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UNIVERSITATEA SPIRU HARET BUCUREŞTI
FACULTATEA DE ŞTIINŢE JURIDICE ŞI ŞTIINŢE ECONOMICE
CONSTANŢA
PROGRAM DE STUDII:
MANAGEMENT
SINTEZE LIMBA ENGLEZĂ – CURS PRACTIC
Anul universitar 2016-2017
Anul I ZI
SEMESTRUL I
Precizări şi recomandări privind desfăşurarea activităţilor la disciplina
LIMBA ENGLEZĂ – CURS PRACTIC
Denumirea cursului – ENGLISH LANGUAGE FOR DAILY USE
Durata cursului / Nr. credite – Semestrul I, 28 ore/semestru, 3 credite
Bibliografie minimă obligatorie:
Barbu A., Chirimbu S. (2006) English Language for Daily Use, Editura Fundaţiei
România de Mâine, Bucureşti.
Boarcas, C. (2006) World of Business, Editura Europolis, Constanţa.
Paidos, C. (1999) English Grammar Theory and Practice, vol. I,II, Editura All
Educational, Bucureşti
Bibliografie facultativă:
Alexander, L.G. (1997) Longman English Grammar Practice for intermediate
students, Longman, Harlow.
Collins Cobuild (1993) Student’s Grammar, Harper Collins Publishers, London.
Thompson A. J., Martinet, Av. (1995) A Practical English Grammar, Oxford
University Press, Oxford.
Obiectivele principale ale cursului
Activitatea studenţilor va fi subordonată realizării următoarelor obiective de bază:
- perfecţionarea deprinderilor de comunicare orală şi scrisă vizând activitatea
profesională şi cea ştiinţifică;
- consolidarea capacităţilor de analiză şi sinteză a informaţiei conţinute într-un
discurs;
- dezvoltarea abilităţilor de înţelegere şi producere a mesajelor specifice
limbajului cotidian;
- actualizarea cunoştinţelor de ordin lingvistic şi cultural, cu adaptarea respectivă
la contexte specifice;
- achiziţionarea graduală a lexicului aparţinând discursului cotidian în vederea
exploatării ulterioare în activitatea profesională şi cea ştiinţifică;
- perfecţionarea competenţelor de transfer (de traducere) din limba străină în
limba maternă şi invers a textelor aparţinând discursului cotidian.
Competenţe
specifice disciplinei
- Receptarea
mesajelor transmise
oral sau în scris în
diferite situaţii de
comunicare;
- Producerea de
mesaje orale sau scrise
adecvate unor anumite
contexte
1. Cunoaşterea şi utilizarea funcţiilor comunicative ale limbii:
1. iniţierea, întreţinerea şi încheierea unui dialog / conversaţii
2. exprimarea opiniei
3. exprimarea acordului / dezacordului faţă de opiniile altora
4. exprimarea satisfacţiei / insatisfacţiei faţă de un punct de vedere
5. exprimarea refuzului / argumentarea refuzului
6. contrazicerea părerilor altora
7. comentarea părerilor
8. solicitarea repetării şi reformulării
9. exprimarea presupunerilor
10. solicitarea de informaţii şi de sugestii
11. oferirea şi confirmarea / infirmarea de informaţii
12. solicitarea confirmării / infirmării unor informaţii
13. descrierea de evenimente, fenomene
- Realizarea de
interacţiuni în
comunicarea orală sau
scrisă
- Transferul şi
medierea mesajelor
orale sau scrise în
situaţii variate de
comunicare
14. formularea de propuneri şi sugestii
15. solicitarea de sugestii
16. exprimarea de condiţii
17. formularea de sfaturi
18. exprimarea preferinţelor, intenţiilor
19. solicitarea şi acordarea / refuzul permisiunii
20. formularea de invitaţii
21. exprimarea de mulţumiri
22. acceptarea / refuzul unei invitaţii
23. exprimarea surprizei, curiozităţii, temerilor, îndoielii
24. exprimarea simpatiei
25. formularea de comparaţii
26. formularea de persuasiuni
27. exprimarea diverselor grade de certitudine.
2. Dobândirea unor competenţe atitudinale
- Conştientizarea contribuţiei limbii engleze la
vehicularea culturii contemporane
- Raportarea critică la civilizaţia britanică şi americană,
acceptarea diferenţelor şi manifestarea toleranţei
- Conştientizarea stereotipurilor culturale şi combaterea
acestora
- Dezvoltarea gândirii autonome, critice şi reflexive prin
receptarea unei varietăţi de texte în limba engleză
- Manifestarea flexibilităţii în cadrul schimbului de idei
în diferite situaţii de comunicare
________________________________________________________
Numărul de credite (ECTS) pe disciplină pe fiecare semestru: 3 şi numărul de
credite alocat fiecărei competenţe: 1
Modalitatea de evaluare a cunoştinţelor pe parcurs şi la examenul final.
2 evaluări pe parcurs prin teste grilă pe platforma Blackboard şi examen final prin
testare scrisă în sesiunea de iarnă.
Teste grilă/Teme de evaluare
Teste grilă pe platforma Blackboard: 2 evaluări pe parcurs şi un examen final.
NOTĂ: Sunt 20 de intrebări în fiecare test grilă, iar timpul alocat pentru fiecare test
este de 20 min. Nu sunt permise niciun fel de materiale sau surse suplimentare la
evaluările pe parcurs sau la examenul final. Sursele bibliografice sunt manualele
indicate şi recomandate la inceputul semestrului. Testele grilă conţin 4 tipuri de
întrebări: Multiple Choice, True/False, Matching şi Completion. Fiecare răspuns
corect este punctat cu 5 puncte – punctajul final este de 100 puncte, corespunzător
notei 10. Nu sunt luate în consideraţie decât răspunsurile complete.
Modalitatea de comunicare cu titularul de curs si cu titularul de seminarii/
activităţi practice
Se poate comunica cu titularul de curs atât în cadrul cursurilor şi al seminariilor pe tot
parcursul anului universitar, dar şi la consultaţiile planificate în fiecare săptămână.
De asemenea, se poate lua legatura şi prin e-mail, la adresa afişată pe site-ul facultăţii,
sau consultând rubrica de anunţuri de pe platforma Backboard.
Instrucţiuni de utilizare a Blackboard pentru: logare, accesare câmp Avizier
virtual, accesare câmp Materiale didactice, accesare câmp Evaluare, accesare
câmp pentru vizionarea Rezultatelor evaluării.
Tehnici şi metode specifice de învăţare
La limba engleză se pot utiliza şi tehnici moderne de învăţare folosind internetul
pentru informaţii suplimentare privind vocabularul sau noţiunile de gramatică
prezentate, CD-uri şi DVD-uri pentru listening şi speaking. De asemenea pot fi
folosite materiale didactice ce conţin modele autentice de limbă: ziare, reviste,
broşuri, flyere de prezentare etc.
Indicaţii privind accesarea bibliografiei obligatorii şi suplimentare cerute.
În afara manualelor şi a cursurilor tipărite existente la biblioteca facultăţii, există şi
posibilitatea de a se consulta sinteza cursului încărcată pe Blackboard.
Modul de stabilire a notei finale – nota finală va reprezenta o medie între notele
obţinute la evaluările parţiale de pe parcursul celor două semestre şi notele obţinute la
evaluarea finală din sesiunea de vară şi de iarnă a anului universitar.
Consultatii pentru studenţi cu cadrul didactic titular al cursului – conform
anunţurilor afişate la avizierul virtual al facultăţii.
2. Conţinutul tematic al cursului
Cursul este structurat pe trei coordonate majore: gramatică, vocabular şi limba
utilizată în context (language in use) fără a omite însă nici exersarea abilităţilor de
citire şi înţelegere a unui text sau prezentarea unor informaţii referitoare la cultura şi
civilizaţia engleză.
Cursul urmăreşte îndeaproape manualul recomandat şi este structurat în 10 unităţi
tematice, fiecare acoperind aspecte de bază ale limbii şi civilizatiei engleze, după cum
urmează:
Unit 1 - Identification. Meeting New People
Section A – Identification
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B – Meeting New People
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 2 – Education. Career
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 3 – Home. Environment
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 4 – Travelling. Accommodation
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 5 – The Human Body. Health
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 6 – Going Shopping. Money
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 7 – Food. Eating out
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 8 – Entertainment. Sports and hobbies
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 9 – Media. Communication
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Unit 10 – Introduction to the European Union
Section A –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
Section B –
Reading comprehension:
Grammar:
Vocabulary:
Language in use:
3. Bibliografie minimă obligatorie:
Barbu A., Chirimbu S. (2006) English Language for Daily Use, Editura Fundaţiei
România de Mâine, Bucuresti.
Boarcas, C. (2006) World of Business, Editura Europolis, Constanta.
Paidos, C. (1999) English Grammar Theory and Practice, vol. I,II, Editura All
Educational, Bucuresti
4. Bibliografie facultativă:
Alexander, L.G. (1997) Longman English Grammar Practice for intermediate
students, Longman, Harlow.
Collins Cobuild (1993) Student’s Grammar, Harper Collins Publishers, London.
Thompson A. J., Martinet, Av. (1995) A Practical English Grammar, Oxford
University Press, Oxford.
5. Prezentarea lecţiilor
Pentru a conferi coerenţă prezentării vom introduce în continuare conţinutul
capitolelor cursului pornind de la cele trei coordonate importante anunţate încă
din introducere: GRAMMAR (gramatică), VOCABULARY (vocabular) şi
LANGUAGE IN USE (limba folosită în context)
I. GRAMMAR
Secţiunea de gramatică a fiecărei unităţi are ca scop, conform programei
analitice, familiarizarea studenţilor cu următoarele probleme gramaticale
fundamentale pentru învăţarea limbii engleze: timpurile verbale, verbele
modale, diateza pasivă, substantivul (pluralul substantivului), exprimarea
posesiei, gradele de comparaţie ale adjectivului, articolul, determinanţii,
numeralul, modul de formare al întrebărilor.
1. THE TENSES OF THE VERB (Units 1- 5)
i. PRESENT TENSES:
• Present simple – Unit 1
• Present progressive – Unit 1
• Present perfect simple – Unit 4
• Present perfect progressive – Unit 4
PRESENT SIMPLE
• Form: the first form of the verb (coincides with the infinitive without to.
The particle –s / -es is added for the third person singular: I / you / we / they
learn. He / she / learns.
• Questions start with DO / DOES
e.g. Do you love him? Does he love you?
• Negatives contain DO NOT (DON’T) / DOES NOT (DOESN’T)
e.g. I do not (don’t) love him. He does not (doesn’t) love me.
• Uses:
- General statements: The academic year has two semesters.
- Usual, repeated activities: I meet my friends every weekend.
- Future activities which are planned and official: The Presidents’ plane
lands in an hour.
- After WHEN, AS SOON AS, UNTIL, IF, UNLESS, replacing the Future :
We’ll leave as soon as the rain stops.
PRESENT PROGRESSIVE
Form: TO BE + Verb-ing. I am learning. You are learning. He / she / it is
learning. We / you / they are learning.
• Questions are formed by inversion: Are you learning?
• Negatives are formed by adding NOT after the verb TO BE: I am not
learning.
• Uses:
- Activity in development now: I’m watching TV now.
- Activity in development in the present period (today, this week, this
month, etc): I’m taking driving lessons this month.
- Future planned activity (arrangement): I’m meeting my friends tonight.
- Activity which is pleasant or annoying for the speaker: He’s so nice, he’s
always bringing me flowers! / You are always coming late!
PRESENT SIMPLE AND PRESENT CONTINUOUS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation of the theoretical and practical aspects related to the forms and
uses of the Present Tense Simple and Present Tense Continuous
creative use of the specific structures
Presentation of the topic content
Present Tense Simple and Present Tense Continuous – Form and Use
PRESENT SIMPLE
Form
I like coffee. Do you like coffee? I don’t like coffee.
Uses
1. Habitual actions:
e.g. I usually get up at 7.30.
He travels a lot.
2. Permanent truths:
e.g. Vegetarians don’t eat meat.
Love makes the world go round.
3. A fact which is true for a long time:
e.g. She works in an office.
My friend studies law.
4. Future reference for official programmes and timetables:
e.g. We leave London at 10.00 next Monday and arrive in Paris at 11.00.
Our next lesson is on Thursday.
5. In time and conditional clauses replacing the future tense (introduced by:
when, while, before, till/until, if):
e.g. He will come when he has time.
He will come if he has time.
PRESENT CONTINUOUS
Form
They are writing now. Are they writing now? They aren’t writing now.
Uses
1. An activity in progress at the moment of speaking (now, right now, at this
moment)
e. g. They are travelling now.
2. A temporary activity that is not necessarily happening at the moment (today,
this week/ month/ year, these days):
e. g. She is working very hard these days because she has to finish a project.
3. Definite planned actions for the near future:
e. g. I’m flying to New York next Monday.
What are you doing tonight? Are you going out?
4. Repeated actions which are often annoying or unreasonable:
e. g. Tim is always ringing me up when I’m sleeping.
My children are forever asking me a lot of questions.
Note: Some verbs that are almost never used in the continuous aspect:
1. The verbs: to be, to exist, to owe, etc.
2. Verbs that express mental activities: to know, to believe, to think (opinion), to
remember, to understand, etc.
3. Verbs of perception : to see, to hear, to taste, to smell, to touch
4. Verbs that express feelings: to love, to hate, to like, to dislike, to prefer, to
adore, etc.
5. Verbs of possession: to have, to own, to belong, to possess, etc.
PRESENT PERFECT SIMPLE
• Form: HAVE / HAS + Past Participle: They have left the building.
• Questions are formed by inversion: Have they left the building.
• Negatives are formed by adding NOT after the auxiliary HAVE / HAS:
They have not (haven’t) left the building.
• Use:
- Past event with a present consequence: I have caught a cold.
- Past event that took place in a period not ended yet (today, this week, etc):
It has rained a lot this week.
- In sentences containing one of the following: always ever, never, just,
already, yet, since, for .
PRESENT PERFECT PROGRESSIVE
• Form: HAVE / HAS + BEEN + V-ing: I have been studying for hours.
• Questions are formed by inversion: How long have you been studying?
• Negatives are formed by adding NOT after the auxiliary HAVE / HAS: I
have not (haven’t) been studying for a long time.
• Use:
- To refer to activities that started in the past and are still going on in the
present moment: It has been raining for three hours.
- Accompanied by time expressions introduced by FOR / SINCE
Ex.: You have been watching TV for about 10 minutes.
You have been studying English since high school.
PRESENT PERFECT SIMPLE AND CONTINUOUS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation of the theoretical and practical aspects concerning the uses and
forms of the Present Perfect Simple and Present Perfect Continuous, related to the use
of every day language
creative use of the specific structures
Presentation of the topic content
Present Perfect Simple and Present Perfect Continuous - Forms and Use
PRESENT PERFECT SIMPLE
Form
They have refused him. Have they refused him? They have not refused him.
Uses
1. A past action completed in an unspecified time:
e. g. It has rained.
We have moved to Rome.
2. A past action completed in an unfinished period of time (today, this
week/afternoon/month/year, etc.)
e.g. It has rained today.
We have moved to Rome this year.
Contrasts with Past Simple:
e.g. It rained yesterday.
We moved to Rome last year.
I have met Harry this morning. (It’s 11 a.m. now)
I met Harry this morning. (It’s 5 p.m. now)
3. A recently finished action (recently, lately, and just):
e.g. It has just rained. It rained five minutes ago.
We have moved to Rome recently/lately.
4. Time expressions:
already / yet , ever, never, often
already /yet (affirmative / negative)
e.g. I’ve already told them. I haven’t told them yet.
already / yet (interrogative )
e.g. Have they already arrived? (surprise)
Have they arrived yet? (information)
Have you ever been to China?
I have never managed a corporation.
He has often read detective stories.
PRESENT PERFECT CONTINUOUS
Form
I have been working since morning.
He has been playing football for an hour.
Uses
1. An action which began in the past and is still continuing:
e.g. I have been writing letters all morning.
2. Contrasts with Present Perfect Simple:
e.g. We have read three novels so far. (achievement)
We have been reading since 5 p.m. /for two hours. (duration)
Note: The verbs to sit, to lie, to wait, to stay prefer the Present Perfect
Continuous:
e.g. How long have you been waiting for me?
ii. PAST TENSES:
• Past simple – Unit 3
• Past progressive – Unit 3
• Past perfect simple – Unit 5
• Past perfect progressive – Unit 5
PAST SIMPLE
• Form: V- ed, second form of the verb
• Questions are formed with the auxiliary DID: Did you send the invitations
yesterday?
• Negatives are formed with DID NOT (didn’t) + verb: I did not / didn’t
send the invitations.
• Use:
- To refer to past situations, events: Last year I was not a student.
- Time expressions: yesterday, last…, …ago
I found a job last month. Three years ago I had a different job.
PAST PROGRESSIVE
• Form: WAS / WERE + verb- ing: It was raining when I woke up.
• Questions are formed by inversion: Was it raining when you woke up?
• Negatives are formed by adding NOT after the auxiliary WAS / WERE: It
was not (wasn’t) raining when I woke up.
• Use:
- To refer to activities, situations in development in a past moment or
period:
I was preparing my presentation yesterday at this time.
You were reading a different presentation last week at this time.
PAST TENSE SIMPLE AND PAST TENSE CONTINUOUS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation of the theoretical and practical aspects related to the forms and
uses of the Past Tense Simple and Past Tense Continuous
creative use of the specific structures
Presentation of the topic content
Past Tense Simple and Past Tense Continuous – Forms and Use
PAST TENSE SIMPLE
Form
They played tennis yesterday. Did they play tennis yesterday? They did not play
tennis yesterday.
We went to the cinema last week. Did you go to the cinema last week? We didn’t go
to the cinema last week.
Uses
1. Actions completed at a definite point in the past (yesterday, last
week/month/year, two minutes ago, in 1922, once, during the war, the other day,
on February 21, etc.):
e.g. My friend arrived yesterday morning.
We bought our car three years ago.
2. Actions completed at a definite point in the past which is not given but
implied or understood as past time:
e.g. She met her husband in Los Angeles.
When did they leave?
3. Actions which occupied a period of time in the past:
e.g. I worked as an accountant from April to September.
He studied law for four years.
4. Habitual past actions:
e.g. She often visited me.
My sister always complained about everything.
PAST TENSE CONTINUOUS
Form
We were flying home at this time yesterday. Were you flying home at this time
yesterday? We were not flying home at this time yesterday.
Uses
1. Activities in progress at a particular time in the past (at two o’clock, at this
time yesterday/ last week/month/ year, all night/ day/week, etc.):
e.g. He was reading a magazine at this time yesterday.
They were talking when the phone rang.
2. Continuous activities during a definite period in the past (temporary past):
e.g. We were playing tennis from 10 a.m. till noon.
She was having a bath between 9 o’clock and 10 o’clock.
3. Parallel continuous actions in the past:
e.g. I was listening to music while my mother was cooking dinner.
The students were writing something down and talking at the same time.
4. Definite future arrangements made in the past:
e.g. She put on an elegant dress as she was meeting the president at seven.
Our friends refused the invitation because they were leaving for Vienna
tomorrow.
5. Other uses:
e.g. I was wondering if you could give me a lift (polite inquiries).
When I worked here, I was always making mistakes (repeated actions that were
annoying).
They were reading about it somewhere recently (incomplete actions in the past).
I was talking to mum the other day (casual past actions).
PAST PERFECT SIMPLE
• Form: HAD + Past participle: They had left before my arrival.
• Questions are formed by inversion: Had they left before your arrival?
• Negatives are formed by adding NOT after the auxiliary HAD: They had
not (hadn’t) left before our arrival.
• Use:
- To refer to situations which took place BEFORE some other past
situations / past moments
Ex.: I had already seen that film when they invited me to see it.
PAST PERFECT PROGRESSIVE
• Form: HAD BEEN + verb- ing: It had been snowing for a few hours when
we left the house.
• Questions are formed by inversion: How long had it been snowing?
• Negatives are formed by adding NOT after the auxiliary HAD: It had not
(hadn’t) been snowing for a long time.
• Use:
- To refer to a past situation / activity that started in the past and went on
until another past event / until a past moment chosen as reference.
Ex: It had been raining for a few hours when I woke up.
I had been studying since morning when my friends called and invited me out.
PAST PERFECT SIMPLE AND PAST PERFECT CONTINUOUS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation of the theoretical and practical aspects related to the forms and
uses of the Past Perfect Simple and Past Perfect Continuous
creative use of the specific structures
Presentation of the topic content
Past Tense Simple and Past Tense Continuous – Forms and Use
PAST PERFECT SIMPLE
Form
We had arrived before 10.00 a.m. Had you arrived before 10.00 a.m.? We hadn’t
arrived before 10.00 a.m.
Uses
A past event which took place before another past event or before a past moment:
e.g. The train had already left when she arrived at the station.
By 5 p.m. they had finished their lessons.
1. With hardly / barely / scarcely (+ when ) and no sooner ( + than) to show
that the past action was finished a little time before another past action :
e.g. I had hardly entered the house when the phone rang.
Note: Another form may also occur:
e.g. Hardly had I entered the house when the phone rang.
No sooner had I entered the house than the phone rang.
PAST PERFECT CONTINUOUS
Form
They had been waiting for 2 hours. Had they been waiting for 2 hours? They hadn’t
been waiting for 2 hours.
Uses
A past action in progress up to a past moment or another past action:
e.g. They had been walking for 10 minutes when it started to rain.
iii. FUTURE TENSES:
• Future simple – Unit 2
• Future progressive – Unit 2
• Future perfect simple - Unit 2
• Future perfect progressive – Unit 2
FUTURE SIMPLE
• Form: WILL + verb: I will study English next year as well.
• Questions are formed by inversion: Will you study English next year?
• Negatives are formed by adding NOT after the auxiliary WILL: I will not
(won’t) study English next year any more.
• Use:
- To refer to a situation, event that will take place in the future.
I will study hard for my summer exams.
They will graduate in 2012.
FUTURE PROGRESSIVE
• Form: WILL + verb – ing: I will be thinking of you after you leave.
• Questions are formed by inversion: Will you be thinking of me after I
leave?
• Negatives are formed by adding NOT after the auxiliary WILL: I will not
(won’t) be thinking of you any more
• Use:
- To refer to a situation, activity in development in a future moment or
period
You will be reading a different presentation next week at this time.
I will be teaching English tomorrow at this time.
EXPRESSING FUTURE TIME
Obiectivele temei în corelaţie cu competenţele acumulate de student şi numărul
de credite
explanation of the theoretical and practical aspects concerning the means o f
expressing Future in English
creative use of the specific structures
Presentation of the topic content
Means of expressing Future – Forms and Use
I. THE SIMPLE FUTURE
Form
They will answer the phone. Will they answer the phone? They will not answer the
phone.
Uses
1. A “neutral “future event, a prediction about the future:
e.g. I shall finish my book next term.
Tomorrow’s weather will be cold and cloudy.
2. WILL expresses an invitation and a request:
e.g. Will you come with us to the concert?
Will you order me some roast chicken?
3. SHALL expresses an offer or a suggestion:
e.g. Shall I help you ( to ) lay the table?
Shall I buy this watch or the other one?
II. THE FUTURE CONTINUOUS
Form
They will be expecting you. Will they be expecting you? They won’t be expecting
you.
Uses
1. A future activity in progress in a certain moment in the future:
e.g. This time tomorrow we’ll be flying to London.
2. An activity which extends over a whole future period:
e.g. I shall be travelling all day on Monday.
3. Planned future events:
e.g. They will be spending their next weekend in the country.
III. TO BE GOING TO (THE NEAR FUTURE)
Form
She is going to visit her granny tomorrow. Is she going to visit her granny tomorrow?
She isn’t going to visit her granny tomorrow.
Uses
1. Intention:
e.g. I’m going to read more about London’s sights.
2. To express something which is about to happen:
e.g. “Look at the clouds! It’s going to snow.”
Note: Go and come are never used with be going to, the Present Continuous is used
instead of it:
e.g. We are going to the mountains next month.
He is coming tomorrow.
3. Planned actions:
e.g. We are going to visit our friends in Italy next summer.
IV. THE FUTURE PERFECT SIMPLE
Form
She will have read the novel by tomorrow evening. Will she have read the novel by
tomorrow evening? She will not have read the novel by tomorrow evening.
Uses
A future action that will have be finished before a certain future moment or
before another future action. It is usually associated with the preposition by: by
Sunday, by the end of the week, by that time:
e.g. They will have finished their home work by tomorrow morning.
The concert will have started by the time we arrive at the Opera House.
V. THE FUTURE PERFECT CONTINUOUS
Form
He will have been playing tennis for two hours by 5 p.m. tomorrow.
Uses
A future action in progress which will be finished before a certain future
moment or before another future action:
e.g. By 11.00 she will have been playing the piano for half an hour.
You will have been studying English for two years when you graduated
university.
VI. THE PRESENT CONTINUOUS
Uses
1. A planned action, an arrangement:
e.g. Our neighbours are visiting us tomorrow.
2. A future action with verbs of movement: go, arrive, leave, and come.
e.g. He is leaving at noon tomorrow.
VII. THE PRESENT SIMPLE
Uses
An officially settled programme:
e.g. Their plane takes off at 8.30 tomorrow.
In conditional and time clauses:
e.g. He will come if he has time.
He will come when he has time.
Note: Use the Present Simple after the following words: as soon as, when, till/until,
before, while.
VIII. THE PRESENT PERFECT
Uses
This tense is used to express a future action in a time clause introduced by the
word after:
e.g. They will understand the film after they have read the novel.
MODAL VERBS (Units 7 and 8)
Modals are a group of very frequently used verbs due to their meanings; they
are used to express ability, volition, permission, interdiction, but also possibility,
impossibility, etc.
They are also called defective verbs because they lack certain basic
characteristics of the other verbs in English: they do not have a long infinitive form
(to + verb) but a short one (CAN, MAY) they do not add the ending –s for the third
person singular, present tense (HE CAN), they do not form questions and negatives
by using the auxiliary DO but by inversion (CAN YOU HELP ME?), and the negative
by simply adding NOT after them (YOU MUST NOT LEAVE). They have only
present forms and some of them also past forms; equivalent expressions are used for
the other tenses and moods. ( e.g. CAN uses COULD for the past tense and is
replaced by TO BE ABLE TO in other situations: I will be able to drive after I take
driving lessons).
• Ability – CAN, COULD, TO BE ABLE TO
• Permission – CAN, COULD, MAY, MIGHT, TO BE ALLOWED TO, TO
BE PERMITTED TO
• Obligation – MUST
• Impossibility – CANNOT / CAN’T
• Possibility – CAN, MAY
• Certainty – MUST
• Advice – SHOULD, OUGHT TO
• Necessity – MUST, SHOULD
• Lack of necessity – NEEDN’T
• Offering yourself to do something, making suggestions, invitations –
SHALL
MODAL VERBS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation of the theoretical and practical aspects concerning Modal verbs in
English
creative use of the specific structures
Presentation of the topic content
MODAL VERBS
Forms and Use
1. CAN / COULD
2. MAY /MIGHT
3. MUST/HAVE TO/ HAVE GOT TO/ NEED
4. OUGHT TO
5. USED TO
They express modality, capability, possibility, necessity and obligation.
Characteristics:
1. They are defective verbs (some forms are missing):
They don’t have * long infinitive [to can]
* ing forms [canning]
* forms for all tenses (they use substitutes)
2. They get no - s in the third person singular, present tense
e. g. She can sing. Harry must go.
3. The negative form is formed with the help of the negation NOT
e. g. You must not smoke in here.
Exception: I cannot do it.
4. The interrogative form is formed by inversion
e. g. Can he help you? May they come? Must we go?
5. They are followed by short infinitives
e. g. She can sing. Harry must go.
Exception: have to, ought to, used to
Note: could/might/should/would are not past tense forms. They may refer to present
or future.
The Past Tense of any modal verb is made up with the Perfect Infinitive = have +
past participle.
Present forms Past Tense forms
e.g. can write can have written
could write could have written
may write may have written
might write might have written
e.g. She could come tomorrow. Ar putea /s-ar putea să vina mâine.
She can come tomorrow. Se poate /poate să vina mâine.
He says she can / could come.
He said that she could come.
He said that she can / could have come here. Se poate /s-ar putea să fi venit.
1. CAN/MAY/COULD = permission
Similarities and differences
Can - spoken English (family and friends), informal English
May - formal English (mates, colleagues, teachers, chiefs, principals, managers)
Can/could - we ask for something (more polite)
May not - it’s rude; it’s rarely used, we use must not instead.
2. MAY/MIGHT = be allowed to / be permitted to
- permission in formal English
- a possibility
e.g. He may/might come.
(more uncertain)
Might - when the verb in the main clause is used in the past tense
e.g. He says that he may/might come.
He said that he might come.
He said that he may/might come.
May not - interdiction, it is replaced by must not
e.g. A: Can I smoke here?
B: Yes, you can, but you may not.
3. CAN/COULD/CAN’T/COULDN’T
A. Can/could + Present Infinitive = permission
e.g. Can he come, too?
- in the negative = prohibition
B. Can/could + Present Infinitive = present, past ability
e.g. I could(n’ t) ski when I was a child.
- in the negative = lack of ability
C. Can/could + Perfect Infinitive = past unused ability; sometimes with a nuance
of reproach
e.g. He could have come earlier, but he didn’t want to.
D. Can’t/couldn’t + Present Infinitive = negative present deduction
e.g. It can’t be Tom. He is too short to be Tom.
E. Can’t/couldn’t + Perfect Infinitive = negative deduction about the past
e.g. She couldn’t have studied the lesson. She didn’t know anything.
4. COULD or BE ABLE TO
Could is used for past ability
e. g. He could skate when he was six.
Be able to is used for past achievement.
e. g. He was able to skate even if the ice was melting.
5. MUST
- usually indicates:
a) a general necessity;
e. g. He must be more careful.
b) a necessity imposed by the speaker on himself or on others;
e. g. I must help him. You must stay here.
c) very emphatic advice;
e. g. You must see that film.
d) an urgent obligation;
e. g. I must be there at seven. It’s really important.
d) rules, regulations;
e. g. You must have a driving license if you want to drive a car.
Note: Must may also signify logical deduction, besides obligation of various
kinds.
6. MUST, HAVE TO
Must is used for future and present actions.
Have to is used for past actions.
7. MUSTN’T, NEEDN’T
Mustn’t indicates prohibition.
e.g. You mustn’t smoke. = You are forbidden to smoke.
Needn’t indicates absence of obligation.
e.g. You needn’t come. = It is not necessary for you to come.
8. MUST, NEED
In questions must and need are often similar in meaning, but need cannot be used
after questions words; when using need the speaker hopes for the answer “no”.
9. MUST, HAVE TO, HAVE GOT TO
Must expresses an obligation imposed by the speaker:
e. g. You must talk to him at once.
Have to suggests an obligation imposed by external authority or circumstances, as
well as, a habitual necessity:
e.g. I have to be at my office at seven every day.
Have got to conveys a sense of urgency and refers to single or limited obligations:
e. g. I have got to be at my office at seven today.
10. OUGHT TO, MUST, HAVE TO, SHOULD
Ought to expresses obligation or duty.
Must expresses speaker’s authority, strong advice.
Have to is used for outside authority.
Should expresses moral obligation, polite advice.
11. USED TO, TO BE USED TO
Used to = past habit
Be used to + V + ING = to be accustomed to
e.g. I used to drink tea and milk when I lived in England.
I was used to listening to the children’s complaints.
THE ARTICLE
i. The Definite Article – THE (Unit 3)
Use:
- in front of nouns referring to obvious entities: Close the door, please! (The
noun door definitely refers to the door of the room / of the house where the
participants in the conversation find themselves)
- in front of plural family names: The Browns, The Johnsons
- in front of ordinal numerals: the first, the second, the tenth.
- In front of adjectives in the superlative: the best, the most beautiful
- in front of nouns preceded by prepositions (in the classroom, under the chair).
The following situations are exceptions from this rule: go to bed / church / prison /
hospital)
- in front of names of peoples: the English, the Romanians
- in front of the cardinal points: the North, the South
- in front of geographical denominations: waters (the Atlantic, the Black Sea),
chains of mountains (The Carpathians), complex names of countries (The United
Kingdom, The United States of America, The Czech Republic) BUT: Bulgaria,
Romania.
- In front of names of musical instruments: play the piano, play the violin.
- in certain expressions: by the way, on the one hand, on the other hand, etc
ii. The Indefinite Article – A / AN (Unit 7)
Use:
- in front of nouns referring to unknown entities: A girl is waiting for you
outside.
- In front of nouns referring to jobs, professions: He is a doctor.
- After the expression there is: There is a problem to be solved.
- As an equivalent of one: I have bought a cake and two bottles of juice.
- In expressions referring to quantities, frequency: once a week, twice a day, 3
euros a kilo, five lei a litre.
- In certain expressions: a few, a little, such a, What a pity! What a shame!, to
keep it a secret, at a distance.
iii. The Zero Article (Unit 7)
The zero article refers to the situation when no article is necessary in front of a noun.
Use:
- in general statements: Happiness is what everybody seeks.
- In front of proper nouns, others than those mentioned above: names of
persons, of countries.
- In front of names of lamguages, the days of the week, the months of the year
- In front of names of sports: play football, play tennis.
- In front of the nouns referring to the meals of the day, in the expressions: have
breakfast, lunch, dinner.
- In some expressions: to be in debt, on deck, hand in hand, shoulder to
shoulder, etc.
THE ARTICLE
THE ADJECTIVE
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation and revision of the theoretical and practical aspects concerning the
adjective and the article in English
creative use of the specific structures
Presentation of the topic content
The Adjective
- the degrees of comparision for long and short adjectives
- irregular adjectives
- the adjective order in a sentence
The Article:
- definite and indefinte articles
- rules of spelling and reading
THE PLURAL OF NOUNS (Units 5 and 6)
Special attention should be paid to:
- The nouns: information, advice, furniture, luggage, knowledge, money –
singular form (and agreement with a verb in the singular), but a plural meaning
- The construction A PIECE OF … is used for a singular meaning
- The forms informations, advices, luggages, furnitures, knowledges, moneys
DO NOT EXIST. THEY ARE INCORRECT.
Special attention should be paid to:
Nouns with irregular plurals
Child – children
Man – men
Woman – women
Tooth – teeth
Foot – feet
Nouns of foreign origin (which you will also used in Business English)
Datum – data (statistical data, economic data)
Phenomenon – phenomena (economic phenomena)
Crisis – crises (economic crisis, political crisis)
Analysis – analyses (financial analysis)
THE NOUN
NOUN PLURALS
Topic objectives corresponding to student’s acquired competences and number
of credits
explanation and revision of the theoretical and practical aspects related to
nouns and the plural of nouns
creative use of the specific structures
Presentation of the topic content
Noun Plurals
Nouns with regular plural form
a) Book Books
Course Courses
b) Box Boxes
Match Matches
Brush Brushes
Cross Crosses
Buzz Buzzes
c) Potato Potatoes
Tomato Tomatoes
BUT: Piano Pianos
d) Leaf Leaves
Wife Wives
BUT: Dwarf Dwarfs
e) Boy Boys
Day Days
Party Parties
Country Countries
Exceptions:
Deer Deer
Fish Fish
Fruit Fruit
g) A piece of Information Information
A piece of Advice Advice
A piece Furniture Furniture
A piece of Luggage Luggage
A piece of News News
Irregular plurals
Man Men
Woman Women
Child Children
Foot Feet
Tooth Teeth
Louse Lice
Mouse Mice
Goose Geese
Ox Oxen
Latin and Greek plurals
Datum Data
Addendum Addenda
Symposium Symposia
Phenomenon Phenomena
Criterion Criteria
Axis Axes
Crisis Crises
Basis Bases
Analysis Analyses
Hypothesis Hypotheses
Collective nouns
family, crew, police, audience, government, herd, class, cattle, group, crowd, team,
staff
Uncountable nouns – main categories
a) Name of sciences and subjects: economics, mathematics, politics, informatics,
physics, acoustics, etc. + verb in the singular
b) Substances, food, materials: chocolate, sand, sugar, oil, meat, milk, etc. + verb in
the singular
c) Clothes made up of two halves: trousers, jeans, shorts, overalls, etc. + verb in the
plural
d) Tools, instruments made up of two parts: glasses, scissors, compasses, binoculars,
spectacles + verb in the plural
e) Miscellaneous nouns like: information, luggage, advice, furniture, news, money,
business, knowledge, merchandise, produce, etc. + verb in the singular
NUMBERS AND NUMERALS
Special attention should be paid to:
1. The pronunciation of 0 : [zirou] in scientific situations, [nil] in sport, [oh] in
everyday language.
2. The use of plurals for hundred, thousand, million. In specific numbers that can
be expressed using figures the plural is not used: ten thousand, five million, etc. In
approximations the plural can be used: a few hundreds, many millions.
3. INCH = 2.54 cm, MILE = 1.6 km
II. VOCABULARY
The main lexical fields covered by the course are the following:
• Countries and nationalities – Unit 1
The United Kingdom of Great Britain and Northern Ireland consists of England,
Wales, Scotland and Northern Ireland. Somebody living in the UK is a Briton.
Somebody living in France is called a Frenchman / Frenchwoman.
Somebody living in the Netherlands is a Dutchman / Dutchwoman and speaks Dutch.
Somebody living in Denmark is a Dane and speaks Danish.
• Education and career – Unit 2
A Curriculum Vitae is accompanied by an Application Letter in which you should
mention the position envisaged, the code of the respective position (if there is one)
and the specific skills/abilities which you believe that makes you an eligible
candidate for the respective vacancy.
Models of application form, application letter and CV
THE APPLICATION FORM
Last name …………… First name …………… Middle initial ……………
Date …………………..Phone number ……………………….
Address ………………………………………………………..
City …………………... State / Country ……………………… Zip ……….
Date of birth ………………………….. Age ………………….
Sex: male …………….. female ………………………………..
Do you have any disabilities?
Yes …………………… No ………………..
If yes, please describe: ………………………………………………………….
Occupation of husband / wife …………………………………………………..
Position desired: ……………….Full time ……….. Part time …………………
Do you have a driver’s license?
Yes …………………… No ………………..
Have you ever been convicted of a felony?
Yes …………………… No ………………...
Have you ever been fired or forced to resign from a job? If yes, please state the
name of the company: ………………………………..
Education:
School attended Date completed Graduated
………………. ……………….. …………..
………………. ……………….. …………..
………………. ……………….. …………..
Work experience:
Employer ……………… Title …………………………………………………
Address ………………………………………………………………………….
Dates worked: From ……………….. to ………………. Salary ……………….
Duties: …………………………………………………………………………...
Reasons for leaving ……………………………………………………………...
AN APPLICATION LETTER
Dear Sir,
With reference to your advertisement in the Sunday Times of October 22nd, I
should like to apply for the position of sales inspector.
I feel that my qualifications meet your requirements, and the enclosed C.V.
will show you that I already have some experience both as a salesman and as an
inspector.
My main reason for wishing to leave my present job is the hope of being given
more scope. I must also add in all honesty that, given the structure of the firm I work
for, promotion prospects are none too bright.
The position you offer is challenging and stimulating, and comes at the right
time in my career.
I am of course aware that I have to learn everything, technically speaking,
about cosmetics, and I am prepared to do so as thoroughly as possible.
I hope that you will consider me for an interview, and I am looking forward to
hearing from you.
Yours sincerely,
Paul Watson
Curriculum vitae (resume)
A well-written CV (or resume) is a vital part of any job application and makes
an immediate impression on the people making the selection. A CV should be
targeted at a particular position or company, and should aim to show how the
candidate can be an asset to an organization.
Here are some suggestions to help you write a CV in English, but remember
that in different countries there may be different practices. For example, you may
decide that it is not important to include your marital status in a CV, but in some
countries employers will expect to see it.
Contents of a CV
personal details: name, address, telephone, e-mail, date of birth, nationality (if
required), marital status (if required)
professional experience: focus on your responsibilities and achievements rather
than just names of companies and dates. Start with your most recent position and
work backwards.
education and qualifications: do not go back too far unless it is important to your
application; recent graduates should pick out achievements e.g. positions of
leadership, evidence of successful teamwork whilst at university.
skills: emphasize your skills, for instance, computing, languages, driving.
interests: include only what will be viewed positively by the potential employer.
referees: give the names of two people you can trust to be positive about you, or
simply state that references are available on request.
Style
Be concise. Keep it to one, or at most two, sides of a page.
Use bulleted points rather than paragraphs.
A CV / RESUME (experienced applicant)
Cameron Grant
Address: 14/3 Greenoak Ave., Potts Point, NSW 2055,
Australia
Tel. 2883 455
e-mail: cgrant@alc.com
Nationality: Australian
Date of birth: 1 May 1965
Work history
1994 to date: International Business Manager, Haircare Ltd, Sydney
Producer of hair care products
Responsibilities:
marketing in Europe and the Far East
packaging development and design input
setting up and developing distribution network
negotiating contracts with major retailers
1987 – 1991: Overseas Marketing Manager, Four-star International, Tokyo
Manufacturer of broadcasting equipment
formulated strategy, developed distribution network, dealt with agents and
customers
produced sales material
represented company at trade fairs worldwide
Education
1993 MBA, London Business School
1987 BA Economics and Japanese, Sydney University, Sydney, Australia
Skills
fluent Japanese
holder of pilot’s licence, four hundred hours of flying
Interests
keen interest in flying
hiking
member of Greenpeace
A CV / RESUME (recent graduate)
Beverley Roberts
Personal details
Address: 122 Honor Oak Road, Forest Hill, London
SE23 4NM
Tel: 669 3439
e-mail: broberts@goserve.net
Nationality: British
Date of birth: 4 October 1976
Education
1999 MSc Computing for Business and Industry,
Napier University, Edinburgh
1998 BA Business Administration (2.2),
University of South Wales
1994 Hull Grammar School. ‘A’ levels in Italian (A),
Computer studies (A) and Economics (B)
Work experience
Summer 1998: Website design, Hyper communications Ltd, Cardiff
Member of corporate website design team
Summer 1996: Adventure camp group leader, Nottingham
Responsible for sailing tuition
Skills
full driving licence
fluent Italian
experience of sailing training with under-sixteens
first aid certificate
Interests
member of university sailing team until graduation
contributor of articles to yachting magazines
keen painter with a strong interest in modern art
Names of referees are available on request.
Note: One of the most important things a CV has to contain is your
qualifications. In general it is better not to translate these, as exact equivalents rarely
exist. On the other hand, it is often helpful if you can briefly describe your
qualification or give a rough translation in brackets afterwards. To help you, here are
two lists of Romanian and British qualifications. On the left is a list of common
Romanian ones and on the right a list of common British ones.
Licenţiat în conducerea întreprinderii MBA
Licenţiat în arte / discipline umaniste BA
Licenţiat în discipine ştiinţifice BSc
Diploma de masterat MA / MSc
Bacalaureat “A” level
Diploma de absolvire a unui colegiu 2-year university diploma
Doctor în discipline umaniste sau ştiinţifice PhD
The job interview
Some useful tips for interviewees
Research the organization in advance.
Read the job description carefully.
Think about the questions you may be asked, and plan your responses.
Be prepared to talk about your career, both past and future.
Be ready to explain why you think you are suitable for the job.
Practise with someone beforehand if you are nervous.
Ask questions about the organization.
Job interview questions
Some questions asked by interviewers at interviews are job-specific, relating
to a particular post or field of work. Others are of a more general nature and
encourage the candidate to talk about work experience, future goals and reasons for
applying for the post. Open-ended questions give the interviewers the opportunity to
express themselves, and give the interviewers the chance to assess the candidates’
responses.
Vocabulary
A job title describes the function of a job, for example Sales Manager
An outline of the major responsibilities of a job is called a job description. A
job analysis is carried out to examine a particular job in detail.
When a job is vacant, an organization puts a kind of notice, a job
advertisement, in a newspaper, company bulletin or on the Internet.
Some companies move their workers regularly between teams or departments.
This is known as job rotation. When two people do a single job between them it is
known as a job-sharing. Job security is to know or feel that a job will last for a long
time, and job satisfaction is a feeling of contentment and achievement which comes
from a job.
Personnel, workforce and staff are general terms used to talk about the
people who work for an organization.
Employees and workers are people who work in an organization.
Professionals or people who work in offices are white-collar workers, while manual
workers such as factory workers are called blue-collar workers.
A jobseeker is a person who is looking for a job. If you are a jobseeker and
you are interested in a particular post, you may decide to apply for the job. The first
step is to get an application form and a job description from the company. The next
step is to complete the form and return it with your curriculum vitae (CV - BrE) or
resume (AmE), which is a summary of your work history, education, and skills. You
should also send a covering (or application) letter, supporting your CV. By doing
this you have become an applicant.
Once the organization has received the jobseekers’ applications, the
screening process begins: reading through the applications and rejecting those that
are unsuitable. The result of this process is a shortlist of applicants who will move on
the next stage. A person who is invited for an interview becomes a candidate.
We received hundreds of applications for only two positions.
After we receive the applications, the screening process can begin.
Eight applicants are on the shortlist and have been contacted.
All the candidates on the shortlist have an MBA.
An interview is a formal meeting between the candidate and people from the
company. In this situation, the candidate is the interviewee and the representatives of
the company are the interviewers. After an interview, the interviewers will follow up
the references or testimonials of promising candidates. To do this they ask for a
letter about the candidate from a previous employer (or a tutor, in the case of a recent
graduate).
Once this process has been completed, the interviewers need to select the best
candidate for the job and offer the person the post. The candidate will then accept or
turn down the job offer. When the person has been officially appointed (given the
job), an employment contract is signed, agreeing the working conditions and salary.
The money a person receives, including salary, dividends, interest, and rent on
properties is called income. In the workplace, a white-collar worker receives an
annual salary which is paid monthly, while a blue-collar worker receives a weekly
payment called wages. Remuneration is a general term meaning ‘payment for work’.
In some jobs (in sales for example), the employee receives a commission, which is a
percentage of the amount he or she has sold. A fee is money paid for the professional
services of people such as lawyers, consultants and architects.
Fringe benefits or perks are extras received by an employee in addition to
wages or salary. In managerial positions these are usually generous, and are
negotiated when a job offer is being made. A benefits package may include some of
the following: a company car, a company pension scheme, private medical
insurance, share options. A company pension scheme is a private pension plan
which the employer (and often the employee) contributes to. Share options give the
employee the chance to buy shares in the company at a reduced rate.
One of the more enjoyable perks of the job is being able to use the gym in the
basement.
The salary and benefits package are negotiable.
As well as a company car, we can offer you free private medical insurance.
You can join the company pension scheme immediately.
Company share options are seen as one of the most valuable fringe benefits.
You resign, or you quit your job, when you choose to leave it. At the age of
sixty or sixty-five many employees retire, though the retirement age varies from one
country to another. Some employees leave at an earlier age; this is known as taking
early retirement.
Company reorganization, relocation or closure often results in job losses.
These losses are known as redundancies or lay-offs. An employee who is made
redundant or laid off may receive a redundancy payment. This is an amount of
money paid put to compensate the employee for the job loss, based on the number of
years worked in the organization and the salary earned.
Two thousand workers face redundancy in this industry.
Four hundred workers will be made redundant over the next twelve months as
the US parent company closes its UK operations
She set up her own firm using her redundancy payment.
More lay-offs are predicted in the rail industry.
There are plans to lay off twenty per cent of the workforce.
To terminate a contract of employment is to dismiss (formal), fire or sack
(informal) an employee.
• Home – Unit 3
The vocabulary in this Unit focuses on the familiar objects in the house and the types
of houses (apartment, bachelor’s flat, villa, cottage, detached house, semi-detached
house, non-detached house).
• Environment. Weather – Unit 3
In this Unit the student will mainly focus on the different weather conditions (which
might help to start a small talk): hot / warm / chilly / foggy / rainy / frosty / cloudy /
sunny weather. A short rain is also called a shower. Sleet is a mixture of rain and
snow.
• Means of transport – Unit 4
The vocabulary in this unit refers to the different terrestrial / aquatic / air means of
transport and might prove to be very helpful when travelling abroad.
Expressions such as: return ticket, sleeping car, commuters’ train, freight train are to
be encountered in the exam applications.
• Appearance / parts of the body – Unit 5
The vocabulary in Section A of Unit 5 covers a general description of the human body
and is tightly connected to the vocabulary in Section B.
• Health and diseases – Unit 5
The vocabulary sub-section of this second part of Unit 5 helps you to refer to certain
common health problems: headache, toothache, stomachache sore throat, influenza
(flu), smallpox, pneumonia, etc.
• Clothes - Unit 6
Going shopping abroad or ordering clothes on the internet are two activities for which
you might need to understand the names of certain articles of clothing and their sizes
or component parts.
• Shops – Unit 6
The vocabulary section in this Unit focuses on types of shops / supermarket
departments (according to what they sell): bakery, dairy, greengrocery, grocery,
confectionery, stationery, etc.
• Plants, animals, food – Unit 7
Shopping and eating out are two frequent activities when you are on holidays and if
you choose to spend your holidays abroad English might help you make yourself
understood when buying or ordering food. Therefore, understanding a few common
names of vegetables , fruits, herbs and spices, dishes is very helpful.
• Sports – Unit 8
When talking to a foreign friend you might like to talk about this domain; you might
also like to understand news on the internet related to sports or even listen / watch
football, tennis, box championships broadcast by foreign channels.
• The Media – Unit 9
This Unit tells you about the different types of media, different types of newspapers,
magazines and the people who are involved in this activity.
• The European Union – Unit 10
As Romania’s accession is quite recent, the European Union and its jargon are very
present in our lives. Understanding syntagms such as community acquis, country risk,
founding treaties, the three pillars might help you have access to more information
and knowledge. Also, knowing that the Union has 27 members and the Union’s
symbols are important for any European citizen: the Union’s flag (twelve stars on a
blue background), its anthem (Beethoven’s Ode to Joy) and its celebration day – 9
May.
III. LANGUAGE IN USE
This final sub-section is each unit helps and stimulates the students to use the
knowledge gained by studying the grammar and the vocabulary sub-sections in
everyday life situations such as:
• Introducing yourself – Unit 1
• Writing a CV and an application letter – Unit 2
• Asking for / giving directions – Unit 3
• Buying tickets, booking a hotel room – Unit 4
• Complaining – Unit 4
• Talking to the doctor – Unit 5
• Asking for / giving suggestions, opinions – Unit 6
• Going shopping – Unit 6
• Ordering food – Unit 7
• Inviting. Accepting/ refusing an invitation – Unit 7
• Asking for / offering permission – Unit 8
• Agreeing and disagreeing – Unit 8
• Talking on the telephone. Making an appointment – Unit 9