paraphrase causality
write a summary
define your level of stress
help someone who is under stress
ask open and close-ended questions
structure your interview correctly
Practice in ...
Revise...
Communication Starter
1 There are many things in our lives that can be causes of stress. Here are
some of them. Group the stress factors under 3 headings.
catastrophic events
- living in a noisy
neighborhood
- natural disasters
- earthquakes
- divorce
- imprisonment
- losing ones job
- being expelled from the
university
daily hassles
- wars
- torture
- automobile accidents
- violent physical attacks
- death of a family member
- illnesses
- commuting to work in traffic
- splitting up with your
boy/girlfriend
- getting married
- getting a job promotion
- disliking ones fellow workers
- waiting in a long line
- worrying about owing money
- misplacing or losing things
- hurricanes
- moving to another country
- fires
2 Interview your partner about types and frequency of stress that he/she
experiences. Ask questions using the verbal collocations with the word stress,
for example:
-
What major life changes cause (create, produce, provoke) stress in your life?
What daily hassles increase your level of stress?
Are you often under stress? Do you often suffer from stress?
Do you think you are susceptible to high/moderate/low levels of stress?
Is it hard for you to avoid stress?
Many people also complained their employers paid little attention to trying to
help them find a good balance between work and the rest of their lives.
The 2011 stress list is led by commercial pilots, but their $100,000 plus annual
salaries might make up for some of the angst.
At the other end of the stress scale, the health care field makes up five of the ten
spots in the surveys list of least stressful jobs with audiologist coming out as the best
bet. The toughest blue collar jobs are more predictable, with firefighters, who are paid
an average $45,222, topping the list and police officers and prison guards not far
behind.
To find the rankings, researchers reviewed the differences in five key criteria
environmental factors, income, outlook, physical demands and stress. With the last
category, they broke it down into factors like travel, deadlines, whether the work was
in the public eye, competitiveness, hazards and whether your own life or that of
another was at risk.
Career Casts Stress Lists in Full:
MOST STRESSFUL
1. Commercial Air Pilot
2. Public Relations Officer
3. Corporate Executive
4. Photojournalist
5. Newscaster
6. Advertising Executive
7. Architect
8. Stockbroker
9. Medical Technician
10. Real Estate Agent
LEAST STRESSFUL
1. Audiologist
2. Dietitian
3. Software Engineer
4. Computer Programmer
5. Dental Hygienist
6. Speech Pathologist
7. Philosopher
8. Mathematician
9. Occupational Therapist
10. Chiropractor
4 You have read in the text above that researchers devised five key criteria that
helped them identify if someones job was stressful or not. They are environment
(1), income (2), outlook (3), physical demands (4) and stress (5) which includes
such factors as travel (5a), deadlines (5b), whether the work was in the public eye
(5c), competitiveness (5d), hazards (5e) and whether your own life or that of
another was at risk (5f).
Do you think that being a psychologist is stressful? Try to formulate your point of
view using the criteria presented above.
Criteria adding to stress level
1. Environmental
factors
2. Income
3. Outlook
4. Physical demands
5. Stress
High level
Average
level
Low level
a) Travel
b) Deadlines
c) Whether the
work was in the
public eye
d) Competitiveness
e) Hazards
f) Risk factor
Vocabulary Building
Learn more words and word collocations that will help you speak
professionally about the phenomenon of stress.
Fill in the vocabulary map
using the words
from the box below.
Add more branches if necessary.
10
acute
extreme
add to
moderate
provoke
stress responses
reduce
long-term
be vulnerable to
mental
constructive
relieve
a sign of stress
cope
short-term
handle
substantial
severe
cause
be under
a source of stress
deal with
avoid
daily
stress management
techniques stress factors
be susceptible to
experience
chronic
remove
a symptom of stress
produce
suffer from
long-lasting
stress levels
considerable
excessive
manage
low
emotional
destructive
increase
adj. (degrees of
stress continuity)
adj.
Verb+stress
Stress
(degrees of
stress
intensity)
Stress+noun
2 Fill in the gaps with the missing words using the vocabulary map that you have
made.
1. Our life is tough and hectic so we face stress we cannot but adjust to it and
work out our own stress strategies.
2. People who have risky or life-threatening jobs may suffer from stress which is
very hard to treat.
3. Angst, anxiety and depression caused by stress can be very for peoples
health.
11
3 Match the words from two columns to make a collocation about stress. Write
down sentences where these collocations are used.
1. produce
2. cause
3. avoid
4. add to
5. handle
6. meet
7. raise
8. change
a) severe headache
b) getting involved
c) stress levels
d) deadlines
e) stress
f) income
g) unfavorable environment
h) a tough situation
12
13
Stress may also contribute to disease in less direct ways, by influencing moods
and behavior. People under stress may become anxious or depressed and as a result
may eat too much or too little, have sleep difficulties, smoke or drink more, or fail to
exercise. These behavioral changes may, in turn, be harmful to their health. In
addition, people are more likely to pay attention to certain bodily sensations, such as
aches and pains, when they are under stress and to decide that they are "sick." If the
person were not under stress, the same bodily sensations might not be perceived as
symptoms and the person might continue to feel "well." Some researchers have
suggested that assuming the role of a "sick person" is one way in which certain people
try to cope with stress (Cohen, 1979). Instead of dealing with the stressful situation
directly, these people fall sick. After all, it is often more acceptable in our society to be
sick and to seek medical help
than it is to admit that one
When you write an essay, an article or
cannot cope with the stresses
even a course paper, you may need to
of life.
present someones ideas, but certainly not
their exact words (unless you cite the source
The sense relations in
and use quotation marks). It is important,
many of the sentences in the
therefore, to learn to paraphrase.
text
STRESS
AND
Many students think that the way to
ILLNESS involve causality,
paraphrase is simply to use synonyms. In
or cause and effect. Causality
fact this is only one of the steps involved in
may be expressed in many
writing a paraphrase. You must first
different ways in English.
understand the sense relations in a
sentence. Then you can restructure the
In note form causality is
sentence and express these relations in
often indicated with an
another way.
arrow.
Complete
the
susceptible to disease
Too much stress may lead to a breakdown in the immune system. As a result,
people may become more susceptible to disease.
2. stress
3. stress
4. stress
depression
illnesses
14
3 The following sentences come from the text STRESS and ILLNESS.
First, write each sentence in the note form using arrows to show the direction of
the casual relations. Then, write a paraphrase of your notes using one of the
different ways of expressing causality. A sample answer has been provided for the
first example.
1. When a stress is encountered continually, the bodys reactions are more likely to
be harmful than helpful to us.
continual stress
Remember that
the first
sentence of a summary should
express the overall message of
the
text.
The
remaining
sentences should present the
most important ideas in the text.
A good summary does not need
to include details or support evidence for the main ideas.
Learn more about summary in Appendix 2.
___ a. Those who are going through a divorce, or people with stressful jobs, such as
air-traffic controllers, are in particular danger.
___ b. Stress may also indirectly affect your health, since people who are under stress
often engage in activities that are harmful.
15
___ c. Researchers have found that people who experience a great deal of stress in
their daily lives or in their jobs are more likely to get sick.
___ d. They may overeat or not eat enough, smoke too much, drink too much alcohol,
and not sleep well.
___ e. Such bodily reactions to stress can lead to illnesses ranging from the common
cold, to headaches, arthritis, ulcers, and even cancer.
___ f. Stress, it seems, can cause the immune system not to function well and can
cause harmful reactions such as an increase in acidic secretions in the stomach.
The summary you have created by reordering the 6 sentences contains too
many details. Find 3 least important sentences and delete them. Write out the
remaining three to produce a well-written, clear, and concise summary.
1 How stressed are you? The following list is from a medical pamphlet on stress.
It describes frequent signs of too much stress. Read the list. Write your name next
to the symptoms you are currently experiencing.
You can find out more about your stress level doing a test given in Appendix 3.
2 Now listen. Place a check ( ) in the box next to the stress symptoms that
Nancy has. Compare answers as a class. Answer the questions below.
16
3Now listen and try to get the answers to the following questions.
1. How long has Sam been a police officer?
2. What does Sam consider the most stressful assignment, and why?
3. What does Sam say about illness in the police force?
17
4. What programs does the LAPD have to help officers cope with job stress?
5. How does Sam deal with his stress?
4 Read the following statements about the interviews that you have heard.
Write whether you agree (A) or disagree (D) with each statement.
___ 1 Nancy is probably in her early 30s.
___ 2 She takes her job very seriously.
___ 3 She doesn't teach during the summer.
___ 4 She enjoys her work as a teacher.
___ 5 Sam is probably in his forties.
___ 6 Patrol officers probably experience less illness than supervisors.
___ 7 Sam likes being a police officer.
Read the following sentences. Each one summarizes an excerpt from the
lecture on stress and the immune system, and presents an important point in the
lecture.
___ a There is research to support the idea that stress hurts the immune system.
___ b More doctors (etc.) now agree that learning to relax sometimes cures better
than drugs.
___ c Many common health problems may begin in the mind (psychosomatic).
___ d Research shows that when sick people feel helpless, their health gets worse.
Now
listen to the four short excerpts and match them with the correct
summaries in Step 1. Write the numbers in the blanks.
3 Using the blank lines in Step 1, rewrite the sentences in telegraphic language,
as if they were lecture notes, that is, leave out words that are not needed. Be sure
to leave enough information so that you can understand your notes. Here is an
example of what to do.
Example: The immune system recognizes foreign invaders and kills them.
immune system finds and kills invaders
19
The following is an incomplete summary of Part One of the lecture. Read the
summary and think about what kinds of words or phrases might go in the blanks. Do
not write anything yet.
Try to guess the meaning of the boldfaced words. From three suggested
variants choose the one with the closed meaning.
1. when people are under great stress, for example, accountants before tax
time
a) employers
b) people who type reports c) people who figure taxes
2. elderly people in nursing homes
a) homes for sick
b) hotels
c) homes for nurses
and older people
3. the ones who felt in control tended to be healthier
a ) were always
b) were never
c) were usually
4. Relaxation techniques can be very effective - more effective than
medication
a) drugs
b) medical care
c) hospitalization
20
Read the following incomplete summary of Part Two of the lecture. Be sure
that you understand all the words. Think about what information you will need
to fill in the blanks.
STRESS AND THE IMMUNE SYSTEM, Part Two
There are also ______ studies to support the idea that the mind can
___________. Just thinking about stressful situations can suppress the __________ .
This has been seen in studies on accountants before tax time, and on _______ before
_______. Also, if people feel out of control, this can compromise their ____________.
Studies show that people in nursing homes who didn't choose to _______ are more
likely to get sick than people who _______.
People in the _________ field are becoming more interested in PNI. We see
this, for example, in the treatment of headaches and ____________. More doctors and
nurses today are teaching their _________ to control these problems by using
________________ rather than medication.
21
1 a)
The article Under Pressure deals with the issue of most popular
stress management techniques, their advantages and disadvantages. It presents
five methods to cope with stress. Can you match the methods below with their
short description?
Stress-management
method
1. Drugs
2. Biofeedback
3. Cognitive-behavioral
approaches
4. Physical exercise
Methods description
a) This method consists in discussing with people who
suffer from stress the causes of their anxiety and
developing personal strategies to overcome and reduce
their fears and worries.
b) This method is the most widely-spread treatment for
stress conditions. It can directly affect the brain areas
that are responsible for anxiety and worry associated
with stressful situations.
c) This strategy is aimed at working out your own
method of dealing with the immediate impact of
stressful situation, controlling your bodys reactions
when faced with stressors.
d) This strategy involves the use of special devices that
can measure physiological reactions of people when
they are under stress. People are taught to decrease
their stress levels by means of various psychological
techniques, e.g. imagery and self-persuasion.
e) This technique supposes that if you practice sport
regularly you will get rid of stress and will not suffer
from depression.
b)
Physical /
psychological
/
a combination
How it
works
When it
should be
used
1. Drugs
22
Advantages Disadvantages
2.Biofeedback
3. Cognitivebehavioural
approaches:
4. Physical
exercise
5. Mediation
and relaxation
Discuss with your partner these methods of dealing the stress, analyzing its
advantages and disadvantages.
Do you know any other stress management technique? Can you think of its
advantages and disadvantages?
23
UNDER PRESSURE
How to combat stress
Simon Green
In this article, Simon Green shows how evaluating methods of stress
management can be straightforward, particularly if you remember
some of the basic features of stress and its effects on the individual.
The critical issue is stress management, in particular the physical and
psychological methods of stress management, along with their
strengths and weaknesses.
Defining stress
Using a conventional definition of stress, we can say that it exists
when we feel that the demands being made upon us are greater than
our ability to cope with them. Stress can be short-lasting (acute) or
long-lasting (chronic). Immediate physical effect can include
physiological arousal in the form of increased heart rate and blood
pressure, and the release of 'stress' hormones from the adrenal gland
which help maintain arousal and increase blood levels of fatty acids
for use in muscular activity. Activity of the immune system may be
reduced, and if the stressful condition persists, the long-lasting arousal
is thought to lead to 'stress-related' illnesses such as cardiovascular
disorders (heart and circulation problems). The suppression of the
immune system may leave the person vulnerable to other illnesses and
infections. Although the emphasis is usually on physical illness, it is
important to remember that anxiety and depression are common
psychological problems associated with stress.
Two features of this simple outline are that stress is linked to a
feeling that life events are out of our control, and that some of the
negative effects of stress are linked to the high and sustained levels of
physiological arousal. The most effective methods of stress
management try to modify both of these fundamental features.
24
25
Evaluating methods
Drugs
Despite some clear drawbacks, drugs are the commonest treatment for
stress-related conditions. Specific antianxiety agents (anxiolytics)
include the benzodiazepines such as diazepam (valium) and
chlordiazepoxide (librium); this group are the most prescribed of all
drugs used for psychological disorders. An advantage is that they
directly target brain pathways thought to produce the increased
anxiety associated with stressful situations, and they can also work
quite quickly. Disadvantages include the fact that up to 40% of people
do not respond to them and, more importantly, they usually have a
range of undesirable side effects which can lead to patients simply not
taking them. They can also lead to physical and psychological
dependence if over used. Critically, they do not treat the conditions
leading to the high levels of stress and anxiety, so there is a strong
likelihood that when treatment stops, the individual's situation is
basically unchanged.
An important evaluative point is that, as we become more aware of
the need to treat causes rather than symptoms, there is an increasing
trend for drugs to be used to improve the situation in the short term,
but to combine them with psychological approaches which aim to
produce longer-term change.
As a general evaluative point, remember that conditions such as
high blood pressure can be produced by inherited factors diet,
general lifestyle (e.g. being overweight), as well as stress. Ideally, all
of these would be addressed by a comprehensive therapy program.
Biofeedback
Biofeedback involves the use of recording electrodes and monitors to
measure physiological responses such as blood pressure or muscle
tension in the head and neck, which can lead to stress headaches. The
individual is trained to reduce levels of blood pressure or muscle
tension using a mixture of techniques such as progressive muscle
relaxation, meditation and imagery. An advantage of biofeedback is
that the use of the monitors helps the person learn effective techniques
to reduce arousal, and they can then use them independently of the
technology. Disadvantages include the cost of the technology and the
time needed by the trainer and client to learn how to reduce arousal.
Although biofeedback has been shown to be effective in controlling
blood pressure and stress-related headaches, there is some doubt as to
whether the feedback is actually necessary. One or two studies
comparing biofeedback with relaxation methods seem to show that the
technology does not significantly add to the benefits of relaxation
26
training.
Biofeedback does not directly focus on the causes of the stressrelated problems. However, training the client in how to manage the
condition does improve their sense of being 'in control' (also called
self-efficacy) and can help make their attitudes to stressful life events
more positive.
Cognitive-behavioural approaches
The major advantage of these approaches, such as Meichenbaum's
stress inoculation therapy and Kobasa's Hardiness training, is that they
focus directly on the causes of stress in the individual's life. The first
stage is always to discuss with the therapist situations which the
person has found stressful and hard to deal with. Their previous
methods of coping are analysed in terms of their success or failure.
Specific problems, such as poor time management in relation to
examinations and weak social skills in finding personal relationships,
are discussed. With the therapist, coping strategies and skills are
improved, which in turn can lead to increased confidence and selfefficacy. New strategies are tried out in the real world, with further
training and practice as necessary.
Many studies have demonstrated the effectiveness of cognitivebehavioural stress management techniques, with long-term
improvement an important outcome. The key disadvantage is that to
identify the causes of stress, learn new coping strategies and how to
apply them in the real world, takes time and money. The client has to
have considerable motivation and application to persevere with the
training, besides being willing and able to analyse their own lives and
the sources of stress within it. The technique does not suit everyone,
and because of the need for a trained therapist, is not widely available.
Physical exercise
Over the last few years membership of fitness clubs has multiplied, as
exercise has become an important part of a stress-resistant lifestyle.
However, it has been difficult to identify the precise contributions that
it can make. It has been shown that regular exercise acts as a 'buffer'
against the psychological effects of stress, as exercisers have lower
levels of anxiety and depression compared with non-exercisers. They
also report higher levels of self-esteem and self-efficacy, perhaps
because the act of organising an exercise program and maintaining it
increases the sense of being in control and acting positively to improve
health.
The immediate physical effects of exercise are to increase heart rate,
blood pressure and other measures of physiological arousal. It is
therefore important that people with cardiovascular problems related
27
28
joint
c
ligament
29
4. It takes time and money to identify real ______ of stress, learn new ______
strategies and apply them in the real world.
5. People feel more control and higher levels of ______ and ______ due to regular
physical exercises.
6. Some ______ programmes are quite complicated they cannot be learnt quickly
and applied pretty well anywhere.
7. It is difficult to ______ log-terms effects of meditation and ______ method of
______ with stress.
Here is what people say about different stress management techniques. Read
their opinions presented in the passages below and guess what method they refer
to. You may need to go back to the article Under Stress to prove your point of
view.
1) Bob: This method has become a part of my daily life style. I noticed that I started
to worry less and feel less tired even if I had a long tiresome week. I developed a
better perception of myself, I somehow feel younger and even more attractive.
Some of my colleagues say that I have lost a few kilos!
2) Jessica: Using this method I always try to analyze what it is that actually makes
me feel stressed. I think back about the exact situation and my relations with
people involved and figure out what was happening and how I reacted. My
therapist asks me a lot of questions that help me understand my motives and
responses and together we develop different coping strategies aimed at helping
me behave in other way when facing a similar situation.
3) Paul: When I first started to use this method, it did not work properly. I felt no
effect, I still had insomnia and anxiety, I failed to concentrate and could not
manage my emotional life. Then my therapist prescribed me another type of pills,
which were stronger and more effective in my case. I dont think that I have any
physical dependence now, because I do sometimes forget to take them, but I
know that I feel safer and more confident when I take them regularly.
30
Helen has just graduated from the Pedagogical University. She started working at
school 3 months ago. Now she realizes she finds it too hard to work with children. She loses
her temper easily, gets irritated by any misbehaviour and starts raising her voice at kids.
She wakes up every single morning thinking she has no desire to go to school and see
the kids. She even thinks of taking a false sick leave to stay at home for several days. Helen
suffers from migraine and low blood pressure. She feels weak and helpless.
What should she do to find a way out from this situation?
Before conducting your counseling session with the patient, make a list of
questions you may need to ask him/her to understand better the stressful
situation, stress factors, stress type and level. You know a number of various
stress management techniques but you need to find the best combination of those
to help your patient.
To know more about types of questions and interview structures consult Appendix 5.
32
ACHIEVEMENT TEST
1 Find the odd word out in each line. Write it down together with its translation
into Russian or Belarussian.
1. imprisonment/divorce/losing ones job/misplacing or losing things;
2. insomnia/obesity/excitement/ulcer;
3. overeating/meditation/imagery/sport;
4. fatigue/patrol/temper/first-graders;
5. philosopher/dentist/audiologist/air pilot;
6. severe/ moderate/acute/extreme/;
7. cause/produce/reduce/provoke;
8. deadlines/competitiveness/income/cardiovascular disorder;
9. arthritis/asthma/headache/imagery;
10. relieve/manage/handle/fight/stimulate.
10 points
3 Read the definitions and guess which words dealing with the topic of stress are
explained.
1. a method of visualizing pleasant images of unreal or upcoming events or
situations which aims at improving your well-being, confidence and health;
2. a persons feeling of being in control over his/her life and psychological state;
3. a stress-management technique which involves the use of special devices that can
measure physiological reactions of people when they are under stress;
4. the easing of a burden or distress, such as pain, anxiety or oppression;
33
5 Read the following statements about some rules of writing a summary. 3 of the
sentences have mistakes. Rewrite them correcting the mistakes.
1. The last sentence of a summary should express the overall message of the text,
whereas the opening sentences should present the most important ideas.
2. When you paraphrase, you look at the whole text and reduce it to a few sentences
using your own words, not the authors.
3. A summary should be quite short, regardless of the original's length.
4. When you summarize, you look at a small part of the text and rewrite it in your
own words.
5. A good summary does not need to include details or support evidence for the
main ideas.
6. When writing the summary, you must not make any conclusions about the
original, its audience, or anything relating to the text.
6 points
34
5 Read the text about one of the most stressful cities in the world and write its
summary
When they say "the check is in the mail" here, people look at their watches. In
Hong Kong, the post office delivers mail twice a day. A letter sent in the morning
arrives in the afternoon. Many people can't wait that long. They fax it. "Hong Kong is
one of the most stressful places in the world," said Dr. David Lam, a clinical
psychologist at Hong Kong University.
Excluding war zones such as Beirut, Hong Kong topped the list of stressful
cities in a study published in Psychology Today. Hong Kong runs on greed and
fear. Low taxes and a freewheeling stock market fuel the greed.
The 1997 deadline, when Britain handed over this nerve center of capitalism to
Beijing, only further bred this type of fear. In this duty-free port, where skyscrapers
sprout from the rock like quills on a porcupine's back, people walk fast and talk fast.
Hong Kong is perhaps more frenetic than New York, more workaholic than Tokyo.
"This is one part of the world where you can call up somebody at midnight to
talk business and they'll thank you for it," said Robert McBain, 38, an investment
banker who has worked in both Tokyo and New York. On Wall Street, most people
quit at the end of the day. In Tokyo, people let you out of elevators before barreling in.
In Hong Kong, elevator doors are finely tuned to open and shut within three seconds,
one-third the time it usually takes in North America, according to Otis Elevator Co.
(HK) Ltd.
35
Even shopping, the major Hong Kong sport, isn't relaxing. Almost everything,
from groceries to Gucci bags, is negotiable. Buying a simple item, such as a shirt, can
turn into a battle of nerves; Hong Kong works hard. Stores are open daily and the
typical work week includes Saturday morning.
Many offices are still humming at 7:30 p.m. "You don't talk about overtime in
Hong Kong," said Kai Sun Tso, property manager at Hutchison Whampoa Ltd., one of
Hong Kong's biggest diversified companies. "Overtime is expected."
It's the survival of the fittest. As in Japan, the stress starts in childhood, when 6year-olds compete to get into the best schools. Unlike Japan, Hong Kong has only two
universities serving 5.6 million people.
To be sure, some people thrive on the stress. Some people thought the place
would slow down in 1997? "We certainly did not look at it that way," Tso said. "If
you're scared, you might as well pack up and go to Canada."
(Retrieved: http://voices.yahoo.com/business-hong-kong-one-most-stressful-cities4176689.html)
15 points
Total 55 points
36
SELF-CHECK LIST
1.
2.
3.
4.
In column 1 and 2:
I can do this under normal circumstances
I can do it easily
!
!!
In column 3:
This is an objective for me
This is a priority for me
If you have over 80% of the points ticked, you have probably reached your learning
goals.
1
My
assessment
I know/have learnt
1
2
3
4
5
6
7
I can
8
9
10
11
12
13
14
paraphrase causality
write a summary
define your level of stress
help someone who is under stress
ask open and close-ended questions
structure an interview in the correct way
take notes in English and use them as a basis
for writing a summary
I know/have revised
15 plural forms of nouns of Latin and Greek
origin
16 building up vocabulary maps
17 the scanning technique used for finding
37
2
Teachers
Assessment
3
Importance
38
Vocabulary File
1. acute (adj)
~ stress
synonyms: extreme, severe, excessive
2. add (v)
~ to stress levels
3. affect (v)
~ peoples health
synonyms: influence, have impact
4. anxiety (n)
a high level of ~
anxious (adj)
~ state
5. avoid (v)
~ stress
6. cause (v)
~ stress
synonyms: provoke, produce
cause (n)
~ of stress
7. chronic (adj)
~ stress
synonym: long-term
short-term
8. compete (v)
competitiveness (n)
9. daily (adj)
~ hassle
10. deadline (n)
meet a ~
face a ~
11. factor (n)
39
stress ~
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
40
quick ~
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
41
Unit II
INTELLIGENCE
42
2A
ASSESSING INTELLIGENCE
Practice in ...
Revise...
43
ASSESSING INTELLIGENCE
Intelligence has been an important and controversial topic
throughout the history of psychology. Psychologists have been
disagreeing about the definition of intelligence and causes of it. They
also debate whether intelligence can be accurately measured and
how it should be done.
Communication Starter
b)
1 Think of and write 4 factors that you consider to be most important when you
judge if a person is intelligent or not.
1.______________________________________________________
44
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
Skim the text and find the paragraph that deals with each of the following
topics. Write the number of the paragraph in the blank.
__ a. Some problems with the theoretical definition of intelligence
__ b. An operational definition of intelligence
__ c. Several common-sense definitions of intelligence
__ d. A theoretical definition of intelligence
INTELLIGENCE DEFINED
1. Intelligence has been defined in many different ways.
Some have defined it as the sum total of everything you
know, others have defined it as the ability to learn and profit
from experience, and still others define it as the ability to
solve problems. Of course, there is nothing wrong with any
of the definitions but none of them alone is complete. We ,
use the term intelligence so often to define so many abilities,
that it is almost impossible to give it a specific definition.
2. However, it is important that we decide on a definition to
guide us through discussing the topic. We suggest, therefore,
that we accept two definitions, one academic and theoretical,
the other operational and practical. For our theoretical
definition of intelligence we can do no better than David
Wechsler, who defines it as the capacity of an individual to
understand the world about him (or her) and his (or her)
resourcefulness to cope with its challenges (1975)
45
1.
2.
3.
4.
5.
6.
7.
8. ,
9.
10.
11.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
46
5 a)
It is important to learn
collocations if you want to speak
and write English well.
... + verb
verb + ...
problem
adjective
s
b) Do you know any other words that collocate with the problem? You may
continue making this collocation map while working on this Unit.
Start building up a collocation map for intelligence as well.
measure understanding
information
cope withbehaviour
learn from
function
47
1 Here are the tasks from an intelligence test. Can you do them?
1. Find two words, one from each group that are closest in meaning.
Group A
Group B
raise
floor
stairs
top
elevate
basement
48
24,
22,
19,
15,
A. 4
B. 5
C. 10
D. 14
32
28
64
14
144
122
188
202
A. page
B. copy
C. binding ()
D. cover ()
7. Which of the following figures is the odd one out ()?
49
2 Can you say what skills this test measures? Match the tasks with the
skills they test.
Task 1.
Task 2.
Task 3.
Task 4
Task 5
Task 6
Task 7
mathematical
spatial
pattern recognition
classification
visualization
verbal
logic
The psychological definitions of the skills mentioned above can be found in the Keys
section.
50
4 Look at a students notes on five important points from the lecture. Which of
the elements of note-taking process did he/she use? Do you understand his/her
notes?
1. Binet made 1st of importance sch. skills, e.g. ____________________
2. He age-graded the tasks e.g._____________________________________
3. B. figured mental age of normal child____________________________
4. Definition: ave. child has IQ of 100 e.g.________________________
5. Kids from poor educ. Environ. Do badly on trad. IQ tests:
intelligent?
No, e.g.__________________________________________________________________
Now listen to the five excerpts from the lecture. Take notes on the
examples given after each point listed in exercise 4.
51
6 The following items contain some important vocabulary from Part One of the
lecture. Each of the vocabulary terms is printed in boldface ( )
and given in the context. Find their correct definitions on the right.
1. How did Binet go about trying to
devise his test?
2. a premise, or a theory on which to
base the test
3. a huge assortment of tasks
4. The tasks get progressively more
difficult
5. The seven-year-old was very
bright
6. We would say that the five-yearold was dull and would have some
learning problems
7. a ratio measure of intelligence
8. By this formula, an average child
has an IQ of 100
9. our current usage of IQ tests
a) mathematical relation
b) intelligent
c) not intelligent
d) increasingly over time
e) present; happening today
f) mathematical statement of a rule
g) create; make
h) idea with wich you begin research
i) collection; variety
52
1 The following items contain some important vocabulary from Part Two of the
lecture. Each of the vocabulary terms is printed in boldface and given in the
context. Find their correct definitions on the right.
1. The test takes a long lime to
administer.
2. putting together puzzles and
other visual-spatial skills
3. not related to life success in
any significant way
4. a very strong culture bias
5. have a hard time surviving in
a rough neighbourhood
6. You need "street smarts" in
order to get along
7. to survive and thrive in that
situation
53
A. Definition:_______________________________________________________
B. Bias:____________________________________________________________
1. Binets test was designed to identify "dull" children. Do you think children should
be told that they're bright or dull? Why or why not?
2
Remember what the lecturer said about "street smarts.'' Do you have a term for this
in your language? Give an example of "street smarts" from your culture.
Now let us learn more about the two well-known intelligence tests: the
Stanford-Binet test and the Wechsler test.
Skim the two texts below and say whether you can find the following information
there. (Put a tick ( )in the corresponding column)
Information about
1.
2.
3.
4.
5.
6.
7.
8.
9.
54
Text A
Text B
The
The
StanfordWechsler
Binet
Intelligence
Intelligence
Test
Test
Now read Text A and Text B in more detail and mark the following
statements as True (T) or False (F).
Binets major concern was with individual differences in solving problems.
The 1939 Wechsler test was designed for children.
The WISC was published in 1966.
The Binet test became known as the Stanford-Binet test after it had been
revised by a professor from Stanford University.
5. The Stanford-Binet test has one revision.
6. To test a four-year-old child, you should use the WISC-R.
7. The Stanford-Binet test measures crystallized abilities, fluid-analytic
abilities and long-term memory.
8. The abilities measured by the Stanford-Binet test are all influenced by
formal schooling.
9. The 3 tests the WAIS-R, the WISC-R, and the WPPSI are designed very
differently.
10. The Wechsler test has 11subtests, which belong to 3 main categories: a
verbal scale, a performance scale, and a short-term memory
11. The Standard age score in the Stanford-Binet test and the total score in the
Wechsler testindicate general intellectual ability.
12. Both tests are made up of subtests which are arranged in order of difficulty.
1.
2.
3.
4.
55
56
see Appendix 8.
57
items - those you are confident that your examinee will respond
to correctly - and then you progress to more difficult ones. You
stop administering any one subtest when your subject fails a
specified number of items in a row. You alternate between
verbal and performance subtests. The whole process takes up to
an hour and a half.
(Abridged from Seal, B. Academic Encounters: Human
Behavior. Reading. Study Skills. Writing. Cambridge University
Press, 1997)
* You may find sample items from the Wechsler Adult Intelligence
Scale (WAIS) subtests in Appendix 9.
Scan the texts and make the collocation map for the noun test. You
may need to go back to the previous sections and make more collocations.
Continue making this collocation map while working on this Unit.
4 Take your notes on either of these texts. Write a short summary based
on your notes.
You may revise the rules of writing the summary in Appendix 2.
1 What are your memories of school? Read the following statements and fill in
the blanks to make true statements. Some suggested answers are in parentheses.
1. .. was/were easy for me (math/languages/writing/nothing)
2. I studied . for my classes. (a lot/very little/an average amount)
3. I . school (loved/usually enjoyed/tolerated/hated)
4. In school I thought of myself as . (smart/average/stupid)
58
3 a)
b)
1 Look at the pictures of the famous people below. Do you know them? Can you
put them in order with the most intelligent first? Explain your decision.
1. ______
2. ______
3. ______
4. ______
5. ______
6. ______
59
If you have difficulties recognizing these people, see the Keys section.
60
Gardner's
Multiple
Intelligence
logicalmathematical
See the list of the eight Gardners intelligences in the Keys section.
3 a)
These are the definitions of Gardners intelligences. Can you say which
Gardners intelligences they describe? The first one is done for you.
Good at
intelligence
famous examples
Albert Einstein
Plato
Shakespeare
61
Charlie Chaplin
Abraham Maslow
Charles Darwin
Mozart
Picasso
world
and
b) Can you add any more famous examples of your own to those given in
the third column?
Do this quiz to find out which intelligence you are strongest in. For each
activity give a mark:
If you are very good at the activity, put 4.
If you are OK, but nothing special, put 2.
If you are not good at that activity, put 0.
(Do not spend too much time on this task. Go with your first thoughts.)
A
1
2
3
4
Linguistic intelligence
telling jokes and stories
remembering peoples names
saying tongue twisters ()
learning vocabulary
4, 2, or 0
Total
B
1
2
3
4
Spatial Intelligence
reading maps
drawing
learning from films and pictures
doing jigsaw puzzles()
4, 2, or 0
Total
C
1
2
3
4
Bodily-kinesthetic intelligence
copying other peoples actions
dancing
making things with my hands
doing sports
4, 2, or 0
Total
62
D
1
2
3
4
Interpersonal intelligence
leading meetings and games
helping my friends
listening to other peoples problems
having lots of friends
4, 2, or 0
Total
E
1
2
3
4
Intrapersonal intelligence
studying alone in the library
spending time on my own ( )
analyzing my personal strengths and weaknesses
learning from my mistakes
4, 2, or 0
Total
F
1
2
3
4
Logical-mathematical intelligence
doing math in my head
enjoy thinking about abstract ideas
playing number games
asking questions about how things work
4, 2, or 0
Total
G
1
2
3
4
Musical intelligence
remembering songs and melodies
playing a musical instrument
singing
tapping rhythmically
4, 2, or 0
Total
H
1
2
3
4
Naturalist intelligence
doing experiments in nature
learning about nature
recognizing different types of things
sorting things into groups
4, 2, or 0
Total
Look at your results. Put them on this graph. Higher numbers show
intelligences you are stronger in, lower numbers show the ones you are weaker in.
63
(from www.teachingenglish.org.uk)
6 Show your results to your groupmate. Tell him/her about them. Are you
Remember
that
phrases
with
adjectives and prepositions are
always followed by gerunds (- ing
form) and not by infinitives
Adj. + prep. + ing-form
Im very good at
Im rather good at
I dont think Im strong in ..
Im weak in ..
64
PROJECT
1
In this unit you have learnt about the theory of multiple intelligence. Now in
groups of 3 or 4 discuss a possible Project of a School that makes use of this theory.
Consider the following aspects:
a) the layout of the school;
b) how students are grouped;
c) how the subjects are taught and assessed;
d) the strengths the teaching staff should have
e) add other aspects you think are necessary.
Decide what format you will use to present your project. It can be a
power point presentation, a poster, an oral presentation, etc.
Yet, a short passage describing your school should be provided.
65
2B
VARIATIONS IN INTELLIGENCE
in intelligence
age differences and
IQ
nature vs nurture
problem
Practice in ...
Revise...
saying numbers
using prepositions in describing charts
vocabulary for debating
66
VARIATIONS IN INTELLIGENCE
This part will introduce you to the controversial issues of gender and
age differences in IQ scores. It will also dwell upon the problem of
heritability of intelligence and show you to what extent genes and
environment contribute to individual differences in intelligence
scores.
COMMUNICATION STARTER
a) Work in small groups and discuss the following questions. Choose one
person in your group to jot down your ideas. You may use mind mapping.
Do you think there is a
gender gap in overall
intelligence scores? What
about specific abilities?
How
do
you
think
intelligence changes with
age? Does intelligence of
adult people remain stable
over life span?
Do people who share the
same geneshave similar
mental abilities?
Are there genes for genius?
Does environment influence
intelligence
more
than
genes?
You are going to read about gender and IQ. Before reading the text can you
fill in the grid? Check one column for each skill.
Who usually does better on tests of these skills?
Skills
Males
67
Females
No
difference
speaking fluencies
mathematical ability
reading
general intelligence
spatial relations
fine dexterity (, )
Skim the text below and put the sentences in the correct order to create a
summary of the text.
__ a) Others seem to be influenced by environmental factors.
__b) There is no difference between men and women in measures of global IQ.
__c) Some differences seem to be due to innate factors.
__d) But there are differences between men and women when specific skills are
measured.
Now read the text and find out how accurate your predictions were in
task 1.
GENDER AND IQ
There is a question to which we have a reasonably
definitive answer: Is there a difference in measured IQ
between men and women? Answer: No. At least, there are few
studies that report any differences on tests of overall, general
intelligence of the sort represented by an IQ score. Of course,
we have to keep in mind that there may be no measurable
differences between the IQs of men and women because our
tests are constructed in such a way as to minimize or
eliminate any such differences. Usually, if an item on an
intelligence test clearly discriminates between men and
women, it is dropped from consideration.
When we look beyond the global measure of an IQ
score, however, there do seem to be some reliable indications
of sex differences on specific intellectual skills. For example,
it is generally the case that females score higher than males on
tests of verbal fluency, reading ability, and fine dexterity (the
ability to manipulate small objects). Males, on the other hand,
outscore females on tests of mathematical reasoning and
spatial relations.
Tests of spatial relations require the subject to visualize
and mentally manipulate figures and forms. What is curious
about this rather specialized ability is that males seem to
perform better than females on such tasks from an early age,
68
.
,
widening the gap through the school years, even though this
particular ability seems to be only slightly related to any academic coursework. What this means is that sex differences
here cannot be easily attributed to differences in educational
opportunity.
On the other hand, educational experiences may have a
great deal to do with observed differences in mathematical
ability. Scores on tests of mathematics and arithmetic skills
are very well correlated with the number and nature of the
math classes taken while a student is in high school. For many
reasons, males tend to enroll in advanced math courses at a
higher rate than females. It is not surprising, then, that by the
time they leave high school, there are significant differences
between men and women on tests of mathematical ability.
So it seems that any differences that can be found between
males and females on intellectual tasks are reasonably small,
quite specific, and probably due to environmental influences
and schooling experiences.
(Adapted from Seal, B. Academic Encounters: Human
Behavior. Reading. Study Skills. Writing. Cambridge University
Press, 1997)
(
4 a)
Read the text in more detail and decide which of the following skills are
due to environmental factors (write ENV in the blank) and which are due to
innate factors (write INN in the blank)? If no explanation is given, leave the blank
empty:
___ reading
___ math
___ verbal fluency
___ fine dexterity
___ spatial relations
b) Compare your answers with a partners. Find the parts of the text which led
you to your answers.
5 a) Scan the text and find the words that go with the word test. Remember
to put them on your collocation map.
b) Without looking back at the text, make true sentences comparing males and
females. Use the following structures:
do (perform) + better (worse)+ than;
69
Skim the text below and find the paragraph in which each of the
following appears. Put the number of the paragraph in the blank.
__ a) data about IQ scores gathered using a cross-sectional method.
__ b) an example to show why the best answer to questions about IQ and age is It
depends.
__ c) a definition of the longitudinal method of gathering data.
__ d) a discussion about the usefulness of giving IQ tests to young children.
__ e) definitions of fluid intelligence and rystallized intelligence.
__ f) a comparison of the IQ scores of young children with their adult IQ score.
70
71
Correlation is one of
the most basic statistical
terms. It tells you how
closely two conditions
(variables) are related.
The highest possible
correlation is 1.0, which
means that every time
one variable is present,
the other is also present.
. ;
decrease
peak
jump
increase
drop
fall
4. a)
sharply
steadily
72
steeply
suddenly
5.
The two sentence structures given below are very useful in describing charts
and graphs:
[noun phrase] + [verb] + [adverb]
Ex.: Mean IQ scores have increased considerably in the past 50
years.
[there is/was/has been] + [noun
phrase]
Ex.: There has been a gradual increase in brain volume as we
progressed along the Human timeline of evolution..
Finish the sentences below so that they mean the same as the ones given.
1. Starting with the mid-50s IQ scores decline gradually.
There
2. IQ scores gradually rose until the mid-50s.
There
3 Global IQ peaks in the early 20s.
There.
4. Her IQ score slightly decreased last year due to a lack of motivation.
There
5. His fluid intelligence has fallen significantly over the past 5 years.
There
Here are some more collocations to describe graphs and charts. Can you say
what changes the boldfaced words and collocations describe? Give their Russian
equivalents.
1. There has been a considerable increase in mean IQ scores in the past 50 years.
73
2. Scores on nonverbal IQ tests have risen dramatically throughout the world since
the 1930s.
3. It can be seen from the diagram that individual intelligence scores fluctuate a great
deal over childhood and adolescence.
4. The bar chart shows that the IQ of babies and infants fed junk food has slightly
reduced, while the IQ of those going in for healthy diets has slightly increased.
5. The childrens IQ scores fell by* 1.67 for every increase on a chart reflecting the
amount of processed fat in their diet.
6. The chart shows that fertility is correlated at 0.86 with IQ for white women and
0.96 for black women.
*
For the correct use of prepositions in describing dynamic charts and graphs see
Appendix 10.
7.
Based on what you have read in the text decide whether the following
statements are true or false. Correct the false statements.
1. According to the data gathered using a cross-sectional method, global IQ stays
stable until the age of 40 and then decreases gradually.
2. Data based on a longitudinal method show that IQ scores increase until mid-50s and
then fall gradually.
3. Most studies show a slight rise in all cognitive abilities with age.
4. Tests on vocabulary demonstrate a significant fluctuation at an elderly age.
5. Tests of verbal fluency often show a dramatic decline beginning at age 30.
6. Fluid intelligence shows a considerable drop with age.
7. Crystallized intelligence remains stable and even rises throughout lifetime.
8.
This graph shows how global IQ scores change with age when gathered using a
longitudinal method.
high
low
10
20
30
40
50
60
Age
70
80
a) Make similar graphs to illustrate the other changes in test scores described in
the text Age differences and IQ.
Global IQ scores (cross-sectional method)
high
74
IQ scores
low
10
20
30
40
50
60
Age
70
80
40
50
60
70
80
60
70
80
60
70
80
high
low
10
20
30
Age
high
low
10
20
30
40
50
Age
high
low
10
20
30
40
50
Age
high
low
75
10
20
30
40
50
60
Age
70
80
Nature versus nurture is one of the oldest and most enduring issues in all of
psychology. You will now listen to a lecture Intelligence nature or nurture?
Before listening discuss the following questions in small groups.
1. Can there be a clear answer to the question of what determines intelligence? Why?
Why not?
2. What experiments could be made to support the nature or the nurture view of
intelligence?
3. What problems can arise while conducting experiments with human subjects?
Consider the difference between the notions below. Give their Russian
equivalents.
Use a dictionary if necessary.
1. inherited / biological
2. identical twins / fraternal twins
3. twins / siblings
4. raised together / raised apart
5. adopted children / biological children
76
b)
4. a)
0.72
0.85
0.45
0.6
b)
Can you present these data in a graph? A bar graph seems to be the most
appropriate here. Consider the following:
- what the vertical axis (Y-Axis) of your graph shows;
- what the horizontal axis (X-Axis) shows;
- the title of your graph.
(Remember that the highest possible correlation is 1.0)
c) Write 4-5 sentences to describe your chart. You may find the following phrases
useful.
Useful language
The chart compares
shows
demonstrates
represents
The highest/lowest correlation is
The IQ correlation of is higher / lower than
77
Before listening to Part II of the lecture consider the difference between the
notions below. Give their Russian equivalents. Use a dictionary if necessary.
1. enriched environment / impoverished environment
2. inner city homes / suburban homes
3. single-parent family / nuclear family
7 a)
Read the following statements and try to guess whether they are true or
false.
1. The rats raised in impoverished environment are as bright as the ones raised in
enriched environment.
2. Kids raised in suburban homes have a higher IQ than similar kids raised in inner
city environment.
3. Firstborns from smaller families have higher IQs than firstborns from larger
families.
4. Single-parenting negatively influences a childs IQ.
and
78
DEBATES
Organize debates on one of the following topics.
79
Lead Debater
Cross-Examiner
Question Responder
Rebutter
Summarizer
adapted
for
classroom
ACHIEVEMENT TEST
intelligent (4)
unintelligent (3)
get over a problem (2)
adopt a label (1)
brothers and sisters (1)
7 points
6. Look at the graph below and describe it using your active vocabulary.
The following questions can help you.
What kind of graph is this?
What does the graph show?
What does the Y-Axis (the X-Axis) represent?
When were the data first collected?
How have the correlations changed over 13 years?
What are the correlations during the first (the second) stage of data collection?
What conclusion can you make?
(from http://wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html)
18 points
Total 80 points
SELF-CHECKLIST
5.
6.
7.
8.
In column 1 and 2:
I can do this under normal circumstances
I can do it easily
In column 3:
!
This is an objective for me
!!
This is a priority for me
If you have over 80% of the points ticked, you have probably reached your
learning goals.
I know/have learnt
1
2
3
4
5
6
7
8
9
10
11
12
13
1
2
1
My
assessment
2
Teachers
Assessment
3
Importanc
e
3
5
6
7
8
9
10
11
12
13
14
1
2
3
4
5
2
3
specific features
speak about the theory of multiple
intelligence
speak about my personal intelligences
speak about the problem of labeling
take notes of a lecture effectively
say formulae and equations
speak about gender differences in IQ
describe age differences and IQ and
show them on graphs
say how biological and environmental
factors contribute to IQ development
use the correct vocabulary and structures
to describe graphs
describe the format of the LincolnDouglas debate
participate in debates effectively
I know/have revised
how to say numbers
how to write a summary
using gerunds
prepositions to describe charts and
graphs
vocabulary for debating
I have made/ written
a summary of the text
________________________________
___
(specify the title of the text)
collocation maps for test,
intelligence, problem
made a bar graph to represent the data
supporting the nature view of
intelligence
made a Project of a School that makes
use of the theory of multiple intelligence
I can also do the following
VOCABULARY FILE
1. administer (v)
~ a test
synonym: conduct
2. adopted (adj)
~ child
adoptive (adj)
~ parents
~ family
adopt (v)
~ a baby/ teenager etc.
adoption (n)
3. alternate (v)
synonyms: take turns, vary
4. ambiguity (n)
present ~
synonyms: uncertainty, unclearness
5. assess (v)
~ intelligence
synonym: evaluate, estimate
assessment (n)
6. assortment (n)
~ of tasks
synonyms: range, variety
7.capacity (n)
innate/ natural ~
intellectual / mental ~
synonyms: capability, mental ability
8. challenge (n)
cope with ~s
synonyms: question, demand
challenge (v)
~ the theory
9. correlate (v)
~ highly / significantly/ well
~ positively/ negatively
correlation (n)
high / low ~
positive ~
10.cope (v)
~ with challenges
synonyms: handle, manage
11. current (adj)
~ usage
~ theory
synonyms: modern, present
12. decrease (v)
~ considerably/significantly/
slightly/gradually/suddenly/steadily
synonyms: fall, drop, decline
decrease (n)
~ in sth (a number of people)
~ of (5%)
Synonyms: fall, decline, drop
13. demand (n)
cope with ~s
synonyms: challenge, question
14. devise (v)
~ a test
synonym: invent
15. dexterity (n)
fine ~
synonyms: ability, aptitude, craftsmanship
16. dull (adj)
label sb ~
synonyms: stupid, unintelligent
antonyms: bright, intelligent
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
antonym: biological
26.intelligence (n)
multiple ~
synonyms: cleverness, intellect,
sagacity,wits
intelligent (adj)
synonyms: brainy, clever, smart, bright,
resourceful, wise
antonyms: stupid, dumb, dull, silly, foolish
27. label (v)
~sb (un)intelligent
label (n)
give a ~
28. measure(v)
~ IQ
~ an ability/ skill
synonyms: assess, estimate
measure (n)
ratio ~
measurement (n)
29. memory (n)
~ for sth
bead ~
long-term ~
short-term ~
memorize (v)
30. outscore (n)
~ sb on sth
31.overcome (v)
~ difficulties /problems
synonym: get over
32. raise (v)
~ apart
~ together
synonyms: breed, bring up
33. ratio (v)
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
~ measure
synonyms: proportion, quotient
34. resourcefulness (n)
synonym: capability
resourceful (adj)
synonyms: able, bright, capable, talented
35. retardation (n)
mental ~
synonyms: backwardness, subnormality
retarded (adj)
mentally ~
36. revise (v)
~ a test
synonyms: correct, edit, rewrite
revision (n)
major ~
latest ~
37. scale (n)
intelligence ~
performance ~
verbal ~
Wechsler ~
38. score (n)
~ for sth (creativity)
~ on a test
get a ~
intelligence/performance/ verbal/ total ~
Standard Age ~
synonym: result
score (v)
~ high(ly) / well (on a test)
~ low
39. sharp (adj)
~ rise in sth
sharply (adv)
rise ~
fall ~
synonyms: suddenly, unexpectedly
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
___________________________
APPENDICES
Appendix 1. Causality: Structure and Vocabulary
Aid
The
cause of
reason for
The
One
effect
consequence
result
of an increase in demand is
to
Therefore,
So,
As a result,
Accordingly,
Consequently,
Because of this,
Thus,
Hence,
For this reason,
Because
As
Since
higher prices.
causes
results in
leads to
produces
because of
as a result of
on account of
owing to
through
because
since
as
raise
increase
higher prices
an increase in demand
there is
prices
A summary is a shortening, in your own words, of a text of written work. You are
to describe as accurately and briefly as possible the main ideas contained in a
text. A good summary shows that you have understood the text.
A summary should be quite short, regardless of the original's length. No concrete
examples or details (quotes or paraphrases from the original) are used here.
One of the first difficulties to overcome in writing a summary is getting the facts
straight. You should make no statements unsupported by the text. Make sure that all
you say about the text is factually correct.
Another difficulty is putting the material into your own words. To do so, read the
work carefully at least three times, put the work aside, then begin writing. This will
force you to use your own words without the temptation of borrowing directly from
the original.
Selecting the most important details is also a difficulty. Work to pick out those
details that are of greatest significance. Some details are more important than others,
and you must chose details according to the scale of importance.
Do not make any conclusions about the original, its audience, or anything relating to
the text. Your job is to provide your reader with an accurate, but brief, map of the
original and what you think about the writing or the topic of the text is not relevant
here.
Summary, unlike an outline, is a coherent piece of writing
Answers to questions in psychology depend very much on the way in which the
questions are asked. To answer this particular question, we need to define both
psychology and science.
4. 'But' and 'however' often indicate an important contrast, qualification or correction.
For example:
The rising birth rate is not due to increased fertility, but to a sharp decline in
the death rate.
5. Asking a question in a text is a way of highlighting the answer which follows. For
example:
Why is a piped water supply so important? Disease due to contaminated
water is a common cause of death in childhood.
6. A writer may repeat an important point to make sure it is understood. For example:
Death control can be achieved autonomously. In other words, the death rate can
be cut without anything else changing.
7. Conclusions are usually important. Look out for signposts such as:
therefore
the result
in conclusion
we can conclude
one of the primary conclusions
8. Examples are usually less important, although a key example can help you to
remember a main point. Examples are signposted by phrases such as:
for example/instance
like
such as
these include
to illustrate
among these are
They may also be shown simply by punctuation. For example:
The developing countries are dependent on cash crops - sugar, coffee, cacao,
cotton.
Precipitating factors are those which reduce the food supply (droughts, floods,
wars, epidemics) . . .
Paraphrasing
Examples:
a. Paul Ekman from the University of California has conducted a long series of
experiments on how nonverbal behaviour may reveal real inner states.
Paul Ekman who works at the University of California has performed a sequence of
investigations on the way nonverbal behaviour may disclose real internal
conditions.
b. Memory is the capacity for storing and retrieving information.
Memory is the facility storing and retrieving for data.
c. It is worth looking at one or two aspects of the way a mother behaves towards her
baby.
It is useful to observe several features of how a mother acts when she is with her
small child.
Identify the meaning relationships in the text and express them in a different
way.
Examples:
a. Besides being a theory about the basis and origin of knowledge and the contents of
our minds in general, empiricism is also sometimes a methodology.
Not only is empiricism a theory about the basis and origin of knowledge and the
contents of our minds in general, it also sometimes a methodology.
b. As opposed to this, Locke is often supposed to be saying that, in addition to
properties, things have a "substratum" which "supports" their properties.
Locke is often supposed to be saying, on the other hand, that, in addition to
properties, things have a "substratum" which "supports" their properties.
c. Consequently in a sense one may speak of the Common Law as unwritten law in
contrast
with
Statute
Law,
which
is
written
law.
In a sense, therefore, one may speak of the Common Law as unwritten law in
contrast with Statute Law, which is written law.
Change the grammar of the text:
Examples:
i. change nouns to verbs
This rewriting of history was not so much a matter of a new start.
This rewriting of history was not so much a matter of starting again.
ii. change verbs to nouns
The Normans invaded in 1066.
The Norman invasion took place in 1066.
iii. change adverbs to adjectives
a. He wrote frequently.
He wrote on frequent occasions.
b. Politically, it was a bad decision.
From a political point of view, it was a bad decision.
iv. change active verbs to passive
a. We can relate a study of this kind to texts in other media too
A study of this kind can be related to texts in other media too.
b. In this treatment the teacher can use a variety of techniques to elicit the language
learners already know.
In this treatment a variety of techniques is used to elicit the language learners
already know.
v. break up sentences
In 1851 the average family size was 4.7, roughly the same as it had been in the
seventeenth century, but the 1 million couples who married during the 1860s, which
the historian G. M. Young described as the best decade in English history to have been
brought up in, raised the figure to 6.2.
In 1851 the average family size was 4.7, roughly the same as it had been in the
seventeenth century. However, the 1 million couples who married during the 1860s,
which the historian G. M. Young described as the best decade in English history to
have been brought up in, raised the figure to 6.2.
vi. combine sentences
Tropical forests are defined here as evergreen or partly evergreen forests. They grow
in areas receiving not less than 100 mm of precipitation in any month for two out of
three years. The mean annual temperature is 24-plus degrees Celsius. The area is
essentially
frost-free.
Tropical forests are defined here as evergreen or partly evergreen forests, in areas
receiving not less than 100 mm of precipitation in any month for two out of three
years, with mean annual temperature of 24-plus degrees Celsius, and essentially frostfree.
Paraphrasing and shortening
Examples:
a) It is undeniable that the large majority of non-native learners of English
experience a number of problems in attempting to master the phonetic patterns of
the
language.
Many learners find English pronunciation difficult.
b) Tea, whether of the China or Indian variety, is well known to be high on the list of
those beverages which are most frequently drunk by the inhabitants of the British
Isles.
The British drink a large amount of tea.
c) It is not uncommon to encounter sentences which, though they contain a great
number of words and are constructed in a highly complex way, none the less turn
out on inspection to convey very little meaning of any kind.
Some long and complicated sentences mean very little.
d) One of the most noticeable phenomena in any big city, such as London or Paris, is
the steadily increasing number of petrol-driven vehicles, some in private
ownership, others belonging to the public transport system, which congest the
roads and render rapid movement more difficult year by year.
Big cities have growing traffic problems.
- Yes
- No
Do you often race through the day?
- Yes
- No
Do you frequently feel unable to cope with all you have to do?
- Yes
- No
(retrieved on http://www.lessons4living.com/stress_test.htm)
Now calculate your results.
Here is your score:
Few hassles.
Scores of 1-6
Pretty good control.
Scores of 7-12
Danger zone. Watch out!
Scores of 13-17
Stressed out! You may need help.
Scores 18+
Write down 5 more questions that you can ask somebody to check if they are
often under stress.
cancer
cardiovascular disease
depression
diabetes
hair loss
hypertension
immune problems
insomnia
obesity
obsessive-compulsive
anxiety disorder
sexual dysfunction
thyroid problems
ulcers
or
event were real. Having such an experience can then allow a person to heal him/herself
subconsciously and achieve positive and desirable outcomes because it improves wellbeing, confidence, and health.
Guided imagery also leads to relaxation and improved physiological responses by
the body, so that the brain can release chemicals to lower blood pressure, reduce pain,
improve breathing, and relieve other stress-induced conditions. Guided imagery can
also improve certain white cell functions important to the immune system and thereby
increase its effectiveness.
There are also several advantages to guided imagery in relation to other relaxation
techniques. For instance, there are no physical limitations such as those required when
a person does yoga or tai chi. Guided imagery also requires no medications, so people
dont have to worry about adverse reactions that might occur if they were to use herbal
theraphy or medications. Additionally, guided imagery is cost effective because tapes
or CD are low-cost but highly effective, and theyre easy to use.
There are various forms of guided imagery. Here is one example, with a few simple
steps to help you achieve guided imagery on your own.
1. Soothing music can enhance any guided imagery practice, so if you want put on
some soothing music. Then find a comfortable chair and assume a meditative
posture.
2. Dim the lights, close your eyes, and take a few deep breaths.
3. Picture yourself walking down an imaginary staircase, and with each step relax
deeper and deeper.
4. When youre relaxed, imagine yourself in a favorite spot, such as the
mountains, the beach, or near a babbling stream? Dont worry if your mind
wanders. If it does gently return to your practice.
5. Try to make the event as realistic as possible. Is the weather hot or cold? Is the
wind blowing? What do you smell? Do you hear birds chirping or is it
completely quiet? Are you alone or other people nearby?
6. As you relax deeper and the image becomes clearer, feel the positive emotions
from being in such a place. Then mentally reinforce the imagery by internally
saying something, such as I am totally relaxed and stress-free, I am letting
go of all tension, or I am relaxed. I am calm. As you do so, notice how the
stress pours out of your body by allowing it to flow out through your feet.
7. Relax and stay with the pleasant setting for at least ten minutes. During that
time, also notice how your body feels lighter, how aches and tension seem to
disappear, and how your breathing becomes more relaxed.
8. To end the session, take a few more deep breaths and see yourself climbing
back up the staircase.
9. Stretch and open your eyes. Then sit quietly for a few minutes and think about
what happened. If you want you can also keep a journal and write down any
thoughts that came to mind from the experience.
(Retrieved: http://www.newrinkles.com/index.php/mental/stress-management/guidedimagery-to-reduce-stress)
The most important information that you have located from the text
GUIDED IMAGERY TO REDUCE STRESS when doing Task 1 will help you
to structure your ideas for writing the summary of this text. In case you need to
refresh your knowledge about the steps of writing the summary, check Appendix
1.
Write your summary in the space provided below.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
There are two of recognised ways of reasoning inductive and deductive, and
there are two similar ways of organising your interviews. A third way combines both
inductive and deductive patterns.
a) Using a Pyramid Structure
The interviewer expands the topics by allowing open-ended questions and
more generalized responses. Pyramid structure for interviewing goes from specific
to general questions.
WH-quest.
Yes/No question
What do you think?
What do you feel about ?
Funnel structure for interviewing begins with broad questions, then funnels to
specific questions. Using the funnel structure method provides an easy, nonthreatening way to begin an interview. Respondents will not feel pressured that they
are giving a wrong response to an open-ended question. A funnel-shaped question
sequence is also useful when the interviewee feels emotional about the topic and needs
freedom to express those emotions.
c) Diamond-Shaped Structure for Interviewing
This structure combines the pyramid and funnel
structures. The interviewer begins with easy, closed
questions that provide a warm-up to the interview
process. In the middle of the interview, the interviewee
is asked for options on broad topics. The interviewer
then narrows the questions again to get specific
questions answered.
The chief advantage of using a diamond-shaped
structure is keeping your interviewees interest and
attention through a variety of questions.
Adopted from
http://homepage.eircom.net/~iandowney/inter.htm
Mind map is a diagram used to represent words, ideas, tasks, or other items
linked to and arranged around a central key word or idea. Mind maps are used to
generate, visualize, structure, and classify ideas, and as an aid to studying and
organizing information, solving problems, making decisions, and writing.
The guidelines for creating mind maps:
1.Start in the center with an image of the topic, using at least 3 colors.
2. Use images, symbols, codes, and dimensions throughout your mind map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The central
lines are thicker, organic and thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the mind map, for visual stimulation and also
to encode or group.
8. Develop your own personal style of mind mapping.
9. Use emphasis and show associations in your mind map.
10. Keep the mind map clear by using radial hierarchy, numerical order or
outlines to embrace your branches.
(from http://en.wikipedia.org/wiki/File:MindMapGuidlines.svg)
CARDINAL NUMBERS
1
one
84
eighty-four
100
a/one hundred
200
two hundred
432
1,000
a/one thousand
1, 560
100,000
598,307
1,000,000
a/onemillion
DECIMALS
16.5
sixteen point five / sixteen and a half
17.38%
0.185*
When we use it
0 = oh
0=
nought
in bus or room
numbers
in phone numbers
in years
0 = zero in temperature
0 = nil
For example:-
0 = "Zero"
in football
0 = love in tennis
20 - 0 = "Twenty love."
(fromhttp://www.learnenglish.de/basics/numbers.htm)
FRACTIONS
1/2
one half
2/3
two thirds
3/4
three quarters
1/8
one eighth
MATHEMATICAL OPERATIONS
+
plus (and)
minus (take away)
multiplied by (times)
divided by
equals (is)
Practice
1 Say these numbers
1. 1.95
2. 2/5
3. 0.74
4. 1,507
5. 123,450
6. 1,689,237,705
7. 4.6%
8.
9. 9.5
10. 0.09
2 Match the spoken phrases with the situations below
1.
2.
3.
4.
5.
a.
b.
c.
d.
e.
addition
division
subtraction
Crystallized Abilities
Verbal
Reasoning
1._________
2._________
3._________
4._________
Fluid-analytic Abilities
Quantitative
Reasoning
5._________
6._________
7._________
Short-term Memory
Abstract /Visual
Reasoning
8._________
9._________
10.________
11.________
12._________
13._________
14._________
15._________
VERBAL SCALE
Information
What was Marie-Curie famous for?
Digit Span
Listen carefully, and when I am through, say the numbers right after me.
7
Now I am going to say some more numbers, but I want you to say them
backwards.
3
Vocabulary
Tell me the meaning of corrupt.
Arithmetic
A coat that normally sells for 60 is reduced by 15% during sale. What is the
price of the coat during sale?
Comprehension
Why should people pay taxes?
Similarities
In what way are wool and cotton alike?
PERFORMANCE SCALE:
Picture Completion
I am going to show you a picture with an important part missing. Tell me what
is missing.
Picture Arrangement
The pictures below tell a story. Put them in the right order to tell the story.
Image
Image
Image
Image
Image
Image
Block design
Using the four blocks , make one just like this.
Object Assembly
If three of these pictures are put together correctly, they will make this puzzle?
What are they?
Digit-Symbol Substitution
CODE
=
4
X
5
TEST
Scatter graphs consist of single dots () plotted on a line graph; the dots are not
joined by lines. A cluster of dots along a diagonal indicates a correlation. For example,
the shape of the data in the scatter diagram below (Fig.3)indicates a negative
correlation. As the values on the X-Axis (the number of drinks) increases, the value on
the Y-Axis (the physical dexterity score) decreases.
be
found
In my opinion____
I think that_____
I feel that______
I believe that______
It seems to me that________
If you ask me_____
I'd say that_______
The point is________
As I see it_______
I'd say that______
The point is______
on
You're right
I think so, too
I agree with you
You could be right
I couldn't agree more
That's a good point
I couldn't agree more
I see what you mean
That's just what I was thinking
I agree entirely
You know, that's exactly what I think
Yes, but_____
Informal disagreement
I disagree
(between people you know
That's not the point
very well)
No, I think you're wrong
I can't agree with you
Up to a point, but________
there
Yes, that's quite true, but_____
You can't be serious!!
I'm not sure I quite agree
Come off it!
Well, you have a point there, but_____
Don't be silly!
Perhaps, but don't you think that_____
I see what you mean, but________
I tend to disagree with you there
(from http://claweb.cla.unipd.it/home/mcanapero/debate.htm)
Keys
UNIT 1
1 a)
Stress-management
method
1. Drugs
Methods description
2. Biofeedback
3. Cognitive-behavioral
approaches
4. Physical exercise
UNIT 2
2A
Reading and Speaking
6 a)
1.measure 2.behaviour
information, cope with.
3.function
4.understanding
5.cognitive,
learn
from,
1
1.
2.
3.
4.
5.
6.
7.
A;
C. Explanation: The pattern decreases progressively; -1, -2, -3, -4, -5;
A;
A. Explanation: All the characters are letters back to back?
17. Explanation: 17 is the only odd number.
Page;
C.
2
1.verbal 2. mathematical 3.spatial. 4.pattern recognition 5.classification 6. logic
7. visualization
Verbal
Mathematical
Spatial
visualization
classification
logic
Pattern
recognition
2
1.True. 2.False. 3.True. 4.True. 5.False. 6.False. 7.False. 8.False. 9.False. 10. False.
11. True. 12.True
Personalizing the topic
1Angelina Jolie (an American actress); Sigmund Freud (an Austrian neurologist,
the father of psychoanalysis); Vincent Willem van Gogh (a Dutch post-Impressionist
painter), Barack Hussein Obama (the 44th President of the USA); Victoria
Azarenka (Belarusian tennis player), Albert Einstein (a German physicist)
2
spatial
intraper
sonal
interpe
rsonal
linguisti
c
naturali
stic
Gardner's
multiple
intelligence
logicalmathe
matical
musical
bodilykinesth
etic
REFERENCES
1. .. = English for Sociologists:
1 . . . 3
.1. / -. .. .: , 2007.
2. .., .. = English for
psychologists: . 1 . . . 1-23
01 04 : 3 . .1 / .. , .. : ,
2007.
3. , .. - / ... 24-. .: .., 1992.
4. Espeseth, M. Academic Listening Encounters: Listening, Note-taking and
Discussion. Cambridge University Press, 1999.
5. Myers, David G. Psychology (7th Edition). Worth Publishers, 2004.
6. Seal, B. Academic Encounters: Human Behavior. Reading. Study Skills. Writing.
Cambridge University Press, 1997.
7. Simon Green. Under Pressure: How to combat stress // Psychology Review, 2000.
Vol.7. 2.
8. www.teachingenglish.org.uk
9. http://www.learnenglish.
10. http:// wilderdom.com
11. http://intelligencetest.com
12. http://www.britishcouncil.org
13. http://voices.yahoo.com/business-hong-kong-one-most-stressful-cities4176689.html
14. http://claweb.cla.unipd.it/home/mcanapero/debate.html
Keys
Tapescipts??????