guia docente ingles sicologia

English for Psychology
Profesoras y grupos
Nathalie Michaud

E-10:

martes y jueves
14:30 a 16:00

nathalie.michaud@uam.es
despacho : 1.4
Requisitos previos
Se recomienda tener un nivel B2 de inglés (MCER del Consejo de Europa) y conocimientos
básicos de Psicología.
Objetivos del curso
Al final del curso los alumnos serán capaces de:
- Usar vocabulario específico relacionado con la Psicología,además de una serie de términos
y expresiones usadas frecuentemente en el ámbito académico.
-Describir procesos, tendencias, diagramas y gráficos oralmente y por escrito.
-Comparar y contrastar ideas, teorías y métodos oralmente y por escrito.
-Analizar varios tipos de artículos, textos e informes.
-Analizar entrevistas, clases magistrales, noticias y programas televisivos y radiofónicos.
-Redactarcartas formales e informales, informes, resúmenes y currículum vitae.
-Realizar una entrevista de trabajo y describir su perfil educativo y laboral.
-Intercambiar ideas y opiniones y participar en seminarios y debates.
-Realizar una exposición oral formal.
-Participar activamente en reuniones.
-Resolver problemas en equipo.
-Manejar con soltura una serie de estructuras gramaticalescorrespondientes a un nivel B2
tanto en la expresión oral como en la escrita, en las situaciones comunicativas citadas
anteriormente.
Contenidos del programa
Units and topics

Vocabulary focus

1. What is psychology?

-words from general English with a
special meaning in psychology

-definition of psychology

-prefixes and suffixes

-introduction to branches
of psychology

Skills focus

Listening
-preparing fora lecture
-predicting lecture content from
the introduction
-understanding lecture
organization
-choosing an appropriate form of
notes
Speaking
-speaking from notes

2. Branches of
psychology
-pure and applied science
-process and person
approaches

-English-English dictionaries

Reading
-using research questions to focus
on relevant information in a text
-using topic sentences to get an
overviewof the text
Writing
-writing topic sentences
-summarizing a text

3. Psychology in
practice
-professional practice

-stress patterns in multi-syllable
words
-prefixes

-phobias
-mental disorders

5. Vygotsky and Piaget
-cognitive development
and education

Speaking
-reporting research findings
-formulating questions
-synonyms, replacement subjects,
etc. for sentence-level
paraphrasing

-models ofmemory
-theories about forgetting

-compound nouns
-fixed phrases from psychology
and academic English

-memory and hypnosis

-common lecture language

7. Mental disorders:
popular myths

-synonyms

-common myths about
mental illness

-nouns from verbs
-definitions

-the media and stereotypes
of mental illness

-common ‘directions’ verbs in
essay titles

8. Personality

-fixed phrases frompsychology
and academic English

-trait theory
-genetics and personality

-leadership

-internet addiction
-body image and eating
disorders

10. Parapsychology
-parapsychology

Listening
-understanding speaker emphasis
Speaking
-asking for clarifications
- responding to queries and
requests for clarifications
Reading
-understanding dependent clauses
with passives
Writing
-paraphrasing
-expanding notesinto complex
sentences
-recognizing different essay types
-writing essay plans
-writing essays
Listening
-Using the Cornell note-taking
system
-recognizing digressions in lectures
Speaking
- making effective contributions to
a seminar
- referring to other people’s ideas
in a seminar

-measuring traits

9. Modern addictions

Reading
-locating key information in
complex sentences
Writing-paraphrasing
- writing complex sentences

-development of thought
and language across
cultures
6. Memory

Listening
-preparing for a lecture
-predicting lecture content
-making lecture notes
-using different information
sources

-neutral and marked words
-fixed phrases from psychology
and academic English

Reading
-recognizing the writer’s stance
and level of tentativeness
-inferring implicit ideas...