled).7

It (turn out). 8 that whenever such things (happen). 9noone would take the responsibility of helping because everybody (expect) .10

others to act.

2. What were the bystanders thinking? (express at least three ideas)They were thinking that: 1..

2..3..

Unresponsive bystanders


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UNITATEA 2:NOTICING THAT PEOPLE NEED HELP

La sfritul acestui curs, studentul va putea: s se exprime, n limba englez, asupra unor prime noiuni de psihologie a

grupurilor.

s utilizeze corect timpul Past Continuous

Cunotine privind regulile generale de formare a timpului Past Tense Simple.

Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995,vol. 1;

Practise Your Tenses, Adamson, Donald, Longman, 1996;Exerciii de gramatica limbii engleze, Gleanu-Frnoag, Georgiana,

Editura Albatros, Bucureti, 1987:

Dou ore


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Pre-reading:What did/was doing Mrs. Brown yesterday ? (G.Gleanu, op. Cit.exercise 99, page 71).

Reading

Text (part 2), Social Psychology, page 315-316.

The first step is to noticethat someone needs help or, at least, that somethingout of the ordinary is happening. Clearly, subjects in the seizure study could not help

but notice the emergency. In many situations, however, the problem isnt alwaysperceived. The presence of others can be distracting and can divert attention awayfrom indications of victims plight.As noted earlier, people may fail to notice that

someone needs help when they are caught up in their own self-concerns. Considerthe Biblical parable of the Good Samaritan (Luke 10:25-37). On the road fromJerusalem to Jericho, three people passed a man lying half-dead by the roadside: a

priest, a Levite, and a Samaritan. The only one who helped was the Samaritan, asocial and religious outcast in Jewish society of that time. The story points out that

people with low status are sometimes more virtuous than those with high status andprestige. Why? Perhaps in part because high-status individuals tend to be busypeople, preoccupied with their own concerns. Such self-concerns may prevent themfrom noticing a victim in need of assistance.

John Darley and Daniel Batson (1973) put this interpretation of the Biblicalparable to an ingenious test. They asked seminary students participating in their

study to think about what they wanted to say in an upcoming talk was to be based onthe parable of the Good Samaritan; the other half was expected to discuss the jobsseminary students enjoy most. All subjects were then instructed to walk over to anearby building where the speech would be recorded. At this point, subjects weretold either that they were running ahead of schedule, that they were right on time, orthat they were already a few minutes behind schedule. On the way to the other

building, all subjects passed a research confederate slumped in a doorway, coughingand groaning. Which of these future ministers stopped to lend a helping hand?Surprisingly, the topic of the upcoming speech had little effect on helping. The

pressure of time, however, made a real difference. Of those who thought they were

ahead of schedule, 63 percent offered helpcompared with 45 percent of those whobelieved they were on schedule and only 10 percent of those who had been told theywere late. In describing the events that took place in their study, Darley and Batsonnoted that on several occasions a seminary student going to give his t alk on the

parable of the Good Samaritan literally stepped over the victim as he hurried on hisway!


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LANGUAGE FOCUS

New Vocabulary: to notice vs to observe a rule; at least; ordinary, common, usual,customary, habitual; to perceive, perception; to distract; to divert attention;plight(of avictim); to be caught up in; an outcast; to point out vs. to underline; to emphasize;upcoming, following; to cough; to groan; to slump; be/run right on time/behindschedule/ahead of schedule.

The self concept1. Give examples of compounds with self(e.g.: self-concern; self-awareness; self-hood; self-preservation; self-assertion; self-esteem; self-dependence; self confidence;

self aggrandizing attitudes; self-control.2. Briefly discuss about the Freudian interpretation of PERSONALITY: the threeselves: the id,the ego, the superego (the ideal self).3. Match the concepts in column A to their appropriate definition in column B:

CONCEPT DEFINITION

A. self-actualization 1. unique identity, individuality

B. self-assertion 2. reliance on ones capacitiesC. self-composed 3. the process of understanding

oneself and developing onesown capacities and talents(coined by Abraham Maslow)

D. self-confidence 4. having ones emotions undercontrol

E. self-esteem 5. the ability to exercise the willso as to prevent oneself fromexpressing strong emotion oracting impulsively

F. selfhood 6. behaviour asserting onesclaims or rights, expressingconfidence in ones proper

merit or aggressively assertingthe superior quality of onesown mind and body

G. self-control 7. ones good opinion of onesdignity or worth

E.g.:

A. B. C. D. E. F. G.

3.


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Practice1.Word-webTry to design a word-web for the key concept PSYCHIC PROCESSES.2.Human Sounds (see B.J.Thomas, Intermediate Vocabulary, page 40).

GRAMMAR FOCUS

1.The Reflexive and theEmphatic Pronoun

2.Past Simple vs.Past Progressive -recycling.Formative Evaluation.

The Good Samaritan Parable

SINGULAR PLURAL

Myself ourselves

yourself yourselves

Himself/herself/itself themselves


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UNITATEA 3:JOBS AND EMPLOYMENT

La sfritul acestui curs, studentul va putea: s scrie un CV i o scrisoare de intenie n limba englez s foloseasc Present Perfect Tense Simple

Cunotine privind regulile generale de formare a timpului Present Perfect TenseSimple.

Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;Practise Your Tenses, Adamson, Donald, Longman, 1996;Exerciii de gramatica limbii engleze, Gleanu-Frnoag, Georgiana,

Editura Albatros, Bucureti, 1987:

Dou ore


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Pre-reading

Talk about the advantages and disadvantages of the jobs you are being prepared for.

Reading

Text:

Jane Smith has been out at the supermarket, to do the shopping. Shes just comeback home. Shes bought a new blouse to cheer herself up because the firm shesbeen employed at is almost bankrupt. She hasnt removed the tag from the backsideof the blouse, and she rushes to tear it away. She has already put the blouse on whenthe postman rings at the door.

Five minutes later.Jane is upset. Shes just opened a letter which has brought her bad news. Shes lost

her job!For the past year shes worked as a bookkeeper at a firm. Now the majority of the

firm shares have been bought by another firm. The manager has kindly suggestedlooking for another job. Being given the pink slip so soon, has taken her by surprise.She has recently bought some furniture and hasnt paid for it yet. Now she may not

be able to pay at all, because she hasnt saved any money lately.

LANGUAGE FOCUS

New Vocabulary: tag; bankrupt(cy); to tear tore torn (away); upset, sad, grieving;bookkeeper; account(ancy), accountant, to account for, accountable for; share(B.E.)/stock (A.E.), shareholder;to be given the pink slip, to be given the axe, to befired; pay-paid-paid; to save (money/time).

GRAMMAR FOCUS

1.The verb look+ preposition: to look for= try to find; to look up/down to somebody = to respect, admire/to despise; to look after = to take care, protect; to look out = to be careful.

Fill in the correct particle(s):My sister-in-law is looking ..1a good baby-sitter who would look ..2her two-

year-old daughter.She looks .3to irresponsible people even if they looked . 4to her.

2. Uncountable nouns: furniture; news; information; advice; luggage;


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bread; soap; flour3.Partitive phrasesused with uncountable nouns: an item of; a piece of; a bar of; aloaf of4.The Present PerfectUse: to express:

an action before another present action or moment; a completed action whose results are effective in the present; actions which happened at an unstated time; personal experiences or changes which have happened; emphasis on number ; a recently completed action.

Time Adverbials: ever, never, just, already, yet, lately, recently, so far, up to/till now,this month/year, for,since,

How long? Questions.Form

Affirmative:S + have/has + 3rdform of the verb

Interrogative:Have/Has + S + 3rdform of the verb?Negative:S + have/has + not + 3rdform of the verb(short form: havent/hasnt).

Practice

1.Identify the present perfect forms of the verbs in the text and the expressions oftime which accompany (and require) such verb forms.2.Jobs

What does a policeman do? Gives fines,lawyer

reporter

football player

physicist

physician

3.What has just happened ? (Penny Ur, page 92)Make up sentences to match the cues: Oh! Oh? Congratulations! Welcome!

Good bye! Thank goodness!

4 . W r i t e a r e s u m e u s i n g t h e

R e s u m e ( h i n t s ) b e l o w .


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R I C H A N D R E W S

OBJECTIVE

[Click here and type objective]

EXPERIENCE

19901994 Arbor Shoe Southridge, SC

National Sales Manager

Increased sales from $50 million to $100 million.

Doubled sales per representative from $5 million to $10 million.

Suggested new products that increased earnings by 23%.

19851990 Ferguson and Bardell Southridge, SCDistrict Sales Manager

Increased regional sales from $25 million to $350 million.

Managed 250 sales representatives in 10 Western states.

Implemented training course for new recruitsspeedingprofitability.

19801984 Duffy Vineyards Southridge, SCSenior Sales Representative

Tripled division revenues for each sales associate.

Expanded sales to include mass market accounts.

Expanded sales team from 50 to 100 representatives.

EDUCATION

19711975 Southridge State University Southridge, SC B.A., Business Administration and Computer Science.

Graduated Summa Cum Laude.

INTERESTS

Southridge Board of Directors, running, gardening, carpentry,

computers.

TIPS

Select text you would like to replace, and type your information.

5.Cover Letter (hints).

F A X ( 1 2 3 ) 0 9 8 - 7 6 5 4 E - M A I L M E @ M Y C O M P A N Y . C O M


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Company Name Here11 October, 2013

[Click here and type recipients address]

Dear Sir or Madam:

Type your letter here. For more details on modifying this letter template, double-click

(.To return to this letter, use the Window menu.

Sincerely,

[Click here and type your name][Click here and type job title]

Letter Jumble (page 21, Practise Advanced Writing, Mary Stephens, Longman,1997).5.Write a cover letter to a human resource manager job entry advertised by the CocaCola Company in Cotidianul a week ago.6.Write a fax (mind the format!) to the Central European University, Nador u. 9,Budapest, Hungary 1051, Tel: (361)3273069, Fax: (361)3273124, to Mrs. GabriellaIvacs, to ask for information about the summer courses organised in the year 20__

for postgraduate students.

Resume, cover letter

[Click here and type return address]


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UNITATEA 4:SELF-ESTEEM AND SOCIAL SUCCESS

La sfritul acestui curs, studentul va putea: s se exprime n limba englez asupra problemelor legate de stima de sine a

individului n contemporaneitate

s foloseasc difereniat Present Perfect Tense Simple i Present PerfectTense Continuous

Cunotine privind regulile generale de formare a timpurilor Present PerfectTense

Simple i Present Perfect Tense Continuous


EdituraAlbatros, Bucureti, 1987:

Dou ore


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Pre-reading1.Express your agreement/disagreement to the 10 statements of the Rosenberg Self-Esteem Scale (1965) below.

Statement Agree Disagree1.I feel that I am a person ofworth, at least on an equal planewith others.

1 2

2.I feel that I have a number ofgood qualities.

1 2

3.All in all, I am inclined to feelthat I am a failure.

1 2

4.I am able to do things as wellas most other people.

1 2

5.I feel I do not have much to be

proud of.

1 2

6.I take a positive attitudetoward myself.

1 2

7.On the whole, I am satisfiedwith myself.

1 2

8.I wish I could have morerespect for myself.

1 2

9.I certainly feel useless attimes.

1 2

10.At times I think I am no good

at all.

1 2

Text: How Is Your Self-Esteem?, Sociology, page 142.

Questions to consider

1.List three or four of your major roles and imagine yourself a failure in each of themin turn. What steps could you take to protect your self-esteem? Are there any roleswhere failure could not be rationalised, where failure would damage your self-esteem?2.Where do you stand on the self-esteem scale? (Students calculate their score and

compare them to those obtained by other students in their group).

Supplementary Question

What is your opinion about the quality of the test?

Reading

Text: How Is Your Self-Esteem?, Sociology, page 142.

The ten questions in the box above make up the Rosenberg Self-EsteemScale (1965), widely used by psychologists and sociologists to measure self-esteem

(Bohrenstedt & Fisher, 1986; Shamir, 1986).


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Some have criticised the scale because it was high social desirability bias;people may distort their answers to provide more positive images. This is not aproblem, however, because the question at issue is not whether people really do haveanything to be proud of or whether they really are a success or failure. Rather ourconcern is how they feel about themselves. Since we are asking about subjective

interpretations rather than objective facts, this is one scale in which everybody reallycan be above average.

Some of the more important research findings on self-esteem are thefollowing:

1.We always think better of ourselves than others do (Wylie, 1979). In thissense, the looking-glass self is always a little distorted in our own favour.

2.Self-esteem turns out to be very stable. Even blows to major role identities,such as the loss of a high status job, may not result in much loss of self-esteem(Shamir, 1986). This stability of self-esteem testifies to the skill most of us have innegotiating our self-concepts.

3.People with high self-esteem are more confident and hence more open to

new ideas and new relationships. People with low self-esteem, on the other hand, aredefensive and anxious, afraid to challenge themselves or others (Michener et al.,1986).

__________________________________________________________________________________

When others responses are ambiguousand they usually are, we

just believe what we want to.__________________________________________________________________________________

We cannot all be above average. Yet studies on topics from intelligence tophysical attractiveness show that hardly anybody thinks he or she is below averageand large majorities think they are above average. How do people manage to protecttheir self-esteem ? They do so by:1) Using the identity salience hierarchy to emphasise roles they do well;2) Being very careful about their choice of looking glasses (Rosenberg, 1979); and3) Simply interpreting others responses in ways that support a positive self-image.

When others responses are ambiguousand they usually are, we just believewhat we want to (Felson, 1985).

LANGUAGE FOCUS

New Vocabulary: bias; to distort; scale; average; rather; above vs below; lookingglass, mirror; confident; hence; to challenge; yet (in various contexts); salient,salience; to support; ambiguous.


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Practice

Uses of MAKE versus DO.

MAKE DO

An attempt Lessons

Mistakes HomeworkNoise Housework

A complaint An exercise

A fuss Ones bestCoffee/tea With(out) something

Breakfast (meal) A favour

Furniture (an object) Justice

Ones bed The washing upA decision The shopping

An excuse Ones correspondence

Up ones mind Ones hairAn offer Good/harmA mess The cooking

A phone call Ones dutyA fortune Business with someone

Money The carpets

Trouble Ones roomPlans The dishes

A living Fine/well

arrangements The grand/polite

damage Do as you would be done.progress How do you doSomeone rich/poor

wonders

sense

A speech

An impression

A will

A wish

A remark

Room for

A trip/journey/voyageA gesture/a discovery

Somebody angry/happy

A fresh/new start

It ones businessA guess at

Oneself at home

Sure of

To make a mountain out of a molehill.To make both ends meet.To make haste slowly.Make hay while the sun shines.


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Practice

Fill in the blanks using either MAKE or DO at the right tense.

1. She has already..dinner.2. Its hard to .a decision at such short notice.3. Patience .wonders (miracles).4. You shouldnt.the polite if you dont feel that

way.5. I hatethe washing up.6. .as you would be done.7. I havent up my mind as to what I

shouldnext.8. She..her hair at the hairdressers last Wednesday.9. Why havent youyour homework.

10.the housework is equivalent to chores (A.E.) /chares (B.E.).

11.She always.a mountain out of a molehill.12.hay while the sun shines.13.haste slowly.14.yourselves at home.15.Dontsuch a fuss!

PRONUNCIATION: hierarchy.

Follow-up activities: Sociology, page 142, (Questions to Consider).1. List three or four of your major

roles and imagine yourself afailure in each of them in turn.What steps could you take to

protect your self-esteem? Arethere any roles where failurecould not be rationalised, where

failure would damage your self-esteem?2. Where do you stand on the self-

esteem scale?

GRAMMAR FOCUS

1.The verb turn + preposition:

Turn against = start disliking someone/something;


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Turn down = 1.reduce the volume of; 2.refuse a request; Turn off = make something stop working; Turn on = make something work; Turn up = increase the volume of

Practice

Fill in the correct particles:The way Jim turned..1the offer, eventually made the bossturn.2him. He didnt either listen or at least turn.3the volume ofthe CD player while the boss was talking to him. On the contrary, after a fewminutes he even turned4the volume.The boss got angry and turned the player..5Yet, Jim immediately did theopposite, turned it.6and declined the offer.

2.The structures Whetheror not/Whetheror whether(see the text). Briefly

comment on What a distressing contrast between the radiant intelligence of thechild and the feeble mentality of the average adult. (S. Freud) using these structures(Whetheror not/Whetheror whether).

3.Long AdjectivesDegrees of Comparison

Positive Comparative Superlative

careful More careful than The most careful of/in

expensive Expensive expensive

demanding demanding demanding

Cross out the unnecessary words:a) He is as very absent minded as his sister.

b) His insight on the issue was more deeper than expected.c) The environment was the many most comfortable one available at the time.d) The side effects were the less important for the chemical reaction.e) The sooner the upcoming session the more faster the problem is worked out.

4.The Present Perfect Progressive vs the Present PerfectUse: to express:

an action which has started beforeanother present action/moment, and has

continued up to the moment of speaking, and may continue even afterwards; a finished action before another present action/moment, to emphasise the idea

of duration; actions which have visible results in the present; irritation, anger, annoyance, explanation or criticism.Choose the right item:

1. Aunt Ellie is out of breath because shein the orchard for acouple of hours.

a. worked; b. has worked; c. has been working.2. She.many dozens of fruit so far.

a. picked; has picked; has been picking.

3. She still.to lean the ladder against a tree, though she is tired.


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a. want; b. wants; c. wanted.4. Dropping out is not her style. So, she.stillher best to finishthe job.

a. has done; b. has been doing; c. is doing.Time Expressions:

for, since, how long.Form:

Affirmative:Subject + have/has + been + verb-ingInterrogative:Have/Has + Subject + been + verb-ing?Negative:Subject + have/has + not + been + verb-ing.

Practice

Write a letter to a friend telling him/her about the things that have changed in yourlife over the last year.

How we feel about ourselves


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UNITATEA 5:HUSKY HAD BEEN VERY HEALTHY

La sfritul acestui curs, studentul va putea:- s se familiarizeze cu un vocabular minimal referitor la problemele privind

sntatea vs spitalizarea ntr-o instituiemedical s cunoasc i s utilizeze corect sensurile unor verbe cu prepoziie precum:

catch, bring, keep.

Cunotine privind noiuni generale de vocabular legate de verbele cu prepoziie


EdituraAlbatros, Bucureti, 1987:

Dou ore

Pre-reading

Talking about health and diseases (contagious, chronic, common disease). Thehuman body.

Reading

Text: HUSKY HAD BEEN VERY HEALTHY, pages108-111, Changing Times,Changing Tenses.

Husky Yellowhair is a little boy on the Navajo Indian Reservation in Arizona.


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Its difficult for his family to get to a doctor, because they dont have a car or atelephone. Their closest neighbours live ten miles* away.

Last month Husky had caught a cold. Hed felt sick for three days, so hismother wanted to bring him to a doctor. Shed kept him in bed the whole time, andshed given him medicine every day for three days. Still, he didnt feel any better. On

the third day, he developed a fever. At that t ime, Huskys parents asked some friendsto take them to the hospital.At the hospital, Husky tried to sleep. He put his head in his mothers lap.

From time to time he looked for the doctor, but he didnt really want to see him.Husky had always been afraid of doctors and hospitals. Up to that time, Husky had

been very healthy, so he hadnt seen many doctors. As he was waiting, he grew moreafraid. The family had waited for an hour when the doctor came.

The young doctor found the problem immediately. The cold had gone toHuskys ears, and hed developed an ear infection. Although it wasnt a seriousdisease, it had caused the pain and the fever. With stronger medicine, Husky would

be well soon.

* 1, 609. 3 metres

LANGUAGE FOCUS

Vocabulary: sick, disease, ill(ness); a fever, hay fever, feverish; lap, laptop; health(y);to catch (a cold); to pick up an infection.

GRAMMAR FOCUS

1.The verb catch + preposition.

To catch Up with = Become equal to others

on = become popular

On to = understand

Up on = bring/come up to date

2.The verb bring+ preposition.

To bring along = to fetch with

on = cause

out = produce

up = educate/rear/raise children3.The verb keep + preposition.

To keep up = Go forward

on = continue

off = maintain a distance

In(with somebody) = remain on good terms with

out = avoid

Practice

Fill in the blanks with the suitable prepositions (mind the explanations in boldin the


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brackets):One strange happening caught..(became popular) with dozens of people.Two tomatoes were jogging in the street. One of them, some steps behind the

other, cried.(exclaimed), Keep.(continue) jogging! Illkeep.(maintain a distance) for a few seconds. And keep(avoid)

trouble. Im a bit out of breath. Ill catch.(reach the same stage) you.The tomato ahead couldnt keep(remain in good terms) with the onebehind--after their recent make upbecause a bike ridden astraybrought..(caused) a horrible accident that simply smashed the latter. [play onwords: ketch up vs catch up].

4.The Article: Definite (the); Indefinite (a/an); Zero. (see grammar reference).Fill in the blanks with a/an/thewhere an article is necessary:1) He is .1undergraduate student.2) He goes to.2university in .3morning every day from Monday to Friday.3) His friend came to 4university yesterday to bring him .5keys that he had

forgotten at..6home.4) Fortunately, 7T.M. University is not very far from 8district they live

in.

5.The Past Perfect TenseUse: to express an action beforeanother past action/moment.Time Expressions:before, for, since, after , just, already, yet, ever never,till/until, when, by, by the time.Form:

Affirmative: S + had + 3rdform of the verb .Interrogative:Had + S + 3rdform of the verb .?Negative:S + had + not + 3rdform of the verb .(short form: hadnt).

Choose the appropriate verb form:1) He..away the old worn out hat two weeks before he went shoppingfor another one.

a. has thrown; b. had thrown; c. threw.2) The client said he..alreadya shrink before.

a. had seen; b. saw; c. has seen.1) Wecranky because of the bad weather yesterday.

a. are; b. was; c. were.

2) The ozone layer..thinner and thinner.a. gets; b. is getting; c. get.

Marriage, family life


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UNITATEA 6:BALANCING EQUITY AND EXCELLENCE

La sfritul acestui curs, studentul va putea: s se exprime n limba englez asupra problemelor ridicate de abandonul

colar s cunoasc utilizarea timpurilor Past Perfect Tense Simple i Past Perfect

Tense Continuous

s i remprospteze cunotinele referitoare la punctuaia limbii engleze

Cunotine privind formarea timpurilor Past Perfect Tense Simple i Past PerfectTense

Continuous

Engleza pentru admitere, Banta, Andrei, Ed. Teora, Bucureti, 1995, vol. 1;Practise Your Tenses, Adamson, Donald, Longman, 1996;Exerciii de gramatica limbii engleze, Gleanu-Frnoag, Georgiana, Editura

Albatros, Bucureti, 1987:

Dou ore


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Pre-reading:

Group Work: Mention at least 5 shortcomings of the Romanian educational system in

terms of equity (equal opportunities and access) and excellence (competitive processand results, creativity). Briefly comment on this issue.

Reading:

Text: Sociology, page383.

BALANCING EQUITY AND EXCELLENCE

In 1983, an 18-member National Commission on Excellence in Educationissued a report that was extremely critical of U.S. education. The report indicated that13 percent of all 17-year-olds and as much as 40 percent of minority youths arefunctionally illiterate. In a comparison of U.S. students with students from 21 othernations, Americans scored the worst on 7 of 19 achievement tests and never came ineither first or second. The commission argued that the problem was caused not byfactors beyond our control but simply by lack of insight and will. The solutionsrecommended included:1) a more demanding sequence of basic courses;2) longer school days and school years, and3) higher standards for school achievement.

Generally, the call for excellence in education has been well received. By1984, 17 states had instituted competency testing for high school graduation and 7more were in the process of implementing it. Increasingly, however, policy makersare facing the dilemma posed by the potentially conflicting demands of equity andexcellence (Alexander et al., 1985).

THE DROPOUT PROBLEM

Despite the sharp expansion in education in the last decades, a substantialminority of the population has not graduated from high school. In 1984, fully 14percent of all young adults 25-29 had not graduated from high school; this figure is21 percent among blacks and 41 percent among Hispanic young adults.

These dropouts pose a potentially major social and economic problem. Asone study summarised the issues:

Dropping out of high school is associated with an array of individual and

social costs. For the individual, failure to complete high school is associated with

limited occupational and economic prospects, disenfranchisement from society and

its institutions, and substantial loss of personal income over his or her lifetime. For

society, premature school-leaving is associated with increased expenditures for

government assistance to individuals and families, higher rates of crime, and


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maintenance of costly programmes for purposes such as employment and training.

(Steinberg et al., 1984:113).

For all these reasons, the dropout problem is a social policy issue. It is anissue that the reports on excellence ignore altogether. An important question for

policy makers is whether steps made to increase excellencehigher standards, more

basics, longer school years or school dayswill increase the dropout problem. Ifimposition of higher standards increases the SAT scores of those students whoremain but doubles the dropout rate, especially among minority or disadvantagedstudents, will we have gained? Or, as one recent report claims, will this be ablueprint for failure? (McDill et al., 1986:139).

LANGUAGE FOCUS

To issue, an issue; (il)literate, (il)literacy; achieve(ment); youth(s); to argue,argument; beyond; lack of insight and will; will, testament; demanding; sequence;

call for excellence; politics vs. policy; to pose; to drop out, a dropout; array;disenfranchisement; loss vs. gain; income; expenditure; to maintain, maintenance;costly, expensive, dear; altogether; to impose, imposition; to take the floor;compulsory; eel; squirrel; nervous breakdown; to double vs. to treble; to claim;

blueprint; to sweep (over) sweptswept; tide; mediocre, mediocrity; tough; trend,tendency; to attempt; sharp expansion; despite, in spite of.

Punctuation marks:

comma , full stop .

semicolon ; colon : inverted commas hyphen - question mark ? exclamation mark ! dots

GRAMMAR FOCUS

I. The Present Perfect and the Past Perfect(recycling).

Practice

1.Identify the present perfect and the past perfect forms of the verbs in the textabove.2.How much freedom should children have? (B.J. Thomas, Advanced Vocabularyand Idiom, Longman, 1989, page 6).

II. The Past Perfect Progressive

Use: to express: an action continuing up to a specific time in the past;

a continuous, past action which had visible results or effect in the past.


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Time Expressions:before, for.., since, after , just, aready, yet, ever never,till/until, when, by, by the time.

Form:Affirmative: S + had + verb -ing.Interrogative:Had + S + verb -ing.?

Negative:S + had + not + verb -ing.(short form: hadnt).

Choose the correct item:1) Shein a stable family before she got married in 2000.a. has been brought up; b. was brought up; c. had been brought up.2) Harry..an ugly accident a couple of years before they moved house.a. had; b. had had; c. has had.3) He is weary. He.at the boring project all day.a. has been working; b. has worked; c. had worked.4) They were worried. The police.for their kidnapped children for afortnight without finding a clear lead.

a. had looked; b. has been looking; c. had been looking.5) He..all the possible assumptions untilyesterday morning when he hadthat illumination.a. had exhausted; b. had been exhausting; c. has exhausted.

Listening

Listen to The Animal School fable and find the flaws that such a school has,from the points of view of equity and excellence (see the tape script).

Also comment on The family that learns together, earns together. Tape script

The Animal School

Once upon a time, an animal meeting was held in the forest. The issue atstake was animal education. The animals were going to set up a school. An AnimalSchool Board was elected.

Despite some stifled protest, the Animal School Board decided on a commoncurriculum for all the animals. The four compulsory curriculum areas were: Running,Climbing, Swimming, and Flying. There were no optional subjects. All the animalstudents had to attend all these four types of classes.

But, no matter how dedicated efforts the students made, some difficultieswere encountered.The duck was very good at Swimming, even better than the teacher, but it got

poor grades at Flying; and the Running classes were a disaster as the duck hurt itslegs because of over-exercise so that even the performance at Swimming got lower.

The squirrel was excellent at Climbing but had some problems with taking offfrom the ground at Flying as it expressed preference to fly down from a tree.Because of the stress of all the Swimming lessons it had a nervous breakdown anddropped out.

Some similar experiences had the rabbitthough it was a brilliant student atRunning. Eventually, it had to see an animal psychotherapist because of the

enormous effort made at the other classes.


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22.I havent up my mind as to what Ishouldnext.

23.She..her hair at the hairdressers last Wednesday.24.Why havent youyour homework.25.the housework is equivalent to chores (A.E.) /

chares (B.E.).26.She always.a mountain out of a molehill.27.hay while the sun shines.28.haste slowly.29.yourselves at home.30.Dontsuch a fuss!

1. H-10, I-13, J-11, K-9, L-14, M-8, N-12

2. 16- made17- make18- does

19- make20- doing21- do22- make23- does

24- done25- doing26- making27- make28- make29- make30- make

BIBLIOGRAFIE

Adamson, Donald,Practise Your Tenses, Longman, 1996; Bdescu, Alice, Gramatica limbii engleze, Editura tiinific i

Enciclopedic, Bucureti, 1984 (sau alte lucrri de gramatic a limbiiengleze);

Gleanu, Georgiana,Exerciii de gramatic englez, Editura Albatros,1979;

Gleanu, Georgiana,Exerciii de gramatic englez, Editura Albatros,1987;

Watkins, Mike,Practise Your Modal Verbs, Longman, 1996.


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BIBLIOGRAFIE FACULTATIV:

Conan Doyle, Arthur, The Speckled Band and Other Stories, Heinemann,1999;

De Devitiis, G.,English Grammar for Communication, Longman, 1991;

Evans, Virginia,Round up, Longman, 1996; Galea, Ileana, Criveanu, I., Iva, A., Voia, M.,Dicionar englez romn de

expresii verbale, Ed. Echinox, Cluj, 1991; Groza Filip, A., Synonyms in Practice, Ed. Dacia, Cluj, 1996; Hewings, M.,Advanced Grammar in Use, C.U.P., Cambridge, 1999; ODell, F., McCarthy, M.,English Vocabulary in Use, C.U.P., Cambridge,

1994; Peterson Wilcox, Patricia, Changing Times, Changing Tenses, U.S.

Information Agency, 1992; Plant, P., Everyday English, VEB Verlag, Leipzig, 1978; Stancu, Victoria,Engleza intensiv, Ed. Niculescu, 1997; Thomas, B.J.,Intermediate Vocabulary,Longman, 1995; Thomas, B.J.,Advanced Vocabulary and Idiom,Longman, 1995.

comunicare de specialitate in limba engleza psihologie

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