- •Введение
- •I. Read and learn the following words:
- •II. Match the definition with a certain word:
- •III. Find synonyms to the following words:
- •IV. Complete the table:
- •V. Read the text “What is psychology?” and answer this question. What is psychology?
- •VI. Finish the sentences.
- •VI. Agree or disagree with the following statements.
- •VII. Answer the following questions.
- •VIII. Translate the sentences from Russian into English.
- •Text 2 psychology as a profession
- •I. Read and learn the following words:
- •II. Find in the text the English equivalents for the following words and word combinations.
- •III. Match the suitable definition with the word.
- •IV. Fill the gaps with suitable prepositions
- •V. Translate the following sentences from Russian into English.
- •VI. Read the text “Psychology as a profession” and fill the table. Psychology as a profession
- •VIII. Ask 7-8 questions to the text.
- •IX. Prove that:
- •Text 3 perspectives on behavior and mental processes
- •I. Read and learn the following words:
- •II. Give the antonyms for the following words.
- •III. Match the suitable definition with the word.
- •IV. Give Russian equivalents to the following words and phrases.
- •V. These words can be used both as verbs and nouns. Make up your own sentences to show the differences in their usage.
- •VII. Read the text and explain why is it necessary to take into consideration all the five perspectives studying different psychological states. Perspectives on behavior and mental processes
- •VIII. Answer the following questions.
- •IX. Agree or disagree with the following statements.
- •X. Imagine that you are going to study “memory” as a psychological state tell your group mates which psychological perspective will you choose to do it. Text 4 the research methods of psychology
- •I. Read and learn the following words
- •II. Guess how we translate from English into Russian these international words:
- •III. Find synonyms for the following words
- •IV. Find the definition for each method of research
- •V. Complete the sentences, using the following words.
- •VI. Read the text and fill in the table. The research methods of psychology
- •VII. Agree or disagree with the following statements.
- •Text 5 the sense of hearing
- •I. Read and learn the following words.
- •The sense of hearing
- •VI. Supply the prepositions where necessary
- •VII. Answer the following questions:
- •VIII. Agree or disagree with the following statements.
- •IX. Draw the movement of the sound waves in the ear and describe this process to your group mates. Text 6 the sense of smell and taste
- •I. Read and learn the following words.
- •II. Match the words and their definitions
- •III. Give the Russian equivalents to the following words and phrases:
- •IV. Read the text and answer the question “What sense organs do people use for taste and smell?” the sense of smell and taste
- •V. Insert the following prepositions in the gaps:
- •X. Translate the sentences from Russian into English.
- •Text 7 the sense of sight
- •I. Read and learn the following words
- •The sense of sight
- •VII. Answer the following questions:
- •VIII. Ask 3-4 questions on this text to your group mates.
- •IX. Put the sentences in the order they met in the text.
- •X. Agree or disagree with the following statements:
- •Text 8 the sense of touch
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •The sense of touch
- •VIII. Agree or disagree with the following statements
- •Text 9 perception
- •II. Write the derivatives of the following words:
- •III. Do you understand all these words? Use them in the sentences of your own.
- •IV. Read the text and answer the question “What is perception?” perception
- •V. Prove that:
- •VI. Agree or disagree with the following statements.
- •VII. Work in groups.
- •IX. Translate the text from Russian into English.
- •Text 10
- •Illusions
- •I. Read and learn the following words
- •II. Complete the table:
- •III. Give the synonyms to the following words.
- •IV. Use the following words in the sentences of your own.
- •V. Match the words and their definitions
- •V. Give the English equivalents to the following phrases
- •VI. Fill the gaps in the sentences using the following words.
- •VII. Read the text “Illusions” and say what is the difference between illusion and hallucination?
- •Illusions
- •VIII. Fill the gaps using the following prepositions.
- •IX. Agree or disagree with the following statements.
- •Text 11 conscious awareness: subjective and objective
- •II. Match the words and their definitions
- •III. Give the synonyms to the following words.
- •IV. Read the text “Conscious Awareness: Subjective and Objective” and say what is the difference between subconscious, preconscious and unconscious? conscious awareness: subjective and objective
- •V. Fill the gaps using the following prepositions.
- •VI. Put the sentences in the order they met in the text.
- •Text 12 fantasy and daydreaming
- •II. Guess the meaning of the following international words:
- •III. Complete the table:
- •IV. Fill the gaps in the sentences using the following words.
- •V. Read the text and find the difference between daydream, reverie and fantasy. Fantasy and daydreaming
- •VI. Agree or disagree with the following statements.
- •Text 13 sleep and dream
- •II. Match the words and their definitions
- •III. Make your own sentences or a story using the following words.
- •IV. Fill the gaps in the sentences using the following words.
- •V. Read the text and say what the difference between Rapid Eye Movement stage and Non Rapid Eye Movement stage. Sleep and dream
- •VI. Agree or disagree with the following statements.
- •VII. Answer the following questions
- •VIII. Prove that sleep is very important to human beings. Text 14 memory
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •IV. Find synonyms for the following words:
- •V. Choose 5 any words from vocabulary and make your own sentences with them
- •VI. Read the text and say “What is the memory?” memory
- •VIII. Answer the following questions:
- •IX. Prove that:
- •Text 15 mnemonic systems
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •III. Find synonyms for the following words:
- •IV. Choose 5 any words from the vocabulary and make your own sentences with them
- •V. Complete the table:
- •VI. Read the text “Mnemonic Systems” mnemonic systems
- •VIII. Answer the following questions:
- •IX. Complete the table.
- •X. Work in pairs.
- •Text 16 creativity
- •I. Read and learn the following words
- •II. Match the words and their definitions
- •III. Find synonyms for the following words:
- •IV. Choose 5 any words from the vocabulary and make your own sentences with them.
- •V. Translate these phrases from Russian into English.
- •VI. Read the text “Creativity” creativity
- •VIII. Answer the following questions:
- •IX. Work in groups.
- •X. Translate the text from Russian into English.
- •Text 17 problem solving
- •I. Read and learn the following words
- •Problem solving
- •VI. Finish the following sentences:
- •VII. Put the sentences in the order they met in the text.
- •VIII. Imagine that people couldn’t solve problems because they didn’t know how to do it.
- •IX. Solve the problem in section d.
- •X. Complete the table.
- •Text 18 universal features of human languages
- •I. Read and learn the following words
- •Universal features of human languages
- •VI. Fill the gaps using the following prepositions.
- •Text 19 happiness
- •VI. Read the text “Happiness” and give your definition of this notion happiness
- •VIII. Answer the following questions.
- •IX. Prove that happiness will not last unless it is constantly renewed.
- •X. Translate the text from Russian into English.
- •Text 20 goal and need hierarchies
- •I. Read and learn the following words
- •II. Find synonyms for the following words:
- •III. Choose 5 any words from the vocabulary and make your own sentences.
- •IV. Match the words and their definitions
- •V. Complete the table
- •VI. Read the text “Goal and Need Hierarchies” goal and need hierarchies
- •VIII. Answer the following questions:
- •IX. Work in groups and invent your model of people’s needs.
- •X. Translate the text from Russian into English.
- •I. Practice the reading of the following words:
- •II. Translate the following derivatives and fill in the blank with the proper ones. Learn them and use in the sentences of your own.
- •III. Study the difference between to decide – decision and to solve – solution.
- •IV. Translate the following word-combinations:
- •V. Read the text and name the activities that are conducted by social workers. The Origin and Aims of Social Work
- •VI. Fill in the blanks with the proper word(s) and complete the sentence.
- •VII. Fill in the proper preposition.
- •VIII. Continue the sentences.
- •IX. Render the following in English:
- •Text II From the History of Social Work
- •I. Practice the reading of the following words.
- •II. A) Study the difference in through, though, thorough (thoroughness, thoroughly) and fill in the gaps with the right word.
- •III. Complete the table with the proper derivative. Sometimes not all parts of speech can be formed.
- •IV. Learn the following words:
- •V. Read the text and speak up about the evolution of concept of social work. From the History of Social Work
- •VI. Correct the following statements:
- •Text III Types of Social Workers (Part I)
- •IV.Translate the following word-combinations:
- •V. Read the text and define the types of social workers. Types of Social Workers (Part I)
- •VI. Match the type of a social worker and his main duty.
- •VII. Fill in the blanks with the proper word:
- •VIII. Continue the sentences and then reproduce them.
- •Text IV Types of Social Workers (Part II)
- •I. Practice the pronunciation of the following words:
- •II. Learn the difference between the verbs suggest and offer and fill in the blanks:
- •III. A) Form new words using prefix en- and translate them.
- •IV. Learn the following words:
- •VI. Complete the sentences using the verbs in the chart.
- •VII. Translate the words in brackets into English and complete the sentences.
- •VIII. Answer the following questions.
- •IX. Speak about the duties of above mentioned specialists. Text V Child Abuse
- •I. Translate the following derivatives and use them in the sentences of your own:
- •II. A) Make new adjectives with the base words, using the suffixes and/or negative prefixes. Sometimes you need to make small changes to the spelling.
- •III. Join each sentence using either Participle I, or II, or Perfect Participle.
- •IV. Find the Complex Subject and translate the sentence.
- •V. Learn the following words:
- •VI. Match the opposites in a and b.
- •VII. Read the text and define the main idea of each enumerated paragraph. Child Abuse
- •VIII. Fill in the proper preposition to complete the sentences:
- •IX. Fill in the gaps with the proper word to complete the sentence:
- •X. Continue the sentences:
- •XI. Translate the following questions into English and let your group - mates answer them.
- •Text VI Welfare
- •I. Practice the reading of the following words:
- •II. Learn the following derivatives:
- •IV. A) Translate the sentence and analyze the infinitive of purpose.
- •V. Learn the following words:
- •VI. Supply the most suitable verb from the chart below to complete the sentence.
- •VII. Read the text and name the category of people requiring state support. Welfare
- •VIII. Correct the following statements:
- •Text VII Child Welfare
- •IV. Transform the following sentences from the Active Voice into the Passive Voice:
- •V. Match the opposites.
- •VI. Learn the following words:
- •VII. Read the text and state the categories of child-welfare service programs. Child Welfare
- •VIII. Fill in the gaps with the proper words:
- •IX. Fill in the proper preposition:
- •X. Find the adjective which were used with the following nouns in the text and reproduce the whole sentence.
- •XI. Answer questions to the words in bald type and ask them to your group-mates.
- •Text VIII Suicide
- •I. Practice the reading of the following words.
- •II. Translate the following derivatives and fill in the blank with the proper ones. Learn them and use in the sentences of your own.
- •III. Translate the following word – combinations:
- •IV. A) Form new words using suffix –able and translate them.
- •V. Translate the following paying attention to the italicized words.
- •VI. Choose the word that has the same meaning as the word at the left.
- •VII. Read the text and find out the reasons for suicide for different age groups. Suicide
- •VIII. Fill in the gaps with the proper word to complete the sentence:
- •IX. Correct the following statements:
- •Text IX Euthanasia
- •Euthanasia
- •VIII. Correct the following statements:
- •IX. Make up questions for the following answers.
- •Text X Sociology
- •III. Form the plural of the following nouns.
- •IV. A) Translate the sentence and define the underlined grammar phenomenon.
- •V. Learn the following words:
- •VI. Read the text and name the stages that govern human development according to Comte. Sociology
- •VII. Paraphrase the following sentences:
- •VIII. Fill in the blanks with the proper preposition:
- •IX. Answer the following questions:
- •X. Make a brief summary of Comte’s accomplishments.
- •XI. Choose one personality and make up a short survey of his accomplishments and contribution to sociology.
- •Texts for supplementary reading Text 1 meditation
- •Text 2 what is consciousness?
- •Text 3 slips and what they tell us
- •Text 4 hypnosis
- •Text 5 can hypnosis force people to act against their will?
- •Text 6 can hypnosis enhance recall of forgotten events?
- •Text 7 the id, the ego and the superego
- •Text 8 therapy
- •Text 9 defence mechanisms
- •Text 10 talking with the hands
- •Text 11 language and non-humans
- •Text 12 helping the deaf hear
- •Text 13 what is emotion?
- •Text 14 the evolutionary theory of emotional expression
- •Text 15 how our emotions can make
- •It harder for us to lie
- •Text 16 a triangular theory of love
- •Text 17 learning
- •Text 18 habituation
- •Text 19 punishment: use with care
- •Text 20 observational learning
- •Appendix Словообразование при помощи аффиксов
- •Наиболее употребительные префиксы. Префиксы с отрицательным значением.
- •Префиксы с разными значениями
- •Наиболее употребительные суффиксы Суффиксы существительных
- •Суффиксы прилагательных
- •Суффиксы глаголов
- •Glossary
- •Contents
III. Translate the following word – combinations:
A uniquely human act, the annual number, to remain relatively stable, the highest suicide rate, debilitating effects, a greater prevalence of mental illness, the increased availability of firearms, suicide prevention efforts, a predictor of suicidal intent, substance-abuse disorders.
IV. A) Form new words using suffix –able and translate them.
To diagnose, to cure, to vary, to record, to observe, to detect, to rely, to avoid, to correct, to realize, to measure, to identify.
b) Form new words using suffix – less and translate them.
Pain, number, hope, doubt, help, use, harm, care, fruit, ground, air.
V. Translate the following paying attention to the italicized words.
1. Your room is twice as large as mine. 2. She does twice as much work as her brother. 3. This box is three times as heavy as that one. 4. Women attempt suicide three times as frequently as men. 5. This medicine is three times as effective as the latter one. 6. The price of meat was twice as high as the price of fish. 7. Your flat is three times as large as ours. 8. We use this device four times as often as you do.
VI. Choose the word that has the same meaning as the word at the left.
1. to affect A) to include
B) to influence
C) to improve
2. to happen A) to occur
B) to accept
C) to take part
3. to try A) to cry
B) to attempt
C) to triple
4. probability A) variety
B) likelihood
C) ability
5. exact A) accurate
B) particular
C) acute
VII. Read the text and find out the reasons for suicide for different age groups. Suicide
Suicide is intentional, self-inflicted death. A uniquely human act, suicide occurs in all cultures. People who attempt or complete suicide usually suffer from extreme emotional pain and distress and feel unable to cope with their problems. They are likely to suffer from mental illness, particularly severe depression, and to feel hopeless about the future.
In the United States, suicide ranks in the top ten causes of death, accounting for about 1.5 percent of all deaths. The annual number of suicides has averaged about 30,000 since the late 1980s and has consistently exceeded the annual number of homicides. The suicide rate (number of suicide deaths per 100,000 people) in the United States has remained relatively stable since the 1950s, ranging between 10 and 13 per 100,000 each year.
The suicide rate varies by age group. Of all age groups, the elderly have the highest suicide rates, particularly white men over the age of 75. The increased rate of suicide among elderly people appears mostly due to the debilitating effects of physical illness, loss of social roles and relationships, and untreated depression. Suicide rates for people between the ages of 15 and 24 tripled between 1950 and 1993. The reasons for this increase are not entirely clear, but researchers have associated it with a greater prevalence of mental illness in young people, an increased use of drugs in this population, and the increased availability of firearms in the home.
Suicide rates also vary between men and women and between ethnic groups. Men complete about 80 percent of all suicides. However, women attempt suicide three times as frequently as men. Among men, Native Americans have the highest suicide rate, followed by whites. White men and women account for about 90 percent of all suicides.
Canada’s suicide rate has historically been similar to or slightly higher than that of the United States. About 3800 suicides are recorded in Canada each year. Countries with the highest suicide rates include Latvia (42.5 suicides per 100,000 people), Lithuania (42.1), Estonia (38.2), Russia (37.8), and Hungary (35.9). Countries with the lowest suicide rates include Guatemala (0.5), the Philippines (0.5), Albania (1.4), the Dominican Republic (2.1), and Armenia (2.3). However, an accurate comparison of suicide rates among countries is difficult because of the unreliability of official suicide statistics and varying methods of certifying how deaths occurred.
Because depression precedes most suicides, early recognition of depression and treatment through medication and psychotherapy are important ways of preventing suicide (see Depression: Treatment). In general, suicide prevention efforts aim to identify people with the highest risk of suicide and to intervene before these individuals become suicidal.
Certain aspects of a person’s life increase the likelihood that the person will attempt or complete suicide. Studies have shown that one of the best predictors of suicidal intent is hopelessness. People with a sense of hopelessness may come to perceive suicide as the only alternative to a pained existence. People with mental illnesses, substance-abuse disorders such as alcoholism or drug dependence, and behavioral disorders also have a higher risk of suicide. In fact, people suffering from diagnosable mental illnesses complete about 90 percent of all suicides. Physical illness also increases a person’s risk of suicide, especially when the illness is accompanied by depression. About one-third of adult suicide victims suffered from a physical illness at the time of their death.
Other risk factors include previous suicide attempts, a history of suicide among family members, and social isolation. People who live alone or lack close friends may not receive emotional support that would otherwise protect them from despair and irrational thinking during difficult periods of life.
About 80 percent of people who complete suicide give warning signs, although the warnings may not be overt or obvious. These usually take the form of talking about suicide or a wish to die; statements about hopelessness, helplessness, or worthlessness; preoccupation with death; and references to suicide in drawings, school essays, poems, or notes. Other danger signs include sudden, dramatic, and unexplained changes in behavior and what are called “termination behaviors.” These behaviors include an interest in putting personal affairs in order and giving away prized possessions, often accompanied by statements of sadness or despair.
A person who observes these signs should ask the person in question whether he or she is thinking of suicide. If so, the observer should refer the person to a trained mental health professional to reduce the immediate risk of suicide and to treat the problems that led the person to consider suicide. Most suicides can be prevented because the suicidal state of mind is usually temporary.
In the United States, mental health professionals established the first major suicide-prevention telephone hotlines in the 1950s. Counselors or trained volunteers usually staff the hotlines around the clock. The staff members provide a listening ear to those in despair and tell callers where they can go to receive professional help. Although hotlines provide a valuable service to people in crisis, research has shown that hotlines help only those that call. Young women call more frequently than do men, who have a greater risk of suicide.
An increasing number of schools have suicide-prevention programs that train students, teachers, and school staff to recognize warning signs and tell them where to refer students at risk of suicide. These relatively new programs have not yet demonstrated their effectiveness at preventing youth suicide.
Another prevention method involves restricting access to means of killing oneself. Barriers that prevent people from jumping off bridges, for example, and restrictions on access to firearms have shown some effectiveness in reducing suicides. Such methods introduce a delay during which suicidal feelings and decisions may change or rescuers can physically intervene.