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'UPRINS&
'uprins 2Introducere 3Unitatea - & Why studying psychology 7
Unitatea + & Thinking like a psychologist 13Unitatea . & Human attachment 17Unitatea 0 & Feelings and the self 2Unitaea 1 & !i"e#gence of inte#ests 3$Unitatea 2 &%gg#ession 373i(liogra4ie 2
INTR$DU'ERE
-* Scopul si o(iectiele cursului&
&u#sul de lim'a engle() pent#u *n")+)m,nt la distan+) *-i p#opune s) sedimente(e
elemente de lim'a engle() do',ndite *n fo#ma#ea p#euni"e#sita#) a studentului .!/ elemente
ling"istice -i de inte#p#eta#e necesa#e unei deschide#i a studentului .! c)t#e lumea -tiin+ific)
inte#na+ional)0 ent#u o anali() g#amatical) -i inte#p#eta#ea de tete/ sunt folosite tematici cu
p#edilec+ie din psihologie inclusi" psihologie social)/ psihologia comunic)#ii etc040 !easemenea/ p#in acest cu#s se u#m)#e-te fo#ma#ea dep#inde#ilo# o#ale -i sc#ise utile *n acti"itatea
2
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socio5p#ofesional)/ *n "ede#ea c)p)t)#ii unei autonomii "alide de info#ma#e -i comunica#e *n
lim'a engle()0
$(iectie generale:
!e("olta#ea de competen+e *n utili(a#ea lim'ii engle(e pent#u comunica#e -i info#ma#e
*n gene#al / ca -i *n domeniul -tiin+elo# sociale -i *n special al psihologiei/ astfel *nc,t studen+ii s)
fie capa'ili :
6) *n+eleag) dup) au( enun+u#i *n flu "e#'al
6) *n+eleag) enun+u#i/ tete citite *n lim'a engle()
6) comunice "e#'al un mesa8/ enun+ *n lim'a engle() 6) ep#ime *n cu"inte p#op#ii *n lim'a engle()/ *n sc#is/ un mesa89enun+0
$(iectie speci4ice:
10p#onun+a#ea de di"e#se enun+u#i cu intona+ia co#ect)
20*n+elege#ea sensului glo'al al unui mesa8 ascultat30#apo#ta#ea info#ma+iei ascultate la lim'a8ul -i epe#ien+a cultu#al) p#op#ie
0adapta#ea fo#mulelo# con"e#sa+ionale la contetul dat fo#mal/ info#mal4
0sus+ine#ea de dialogu#i #efe#itoa#e la sine -i la uni"e#sul p#op#iu
;0desc#ie#ea de pe#soane/ locu#i/ acti"it)+i
70identifica#ea unit)+ilo# de con+inut ale unui tet
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.* 'on!inutul materialului de studiu* $rgani)area pe unit"!i de studiu
>ate#ialul de studiu cup#inde/ pe de o pa#te/ tete de specialitate in lim'a engle()/ menite sa
pun) 'a(ele unui "oca'ula# co#espun()to# psihologiei -i -tiin+elo# sociale -i/ pe de alt) pa#te/
no+iuni -i ee#ci+ii de g#amatic)0
Unitate de studiu -& 567 STUD7IN8 PS7'6$%$879
&a p#im) unitate de studiu/ aceasta familia#i(ea() studentul cu moti"ele -i #a+iunile pent#u ca#e
un t,n)# poate *m'#)+i-a p#ofesia de psiholog0 !e asemenea/ p#opune sp#e #ecapitula#e c*te"a
no+iuni de 'a() #efe#itoa#e la su'stanti"/ la fo#mele de #esent Tense 6imple -i 6imple ast alecelo# mai impo#tante "e#'e auilia#e din lim'a engle() -i la situa+iile de folosi#e a timpului
#esent 6imple0
Unitate de studiu +& T6IN:IN8 %I:E A PS7'6$%$8IST
%ceast) unitate de studiu se concent#ea() asup#a calit)+ilo# p#ofesionale necesa#e "iito#ului
psiholog si asup#a uno# chestiuni de "oca'ula#0
Unitate de studiu .& 6UMAN ATTA'6MENT
%ceasta este o unitate de studiu conceput) in ma#e pa#te pe p#incipiul inte#acti"it)+ii0 %ccentul
cade asup#a "oca'ula#ului asociat di"e#selo# st)#i de spi#it -i a dife#itelo# tipu#ilo# de ata-ament
uman0 !in punct de "ede#e g#amatical/ s*nt fu#ni(ate no+iuni de 'a() #efe#itoa#e la #esent
&ontinuous0
Unitate de studiu 0& FEE%IN8S AND T6E SE%F
%ceasta este o completa#e a unit)+ii de studiu p#ecedente/ at,t *n plan conceptual ata-amentul
uman4/ c,t -i *n cel gamatical/ int#oduc,nd ee#ci+ii p#i"ind #apo#tul dint#e folosi#ea lui #esent
Tense 6imple -i #esent Tense &ontinuous *n lim'a engle()0
Unitate de studiu 1& DIVER8EN'E $F INTERESTS
?n aceast) unitate de studiu este t#atat pe#icolul pe ca#e *l p#esupune/ pent#u pe#sonalitatea
indi"idului/ o p#ea ma#e di"e#sitate de inte#ese0 6*nt t#atate/ de asemenea/ no+iuni #efe#itoa#e la
fo#mele de ge#und ale "e#'elo# -i la g#adele de compa#a+ie ale ad8ecti"elo#0
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Unitate de studiu 2& A88RESSI$N
Unitatea de studiu int#oduce cite"a elemente teo#etice #efe#itoa#e la ag#esi"itate -i la cele mai
cunoscute tipu#i de ag#esi"itate cu ca#e se ope#ea() *n psihologia gene#al)0 !in punct de "ede#e
g#amatical/ s*nt a'o#date no+iunile de habitual past -ifrequentative would.
0* Recomand"ri de studiu
@ste impo#tant ca studentul s) #especte timpul alocat calenda#ului disciplinei/ modul de a'o#da#e
a testelor de evaluare si sarcinile de nvare0 !e asemenea/ #ecomand)m ca studentul sa
pa#cu#g) bibliografia -i s) consulte indica+iile #u'#icii cunotine preliminare.
Fieca#e unitate de studiu atinge u#m)toa#ele aspecte: obiective/ cunotine preliminare/ resurse
necesare i recomandri de studiu/ durata medie de parcurgere a unitii/ cuvinte cheie. Un
test de autoevaluare se "a #eg)si la sf,#-itul acestui modul0 Fiind un cu#s p#actic de lim'aengle() si nu unul teo#etic de psihologie/ sociologie etc04 p#op#iu5(is/ nu se "o# #eg)si #e(umate
-i conclu(ii/ ca inst#umente de *n")+a#e0 6tudentului i se ce#e o a'o#da#e c#eati") a cu#sului/
capacitatea de a se lansa in situa+ii con"e#sa+ionale spontane ca#e s)5i solicite a'ilit)+ile de
comunica#e in "ia+a de (i cu (i -i nu cele de memo#a#e #igid) a uno# st#uctu#i0
Fieca#e din su'punctele mai sus men+ionate s*nt semnali(ate *n tet p#in inte#mediul uno#
pictograme.
?n continua#e/ p#e(ent)m un ta'lou cu p#incipalele pictog#ame p#e(entate *n tet:
$3IE'TIVE
'UN$ TIN E PRE%IMINARE
RESURSE 3I3%I$8RAFI'E
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DURATA MEDIE DE
PAR'UR8ERE A UNIT; II
DE STUDIU
'UVINTE '6EIE
TESTE DE AUT$EVA%UARE
R;SPUNS '$RE'T
E
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pa#te0
UNITATEA -
567 STUD7IN8 PS7'6$%$879
Aa sf,#-itul acestui cu#s/ studentul "a putea:
s) *-i moti"e(e op+iunea pent#u p#ofesia de psiholog *n lim'a engle()
s) ee#se(e utili(a#ea co#ect) a fo#melo# de p#e(ent -i t#ecut simplu a celo# mai
impo#tante "e#'e auilia#e din lim'a engle() -i s) cunoasc) situa+iile de folosi#e ale
timpului #esent Tense 6imple
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&uno-tin+e p#i"ind #egulile gene#ale de fo#ma#e a timpu#ilo# #esent Tense 6imple -i ast
Tense 6imple
Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1
Practise 7our Tenses= %damson/ !onald/ Aongman/ 1==;
!ou) o#e
Tet 1: f#om CD@E@R%A 6&HOAODG/ Aittlefield/ %dams &o0/ EeI Je#sey/ 1=;3/ pages
5;
5h> 5e Stud> Ps>cholog>
C.nte#est in the study of psychology g#oIs out of a felt need to gain a 'ette#
unde#standing of people0 The pu#pose of an elementa#y o# fi#st cou#se in psychology is to gi"e
the student an oppo#tunity to 'ecome acKuainted at fi#st hand Iith the functional aspects of
psychological p#inciples/ to co##ect misconceptions he may ha"e had conce#ning his oIn and
othe# peopleLs attitudes and 'eha"iou#/ and to come to app#eciate the "a#ious a#eas of
psychological study0
Functions o4 ps>chological stud>
%n indi"idual of any age is faced Iith p#o'lems that ha"e psychological implications0
F#om ea#ly childhood th#ough old age/ e"e#yone epe#iences situations in"ol"ing one o# mo#e
specific fo#m of #elationship0 His a'ilities/ moti"es and mode of thinking may 'e inadeKuate fo#
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success5achie"ing 'eha"iou# unless he is helped to gain a 'ette# unde#standing of all the facto#s
inhe#ent in the situation0
The p#ima#y conce#n of psychology is human ad8ustment0 %n indi"idual is stimulated to
action 'y fo#ces Iithin o# outside himself0 He epe#iences needs/ Iants/ o# inte#ests/ and seeks
Iays of fulfilling them0 eople and o'8ects in his en"i#onment 'ecome moti"ato#s of the kind of'eha"iou# Ihich he ehi'its0 % pe#sonLs enti#e life consists of se#ies of #esponses that a#e eithe#
satisfying o# unsatisfying to himself and that ea#n eithe# app#o"al o# disapp#o"al f#om his
associates0 .n othe# Io#ds/ as a child/ an adolescent/ o# an adult/ a pe#son constantly is engaging
in the p#ocess of adapting himself o# ad8usting to inne# st#i"ings o# oute# demands0
Without some knoIledge o# unde#standing of a situation/ the indi"idual 'y chance
makes a good ad8ustment too often the ad8ustment is 'ad and may e"en 'ecome se#ious
malad8ustment0 The psychologistLs functions a#e to disco"e# the 'asic p#inciples of goodad8ustment and then to help people apply these p#inciples in e"e#y phase of human #elationships
so that they 'ecome Iell5ad8usted/ const#ucti"e mem'e#s of thei# "a#ious g#oups0 % fu#the#
#esponsi'ility of psychologists is to #ecogni(e the o"e#t symptoms of malad8ustment/ t#ace its
causes/ and utili(e such methods as may seem app#op#iate to effect an imp#o"ed ad8ustment0
AREAS $F RE%ATI$NS6IP*%n indi"idualLs p#o'lem of ad8ustment may conce#n the
#elationship of/
10 One pe#son Iith anothe#/ e0g0/ teache#5child/ hus'and5Iife/
20 One pe#son Iith a g#oup/ e0g0/ Io#ke#5felloI Io#ke#s/ child5si'lings f#a+i sau su#o#i cu un
p)#inte comun4/
30 D#oup Iith g#oup/ e0g0/ adolescent gang Iith #i"al gang/ nation Iith nation/
0 e#son Iith o'8ect/ e0g0/ d#i"e# Iith automo'ile/ scientist Iith atom/
0 O'8ect Iith o'8ect/ e0g0/ ea#th Iith moon/ fi'e# glass Iith cu#tain/
;0 6elf Iith self/ e0g0/ pe#sonal honesty Iith loyalty/ immediate desi#e Iith long #ange goal0
@ach of the fo#egoing p#o'lems5a#ousing #elationships #ep#esents many influencing facto#s0 .t
is the function of psychology to assist the indi"idual to analyse these facto#s/ #ecognise thei#
#elati"e significance/ and patte#n his 'eha"iou# in such Iay as to sol"e the p#o'lem
satisfacto#ily0G
Pre/reading
.0 !iscuss the folloIing Kuestions in g#oups:
10Why do you Iant to study psychologyM
6uggested moti"es:
Because Ie like the domain
=
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Because Ie can get good 8o's
Because Ie can ea#n a good li"ing
Because .Ld like to unde#stand myself and the othe#s 'ette#0
Di"e at least fi"e moti"es/ and g#oup them unde# the #ight heading: 10 et#insic moti"es 20
int#insic moti"es0
20Has anyone a family mem'e#/ a f#iend/ N4 influenced you in making such a decision M
Reading
%AN8UA8E F$'US
EeI oca'ula#y: gain/ ea#n/ Iin pu#pose/ goal/ aim/ ta#get to 'ecome acKuainted in4
adeKuate to t#ace to achie"e/ accomplish/ to fulfil a#ea/ domain/ field fo#egoing to a#ouse
mal4ad8ustment dis4app#o"al to app#oach/ to tackle a"e#age un4skilled pee#s fu#the#
hence tho#oughly/ in detail conce#n #ega#dless4 thus to e"ol"e in te#ms of0
Practice
D#oup Wo#k: !ecide upon 357 key Io#ds in the tet you ha"e #ead0 T#y to gi"e you# pe#sonal
meaning to these Io#ds0 !iscuss the meanings you ha"e assigned to them0
STRU'TURES
The Eoun: i##egula# plu#al of nouns child P child#en/ oQoen/ manQmen/ IomanQIomen/ footQ
feet/ toothQteeth/ gooseQgeese/ louseQlice/ mouseQmice N4
spelling i##egula#ities Eouns Ihich #ecei"e C5esG at the plu#al fo#m/ end in :
a45sh: flashPflashes
'45ss: kiss5kisses
c45ch: Iatch5Iatches
d45: 'o5'oes e45(: 'u((5'u((es
f45consonant So:tomato5tomatoes
g45consonant CyG yi4:fly5flies
h45f95fe f"4: Iife5Ii"es/ leaf5
lea"es0
nouns 'o##oIed f#om Aatin and D#eek datum5data/ addendum5addenda/ thesis5theses/
synthesis5syntheses/ analysis5analyses/ 'asis5'ases/ focus5foci/ genius5genii/ stimulus5stimuli/ t#auma5t#aumata/ schema5schemata/ phenomenon5phenomena/ c#ite#ion5c#ite#ia
1$
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mat#i!"mat#ices appendi!"appendices4 nouns that ha"e the same fo#m 'oth in the singula#
and in the plu#al: se#ies5se#ies/ species5species/ means5means0
Practice&
.nse#t the missing noun fo#ms eithe# plu#al o# singula#4 in the ta'le 'eloI:
6.EDUA%R AUR%Aa4 analysis N
'4 N addendac4 N diagnosesd4 p#io#ity Ne4 p#ocess Nf4 hypothesis Ng4 N focih4 N phenomena
i4 genius N/ N84 schema Nk4 N appendicesl4 datum Nm4 life Nn4 N teetho4 Ioman N
p4 N child#enK4 stimulus N#4 phone5'ooth Ns4 lette#5'o N
t4 N se#iesu4 millenium N
.##egula# e#'s: unde#stand/ 'e/ make/ gi"e/ think/ ha"e/ #ead0
PR$NUN'IATI$N: inhe#ent/ cohe#ent
8RAMMAR F$'US%uilia#ies B@/ !O/ H%@
.4B@
6.>A@ R@6@ET 6.>A@ %6T. am . wasou are ou wereHe96he9.t is He96he9.t wasWe are We wereou are ou were
They are They were..04!O
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6.>A@ R@6@ET
6.>A@ %6T
. do . didou do oudidHe96he9.t does He96he9.tdidWe do Wedidou do oudidThey do Theydid...04H%@
6.>A@ R@6@ET
6.>A@ %6T
. have . hadouhave ouhadHe96he9.t has He96he9.hadtWehave Wehad
ouhave ouhadTheyhave Theyhad
The Simple Present
Use:
Ha'itual/ #epeated actions in the p#esent
e#manent situations
Dene#al t#uths
Timeta'les9 official p#og#ammes Iith futu#e meaning40
Time @p#essions: ep#essing f#eKuency4 ne"e#/ alIays/ sometimes/ often/ usually/ seldom
#a#ely4 e"e#y day9IeekN0
Practice
%##ange the ep#essions of time in the #ight place on an ais Ihich has C$G ma#ked at one end/
and C1$$G at the othe# end/ to ep#ess f#eKuency0
1$$ always
NNN
NNN
NN000
NN000
NNN
NNN $ NNN
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Fo#m: %ffi#mati"e no auilia#y V4: %dd C5sG o# C5esG to the sho#t infiniti"e of the "e#'/ at the 3 #d
pe#son singula#0
e#'s Ihich #ecei"e C5esG at the 3#dpe#son singula#/ end in :
a45sh: IashPIashes'45ss: miss5misses
c45ch: sea#ch5sea#ches
d45: mi5mies
e45(: 'u((5'u((es
f45consonant So:do5
does
g45consonant CyGyi4:fly5flies0
Di"e the simple p#esent third person singularfo#m of the folloIing "e#'s:
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a4 6mile
'4 Fi
c4 T#a"el
d4 >atch
e4 Do
f4 &a#ess
g4 y
h4 #ay
i4 Teach
84 ash
k4 F#y
l4 !o
m4 6c#atch
n4 T#y
o4 %dmit
p4 !eny
K4 6ay
#4 Hiss0
Practice 'i'liog#aphy?
D#amma# ee#cises f#om: D0 D)l)+eanu/ @e#ci+ii de g#amatic) engle()/ @ditu#a %l'at#os/ 1=
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UNITATEA +&
T6IN:IN8 %I:E A PS7'6$%$8IST
Aa sf,#-itul acestui cu#s/ studentul "a putea:
s) se ep#ime *n lim'a engle()4 asup#a calit)+ilo# necesa#e p#ofesiei de psiholog
s) utili(e(e co#ect fo#mele de inte#ogato" -i negati" ale #esent 6imple
&unoa-te#ea func+iilo# "e#'elo# auilia#e -i a nega+iei *n lim'a engle()
E@erci!ii de gramatic" engle)"/ D)l)+eanu/ Deo#giana/ @ditu#a %l'at#os/
cu#e-ti/1=
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Pre/reading
Wo#d5Ie': % psychologist has to deal Iith: B#ainsto#ming4
6tages of g#oIth .nte#ests and attitudes
e#ception 6&HOAOD.6T %ffecti"ity9
Feelings
NNNNNN0 e#sonality ositi"e thinking NNNNNN00
The#efo#e he needs some:
eati"ity @mpathic app#oach itical thinking
6.AA6
NNNNNN #o'lem sol"ing %'ility to in"estigate NNNNN00
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Reading
Tet: WH%T .T T%@6 TO TH.E A.@ % 6&HOAOD.6T
F#om !ecem'e# 1== %me#ican sychological %ssociation >onito#4
Some psychology educators fear that graduate programs neglect to
teach the critical thinking skills students need to succeed.
.magine p#actitione#s Iho a#e so su#e they knoI Ihat causes patientsL t#ou'les/ they sea#ch
automatically the diagnostic catego#ies/ automatically tying aniety to childhood t#auma o#
dep#ession to a 'ad ma##iage0
.tLs a distu#'ing p#ospect/ yet an enti#ely possi'le one fo# someone Ihose academict#aining Ias st#ong on facts/ 'ut Ieak on c#itical5thinking skills needed to Gthink like a
psychologist/G says Boston &ollege psychologist ete# D#ay/ h!0
% psychology student Iith the p#ope# t#aining knoIs to "ieI the aniety o# dep#ession as
a scientific p#o'lem P to conside# a '#oad #ange of possi'le causes and t#eatments/ says D#ay/
Iho I#ites on c#itical thinking and hoI to teach it0
Thinking like a psychologist is thinking scientifically/ says Deo#ge 6t#icke#/ h!/ of
%delphi Uni"e#sityLs .nstitute of %d"anced sychological 6tudies0 .tLs app#oaching e"e#yp#o'lem as a neI one0#roblem"solving s$ills transfer into practice while facts and theory often
change6t#icke# points out0
But not all of todayLs psychology students a#e encou#aged to think scientifically/ say
D#ay/ 6t#icke# and othe# psychology p#ofesso#s0 These educato#s a#e conce#ned that unless mo#e
emphasis is put on thinking c#itically and scientificallyQthe fundamental t#aits of IhatLs needed
to 'e a good psychologistQthe field #uns the #isk of p#oducing 'ad5p#epa#ed p#ofessionals0
To ensu#e that theyL#e tu#ning out c#itical thinke#s/ educators should focus on the logic
and evidence behind the concepts they teach instead of treating them as premises for
memorisationthey ad"ise0
>ost impo#tantly/ educators should teach students to always approach problems with an
inquiring and s$eptical attitude6t#icke# says0
CWe need to con"ey a message that thinking like a psychologist means alIays asking
you#self hoI you knoI something/G he says0
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%ooing 4or contradictions
Teaching students to p#actice scientific thinking at all le"els of psychology ena'les them
to 'ecome mo#e competent p#ofessionals/ says psychologist !iane Halpe#ne/ h!/ of &alifo#nia
6tate Uni"e#sityQ6an Be#na#dino0 Halpe#ne se#"ed as c#itical thinking consultant to the
Eational @ducation Doals anel/ Which in 1==2 cha#ged educato#s Iith inc#easing the num'e# of
college g#aduates Iith adanced sills in critical thining and pro(lem/soling0
Halpe#ne Iea"ed c#itical thinking into he# teaching 'y encou#aging students to look fo#
'oth eidence and lac o4 eidence*%nvestigators should always see$ information that
contradicts their &ypothesis or that's easily overloo$ed or omitted/ Halpe#ne teaches0
.f a student Ie#e I#iting a pape# on Ihethe# ee#cise #educes dep#ession/ she Iould
ad"ise the student to also conside# Ihethe# ee#cise inc#eases dep#ession/ and to look fo# data
suppo#ting 'oth a#guments0
&onsistent Iith the scientific method/ Ihich is essentially the application of logic/
scientific thin$ers constantly question their own assumptions and loo$ for alternative
conclusions and disconfirming evidence/ she says.The method in"ol"es the (asics o4 an>
scienti4ic e@periment= such as h>potheses= control aria(les= methodolog>= s>stemico(serations and statistical anal>sis*
Theor> s* 4acts
.n unde#g#aduate psychology/ educato#s can help students think like psychologists 'y
centering classes around theories and ideas = rather than 4acts and technical terms= says
D#ay0 (%t's not the accumulation of facts that ma$es people educated it's whether they can as$
the right questions and use evidence to answer them he said0 C.f they ha"enLt lea#ned that/ they
ha"enLt lea#ned anything useful0G
.n his int#oducto#y classes/ e"en the tests a#e theo#y5'ased0 He may/ fo# eample/ ask
students to c#itiKue iagetLs stages of child#enLs intellectual de"elopment f#om an e"olutiona#y
psychology pe#specti"e0
At the graduate level students often find critical thin$ingdifficult because they've grown
accustomed to memorising facts/ says William Halikias/ h!/ a psychology inst#ucto# at %ntioch
EeI @ngland D#aduate6chool0 )hey learn the material to pass the test and forget it *ust as fast.
Halikias 'elie"es psychology p#ofesso#s can '#eak students f#om na##oI5minded thinking
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and p#epa#e them fo# p#actice 'y teaching them to:
$rganise in4erencesB6tudents need to look at all possi'le #easons fo# a p#o'lemLs
occu##ence instead of 'eing d#aIn in 'y the most emotionally compelling one0 Fo# eample/ if a
child #efuses to attend school/ it could 'e difficulty lea#ning to #ead #athe# than sepa#ation anietyf#om the mothe#/ that is causing the p#o'lem0
Distinguish the leel o4 certaint>B@ducato#s must teach students hoI to sepa#ate
knoIn facts f#om speculation/ instead of 8umping to conclusions0 Fo# eample/ in a se5a'use
case/ a childLs aniety is not necessa#ily e"idence of a'use it may 'e due to the t#auma of 'eing
#emo"ed f#om the home and inte#"ieIed 'y st#ange#s0
Manage the data collection processB6tudents must lea#n to collect all #ele"ant data
a'out the client/ instead of taking sho#tcuts0 Fo# eample/ neglecting to take a complete medical
histo#y f#om a client Iith a memo#y disa'ility means neglecting the #ole of the clientLs past
alcoholism in the diso#de#0
Use noCledge o4 groups to understand (ehaiour o4 the indiidualB@ducato#s
should teach students hoI to assess clients/ Iithout gene#alising and ste#eotyping the clientLs
'eha"iou#0 Fo# eample/ the 'elief that most di"o#cing spouses a#e hostile to one anothe# is
unfounded 'ecause most di"o#cing couples a#e Iilling to negotiate out of cou#t0
()he good psychologist has two faces says &ali$ias. (+ne is pointed to the individual
and the other to the group.
%AN8UA8E F$'US:
EeI oca'ula#y: unde#4g#aduate to neglect to succeed "s to fail p#actice Io#d family4 '#oad
"s0 na##oI to tie/ to connect/ to link Ieak/ fee'le "s0 st#ong p#ope#/ suita'le to 8ump to
conclusions to 'e due to sho#tcut to focus e"idence cognate4 to g#oI accustomed toinKui#e dis4 o#de# to occu#5occu#ence to assessto e"aluate4 to Iea"e to o"e#look to miss the
ma#k to challenge to engage in faculty tool t#ial to put on the stand spouseIife o# hus'and4
de'iasing fo#ensic Io#k lack of to lack to #un a #isk to ena'le Io#d family40
PR$NUN'IATI$N&
%lcoholism skepticism hostile dou't0
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,imple #resent
Fo#m:%nterrogative: !o9!oes 6u'8ect e#'NNM
-egative: 6u'8ect do9does not e#' sho#t fo#m: donLt9doesnLt40
Practice
W#ite96ay at least fou# things that you usually often alwaysdo/ and othe# fou# that you donLt
do9neverdo0
!ercises
10>ake up affi#mati"e/ inte##ogati"e o# negati"e sentences as suggested 'y the hints 'eloI:a4 6he9alIays9app#oach9a hypothesis9tho#oughly0
'4 N9his pa#ents9app#o"e of9 his 'eha"iou#M
c4 What kind of data N9she9o'tain9Ihene"e#9she9apply9such a testM
d4 % child9Nnot e"ol"e9no#mally in an agg#essi"e en"i#onment0
e4 He9seldom9speak9in te#ms of9his oIn life epe#ience0
f4 % #esea#che#9usually9shoI9special inte#est in the ad8ustment p#o'lems0
&ont#adictions/ theo#y "s0 facts
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UNITATEA .
6UMAN ATTA'6MENT
Aa sf,#-itul cu#sului/ studentul "a fi apt s):
de('at) *n lim'a engle() asup#a dife#itelo# tipu#i de ata-ament psihologic
s) utili(e(e st#uctu#i g#amaticale con+in,nd #esent Tense &ontinuous
&uno-tin+e p#i"ind fo#ma#ea aspectului continuu al timpului p#e(ent *n lim'a engle()
Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1
!ou) o#e
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Speaing
% student d#aIs a family as he9she imagines it4 on the 'lack'oa#d0 The othe# students a#e asked
to I#ite sentences in the p#esent p#og#essi"e tense: am9 is9 a#e "e#'5ing4 to desc#i'e the mimic
and the gestu#es of the student at the 'lack'oa#d as he9she is d#aIing0
Wo#ds at the studentsL disposal:
6mile/ f#oIn/ Iithd#aI/ sad/ happy/ shocked/ hidden/ hold hands/ keep at a distance/
Ia#m/ cold/ indiffe#ent/ look fo#Ia#d/ look at one anothe#/ look doInIa#ds/ ha"e fun/
togethe#/ stay isolated/ in f#ont of/ 'ehind/ net to/ 'ecome tense/ 'ecome #elaed/
f#ust#ated/ smuga##ogant4 undecided/ hu#t/ thoughtful/ pu((led/ confident/ 8oyful/
#elie"ed/ f#ightened/ guilty/ mise#a'le/ open5hea#ted/ suspicious/ indiffe#ent/ childish/
gene#ous/ egoistic/ impulsi"eN
Then the student at the 'lack'oa#d is asked to desc#i'e his9he# d#aIing using the p#esentp#og#essi"e0
6uch tests a#e applied in psychothe#apy and counselling0
Practice
.0 A..ED %E! AO.ED Test f#om 6ocial sychology page 2;$/ ta'le ;0204
%nsIe# each of the folloIing Kuestions on a scale f#om /not at all/ to 0/totally.
%nsIe# them fi#st Iith a good f#iend in mind and then thinking of a possi'le
pa#tne#0
6T%T@>@ET FR.@E! %RTE@R 10This pe#son is one of the most
lika'le people . knoI020. feel . am confident in this
pe#son a'out "i#tually
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e"e#ything030This pe#son is the so#t of
pe#son . Iould like to 'e00. Iould fo#gi"e this pe#son fo#
p#actically anything00. ha"e g#eat confidence in this
pe#sonLs good 8udgment0;0. Iould do almost anything fo#
this pe#son0%0 6um of you# #esponses to
Kuestions 13XB0 6um of you# #esponses to
Kuestions 2;X
Which is g#eate#M % o# BM
What kind of #elationships ha"e you 'een thinking a'out: tick the #ight ansIe#4
&asual dating N
@clusi"e datingN
@ngaged coupleN
>a##ied coupleN
.0 RUB.EL6 &OE&AU6.OE6 6ho#t tet page 2;$4CThey found that casual date#s #epo#ted mo#e liking than lo"ing0 But among those in mo#e
committed #elationships/ liking and lo"ing did not diffe#0G
!o these conclusions apply to ou# situation9contet M
8RAMMAR F$'US
)he #resent #rogressiveUse: The p#esent p#og#essi"e is used to ep#ess:
an action in p#og#ess at the moment of speaking
a tempo#a#y action in the p#esent . am attending an @nglish cou#se04
fied a##angements in the nea# futu#e 6heLs flying to a#is the day afte# tomo##oI04
annoyance o# c#iticism Iith CalIaysG4: HeLs alIays talking too much0
Time %d"e#'ials: noI at the9this moment0
Fo#m:Affirmative1 6u'8ect am9is9a#e "e#'5ingN0
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%nterrogative1 %m9is9a#e 6u'8ect "e#'5ing00M
-egative16u'8ect am9is9a#e not "e#'5ingNsho#t fo#m: isnLt9a#enLt40
Practice&
10 Talk a'out things that a#e happening noI0
20 Fill in the 'lanks Iith the co##ect fo#m of the "e#' in '#ackets:
a4 We go4NNNNN on a camp to the mountains net Ieekend0
'4 The 'i#ds sing4NNNNN0/ the sun shine4/ and . feel4NNNN0intoicated noI that .
think4NNNN00a'out the upcoming holidays0
c4 6ome neigh'ou#s NN0alIays make4NNN0 too much noise0
d4 6he Io#k4NNNN00at the neI p#o8ect this month0
Reading
Tet &+2 3+ % 4+56 )&66 7 a#t 1/ page 2;152;3/ 6ocial sychology4
Di44erent T>pes o4 %oe & 6oC Do I %oe Thee 9
Both Ru'in and &la#k see an impo#tant diffe#ence 'etIeen a #elationship that is not lo"e
liking/ echange #elationships4 and one that is lo"ing/ communal #elationships40 But lo"e
itself is not some simple/ unita#y/ psychological state0
%s @li(a'eth Ba##ett B#oIning ep#essed it he# famous poem/ Ie epe#ience many kinds
of lo"ing: S HoI do . lo"e theeM Aet me count the Iays0 %ppa#ently/ the count can 'e Kuite
high0 Deo#ge Ae"inge# 1=
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in Ihich a pe#son inte#acts Iith significant othe#s/ called attachment st>le/ may 'e
#elati"ely constant ac#oss the life span0 % pe#sonLs attachment to a #omantic pa#tne# should/
the#efo#e/ #esem'le the so#t of attachment he o# she epe#ienced as a child in #elation to
pa#ents0 Basing thei# app#oach on #esea#ch eamining pa#ent5child #elationships %insIo#th
et al0/ 1=7
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UNITATEA 0&
FEE%IN8S AND T6E SE%F
Aa sf,#-itul acestei unit)+i/ studentul "a fi apt s):
5 i-i etind) a#ia de discu+ie p#i"ind sentimentele umane de iu'i#e -i ata-ament
5 fac) distnc+ia *nt#e situa+iile de folosi#e ale lui #esent Tense 6imple -i cele alelui #esent
Tense &ontinuous
&uno-tin+e p#i"ind tipu#ile de "e#'e ca#e supo#t) fo#ma continu) -i cele ca#e nuo#t) fo#ma continu) *n lim'a engle()
Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1
Practise 7our Tenses= %damson/ !onald/ Aongman/ 1==;
E@erci!ii de gramatic" engle)"/ D)l)+eanu5F,#noag)/ Deo#giana/ @ditu#a %l'at#os/
Bucu#e-ti/1=
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!ou)/ p,n) la t#ei o#e
Pre/reading
.0 Fill in the 'lanks Iith the suita'le Io#ds f#om the 'o 'eloI:
Which / the/ metapho#/ t#uly/ emphasis/
seconda#y/ lo"e/ othe#/ acco#ding to/
like
Fo# John Aee 1=774/ lo"e is YYYYYYYY1 a Cmany splendo#ed thing/G Iith the
YYYYYYYYYYYY2on many0 Aee uses colo# as a YYYYYYYYYYYYY3fo# lo"e0 Th#ee types of lo"e
55 YYYYYYYYYYYYYY4he calls e#os/ ludus/ and sto#ge P a#e YYYYYYYY5p#ima#y colo#s they
fo#m the 'asis fo# YYYYYYYYY6com'inations0 Aee also desc#i'es th#ee YYYYYYYYYYYYYYYY7
types P called mania/ agape/ and p#agma P although YYYYYY8potential num'e# #uns much
highe#0 YYYYYYYYYYYYYYY9 Aee/ CHoI many colo#s of YYYYYYYYYY10a#e the#e M%s many as
the#e a#e possi'le mitu#es and com'inations/ as in colo# itselfG0Aee/ 1=
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an!ious=ambivalentcha#acte#isation0 This dist#i'ution is Iithin the #ange of that o'tained
fo# child#en in a num'e# of diffe#ent cultu#es "an .8(endoo#n and #oonen'e#g / 1=
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8RAMMAR F$'US#ecycling
f #esent 6imple "s #esent #og#essi"e
g 10 ut the "e#'s in '#ackets into the p#esent simple o# the p#esent continuous p#og#essi"e4:
a4 oung people 'ecome4NNNNN00less Iilling to assume commitment th#ough
ma##iage0
h '4 %cco#ding to hilip 6ha"e# and his colleagues 1=
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g#eyNNNN07and light 'lueNNNNN00ost Kuiet need/ 'y sun and candlelight0
. lo"e thee f#eely/ as men st#i"e fo# Right
. lo"e thee pu#ely/ as they tu#n f#om #aise
. lo"e thee Iith the passion put to use
.n my old g#iefs/ and Iith my childhoodLs faith
. lo"e thee Iith a lo"e . semed to lose
With my lost saints/ 55 . lo"e thee Iith the '#eath/
6miles/ tea#s/ of all my lifeV P and/ if Dod choose/. shall 'ut lo"e thee 'ette# afte# death0
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@li(a'eth Ba##ett B#oIning4
Replace the unde#lined Io#ds9ph#ases Iith othe# Io#ds of you# choice to folloI in @li(a'eth
B#oIningLs footsteps0
%ttachment style
UNITATEA 1&
DIVER8EN'E $F INTERESTS
Aa sf,#-itul acestei unit)+i/ studentul "a putea s):
5 de('at) *n lim'a engle() asup#a pe#sonalit)+ii umane -i a pe#icolului pe ca#e *l
#ep#e(int) o p#ea "ast) a#ie de inte#ese
5 s) utili(e(e co#ect g#adele de compa#a+ie a ad8ecti"elo# *n lim'a engle() -i fo#mele
de ast Tense
&uno-tin+e p#i"ind fo#mele #egulate -i ne#egulate ale "e#'elo# *n lim'a engle()
Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1
Practise 7our Tenses= %damson/ !onald/ Aongman/ 1==;
E@erci!ii de gramatic" engle)"/ D)l)+eanu/ Deo#giana/ @ditu#a %l'at#os/
Bucu#e-ti/1=
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!ou) o#e
Speaing&
&hain 6to#y simple past4 6tudents choose a Io#d f#om the #ecently lea#nt "oca'ula#y0 @ach
student cont#i'utes to the telling of a sto#y sta#ted 'y the teache#0 The sentence must contain
the chosen Io#d0
Reading&
Tet C!ange# of Too D#eat !i"e#gence of .nte#estsG/ Dene#al sychology/ page 1;
%lthough a pe#son should ha"e mo#e than one inte#est Ihich has 'ecome ha'itual Iith
him/ the#e is dange# in the possession of too many inte#ests/ in that none of them can 'e
de"eloped successfully0 %n illust#ation of this dange# may 'e seen in the sto#y of a man Iho Ias
et#emely "e#satile0
This man painted a little/ he sang a little he took pa#t in se"e#al successful motion
pictu#es he Ias one of the fi#st to eplo#e a#tistic photog#ahy he Ias deeply #eligious/ and he
de"oted time f#eely to 'oysL o#ganisations0 He seemed intensely inte#ested in each of these
acti"ities at the time of engaging in it/ 'ut he Ias una'le to stay Iith any one of them long
enough to de"elop mo#e than mode#ate success0 This man is noI old and disillusioned/ Iithoutany definite inte#est fo# his old age0
Often a '#ight student is inte#ested in so many fields that he finds it difficult to decide
upon his "ocation o# his ma8o# in college0 He may choose one field of inte#est and sIitch to
anothe#0 Fo# a student of this kind the ad"isa'le thing to do might 'e to choose a "ocation o#
p#ofession Ihich is in line Iith his a'ilities and inte#ests/ and Ihich also #ep#esents a definite
occupational need of his community0 He then can specialise in that field/ and di#ect some of his
othe# inte#ests into a5"ocational o# leisu#e5time acti"ities0
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$ther Interest Factors
6ometimes ou# inte#ests a#e influenced 'y community/ national/ o# Io#ld conditions0 .n
Ia#time/ fo# eample/ a pe#son may de"elop an inte#est Ihich Iould 'e completely lacking
du#ing peacetime0 Recently/ many Iomen ha"e de"eloped inte#ests in an epanding list of
"ocational acti"ities0 %mong these a#e such as ai# hostessing/ #esea#ch/ and "a#ious a#med se#"ice
acti"ities0
These inte#ests #ep#esent a changed attitude of Iomen toIa#d the Io#ld of Io#k and thei#
place in it0 @a#lie#/ many of these inte#ests Ie#e held 'y a feI Iomen o# Ie#e completely
lacking0 .n like manne#/ many pe#sons Iho in the past Ie#e only mode#ately inte#ested in
political/ economic/ o# inte#national matte#s/ ha"e de"eloped/ as a #esult of #ecent Io#ld
conditions and p#o'lems/ a keen and enlightened inte#est in many of these a#eas0
%AN8UA8E F$'US
EeI oca'ula#y: '#ight/ intelligent/ cle"e# deep "s shalloI "e#satile/ inte#ested in and
cle"e# at many diffe#ent things/ ha"ing "a#ious uses success "s failu#e leisu#e5time
acti"ities a"ocation/ occupation that is not a pe#sonLs o#dina#y 'usiness/ imp#ope#ly/
"ocation to sIitch to/ to mo"e to0
Practice
@p#essing dis4like0
10 What a#e you inte#ested in M use the ge#und fo#ms: "e#'5ing4
.Lm mostly .nte#ested in Reading 'ooksmainly &ollecting stamps/N
20 .Lm "e#y fond of "e#'5ing
. like e#'5ing@n8oyAo"e!islike
hate
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30 @p#ess like o# dislike #ega#ding the folloIing acti"ities:
a4 playing socce#
'4 studying psychology
c4 Iatching T
d4 playing chess
e4 collecting things
f4 ga#dening0
8RAMMAR F$'US
The %d8ecti"e
10%rregular Ad*ectives
ositi"e &ompa#ati"e 6upe#lati"egood 'ette# than4 the4 'estill9'ad Wo#se Io#stmuch >o#e mostmany >o#e mostlittle Aess leastfa# fu#the#9fa#the# fu#thest9fa#thestold Olde#9elde# oldest9eldest
nea# nea#e# nea#est9net
20,hort Ad*ectives 152 sylla'les4
ositi"e &ompa#ati"e 6upe#lati"efast Faster than4 the4 fastestnice Eicer nicesthea"y Hea"ier hea"iestthin Thinner thinnest
300Ad*ective > (enoughAong enoughBig enough6t#ong enough
0()han versus (then
@0g0: Cmo#e thanG/ C'ette# thanG the compa#ati"e4 CthenG P to ep#ess time afte#Ia#ds4
00Adverbs which end in ("ly
%d8ecti"e C5lyG: 'eautifully/ successfully f#eely deeply0
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Practice
10#o"ide the #eKui#ed fo#ms as specified a'o"e the a##oI4 of the folloIing:
compa#ati"e 1
a4 old
'4 old compa#ati"e 2
supe#lati"e
c4 ill
compa#ati"e
d4 many
supe#lati"e
e4 many
compa#ati"e
f4 hot
supe#lati"e
g4 easy
supe#lati"e
h4 little
ad"e#'
i4 imp#ope# noun
84 occupy
ad"e#'
k4 good
supe#lati"e
l4 good
ad8ecti"e
m4 success
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ad"e#'
n4 success
ad8ecti"e
o4 use
ad"e#'
p4 use
past second fo#m4
K4 do
past second fo#m4
#4 ha"e
past second fo#m4
s4 'e
past pa#ticiple thi#d fo#m4
t4 'e
20>atch the Io#ds in the tIo columns 'eloI to make up the app#op#iate set ph#ases st#uctu#e:
as >ad*ective > as > noun?:
as adectie as a noun
a4 >ad 14 Aightning'4 #oud 24 Toastc4 [uick 34 Feathe# d4 Aight 4 .cee4 Hea"y 4 Hatte# f4 Wa#m ;4 Aeadg4 White 74 eacock h4 6Ieet
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ast actions Ihich happened one afte# the othe#0
Time @p#essions:
the day 'efo#e4 yeste#day
last 6unday9Ieek9month9July9yea#
th#ee yea#s9a fo#tnight ago
in 1=
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R@6@ET &OET.EUOU6 R@6@ET 6.>A@ %6T 6.>A@
.0 %sk Kuestions and gi"e ansIe#s acco#ding to the hints 'eloI add any necessa#y Io#ds4:
14 When 9 meet 9 &a#ly M
Fo#tnight ago0
24 ou 9 ha"e a good time 9 togethe#M
es/N
34 Helen 9 8oin youM
Eo/ N9 can 9 'ecause 9 ha"e to 9 'a'y5sit 9 fo# he# nepheIs0
4 HoI long ago 9 last 9 go to a fai#M
Aong enough0 9 1== 9 Ihen 9 g#aduate f#om high school0
.nte#est facto#s
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UNITATEA 2&
A88RESSI$N
Aa sf,#-itul cu#sului/ studentul "a fi apt s):
5 de('at) *n lim'a engle() asup#a dife#itelo# tipu#i de ag#esi"itate uman)
5 utili(e(e co#ect habitual past-ifrequentative would *n engle()
&uno-tin+e p#i"itoa#e la eisten+a dife#itelo# modalit)+i de ep#ima#e a t#ecutului *n
lim'a engle()
Engle)a pentru admitere/ Banta-/ %nd#ei/ @d0 Teo#a/ Bucu#e-ti/ 1==/ "ol0 1
Practise 7our Tenses= %damson/ !onald/ Aongman/ 1==;
E@erci!ii de gramatic" engle)"/ D)l)+eanu/ Deo#giana/ @ditu#a %l'at#os/
Bucu#e-ti/1=
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Pre/reading
.0>atch the concept9ph#ase to its definition:
&oncept !efinitionAongitudinal #esea#ch Beha"iou# intended to in8u#e anothe# pe#son%ng#y agg#ession Beha"iou# intended to in8u#e anothe# pe#son to o'tain
something of "alue%gg#ession .mpulsi"e/ emotional 'eha"iou# intended to in8u#e anothe#
pe#son.nst#umental
agg#ession
Rega#ding someone as less than human and the#efo#e not
dese#"ing of compassionate t#eatment Bandu#a/ 1=74&ycle of family
"iolence
6tudying the same su'8ects o"e# a pe#iod of time so that
changes in 'eha"iou# can 'e o'se#"ed!ehumani(ation The t#ansmission of agg#essi"e 'eha"iou# ac#oss gene#ations
%%.5ocabulary ,teps
%##ange the folloIing nouns to shoI that they g#adually diffe# in te#ms of meaning4 on
imagina#y steps: fu#y/ ange#/ c#uelty/ #age/ g#udge/ #esentment/ out'u#st of ange#40
Reading
Tet: (Child Abuse/ f#om C6ocial sychologyG/ pages 3
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medical assistance/ AisaLs '#ain in8u#ies Ie#e i##e"e#si'le0 6he died0 On Janua#y/ 3$/ 1=othe#s a#e mo#e likely than
fathe#s to physically a'use thei# child#en/ and most "ictims a#e 'oys 6t#aus et al0/ 1=
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Practice&
W#ite a'out/ and then tell the othe# students at least th#ee things that you used to do in the past/
'ut no longe# do0
@0g0: CWhen . Ias a child . used to NG
..0FR@[U@ET%T.@ CWOUA!G
Use: to talk9I#ite a'out ha'itual9f#eKuent acti"ities in the past
Practice&
.0 Unde#line the f#eKuentati"e CIouldG fo#ms of the "e#'s in the tet 'eloI0
..0 W#ite a sho#t composition of $51$$ Io#ds4 a'out &h#istmas and9o# @aste#0
6ee CThanksgi"ing on the Fa#mG/ f#om at#icia Wilco ete#son/C&hanging Times/ &hanging
TensesG/ U060.nfo#mation %gency/ Washington !0&0/ 1==2/ page =$40
TH%E6D..ED OE TH@ F%R>
. #emem'e# ou# Thanksgi"ings on the fa#m0 When . Ias g#oIing up/ Ie li"ed on a fa#m
nea# the toIn0 The#e Ie#e many othe# #elati"es Iho li"ed nea# us0 @"e#y yea# they Iould all
come/ f#om othe# fa#ms and f#om the toIn to 'e Iith us0
WeLd Io#k fo# days to p#epa#e fo# the holiday0 >othe# and the gi#ls Iould clean e"e#y
pa#t of the house/ and theyLd get all the et#a #ooms #eady fo# the #elati"es0 Then theyLd Iash all
ou# 'est clothesQIe call these d#esses and suits ou# C6unday 'est0G The men Iould cut et#a
Iood fo# all the cooking/ fo# Ie had an old Iood5'u#ning sto"e0 Fathe# Iould alIays kill the'iggest tu#key/ and then heLd clean the 'i#d0 Finally/ the Ihole family Iould d#i"e into toIn to
'uy the food that Ie couldnLt p#oduce on the fa#m/ like coffee and suga#0
On Thanksgi"ing mo#ning the Iomen Iould get up ea#ly to 'egin cooking0 >othe#
Iould stuff the tu#key Iith '#ead and onions/ and then sheLd #oast it0 %unt @llen Iould make a
do(en pumpkin pies0 %unt %nn Iould pick autumn floIe#s f#om the ga#den fo# the cente# of the
ta'le0 6heLd also '#ing in "egeta'les to eat Iith the tu#key and the pies0
The olde# child#en Iould help set the ta'le Ihile the tIin 'a'ies played in thei# highchai#0 But . liked to play Iith the cat/ Iaiting fo# some'ody to gi"e me pieces of food0 %ll this
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time ou# old dog Iould lie unde# the Ia#m sto"e/ Iatching the acti"ity0
&hild a'use
.0 ut the "e#'s in '#ackets into the p#esent simple o# the p#esent continuous p#og#essi"e4:
a4 oung people 'ecome4NNNNN00less Iilling to assume commitment th#ough
ma##iage0
'4 %cco#ding to hilip 6ha"e# and his colleagues 1=
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.0
10 a#e 'ecoming
20 inte#act/ is
30 is alIays a"oiding #esent Tense &ontinuous of %nnoyance4
0 'egins
0 Io#ks
;0 is pa#ticipating
70 a#e going
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3I3%I$8RAFIE
%damson/ !onald/#ractise Dour )enses/ Aongman/ 1==;
B)descu/ %lice/ Eramatica limbii engleze/ @ditu#a \tiin+ific) -i @nciclopedic)/ Bucu#e-ti/
1=c&a#thy/ >0/6nglish 5ocabulary in ;se &0U00/ &am'#idge/ 1==
ete#son Wilco/ at#icia/ Changing )imes Changing )enses/ U060 .nfo#mation %gency/
1==2
lant/ . 6veryday 6nglish @B e#lag/ Aeip(ig/ 1=7