UNIVERSITATEA Titu Maiorescu

Facultatea de Psihologie
Departamentul de învaţământ la distanţă

MODUL:
COMUNICARE DE SPECIALITATE
ÎN LIMBA ENGLEZĂ
I

Lect. univ. dr. Alice Popescu

CUPRINS:

Cuprins 2

Introducere 3

Unitatea 1 : Why studying psychology 7

Unitatea 2 : Thinking like a psychologist 13

Unitatea 3 : Human attachment 17

Unitatea 4 : Feelings and the self 24

Unitaea 5 : Divergence of interests 30

Unitatea 6 : Aggression 37

Bibliografie 42

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INTRODUCERE

1.Scopul si obiectivele cursului:

Cursul de limba engleză pentru învăţământ la distanţă îşi propune să sedimenteze

elemente de limba engleză dobândite în formarea preuniversitară a studentului ID,
elemente lingvistice şi de interpretare necesare unei deschideri a studentului ID către
lumea ştiinţifică internaţională. Pentru o analiză gramaticală şi interpretarea de texte,
sunt folosite tematici cu predilecţie din psihologie (inclusiv psihologie socială,
psihologia comunicării etc.). De asemenea, prin acest curs se urmăreşte formarea
deprinderilor orale şi scrise utile în activitatea socio-profesională, în vederea căpătării
unei autonomii valide de informare şi comunicare în limba engleză.

Obiective generale:

Dezvoltarea de competenţe în utilizarea limbii engleze pentru comunicare şi informare

în general , ca şi în domeniul ştiinţelor sociale şi în special al psihologiei, astfel încât
studenţii să fie capabili :
Ø Să înţeleagă după auz enunţuri în flux verbal;
Ø Să înţeleagă enunţuri, texte citite în limba engleză;
Ø Să comunice verbal un mesaj, enunţ în limba engleză;
Ø Să exprime în cuvinte proprii în limba engleză, în scris, un mesaj/enunţ.

Obiective specifice:

1.pronunţarea de diverse enunţuri cu intonaţia corectă;

2.înţelegerea sensului global al unui mesaj ascultat;
3.raportarea informaţiei ascultate la limbajul şi experienţa culturală proprie;
4.adaptarea formulelor conversaţionale la contextul dat (formal, informal);
5.susţinerea de dialoguri referitoare la sine şi la universul propriu;
6.descrierea de persoane, locuri, activităţi;
7.identificarea unităţilor de conţinut ale unui text;

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 8.exprimarea înţelesului global al unui text;
9.recunoaşterea şi utilizarea formelor speciale de corespondenţă;
10.valorificarea deprinderilor acumulate pentru perfecţionarea competenţelor de limbă
engleză.

2. Cerinţe preliminare:

1.demonstrarea stăpânirii unor cunoştinţe de gramatică si vocabular corespunzătoare

nivelului elementary.
2.participare la activităţile anunţate în calendarul disciplinei.

3. Conţinutul materialului de studiu. Organizarea pe unităţi de studiu

Materialul de studiu cuprinde, pe de o parte, texte de specialitate in limba engleză,

menite sa pună bazele unui vocabular corespunzător psihologiei şi ştiinţelor sociale şi,
pe de altă parte, noţiuni şi exerciţii de gramatică.

Unitate de studiu 1: WHY STUDYING PSYCHOLOGY?

Ca primă unitate de studiu, aceasta familiarizează studentul cu motivele şi raţiunile

pentru care un tânăr poate îmbrăţişa profesia de psiholog. De asemenea, propune spre
recapitulare cîteva noţiuni de bază referitoare la substantiv, la formele de Present Tense
Simple şi Simple Past ale celor mai importante verbe auxiliare din limba engleză şi la
situaţiile de folosire a timpului Present Simple.

Unitate de studiu 2: THINKING LIKE A PSYCHOLOGIST

Această unitate de studiu se concentrează asupra calităţilor profesionale necesare

viitorului psiholog si asupra unor chestiuni de vocabular.

Unitate de studiu 3: HUMAN ATTACHMENT

Aceasta este o unitate de studiu concepută in mare parte pe principiul interactivităţii.

Accentul cade asupra vocabularului asociat diverselor stări de spirit şi a diferitelor
tipurilor de ataşament uman. Din punct de vedere gramatical, sînt furnizate noţiuni de
bază referitoare la Present Continuous.

Unitate de studiu 4: FEELINGS AND THE SELF

Aceasta este o completare a unităţii de studiu precedente, atât în plan conceptual

(ataşamentul uman), cât şi în cel gamatical, introducând exerciţii privind raportul dintre
folosirea lui Present Tense Simple şi Present Tense Continuous în limba engleză.

Unitate de studiu 5: DIVERGENCE OF INTERESTS

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În această unitate de studiu este tratat pericolul pe care îl presupune, pentru
personalitatea individului, o prea mare diversitate de interese. Sînt tratate, de asemenea,
noţiuni referitoare la formele de gerund ale verbelor şi la gradele de comparaţie ale
adjectivelor.
Unitate de studiu 6: AGGRESSION

Unitatea de studiu introduce citeva elemente teoretice referitoare la agresivitate şi la cele

mai cunoscute tipuri de agresivitate cu care se operează în psihologia generală. Din
punct de vedere gramatical, sînt abordate noţiunile de habitual past şi frequentative
„would”.

4. Recomandări de studiu
Este important ca studentul să respecte timpul alocat calendarului disciplinei, modul de
abordare a testelor de evaluare si sarcinile de învăţare. De asemenea, recomandăm ca
studentul sa parcurgă bibliografia şi să consulte indicaţiile rubricii cunoştinţe
preliminare.
Fiecare unitate de studiu atinge următoarele aspecte: obiective, cunoştinţe preliminare,
resurse necesare şi recomandări de studiu, durata medie de parcurgere a unităţii,
cuvinte cheie. Un test de autoevaluare se va regăsi la sfârşitul acestui modul. Fiind un
curs practic de limba engleză si nu unul teoretic (de psihologie, sociologie etc.)
propriu-zis, nu se vor regăsi rezumate şi concluzii, ca instrumente de învăţare.
Studentului i se cere o abordare creativă a cursului, capacitatea de a se lansa in situaţii
conversaţionale spontane care să-i solicite abilităţile de comunicare in viaţa de zi cu zi şi
nu cele de memorare rigidă a unor structuri.
Fiecare din subpunctele mai sus menţionate sînt semnalizate în text prin intermediul
unor pictograme.
În continuare, prezentăm un tablou cu principalele pictograme prezentate în text:

OBIECTIVE

CUNOȘTINȚE PRELIMINARE

RESURSE BIBLIOGRAFICE

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 DURATA MEDIE DE
PARCURGERE A UNITĂȚII
DE STUDIU

CUVINTE CHEIE

TESTE DE AUTOEVALUARE

RĂSPUNS CORECT

EXPUNEREA TEORIEI
AFERENTE UNITĂȚII

5. Recomandări de evaluare
După parcurgerea fiecărei unităţi de studiu se impune rezolvarea sarcinilor de învăţare,
ce presupun studiu individual, dar şi a celor de autoevaluare.
Activităţile de evaluare condiţionează nivelul nivelul de dobîndire a competenţelor
specificate prin obiectivele disciplinei.
În ceea ce priveşte evaluarea finală, se va realiza printr-un examen, planificat conform
calendarului disciplinei. Examenul constă în rezolvarea unei probe de tip grilă.

6. Test de evaluare iniţială

Desemnaţi cele mai imporante situaţii de folosire a timpurilor Present Tense Simple şi
Present Tense Continuous, exemplificând cu cîte o propoziţie în limba engleză pentru
fiecare situaţie în parte.

6
UNITATEA 1
WHY STUDYING PSYCHOLOGY?

La sfârşitul acestui curs, studentul va putea:

- să îşi motiveze opţiunea pentru profesia de psiholog în limba engleză
- să exerseze utilizarea corectă a formelor de prezent şi trecut simplu a celor mai
importante verbe auxiliare din limba engleză şi să cunoască situaţiile de folosire
ale timpului Present Tense Simple

Cunoştinţe privind regulile generale de formare a timpurilor Present Tense Simple şi

Past Tense Simple

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;

Două ore

7
Text 1: from “GENERAL PSYCHOLOGY”, Littlefield, Adams & Co., New Jersey,
1963, pages 4-6
Why We Study Psychology
“Interest in the study of psychology grows out of a felt need to gain a better
understanding of people. The purpose of an elementary or first course in psychology is
to give the student an opportunity to become acquainted at first hand with the functional
aspects of psychological principles, to correct misconceptions he may have had
concerning his own and other people’s attitudes and behaviour, and to come to
appreciate the various areas of psychological study.
Functions of psychological study
An individual of any age is faced with problems that have psychological
implications. From early childhood through old age, everyone experiences situations
involving one or more specific form of relationship. His abilities, motives and mode of
thinking may be inadequate for success-achieving behaviour unless he is helped to gain
a better understanding of all the factors inherent in the situation.
The primary concern of psychology is human adjustment. An individual is
stimulated to action by forces within or outside himself. He experiences needs, wants, or
interests, and seeks ways of fulfilling them. People and objects in his environment
become motivators of the kind of behaviour which he exhibits. A person’s entire life
consists of series of responses that are either satisfying or unsatisfying to himself and
that earn either approval or disapproval from his associates. In other words, as a child,
an adolescent, or an adult, a person constantly is engaging in the process of adapting
himself or adjusting to inner strivings or outer demands.
Without some knowledge or understanding of a situation, the individual by
chance makes a good adjustment; too often the adjustment is bad and may even become
serious maladjustment. The psychologist’s functions are to discover the basic principles
of good adjustment and then to help people apply these principles in every phase of
human relationships so that they become well-adjusted, constructive members of their
various groups. A further responsibility of psychologists is to recognize the overt
symptoms of maladjustment, trace its causes, and utilize such methods as may seem
appropriate to effect an improved adjustment.
AREAS OF RELATIONSHIP. An individual’s problem of adjustment may
concern the relationship of,
1. One person with another, e.g., teacher-child, husband-wife,
2. One person with a group, e.g., worker-fellow workers, child-siblings (fraţi sau surori
cu un părinte comun),
3. Group with group, e.g., adolescent gang with rival gang, nation with nation,
4. Person with object, e.g., driver with automobile, scientist with atom,
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5. Object with object, e.g., earth with moon, fiber glass with curtain,
6. Self with self, e.g., personal honesty with loyalty, immediate desire with long range
goal.
Each of the foregoing problems-arousing relationships represents many influencing
factors. It is the function of psychology to assist the individual to analyse these
factors, recognise their relative significance, and pattern his behaviour in such way
as to solve the problem satisfactorily.”

Pre-reading
I. Discuss the following questions in groups:
1.Why do you want to study psychology?
Suggested motives:
· Because we like the domain;
· Because we can get good jobs;
· Because we can earn a good living;
· Because I’d like to understand myself and the others better.
Give at least five motives, and group them under the right heading: 1. extrinsic motives;
2. intrinsic motives.
2.Has anyone (a family member, a friend, …) influenced you in making such a
decision ?

Reading
LANGUAGE FOCUS
New Vocabulary: gain, earn, win; purpose, goal, aim, target; to become acquainted; (in)
adequate; to trace; to achieve, accomplish, to fulfil; area, domain, field; foregoing; to
arouse; (mal)adjustment; (dis)approval; to approach, to tackle; average; (un)skilled;
peers; further; hence; thoroughly, in detail; concern; regard(less); thus; to evolve; in
terms of.

Practice
Group Work: Decide upon 3-7 key words in the text you have read. Try to give your
personal meaning to these words. Discuss the meanings you have assigned to them.

STRUCTURES
The Noun:
v irregular plural of nouns (child – children, ox—oxen, man—men, woman—women,
foot—feet, tooth—teeth, goose—geese, louse—lice, mouse—mice; …);
v spelling irregularities (Nouns which receive “-es” at the plural form, end in :
a)-sh: flash–flashes;
b)-ss: kiss-kisses;
c)-ch: watch-watches;
d)-x: box-boxes;
e)-z: buzz-buzzes;
f f)-consonant + «o»:tomato-
tomatoes;

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 g)-consonant + “y”
(yi):fly-flies;
h)-f/-fe (fv): wife-wives,
leaf-leaves.
v nouns borrowed from Latin and Greek (datum-data, addendum-addenda,
thesis-theses, synthesis-syntheses, analysis-analyses, basis-bases, focus-foci, genius-
genii, stimulus-stimuli, trauma-traumata, schema-schemata,
phenomenon-phenomena, criterion-criteria, matrix-matrices, appendix-appendices);
nouns that have the same form both in the singular and in the plural: series-series,
species-species, means-means.
Practice:
Insert the missing noun forms (either plural or singular) in the table below:

SINGULAR PLURAL
a) analysis …
b) … addenda
c) … diagnoses
d) priority …
e) process …
f) hypothesis …
g) … foci
h) … phenomena
i) genius …, …
j) schema …
k) … appendices
l) datum …
m) life …
n) … teeth
o) woman …
p) … children
q) stimulus …
r) phone-booth …
s) letter-box …
t) … series
u) millenium …

Irregular Verbs: understand, be, make, give, think, have, read.

PRONUNCIATION: inherent, coherent

GRAMMAR FOCUS
Auxiliaries BE, DO, HAVE
I)BE
SIMPLE PRESENT SIMPLE PAST
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 I am I was
You are You were
He/She/It is He/She/It was
We are We were
You are You were
They are They were

II.)DO
SIMPLE PRESENT SIMPLE PAST
I do I did
You do You did
He/She/It does He/She/It did
We do We did
You do You did
They do They did

III.)HAVE
SIMPLE PRESENT SIMPLE PAST
I have I had
You have You had
He/She/It has He/She/I had t
We have We had
You have You had
They have They had

The Simple Present

Use:
· Habitual, repeated actions in the present;
· Permanent situations;
· General truths;
· Timetables/ official programmes (with future meaning).
Time Expressions: (expressing frequency) never, always, sometimes, often, usually,
seldom (rarely); every day/week….

Practice
Arrange the expressions of time in the right place on an axis which has “0%” marked at
one end, and “100%” at the other end, to express frequency.

100% always
………
………

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 ……...
……...
………
………

0% ………

Form: Affirmative (no auxiliary !): Add “-s” or “-es” to the short infinitive of the verb,
at the 3rd person singular.
Verbs which receive “-es” at the 3rd person singular, end in :
a)-sh:
wash–washes;
b)-ss: miss-
misses;
c)-ch: search-
searches;
d)-x: mix-mixes;
e)-z: buzz-
buzzes;
f)-consonant +
«o»:do-does;
g)-consonant +
“y” (yi):fly-
flies.
Give the simple present third person singular form of the following verbs:

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a) Smile; g) Cry; m) Scratch;
b) Fix; h) Pray; n) Try;
c) Travel; i) Teach; o) Admit;
d) Match; j) Crash; p) Deny;
e) Go; k) Fry; q) Say;
f) Caress; l) Do; r) Hiss.
Practice (bibliography)
Grammar exercises from: G. Gălăţeanu, Exerciţii de gramatică engleză, Editura
Albatros, 1980 (sau reeditări mai recente), paginile 6-7, sau V. Evans, Round-up 4,
Longman, 1993, paginile 3-8, sau N.Coe, Grammar Spectrum 3, Oxford Univ. Press,
1995, paginile 6-7, sau alte volume cu exerciţii de gramatică.

1.Choose the most appropriate words underlined:

a) A person’s life consist/consists of series of responses to stimuluses/stimuli.
b) Each area of human relationship requires/require intensive and extensive study based
on some hypothesis/hypotheses.
c) The psychologist’s functions is/are to discover the basic principles of psychological
phenomena/phenomenons.
d) The research datums/data shows/show overt symptoms of maladjustment.

Motivation for/ functions of psychological study

UNITATEA 2:
THINKING LIKE A PSYCHOLOGIST

La sfârşitul acestui curs, studentul va putea:

- să se exprime (în limba engleză) asupra calităţilor necesare profesiei de psiholog
- să utilizeze corect formele de interogatov şi negativ ale Present Simple

Cunoaşterea funcţiilor verbelor auxiliare şi a negaţiei în limba engleză

Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura Albatros,

Bucureşti,1987;
 Două ore

Pre-reading

Word-web: A psychologist has to deal with: (Brainstorming)

Stages of growth Interests and attitudes

Perception PSYCHOLOGIST
Affectivity/ Feelings

………………. Personality Positive thinking

………………..

Therefore he needs some:

Creativity Empathic approach Critical thinking

SKILLS
 ……………… Problem solving Ability to investigate ……………..

Reading

Text: WHAT IT TAKES TO THINK LIKE A PSYCHOLOGIST

(From December 1995 American Psychological Association Monitor)
Some psychology educators fear that graduate programs neglect to
teach the critical thinking skills students need to succeed.

Imagine practitioners who are so sure they know what causes patients’ troubles, they
search automatically the diagnostic categories, automatically tying anxiety to childhood
trauma or depression to a bad marriage.
It’s a disturbing prospect, yet an entirely possible one for someone whose
academic training was strong on facts, but weak on critical-thinking skills needed to
”think like a psychologist,” says Boston College psychologist Peter Gray, PhD.
A psychology student with the proper training knows to view the anxiety or
depression as a scientific problem – to consider a broad range of possible causes and
treatments, says Gray, who writes on critical thinking and how to teach it.
Thinking like a psychologist is thinking scientifically, says George Stricker,
PhD, of Adelphi University’s Institute of Advanced Psychological Studies. It’s
approaching every problem as a new one. Problem-solving skills transfer into practice,
while facts and theory often change, Stricker points out.
But not all of today’s psychology students are encouraged to think scientifically,
say Gray, Stricker and other psychology professors. These educators are concerned that
unless more emphasis is put on thinking critically and scientifically—the fundamental
traits of what’s needed to be a good psychologist—the field runs the risk of producing
bad-prepared professionals.
To ensure that they’re turning out critical thinkers, educators should focus on the
logic and evidence behind the concepts they teach instead of treating them as premises
for memorisation, they advise.
Most importantly, educators should teach students to always approach problems
with an inquiring and skeptical attitude,Stricker says.
“We need to convey a message that thinking like a psychologist means always
asking yourself how you know something,” he says.
Looking for contradictions
Teaching students to practice scientific thinking at all levels of psychology
enables them to become more competent professionals, says psychologist Diane
Halperne, PhD, of California State University—San Bernardino. Halperne served as
critical thinking consultant to the National Education Goals Panel, Which in 1992
charged educators with increasing the number of college graduates with advanced skills
in critical thinking and problem-solving.
Halperne weaved critical thinking into her teaching by encouraging students to
look for both evidence and lack of evidence. Investigators should always seek
information that contradicts their Hypothesis or that’s easily overlooked or omitted,
Halperne teaches.
If a student were writing a paper on whether exercise reduces depression, she
would advise the student to also consider whether exercise increases depression, and to
look for data supporting both arguments.
Consistent with the scientific method, which is essentially the application of
logic, scientific thinkers constantly question their own assumptions and look for
alternative conclusions and disconfirming evidence, she says.The method involves the
basics of any scientific experiment, such as hypotheses, control variables,
methodology, systemic observations and statistical analysis.
Theory vs. facts
In undergraduate psychology, educators can help students think like
psychologists by centering classes around theories and ideas , rather than facts and
technical terms, says Gray. “It’s not the accumulation of facts that makes people
educated, it’s whether they can ask the right questions and use evidence to answer
them,,” he said. “If they haven’t learned that, they haven’t learned anything useful.”
In his introductory classes, even the tests are theory-based. He may, for example,
ask students to critique Piaget’s stages of children’s intellectual development from an
evolutionary psychology perspective.
At the graduate level, students often find critical thinking difficult because
they’ve grown accustomed to memorising facts, says William Halikias, PhD, a
psychology instructor at Antioch New England GraduateSchool. They learn the material
to pass the test and forget it just as fast.
Halikias believes psychology professors can break students from narrow-minded
thinking and prepare them for practice by teaching them to:
Organise inferences—Students need to look at all possible reasons for a
problem’s occurrence instead of being drawn in by the most emotionally compelling
one. For example, if a child refuses to attend school, it could be difficulty learning to
read rather than separation anxiety from the mother, that is causing the problem.
Distinguish the level of certainty—Educators must teach students how to
separate known facts from speculation, instead of jumping to conclusions. For example,
in a sex-abuse case, a child’s anxiety is not necessarily evidence of abuse; it may be due
to the trauma of being removed from the home and interviewed by strangers.
Manage the data collection process—Students must learn to collect all relevant
data about the client, instead of taking shortcuts. For example, neglecting to take a
complete medical history from a client with a memory disability means neglecting the
role of the client’s past alcoholism in the disorder.
 Use knowledge of groups to understand behaviour of the
individual—Educators should teach students how to assess clients, without generalising
and stereotyping the client’s behaviour. For example, the belief that most divorcing
spouses are hostile to one another is unfounded because most divorcing couples are
willing to negotiate out of court.
“The good psychologist has two faces,” says Halikias. “One is pointed to the
individual and the other to the group.”

LANGUAGE FOCUS:
New Vocabulary: (under)graduate; to neglect; to succeed vs to fail; practice (word
family); broad vs. narrow; to tie, to connect, to link; weak, feeble vs. strong; proper,
suitable; to jump to conclusions ; to be due to; shortcut; to focus ; evidence (cognate); to
grow accustomed; to inquire; (dis) order; to occur-occurence; to assess(to evaluate); to
weave; to overlook; to miss the mark; to challenge; to engage in; faculty; tool; trial; to
put on the stand; spouse(wife or husband); debiasing; forensic work; lack of; to lack; to
run a risk; to enable (word family).

PRONUNCIATION:
Alcoholism; skepticism; hostile; doubt.

Practice
I.Match the abbreviations in column A to their explanations in column B:
A . B
BBC Bachelor of Arts
TB General Meeting
LP Doctor of Philosophy
UN Television
FBI The United Nations Educational,
Scientific & Cultural Organisation
TV Very Important Person
BA British Broadcasting Corporation
UNESCO Long-playing record
MSN Program Information File
IBM The Microsoft Network
Hi-Fi Basic Input/Output System
PIF International Business Machines
BIOS Tuberculosis
VIP The United Nations
GM The Federal Bureau of
Investigation
PhD High fidelity
URL Portable Document Format
OLE Uniform Resource Locator
(address of a document on the
web)
PDF Object Linking and Embedding

II. Group Work

Imagine a situation in which a patient/client needs help from a person who
graduated from the School of Psychology. One of the students in each group presents the
situation. The others try to establish what kind of job should have the person who can
better serve the patient’s needs (see the list below)
List of jobs related to psychology: human resource manager; psychiatrist (shrink);
psychotherapist; job counsellor; family counsellor; school counsellor.

GRAMMAR FOCUS

Simple Present
Form: Interrogative: Do/Does + Subject + Verb……?
Negative: Subject + do/does + not + Verb (short form: don’t/doesn’t).
Practice
Write/Say at least four things that you usually, often, always do, and other four that you
don’t do/never do.

Exercises
1.Make up affirmative, interrogative or negative sentences as suggested by the hints
below:
a) She/always/approach/a hypothesis/thoroughly.
b) …/his parents/approve of/ his behaviour?
c) What kind of data …/she/obtain/whenever/she/apply/such a test?
d) A child/…not evolve/normally in an aggressive environment.
e) He/seldom/speak/in terms of/his own life experience.
f) A researcher/usually/show/special interest in the adjustment problems.

Contradictions, theory vs. facts

UNIT ATEA 3
HUMAN ATTACHMENT

La sfârşitul cursului, studentul va fi apt să:

 - dezbată în limba engleză asupra diferitelor tipuri de ataşament
psihologic
- să utilizeze structuri gramaticale conţinând Present Tense Continuous

Cunoştinţe privind formarea aspectului continuu al timpului prezent în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;

Două ore

Speaking
A student draws a family (as he/she imagines it) on the blackboard. The other students
are asked to write sentences (in the present progressive tense: am/ is/ are + verb-ing) to
describe the mimic and the gestures of the student at the blackboard as he/she is
drawing.
Words at the students’ disposal:
Smile, frown, withdraw, sad, happy, shocked, hidden, hold hands, keep at a distance,
warm, cold, indifferent, look forward, look at one another, look downwards, have fun,
together, stay isolated, in front of, behind, next to, become tense, become relaxed,
frustrated, smug(arrogant) undecided, hurt, thoughtful, puzzled, confident, joyful,
relieved, frightened, guilty, miserable, open-hearted, suspicious, indifferent, childish,
generous, egoistic, impulsive…

Then the student at the blackboard is asked to describe his/her drawing using the present
progressive.
Such tests are applied in psychotherapy and counselling.

Practice
I. LIKING AND LOVING Test (from Social Psychology; page 260, table
6.2.)
Answer each of the following questions on a scale from 1=not at all, to 10=totally.

Answer them first with a good friend in mind and then thinking of a possible
partner.

STATEMENT FRIEND PARTNER

1.This person is one of the most
likable people I know.
2.I feel I am confident in this
person about virtually
everything.
3.This person is the sort of
person I would like to be.
4.I would forgive this person for
practically anything.
5.I have great confidence in this
person’s good judgment.
6.I would do almost anything for
this person.
A. Sum of your responses to
questions 1+3+5=
B. Sum of your responses to
questions 2+4+6=
Which is greater? A or B?

What kind of relationships have you been thinking about: (tick the right answer)
§ Casual dating …
§ Exclusive dating…
§ Engaged couple…
§ Married couple…
I. RUBIN’S CONCLUSIONS Short text (page 260)
 “They found that casual daters reported more liking than loving. But among those in
more committed relationships, liking and loving did not differ.”
Do these conclusions apply to our situation/context ?

GRAMMAR FOCUS

The Present Progressive

Use: The present progressive is used to express:
ü an action in progress at the moment of speaking;
ü a temporary action in the present (I am attending an English course.);
ü fixed arrangements in the near future (She’s flying to Paris the day after
tomorrow.)
ü annoyance or criticism (with “always”): He’s always talking too much.
Time Adverbials: now; at the/this moment.
Form:
Affirmative: Subject + am/is/are + verb-ing….
Interrogative: Am/is/are + Subject + verb-ing..?
Negative: Subject + am/is/are + not + verb-ing…(short form: isn’t/aren’t).

Practice:

1. Talk about things that are happening now.

2. Fill in the blanks with the correct form of the verb in brackets:
a) We (go)…………… on a camp to the mountains next weekend.
b) The birds (sing)……………., the sun (shine), and I (feel)………….intoxicated
now that I (think)…………..about the upcoming holidays.
c) Some neighbours …….always (make)………. too much noise.
d) She (work)…………..at the new project this month.

Reading;

Text HOW DO I LOVE THEE ? (Part 1, page 261-263, Social Psychology)

Different Types of Love : How Do I Love Thee ?

Both Rubin and Clark see an important difference between a relationship that is
not love (liking, exchange relationships) and one that is (loving, communal
relationships). But love itself is not some simple, unitary, psychological state.
As Elizabeth Barrett Browning expressed it her famous poem, we experience
many kinds of loving: « How do I love thee? Let me count the ways. » Apparently,
the count can be quite high. George Levinger (1988) notes that love has more entries
in Bartlett’s Familiar Quotations than any other word except man. Poets, novelists,
philosophers, and theologians—among others—have all tried to define love and
count its varieties. So have social psychologists.
The most common approach in social psychology divides all love into two types:
the intensely romantic passionate love, and the more stable partnership of
companionate love (Hatfield, 1988; Peele, 1988). Passionate love is a state of high
arousal: being loved by the partner is ecstasy; being rejected is agony. Companionate
love, on the other hand, is a secure, trusting attachment. This basic dichotomy runs
throughout several more elaborate classifications.
In their perspective on love, Philip Shaver and his colleagues (1988) propose that
the way in which a person interacts with significant others, called attachment style,
may be relatively constant across the life span. A person’s attachment to a romantic
partner should, therefore, resemble the sort of attachment he or she experienced as a
child in relation to parents. Basing their approach on research examining parent-
child relationships (Ainsworth et al., 1978). Cindy Hazan and Shaver (1987) asked
adult subjects which of three attachment styles best described their experiences and
feelings. The three alternatives subjects chose from are listed in the table below.
Subjects also responded to a variety of more specific questions about the nature and
quality of their romantic relationships.

Table: Attachment Styles

Which of these descriptions best characterises your adult attachments?

Question: Which of the following best describes your feelings?

A. I find it relatively easy to get close to others and am comfortable depending
on them and having them depend on me. I don’t often worry about being
abandoned or about someone getting too close to me.
B. I am somewhat uncomfortable being close to others; I find it difficult to trust
them completely, difficult to allow myself to depend on them. I am nervous
when anyone gets too close, and often, love partners want me to be more
intimate than I feel comfortable being.
C. I find that others are reluctant to get as close as I would like; I often worry
that my partner doesn’t really love me or won’t want to stay with me. I want
to merge completely with another person, and this desire sometimes scares
people away.

The first type of attachment style is described as “secure,” the second as “avoidant,” and the third
as “anxious/ambivalent.”

LANGUAGE FOCUS

Archaic forms of the personal pronoun: thee, thine, thou, thy, etc.
Suffixes: “-ship”, as in “relationship“. Give other examples.
Expressing similarities: “Both…and…”(see also Penny Ur, page 9, Comparing
things)

Practice:

Use the structure “Both …and…,” and the hints below to make comparisons:
a) I / my fellow students / study at university.
 b) A shrink / a psychotherapist / have studied psychology.
c) A cat / a dog / are mammals.
d) Freud / Jung / are well-known psychoanalysts.

New Vocabulary: entry (about dictionaries); arousal; attract vs reject; (in)secure;

dichotomy; span; respond, answer, reply.
Prepositions: BETWEEN (when we refer to two things) vs AMONG (when we refer
to more than two things). Give examples.
Adjectives: TOO + ADJECTIVE (table above) E.g.: “too close”. Give at least three
examples.

Practice:

Match the definition in the first column to the right concept in the second column
(concepts: passionate love, attachment style, companionate love) by drawing arrows
to connect them.

Definition Concept
§ a secure, trusting attachment Attachment style
§ the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
§ a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony

Passionate love/ companionate love

UNITATEA 4:
FEELINGS AND THE SELF

La sfârşitul acestei unităţi, studentul va fi apt să:

- işi extindă aria de discuţie privind sentimentele umane de iubire şi
ataşament
- facă distncţia între situaţiile de folosire ale lui Present Tense Simple şi
 cele ale lui Present
Tense Continuous

Cunoştinţe privind tipurile de verbe care suportă forma continuă şi cele care nu
suportă forma continuă în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol. 1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu-Fârnoagă, Georgiana, Editura
Albatros, Bucureşti,1987;

Două, până la trei ore

Pre-reading

I. Fill in the blanks with the suitable words from the box below:

Which , the, metaphor, truly, emphasis,

secondary, love, other, according to,
like
 For John Lee (1977), love is ________ a “many splendored thing,” with the
____________ on many. Lee uses color as a _____________ for love. Three types
of love -- ______________ he calls eros, ludus, and storge – are ________
primary colors; they form the basis for _________ combinations. Lee also
describes three ________________ types – called mania, agape, and pragma –
although ______ potential number runs much higher. _______________ Lee,
“How many colors of __________ are there ?As many as there are possible
mixtures and combinations, as in color itself”.(Lee, 1988, p.49).

Reading:

II. Text (part 2)

Of the adults who participated in this research, 56 percent indicated that the
secure style of attachment best described the experiences and feelings. Around
25 percent of subjects chose the avoidant description, and about 20 percent
selected the anxious/ambivalent characterisation. This distribution is within the
range of that obtained for children in a number of different cultures (van
Ijzendoorn and Kroonenberg , 1988). Among children, however, the secure
attachment style is usually a more prevalent, and the anxious/ambivalent style
more rare.
Adults who reported a secure style of attachment described their romantic
relationships as involving happiness, friendship, and trust. Those with the
avoidant style emphasised a fear of closeness. Individuals with an
anxious/ambivalent attachment style reported a love life full of emotional
extremes, obsessive preoccupation, sexual attraction, desire for union with the
partner, desire for reciprocation from the partner, and love at first sight. Thus, the
anxious/ambivalent attachment style in adults resembles passionate love, while
the secure adult attachment style is similar to companionate love.

LANGUAGE FOCUS

New Vocabulary: to avoid, avoidant, avoidance, avoidable; at first sight; label;

bottom vs top; to depend on; to manage, to merge, to combine, to ”become one”; to
scare away; reluctant, unwilling, disinclined to; to partake; storge; to commit to,
make oneself responsible for; commitment, pledge, (un)commited, promise;
undertaking; to focus (verb) – focus – foci/focuses (noun); according to, as X puts
it/suggests; to consist of + enumeration, be made up of: to consist in, have as the
chief or only element – E.g.: “The happiness of a country consists in the freedom of
its citizens.”; to involve vs to evolve; to depict, to present, to deal with; major vs
minor; pattern, structure, model.
 PRONUNCIATION:

Beloved [bilvid]

Practice:

Match the concepts in column A to their right definitions in column B (table 6.5,
page 264, Social Psychology).

GRAMMAR FOCUS recycling

g Present Simple vs Present Progressive

h 1. Put the verbs in brackets into the present simple or the present continuous
(progressive):
a) Young people (become)……………..less willing to assume commitment
through marriage.
i b) According to Philip Shaver and his colleagues (1988) the way in which a
person (interact)………...with significant others (be)….. called attachment style.
c) He … always (avoid)………… people who don’t look up to him and praise
him excessively.
d) The documentary “Focus on Attachment Styles” (begin) …………tomorrow
at 5 p.m..
e) Jerry (work)…………. at a psychological research institute in Vienna.
f) But this week he (participate)……………… to an international colloquium in
Berlin.
g) We (go)………………. to the library for the next couple of days.
h) As John Lee (put)………..it, there are three types of love.
2. Match the expressions below --that denote the use of each verb tense-- in the
sentences in exercise 2 above to the letter of the sentence and specify what verb
tense (present simple or present continuous/progressive) is used (as in the example):
A. temporary situation/action;
B. annoying repeated situation/action;
C. changing situation;

D. commentaries, reviews, narratives;

E. general truths, laws of nature;
F. officially programmed actions/future meaning;
G. informally planned actions/future meaning;
H. permanent situations/actions.
E.g.:
Sentence Use Simple Present
(see exercise2) Present Continuo
 us
a) C. -- v
b)
c)
d)
e)
f)
g)
h)

Bibliography: G. Gălăţeanu, Exerciţii de gramatică engleză, p.52 sau “Grammar

Spectrum 3”, p.10-11, or other grammar books.

Additional Activities:
I. Describing people’s appearance. (see also B.J. Thomas, Advanced Vocabulary &
Idiom, Longman 1989, p.71-72 – What are they wearing ? for further practice)
Complete each passage below with the correct words from the list above it to make
an accurate description of one of the people in the illustration.

Picture1 Picture2 Picture 3

Picture 1

He’s a tall…………….1man. He has grey hair and a …………2nose. He’s wearing a

blue…………3suit and a red………...4 His trousers aren’t …………. 5An inch of
……….6shows from each of his ……………7 His grey shoes are……………. 8
From the way he’s bending, he seems to be looking for something.
single-breasted crooked sleeves
slim cuff polished
well-pressed tie

Picture 2
He’s a ……….1man with…………2shoulders and a slim………3 He has no beard or
moustache; he’s……………..4 He’s wearing a light blue………….5,
pink………….6, grey………….7and light blue……………..8 He has got a
……9round his head and sports cuffs at his…………10as tennis players have. He’s
holding a tennis racket in his right hand.
broad young wrist band
waist trainers shorts
T-shirt clean-shaven socks

Picture 3

She’s young, maybe…………..1 She has a …………..2 …………….3 Her short

………….4hair is light brown. She is…………….5dressed. She’s wearing
a……………6yellow……………7and a……………8dark green skirt. She’s standing
in front of her business colleagues.
plain thirtysh wavy
blouse neatly short-sleeved
slender figure

II. Re-arrange the lines of the following poem from “Sonnets from the Portuguese”
XLIII to make up another poem.
“How do I love thee? Let me count the ways,
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and Ideal Grace.
I love thee to the level of every day’s
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise;

I love thee with the passion put to use

In my old griefs, and with my childhood’s faith;
I love thee with a love I semed to lose
With my lost saints, -- I love thee with the breath,
Smiles, tears, of all my life! – and, if God choose,
I shall but love thee better after death.
(Elizabeth Barrett Browning)
 Replace the underlined words/phrases with other words of your choice to follow in
Elizabeth Browning’s footsteps.

Attachment style

UNITATEA 5:
DIVERGENCE OF INTERESTS

La sfârşitul acestei unităţi, studentul va putea să:

- dezbată în limba engleză asupra personalităţii umane şi a pericolului pe

care îl reprezintă o prea vastă arie de interese
 - să utilizeze corect gradele de comparaţie a adjectivelor în limba engleză şi
formele de Past Tense

Cunoştinţe privind formele regulate şi neregulate ale verbelor în limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol.
1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura
Albatros, Bucureşti,1987;

Două ore

Speaking:

Chain Story (simple past) Students choose a word from the recently learnt
vocabulary. Each student contributes to the telling of a story started by the teacher.
The sentence must contain the chosen word.

Reading:

Text “Danger of Too Great Divergence of Interests”, General Psychology, page 165
Although a person should have more than one interest which has become
habitual with him, there is danger in the possession of too many interests, in that none of
them can be developed successfully. An illustration of this danger may be seen in the
story of a man who was extremely versatile.
This man painted a little,; he sang a little; he took part in several successful
motion pictures; he was one of the first to explore artistic photograhy; he was deeply
religious, and he devoted time freely to boys’ organisations. He seemed intensely
interested in each of these activities at the time of engaging in it, but he was unable to
stay with any one of them long enough to develop more than moderate success. This
man is now old and disillusioned, without any definite interest for his old age.
Often a bright student is interested in so many fields that he finds it difficult to
decide upon his vocation or his major in college. He may choose one field of interest and
switch to another. For a student of this kind the advisable thing to do might be to choose
a vocation or profession which is in line with his abilities and interests, and which also
represents a definite occupational need of his community. He then can specialise in that
field, and direct some of his other interests into a-vocational or leisure-time activities.

Other Interest Factors

Sometimes our interests are influenced by community, national, or world

conditions. In wartime, for example, a person may develop an interest which would be
completely lacking during peacetime. Recently, many women have developed interests
in an expanding list of vocational activities. Among these are such as air hostessing,
research, and various armed service activities.
These interests represent a changed attitude of women toward the world of work
and their place in it. Earlier, many of these interests were held by a few women or were
completely lacking. In like manner, many persons who in the past were only moderately
interested in political, economic, or international matters, have developed, as a result of
recent world conditions and problems, a keen and enlightened interest in many of these
areas.

LANGUAGE FOCUS

New Vocabulary: bright, intelligent, clever; deep vs shallow; versatile, interested in

and clever at many different things, having various uses; success vs failure; leisure-
time activities; avocation, occupation that is not a person’s ordinary business,
improperly, vocation; to switch to, to move to.

Practice

Expressing (dis)like.
1. What are you interested in ? (use the gerund forms: verb-ing)
I’ mostly Interested Reading books
 m in
mainl Collecting stamps,…
y
2. I’m very fond of + verb-ing
I like Verb-ing
Enjoy
Love
Dislik
e
hate
3.Express like or dislike regarding the following activities:
a) playing soccer;
b) studying psychology;
c) watching TV;
d) playing chess;
e) collecting things;
f) gardening.

GRAMMAR FOCUS

The Adjective

1.Irregular Adjectives
Positiv Comparative Superlative
e
good better (the) best
(than)
ill/bad Worse worst
much More most
many More most
little Less least
far further/farther furthest/farthest
old Older/elder oldest/eldest
near nearer nearest/next

2.Short Adjectives (1-2 syllables)

Positiv Comparative Superlative
e
fast Faster (the) fastest
(than)
nice Nicer nicest
heavy Heavier heaviest
thin Thinner thinnest
 3..Adjective + “enough”
Long enough
Big enough
Stron enough
g

4.“Than” versus “then”

E.g.: “more than”, “better than” (the comparative); “then” – to express time
(afterwards)

5..Adverbs which end in “-ly”

Adjective + “-ly”: beautifully, successfully; freely; deeply.

Practice

1.Provide the required forms (as specified above the arrow) of the following:

comparative 1
a) old

b) old comparative 2

superlative
c) ill

comparative
d) many
superlative
e) many
comparative
f) hot
superlative
g) easy
superlative
h) little
adverb
i) improper
noun
j) occupy
adverb
k) good
 superlative
l) good
adjective
m) success
adverb
n) success
adjective
o) use
adverb
p) use
past (second form)
q) do
past (second form)
r) have
past (second form)
s) be
past participle (third form)
t) be

2.Match the words in the two columns below to make up the appropriate set phrases
(structure: as + adjective + as + noun):
as adjective as a noun
a) Mad 1) Lightning
b) Proud 2) Toast
c) Quick 3) Feather
d) Light 4) Ice
e) Heavy 5) Hatter
f) Warm 6) Lead
g) White 7) Peacock
h) Sweet 8) Snow
i) Cold 9) Gold
j) Good 10) Honey

Example:
(a) (b) (c) (d) (e) (f) (g) (h) (i (j)
5

1) 6.Simple Past

Use:
· Activities in the past;
· Past state or habit;
· Past actions which happened one after the other.

Time Expressions:
· (the day before) yesterday;
 · last Sunday/week/month/July/year;
· three years/a fortnight ago;
· in 1985; on the 1st of December 1918;
· then;
· “When…?”; “How long ago…?”

Form:
Affirmative:
ü Regular verbs: Subject + verb-ed (spelling: short verbs; verbs which end in
cons. + y)
ü Irregular verbs: Subject + verb at the 2nd form
Interrogative: Did + S + verb(short infinitive)…?
Negative:S + did + not (didn’t) + verb…

Practice

I. Find (by skimming through the text) the verbs in the Past Tense and write them under
the right heading :
Regular Verbs Irregular Verbs
…………………. ……………………

II. Answer the questions :

Ho do yo Usually/often/sometimes/alway spend Your weekends?
w u s
di --------------------------------------- Spen Last weekend?
d d

III. Put the time expressions in italics under the right heading in the table below (to say
what verb tense each is used with):

Usually; a fortnight ago; now; seldom; rarely; in 2000; nowadays; the day before
yesterday; never; on April the first 1992; When…?; these days; How long ago...?; often;
every other day; now and then; sometimes; last Sunday; at the moment, then.

PRESENT CONTINUOUS PRESENT SIMPLE PAST SIMPLE

IV. Ask questions and give answers according to the hints below (add any necessary
words):
1) When / meet / Carly ?
Fortnight ago.
2) You / have a good time / together?
Yes,…
3) Helen / join you?
No, …/ can / because / have to / baby-sit / for her nephews.
4) How long ago / last / go to a fair?
Long enough. / 1995 / when / graduate from high school.

Interest factors

UNITATEA 6:
AGGRESSION

La sfârşitul cursului, studentul va fi apt să:

- dezbată în limba engleză asupra diferitelor tipuri de agresivitate umană

 - utilizeze corect habitual pastşi frequentative would în engleză

Cunoştinţe privitoare la existenţa diferitelor modalităţi de exprimare a trecutului în

limba engleză

Engleza pentru admitere, Bantaş, Andrei, Ed. Teora, Bucureşti, 1995, vol.
1;
Practise Your Tenses, Adamson, Donald, Longman, 1996;
Exerciţii de gramatică engleză, Gălăţeanu, Georgiana, Editura
Albatros,
Bucureşti,1987;

Două ore

Pre-reading

I.Match the concept/phrase to its definition:

Concept Definition
Longitudinal research Behaviour intended to injure another person
Angry aggression Behaviour intended to injure another person to obtain
something of value
Aggression Impulsive, emotional behaviour intended to injure another
person
Instrumental Regarding someone as less than human and therefore not
aggression deserving of compassionate treatment (Bandura, 1975)
Cycle of family Studying the same subjects over a period of time so that
violence changes in behaviour can be observed
Dehumanization The transmission of aggressive behaviour across generations

II.Vocabulary Steps
Arrange the following nouns (to show that they gradually differ in terms of meaning) on
imaginary steps: fury, anger, cruelty, rage, grudge, resentment, outburst (of anger).

Reading

Text: “Child Abuse”, from “Social Psychology”, pages 381-382

Child Abuse

When six-year-old Lisa Steinberg died in the fall of 1987, the whole country
reacted with outrage. Illegally adopted by Joel Steinberg, a disbarred attorney, Lisa lived
with Steinberg and Hedda Nussbaum, a former editor of children books. According to
Nussbaum, Steinberg terrorized both her and Lisa by repeated beatings. After one
vicious attack, Lisa was left lying on the bathroom floor for nearly twelve hours. By the
time Steinberg and Nussbaum called for medical assistance, Lisa’s brain injuries were
irreversible. She died. On January, 30, 1989, Steinberg was convicted of first-degree
manslaughter.
The amount of media attention given to Lisa’s death is unusual. Unfortunately,
the tragedy of child abuse is not. The abuse of children is widespread in the United
States, as indicated by the result of two surveys conducted by Straus and his colleagues.
Although levels of overall violence toward children have remained stable across the
decade, the incidence of both severe and very severe violence has declined. This decline
does mean, however, that we should expect reduced reports of child abuse to police and
social agencies. Increased reporting and decreased incidence, at least of extreme abuse,
are likely to go hand in hand as people become more aware of the problem and more
determined to do something about it.
The Conflict Tactics Scale used in Straus’s two surveys examines only a limited
number of abusive behaviors towards children. It does not, for example, ask about
sexual abuse. There are some important differences between physical and sexual abuse.
Mothers are more likely than fathers to physically abuse their children, and most victims
are boys (Straus et al., 1980). In contrast, fathers are more likely than mothers to
sexually abuse their children, and most of these victims are girls (Russell, 1984). Despite
these differences, certain factors are associated with both types of abuse: stress, social
isolation, marital conflict, and having been abused as a child (Russell, 1984: Straus et
al., 1980; Wolfe, 1985).

LANGUAGE FOCUS

New Vocabulary: outrage; disbarred attorney; (the) former vs (the) latter; vicious
(attack); to convict; manslaughter; amount; widespread; survey; graph; overall, global;
increase vs decrease; inflate vs deflate; to be/become aware of...; determined; to injure,
to wound, to hurt; “lay” vs “lie” (see B.J. Thomas, Advanced Vocabulary and Idiom,
Longman, 1989, pages 44-45, exercises 6 & 7).

GRAMMAR FOCUS

I.HABITUAL PAST “used to” + verb

Use: to talk about things we did in the past, but we no longer do in the present.

Practice:

Write about, and then tell the other students at least three things that you used to do in
the past, but no longer do.
E.g.: “When I was a child I used to …”

II.FREQUENTATIVE “WOULD”
Use: to talk/write about habitual/frequent activities in the past

Practice:

I. Underline the frequentative “would” forms of the verbs in the text below.
II. Write a short composition (of 50-100 words) about Christmas and/or Easter.
(See “Thanksgiving on the Farm”, from Patricia Wilcox Peterson,“Changing Times,
Changing Tenses”, U.S.Information Agency, Washington D.C., 1992, page 90).

THANKSGIVING ON THE FARM

I remember our Thanksgivings on the farm. When I was growing up, we lived on
a farm near the town. There were many other relatives who lived near us. Every year
they would all come, from other farms and from the town to be with us.
We’d work for days to prepare for the holiday. Mother and the girls would clean
every part of the house, and they’d get all the extra rooms ready for the relatives. Then
they’d wash all our best clothes—we call these dresses and suits our “Sunday best.” The
men would cut extra wood for all the cooking, for we had an old wood-burning stove.
Father would always kill the biggest turkey, and then he’d clean the bird. Finally, the
whole family would drive into town to buy the food that we couldn’t produce on the
farm, like coffee and sugar.
On Thanksgiving morning the women would get up early to begin cooking.
Mother would stuff the turkey with bread and onions, and then she’d roast it. Aunt Ellen
 would make a dozen pumpkin pies. Aunt Ann would pick autumn flowers from the
garden for the center of the table. She’d also bring in vegetables to eat with the turkey
and the pies.
The older children would help set the table while the twin babies played in their
high chair. But I liked to play with the cat, waiting for somebody to give me pieces of
food. All this time our old dog would lie under the warm stove, watching the activity.

Child abuse

I. Put the verbs in brackets into the present simple or the present continuous (progressive):
a) Young people (become)……………..less willing to assume commitment
through marriage.
j b) According to Philip Shaver and his colleagues (1988) the way in which a
person (interact)………...with significant others (be)….. called attachment style.
c) He … always (avoid)………… people who don’t look up to him and praise
him excessively.
d) The documentary “Focus on Attachment Styles” (begin) …………tomorrow
at 5 p.m..
e) Jerry (work)…………. at a psychological research institute in Vienna.
f) But this week he (participate)……………… to an international colloquium in
Berlin.
g) We (go)………………. to the library for the next couple of days.
h) As John Lee (put)………..it, there are three types of love.

II. Match the definition in the first column to the right concept in the second
column (concepts: passionate love, attachment style, companionate love) by drawing
arrows to connect them.
Definition Concept
§ a secure, trusting attachment Attachment style
§ the way in which a person interacts with Passionate love
significant others, may be relatively constant
across the life span.
§ a state of high arousal: being loved by the Companionate love
partner is ecstasy; being rejected is agony
I.

1. are becoming
2. interact, is
3. is always avoiding (Present Tense Continuous of Annoyance)
4. begins
5. works
6. is participating
7. are going
8. puts

II.

· a secure, trusting attachment = companionate love

· the way in which a person interacts with significant others, may be relatively
constant across the life span = attachment style
· a state of high arousal: being loved by the partner is ecstasy, being rejected is
agony = passionate love

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