Бопп Юлия Английский язык (English for Psychology Students) .

Ю.В.
Бопп
С.В. Овчаренко
Английский язык
Учебно-методическое пособие
Для студентов направлений подготовки:

030300.62 Психология
050700.62 Специальное (дефектологическое) образование
English
for Psychology Students
Сургут
2014
ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ И МОЛОДЁЖНОЙ ПОЛИТИКИ
ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКРУГА – ЮГРЫ
СУРГУТСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ
Ю.В. Бопп
С.В. Овчаренко
Английский язык
Учебно-методическое пособие
направлений подготовки:
030300.62 Психология
050700.62 Специальное (дефектологическое) образование
Сургут
2014
Печатается по решению
Редакционно-издательского совета СурГПУ
Рецензент:
А.В. Коваленко, кандидат педагогических наук, доцент
Бопп Ю.В., Овчаренко С.В.

Английский язык (English for Psychology Students): Учебно-методическое
пособие для студентов направлений подготовки: 050700.62 Специальное
(дефектологическое) образование; 030300.62 Психология – Сургут: РИО СурГПУ,
2014. – 109 с.
Данное учебно-методическое пособие состоит из десяти разделов, построенных

вокруг оригинальных текстов по общей психологии, лексических и грамматических
упражнений к ним, а также упражнений на выработку навыков профессионально-
ориентированной устной речи по темам уроков. Пособие составлено в соответствии с
требованиями Федерального государственного образовательного стандарта
Российской Федерации к обязательному минимуму содержания основной
образовательной программы дисциплины «Иностранный язык» и направлено на
развитие языковых навыков и коммуникативных умений студентов, таких как чтение,
перевод и говорение.
Предназначено для студентов направлений подготовки 050700.62 Специальное
(дефектологическое) образование; 030300.62 Психология.
 Сургутский государственный педагогический университет, 2014
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CONTENTS
Предисловие……………………………………...4
Unit 1. Psychology As a Science …………………9
Unit 2. The Mind and Psychology ……………...18
Unit 3. The Difference Between a Psychologist and a Psychiatrist
……………………………….28
Unit 4. The Self and Thinking …………….........38
Unit 5. The Nature of Sleep ..……………………47
Unit 6. The Stress ..………………...………........56
Unit 7. Arousal and Emotion …………………...64
Unit 8. Body Language ………………………...73
Unit 9. Color Psychology …………..…………...83
Unit 10. Organization of the Nervous System ..91
Glossary ……………………..…..……………..101
Литература ...………………………………….113
ПРЕДИСЛОВИЕ
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Социально-политические и экономические преобразования во всех сферах
жизни нашего общества привели к существенным изменениям в сфере образования.
Изменился и статус иностранного языка. Усилилось его значение как действенного
фактора социально-экономического, научно-технического и общекультурного
прогресса, как средства устного и письменного общения между представителями
разных народов и культур и как важного средства развития интеллектуальных
способностей, их общеобразовательного потенциала.Расширение международных
связей, вхождение нашего государства в мировое сообщество сделало иностранный
язык реально востребованным государством, обществом и личностью. Без должного
знания иностранного языка трудно представить себе ученого, практика-
профессионала. Непрерывный обмен профессиональной информацией составляет
основу для карьерного и личностного роста. В этой связи учебная дисциплина
«Иностранный язык» играет важную роль в процессе подготовки будущего
специалиста, так как является средством формирования профессиональной
направленности, т.е. интереса к будущей профессии и стремления получить знания
по возможно большему числу коммуникационных каналов.
Настоящее пособие «Английский язык» предназначено для студентов
направлений подготовки 050700.62 Специальное (дефектологическое) образование;
030300.62 Психология и составлено в соответствии с требованиями Федерального
государственного образовательного стандарта Российской Федерации к
обязательному минимуму содержания основной образовательной программы
дисциплины «Иностранный язык».
Цель пособия – формирование и развитие умений чтения, перевода и
реферирования англоязычных психологических текстов, и навыков общения на
профессионально-ориентированные темы.
Цель реализуется в следующих задачах:
1. Научиться читать и понимать оригинальные научно-популярные
психологические тексты.
2. Уметь переводить аутентичные психологические тексты среднего уровня
сложности.
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3. Уметь обрабатывать и извлекать необходимую информацию из предложенных
текстов по профилю специальности.
4. Уметь поддерживать беседу на английском языке и делать сообщения в рамках
изучаемых тем.
5. Овладеть базовым минимумом лексических единиц терминологического
характера по специальности.
Необходимость решения поставленных задач предопределила структуру
пособия. Так, пособие состоит из 10 разделов, тематика которых соответствует
программе обучения иностранному языку для студентов направлений подготовки:
050700.62 Специальное (дефектологическое) образование; 030300.62 Психология. В
центре каждого раздела – текст по одному из разделов общей психологии:
1) What Is Psychology; 2) How Do Psychologists Study the Mind; 3) What Is the
Difference Between a Psychologist and a Psychiatrist; 4) The Self and Thinking; 5) The
Investigation of Sleep; 6)What Is Stress; 7) Arousal and Emotion; 8) Body Language; 9)
Color Psychology; 10) Organization of the nervous system.
Все разделы построены по единой схеме, хотя и отличаются разнообразием
содержания наполнения. Тексты, включенные в данное пособие, научно-популярные
по своему характеру, являются оригинальными и неадаптированными. Однако они
были подвергнуты некоторым сокращениям, что продиктовано учебными целями
пособия. Каждый текст предваряет список активной лексики, либо высоко частотной
в психологической литературе, либо абсолютно необходимой для последующего
устного обсуждения темы урока.
Активная лексика урока закрепляется в ходе выполнения послетекстовых
упражнений. Это упражнения на перевод словосочетаний и коротких предложений с
английского языка на русский и с русского на английский, предназначенные,
главным образом, для устной аудиторной работы. Помимо этого, в качестве
лексических в пособие включены упражнения на соответствие слов и их значений, а
также упражнения на понимание текста (true or false) c использованием разговорных
клише.В пособие включены также упражнения на отдельные словообразовательные
модели, наиболее широко распространенные в психологической литературе. Это
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продиктовано тем, что знание таких моделей значительно расширяет потенциальный
словарный запас студентов.
Наряду с активизацией лексики в пособии отводится значительное место
изучению грамматического материала. Это материал для рецептивного усвоения, и
ему обычно уделяется недостаточно внимания в школьном курсе английского языка
(активный и пассивный залоги, времена группы Simple, Continuous, Perfect, условные
предложения, модальные глаголы и т.д.) Поскольку тематика текстов уже знакома
студентам из курса общей психологии, на их основе можно успешно развивать
навыки устной речи. Это, прежде всего, вопросно-ответная форма работы над
текстами для проверки понимания прочитанного, для контроля за степенью
сформированности умений чтения и перевода.
В качестве завершающего этапа работы по теме в конце каждого раздела
предлагаются творческие задания в соответствии с деятельностным подходом,
направленные на решение позновательно-коммуникативных задач и возможного
использования полученной информации в будущей профессиональной деятельности.
Все упражнения направлены на достижение основной цели данного пособия.
Для облегчения работы пособие снабжено словарем (Glossary), где дается
перечень некоторых психологических терминов по темам уроков.
На каждый урок пособия рекомендуется отводить 2-3 занятия (4-6 часов), хотя
в зависимости от уровня подготовленности студентов программа может меняться.
Работу над уроками рекомендуется построить следующим образом:
1) работа над основным текстом и словарем: чтение и перевод текста;
2) выполнение упражнений, служащих для активизации фонетического и
лексического материала;
3) речевая тренировка с помощью подстановочных лексических таблиц;
4) выполнение упражнений, направленных на проверку понимания прочитанного
текста;
5) решение учебных ситуаций.
Апробация материалов данного пособия проводилась на занятиях по
английскому языку для студентов специальности 030301.65 «Психология».
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Unit 1
Psychology As a Science
Active Vocabulary
Psychology [saɪˈkɔlədʒɪ], n психология
scientific [saɪənˈtɪfɪk], adj научный
study [ˈstʌdɪ], n исследование, изучение
mental [ˈment(ə)l], adj умственный, психический
behavior [bɪˈheɪvjə], n поведение
environment [ɪnˈvaɪərənmənt], n окружающая средa
pattern [pæt(ə)n], n образец, пример
human being человек
thought [θɔːt], n мысль
feeling [ˈfiːlɪŋ], n чувство
action [ækſ(ə)n], n действие
mind [maɪnd], n разум, ум
desire [dɪˈzaɪə(r)], n желание
illness [ˈɪlnɪs], n болезнь, расстройство
research [rɪˈsəːtſ], n исследование
psychologist [saɪˈkɒlədʒɪst], n психолог
personality [pəːsəˈnælɪtɪ], n личность, индивидуальность
habit [hæbɪt], n привычка
insight [ˈɪnsaɪt], n проницательность, способность понимать умственные процессы,
схватывание сути проблемной ситуации, внезапное нахождение решения (на основе
опыта и интуиции)
Text
What Is Psychology
Psychology is the scientific study of mental processes and
behaviour. Psychologists observe and record how people and
other animals relate to one another and to the environment. They
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look for patterns that will help them understand and predict behaviour, and they use
scientific methods to test their ideas. Through such studies, psychologists have learned
much that can help people fulfill their potential as human beings and increase understanding
between individuals, groups, nations, and cultures.
Psychology evolved out of both philosophy and biology. Discussions of these two
subjects date as far back as the early Greek thinkers including Aristotle and Socrates. The
word psychology is derived from the Greek word psyche, meaning ‘soul’ or 'mind.'
Psychology is a broad field that explores a variety of questions about thoughts,
feelings, and actions. Psychologists ask such questions as: “How do we see, hear, smell,
taste, and feel? What enables us to learn, think, and remember, and why do we forget? What
activities distinguish human beings from other animals? What abilities are we born with,
and which must we learn? How much does the mind affect the body, and how does the body
affect the mind? For example, can we change our heart rate or temperature just by thinking
about doing so? What can our dreams tell us about our needs, wishes, and desires? Why do
we like the people we like? What is mental illness?”
The research findings of psychologists have greatly increased our
understanding of why people behave as they do. For example,
psychologists have discovered much about how personality
develops and how to promote healthy development. They have
some knowledge of how to help people change bad habits and how to help students learn.
They understand some of the conditions that can make workers more productive. A great
deal remains to be discovered. Nevertheless, insights provided by psychology can help
people function better as individuals, friends, family members, and workers.
Because psychology affects so many aspects of our lives it is important, even for
those who do not intend to specialize in the field, to know something about its basic facts
and research methods.
Exercises
1. Transcribe the following words and practice their pronunciation:
Temperature, distinguish, method, specialize, healthy, increase, explore, potential.
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2. Form nouns with - ist and adjectives with - ical from the nouns according to
the pattern:
Ex.: sociology — sociologist — sociological:
psychology, physiology, microbiology, biology, hystology, cardiology, neurology.
3. Give English equivalents of the following:

Научное исследование психических процессов и поведения; исследовать и
записывать; окружающая среда; научные методы; предсказывать поведение;
реализовывать свой потенциал; улучшать понимание между людьми, группами,
народами и культурами; способствовать здоровому развитию; менять вредные
привычки; исследовать различные вопросы, психическое заболевание, результаты
исследований психологов, многое еще предстоит открыть; психология влияет на
многие аспекты нашей жизни.
4. Give Russian equivalents of the following:

The scientific study of mental processes, relate to one another, to look for patterns, to
use scientific methods, to fulfill potential as human beings, to increase understanding
between individuals, to meaning 'soul' or 'mind', the mind affects the body, to change our
heart rate, mental illness, to promote healthy development, to affects so many aspects of our
lives.
5. Fit the meaning and the word.
1) Give the name or details a) create thing
of a particular person
2) An unspecified or b) environment
unknown thing
3) Careful examination of c) feel concerned
some subject to find out about
4) Become or make better d) something
5) Feeling of worry or e) improve
trouble
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6) Make something which f) specify
is new
7) The central or most g) research
important surroundings,
people, way of life,
circumstance in which a
person live
Put your answers in this table. Model:

1) 2) 3) 4) 5) 6) 7)
6. Match the words with the opposite meaning.

A) Include, adult, essential, produce, hide, birth, fulfill, inside, improve, conscious.
B) Secondary, damage, exclude, infant, death, outside, unconscious, destroy, exhibit,
neglect
7. Match the words with the similar meaning.

A) Evident, try, refute, conceal, connect, aim, reply, aware.
B) Attempt, hide, conscious, apparent, link, purpose, respond, disprove.
8. Say whether the following sentences are true or false.

In your arguments use: I quite agree with…; I don’t think so...; I can’t agree with...; on
the contrary; quite so; exactly; from my point of view, as for me.
a) Psychology is the scientific study of physical processes and behavior;
b) Psychology evolved out of both philosophy and biology;
c) The word psychology is derived from the Latin word psyche;
d) The word psyche means 'soul' or 'mind';
e) Psychology is a broad field that explores a variety of questions about thoughts, feelings,
and actions;
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f) Insights provided by psychology can’t help people function better as individuals, friends,
family members, and workers;
g) Psychology affects so many aspects of our lives.
9. Write an appropriate question for each answer.

1.__________________ A. Psychology is the scientific study of mental processes and
behaviour.
2.__________________ B. The word psychology is derived from the Greek word
psyche, meaning ‘soul’ or 'mind.'
3.__________________ C. Psychology is a broad field that explores a variety of
questions about thoughts, feelings, and actions.
4.__________________ D. The research findings of psychologists have greatly
increased our understanding of why people behave as they do.
5.__________________ E. Psychology affects so many aspects of our lives it is
important, even for those who do not intend to specialize in
the field, to know something about its basic facts and research
methods.
10. Write an appropriate answer for each question asked in the text.
1. How do we see, hear, smell, taste, and feel? A.__________________
2. What enables us to learn, think, and remember, B.__________________
and why do we forget?
3. What activities distinguish human beings from C. __________________
other animals?
4. What abilities are we born with, and which D. __________________
must we learn?
5. How much does the mind affect the body, and E.___________________
how does the body affect the mind?
6. What can our dreams tell us about our needs, F. __________________
wishes, and desires?
7. Why do we like the people we like? G. __________________
8. What is mental illness? H. __________________
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11. Choose 5-6 verbs in the third person singular in the text and use them in sentences
of your own according to the pattern:
Ex.: shows/records – Psychology shows and records how people and other animals relate
to one another and to the environment.
12. Find 5 sentences in Present Simple in the text. Make up 5 negative, 5 general, 5
special questions to them according to the pattern:
Ex.: Psychologists observe and record how people and other animals relate to one another
and to the environment > Psychologists do not observe and record how people and other
animals relate to one another and to the environment > Do psychologists observe and
record how people and other animals relate to one another and to the environment? >
Who observes and records how people and other animals relate to one another and to the
environment?
13. Make up a list of key words and word combinations. Give an oral short account
(definition) of what psychology is and studies according to the pattern:
Ex.: Mathematics is a formal area of teaching and learning and was developed about 5,000
years ago by the Sumerians. They did this at the same time as they developed reading and
writing. However, the roots of mathematics go back much more than 5,000 years.
Throughout their history, humanshave faced the need to measure and communicate about
time, quantity, and distance.
Psychology is … .
14. Make up a short account about some branches in psychology according to the
pattern. The following helping tip can help you:
http://www.multitran.ru/c/m.exe?&s=psychology&l1=1&l2=2:
Ex.: abnormal psychology [æb’no:ml sai’kolody]
психопатология
15. Make up a list of magazines and newspapers made investigations in psychology.
The following helping tip can help you:
http://en.wikipedia.org/wiki/List_of_psychology_journals
16. Write your composition «What is psychology?» (120-150 words) using the
questions (box 1), the plan (box 2) and the linking expressions (box 3):
Box 1:
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1) What is psychology?
2) How did psychology evolve?
3) From what word is psychology derived?
4) What do psychologists do?
5) What does psychology explore?
6) What kind of questions do psychologists usually ask?
7) Why do we need psychological research?
8) How can psychology help us?
9) Is it important for those who do not intend to specialize in the psychology, to know
something about its basic facts?
Box 2:
Introduction: a statement/question
Body: arguments
Conclusion: What I think
Box 3:
Linking expressions:
The question is …
I’ve chosen …
I am interested …
I’m keen on …
The topic is very
interested …
I know a lot about…
I want to …
I like …
I want to start with …
I’d like to tell you about
…
I want to draw your
attention to …
The problem of … is …
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As you know …
When speaking about …
In connection with what
has been said, I’d …
Some more facts, ideas
about …
What I mean is …
I’d like to give you some
more details about …
To finish up …
In the end …
To sum up …
To sum everything up
…
In conclusion …
So, in short …
So, …
All in all …
Unit 2
The Mind and Psychology
Active Vocabulary
Complex [kɒmpleks], adj сложный
unique [juːˈniːk], adj уникальный
humankind [ˌhjuːmənˈkaɪnd], n человечество
source [sɔːs], n источник
interaction [ˌɪntərˈækʃən], n взаимодействие
determine [dɪˈtɜːmɪn], v определять, устанавливать
extremely [ɪkˈstriːmlɪ], adv чрезвычайно, крайне
sophisticated [səˈfɪstɪˌkeɪtɪd], adj сложно устроенный, утончённый
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autopsy [ˈɔːtəpsɪ], n аутопсия (вскрытие)
surgical [ˈsɜːdʒɪkəl], adj хирургический
grey matter [ˈmætə] серое вещество
brain [breɪn], n мозг
cognition [kɒgˈnɪʃən], n познание, узнавание
perception [pəˈsɛpʃən], n восприятие
skin [skɪn], n кожа
rash [ræʃ], n сыпь
heart [hɑːt] defect порок сердца
approach [əˈprəʊtʃ], n подход
devise [dɪˈvaɪz], v разрабатывать, изобретать
confirm [kənˈfɜːm], v подтверждать
disprove [dɪsˈpruːv], v опровергать
expectation [ˌɛkspɛkˈteɪʃən], n ожидание
evidence [ˈɛvɪdəns], n доказательство, подтверждение
at least [liːst], adv по крайней мере
observe [əbˈzɜːv], v наблюдать, следить (за чем-л.)
directly [dɪˈrɛktlɪ], adv прямо, непосредственно
virtually [ˈvɜːtʃʊəlɪ], adv фактически, практически
influence [ˈɪnflʊəns], n\v влияние\влиять
raw [rɔː] data необработанные данные, исходные данные
enormous [ɪˈnɔːməs], adj громадный, огромный
concussion [kənˈkʌʃən], n сотрясение мозга
stroke [strəʊk], n удар, инсульт
Wilhelm Wundt - Вильгельм Вундт
Text
How Do Psychologists Study the Mind
Psychology is the science of the mind and behaviour. The human mind is perhaps the
most complex and unique field of study, and has been a puzzle to humankind for hundreds
of years. The human mind is the source of all thought, behaviour, emotions, interactions,
and it determines how we conduct ourselves in society.
14
The mind is highly complex and enigmatic. Many wonder how
psychologists can study such an abstract and extremely
sophisticated thing. Even if scientists look inside the brain, as in an
autopsy or during a surgical operation, all they see is grey matter
(the brain). Thoughts, cognition, emotions, memories, dreams,
perceptions, etc. cannot be seen physically, like a skin rash or heart defect. Technological
advances in recent years have made it possible to study the brain more precisely than ever
before. It is now well established that some functions are localized in fairly circumscribed
brain areas: speech, recognition of spoken words and the production of motor responses are
examples. All areas of the human brain are not equal potential. On other hand, many
different brain regions are involved in such mental processes as reasoning and problem
solving. In addition many functions are duplicated in more than one brain area. Thus, if one
part of the brain is damaged by concussion or stroke, other areas can often take over its
functions.
Experts say that the approach to psychology is not that different to other sciences. As
in other sciences, experiments are devised to confirm or disprove theories or expectations.
For a psychologist, human behaviour is used as evidence - or at least an indication - of how
the mind functions. We are unable to observe the mind directly; however, virtually all our
actions, feelings and thoughts are influenced by the functioning of our minds. That is why
human behaviour is used as raw data for testing psychological theories on how the mind
functions.
German psychologist Wilhelm Wundt opened the first experimental psychology labs
in the late 1800s. Since that time we have learned an enormous amount about the
relationship between brain, mind, memory and behaviour.
Exercises
Advance, relationship, function, influence, observe, science, example, technological.
2. Form nouns from the following verbs according to the pattern:

Ex.: to supply — a supply; to look — a look:
15
to love, to smell, to touch, to taste, to show, to break, to swim, to shock, to pay, to catch, to
sleep, to reply, to light, to pause, to press, to report, to review, to fight, to rain, to pass.
Translate the converted pairs of words into Russian.

Ум и поведение, самая сложная и уникальная область исследования,
человеческий разум, как мы ведем себя в обществе, чрезвычайно сложная вещь,
вскрытие или хирургическая операция, серое вещество, технологический процесс,
изучать более точно, некоторые функции локализованы, различные участки мозга,
многие функции дублируются, сотрясение мозга или удар (инсульт), поведение
человека.
Unique field of study, to be a puzzle to humankind, the source of all thought,
behaviour, emotions, to be highly complex and enigmatic, to study an abstract and
extremely sophisticated thing, grey matter, heart defect, technological advances, to made
possible to study, brain areas, mental processes, the approach to psychology, human
behaviour, to observe the mind directly.
1) Clever and skilful (at a) localize
making or inventing)
2) Have a result or effect on b) response
3) Relating to one as c) hemisphere
distinct from others
4) Make or become local in d) ingenious
attitude, behaviour, etc
5) Take place, happen e) particular
6) One half of a sphere f) occur
7) Reply or reaction g) obtain

1) 2) 3) 4) 5) 6) 7)
16
6. Match the words with the opposite meanings.
A) Speed (v.), mild, internal, voluntary, increase, stimulus, dilate, duplicated.
B) Inhibit, external, decrease, unique, slow (v), intense, constrict, involuntary.
7. Match the words with the similar meanings.
A) Complex, confirm, enormous, precisely, different, involve, recognition, solve, damage.
B) Complicated, definitely, resolve, various, acceptance, include, huge, hurt, approve.
a) Psychology is the science of the body and behaviour.
b) The human mind is perhaps the most simple field of study.
d) The human mind is the source of all thought, behaviour, emotions, interactions.
c) Thoughts, cognition, emotions, memories, dreams, perceptions, etc. can be seen
physically.
e) All areas of the human brain are not equal potential.
f) Many functions are duplicated in more than one brain area.
g) For a psychologist, human behaviour is used as evidence or at least an indication of how
the mind functions.
1.__________________ A. Psychology is the science of the mind and behaviour.
2.__________________ B. The human mind is the source of all thought, behaviour,
emotions, interactions, and it determines how we conduct
ourselves in society.
3.__________________ C. Many wonder how psychologists can study such an abstract
and extremely sophisticated thing.
4.__________________ D. Technological advances in recent years have made it
possible to study the brain more precisely than ever before.
5.__________________ E. Experts say that the approach to psychology is not that
different to other sciences.
10. Write an appropriate answer for each question asked in the text.
17
1. What science is psychology?
A.__________________
2. What determines our behaviour? B.__________________
3. Is the human mind the most complex and unique field C.__________________
of study?
4. Can scientists see human mind? D.__________________
5. What do psychologists use to test their theories? E.__________________
6. Is it possible to study the brain more precisely now? F.__________________
7. In what mental processes are involved brain regions? G.__________________
8. Can many functions be duplicated in more than one H.__________________
brain area?
11. Choose 2-3 verbs in passive voice from the text and use them in sentences of your
own according to the pattern:
Ex.: are shown – Psychological investigations are greatly shown in most foreign
magazines.
12. Find 3 sentences in Present Simple in the text. Remember the rules of usage and its
formula. Make up 3 negative, 3 general, 3 special questions to them according to the
pattern:
Ex.: Psychology is the science of the mind and behaviour. > Psychology is not the science
of the mind and behaviour. > Is psychology the science of the mind and behavior? > What
is psychology?
(definition) of what a psychologist is and studies according to the pattern:
Ex.: Scientist is a person who uses observation, experimentation and theory to learn about
a subject (Biologists, physicists, chemists, geologists and astronomers are all scientists.)
Psychologist is a person who … .
14. Make up a short account about some famous psychologists you like according to
the pattern:
Ex.: Wilhelm Maximilian Wundt (16 August 1832 – 31 August 1920) was a German
physician, psychologist, physiologist, philosopher, and professor, known today as one of the
founding figures of modern psychology. As a matter of fact, Wundt, who noted psychology
as a science apart from biology and philosophy, was the first person to ever call himself a
18
Psychologist. He is widely regarded as the "father of experimental psychology". In 1879,
Wundt founded the first formal laboratory for psychological research at the University of
Leipzig. This marked psychology as an independent field of study. By creating this
laboratory he was able to explore the nature of religious beliefs, identify mental disorders
and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to
establish psychology as a separate science from other topics. He also formed the first
journal for psychological research in 1881.
15. Make up a list of works made by some psychologists according to the pattern:
Ex.: Wilhelm Maximilian Wundt – «Contributions to the Theory of Sense Perception»
16. Write your composition «What is a psychologist?» (120-150 words) using the
linking expressions:
The question is …
I’ve chosen …
I am interested …
I’m keen on …
The topic is very
interested …
I want to …
I like …
…
I want to draw your
attention to …
As you know …
19
about …
What I mean is …
To finish up …
In the end …
To sum up …
…
In conclusion …
So, in short …
So, …
All in all …
Unit 3
The Difference Between
a Psychologist and a Psychiatrist
Active Vocabulary
Provide [prəˈvaɪd], n предоставлять
counseling services консультационные услуги
diagnose [ˈdaɪəɡˌnəʊz], v ставить диагноз
dysfunction [dɪsˈfʌŋkʃən], n дисфункция
personality disorder [dɪsˈɔːdə] изменение личности
be granted (smth) быть наделенным (чем-то)
enhance [ɪnˈhɑːns], n расширять, улучшать
prescribe [prɪˈskraɪb], v прописывать (лекарство и т.д.)
treatment [ˈtriːtmənt], n лечение
evaluate[ ɪˈvæljʊˌeɪt], v оценивать
assessment [əˈsɛsmənt], n оценка
20
academic achievement [əˈtʃiːvmənt] успехи в учебе
well-being состояние
brain damage [ˈdæmɪdʒ] повреждения мозга, мозговая травма
Text
What Is the Difference Between a Psychologist and a Psychiatrist
The work of psychologists and psychiatrists has much in common. Both
psychologists and psychiatrists can provide psychotherapy and counseling services. Both
psychologists and psychiatrists are trained to diagnose neuropsychological disorders and
dysfunctions plus psychotic, neurotic and personality disorders and
dysfunctions. Both professionals are granted the right to make such
diagnoses by law while other doctors cannot. Both psychologists
and psychiatrists help people maintain and enhance their physical,
intellectual, emotional, social and interpersonal functioning.
However, there are some important differences in training and special skills.
Psychiatrists, as medical doctors, can prescribe medications for psychological distress.
Psychologists do not prescribe medications, instead focusing their treatment on
psychotherapy. In addition, psychologists are the only mental health professionals who are
fully trained and qualified to use psychological tests.
The education of psychologists provides knowledge of psychological and emotional
problems, personality, and human development, integrated with specialized training in how
to apply this knowledge to helping people with emotional distress and other problems in
living. The psychologist's training in research allows them to evaluate the best ways to help
people and to make decisions on what helps and what doesn't help different people with
various situations.
Psychologists also specialize in psychological testing. Psychological tests are used in
situations where there are questions about what a person's particular problem is. For
example, a psychologist may use psychological tests to determine whether a child has a
learning disorder. Psychologists also use psychological tests in legal cases or any time there
is uncertainty about what is troubling an individual Psychological tests can include
assessments of personality styles, tests of emotional well-being, intellectual (or "IQ") tests,
21
tests of academic achievement and tests for possible brain damage. The use of
psychological tests requires years of training that involves not only learning how to give the
tests, but also how to integrate all the information from a variety of tests, background
information, interviews, and knowledge of theories, research, psychological problems,
personalities, and human development. Psychologists are the only mental health
professionals who are fully trained and qualified to use psychological tests.
It is important to be aware that there can be broad differences in training and
philosophy among psychologists, psychiatrists, social workers, and other therapists which
can often lead to widely differing treatment approaches and understandings of
psychological and emotional problems.
Exercises
Counsel, psychiatrist, knowledge, achievement, psychotherapy, specialize, require, theory.
2. Read the following nouns with the suffix -(a)tion, give the verbs from which
they are derived, enumerate those which have similar Russian parallels.
Specialization, organization, generalization, stabilization, mechanization,
automatization, recognition, cognition, qualification, identification, specification,
modification, application, contribution, correction, description, reception, perception,
investigation, negation, direction, selection, distortion, connection, examination, definition,
stimulation, imagination, action, concentration, impression, transmission, protection,
collection, complication, information, consideration, explanation, observation, suggestion,
reproduction, foundation.

Иметь много общего, предоставлять консультационные услуги,
диагностировать нейропсихологические расстройства, предоставлено право по закону
ставить такие диагнозы, существует несколько важных отличий в обучении,
выписывать лекарства, фокусировать лечение на психотерапии, использовать
психологические тесты, объединенные со специальным обучением, включать оценку
22
индивидуального стиля, тесты на наличие возможных повреждений мозга, исходная
информация.
4. Give Russian equivalents of the following.

To provide psychotherapy, to be granted the right, special skills, to focus the
treatment, mental health, knowledge of psychological and emotional problems, to
specialize in psychological testing, to require years of training, a variety of tests, it is
important to be aware, lead to differing treatment approaches, tests of academic
achievement, to integrate all the information.

1) Special ability in a task, sport, etc, esp a) treatment
ability acquired by training
2) The application of medicines, surgery, b) skill

psychotherapy, etc, to a patient or to a disease
or symptom
3) Involving the mind or an intellectual c) right
process
4) To distinguish or identify a disease d) mental
5) Fitting, proper, or appropriate e) to diagnose
6) Something accomplished successfully f) achievement
7) The act or process of growing or g) development
progressing
8) The act of coming towards or drawing close h) approach
or closer; method
9) Determination of the best techniques for i) integrate a new device or process
applying

1) 2) 3) 4) 5) 6) 7) 8) 9)
23
A) Order, plus, health, important, best, full, different, particular, problem, question, child,
possible, give, theory, often, wide.
B) Worst, narrow, decision, illness, impossible, empty, take, unimportant, answer, common,
same, disorder, seldom, practice, minus, adult.
7. Match the words with a similar meaning.

A) Difference, in common, train, disorder, research, development, enhance, particular, case,
assessment, include, variety, mental.
B) Psychic, gap, progress, evaluation, teach, investigation, event, involve, individual,
increase, multitude, jointly, frustration.

1) The work of psychologists and psychiatrists has not much in common.
2) Both psychologists and psychiatrists can provide psychotherapy and counseling services.
3) Both psychologists and psychiatrists are trained to diagnose neuropsychological
disorders.
4) There are not any important differences in training and special skills.
5) Psychiatrists, as medical doctors, can’t prescribe medications for psychological distress.
6) Psychologists aren’t the only mental health professionals who are fully trained and
qualified to use psychological tests.
7) Psychologists also specialize in psychological testing.
8) The use of psychological tests doesn’t require years of training.
9) There is no much difference between psychologists and psychiatrists.

1.__________________ A. Both psychologists and psychiatrists can
24
provide psychotherapy and counseling services.
2.__________________ B. Psychiatrists, as medical doctors, can prescribe
medications for psychological distress.
3.__________________ C. Psychologists do not prescribe medications, instead
focusing their treatment on psychotherapy.
4.__________________ D. Psychologists are the only mental health professionals
who are fully trained and qualified to use psychological
tests.
5.__________________ E. Psychological tests are used in situations where there
are questions about what a person's particular problem is.
10. Write an appropriate answer for each question based on the text.
1. What services can psychologists and psychiatrists provide A.__________________
to people?
2. What professionals are granted the right to diagnose B.__________________
neuropsychological disorders and dysfunctions?
3. What professionals are granted the right to prescribe C.__________________
medications?
4. What do psychologists focus their treatment on? D.__________________
5. What does the education of psychologists include? E.__________________
6. What does psychologist's training allows them to F.__________________
do?
7. What professionals specialize in psychological G.__________________
training?
8. When do psychologists use psychological tests? H.__________________
9. What do psychological tests assess? I.__________________
10. What are the main differences between psychologists J.__________________
and psychiatrists?
11. Choose 2-3 verbs in passive voice from the text and use them in sentences of your
own according to the pattern:
25
Ex.: are used – Psychological tests are used in situations where there are questions about
what a person's particular problem is.
12. Find 3 sentences in Present Simple. Remember the rules of usage and its formula.
Make up 3 negative, 3 general, 3 special questions, and 3 affirmative sentences in Past
Simple according to the pattern:
Ex.: Both psychologists and psychiatrists can provide psychotherapy and counseling
services. > Both psychologists and psychiatrists cannot provide psychotherapy and
counseling services. > Can both psychologists and psychiatrists provide psychotherapy and
counseling services? > What can psychologists and psychiatrists do? > Both psychologists
and psychiatrists could provide psychotherapy and counseling services.
(definition) of what a psychiatrist is and studies according to the pattern:
Psychiatrist is a person who … .
14. Make up a short account about some famous psychiatrists according to the
pattern:
Ex.: Sigmund Freud was an Austrian psychiatrist who worked in the field from 1889 until
the 1930s. Freud's work dealt largely with the effect of a person's unconscious upon his or
her thoughts and actions.
15. Make up a list of works made by some psychiatrists according to the pattern:
Ex.: Sigmund Freud – «Id, Ego, and Superego»
16. Write your composition «What is the difference between a psychiatrist and
psychologist? » (120-150 words) using the linking expressions:
The question is …
I’ve chosen …
I am interested …
I’m keen on …
The topic is very
interested …
26
I want to …
I like …
I want to draw your
attention to …
The main difference is
It greatly differs …
As you know …
about …
What I mean is …
To finish up …
In the end …
To sum up …
In conclusion …
So, in short …
So, …
All in all …
Unit 4
The Self and Thinking
Active Vocabulary
Affect [əˈfɛkt], v влиять, воздействовать
27
tend [tɛnd], v иметь тенденцию
quality [ˈkwɒlɪtɪ], n качество
experience [ɪkˈspɪərɪəns], n опыт
essentially [ɪˈsɛnʃəlɪ], adv существенным образом
failure [ˈfeɪljə], n неудача
evidence [ˈɛvɪdəns], n доказательство
rigidly [ˈrɪdʒɪdlɪ], adv жестко
apt [æpt], adj склонный, подверженный
accurate [ˈækjərɪt], adj точный, правильный
facilitator [fəˈsɪlɪteɪtə], n стимулятор
inhibitor [ɪnˈhɪbɪtə], n тормоз
disease [dɪˈziːz], n болезнь
turmoil [ˈtɜːmɔɪl], n беспорядок
inadequacy [ɪnˈædɪkwɪt], n неполноценность
Text
The Self and Thinking
How one feels about himself affects not only the content of his
thinking but the way he thinks. A person who has a positive self-
concept tends to spend more time thinking about his good
qualities and his success experiences, whereas a person with an
essentially negative self-concept spends more time thinking of his failures in life and his
inadequacies as a person.
There is also evidence that how one feels about himself is related to how effectively
he thinks. People who don’t like themselves tend to have difficulties in solving problems
effectively whereas people who feel good about themselves tend to be much more effective
in problem solving. People who feel inadequate tend to think more rigidly. They tend to
think in terms of black and white or good and bad, rather than in shades of grey. People
who feel comfortable about themselves can bring new and unique ideas into their thoughts
about a problem situation. They are much more creative and far more apt to come up with
28
original ideas. Thus, man’s view of himself whether accurate or not, can serve either as
facilitators or inhibitors of effective thinking.
Positive thinking helps with stress management and can even improve your health.
Health benefits that positive thinking may provide:
 Increased life span
 Lower rates of depression
 Lower levels of distress
 Greater resistance to the common cold
 Better psychological and physical well-being
 Reduced risk of death from cardiovascular disease
 Better coping skills during hardships and times of stress
It's unclear why people who engage in positive thinking experience these health
benefits. One theory is that having a positive outlook enables you to cope better with
stressful situations, which reduces the harmful health effects of stress on your body. It's also
thought that positive and optimistic people tend to live healthier lifestyles — they get more
physical activity, follow a healthier diet, and don't smoke or drink alcohol in excess.
Whenever our intellectual energies are free from our inner turmoil, they can be turned
to the problems of living life instead of being manipulated by life.
Exercises
Enable, reduce, cardiovascular, intellectual, energy, instead, excess, concept,
energy.
2. Form nouns from the given adjectives according to the following pattern:
Ex.: important — importance; different — difference:
irrelevant — permanent —
dependent — independent —
evident — different —
present — significant —
absent — excellent —
ignorant — patient —
29
Translate the words into Russian.
Как человек чувствует о себе, положительная самооценка, отрицательная
самооценка, думать о своих неудачах в жизни, эффективно думать, испытывать
трудности в решении проблем, чувствовать себя комфортно, вносить новые и
уникальные идеи в проблемной ситуации, увеличение продолжительности жизни,
большая устойчивость к простуде, лучше справляться со стрессовыми ситуациями.
The content of his thinking, a positive self-concept, negative self-concept, to think
more rigidly, to think about inadequacies as a person, to think in terms of black and white,
can serve either as facilitators or inhibitors, health benefits, rates of depression, resistance to
the common cold, psychological and physical well-being, to cope with stressful situations,
to be free from inner turmoil.
1) To bring new ideas a) lifestyle
2) To think in black and white b) a person with a positive self-concept
3) To come to term c) to motivate
4) To expect the best and see the best in d) a person with a negative self-concept
all things
5) To see the worst in all things e) pessimist
6) To have a positive outlook f) optimist
7) A way of life or style of living that g) to agree
reflects the attitudes and values of a
person or group

1) 2) 3) 4) 5) 6) 7)

A) Affect, positive, tend, essentially, relate, negative, difficulty, comfortable, failure.
30
B) Basically, unfavorable, trend, problem, misfortune, affirmative, influence, concern,
satisfied.
A) Black, optimist, good, failure, positive, think, like, difficult, question, apt, before, inner,
complex, turmoil.
B) Hate, pessimist, simple, success, negative, after, answer, easy, act, white, bad, unable,
outer, order.
a) How one feels about himself affects not only the content of his thinking but the way he
thinks.
b) A person who has a positive self-concept tends to spend more time thinking about his
bad qualities and his failure experiences.
c) A person with an essentially negative self-concept spends more time thinking of his
success in life and his good qualities.
d) How one feels about himself is related to how effectively he thinks.
e) People who feel good about themselves tend to be much more effective in problem
solving.
f) People who feel inadequate tend to think in terms of black and white or good and bad.
g) People who feel comfortable about themselves cannot bring new and unique ideas into
their thoughts about a problem situation.
h) Positive thinking doesn’t help with stress management.
i) Having a positive outlook enables you to cope better with stressful situations.
j) Positive and optimistic people don’t tend to live healthier lifestyles.

1.__________________ A. A person with an essentially negative self-concept
spends more time thinking of his failures in life.
2.__________________ B. People who don’t like themselves tend to have
difficulties in solving problems effectively.
3.__________________ C. People who feel inadequate tend to think more rigidly.
31
4.__________________ D. People who feel comfortable about themselves can bring
new and unique ideas into their thoughts about a problem
situation.
5.__________________ E. Positive thinking helps with stress management and can
even improve your health.
1. Is it true that how one feels about himself affects not only the A.__________________
content of his thinking but the way he thinks?
2. Is there any relation between how one feels about himself to B.__________________
how effectively he thinks?
3. What difficulties have people who don’t like themselves? C.__________________
4. What about people who feel good about themselves? D.__________________
5. Can people who feel comfortable about themselves bring new E.__________________
and unique ideas into their thoughts about a problem situation?
6. Are they much more creative and far more apt to come up with F.__________________
original ideas?
7. How can serve man’s view of himself whether accurate or not? G.__________________
8. What health benefits may include positive thinking? H.__________________
11. Choose 3 verbs in the third person singular from the text and use them in
sentences of your own according to the pattern:
Ex.: shows/records – Psychology shows and records how people and other animals relate
to one another and to the environment.
12. Find 3 sentences in Present Simple in the text. Remember the rules of usage and its
formula. Make up 3 negative, 3 general, 3 special questions to them according to the
pattern:
Ex.: People tend to have difficulties in solving problems effectively. > People don’t tend to
have difficulties in solving problems effectively. > Do people tend to have difficulties in
solving problems effectively? > What do people tend to have in solving problems
effectively?
13. Make up a list of key words and word combinations:
32
A. Give an oral short account (definition) of what thinking is and what types of thinking you
know.
B. Give an oral short account (definition) of what the self is and what types of self you know
according to the pattern:
Ex.: Psychology is the scientific study of mental processes and behaviour. It is a broad field
that explores a variety of questions about thoughts, feelings, and actions.
A.
B.
14. Make up a short account about two famous psychologists who studies thinking
according to the following pattern:
Psychologist. He is widely regarded as the "father of experimental psychology". In 1879,
Wundt founded the first formal laboratory for psychological research at the University of
Leipzig. This marked psychology as an independent field of study. By creating this
laboratory he was able to explore the nature of religious beliefs, identify mental disorders
and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to
establish psychology as a separate science from other topics. He also formed the first
journal for psychological research in 1881.
Famous psychologists: Parmenides, Epicurus, Aristotle, Pythagor, Hippocrates, M.N.
Livanov, T. Simon, G.L. Ph. Gelmgolts, A. Puankare, Piaget Jean, P.Ya. Galperin
15. Make up a list of works made by some psychologists in the self and thinking
Ex.: Wilhelm Maximilian Wundt – «Contributions to the Theory of Sense Perception»
16. In 120-150 words describe the situations where the main types of thinking are
revealed (according to different classifications).
33
Unit 5
The Nature of Sleep
Active Vocabulary
Investigation [ɪnˌvɛstɪˈɡeɪʃən], n исследование, изучение
puzzle [ˈpʌzəl], v ставить в тупик, приводить в затруднение
mankind [mænˈkaɪnd], n человечество
quarter [ˈkwɔːtə], n четверть
attempt [əˈtempt], n попытка
nutrition [njuːˈtrɪʃən], n питание
essential [ɪˈsɛnʃəl], adj существенный, основной
quality [ˈkwɒlɪtɪ], n качество
affect [əˈfɛkt], v влиять на, воздействовать
mental [ˈmɛntəl], adj психический, умственный
weight [weɪt], n вес
benefit [ˈbɛnɪfɪt], n польза, выгода
merely [ˈmɪəlɪ], adv просто
trigger [ˈtrɪɡə], v вызвать
disrupt [dɪsˈrʌpt], v разрушать
average [ˈævərɪdʒ], adj средний
groggy [ˈɡrɒɡɪ], adj слабый, непрочный, неустойчивый
deprivation [dɛprɪˈveɪʃən], n лишение, потеря
unfold [ʌnˈfəʊld], v раскрываться, открывать
speculate [ˈspekjʊleɪt], v размышлять
Text
The Investigation of Sleep
Most of us will probably spend the third of our lives asleep. Yet the nature of sleep
has puzzled mankind for thousands of years. It is only in the last quarter of a century that
researches have made scientific attempts to investigate this world.
Many of us want to sleep as little as possible—or feel like we have to. There are so
many things that seem more interesting or important than getting a
few more hours of sleep. But just as exercise and nutrition are
34
essential for optimal health and happiness, so is sleep. The quality of your sleep directly
affects the quality of your waking life, including your mental sharpness, productivity,
emotional balance, creativity, physical vitality, and even your weight. No other activity
delivers so many benefits with so little effort!
Sleep isn’t merely a time when your body and brain shut off. While you rest, your
brain stays busy, overseeing a wide variety of biological maintenance tasks that keep you
running in top condition and prepare you for the day ahead.
At night, your body responds to the loss of daylight by producing melatonin, a
hormone that makes you sleepy. During the day, sunlight triggers the brain to inhibit
melatonin production so you feel awake and alert.
This sleep-wake cycle can be disrupted by factors such as nightshift work, traveling
across time zones, or irregular sleeping patterns, leaving you feeling groggy, disoriented,
and sleepy at inconvenient times. The production of melatonin can also be thrown off when
you’re deprived of sunlight during the day or exposed to too much artificial light at night,
disrupting the sleep-wake cycle and preventing you from getting the sleep you need.
According to the National Institutes of Health, the average adult sleeps less than 7
hours per night. In today’s fast-paced society, 6 or 7 hours of sleep may sound pretty good.
In reality, it’s a recipe for chronic sleep deprivation.
While sleep requirements vary slightly from person to person, most healthy adults
need between 7.5 to 9 hours of sleep per night to function at their best. Children and teens
need even more.
All sleep is not created equal. Sleep unfolds in a series of recurring sleep stages that
are very different from one another.
There are two main types of sleep:
 Non-REM (NREM) sleep (“quite sleep”) consists of four stages
of sleep, each deeper than the last.
 REM (Rapid Eye Movement) sleep (“active sleep”) is when you do most
active dreaming. Your eyes actually move back and forth during this stage, which is why it
is called Rapid Eye Movement sleep.
So most of us sleep in two distinct ways: REM sleep, when we dream and “quite
sleep” when we simply sleep.
35
Exercises
Productivity, vitality, inconvenient, disoriented, equal, requirement, include.
2. State with what nouns or adjectives the following verbs are corre lated. Give
the verbs which have similar Russian parallels:
Summarize, memorize, nationalize, generalize, activize, collectivize, modernize, centralize,
characterize, organize, disorganize, philosophize, sterilize, systematize, theorize,
economize.

Проводить треть жизни во сне, природа сна, ставить в тупик человечество,
научные попытки исследовать мир, как можно меньше, качество сна, острота ума,
производительность труда, эмоциональный баланс, физическая жизнеспособность,
широкий спектр биологических задач, производство мелатонина.

To spend the third of our lives asleep, the last quarter of a century, scientific attempts,
to sleep as little as possible, the quality of sleep, the quality of waking life, mental
sharpness, physical vitality, to deliver many benefits, variety of biological maintenance
tasks, the sleep-wake cycle, nightshift work, chronic sleep deprivation, to move back and
forth.
1) Think in a general way without really knowing; guess a) hurt
2) Not able to move or be moved b) awake

3) Something which is puzzling or unknown c) immobile
4) All the processes of change which go on in the body d) metabolism
5) Not asleep e) mystery
6) Cause pain to somebody f) calm
7) Not moving, quite g) outward
8) On the outside, outer h) speculate
36
1) 2) 3) 4) 5) 6) 7) 8)

A) relevant, advantage, constant, valid, faulty, accept, create, in theory.
B) in practice, destroy, rare, reject, invalid, faultless, disadvantage, irrelevant.

a) ultimately, technique, purpose, instant, relevant, initial, support, explore, provide.
b) connected with, back up, supply, in the end, first, momentary, method, goal, investigate.

a) Most of us will probably spend the third of our lives asleep.
b) Many of us want to sleep as much as possible.
c) Only exercise and nutrition are essential for optimal health and happiness.
d) The quality of our sleep directly affects the quality of our life.
e) Sleep isn’t merely a time when your body and brain shut off.
f) The sleep-wake cycle can’t be disrupted by factors such as nightshift work, traveling
across time zones.
g) According to the National Institutes of Health, the average adult sleeps less than 4 hours
per night.
h) All sleep is not created equal.
i) There are two main types of sleep.
j) Most of us sleep in three distinct ways.
1.__________________ A. The nature of sleep has puzzled mankind for thousands of years.
37
2.__________________ B. The quality of your sleep directly affects the quality of your
waking life, including your mental sharpness, productivity,
emotional balance, creativity, physical vitality, and even your
weight.
3.__________________ C. Sleep isn’t merely a time when your body and brain shut off.
4.__________________ D. The average adult sleeps less than 7 hours per night.
5.__________________ E. In today’s fast-paced society, 6 or 7 hours of sleep may sound
pretty good. In reality, it’s a recipe for chronic sleep deprivation.
1. Has the nature of sleep puzzled mankind for thousands of A.__________________
years?
2. Why do we want to sleep as little as possible? B.__________________
3. Is sleep essential for optimal health and happiness? C.__________________
4. How does the quality of our sleep affect the quality of our D.__________________
life?
5. What happens while we rest? E.__________________
6. What factors can disrupt the sleep-wake cycle? F.__________________
7. How many hours does the average adult sleep? G.__________________
8. What are the main types of sleep? H.__________________
9. In what type of sleep we dream? I.__________________
10. Do we dream in NREM sleep? J.__________________
11. Find the only one sentence in Future Simple in the text. Remember the rules of
usage and its formula. Translate it. Make up a negative, general, special question
Ex.: People will have difficulties in solving problems effectively. > People will not have
difficulties in solving problems effectively. > Will people have difficulties in solving
problems effectively? > What will people have in solving problems effectively?
38
12. Find 2 sentences in Present Perfect in the text. Remember the rules of usage and its
formula. Translate the sentences. Make up 2 negative, 2 general, 2 special questions to
them according to the pattern:
Ex.: People have had a good sleep during the experiment. > People have not had a good
sleep during the experiment. > Have people had a good sleep during the experiment? >
What have people had during the experiment?
(definition) of what sleep is according to the pattern:
14. Make up a short account about one famous psychologist who studies sleep
Psychologist. He is widely regarded as the "father of experimental psychology".
Famous psychologists: Stiven Laberge, P. Garfield, Barbara O’Brian, Ch. Rheingold
15. Make up a list of works made by some psychologists in the field of sleep according
to the pattern:
Ex.: Stiven Laberge – «Conscious Sleep».
16. Healthy sleep habits are very important for all of us. The same way sleep
deprivation and sleep fragmentation are hard to you. It is also hard for a child. Well
rested babies make happy babies and well rested babies make happy parents and
happy parents make happy parents. In 120-150 words suggest recommendations about
healthy sleep habits.
Ex.: Normal sleep should last about 8-9 hours and so on.
39
Unit 6
The Stress
Active Vocabulary
Demand [dɪˈmɑːnd], n потребность, нужда, запрос, требование
experience [ɪkˈspɪərɪəns], n опыт
release [rɪˈliːs], v освобождать, сбрасывать
survival [səˈvaɪvəl], n выживание
burst [bɜːst], n взрыв
escape [ɪˈskeɪp], v избавиться, отделаться
crowd [kraʊd], n толпа
stress-adjustor [əˈdʒʌstə], n стресс-регулятор
eustress [ˈjuːstrɛs], n положительный стресс, юстресс
achieve [əˈtʃiːv], v достигать, добиваться
tolerate [ˈtɒləreɪt], v терпеть, допускать, дозволять
stressor [ˈstrɛsə], n стресс-фактор, стрессор, фактор стресса
wear and tear of life жизненные передряги
Text
What Is Stress
Stress is your body's way of responding to any kind of demand. It can be caused by
both good and bad experiences. When people feel stressed by
something going on around them, their bodies react by releasing
chemicals into the blood. These chemicals give people more
energy and strength, which can be a good thing if their stress is
caused by physical danger. But this can also be a bad thing, if
their stress is in response to something emotional and there is no outlet for this extra energy
and strength.
One of the pioneers of stress research, Dr. Hans Selye wrote that .stress is essentially
reflected by the rate of all the wear and tear caused by life.
40
Many different things can cause stress from physical (such as fear of something
dangerous) to emotional (such as worry over your family or job.) Some of the most
common sources of stress are:
Survival Stress - You may have heard the phrase "fight or flight" before. This is a
common response to danger in all people and animals. When you are afraid that someone or
something may physically hurt you, your body naturally responds with a burst of energy so
that you will be better able to survive the dangerous situation (fight) or escape it all together
(flight).
Internal Stress - Have you ever caught yourself worrying about things you can do
nothing about or worrying for no reason at all? This is internal stress.
Environmental Stress - This is a response to things around you that cause stress, such
as noise, crowding, and pressure from work or family.
Fatigue and Overwork - This kind of stress can be caused by working too much or
too hard at your job(s), school, or home. It can also be caused by not knowing how to
manage your time well or how to take time out for rest and relaxation.
Stress can affect both your body and your mind. People under large amounts of stress
can become tired, sick, and unable to concentrate or think clearly.
The events that provoke stress are called stressors. It is impossible to avoid stressors.
The only totally stress-free state is death! Stressors will always be there because we live in
an imperfect and unpredictable world.
We need to assist our bodies to cope with being stressed because our natural
biological stress-adjustors are not ideally suited to the demands of modern living.
However, not all stress is negative. The word eustress has been coined to describe
positive stress. Eustress is the stress of winning and achieving.
Your ability to tolerate stress depends on many factors, including the quality of your
relationships, your general outlook on life, your emotional intelligence, and genetics.
Exercises
Intelligence, genetics, chemicals, sources, pioneer, dangerous, assist, danger,
demand.
41
2. Read the following adjectives with the suffix –ous. Mind the pronunciation of
the suffix, translate the words into Russian, wherever possi ble name the words
from which the given adjectives are derived:
Nervous, various, obvious, curious, serious, famous, tremendous, spontaneous, conscious,
monotonous, simultaneous, dangerous, desirous.

Способ реагирования тела, любая потребность, это может быть вызвано,
чувствовать стресс из-за чего-либо, выброс химических веществ в кровь, физической
опасностью, взрыв энергии, влиять на тело и на разум, свободное от стресса
состояние, помочь организму справиться со стрессом, требования современной
жизни.

Body's way of responding, any kind of demand, react by releasing chemicals, to give
people more energy and strength, to be caused by physical danger, a burst of energy, to
survive the dangerous situation, pressure from work or family, to manage time well, to
avoid stressors, to affect body and mind, natural biological stress-adjustors.
1) Make clear or understandable a) substitute
2) Show that something is true b) clarify

3) Person or thing taking the pace of or c) prove
acting for another
4) Absence of agreement put in order d) stress
5) Put in order e) ontradiction
6) Make something seem larger, better or f) exaggerate
worse than it really is
7) A state of extreme difficulty, pressure, or g) arrange
strain

42
1) 2) 3) 4) 5) 6) 7)

A) Demand, experience, release, react, tolerate, danger, achieve, reason, hurt.
B) Suffer, request, cause, respond, skill, pain, peril, escape, reach.
A) Order, minimize, ability, give, weakness, physical, response, common, hard.
B) Mental, answer, individual, easy, disorder, strength, take, disability, exaggerate.

a) Stress is your body's way of responding to any kind of demand.
b) It can be caused by bad experience.
c) When people feel stressed by something, their bodies react by releasing chemicals into
the brain.
d) Only emotional things can cause stress.
e) Stress can affect only your body.
f) People under large amounts of stress can become tired, sick, and unable to concentrate or
think clearly.
g) The only totally stress-free state is death.
h) We don’t need to assist our bodies to cope with being stressed.
i) All stress is negative.
j) Eustress is the stress of winning and achieving.
1.__________________ A. When people feel stressed by something going on around

them, their bodies react by releasing chemicals into the blood.
2.___________________ B. Many different things can cause stress from physical to
emotional.
3.___________________ C. Stress can affect both your body and your mind.
43
4.___________________ D. People under large amounts of stress can become tired,
sick, and unable to concentrate or think clearly.
5.___________________ E. The word eustress has been coined to describe positive
stress.
1. What is stress? A._________________
2. When people feel stressed by something how do their B.________________
bodies react?
3. What did Dr. Hans Selye write about stress? C._________________
4. What things can cause stress? D._________________
5. What are of the most common sources of stress? E._________________
6.What can stress affect? F._________________
7. How are called the events that provoke stress? G._________________
8. Is it impossible to avoid stressors? H._________________
9. Do we need to assist our bodies to cope with being I.__________________
stressed?
10. Is all stress negative? J._________________
11. What is eustress? K._________________
12. What depends our ability to tolerate stress from? L._________________
11. Find the sentences with modal verbs in the text. Remember the rules and their
meanings. Translate the sentences. Make up negative, general, special questions
Ex.: People may have difficulties in solving problems effectively. > People may not have
difficulties in solving problems effectively. > May people have difficulties in solving
problems effectively? > What may people have in solving problems effectively?
12. Find sentences in Present Perfect (both Active and Passive voice) in the text.
Remember the rules of usage and its formula. Translate the sentences.
(definition) of what stress is according to the pattern:
44
Throughout their history, humans have faced the need to measure and communicate about
14. Make up a short account about one famous psychologist who studies stress
Famous psychologists: Yu.V. Scherbatich, Walter Cannon, G. Selye, Jerry Kennard, A.
Carrel.
15. Make up a list of works made by some psychologists in the field of stress according
to the pattern:
Ex.: Yu.V. Scherbatich – «Stress psychology and methods of diagnostics and correction».
16. It seems to you that your friend is lack of time. He doesn’t like his study; he is always
tired and nervous. In 120-150 words suggest some recommendations for your friend how to
avoid stress and how to gather good emotions and energy.
Unit 7
Arousal and Emotion
Active Vocabulary
Experience [ɪkˈspɪərɪəns], v испытывать, чувствовать
merely [ˈmɪəlɪ], adv просто, только
remarkably [rɪˈmɑːkəblɪ], adv необыкновенно, в высшей степени, значительно
fear [fɪə], n страх
45
flush [flʌʃ], v вспыхнуть, краснеть
pale [peɪl], adj бледный
behavior [bɪˈheɪvjə], n поведение
avoid [əˈvɔɪd], v избегать
define [dɪˈfaɪn], v определять
influence [ˈɪnflʊəns], n влияние
range [reɪndʒ], n ряд, диапазон
cognitive [ˈkɒɡnɪtɪv], adj познавательный
sweating [ˈswetɪŋ], n потоотделение
simultaneously [ˌsɪməlˈteɪnɪəslɪ], adv одновременно
appraisal [əˈpreɪzəl], n оценка
perception [pəˈsepʃən], n восприятие, понимание
unified [ˈjuːnɪˌfaɪ], adj единый, объединенный
combine [kəmˈbaɪn], v комбинировать, совмещать
Text
Arousal and Emotion
Most of the time we are fairy clear about the emotions
we are experiencing, we know whether we are angry or
frightened or merely excited. But our physiological
responses under all three conditions are remarkably
similar. Fear makes our heart beat faster, but so do anger
or the sight of a loved one. Our face may flush or pale when we are angry (depending on the
individual) and the same is true when we are frightened.
Emotions exert and incredibly powerful force on human behavior. Strong emotions
can cause you to take actions you might not normally perform, or avoid situations that you
generally enjoy.
In psychology, emotion is often defined as a complex state of feeling that results in
physical and psychological changes that influence thought and behavior. Emotionality is
associated with a range of psychological phenomena including temperament, personality,
mood and motivation. The major theories of motivation can be grouped into three main
46
categories: physiological, neurological and cognitive. Physiological theories suggest that
responses within the body are responsible for emotions. Neurological theories propose that
activity within the brain leads to emotional responses. Finally, cognitive theories argue that
thoughts and other mental activity play an essential role in the formation of emotions.
The James-Lange theory is one of the best-known examples of a physiological theory
of emotion. Independently proposed by psychologist William James and physiologist Carl
Lange, the James-Lange theory of emotion suggests that emotions occur as a result of
physiological reactions to events.
According to this theory, you see an external stimulus that leads to a physiological
reaction. Your emotional reaction is dependent upon how you interpret those physical
reactions. For example, suppose you are walking in the woods and you see a grizzly bear.
You begin to tremble and your heart begins to race. The James-Lange theory proposes that
you will interpret your physical reactions and conclude that you are frightened ("I am
trembling, therefore I am afraid").
Another well-known physiological theory is the Cannon-Bard theory of emotion.
This theory states that we feel emotions and experience physiological reactions such as
sweating, trembling and muscle tension simultaneously. More specifically, it is suggested
that emotions result when the thalamus sends a message to the brain in response to a
stimulus, resulting in a physiological reaction.
Understanding how the brain works shows that these theories of emotion - cognitive
appraisal and physiological perception - can be combined into a unified theory of emotions.
Emotions are difficult to study because of the complexity and interrelatedness of the
physiological responses involved and because the kinds of emotions that can be aroused in
the laboratory do not compare in intensity with those experienced in real life.
Exercises
Interrelatedness, complexity, neurological, suggest, frighten, associate, event, muscle,
thalamus.
47
2. Name adjectives from which the following nouns are formed:
Awareness, newness, greenness, quickness, sleepiness, bigness, blindness, blackness,
usefulness, seriousness, unexpectedness, darkness, nervousness, correctness.
3. Form adjectives with the suffixes -ful and -less from the following nouns and
translate them into Russian:
Care, use, doubt, help, fear, need, meaning, time.

Большую часть времени, значительно похожи, сердце бьется быстрее,
вспыхнуть или побледнеть, поведение человека, сложное состояние чувства,
физические и психологические изменения, влиять на мысли и поведение, играть
существенную роль, как результат физиологических реакций на события, внешний
стимул, познавательная оценка, физиологическое восприятие.

To be clear about the emotions, merely excited, remarkably similar, the same is true,
powerful force on human behavior, a complex state of feeling, physical and psychological
changes, influence thought and behavior, a range of psychological phenomena, responsible
for emotions, play an essential role in the formation of emotions, physiological perception,
cognitive appraisal, a unified account of emotions.

1) Feeling or expressing annoyance, animosity or a) argue
resentment
2) A state of heightened physiological activity b) laboratory
3) To put forth reasons for or against something c) arousal
4) A place for practice, observation, or testing d) temperament
5) The manner of thinking, behaving, or reacting e) fear
characteristic of a specific person
6) A feeling of agitation and anxiety caused by the f) thalamus
presence or imminence of danger
48
7) It regulates the perception of touch, pain, and g) angry
temperature

1) 2) 3) 4) 5) 6) 7)

A) Experience, angry, frightened, excited, remarkably, powerful, cause, avoid, influence,
mood, essential, external.
B) Feel, produce, exterior, scared, spirits, strong, impact, agitated, escape, highly, irritated,
significant.

A) Fear, calm, pale, similar, fast, strong, major, theory, external, difficult, go away,
unfaithfulness, tension.
B) Joy, slow, rosy, practice, fidelity, relaxation, internal, weak, minor, easy, different,
angry, remain.

a) Most of the time we are fairy clear about the emotions we are experiencing.
b) Fear makes our heart beat slower.
c) Emotions don’t exert and incredibly powerful force on human behavior.
d) Strong emotions can cause you to take actions you might not normally perform.
e) In psychology, emotion is often defined as a complex state of feeling.
f) The major theories of motivation can be grouped into two main categories.
g) Physiological theories suggest that responses within the body are responsible for mental
activity.
49
h) Neurological theories propose that activity within the brain play an essential role in the
formation of emotions.
i) Cognitive theories argue that thoughts and other mental activity play minor role in the
formation of emotions.
j) The James-Lange theory of emotion suggests that emotions occur as a result of
physiological reactions to events.
k) The Cannon-Bard theory of emotion states that we feel emotions and experience
physiological reactions such as sweating, trembling and muscle tension simultaneously.

1.__________________ A. Our face may flush or pale when we are angry.
2.__________________ B. Strong emotions can cause you to take actions you
might not normally perform.
3.__________________ C. Physiological theories suggest that responses within
the body are responsible for emotions.
4.__________________ D. The James-Lange theory is one of the best-known
examples of a physiological theory of emotion.
5.__________________ E. The James-Lange theory proposes that you will
interpret your physical reactions and conclude that you
are frightened.
1. Are we fairy clear about the emotions most of the time? A.__________________
2. Are our physiological responses remarkably similar when we B.__________________
are angry or frightened or merely excited?
3. What can cause strong emotions? C.__________________
4. How emotion is often defined in psychology? D.__________________
5. What emotionality is associated with? E.__________________
6. How can be grouped the major theories of motivation? F.__________________
7. What do suggest physiological theories? G.__________________
8. What do propose neurological theories? H.__________________
50
9. About what do cognitive theories argue? I.__________________
10. What theory is one of the best-known examples of a J.__________________
physiological theory of emotion?
11. What another well-known physiological theory do you K.__________________
know?
12. Find the sentences with the verb “to be” in Present, Past and Future tenses in the
text. Remember the rules and their meanings. Translate the sentences. Make up
negative, general, special questions according to the pattern:
Ex.: The James-Lange theory is one of the best-known examples of a physiological theory
of emotion. > The James-Lange theory is not one of the best-known examples of a
physiological theory of emotion. > Is the James-Lange theory one of the best-known
examples of a physiological theory of emotion? > What is the James-Lange theory in
psychology?
13. Find the sentences in Present Continuous tense in the text. Remember the rules of
usage and its formula. Translate the sentences.
(definition) of what arousal and emotion are according to the pattern:
15. Make up a short account about one famous psychologist who studies arousal and
emotion according to the pattern:
51
Famous psychologist: K.E. Izard, E.P. Ilyin, N.I. Isaeva, C.A. Ratner, K.T. Strongman,
A.N. Leontyev, E.I. Rogov, R.S. Nemov, Ch. Darvin
16. Make up a short story to illustrate the most frequently used emotions in the
situations according to the pattern:
Ex.: To be glad – I am glad to get a 10 at school >She is glad to get a 10 at school.
Ex.: To be upset – I am upset to get only a 5 at school > She is upset to get only a 5 at
school.
Ex.: To be happy – I am happy to have a family in my life > She is happy to have a family
in my life.
Unit 8
Body Language
Active Vocabulary
Broad [brɔːd], adj широкий
gesture [ˈdʒestʃə], n жест, мимика
sound [saʊnd], n звук, тон
carefully [ˈkɛəfəlɪ], adv осторожно, внимательно
wear [wɛə], v носить, одевать
cautious [ˈkɔːʃəs], adj осторожный, осмотрительный
increasingly [ɪnˈkriːsɪŋlɪ], adv все больше и больше
vital [ˈvaɪtəl], adj жизненно важный, существенный
conscious [ˈkɒnʃəs], adj сознательный
extensively [ɪksˈtensɪvlɪ], adv широко
voluntary [ˈvɒləntərɪ], adj добровольный
controversial [ˌkɒntrəˈvɜːʃəl], adj спорный
identify [aɪˈdentɪfaɪ], v идентифицировать
influence [ˈɪnflʊəns], n влияние, воздействие
utterance [ˈʌtərəns], n высказывание
52
interviewee [ˈɪntəˌvjuːˈiː], n интервьюируемый
Text
Body Language
Body language is a broad term for forms of communication using body movements or
gestures instead of, or in addition to, sounds, verbal language, or other forms of
communication. It forms part of the category of paralanguage, which describes all forms of
human communication that are not verbal language.
Body Language is very relevant to management and leadership,
and to all aspects of work and business where communications
can be seen and physically observed among people.
When we go for an interview, most of us think carefully about
what to wear and what to say but hardly ever about how to act –
in other words, what our body language is telling the interviewer.
According to experts, body language accounts for 55% of the effect we have when
communicating. Employers nowadays are cautious about the fast-talking interviewee but
they look increasingly for their signs which will show a person`s character and ability –
such as body language. You should always smile when you enter the interview room and
when the interview has finished because first and last impressions count. In fact, body
language is vital – so, at an interview, take the trouble to get it right. Body language is also
very relevant to relationships outside of work, for example in dating and in families and
parenting.
The sending and receiving of body language signals happens on conscious and
unconscious levels.
Paralanguage, including body language, has been extensively studied in social
psychology. In everyday speech and popular psychology, the term is most often applied to
body language that is considered involuntary, even though the distinction between
voluntary and involuntary body language is often controversial. For example, a smile may
be produced either consciously or unconsciously.
Voluntary body language refers to movement, gestures and poses intentionally made
by a person (i.e., conscious smiling, hand movements and imitation).
53
Involuntary body language quite often takes the form of facial expression, and has
therefore been suggested as a means to identify the emotions of a person with whom one is
communicating.
Body language is a product of both genetic and environmental influences. Blind
children will smile and laugh even though they have never seen a smile. Remember that
body language varies greatly with people and especially with international cultures (so be
very careful when applying Western understanding to Eastern non-verbal language). Body
language reflects also differences of gender.
Body language is both the most basic, fundamental form of expression used by
human beings to communicate with one another, and at the same time a part of a highly
sophisticated and culturally specific system of coded signals, in which bodily and facial
movement play at least as important a part as verbal utterance.
From http://www.mindtools.com/.../Body_Language.ht...
Exercises
Gender, controversial, intentionally, employer, apply, laugh, fundamental.
2. Form adjectives from the following verbs by means of the suffix - able.
Translate the adjectives into Russian.
to adjust, to drink, to digest, to depend, to excite, to move, to laugh, to notice.

Язык тела, вместо или в дополнение к, вербальный язык, все формы
человеческого общения, среди людей, тщательно продумать, согласно экспертам,
иметь жизненно важное значение, сознательный и бессознательный уровни,
принимать форму, средство определения эмоций человека, продукт генетического
влияния, различия пола.
54
A broad term for forms of communication, using body movements or gestures
instead, it forms part of the category of paralanguage, to be relevant to management and
leadership, go for an interview, most of us think carefully, to look increasingly for the signs,
first and last impressions, relationships outside of work, the distinction between voluntary
and involuntary body language, a product of both genetic and environmental influences,
fundamental form of expression.

1) A system of signs, symbols, gestures, or rules used in a) ability
communicating
2) A particular type of connection existing between people b) utterance
3) The condition or fact of being dissimilar; difference c) language
4) The total of the inherited ideas, beliefs, values, and d) relationship
knowledge, which constitute the shared bases of social
action
5) The power of speaking; speech e) distinction
6) The quality of being able to do something f) culture

1) 2) 3) 4) 5) 6)

A) Broad, carefully, cautious, vital, extensively, distinction, influence, important, include,
describe.
B) Attentively, impact, involve, characterize, widely, significant, difference, careful, wide,
significant.

A) Cautious, attentively, vital, voluntary, common, North, increase, outside, send, often,
blind, West.
55
B) Inessential, incautious, inside, receive, East, sighted, seldom, inattentively, involuntary,
personal, decrease, South.

a) Body language forms part of the category of paralanguage.
b) Body language isn’t relevant to management and leadership, and to all aspects of work
and business.
c) When we go for an interview, we shouldn’t think about how to act.
d) Body language accounts for 100% of the effect we have when communicating.
e) You shouldn’t always smile when you enter the interview room and when the interview
has finished.
f) Body language is also very relevant to relationships outside of work.
g) The sending and receiving of body language signals happens on unconscious level.
h) Voluntary body language refers to movement, gestures and poses intentionally made by a
person.
i) Body language doesn’t vary greatly with people and especially with international
cultures.

1.__________________ A. Body language is a broad term for forms of
communication using body movements or gestures.
2.__________________ B. Body Language is very relevant to management and
leadership.
3.__________________ C. Voluntary body language refers to movement, gestures
and poses intentionally made by a person.
4.__________________ D. Paralanguage, including body language, has been
extensively studied in social psychology.
5.__________________ E. Body language is both the most basic, fundamental
form of expression used by human beings to communicate
with one another.
56
1. What is body language? A.__________________
2. What does body language use? B.__________________
3. What does paralanguage describe? C.__________________
4. About what should we think going for an interview? D.__________________
5. How many percents does body language account during E.__________________
communication?
6. What relationships outside of work is body language F.__________________
relevant to?
7. Is the distinction between voluntary and involuntary body G.__________________
language controversial?
8. What form does often take involuntary body language? H.__________________
9. Does body language vary with people and especially with I.__________________
international cultures?
10. Does bodily and facial movement play an important part J.__________________
as verbal utterance?
11. Find the sentences with the verb “to be” in Present Simple tense in the text.
Remember the rules and their meanings. Translate the sentences. Transfer them into
negative, general, special questions according to the pattern:
Ex.: Body language is very relevant to management and leadership. > Body language is
not very relevant to management and leadership. > Is body language very relevant to
management and leadership? > What is body language very relevant to?
12. Find the sentences in Present Simple tense in the text. Remember the rules of usage
and its formula. Translate the sentences. Transfer them into Past and Future Simple
tense.
13. Make up a list of key words and word combinations from the text. Give an oral
short account (definition) of what body language is according to the pattern:
57
14. Make up a short account about two famous psychologists who study body language
Famous psychologists: J. Fast, A. Piz, V. Glen, V. Birkenbil, O. Sergeeva, V. Tsenev, E.V.
Dobrova, G.E. Kreidlin
15. Make up a list of works made by some psychologists in the field of body language
Ex.: J. Fast – «Body Language».
16. Look at the photos and write down in your copy books what politician’s body,
gestures and emotions speak about.
For example:
1. Bill Clinton crossed arms no wish to listen and
speak
2.
58
Body Language: http://ledilana.ru/post182772138/
Unit 9
Color Psychology
Active Vocabulary
Meaningful [ˈmiːnɪŋfʊl], adj многозначительный
tool [tuːl], n инструмент, орудие
encourage [ɪnˈkʌrɪdʒ], v поощрять, способствовать
crowd [kraʊd], n толпа
influence [ˈɪnflʊəns], v влиять
raise [reɪz], v поднимать, повышать
strain [streɪn], v напрягать
purity [ˈpjʊərɪtɪ], n чистота
innocence [ˈɪnəsəns], n невинность, невиновность
heal [hiːl], v исцелять
timeless [ˈtaɪmlɪs], adj вечный
submission [səbˈmɪʃən], n подчинение, покорность
heartbeat [ˈhɑːtbiːt], n сердцебиение
cheerful [ˈtʃɪəfʊl], adj веселый, бодрый
connote [kɒˈnəʊt], v означать
abundant [əˈbʌndənt], adj обильный, изобилующий
exaggerate [ɪgˈzædʒəreɪt], v преувеличивать
temporary [ˈtɛmpərərɪ], adj временный
mourning [ˈmɔːnɪŋ], adj траурный
59
Text
Color Is a Meaningful Psychological Tool
Color is a meaningful constant for sighted people and it’s a powerful psychological
tool. By using color psychology, you can send positive or negative messages, encourage
sales, calm crowd. It is a powerful communication tool and can be used to signal action,
influence mood, and cause physiological reactions. Certain colors can raise blood pressure,
increase metabolism, or cause eye strain. Of course, your feelings about color can also be
deeply personal and are often rooted in your own experience or culture. For example, while
the color white is used in many Western countries to represent purity and innocence, it is
seen as a symbol of mourning in many Eastern countries.
Several ancient cultures, including the Egyptians and Chinese, practiced
chromotherapy, or using colors to heal.
There are four psychological primary colors - red, blue, yellow and green. They relate
respectively to the body, the mind, the emotions and the essential
balance between these three. The psychological properties of the
nine basic colors are as follows:
Black is the color of authority and power. It is popular in
fashion because it makes people appear thinner. It is also stylish
and timeless. Black also implies submission.
White reflects light and is considered a summer color. White is popular in decorating
and in fashion because it is light, neutral, and goes with everything.
Red is the most emotionally intense color, red stimulates a faster heartbeat and
breathing. It is also the color of love.
The most romantic color, pink, is more tranquilizing.
Blue the color of the sky and the ocean, blue is one of the most popular colors. It
causes the opposite reaction as red. Peaceful, tranquil blue causes the body to produce
calming chemicals, so it is often used in bedrooms. Blue can also be cold and depressing.
Green currently the most popular decorating color, green symbolizes nature. It is the
easiest color on the eye and can improve vision. It is a calming, refreshing color.
60
Yellow is cheerful sunny color. While it is considered an optimistic color, people lose
their tempers more often in yellow rooms. It is the most difficult color for the eye to take in,
so it can be overpowering if overused.
Purple the color of royalty, purple connotes luxury, wealth, and sophistication.
Brown is the color of earth and is abundant in nature.
Most psychologists view color therapy with skepticism and point out that the
supposed effects of color have been exaggerated. Research has demonstrated in many cases
that the mood-altering effects of color may only be temporary.
Exercises
Cause, sophistication, tranquilizing, pressure, chromotherapy, Egyptians, Chinese,
authority.
2. Translate the given nouns with the suffix -ment and give the verbs which they
are derived from:
Development, employment, movement, achievement, reinforcement, excitement,
punishment, fulfilment, treatment, agreement.

Значимая постоянная, психологический инструмент, отправлять
положительные или отрицательные сообщения, мощный инструмент коммуникации,
влиять на настроение, вызывать физиологические реакции, повышать артериальное
давление, вызвать напряжение глаз, использовать цвет для исцеления,
психологические свойства, стимулировать быстрое сердцебиение, эмоционально
насыщенный цвет.
A meaningful constant, sighted people, psychological tool, encourage sales, calm
crowd, to represent purity and innocence, a symbol of mourning, using colors to heal, relate
respectively to the body, the color of authority and power, emotionally intense color, to
produce calming chemicals, the most popular decorating color, cheerful sunny color, to
view with skepticism.
61
1) Treatment of illness or disability a) depress
2) First or highest in rank, quality, or importance b) cheerful

3) A doubting or questioning attitude or state of mind c) crowd
4) To rouse to activity or heightened action, as by spurring d) primary
or goading
5) To lower in spirits; make gloomy e) stimulate
6) Being in good spirits; merry f) skepticism
7) A large number of persons gathered together g) therapy

1) 2) 3) 4) 5) 6) 7)

A) Meaningful, encourage, influence, purity, heal, primary, respectively, essential,
tranquilizing, cheerful.
B) Significant, cleanliness, main, merry, important, calming, accordingly, cure, affect,
stimulate.

A) Meaningful, raise, tranquilizing, strain, purity, timeless, cheerful, abundant, exaggerate,
west, ancient, love, light.
B) Insignificant, sad, temporary, east, minimize, current, meager, dirty, reduce, relax, hate,
heavy, energizing.

a) Color is a meaningful constant for sighted people.
62
b) By using color psychology, you can send negative messages.
c) Color can be used to signal action, influence mood, and cause physiological reactions.
d) There are five psychological primary colors.
e) Black is a summer color.
f) Red stimulates a faster heartbeat.
g) The most intensive color is pink.
h) Green is color of love.
i) Tranquil blue causes the body to produce calming chemicals.
j) Yellow is sad lunar color.
k) Purple is the color of royalty.

1.__________________ A. Color is a meaningful constant for sighted people and
it’s a powerful psychological tool.
2.____________________ B. You can send positive or negative messages,
encourage sales, calm crowd.
3.____________________ C. The psychological properties of the nine basic colors
are different.
4.____________________ D. There are four psychological primary colors - red,
blue, yellow and green.
5.____________________ E. Color is a powerful communication tool and can be
used to signal action, influence mood, and cause
physiological reactions.
1. What is color for sighted people? A.__________________

2. What can we do using color psychology? B.__________________
3. How color can be used? C.__________________
4. Is meaning of the color same in different cultures? D.__________________
5. How many psychological primary colors are there? E.__________________
6. What can you say about black color? F.__________________
63
7. What color is the most emotionally intense? G.__________________
8. What color is the most romantic? H.__________________
9. What color is optimistic? I.__________________
10. Can blue be depressing? J.__________________
11. How do the most psychologists view color therapy? K.__________________
11. Find 5 sentences in Present Simple tense in the text. Remember the rules and their
meanings. Translate the sentences. Transfer them into negative, general, special
questions according to the pattern:
Ex.: Body language is very relevant to management and leadership. > Body language is
not very relevant to management and leadership. > Is body language very relevant to
management and leadership? > What is body language very relevant to?
12. Find the sentences in Past Simple tense in the text. Remember the rules of usage
and its formula. Translate the sentences. Transfer them into Present and Future
Simple tense.
short account (definition) of what color psychology is according to the pattern:
14. Make up a short account about two famous psychologists who study color
psychology according to the pattern:.
64
Famous psychologists: N.Z. Alieva, L.S. Vigotsky, A.A. Uhtomsky, A.R. Luria, N.A.
Bernstein, A.N. Leontyev, S.L. Rubinstein, L.M. Vekker, A.G. Asmolov, S.D. Smirnov, V.V.
Stolin, A.A. Leontyev, V.Pf. Petrenko, A.G. Shmelev, A.D. Logvinenko
15. Make up a list of works made by some psychologists in the field of color
psychology according to the pattern:
Ex.: N.Z. Alieva – «Physics of a color and visual perception psychology».
16. Look at the picture and interpret the colors on the following flags according to the
pattern:
Austria white light

red love
Germany black …
yellow
red
… … …
Unit 10
Organization of the Nervous System
Active Vocabulary
Interrelate [ˌɪntərɪˈleɪt], v находиться во взаимосвязи
spinal cord [ˈspaɪnəl kɔːd], спинной мозг
majority [məˈdʒɒrɪtɪ], n большинство
subdivide [ˌsʌbdɪˈvaɪd], v подразделять
somatic [səʊˈmætɪk], adj соматический
autonomic [ˌɔːtəˈnɒmɪk], adj вегетативный, автономный
joint [dʒɔɪnt], n сустав
initiate [ɪˈnɪʃɪˌeɪt], v инициировать
digestion [dɪˈdʒɛstʃən], n пищеварение
antagonistic [ænˈtæɡənɪst], adj антагонистический
65
perspiration [ˌpɜːspəˈreɪʃən], n пот
arousal [əˈraʊz], n пробуждение
quiescence [kwaɪˈesns], n покой, неподвижность
inhibit [ɪnˈhɪbɪt], v тормозить
facilitate [fəˈsɪlɪˌteɪt], v содействовать, облегчать
exert [ɪɡˈzɜːt], v оказывать, влиять
Text
Organization of the Nervous System
All parts of the nervous system are interrelated. The central
nervous system includes all the nerves in the brain and spinal cord
and it contains the majority of the body’s neurons. The peripheral
nervous system consists of the nerves leading from the brain and
spinal cord to the other parts of the body. The peripheral nervous
system is subdivided into the somatic system and the autonomic system.
The nerves of the somatic system transmit information about external stimulation
from the skin, muscles and joints to the central nervous system. They make us aware of
pain, pressure and temperature variations. Nerves of the somatic system also carry impulses
from the central nervous system back to the body parts, where they initiate actions.
The nerves of the autonomic system run to and from the internal organs regulating
such processes as respiration, heart rate and digestion. Many of the activities that it controls
are autonomous or self-regulating – such as digestion and circulation, which continue even
when a person is asleep or unconscious. The autonomic nervous system has two divisions –
the sympathetic and the parasympathetic – which are often antagonistic in their actions.
The sympathetic division tends to act as a unit. During emotional excitement it
simultaneously speeds up the heart, dilates the arteries of the skeletal muscles and heart. Its
action also leads to perspiration and to secretion of certain hormones that increase
emotional arousal.
The parasympathetic division tends to affect one organ at a time. If the sympathetic
system is thought of as dominant during violent and excited activity, the parasympathetic
66
system may be thought as dominant during quiescence. It participates in digestion and, in
general, it maintains the functions that conserve and protect bodily resources.
When both sympathetic and parasympathetic fibers are connected to the same muscle
or gland, they usually act in opposite manners. One speeds the heart rate, the other slows it;
one inhibits digestive processes, the other facilitates them.
Both systems are usually exerting some influence, that is both are usually “on”, but
one temporarily dominates the other. Their interaction is very complex though and not fully
understood.
Exercises
Autonomic, temporarily, quiescence, initiate, exert, digestion, simultaneously,
artery.
2. Form the words by means of the negative prefixes im – and in – according to

the following pattern: possible – impossible; complete – incomplete:
( im-) perfect, probable, pure, precise, practical, mobile.
( in-) edible, correct , capable, accurate, visible, flexible.
Translate the adjectives into Russian.

Центральная нервная система, содержать большинство нейронов тела,
подразделяться на, периферическая нервная система, вегетативная система,
передавать информацию, внешний стимулятор, передавать импульсы, внутренние
органы, быть в бессознательном состоянии, быть антагонистическими в своих
действиях, действовать как единое целое.
To be interrelate, the central nervous system, the majority of the body’s neurons, to
be subdivided into, to transmit information, external stimulation, to carry impulses from the
central nervous system, the internal organs, to be antagonistic, emotional excitement, to
affect one organ at a time, to protect bodily resources, to act in opposite manners.
1) The greater number or part a) dominant
67
2) Exercising the most influence or control b) quiescence
3) A group of interacting, interrelated, or c) majority
interdependent elements forming a complex
whole
4) Being quiet, still, or at rest; inactive d) transmit
5) To pass or cause to go from one place or e) protect
person to
another
6 To keep from being damaged, attacked, f) system
stolen, or injured

1) 2) 3) 4) 5) 6)

A) Damage, influence, cause, protect, quiet, division, inactive, initiate, interaction.
B) Injury, silent, separation, impact, start, defend, reason, cooperation, inert.

A) Silent, inactive, start, dependent, complex, connect, include, speed, temporarily.
B) noisy, slow, independent, exclude, constantly, disconnect, simple, finish, active.

a) All parts of the nervous system are interrelated.
b) The central nervous system includes only the nerves in the brain.
c) The nerves of the somatic system make us aware of pain, pressure and temperature
variations.
d) The nerves of the autonomic system regulate such processes as respiration, heart rate and
digestion.
68
e) The autonomic nervous system has three divisions.
f) The sympathetic and the parasympathetic systems are not antagonistic in their actions.
g) The sympathetic division speeds up the heart during emotional excitement.
h) Sympathetic system is thought of as dominant during quiescence.
i) The parasympathetic system maintains the functions that conserve and protect bodily
resources.
j) The interaction of the sympathetic and parasympathetic systems are fully understood.

1.__________________ A. The central nervous system includes all the nerves in the
brain and spinal cord.
2.__________________ B. The peripheral nervous system is subdivided into the
somatic system and the autonomic system.
3.__________________ C. The nerves of the autonomic system run to and from the
internal organs regulating such processes as respiration, heart
rate and digestion.
4.__________________ D. The parasympathetic division tends to affect one organ at a
time.
5.__________________ E. Their interaction is very complex though and not fully
understood.
1. Are all parts of the nervous system interrelated? A.__________________

2. What does the central nervous system include? B.__________________
3. What does the peripheral nervous system consist of? C.__________________
4. How is the peripheral nervous system subdivided? D.__________________
5. What information do the nerves of the somatic system E.__________________
transmit?
6. Where do the nerves of the somatic system carry impulses F.__________________
from?
7. How many divisions does autonomic nervous system have? G.__________________
69
8. How does the sympathetic division tend to act? H.__________________
9. What system is thought of as dominant during violent and I.__________________
excited activity?
10. What is the role of the parasympathetic system? J.__________________
11. What system does speed the heart rate? K.__________________
11. Find Conditionals in the text. Remember the rules and their meanings. Translate
the sentences.
Ex.: If body language is relevant to management and leadership, we should learn signs and
figures.
12. Find the sentences in Present Simple Passive tense in the text. Remember the rules
of usage and its formula. Translate the sentences. Transfer them into Past and Future
Simple tense.
short account (definition) of what nervous system is according to the pattern:
14. Make up a short account about famous psychologists you like who study nervous
system according to the pattern:.
Famous psychologists: E.D. Chomskaya, O.S. Adrianov, Pf. Bloom, L.S. Vigotsky, P.Ya.
Galperin, Ch. Darvin, N.K. Korsakova, A.N. Leontyev, A.R. Luriya, V.A. Moskvin, K.
Morots, K. Solso, L.A. Tsvetkova, N.I. Chuprikiva.
70
15. Make up a list of works made by some psychologists in the field of nervous system
Ex.: E.D. Chomskaya – «Neuropsychology».
16. Find the English and Russian equivalents to words on pictures below. Look at
them and interpret nervous system in English. How does it work?:
Find the English Find the Russian

equivalents: equivalents:
GLOSSARY
A ____
ability [əˈbɪlɪtɪ], n способность
accelerate [ækˈseləreɪt], v ускорять(ся)
accentuate [ækˈsentjʊeɪt], v 1. подчеркивать, выделять 2. делать ударение
accept [əkˈsept], v 1. принимать
accomplish [əˈkɒmplɪʃ], v 1. выполнять 2. завершать, доводить до конца
account [əˈkaʊnt], п 1. отчет, доклад, сообщение 2. причина, основание
accuracy [ˈækjʊrəsɪ], п точность, правильность, тщательность
acquisition [ˌækwɪˈzɪʃən], п приобретение
acuity [əˈkjuːɪtɪ], п острота (восприятия)
acute [əˈkjuːt], adj 1. острый, тонкий 2. острый, проницательный 3. резкий (об
ощущениях)
adequacy [ˈædɪkwəsɪ], п адекватность, соответствие
adolescence [ˌædəʊˈlesns], п юность, подростковый возраст
71
ambiguous [æmˈbɪgjʊəs], adj двусмысленный, неясный
anxiety [æŋˈzaɪətɪ], п тревожность, беспокойство, страх
appreciate [əˈpriːʃɪˌeɪt], v 1. оценивать, ценить, понимать 2. ощущать, различать
artificial [ˌɑːtɪˈfɪʃəl], adj искусственный
auditory [ˈɔːdɪtərɪ], adj слуховой, ушной
В ____
banish [ˈbænɪʃ], v изгонять (мысли и т.п.); избавляться
bevaviour [bɪˈheɪvjə], п поведение
biological [ˌbaɪəˈlɒdʒɪkəl], adj биологический
blind [blaɪnd], adj слепой
blood [blʌd], п кровь
branch [brɑːntʃ], n ветвь, отрасль
breath [breθ], n breathing, дыхание
breathe [briːð], v дышать
bring up [brɪŋ ʌp], v растить, воспитывать; to ~ children растить детей
bundle [ˈbʌndl], n пучок, узел; a ~ of neurons пучок нейронов
С ____
capability [ˌkeɪpəˈbɪlɪtɪ], n способность, одаренность, потенциальная возможность
capacity [kəˈpæsɪtɪ], п 1. способность 2. объем, емкость
cardiovascular [ˌkɑːdɪəʊˈvæskjʊlə], adj сердечно-сосудистый
care [kɛə], п 1. забота; уход
causal [ˈkɔːzəl], adj причинный, каузальный, выражающий причинную
обусловленность
cease [siːs], v прекращаться, приостанавливать, утихнуть
circuit [ˈsɜːkɪt], п схема; контур; цепь
cognize [kɔɡˈnaɪz], v 1. познавать, знать 2. замечать, обращать внимание
collaboration [kəˌlæbəˈreɪʃən], п сотрудничество, совместная работа
conclusion [kənˈkluːʒən], п (умо)заключение, вывод
conscious [ˈkɒnʃəs], adj сознающий, осознанный, сознательный
cortical [ˈkɔːtɪkəl], adj кортикальный, корковый
72
D ____
deceive [dɪˈsiːv], v обманывать
deduce [dɪˈdjuːs], v делать вывод, заключать
derivation [ˌdɛrɪˈveɪʃən], п образование, получение (из какого-л. источника)
designate [ˈdɛzɪɡˌneɪt], v 1. определять, устанавливать, указывать 2. означать
desirable [dɪˈzaɪərəbl], adj желательный
detour [ˈdiːtʊə], п обход
device [dɪˈvaɪs], п 1. устройство, приспособление 2. план, проект
devise [dɪˈvaɪz], v придумывать, изобретать; разрабатывать
digest [dɪˈdʒɛst], v 1. переваривать (пищу) 2. усваивать, воспринимать; овладевать
dimension [dɪˈmenʃən], п 1. параметр измерение 2. pi. размеры, величина
E ____
encourage [ɪnˈkʌrɪdʒ], v 1. ободрять, воодушевлять 2. поощрять, подерживать
endeavour [ɪnˈdɛvə], п (энергичная) попытка, старание, усилие
engage [ɪnˈgeɪdʒ], v 1. нанимать 2. (обыкн. pass.) заниматься, быть занятым
enhance [ɪnˈhɑːns], v увеличивать, повышать
enormous [ɪˈnɔːməs], adj огромный
ensure [ɛnˈʃʊə], v обеспечить, гарантировать
equal [ˈiːkwəl], adj равный // v 1. равняться, быть равным 2. (with) приравнивать,
отождествлять (с чем-л.)
error [ˈɛrə], n ошибка
escape [ɪsˈkeɪp], n избегание // v избегать, избежать
evidence [ˈevɪdəns], п 1. свидетельство, данные, факты 2. доказательство
excessive [ɪkˈsesɪv], adj чрезмерный, излишний
exclusion [ɪksˈkluːʒən], п исключение
expand [ɪksˈpænd], v расширять
73
F ____
failure [ˈfeɪljə], n 1. неудача, провал 2. недостаток, отсутствие (чего-л.) 3. неудачник
4. неосуществление невыполнение
fatigue [fəˈtiːɡ], n утомление, усталость
fault [fɔːlt], п 1. недостаток; дефект 2. вина 3. ошибка; промах
feature [ˈfiːtʃə], п 1. особенность, характерная черта; признак, свойство 2. рl. черты
лица
flourishing [ˈflʌrɪʃɪŋ], adj процветающий, преуспевающий
frequent [ˈfriːkwənt], adj частый
G ____
gag [ɡæɡ], v 1. давиться 2. тужиться (при рвоте) 3. вызывать рвоту
genuine [ˈdʒɛnjʊɪn], adj подлинный, истинный, настоящий
goal [ɡəʊl], п цель
grant [ɡrɑːnt], п стипендия // v 1. даровать 2. давать согласие (на что-л.) 3.
признавать, подтверждать правильность
grasp [grɑːsp], v 1. схватывать; сжимать, зажимать (в руке)
Н ____
height [haɪt], п рост
hereditary [hɪˈrɛdɪtərɪ], наследственный, врожденный
heritage [ˈherɪtɪdʒ], п наследие
homogeneous [ˌhəʊməˈdʒiːnɪəs], adj однородный
hunger [ˈhʌŋɡə], п 1. голод; голодание 2. потребность; сильное желание, жажда
hypothesis, п (pl. theses) гипотеза
I ____
impasse [ˈɪmpɑːs], п тупик

impetus [ˈɪmpɪtəs], п импульс, толчок, стимул
impress [ɪmˈprɛs], v 1. производить впечатление, поражать 2. (on, upon) внушать,
внедрять (в сознание)
74
impulse [ˈɪmpʌls], п импульс; порыв; побуждение; влечение
indiscriminately [ˌɪndɪsˈkrɪmɪnɪtlɪ], adv без разбора, без различия
inherit [ɪnˈherɪt], v унаследовать, унаследовать
initial [ɪˈnɪʃəl], adj начальный, первоначальный
intricate[ˌɪntjuːˈɪʃən], adj сложный, запутанный
intuitive [ɪnˈtjuːɪtɪv], adj интуитивный
involuntary [ɪnˈvɒləntərɪ], adj непроизвольный
issue [ˈɪʃuː; ˈɪsjuː], п 1. предметобсуждениe, спорный вопрос 2. исход, результат, итог
3. выпуск, номер (журнала и т.п.)
J ____
judge [dʒʌdʒ], v судить, составлять мнение (о чём-л.); полагать
judgement [ˈdʒʌdʒmənt], n 1. суждение, мнение, оценка; 2. рассудительность,
здравый смысл
К ____
key [kiː], n ключ
knowledge [ˈnɒlɪdʒ], n знания
L ____
launching [lɔːntʃ], п начало (чего-л.)
lability [ləˈbɪlɪtɪ], п лабильность, неустойчивость
lack [læk], v 1. испытывать недостаток (в чём-л.), нуждаться (в чём-л.)
latency [ˈleɪtənsɪ], п латентность, скрытое состояние
link [lɪŋk], п (связующее) звено; связь // v соединять, связывать, сцеплять
local [ˈləʊkəl], adj местный
М ____
mammal [ˈmæməl], п млекопитающее животное
maturate [ˈmætjʊˌreɪt], v развиваться, созревать (о людях)
maximization [ˌmæksɪmaɪˈzeɪʃən], п максимизация, увеличение до предела
75
measure [ˈmɛʒə], v измерять; оценивать // п мера, степень
modify [ˈmɒdɪˌfaɪ], v 1. модифицировать, изменять 2. снижать, смягчать
motion [ˈməʊʃən], п 1. движение 2. телодвижение, жест
motor [ˈməʊtə], adj моторный
mould [məʊld], v 1. формировать, создавать 2. делать по шаблону // п форма, шаблон
2. характер
N ____
natural [ˈnætʃrəl], adj 1. естественный, природный; ~ sciences естественные науки 2.
обычный, нормальный
negate [nɪˈgeɪt], v отрицать, служить отрицанием
nervous [ˈnɜːvəs], adj 1. нервный, относящийся к нерву 2. нервный, нервозный,
возбудимый
neurological [ˌnjʊərəˈlɒdʒɪkəl], adj неврологический
nurture [ˈnɜːtʃə], v воспитывать; обучать // п воспитание; обучение
О ____
object, п 1. предмет 2. объект 3. цель
observation [ˌɒbzəˈveɪʃən], п наблюдение
occasion [əˈkeɪʒən], n 1. случай 2. возможность, благоприятный случай 3. cобытие 4.
основание, причина, повод
onset [ˈɒnˌsɛt], п начало
opinion [əˈpɪnjən], п мнение; взгляд; убеждение
opposite [ˈɒpəzɪt], adj противоположный
outweigh [aʊtˈweɪ], v 1. быть тяжелее, превосходить в весе 2. перевешивать; быть
более важным
overview [ˈəʊvəˌvjuː], п (беглый) обзор
Р ____
pain [peɪn], n 1. боль 2. pl. старания, труды, усилия
participate [pɑːˈtɪsɪpeɪt], v участвовать
pathway [ˈpɑːθweɪ], п путь
76
precise [prɪˈsaɪs], adj точный
prefer [prɪˈfɜː], v предпочитать, отдавать предпочтение
preference [ˈprɛfərəns], п предпочтение
prejudice [ˈprɛdʒʊdɪs], п 1. пристрастное, предвзятое мнение; предубеждение 2.
предрассудок
pressure [ˈprɛʃə], п давление
procedure [prəˈsiːdʒə], n процедура
psychiatrist [saɪˈkaɪətrɪst], n психиатр
Q ____
qualification [ˌkwɒlɪfɪˈkeɪʃən], п 1. квалификация, пригодность 2. свойство, качество
qualify [ˈkwɒlɪˌfaɪ], v 1. готовить (кого-л.) к какой-л. деятельности; обучать (кого-л.)
для какой-л. цели
qualitative [ˈkwɒlɪtətɪv], adj качественный
quantitative [ˈkwɒntɪtətɪv], adj количественный
questionnaire [ˌkwɛstʃəˈnɛə], п опросник, анкета
R ____
random [ˈrændəm], adj случайный; at ~ случайно
range [reɪndʒ], п 1. амплитуда, диапазон; сфера, область
rather [ˈrɑːðə], adv 1. (часто ~ than) лучше; скорее; охотнее, предпочтительнее
relative [ˈrɛlətɪv], adj 1. относительный; 2. относящийся (к чему-л.); касающийся
(чего-л.)
rely [rɪˈlaɪ], v (on, upon) полагаться, доверять
removal [rɪˈmuːvəl], n 1. устранение 2. перемещение 3. смещение с должности
require [rɪˈkwaɪə], v требовать; нуждаться (в чём-л.)
resist [rɪˈzɪst], v сопротивляться, противиться
retirement [rɪˈtaɪəmənt], п отставка; выход на пенсию
retrieval [rɪˈtriːvəl], п воспроизведение
route [ruːt], п путь
77
S ____
saliva [səˈlaɪvə], п слюна
sample [ˈsɑːmpl], n 1. выборка, выборочная совокупность 2. образец, проба
satisfaction [ˌsætɪsˈfækʃən], п удовлетворение, удовлетворенность
scent [sɛnt], п запах
scheme [skiːm], п схема, план, программа, структура
science [ˈsaɪəns], п наука
score [skɔː], п 1. количество очков, счет 2. очко, балл, оценка
search [sɜːtʃ], п поиски // v 1. искать 2. исследовать; изучать
sequence [ˈsiːkwəns], п последовательность (порядок следования), ряд
sheath [ʃiːθ], п оболочка
sign [saɪn], n 1. знак 2. сигнал 3. симптом, примета, признак
sociability [ˌsəʊʃəˈbɪlɪtɪ], п общительность, коммуникабельность
society [səˈsaɪətɪ], п 1. общество, общественный строй 2. общество, объединение,
организация
species [ˈspiːʃiːz], п 1. биол. вид 2. род, разновидность, порода
steady [ˈstɛdɪ], adj прочный, твердый, устойчивый
stimulus (pl. stimuli), п стимул, раздражитель
store [stɔː], v накапливать, хранить (в памяти)
struggle [ˈstrʌɡəl], v бороться
succeed [səkˈsiːd], v 1. достигнуть цели; добиться успеха
Т ____
tahistoscope [təˈkɪstəˌskəʊp], п тахистоскоп
target [ˈtɑːɡɪt], п цель
tentative [ˈtɛntətɪv], adj 1. пробный, опытный, экспериментальный 2. гипотетический,
предполагаемый
threshold [ˈθrɛʃəʊld], п порог
traverse [ˈtrævɜːs], v пересекать
treacherous [ˈtretʃərəs], adj ненадежный, предательский
treatment [ˈtriːtmənt], n 1. обращение, обхождение 2. трактовка предмета 3. лечение
78
turmoil [ˈtɜːmɔɪl], п беспорядок, смятение, шум, суматоха
U ____
uncertainty [ʌnˈsɜːtəntɪ], п 1. неуверенность, нерешительность 2. изменчивость 3.
неопределенность, неизвестность
undertake [ˌʌndəˈteɪk], v 1. предпринять 2. брать на себя (определенные
обязательства, функции и т.п.)
unit [ˈjuːnɪt], п 1. единица; целое 2. единица измерения
upbringing [ˈʌpˌbrɪŋɪŋ], п воспитание
urge [ɜːdʒ], v 1. побуждать, заставлять 2. убеждать, настаивать
usage [ˈjuːsɪdʒ], п 1. обращение 2. употребление
utilize [ˈjuːtɪˌlaɪz], v использовать, утилизировать
V ____
vague [veɪɡ], adj 1. неопределенный, неясный, смутный 2. adj (о людях)
нерешительный, неуверенный
valid [ˈvælɪd], adj валидный, действенный, эффективный
variability [ˌvɛərɪəˈbɪlɪtɪ], п вариабельность, изменчивость
vary [ˈvɛərɪ], v 1. изменять(ся) 2. (часто from) отклоняться; отличаться
vision [ˈvɪʒən], п 1. зрение 2. представление
vital [ˈvaɪtəl], adj 1. жизненный 2. существенный; насущный, очень важный; крайне
необходимый 3. энергичный, полный жизни
W ____
weigh [weɪ], v 1. взвешивать 2. весить 3. иметь вес (значение); влиять
whine [waɪn] , v хныкать, плакать
whistle [ˈwɪsəl], п 1. свисток 2. свист // v свистеть
withdraw [wɪθˈdrɔː], v 1. отдергивать; убирать; 2. отказываться 3. уходить; удаляться
withdrawal [wɪθˈdrɔːəl], п 1. отнятие; отдергивание 2. взятие назад; отмена 3. уход,
отход
worthy []ˈwɜːðɪ, adj (часто of) достойный; заслуживающий
79
Y ____
youngster [ˈjʌŋstə], п мальчик, юноша
youth [juːθ], п 1. юноша 2. молодежь, юношество
ЛИТЕРАТУРА
Список использованной литературы
1. Агабекян, И.П. Английский язык для психологов: учебное пособие для

бакалавров
/ И.П. Агабекян, П.И. Коваленко. – Ростов н/Д: Феникс, 2012. – 318 с. – (Высшее
образование)
2. Куликова, Н.В. Английский язык для психологических факультетов. English for

psychology students / Н. В. Куликова, Л.А. Мельник, Е.Б. Зенкевич; под ред. Л.А.
Мельник, Е.Б. Зенкевич. – Изд. 2-е. – Ростов н/Д.: Феникс, 2005. – 282, [1] c. –
(Учебники МГУ).
3. Никошкова, Е.В. Английский язык для психологов: учеб. пособие для студ.
высш. учеб. заведений. – М.: Изд-во ВЛАДОС-ПРЕСС, 2003. – 160 с.
4. Body Language - Communication Skills Training from MindTools.com

[Электронный ресурс]. – Режим доступа:
http://www.mindtools.com/.../Body_Language.ht... Дата обращения: 23.08.12.
5. Color Psychology. [Электронный ресурс]. – Режим доступа:

http://www.psychology-101.com/.../color-psychol... Дата обращения: 22.05.12.
6. Positive Thinking, Rational Thinking, Thought Awareness - Stress ... [Электронный

ресурс]. – Режим доступа: http://www.mindtools.com/pages/.../newTCS_06.... Дата
обращения: 08.08.12.
80
7. Psychologists vs Psychiatrists - What's the Difference? [Электронный ресурс]. –
Режим доступа: http://psychology.about.com/.../psychvs... Дата обращения: 17.06.12.
8. Stress Symptoms, Signs & Causes: Effects of Stress Overload [Электронный

ресурс]. – Режим доступа: http://www.helpguide.org/mental/stress_signs.htm Дата
обращения: 10.07.12.
9. The Investigation of Sleep [Электронный ресурс]. – Режим доступа:

http://www.plosone.org/.../journal.pone.0030972 Дата обращения: 06.06.12
10. What is Psychology? [Электронный ресурс]. – Режим доступа:

http://www.simplypsychology.org/whatispsychology.html. Дата обращения: 24.06.12.
11. Organization of the Nervous System [Электронный ресурс]. – Режим доступа:

www.columbia.edu/cu/.../organization.html Дата обращения: 03.10.12.
Список рекомендованной студентам литературы

1. Гузеева К.А. Справочник по грамматике английского языка/Гл.ред.
Е.В.Дмитриева. – СПб.:СОЮЗ, 2003.-288 с.
2. Качалова К.Н., Израилевич Е.Е. Практическая грамматика английского языка: с
упражнениями и ключами.- Киев: ЛадКом, 2012. – 720 с.
3. Хведченя Л.В., Хорень Р.В., Крюковская И.В. Практическая грамматика
современного английского языка Мн.: Книжный дом, 2005. – 688 с.
4. Longman Dictionary of English Language and Culture / Director Della Summers. –
Essex: Pearson Education Limited, 2000. – 1568 c.
5. Murphy R. English Grammar in Use. Cambridge University Press. 4rd. ed., 2012 –
398 p.
6. Reznik R.V. A Grammar of Modern English Usage:Учеб.для фак.ин.яз
вузов/Reznik R.V., Sorokina T.S.,Kazaritskaya T.A.; Рец.:И.Г.Федотова,
В.В.Ощипкова.-5-е изд.-М.:Флинта:Наука,2000.-688 с.
Список рекомендованных студентам электронных ресурсов
1. Видео English Grammar - Tenses overview - present, past, future, simple,

continuous, progressive, perfect! [Электронный ресурс]. – Режим доступа:
81
http://www.youtube.com/results?
search_query=tenses&oq=tenses&gs_l=youtube.3..0l10.2226.3344.0.3553.6.6.0.0.0.0.139.6
56.0j5.5.0...0.0...1ac.1.vRslzfAYK6w
2. Видео IELTS Grammar - Present Tenses in Speaking [Электронный ресурс]. –
Режим доступа: http://www.youtube.com/results?search_query=tenses&page=5
3. Изучение английского языка [Электронный ресурс]. – Режим доступа:
http://www.anglais.ru/2009/10/present-simple/
4. Л. Кутузов "Практическая грамматика английского языка" [Электронный
ресурс]. – Режим доступа: http://www.classes.ru/grammar/32.kutuzov/
5. Практическая грамматика современного английского языка - Хведченя Л.В.,
Хорень Р.В., Крюковская И.В. [Электронный ресурс]. – Режим доступа:
http://nashol.com/2011072157654/prakticheskaya-grammatika-sovremennogo-angliiskogo-
yazika-hvedchenya-l-v-horen-r-v-krukovskaya-i-v.html
6. Практическая грамматика современного английского языка - Хведченя Л.В.,
Хорень Р.В., Крюковская И.В. [Электронный ресурс]. – Режим доступа:
http://nashol.com/2011072157654/prakticheskaya-grammatika-sovremennogo-angliiskogo-
yazika-hvedchenya-l-v-horen-r-v-krukovskaya-i-v.html
7. Таблица английских времен. Английские времена в примерах. Аудио! English
Tenses Chart with Audio-Examples [Электронный ресурс]. – Режим доступа:
http://audio-class.ru/tense.html
8. Тест на использование Present Tenses [Электронный ресурс]. – Режим доступа:
http://mylang.com.ua/tests/7.html
9. 1301 Quizzes [Электронный ресурс]. – Режим доступа:
http://www.aitech.ac.jp/~iteslj/links/ESL/Quizzes/
10. Basic Tenses [Электронный ресурс]. – Режим доступа: http://englishclub-
spb.ru/grammar/verb-tenses_sys-tenses.htm
11. Engblog [Электронный ресурс]. – Режим доступа: http://engblog.ru/present-simple
12. English club [Электронный ресурс]. – Режим доступа:
http://www.englishclub.com/grammar/verb-tenses.htm
13. English grammar 4 U on-line [Электронный ресурс]. – Режим доступа:
http://www.ego4u.com/en/cram-up/grammar
82
14. Free English Tests [Электронный ресурс]. – Режим доступа: http://www.english-
test.eu
15. Learn English [Электронный ресурс]. – Режим доступа:
http://learnenglish.de/grammar/tensetext.htm
16. On-line English Grammar [Электронный ресурс]. – Режим доступа:
http://www.edunet.com/english/grammar/index.cfm
17. Present Simple (Indefinite) Tense / Настоящее простое (неопределённое) время (I
do) [Электронный ресурс]. – Режим доступа: http://grammar.sourceword.com/unit3.php
18. Tenses - English Grammar [Электронный ресурс]. – Режим доступа:
http://www.englisch-hilfen.de/en/grammar_list/zeitformen.htm
19. The ESL Help! Desk [Электронный ресурс]. – Режим доступа:
http://www.eslhelpdesk.com/index.html
20. Useful English [Электронный ресурс]. – Режим доступа:
http://usefulenglish.ru/grammar/the-key-to-english-tenses
21. Verb Tense Tutorial [Электронный ресурс]. – Режим доступа:
http://englishpage.com/verbpage/verbtenseintro.html
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Бопп Юлия Английский язык (English for Psychology Students) .

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Бопп Юлия Английский язык (English for Psychology Students) .

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Ю.В.

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Бопп Ю.В., Овчаренко С.В.

Данное учебно-методическое пособие состоит из десяти разделов, построенных

 Сургутский государственный педагогический университет, 2014

3. Give English equivalents of the following:

4. Give Russian equivalents of the following:

Put your answers in this table. Model:

6. Match the words with the opposite meaning.

7. Match the words with the similar meaning.

8. Say whether the following sentences are true or false.

9. Write an appropriate question for each answer.

2. Form nouns from the following verbs according to the pattern:

3. Give English equivalents of the following:

Put your answers in this table. Model:

3. Give English equivalents of the following:

4. Give Russian equivalents of the following.

5. Fit the meaning and the word.

2) The application of medicines, surgery, b) skill

Put your answers in this table. Model:

7. Match the words with a similar meaning.

8. Say whether the following sentences are true or false.

9. Write an appropriate question for each answer.

Put your answers in this table. Model:

6. Match the words with a similar meaning.

9. Write an appropriate question for each answer.

3. Give English equivalents of the following:

4. Give Russian equivalents of the following:

2) Not able to move or be moved b) awake

6. Match the words with the opposite meanings.

7. Match the words with a similar meaning.

8. Say whether the following sentences are true or false.

9. Write an appropriate question for each answer.

3. Give English equivalents of the following:

4. Give Russian equivalents of the following:

2) Show that something is true b) clarify

Put your answers in this table. Model:

6. Match the words with a similar meaning.

8. Say whether the following sentences are true or false.

1.__________________ A. When people feel stressed by something going on around

4. Give English equivalents of the following:

5. Give Russian equivalents of the following:

6. Fit the meaning and the word.

Put your answers in this table. Model:

7. Match the words with a similar meaning.

8. Match the words with the opposite meanings.

9. Say whether the following sentences are true or false.

10. Write an appropriate question for each answer.

3. Give English equivalents of the following:

4. Give Russian equivalents of the following:

5. Fit the meaning and the word.

Put your answers in this table. Model:

6. Match the words with a similar meaning.

7. Match the words with the opposite meanings.

8. Say whether the following sentences are true or false.

9. Write an appropriate question for each answer.

3. Give English equivalents of the following:

2) First or highest in rank, quality, or importance b) cheerful

Put your answers in this table. Model:

6. Match the words with a similar meaning.

7. Match the words with the opposite meanings.

8. Say whether the following sentences are true or false.

9. Write an appropriate question for each answer.

1. What is color for sighted people? A.__________________

Austria white light