English For Student Of Psychology Unit 3

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English For Student Of Psychology Unit 4

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English for Student of Psychology Unit 7

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Enlish for Student of Psychology Unit 1

english psychology: UNIT 1: "UNIT 1 PSYCHOLOGY AT A GLANCE Psychology studies the activities of individual. The science of human behaviors is actually a group of scienc..."

English For Student Of Psychology Unit 2

English For Student Of Psychology: Tugas Pertama Unit 2 (Kelompok) (1)

Exercise English for Student of Psychology Unit 3

EXERCISE 1 : Used either SIMPLE PRESENT or the PRESENT PROGRESSIVE of the verbs in parentheses.
 

1.      I can’ t afford that ring. It (cost) cost too much.

2.      Look. It (begin) beginning to rain. (unfortunately, I have not) unfortunately, I have not my umbrella with me. Tom is lucky. He (wear) wearing a raincoat.

3.      I (own, not) have not an umbrella. I (wear) wearing a waterproof hat on rainy days.

4.      Right now, I (look) looking around the classroom. Yoko (write) writing in her book. Carlos (bite) biting his pencil. Wan- Ning (scratch) scratching his head. Ahmed to be daydreaming, but perhaps he (think) thinking hard about the verb tenses.

5.      There’s a book on my desk, but it (belong, not) not belong to me.

6.      Dennis (fix) fixing the roof of his house today, and he (need) need some help. Can you help him ?

7.      Barbara (tutor, often) often tutoring other student in her math assignment because he (understand, not) doesn’t understand the material they (work) work on their class this week.

8.      Right now, I (look) looking at Janet. She (look) looks angry. I wonder what’s the matter. She (have) has a frown on her face. She certainly (have, not) doesn’t has any fun right now.

9.      A : Who is that woman who (stand) standing next the window ?

B : which woman ? (talk, you) do you talk about the woman who (wear) wearing the blue and gold dress ?

A : No, I (talk, not) don’t talk about her. I (mean) mean the woman who (wear) wearing the blue suit

B: Oh, I (know, not) don’t know. I (recognize, not) don’t recognize her.

10.   A : Close your eyes. Now listen carefully. What (hear, you ) do you hear ?

 B : I (believe) believe you (rub) rubbing the top if your desk with your hand.

 A : Close, but not exactly right. Try again (listen, you) do you listen carefully ?

 B : Aha! You (rub) rubbing your hands together.

             A : Right ! 


EXCERCISE 2 : use the SIMPLE PAST or the PAST PROGRESSIVE

1. I (have, almost)  had almost     a car accident last night. I (drive)   was driving    down Washington Avenue when suddenly I (see) saw  a car in my lane. It (come)  was coming  right at my car, I (step) stepped on the brakes and (swerve) swerved  to the right. The other car (miss, just) just missed my car by about an inch.

2. Ten year ago, the goverment (decided) decided  to begin a food program. At the time, many people in the rural areas of the country (starve) was starving due to several years of drought.

3. It was my first day of class. i (find, finally) finally found the right room. the room (be, already) was already full of students. On one side of room, students (talk, busily) were busily talking  to each other on spanish. other students (speak) were speaking japanese, and some (converse) was conversation  in Arabic.It sounded like the United Nations. Some of students, however, (sit, just) just sitt  quietly by themselves. I (choose) choosed an empty seat in the last row and (sit)  sat  down. In a few minutes, the teacher (walk) was walking into the room and all the multilingual conversation (stop) stopped.

4. A: (Hear, you) Did you hear  what she just said?
    B: No, I (listen, not) i didn't listen I (think) was thinking  about something else

5. A: Why weren't you at the meeting?
    B: I (wait) was waiting for an overseas call from my family.

6. A: I'm sure you meet carol Jones at the party last night.
    B: I don't remember her. What (she) she did ?

7. A: What's wrong whit your foot?
    B: I (step) stepped on a bee while I (run) was running barefoot through the grass. I (sting) stung me

8. A: How (break, you) did you break  your warm?
    B: i (slip) slipped on the ice while i (cross) was crossing the street in front of drom.

EXERCISE 3 :In the following, change the position of the expression of place.

1. Roy is on the couch taking a nap  
     s             v                    o
2.Anita was in england attending a confrence last month
     s        o                        v                        adv of time
3.The teachers is at her desk correcting papers
           s                    v                    o
4.some of the students were playing soccer at the park and they were late to class
                  s                                          v                                      o 

EXERCISE 4: Use the SIMPLE PAST or the PRESENT PERFECT. In some sentences, either tense is possible but the meaning is different.

1.      I have not attended any parties since I came here.

2.      Al went to a party at sally’s apartment last Saturday night.

3.      Bill arrived here three days ago.

4.      Bill was here since the 22^nd.

5.      Try not to be absent from class again for the rest of the term. You have already missed too many  classes. You missed two classes just last week.

6.      Last January, I saw snow for the first time in my life.

7.      In her whole lifetime, Anna has never seen snow.

8.      I have known greg adams for ten years.

9.      So far this week, I already had two tests and a quiz.

10.  Up to now, Professor Williams has already given our class five tests.

EXERCISE 5 ORAL (BOOKS CLOSED):  Answer the question in a complete sentence

Example   : How many tests have you taken since the beginning of the (semester)?
Response : I have taken (three, several, many) tests since the beginning of the (semester) OR: I haven't taken any tests since the beginning of the (semester)

1. How many books have you bought since the beginning of the (semester)?
    I have bought many books since he beginning of the semester
    s           v             o                       adv. of time

2. How many letters have you gotten so far this month/week?
    I have got two letters so far this month
    s         v          o          adv. of time

3. How many letters have you written since the beginning of the month/week?
    I haven't written any letters since the beginning of the month
    s              v            o                      adv. of time

4. How many questions have i asked so far?
    You have asked   several questions   so far
      s              v              o               adv. of time

5. How many times have you flown in an airplane?
    I have flown in an airplane several times
    s          v              o          adv. of time

6. How many people have you met since you came here?
    I have met many people since i came here
    s         v          o               adv. of time

EXERCISE 6 : Use the SIMPLE PAST or the PAST PERFECT. Are there some blanks where either tense is possible?

1. He was a newspaper reporter before he become a businessman.
     s     v            o                                  s    v                o


2. I feel a little better after I took the medicine.
    s    v            o              s    v        o        


3. I was late the teacher giving a quiz when I got to class.    
    s       v                o                                 s  v     o  


4. The anthropologist left the village when she had collected enough data.
            s                    v        o                   s            v                  o


5. It was raining hard, but by time class had over, the rain stopped.
    s    v          o                           s         v            o

EXERCISE 7 : Use the SIMPLE PAST or the PAST PERFECT

1. Class  had already begun by the time I got there, so I make, quietly a seat in the back.
2. I hadn’t seen any of Picasso’s paintings before I visited the art museum.
3. I almost missed my plane. All of the other passangers had already boarded by the time I got there.
4. Yesterday at a restaurant, I saw Pam Donnely, an old friend of mine. I had not seen her in years. At first, I didn’t recognize her because she had lost at least fifty pounds.

 

ENGLISH FOR STUDENT OF PSYCHOLOGY 3

ENGLISH FOR STUDENT OF PSYCHOLOGY 3

THE PROGRESSIVE TENSES

From: Be + ing (present participle)Meaning:The progressive tenses give the idea that an action is in progress during a particular time. The tenses say that am action begin before, is in progress during, and continues after another time or action.

PRESENTPROGRESSIVE	(a)He is sleeping right now.	He went to sleep at 10:00 to night. It is now 11:00 and he is still sleep. His sleep began in the past, is in progress at the present time, and probably will continue.
PAST PROGRESSIVE	(b) He was sleeping when I arrived	He went to sleep at 10:00 last night. I arrived at 11:00 He was still a sleep. His sleep began before and was in progress at a particular time in the past. It probably continued.
FUTURE PROGRESSIVE	(c) He will be sleeping when we arrived.	He will go to sleep at 10:00 tomorrow to night. We will arrive at 11:00. The action of sleeping will begin before we arrive at it well be in progress at a particular time in the future. Probably his sleep will continue.

3.THE PERFECT TENSES

From: have + past participleMeaning:The perfect tenses all give the idea that one thing happens before another time or event.

PRESSENT PERFECT	(a) I have already eaten	I finished eating sometime before now. The exact tome is not important.
PAST PERFECT	(b) I had already eaten when they arrived	First i finished eating. Later they arrive. My eating will be completely fifinished before another time in the past.
FUTURE PERFECT	(c) I will already have eaten when they arrive.	First I will finish eating. Later they will arrive. My eating will be completely finished before another time in the future.

1-4 THE PERFECT PROGRESSIVE TENSES

From:have + been + – ing (present participle)Meaning : The perfect progressive tenses give the idea that one event is in progress immediately before, up to until another time or event. The tenses are used to express the duranon of the first event.

PRESSENT PERFECT PROGRESSIVE	(a) I have been studying for two fours.	Event in progress studying When?Before now, up to now. How long? For two hours.
PAST PERFECT PROGRESSIVE	(b) I had been studying for two hours before my friend came.	Event in progress studying. When? Before another event in the past. How long? For two hours.
FUTURE PERFECT PROGRESSIVE	(c) I will have been studying for two hours by the time you arrive.	Event in progress studying. When? Before another event in the future. How long? For two hours.

1-14 USING EXPRESSIONS OF PLACE WITH PROGRESSIVE TENSES

(A) Kay is studying in her room.(B) Kay is in room studying. (C) Jack was in bed reading a book when I came.

An expression of place cn sometimes come between the auxiliary be and the- ing verb in a progressive tense ,as in (b) and (c)

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Are My Kids Watching Too Much TV?

Are My Kids Watching Too Much TV?

I have three children under the age of 7, and they watch a lot of television. I'm worried that it's too much. Should I limit their TV viewing?

- Karen

Television can be a source of learning and entertainment. But studies have shown that too much TV can make kids more likely to be obese — and, depending on the content, more aggressive.


The American Academy of Pediatrics (AAP) suggests that older kids not watch more than 1-2 hours of TV or video per day, and that kids under age 2 not watch any television. They also recommend that the shows children watch be nonviolent and educational. Above all, TV shouldn't be a substitute for activities like playing, exercising, or reading.

Reviewed by: Steven Dowshen, MD

How Can Parents Discipline Without Spanking?

How Can Parents Discipline Without Spanking?

When I was little, my parents spanked me when I misbehaved. Now that I'm a parent, I'm not so sure that I want to follow in their footsteps. Are there other discipline measures that work?

- Linda

It's good that you're being open-minded about your approach to discipline and that you're giving lots of thought to the effects of your choices and practices. Many parents settle on a discipline method just because it's how they were raised — and never give it another thought. So congratulations on being a thoughtful parent.

Spanking can be humiliating for children, can cause anger and resentment, can cause physical harm, and does not necessarily teach the lesson you're trying to convey. For these reasons, the American Academy of Pediatrics (AAP) does not recommend spanking. Other ways to discipline kids effectively include using timeouts, modeling appropriate behavior, and helping kids understand the connection between actions and consequences.

If you feel you need more guidance, talk to your doctor or contact a child psychologist or counselor and ask to have a couple of sessions just to discuss and plan new discipline strategies. Chances are, you'll learn a lot, enjoy success with some new approaches, and feel better than ever about your parenting.


Reviewed by: Larissa Hirsch, MD

Source : www.kidshealth.org

Cooking With Kids

Cooking With Kids

Reviewed by: Mary L. Gavin, MD

The kitchen can be a fascinating place for young children. They see grown-ups working briskly in there, watch the steam rise from pots on the stove, and smell what's on the menu that night. Even older kids might be intrigued by how baked goods and meals come together. It isn't always convenient to invite them into the kitchen to help, but consider doing so when time allows.

Younger kids can watch what you're doing and help out with small tasks, like stirring something or setting the table. Older kids can be taught how to crack eggs or measure ingredients. Even teens might be lured into the kitchen if you tell them they can choose the dish and you'll help prepare it with them.

To the kids, it will seem like fun, but there are other benefits to this time together:

Preschoolers  

See how the dishes they eat are put together — and they get hands-on experience, which is a great way to learn and feel like they are helping out.

School-age 

Kids can learn some cooking basics and use their math skills as they help combine ingredients for recipes. You also can use the time to talk about good nutrition and why you chose the ingredients you're using. It can lay the groundwork for healthy eating later on.

Teens 

Might appreciate the chance to improve their cooking skills — good preparation for when they'll need to cook for themselves. Teens also might be interested in trying different cuisines. Do they love Asian food? Visit an Asian market and put together something authentic.

Parents get something out of this kitchen togetherness, too. First, there's the quality time you'll share. Then there's the pleasure of sitting down at the table together to enjoy what you've whipped up.

Here are some tips for having fun and staying safe while you're cooking with kids

Choose the Right Time

If you're going to have kids helping you in the kitchen, you don't want to be on a tight time schedule. Instead of involving them in a dinner you have to cook lightning-fast, enlist their help on a weekend afternoon when you don't feel crunched.

With younger kids, choose a time when they're well-rested and not easily frustrated. It's also a smart idea to have another adult in the kitchen to help you keep an eye on your junior chef.

Choose the Right Tasks

Plan ahead a little when deciding what you'll prepare together. For younger kids, consider starting with simple dishes with fewer than five ingredients. Then your child won't have to wait it out while you tackle a complicated step. A tossed salad or easy muffin recipe can be good starter projects. You also might set up a pizza-making assembly line where kids can choose their own mini-crusts, sauces, cheeses, and toppings. Older kids can take cooking to the next level and work with you on more challenging recipes.

When you've chosen a recipe, think about which steps your child can do independently. For instance, kids who can read can call out the ingredients from the recipe card while you put them out on the counter. A younger child can help you pour ingredients into a bowl. An older child might be able to measure out ingredients and add them unassisted.

Doing some prep work in advance, such as rinsing the berries for muffins, will make the process move more swiftly. If there's a lull in the action, you might consider giving your child a well-deserved break. Then you can call him or her back in when there's another kid-friendly task to do, or when it's time to taste what you made.

Stress Safety

Children need supervision when they're in the kitchen. Preschoolers must learn not to touch whirring electric beaters, hot pans, and stovetops.

Here are some safety tips:

• Give frequent reminders about what's OK to touch and which items can hurt them.

• Talk about which kitchen tasks are for grown-ups and which are for kids.

• Establish kitchen rules, such as washing hands and not touching stove knobs or knives.

Even older kids will need safety reminders, especially if they're working with appliances and knives, or at the stove.

Loosen Up

Kids cannot be counted on to be neat in the kitchen. Even adults have trouble with that. To make your experience together more enjoyable, allow for some extra mess and try to be patient. To prevent cooking disasters, be sure your child isn't measuring ingredients over the bowl — risking a big oops. Instead, you might measure them separately and put them in small bowls, like they do on TV cooking shows.

Even if everything doesn't go perfectly, try to keep the mood light. If the egg gets more smashed than cracked, offer some guidance and let your child try again. Little by little, kids will gain these skills — and feel great once they're mastered.

Last, but not least, be sure to compliment your assistant chefs on a job well done. Offer them first taste of whatever you cooked together — and ask what you should make together next time. Bon appetit!

Source : www.kidshealth.org

How Parents and Children Can Function as a Successful Team

How Parents and Children
Can Function as a Successful Team

by Steven Korner, Ph.D.

D.W. Winnicott, a famous child expert, noted that there is no such thing as an individual child. There are only children and parents.  Understanding children's behavior is accomplished by viewing parents and children as a team. When a child is not functioning well, there is often some imbalance in the team's functioning. The emotional atmosphere that exists between parents and children can lead either to constructive, healthy living or a life course fraught with missteps and obstacles.

What are the essential components of the kind of rarified atmosphere that spawns a well-functioning team? Studies of children and parents suggest the following:

Active Listening

This kind of listening presupposes an ongoing interest in the other person's point of view. Questions that are posed are meant to help parents to understand children's thinking and, most importantly, their objections to considering what parents are proposing.

Regulation of Emotional Contagion

Active listening is virtually impossible unless parents are able to constructively regulate their own emotions. This is no small feat. Parents and children are often exceptionally skillful at arousing intolerable emotions in one another. These emotions interfere with an individual's capacity to listen actively.

Parents and children reciprocally exchange or "catch" emotions from each other. Emotions are contagious and are often caught just like colds. Once parents and children "infect" each other with an emotion (i.e. frustration; anger; sadness), the job of emotional regulation becomes more complex. For example, a parent dealing with a frustrated child will have the task of containing his/her own emotions as well as the induced emotion of frustration caught from the child. Holding onto these induced emotions serves several purposes:

1. First, it allows the parent to experience the feeling with which the child is struggling;
2. Secondly, experiencing the child's feeling permits better understanding of how to approach the child; and
3. Third, containing these induced emotions prevents parents from taking premature actions (i.e. yelling or other punitive behavior) simply for the purpose of providing an emotional release when emotions become "too  hot" to hold.

Consultation with Your Child and Emotional Communication

Once you have listened to your child and mastered the difficult job of regulating emotional contagion, you are ready to attempt to consult with your child about what would help.

Consulting children seems like the most logical way to approach parent-child difficulties. However, it is often overlooked or attempted unsuccessfully because of the failure to master the prerequisite steps above.

While parents often ask me what to say to their child, I tell them that it is not so much the words that are used as it is the emotional communication with which the message is delivered. The ideal, of course, would be to know exactly what your child needs at any moment in time without he/she telling you. (Wouldn't we all like this for ourselves?!). While some parent-child dyads approximate this during the early first months of life, most of us just need to ask our children what they need. (By the way, consulting is just that-it is a way of gathering information and joining with a child. Asking children what they would like is not the equivalent of doing what the child asks. Maintaining the difference between talking and doing is extremely important in undertaking the task of consulting with your child).

Good emotional communication requires:

1. Being  "in sync" with your kids. That is, allowing your child's feelings to "wash" over you without drowning in them!
2. Examining the feelings in order to understand your child's dilemma;
3. Containing your own emotions when they would not be constructive;
4. Consulting with your child about what would help. (This includes not being put off by the usual "I don't know" responses and emotionally "staying with" children to have them say what is stopping them from moving forward).
5. Eliciting your child's objections. (This may sound like a crazy idea! However, without knowing what it is that prevents children from being more cooperative, it is virtually impossible to craft a constructive response).
6. Discussing how to remove the obstacles in the road. For example, children may be "using" a behavioral pattern in lieu of expressing a feeling that is intolerable to them or their parents. Most children are protective of their parents even when their relationship appears to be very negative. Stopping a repetitive behavioral pattern (i.e. underachievement; oppositional/defiant behavior) can occur only after the feelings that have been deemed taboo are expressed in words rather than in action. At that point, these patterns no longer become necessary, and drop off by themselves.

After having sat with hundreds of parents over 20 years, I can tell you that all of the above is doable but not easy. The power of emotional contagion can knock any parent-child (or spouse-spouse) team off-track.  Individuals must build up their own emotional insulation so they can tolerate the high intensity of emotional communications in their families. Insulation does not block out feelings. It just permits them to be experienced without short-circuiting our own wiring and blowing a fuse. 

When either genetics or life experiences have left individuals without adequate insulation or wiring, professional consultation may be useful in providing "re-wiring" and "re-insulation." Parents who can tolerate a wide spectrum of emotions and model this for their children often find that they are successful partners with their children.

Source : www.psychologyinfo.com