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Anul I semestrul 1 Lector univ dr. Ana Munteanu · Expresii compuse cu verbul to be: to be hungry...

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Universitatea Spiru Haret Facultatea de Psihologie si Stiintele educatiei Note de curs Limba engleza I An universitar: 2016 - 2017 Limba engleza pentru studentii de la Psihologie Anul I semestrul 1 Lector univ dr. Ana Munteanu
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Universitatea Spiru Haret

Facultatea de Psihologie si Stiintele educatiei

Note de curs

Limba engleza I

An universitar: 2016 - 2017

Limba engleza pentru studentii de la Psihologie

Anul I semestrul 1

Lector univ dr. Ana Munteanu

Obiectivele generale ale cursului: Dobândirea competenţei orale şi competenţei scrise în limba engleză;

Achiziţionarea fondului lexical de baza si a structurilor gramaticale corecte;

Integrarea cunoştinţelor şi a deprinderilor lingvistice şi de interpretare în diferite situaţii de comunicare; Obiective specifice: Prin audierea, însuşirea problemelor dezbătute şi prin promovarea acestui curs, cursanţii vor fi capabili:

- să-şi dezvolte abilităţile de comprehensiune orală şi scrisă; - să reacţioneze în mod adecvat la diferite tipuri de texte şi contexte; - să identifice ideile centrale ale unui text scris sau oral; - să recunoască referinţele culturale din textele studiate, să realizeze comparaţii; - să selecteze şi să sintetizeze informaţia necesară dintr-un text dat; - să aplice tehnici de citire rapidă; - să aplice în mod practic cunoştinţele de gramatică dobândite în cadrul cursului; - să-şi perfecţioneze ortografia prin exerciţii practice; - să identifice şi să corecteze greşelile frecvente de ortografie şi gramatică; - să-şi dezvolte vocabularul; - să exprime şi să argumenteze propriile opinii în mod corect, fluent şi coerent în limba engleză; - să exerseze conversaţii/dialoguri pe teme specifice meseriei;

Bibliografie obligatorie:

Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundatiei România de Mâine, 2006/2009. Munteanu A, Step by Step, Editura Alma Mater, Sibiu, 2011. Bonner, M., Fuchs, M., Focus on Grammar. High intermediate, Longman, 2000.

Bibliografie facultativă:

Costache I, Ghid de conversatie si civilizatie român-englez, Bucuresti, Editura Aramis, 2005. Georgiana Gălăţeanu Fârnoagă, Sinteze de gramatică engleză – exerciţii şi teste de evaluare, Bucureşti, 1992. Levitchi, I., Gramatica limbii engleze, Editura Teora, Bucuresti, 1999. Munteanu, Ana, English for Psychology, Editura Psihomedia, Sibiu, 2005 Prodromou, Luke, Grammar and Vocabulary for First Certificate, Longman, 2010.

Ştefan R., Vasilescu R., Marcoci S., Beldea E., Come along, Editura Fundaţiei România de Mâine, Bucureşti, 2005.

Cuprins

I. General Language II. Grammar III. Exercises: Vocabulary and Grammar IV. Information about the exam

I. General Language 1. GREETINGS

Our entire social life is marked by greetings. People’s greetings are connected with either certain moments of the day or with certain events. The greetings we utter in our everyday life are: - 6-12 a.m. : “Good morning” to which we reply “Good morning”. In the informal speech we use the short form “Morning”. - 12-6 p.m. : “Good afternoon”, which will be answered the same way. - After 6 p.m. : “Good evening” and “Good night”. - No matter the hour we can say “Hello” when we meet somebody and “Goodbye” when we leave a place or, more informally, “Hi” and “Bye” What do you say if you meet someone you’ve never met before? You’ll have to introduce yourself to the person whom is sitting next to you at a workshop/symposium or conference. You will say your name and surname “My name is Elizabeth Parker”. You may be introduced to an unknown person by one of your acquaintances: “Robert, this is Elizabeth Parker.” Robert will say “Hello, Elizabeth”. You can answer: “Hello, Robert”. The interest show by the speaker is obvious in the question “How are you?”, which is generally answered “Very well, thank you”, “Fine”, “Not bad”. A polite person says: “Nice to meet you” if you see that person for the first time or “Nice to see you”, if you know the speaker well. If you arrive at a company for an appointment, your introduction will be more official. You’ll be expected to say not only your full name, i.e. name and surname – Elizabeth Parker – but also the reason why you are there. “My name’s Elizabeth Parker. I have an appointment with Mr. White at 9.30 a. m.”, or “Can I introduce myself?” “I’m Elizabeth Parker from the University”. If a person who knows both speakers is there he will say: “I don’t think you know each other, do you? Elizabeth, this is Robert Smith, our new marketing assistant manager. Robert, this is Elizabeth Parker, the English trainer I’ve told you about ”. If you introduce a person who is visiting your organisation, be it school, college or office, to your colleagues, you’ll say: “Mr. White, may I introduce my colleague, Daniel Green to you. Daniel, this is Ms. White”. After saying your name clearly, you add: “How do you do?”, sentence which has no particular meaning, it’s simply a greeting. If you are welcoming a visitor, you’ll be more polite than when welcoming an old friend: “Mr. Green? How do you do?” “How do you do, Miss Parker?” “Do come into my office. I’m very pleased to meet you again” Compare the above conversation, which is polite, formal with the following quite informal one: “Hi, you must be Laura”. “Oh, no, Liz, I haven’t seen you for ages!”

“Since we graduated. In the 1996. Makes 10 years ago.” “How are things going?” (text from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

Success in one’s life and career depends to a great extent on one’s ability to communicate

effectively. The first impression one makes is important so we should know certain rules of greeting, of presenting oneself and of having a brief opening conversation.

For young people of the same age and background it is natural to use each other’s first names as soon as they meet. How do you do is a conventional phrase. It is quite usual for both parties to an introduction to say How do you do and to shake hands, and no further greeting is necessary. But many people, young people in particular, prefer to use the less formal Pleased to meet you, Nice to know you or just Hello when meeting others of their own age. How do you do is always correct and when you first go to England you should use this form of greeting until you become familiar with English habits. It is not customary in England to shake hands with friends and colleagues whom we meet frequently, either socially or at work.

Talking about yourself Say a few words about yourself (personal details and interests). Use the Language box to

help you.

Language box: Talking about yourself I’m… / My name’s… I’m 25 years old. I’m from … I was born in … and/but I live in/near… I’m married/single. I have … children. I’m interested in… (+ V-ing); I’m good at… (+ V-ing) I like … (+ V-ing) I play …

My name is Munteanu Ana. How do you spell it, please? / Can you spell that for me? M-U-N-T-E-A-N-U A-N-A [em ju: en ti: i: ei en ju: ei en ei] Spell these names: Maria, Ion, Bianca, Andropov, Cervantes, Wingers, Baysun, Dropper. To be este folosit pentru:

exprimarea vârstei: How old are you? I’m 20 (years old). How old is your son? He is 12. He is 12 years old. How old are your children? They are both 11.

exprimarea preţului: How much is this book? It’s 2 dollars.

How much are these shoes? They are 100 dollars. Expresii compuse cu verbul to be:

to be hungry (a-i fi foame), to be thirsty (a-i fi sete), to be cold (a-i fi frig), to be hot (a-i fi foarte cald), to be warm (a-i fi cald), to be right (a avea dreptate), to be wrong (a nu avea dreptate, a greşi), to be late (a întârzia), to be early (a veni/ ajunge devreme), to be sorry (a-i părea rău).

It is often difficult to make contact with strangers who speak another language. Unless you have a few opening gambits up your sleeve! Here are some useful ways of starting a conversation with a stranger: What a nice day, isn’t it? Dreadful weather, don’t you think? Excuse me, is anybody sitting here? Excuse me, haven’t we met somewhere before? Sorry, I couldn’t help overhearing – did you mention something about …? Excuse me, have you got a light by any chance? Excuse me, could you tell me the time? Er, could you help me, I’m trying to find my way to … Decide when these opening gambits would be appropriate. And how you might continue after. Think of some situations where you might use each opening gambit.

2. Education. Career

Read the following text and put the following subtitles in the correct place:

a. Secondary Education. Where to? b. Oxford Scholarships Offered to Widen Undergraduate Access 1.___________________________________________ Oxford University and its undergraduate colleges are launching a new scholarships scheme and a major fundraising campaign to assist the process of widening participation. The Oxford Scholarships will be the most comprehensive scheme of this kind to be offered by any UK university and, when fully operational, will distribute almost £ 1million a year. Undergraduates whose tuition fees are paid in full by their local authority will be eligible to apply for Oxford Scholarships of at least £ 2,000. The scheme will be introduced for UK and EU undergraduate students taking up places at Oxford every autumn; it is estimated that around 400 students will be eligible for a scholarship every year. Each scholarship will be worth £ 1,000 monthly in a student’s first year and $ 500 monthly in each subsequent year of the course. Launching the scheme Dr. Colin Lucas, Vice-Chancellor, said, “Oxford is a world class centre of learning. To maintain this standard, it needs to attract the brightest and best students, whoever they are and wherever they live. The University wants to do all it can to remove barriers which might prevent students with potential from applying for a place at Oxford. 2. _____________________________ Secondary education is vitally important for young people. School plays an essential role in preparing them for adulthood. However, there are a number of problems associated with secondary education and the situation could be greatly improved if these problems were solved. First of all, it is frequently reported that classrooms are overcrowded, with as many as forty students per class. The result is that it is difficult for the students to follow what is going on in the lesson. A maximum number of twenty-five per class would assure a more suitable environment in the classroom and the students would be able to concentrate better and learn more. Secondly, a frequent complaint heard from school students is that their lessons are boring. Although some teachers might say that it is the students’ fault rather than the teacher’s, it is logical that not everyone will be equally interested in all school subjects. One solution would be to allow students to exercise a certain amount of choice regarding their lessons. Since they choose to attend a subject, the students will pay more attention in class. Finally, too many young people leave school without the necessary qualifications to find a job. The authorities in education should make sure that the subjects taught in schools are of value in the outside world. It means that schools should place greater emphasis on vocational skills which could be adapted for use in a job. This way people will still be educated and at the same time their qualifications would be suitable to allow them to embark on a career.

To sum up, there are a number of ways to improve the standards of secondary education. No system is ever perfect but such measures would help young people benefit from the best educational opportunities. (text from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

3. Read the text again and answer the following questions: 1. Which is the reason why Oxford University officials have decided to initiate the scholarships programme presented in the first text?

2. Who would benefit from the scholarships programme and what would the university itself gain? 3. Which are the main problems secondary education has to face, according to the second text? 4. Which are the possible solutions to each problem mentioned by the writer of the same text?

4. Match the words/expressions in column A with their Romanian equivalents in column B:

A B 1. scholarship a. taxă de şcolarizare 2. to widen b. reclamaţie 3. tuition fee c. competenţe profesionale 4. overcrowded d. a extinde, a mări 5. complaint e. bursă 6. vocational skills f. supraaglomerat Now make up sentences with the words/expressions from column A. 5. Match the words in A and B below to form collocations; then complete the sentences. You might need to change the form of some verbs. A: expel, drop out of, play, attend, assess B: truant, a student, students’ progress, school, a lesson. a) Last term the dean … for bullying. b) He was reprimanded for failing to … c) It is difficult to … without testing them regularly. d) Children who regularly… are likely to leave school without any qualifications. e) Once an energetic and bright student, Jill … shortly after her father’s accident. 6. Read the following text and complete the sentences with one of the following words: as, degrees, distance, in, often, present, process, source, teaching, time, university. Distance education or … learning is a field of education that focuses on … methods and technology with the aim of delivering teaching, … on an individual basis, to students who are not physically … in a traditional educational setting such as a classroom. It has been described as "a … to create and provide access to learning when the … of information and the learners are separated by … and distance, or both." The University of London claims to be the first … to

offer distance learning degrees, establishing its External Programme … 1858. This program is now known … the University of London International Programmes and includes Postgraduate, Undergraduate and Diploma … created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.

(text from http://en.wikipedia.org/wiki/Distance_education)

7. Match the abbreviations in column A with their explanations in column B:

A B 1. BA a. Bachelor of Science: a first level

university degree (= qualification) in science

2. BSc b. Master of Business Administration: an advanced degree in business, or a person who has this

3. MA c. Bachelor of Arts: a first college degree (= qualification) in the arts or social sciences, or someone who has this degree

4. MBA d. Doctor of philosophy: the highest college or university degre , or someone who has this

5. PhD e. Master of Arts: an advanced college or university degree in a subject such as literature, language, history or social science, or a person who has this degree

8. What is a teleworker? Is teleworking popular in Britain? Read the text quickly and check your answers. Then answer this question: Would you like to be a teleworker?

TELEWORKING

Teleworkers are people who work for companies but not in companies. They do company work at home, usually on computers. Teleworkers communicate with their supervisors by telephone, fax or e-mail. They usually transfer information from their own computer to the office computer by electronic means. Teleworking is becoming more and more popular in Britain and the USA; (in the USA it is called telecommuting). At the moment, about 15% of the working population employed by companies work at home, but experts estimate that this will rise to more than 20% in the next ten years. There are many reasons for this increase. The biggest advantage for companies is that teleworking reduces their running costs. Fewer employees at work mean less office space. Also,

computers are now quicker and easier to use, and the price has fallen sharply. For a company which needs more manpower, one of the cheapest solutions can be to train employees in computer skills and to give them a personal computer to use at home. More than that, fewer people going to the office in the morning mean less traffic jams which is very important in large crowded cities. But before you apply for a job as a teleworker, you should ask yourself if it is really the best situation for you. One employee, who works for a big paper recycling company, hasn’t enjoyed at all his last three months at home. “I often fall asleep in front of the computer because I don’t have anybody to talk to”, he says. “So, at lunchtimes, I often go to the nearest fast food restaurant which is just at the end of my road, and then the afternoon is gone!” Next week he’s starting a new job in a company where there are five people in one small office. “I can’t wait!” he says. (text from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

9. Read the text again and match the words/expressions in column A with their synonyms or

definitions in column B:

A B 1. supervisor a. cause, explanation, or justification for

an action or event 2. traffic jam b. the money you need to spend

regularly to keep a system or organization working

3. commute c. full of people

4. reason d. sleeping or not awake

5. running costs e. a line or lines of stationary or very slow-moving traffic, caused by roadworks, an accident, or heavy congestion.

6. crowded f. a person who observes and directs the work / activity of another person.

7. asleep g. travel some distance between one’s home and place of work on a regular basis.

10. Build sentences using the following expressions:

a) to work in shifts _____________________________ b) to be on flexi-time ___________________________ c) to work nine-to-five __________________ d) to go / be on strike __________________________ e) to be fired / dismissed _________________________

f) to be made redundant ___________________ g) to be hired _______________________________ h) to be on maternity leave _______________________ i) to be on sick leave ___________________________ j) to be a workaholic ___________________________ k) to be promoted ______________________________ l) to apply for a job ___________________________ m) to be shortlisted ___________________________ n) to make a living ___________________________ o) to take on a job ___________________________

11. Any job has its benefits and problems, such as: Benefits: social status, career advancement, room for creativity, little or no stress, satisfaction / sense of achievement, good salary and perks. Problems: deadline pressure, lack of recognition, workaholism, overwork / physical strain, stress caused by responsibility, lower salary / wages. Which of the problems / benefits would you associate with each of the following occupations? surgeon, airline pilot, construction worker, school bus driver, telephone operator, farmer, teacher, football manager, carpenter, newspaper reporter, solicitor, war correspondent, army officer, investment consultant, copyrighter, broker, factory worker, baby-sitter. Example: Surgeons have quite a high social status; however they are under a lot of stress, which is caused by the responsibility they have, since the lives of their patients are in their hands.

(from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

12. What would you value most in the workplace? Rank the following in order of importance for you and explain your choice to your class mates. have the power to decide courses of action approachable employer confortable working environment have a work routine and job duties that are largely predictable and not likely to change

over a long period of time. sense of being part of the business financial rewards for high productivity have work responsibilities that frequently change in content and setting flexible working hours good remuneration opportunity to progress opportunity for personal development work in situations where time pressure is prevalent

The Application/ Covering Letter and the Curriculum Vitae

When you have decided to find a job, the first step is to read the ads for vacancies in different newspapers, magazines, on specialised internet sites or to contact a recruitment agency. Then, after you have selected some position that might suit your wishes and experience you need to write an Application Letter and a Curriculum Vitae. 2.1. A Letter of Application or Covering Letter, the first step in the employment process, is a business letter written to a prospective employer to express your interest in and qualifications for a position. It usually accompanies the curriculum vitae. Read the following model of application letter and decide what its main communicative functions are. Mr. Rod Lamth Human Resources Manager XYZ Ltd. 14, Tower Street Suntown

Dear Mr. Lamth, I am writing with reference to your advertisement in the local Employment Magazine for want of a senior accountant. I consider that my credentials and interests match with your requirement. I have a Licentiate’s degree in Accounting and the necessary experience in the field as I have been working for three years with the ‘Prince Ltd.’ as a senior accountant. I intend to change my present place of work as I feel that I must find one that offers me better opportunities to distinguish myself. I must honestly admit that the firm I work for doesn’t offer attractive promotion prospects. I am sure your company and the job you advertise for can give me the very scope I’m looking forward to meeting. I enclose thereto my Curriculum Vitae with the details about my education and experience as well as copies of testimonials and letters of recommendation from my present employer and Head of Department whom I have already informed about my decision. In case you are interested in granting me an interview I hope you’ll let me know in time. Yours sincerely, Li Stan Li Stan Senior Accountant

2.2 A Curriculum Vitae is another important step in the hiring process that connects you with your future employer, so it has to be perfect. It highlights your education, experience and skills. There are many ways of writing it but it should always be set out so that it is very easy to read. A CV should include: • Your full name, address and telephone number; • Date and place of birth; • Nationality; • Marital status; • Exact dates and places of education; • Examinations passed, especially those internationally recognized; • Knowledge of foreign languages; • Previous employment and work experience; • Other interests, hobbies; • Names and addresses of two or three referees (e.g. teachers / professors who know you well or family friends). The Europass CV is nowadays required by more and more employers. It enables you to make your skills and qualifications visible. Find an example at http://europass.cedefop.europa.eu and write your CV.

3. Home. Environment

Read the following text and check your answers.

A FAMOUS PALACE There are two addresses in London that the whole world knows. One is 10, Downing Street, where the Prime Minister lives. The other is Buckingham Palace. This famous royal residence, first built in 1703, is in the very centre of London. The palace is two places, not one; it is a family house, where children play and grow up; a place that survived many fires and that King George VI refused to leave during the second World War, even after it had been bombed. It is also an official place where presidents, kings and politicians go to meet the Queen. Buckingham Palace is like a small town, with a police station, two post offices, a hospital, a bar, two sports clubs, a disco, a cinema and a swimming pool. There are 600 rooms and three miles of red carpet. Two men work full time to look after the 300 clocks. About 700 people work in the Palace. When the Queen gets up in the morning, seven people look after her. One starts her bath, one prepares her clothes and one feeds the Royal dogs. She has eight or nine dogs and they sleep in their own bedroom near the Queen’s bedroom. Two people bring her breakfast. She usually has coffee from Harrods, toast, ham and eggs. Everyday for fifteen minutes, a piper plays Scottish music outside her room and the Queen reads The Times. Every Tuesday evening, she meets the Prime Minister. They talk about world news and have a drink. When the Queen invites a lot of people for dinner, it takes three days to prepare the table and three days to do the washing-up. Everybody has five glasses: one for red wine, one for white wine, one for water, one for port and one for liqueur. During the first and second courses, the Queen speaks to the person on her left and then she speaks to the person on her right for the rest of the meal. When the queen finishes her food, everybody finishes, and it is time for the next course. (text from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) 3. Read the text again and answer the following questions: 1. Why is Buckingham Palace two places, not one? 2. How old is Buckingham Palace? 3. Why is it like a small town? 4. How does the Queen begin her day? 5. What sort of music does the piper play? 6. How long do the employees at the palace work for an official dinner ?

7. Who does the Queen speak to during a meal? 4. Read the following statements and say if they are true or false according to the text from ex. 2.

1. Prime Minister lives at Buckingham Palace. 2. The Palace is less than two hundred years old. 3. Buckingham Palace is famous only because it is in the centre of London. 4. The dogs sleep in the Queen’s bedroom. 5. Every day the Queen listens to a Welsh music concert while she reads the Daily Mirror. 6. The Queen and the Prime Minister go out for a drink every weekend.

5. Most people have much smaller dwellings than a palace. Match the words/expressions defining dwellings in column A with their definitions/explanations in column B:

A B 1. a semi-detached house a. a house that is joined to the

houses on either side of it by shared walls

2. cottage b. a house that is joined to another similar house on only one side

3. terraced house (BE) or row house (AE)

c. a very large expensive house, usually with a big garden

4. manison d. a house that has only one storey or level

5. bungalow e. a small house, usually in the countryside

6. A real estate agency is advertising three different houses. Read the descriptions and decide which one you would choose and why. PARK HOUSE. Built in 1970. Two storeyed building. Three bedrooms, one bathroom, living room, kitchen, big garage. Small garden, 10 m long. 1 mile from the sea. 200 m from the town centre, next to the park. Price: 129,000 euros. ROSE COTTAGE. Built in 1780. One storeyed building. Two bedrooms, one bathroom, living-room, kitchen. Beautiful garden, 30 m long. 2 miles from the shops and town centre. Price: 185,000 euros SEAVIEW. Built in 1937. Two storeyed building. Three bedrooms, two bathrooms, living-room, dining-room, kitchen, study. Garage. Garden, 30 m long. 500 m from the sea, 1.5 miles from the shops and town centre. Price: 235,000 euros. My choice is __________________________ because _______________________________________________________

7. In a house, where would you find the following:

cutlery mop corkscrew towels attic / loft pantry peg

8. a) Work with a partner and rank the following environmental problems according to how important you feel they are. Comment on your choice. Global climate change ____ Urban smog ___ Pollution of marine habitats ____ Waste dumping ___ Air pollution ___ Overuse of fertilizers and pesticides ____ Ozone layer depletion ___ Acid rain ___ Human overpopulation ___ b) Now match the problems to the possible solutions below, and talk about them as in the example: control releases by industry encourage people not to use products containing CFC gases alternative methods of growing crops keep clean the marine environments improving public transport obligatory use of alternative energy sources stricter legislation regarding waste disposal birth control on a global scale e.g. Urban smog is a serious problem in cities. It could be dealt with by improving public transport so fewer people use private cars.

9. Find out the meaning of these words and use them to complete the sentences below:

greenhouse effect, biodegradable, wetlands, deforestation, dumpling, toxic waste, renewable, energy, emissions, biodiversity, global warming, ozone layer, desertification, smog, habitats, depletion.

a) Scientists first became aware of the effects of certain gases on the environment when the found a hole in the ________ over Antarctica. b) Despite attempts to persuade people to conserve water, the __________________ of water supplies continues. c) There are still scientists who dispute the existence of ___________________ and say there has been no real change in temperature.

d) Lack of rain means that large areas of previously fertile land in Africa are threatened with __________________ . e) The formation of a layer of gases trapped in the earth’s atmosphere which prevents heat from escaping is known as the ____. f) The draining of _____________________ to build factories has enraged envionmentalists. g) On some days in summer the ______________________ is so bad that people with breathing problems are advised to stay at home. h) Carbon dioxide _______________ must be cut off if we want to stop polluting the air. i) __________ of waste at sea is forbidden by international law. j) We must develop ___________ sources and not depend on oil. k) The problem with most plastics is that they are not _________________ and cannot be reabsorbed by earth. l) Steady __________________ in the Himalayas has resulted in catastrophic floods in countries at sea level. m) As cities expand, many animals are being driven from their natural _________ . n) Plants and animal species dying out means the loss of the ___________________ of the planet. o) Since _______________ continues to be dangerous for a long time it is difficult to be handled safely.

10. Talking about the weather. Match the two columns: 1. chilly a. rain and snow mixed 2. hurricane b. snow blown by strong wind 3. drought c. mixture of fog and pollution 4. blizzard d. strong destructive wind 5. short rain e. cold, but not very 6. smog f. lack of rain 7. sleet g. shower Make up sentences with the words from 1 to 7.

Language in use

Asking for / giving directions. Checking understanding. If you go to a foreign country you may need to ask people for directions if you are not sure how to get somewhere. The opposite situation is also possible: you may be stopped in the street by a foreigner and asked for directions. In both cases understanding and using phrases such as: go straight, turn right / left, take the second street right, take bus 90 for three stops, take tram 21 for five stops, get on / off the bus, etc is very useful. Now read the following conversation between a stranger and a resident and underline with a simple line the sentences used to ask for directions and information and with a double line the

sentences used to give directions / information. Stranger: Excuse me. Resident: Yes? Stranger: I … I was wondering if you could help me. Resident: Well, I’ll try. Stranger: I need to find out where the town centre is. Now I see there’s a sign up there that points to the left. Resident: Ah well, let me see … er … it all depends if you’re on foot or going by car. Stranger: Ah no, I’m walking. Resident: Well, you turn to the right and then carry straight on. Stranger: Ah, right, thanks! Er … I wonder if you could tell me if there’s a good hotel in town that I can use. Resident: Oh, let me think a moment … um … yes, there are two hotels – they’re in the High Street one on each side of the road. Stranger: Right, well, I expect I’ll manage to find one of those. I wonder if you could tell me anything about the castle in town, where it is, I mean Resident: Um, well, it’s actually further on … er … down the High Street and then you cross over the bridge and it’s on the other side of the river. Stranger: I see, I see. Could you tell me a bit more about it? Is it interesting? Is it old? Resident: I’m not really sure. I’ve never actually been there myself. It … yes, I think it’s quite old, I think it’s about … um … 500 years old – something like that. Stranger: Worth … worth visiting, you think? Resident: Well, it’s one of the tourist attractions of the town . Stranger: I see, I see. Resident: I’ve no idea, I’m afraid. As I say, I’ve never been there. Stranger: I see. Do you happen to know when it’s open? Resident: I’m not really sure. I think it depends on what time of year you go. Stranger: Well, right, thank you, thank you. Resident: Er, excuse me, I hope you don’t mind my asking, but where you come from? Your English is very good. Stranger: Oh, I come from Romania. Resident: What a coincidence! I and my family are visiting your country next month! (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) Question techniques A conversation often depends on question to keep it going in the direction you want it to go. The one who asks the questions in a conversation usually controls the conversation. Various techniques may be necessary to get different sorts of information from different people. Most people are very polite in the way they ask a stranger about something – if you are more direct, you may appear to be very rude! Anyway, personal questions have to be expressed tactfully. Here are some useful opening expressions you can use to lead up to questions:

I was wondering if you could help me. I’d like to know … I wonder if you could tell me … This may sound a stupid question, but I’d like to know … Excuse me, do you happen to know … Would you mind telling me … I hope you don’t mind my asking, but I’d like to know … Something else I’d like to know is …

Answering techniques You may often need to delay answering a question while you think for a moment or check on your facts. Here are some useful techniques for delaying your answer in order to think of the best answer: Well, let me see … Well now … Oh, let me think for a moment … I’m not sure, I’ll just have to find out … That’s a very interesting question … Or you may want to avoid answering altogether, using expressions like these: I’m not really sure. I can’t tell you off-hand, I’m afraid. I’m terribly sorry, I really don’t know. I’ve no idea, I’m afraid. I can’t answer that one, but I’ll tell you where you can find out. I’d rather not answer that, if you don’t mind. Decide when you might use these expressions.

Talking about the weather

This kind of conversation is what the Britons call ‘small talk’. You can start talking to someone by using weather as a topic. You can use questions such as: What’s the weather like today? What do you think about this cold / hot weather? Nice weather, isn’t it? Are mists, freezing fogs and snow common in this area? Or you can put in remarks such as:

I really hope that this terrible downpour will end soon. Let’s hope that this hot weather won’t last forever. We once got stuck in a blizzard for six hours.

4. TRAVELLING. ACCOMODATION

Read the text below and underline the means of transport. Those who wish to travel, either for pleasure or on business, have at their disposal various means of transport. There is, for instance, the inexpensive bicycle. Then, there’s the motorcycle (US motorbike) with which you can travel quickly and cheaply. With a car one can travel comfortably for long distances without getting too tired. Luxurious ships cross seas and oceans from one continent to another. Airplanes carry passengers to various parts of the world in several hours; it would take days to do the same journey by other means. But most of us still have to use trains. All kinds of trains pass through a station: freight trains and passenger trains, intercity trains, fast trains and regional trains, commuter trains and long-distance trains. Immediately behind the engine or the locomotive is the front luggage van followed by passenger’s carriages of the first and second class, with smoking and non-smoking compartments. The train may also have a dining car and a sleeper with upper and lower berths. The guard (US conductor) waves his flag and blows his whistle. The train is off. The travellers wave good-bye to the people who have come to see them off.

3. Match the words/expressions from the text above in column A with their definitions/explanations in column B:

A B 1. a berth a. to go to the place that

someone is leaving from in order to say goodbye to them

2. a guard b. someone who regularly travels between work and home

3. commuter c. a railway official who travels on and is responsible for a train

4. freight trains d. a bed in a boat, train etc. 5. to see somebody off e. a train that carries goods

rather than people Now make up sentences with the words/expressions in column A. 4. To indicate the means of transport we use ‘by’ + form of transport. e.g. by car, by bus, by train Exceptions: on foot, on horseback. Some verbs are followed directly by forms of transport: to catch, to take, to ride. State the verbs of motion that can be used with the following means of transport: car, plane, bicycle.

5. Which of the following means of transport belong to public transport and which are private means of transport?

Plane, bike, coach, car, helicopter, bus, boat, yacht, tube, train, motorbike. 6. Read the following text and answer the questions below it.

THE GREATEST ENGINEERING PROJECT EVER The Channel Tunnel (or, in short, the Channel) is not just one tunnel; it consists of three tunnels, each thirty miles (about 50 km) long. It is the second largest tunnel in the world. The longest is the Seikan Tunnel in Japan, but the Channel Tunnel has a longer under-sea section. Fifteen thousand workers participated in the construction (ten died in accidents) and 1,200 companies supplied equipment. It cost ten billion pounds to build. One team began drilling in France and the other in England. The biggest problem for the builders was ensuring that the tunnels met at exactly the same place under the sea in the middle of the Channel. The drilling machines were the heaviest ever made, each weighing up to 575 tons. In the opinion of Roger Dobson, Director general of the Institute of Civil engineers in the period when the Tunnel was built, it is “the greatest engineering project ever”. The tunnel itself is an average of 45 m below the sea-bed and has 220 km of railway track. It has the most sophisticated railway control system in the world, and is the busiest railway track in Europe, with one train every three minutes. 1. According to the text, why is the Channel Tunnel so special? 2. Why was it so important for the builders that the two tunnels met at exactly the same place under the sea? 3. How much did the building of the Channel tunnel cost? 4. What do you learn from the text about the railway in the tunnel?

(from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

7. Read the following text and complete the sentences with one of the following words:

Lodgings, accommodation, available, campsite, food, home, hostel, luggage, residential, rest, shelter, tent, vacation.

Lodging (or a holiday …) is a type of … accommodation. People who travel and stay away

from … for more than a day need lodging for sleep, …, safety, … from cold or rain, storage of … and access to common household functions.

… may be self catering in which case no … is laid on but cooking facilities are…. Lodging is done in a hotel, …, a private home (commercial, i.e. a bed and breakfast, a guest

house, a … rental, or non-commercially, with members of hospitality services or in the home of friends), in a …, caravan/camper (often on a …).

(Text adapted from http://en.wikipedia.org)

8. Read the words/expressions in column A and their meanings in column B, then fill in the sentences with a suitable word/expression from A:

A B

adjoining rooms two guest rooms located next to each other which are connected by a door between them

Amenities local facilities such as stores and restaurants

Luggage/baggage

bags and suitcases packed with personal belongings

Bellboy a staff member who helps guests with their luggage

Book arrange to stay in a hotel

Check-in go to the front desk to receive keys

Check-out return the keys and pay for the bill

complimentary (breakfast) free of charge

Deposit amount paid ahead of time to secure a reservation

front desk/reception

the place where guests go to check in and out and to get information

Guest a person that is staying at the hotel

Housekeeping/ maid

staff members that clean the rooms and linen

Kitchenette a small fridge and cooking area

late charge a fee for staying past the check-out time

Motels accommodations that are slightly cheaper than hotels

Rate cost of renting a room for a certain time period

Vacancy/vacant available rooms

Valet staff that parks the guests’ vehicles

1. You can … anytime after four o'clock. 2. If you need help with your … we have a cart you can use.

3. You will not receive your … back if you cancel. 4. We are located downtown, so we are close to all of the …. 5. If you want we can book your parents in an …. 6. Our … is very clean and is close to the beach. 7. If you leave your car keys with us, the … will park your car underground. 8. Towels are available at the …. 9. Our washrooms are for … only. 10. Our … change depending on the season. 11. Please return your parking pass when you …. 12. We only have one … left, and it is for a single room. 13. You will be charged a ten dollar … for checking out after 11 am. 14. The … will take your bags to your room for you. 15. All of our rooms have … soap, shampoo, and coffee. 16. Your room has a … so you can prepare your own breakfasts and lunches. 17. Put a sign on the door if you want … to come in and change the sheets on the bed. 18. I can … your family in for the weekend of the seventh.

Language in use

At the reception desk. Checking in / out. Read the following two dialogues and say which one is for checking in and which one for checking out. Dialogue 1: ______________________________ Receptionist: Welcome to the Blue Flower Hotel. How may I help you? Traveller: I’d like a room, please. Receptionist: Would you like a single or a double? Traveller: I’d like a double, please. Receptionist: May I have your name, please? Traveller: John Walker. Receptionist: Could you spell that please? Traveller: W-A-L-K-E-R. Receptionist: How many nights would you like to stay? Traveller: Just tonight. Receptionist: How will you be paying? Traveller: Is Visa OK? Receptionist: That’ll be fine. Would you like a wake-up call? Traveller: Yes, I’d like a wake-up call for 6:30. Do you have a pool? Receptionist: Yes, we do. On the 1st floor. Here’s your key, sir. It’s room 213 on the second floor. Dialogue 2: _______________________________

Receptionist: Good morning. May I help you? John Walker: Yes, I’d like to check out now. I’m John Walker, room 213. Here’s the key. Receptionist: One moment, please, sir. ... Here’s your bill. Would you like to check and see if the amount is correct? John Walker: What’s the 12 pounds for? Receptionist: That’s for the phone calls you made from your room. John Walker: Can I pay with traveller’s cheques? Receptionist: Certainly. May I have your passport, please? John Walker: Here you are. Receptionist: Could you sign each cheque here for me? John Walker: Sure. Receptionist: Here are your receipt and your change, sir. Thank you. John Walker: Thank you. Goodbye. In an airport Read the following conversations and together with your desk mate decide where they might take place: a) passport control; b) baggage claim; c) the check in desk; d) the plane; e) the arrival hall; f) the departure lounge. Conversation 1: _________________________ A: Ah!…. MA 348 to Madrid. That’s our flight. B: Was it gate 6 or 16? A: I couldn’t hear well either. I think it was 6. B: Listen, there it is again. It is gate 6. A: OK, come on! Conversation 2: ________________________ A: Can I see your passport please? B: Yes, of course. Here you are. A: Where are you travelling? B: To London, I’m attending a two-day seminar on market research. A: It’s OK, Sir. Thank you very much. Conversation 3: ________________________ A: Can I have your ticket please? B: Yes, of course. Here you are. A: Do you have just one suitcase? This bag is hand luggage. B: That’s fine. Smoking or non-smoking? A: Non-smoking, please. B: OK, madam. Here is your boarding pass. Have a nice flight. Conversation 4: ________________________ A: Can I have your tray, madam? B: Yes, here you are. A: Thank you. And can you fasten your seat belt? We land in ten minutes.

B: Yes, of course. Conversation 5: ________________________ A: Excuse me, I think that’s my suitcase. B: I’m sorry, my suitcase is red too. A: Maybe that one is yours? A: Yes, it is. Thank you very much. Conversation 6: ________________________ A: Hello! Are you Bebe Ionescu from Romania? B: Yes, I am. And I suppose you are Mr. Joker from Best Fashion Ltd, aren’t you? A: Yes, I am. You’re right. Welcome to England, Mr. Ionescu. Was your flight good? A: Yes, it was, thank you for asking. B: Let’s go, I’ll see you off at your hotel. The company car is waiting for us outside. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) Complaints A direct complaint in English often sounds very rude indeed. To be polite we usually “break it gently” and use expressions like these before we actually come to the point: I wonder if you could help me … Look, I’m sorry to trouble you, but … I’ve got a bit of a problem here, you see … I’m sorry to have to say this, but … It is usually better to break it gently like this than to say, for example: Look here! I don’t like my room, it’s noisy and dirty. OR I’ve just about had enough of the food in your hotel. It is often not enough to just say “Sorry” and promise it won’t happen again. You may need to apologise more profusely, like this: Oh dear, I’m most awfully sorry. I can’t tell you how sorry I am. I’m so sorry, I didn’t realise. I just don’t know what to say. Tasks:

1. Complain about the fact that a) the hot water tap in your room is out of order; b) the maid has not changed your towels for two days already; c) the receptionist has forgotten to call the taxi you ordered twenty minutes ago.

(from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

1. Put the words in the appropriate order to form sentences and then the sentences in the

correct order to have a letter of complaint. Dear Sir / Madam, during / I / writing / am / letter / to / this / complain / about / service / the / offered / to /

family / and / my / myself / our / at / stay / your / recent / hotel. I / completed / Form / have / the / Feedback, / but / would / to / I / like / a / few / add / points / further.

To / with / start, / on / we / arrival / told / we / the / were / suite / had / not / booked / free / was / and / we / offered / accommodation / were / instead / in / rooms / two / double.

I / In / to / a / hotel / expect / find / three-star / a / TV / satellite, / but / wasn’t / one / there / our / in / rooms. When / asked / receptionist / we / the, / said / she / weren’t / any / there / TVs / in / hotel / and / that / their / could / at / watch / TV / home / we.

I / Finally, / must / room / the / service / mention – / it / slow / very / was. On / first / the day, / had / I / wait / to / one / hour / cup / for / of / coffee / a.

hope / you / I / appreciate / my / service / and / will / disappointment / take / to / consequently / improve / the / in / your / action / hotel.

Yours faithfully,

5. THE HUMAN BODY. HEALTH

Read the following text and underline the parts of the body.

IS BEAUTY IN THE EYE OF THE BEHOLDER?

Is there such thing as the perfect face? Is beauty something you can measure? Recent scientific evidence suggests that the answer is ‘yes’. A new science, the science of attraction, has come to the conclusion that beauty is objective and quantifiable and not, as the romantics believe, in the eye of the beholder. For more than a century it was believed that a beautiful face was appealing because it was a collection of average features. Using a computer system, scientists have challenged the theory. In a key experiment, photographs of women were ranked for their attractiveness by a number of volunteers. Two composite pictures were then created: one, the average of all pictures; the other made from those considered most attractive. Although the faces looked very similar at first glance, a significant number said they preferred the composite of most attractive faces. The conclusion was that the most attractive shape was not average. If you look at famous film stars and supermodels, most of them have ideal features – larger than normal eyes, higher arched eyebrows, slightly smaller noses, cheekbones are a little more prominent. Even popular cartoon characters such as Betty Boop, Yasmin from “Aladdin” and Bambi have big eyes, small turned-up noses, big mouths and small chins. And if these features are exaggerated , the attractiveness rating goes up even more. Julia Roberts is a good example of this. But what have scientists discovered about men’s faces? Do men with large eyes, high cheekbones and a small chin have the same irresistible appeal? Researchers were a bit shocked at the result of their experiment. They expected the most attractive male face to have the classic square jaw and strong cheekbones, but instead, women seem to prefer men with gentle faces. Although there is more pressure on females to be perfect, research suggests that men and women look for the same things, for example expressive features such as arched eyebrows and a big smile were associated with attractiveness in men. Scientists have thought of an evolutionary reason to explain why so many women now prefer baby faced stars such as Leonardo DiCaprio or Tom Cruise. Women like a man with a feminine face because he is more likely to have higher levels of the female hormone oestrogen and therefore to make a kinder and more trustworthy husband and father.

Do these ideals of beauty cross cultural boundaries? In some cultures scars and tatoos or a fatter than average body are considered to be attractive. Scientists found out that there are only subtle differences between ethnic groups. For example Asians tend to prefer faces that are slightly less mature and slightly less expressive, whereas blacks preferred faces that were a little more plump. In other words, although there might be a little truth in the old saying that beauty is in the eye of the beholder, on the whole we all seem to be attracted to the same things.

(from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

2. Read the text again and decide whether the following assertions are true or false according to the text. Correct the false ones.

a) Beauty is in the eye of the beholder.

b) Beauty can be explained. c) There is more pressure on men to be perfect that there is on women. d) Most film stars and supermodels don’t have ideal features. e) People tend to like the same features, no matter the ethnic group.

3. Match the words/expressions from the text above in column A with their

definitions/explanations in column B:

A B 1. to behold a. be attractive or interesting 2. to appeal b. able to be relied on as

honest or truthful 3. to rank c. a mark left on the skin or

within body tissue where a wound, burn, or sore has not healed completely

4. trustworthy d. to have a position higher or lower than others, or to be considered to have such a position

5. scar e. see or observe (someone or something, especially of remarkable or impressive nature

Now make up sentences with the words/expressions in column A.

4. Look at the words and phrases in the box. Which parts of the body are they associated

with?

1. wink at someone; 2. frown at someone; 3. give someone a look; 4. wave at someone; 5. nod at someone; 6. shake your head; 7. shrug your shoulders; 8. drum your fingers; 9. shake hands with someone; 10. grin at someone / something; 11. keep an eye on someone / something

5. Complete the sentences with the appropriate expression from exercise 5.

a. To show agreement, approval or greeting, you …………. b. To show that you are not serious about something you have said, you ………… c. To show that you are annoyed, puzzled or worried, you … d. To show you don’t know the answer to something someone asks you, you … e. You can … to show you don’t care or to show you do not know the answer to something. f. To show you are waiting impatiently, you … g. To show that you are really happy or pleased, you … at someone or something.

6. In pairs discuss the following questions.

a. How do you normally greet your friends? b. Have you ever had to keep an eye on something? c. When was the last time you frown at someone? Why? d. How often do you go to the doctor? How often in your opinion should a

healthy person go to the doctor? e. Do you think people are health conscious?

7. The following text deals with quite a serious subject, but it is written in a humorous way. It sounds like spoken English, as if two persons were talking to each other. Read it and underline examples of this.

HOW DANGEROUS IS IT TO LIVE IN THE MODERN WORLD? Every day is full of dangers. You wake up in the morning, rush to the window and take a deep breath. Don’t! Hasn’t anyone told you about the air being polluted with lead from petrol? Next you go to the bathroom. After touching the lavatory tap your innocent-looking hands are covered in bacteria, which even a good wash won’t entirely remove. Then you get dressed. Good heavens! Don’t you realise that all that nylon won’t let your skin breathe? With a rash beginning to appear on your skin you hurry to the kitchen for breakfast. Eating should be good for you, shouldn’t it? Of course it is, if you don’t have tea or coffee which are bad for your heart, or something fried which will fill your stomach with cholesterol. Of course, after that you go to clean your teeth. Put down that nylon toothbrush at once! It will ruin your gums. Do you have the courage to weigh yourself? Horrors! You’re at least a few kilos overweight which will contribute to sending you to grave earlier. Then, you make your way to the car, knowing that (according to statistics) there’s a good chance that either you or one of your nearest and dearest will be involved in an accident sometime during your life. After a very stressing journey on a road filled with polluting gases, you reach work and get into the lift. Get out at once and climb up the stairs, unless you want a heart attack tomorrow. When you finally reach your office you collapse into a chair and light a cigarette to calm your nerves. A what? How dare you? Your colleague Ms Brown – blonde hair and perfect make up - comes in, ready for a busy day. Do you think she’s heard about the cancer that can be caused by hair dyes and eye-liners? At last lunch comes. You join your mates for a sandwich. White bread? A low fibre diet is not good at all. You have just one more drink, which will help your liver fail. You spend the afternoon fighting a battle with high blood pressure and chronic indigestion and give a sigh of relief as 5.30 arrives.

A nervous wreck, you reach home and crawl to an armchair, to watch TV for the rest of the evening. Soon you’ll have to wear glasses as the watching TV for so long, after spending your day in front of the computer will definitely ruin your eyes. But do not fear, civilisation is here. Are we really happier in our modern technological world than our ancestors who knew nothing of these things? Is it any surprise that there were no psychologists or psychiatrists before? I’m sure they didn’t need any. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

8. Read the text again and mark its paragraphs like this:

√√ - I agree that this is a real danger. √ - This could be dangerous, but it’s not worth worrying about. X - I don’ agree that this is a danger. ? - I don’t understand the point the writer is trying to make.

9. Match the words in column A with their definitions/explanations/synonyms in column B:

A B 1. to rush a. an area of redness and

spots on a person’s skin, appearing especially as a result of illness

2. entirely b. to emit a long, deep audible breath expressing sadness, relief, tiredness, or similar

3. rash c. entirely 4. overweight d. to go or do something very

quickly 5. to sigh e. above a weight considered

normal or desirable Now make up sentences with the words in column A.

10. According to the text from exercise 8, which are the illnesses / diseases we can be subject to every day? Write three more.

11. What medical problems might you have if:

a. You stay too long in the sun … b. You run too fast after a bus … c. You smoke a lot …

d. You wear shoes that rub … e. You eat food you’re allergic to … f. You get wet on a cold day … g. You think you’re ill all the time …

12. Match the expressions in column A with their meaning in column B:

A B

1. on foot a. pe la spate 2. by heart b. cu sânge rece 3. at heart c. gata de acţiune; în alertă;

activ 4. behind someone’s back d. a presimţi, a simţi 5. in cold blood e. pe limbă; pe vârful limbii 6. at hand f. în ultimul moment, la

limită 7. on one’s toes g. la îndemână 8. (to feel) in one’s bones h. în adâncul inimii, în

fundul sufletului 9. in the flesh i. pe jos 10. in hand j. pe de rost 11. on the tip of one’s tongue k. întrupat, viu; în realitate 12. by the skin of one’s teeth l. sub control; la dispoziţie Now make up sentences with the expressions in column A.

13. Now choose the most appropriate expressions to fill the gaps in these sentences. You

may have to change the pronouns. 1. I can’t remember her name, but it’s … 2. Is Tom going by bicycle or …? 3. The police had the situation well …. 4. Tom is a very kind man …, despite his forbidding appearance. 5. The enemy could appear at any moment, so stay … 6. Something good was bound to happen; she could feel it … 7. I’ve seen the Queen on television, but never …

Language in use

Describing people Sometimes it is necessary to have a few clues about a person you haven’t met yet ( e.g. if you are waiting for that person in an airport, if you are supposed to meet somebody and you want to be certain you are going to recognise him / her). The most common question you can ask when you need to know how a person looks like is How do you look like? How does he / she look like?

Describe your best friend using words from the table.

eyes nose Ears face lips forehead Hair slanting pointed pointed round thin high Straight close together

hooked small square thick low Wavy

small big Large long fleshy wide Curly round flat prominent Thin frizzy wide apart

turned-up

sticking out

triangular greasy

deep-set

Roman with freckles

with a parting

wide small spiky blue long wide long green straight brown grey black brown fair Showing sympathy and giving advice. Read the following short conversations, then: a) underline the parts expressing sympathy; b) complete each conversation with a suitable piece of advice. A: Have you got a cold? B: No, I’m all right – I always get a running nose and red eyes at this time of the year. A: I’m really sorry, that must be awful. Try to ______________ . A: Is it just my impression or are you feeling bad? B: Oh, I feel as if my head’s going to explode! A: Oh, poor you, what happened? B: I’ve been working on the computer for more than ten hours. You know I’ve been very busy these days… A: I know, I know. Have you taken an aspirin? B: Yes, but it hasn’t worked. A: Well you could try ____________________________. A: Don’t touch my back! B: Why, What’s up? A: I wanted to get a tan quickly so I stayed in the sun all day yesterday without any suntan lotion. B: Oh, well, it serves you right then, doesn’t it? Oh, in fact I’m really sorry, I didn’t mean to say that. I’ll give you my secret cure – get _________________________________. A: Why are you walking like that?

B: I fell on the stairs yesterday and now my ankle’s killing me. A: Oh dear, you poor thing! If you ask me you need to __________. Offering to do things When a person around you doesn’t feel well you might want to help him / her. When something needs to be done you can ask someone else to do it, or offer to do it yourself or just do it without saying anything. If someone else is not able to do something, you can offer to help. Here are some useful ways of offering to do something: Let me get it for you. Shall I get it for you? Any point in my getting it for you? How about my getting it for you? Would you like me to get it for you? If you like, I could get it for you. Can I help you with that? We might accept such offers with answers like: That’s very kind of you, thanks. Oh would you? Thanks. Thanks a lot. Or refuse them by saying: No, don’t bother, I can do it myself. No, it’s alright, I can manage. Thanks ever so much, but it’s alright, really. Now offer to: a) go shopping for your grandmother who hasn’t felt too well lately; she accepts. b) carry a pile of books for your teacher to the library; he/ she accepts. c) call a taxi for a mate who doesn’t feel well; she / he refuses politely. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

6. FOOD. EATING OUT

Read the following text and underline the food you know.

EATING IN BRITAIN

A traditional English breakfast is a very big meal – sausages, bacon, eggs, tomatoes, mushrooms. But nowadays many people just have cereal with milk and sugar, or toast with marmalade, jam, or honey. Marmalade and jam are not the same! Marmalade is made from oranges and jam is made from other fruit. The traditional breakfast drink is tea, which people have with cold milk. Some people have coffee, often instant coffee, which is made with just hot water. Many visitors to Britain find this coffee disgusting! For many people lunch is a quick meal. In cities there are a lot of sandwich bars where office workers can choose the kind of bread they want – brown, white or a roll – and then all sorts of salad and meat or fish to go in the sandwich. Pubs often serve good, cheap food, both hot and cold. School children can have a hot meal at school, but many just take a snack from home – a sandwich, a drink, some fruit, and perhaps some crisps. “Tea” means two things. It is a drink and a meal. Some people have afternoon tea, with sandwiches, cakes, and, of course, a cup of tea. Cream teas are popular. You can have scones (a kind of cake) with cream and jam. The evening meal is the main meal of the day for many people. They usually have it quite early, between 6.00 and 8.00 p.m. and often the whole family eat together. On Sundays many families have a traditional lunch. They have roast meat, either beef, lamb, chicken, or pork, with potatoes, vegetables and a sauce. The British like food from other countries, too, especially Italian, French, Chinese and Indian. People often get takeaway meals – you buy the food at the restaurant and then bring it home to eat. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) 3. Read the text above again and answer the following questions: 1. Do British people skip breakfast? 2. Is marmalade different from jam? 3. What do British people drink their tea with? 4. Are pubs good places to go for lunch in Britain? 5. When do British people eat dinner? 6. What is a takeaway?

4. Match the words/expressions in column A with their explanation/definition in column B:

A B 1. cheap a. larger, more important, or

having more influence than others of the same type

2. snack b. a meal cooked and bought at a shop or restaurant but taken somewhere else, often home, to be eaten

3. main c. costing little money or less than is usual or expected

4. takeaway d. a small amount of food that is eaten between meals, or a very small meal

Now make up sentences with the words/expressions in column A.

1. What do we call the meat of the following animals: sheep, cow, deer, pig, hen?

Choose from: pork, mutton, beef, chicken, venison.

6. Put the following words in the correct groups. (Use a dictionary to help you). banana, tuna, sole, peach, trout, chicken, potatoes, carrots, beef, lamb, tomatoes, pineapple

Fish Meat Fruit Vegetables

Now add more words to each list. 7. Read the dialogue and answer the following questions: a. Where are the people? b. Are they pleased? Receptionist: Good evening, sir. A table for two? Mr. Smith: Yes, I phoned yesterday. Receptionist: What was the name, please? Mr. Smith: Smith. Receptionist: Ah, yes, sir. Over here, please. Mr. Smith: Waiter, can we have the menu, please? Waiter: Yes, sir. I’ll bring it right away. Mr. Smith: We’d like to order. Waiter: Yes, sir. What would you like to start with?

Mr. Smith: I’d like tomato soup. Mrs. Smith: I’ll have the same. Waiter: Two tomato soups. And to follow? Mr. Smith: I’d like roast chicken, please. Mrs. Smith: And I’ll have fried trout with mashed potatoes. Waiter: I’m afraid the trout is off. Mrs. Smith: Oh dear. Err... What else do you recommend? Waiter: The sole is very good. Mrs. Smith: OK. I’ll have that. Do you have any coleslaw*? Waiter: No, I’m sorry, we don’t. Mrs. Smith: Just give me a small mixed salad then. Waiter: And what would you like to drink? Mr. Smith: I think I’ll have a pint* of beer. Mrs. Smith: A glass of white wine for me, please. Waiter: Thank you. Mr. Smith: What’s your fish like? Mrs. Smith: It’s very nice. And your chicken? Mr. Smith: It’s not bad. Mr. Smith: Waiter, can we have the bill, please? Waiter: Yes, sir, here you are. Did you enjoy the meal? Mr. Smith: Yes, it was excellent. * Coleslaw = cold uncooked cabbage, carrot and onion, cut into long thin strips and covered in a thick creamy cold sauce * pint = a measure for liquid equal to about half a litre 8. In groups of three role play the situation above.

9.Read the dialogue from exercise 7 again and say if the following statements are true or false:

1. Mr. Smith booked a table for two the day before. 2. Mrs. Smith ate tomato soup and fried trout with mashed potatoes. 3. Mr. Smith has beer. 4. The fish is good, but the chicken is bad.

7.3. Grammar

MODAL VERBS

Modal verbs express the attitude of the speaker in what concerns the process of communication in progress, in development, the action being considered possible, probable, obligatory, desirable, etc. They are defective, that is they lack certain verbal forms. Accordingly, they cannot be used at all the moods and tenses, most of them having only indicative, present and/or past tense. That is why they have equivalents to express the other moods and tenses (can

= to be able to; may = to be allowed to/permitted to; must = to have to). They do not receive the “-s” termination at the third person singular. They form the interrogative and negative without the aid of auxiliary verbs, in the style of auxiliary verbs. They are followed by the short infinitive of the notional verbs to form the present and by “have + V3/ V-ed” to talk about the past. CAN expresses: - ability: (be able to, be capable of, know how to) e.g. He can speak German very well but he can’t write it very well. - permission: (be allowed to, be permitted to) e.g. Can I smoke in here? - possibility e.g. Anybody can make mistakes. - request e.g. Can you do me a favour? CAN’T expresses: - impossibility; logical deduction e.g. It can’t be a mistake. COULD refers to: - past ability e.g. I could never play basketball very well. - present or future permission e.g. Could I smoke? - present or future possibility e.g. We could go to the cinema. - polite request e.g. Could you open the window, please? MAY and MIGHT express: - permission [more formal than can] e.g. You may borrow my book if you need it. May I open the window? It’s too stuffy in here. - request e.g. May I have a glass of water, please? - possibility e.g. He may come. He might join us later. - speculations about the present: may / might be …ing e.g. They may be listening right now. He might be going out soon. - speculations about the past: may / might have e.g. She might have forgotten all about it. He may have put it somewhere else. MUST expresses: - necessity: (strong advice) e.g. You must study harder. You mustn’t forget to take your medicine. - obligation e.g. You must lock the door when you leave. You mustn’t leave the door unlocked. - logical deductions (negative: can’t / cant’t be …ing) e.g. She must be our new teacher. He must be leaving soon. - conclusions about the past: must have

e.g. He must have come while I was out. - explanation of a present situation: must have been e.g. That tree has fallen across the road. [the situation]. It must have been blown down by the wind. [the reason why] MUSTN’T expresses: - prohibition e.g. You mustn’t do that thing again. SHOULD may express: - obligation e.g. You should do as I tell you. - advice (should / shouldn’t) e.g. You should see a doctor. You shouldn’t drink so much. - probability e.g. They should be at school by now. - criticism: should have e.g. You shouldn’t have drunk so much. SHALL may express: - suggestion e.g. Shall we go to the cinema? - offer e.g. Shall I clean the table? WOULD / WILL express: - requests e.g. Will you give me a hand with this? - polite requests e.g. Would you help me finish this exercise? Would you mind opening the window, please? - offers e.g. Would you like another cup of tea? - intention e.g. I’ll phone you as soon as I can. We won’t stay more than we have to. OUGHT TO is used to express: - obligation e.g. You ought to do as I tell you. - advice e.g. You ought to see a doctor about it. You ought not to drink so much. - probability / expectation e.g. They ought to be home by now. - criticism: ought to have e.g. He ought to have listened to my advice. He ought not to have drunk so much. NEED expresses : - necessity e.g. “I need to clean the windows.” “Yes, I agree; they definitely need cleaning.” - lack of necessity

e.g. You needn’t take your umbrella. or You don’t need to take your umbrella. Pay attention to the difference in meaning between the following sentences: We didn’t need to hurry, there was plenty of time. (comment: consequently we didn’t hurry) We needn’t have hurried but we didn’t know that the plane had been delayed. (comment: we hurried because we didn’t know it was not necessary)

Exercises

1. Ask for the following things in a restaurant: a menu, some coffee, the bill, a glass of red wine, spaghetti Bolognese, some mineral water.

Use: Can Could May

I have …, please?

2. What requests can you make in these places?

a. a hotel b. a post office c. a hairdresser’s d. a bank e. a florist’s e.g. Could I have a room with a shower? 3. Make sentences as in the example using can’t have (to express impossibility or logical deduction). e.g. I’m sure he didn’t go. He can’t have gone. a) Tom doesn’t believe they left the house. b) I’m sure Sarah didn’t see me. c) The teacher doesn’t believe Sally did the exercises herself. d) We are sure her boy didn’t run away. e) I’m sure Tom didn’t steal any money. 4. Restate the sentences as in the example to show possibility. e.g. Perhaps he knows the answer. He may know the answer. a) Perhaps Tom is at home. b) Perhaps they are at the cinema. c) Perhaps Sarah has some money. d) Perhaps they sell maps in that shop. 5. What do you think these people are doing? Use must be + V-ing. e.g. John is under his car. He must be repairing it.

a) Professor Johnson is in a classroom. b) Tom is in the restaurant. c) Peter is sitting at his desk. d) Mr. Thomson, the famous actor, is in the theatre. e) Ben is in the telephone booth.

2. Complete the following sentences with must or needn’t (= don’t have to). a) I’m not feeling well. I … go home. b) She … wear a coat. It’s very hot. c) He is almost blind. He … wear glasses. d) We … drive very fast. We have plenty of time. e) You … write to him. He is coming here tomorrow. f) We … make any sandwiches. Nobody is hungry. g) It’s late. We … leave now.

7.4. Language in use

Inviting. Accepting / refusing an invitation. Apologising 1. Depending on the addressee, an invitation can be more or less formal. Read the following possible invitations and rank them according to their degree of formality. a) We’re going to the theatre on Sunday evening and we were wondering if you’d like to join us. _____ b) If you’re free tonight, why not come round for a drink ? _____ c) If you don’t have any plans for the weekend I’d be happy to show you the old town and some museums. I’m sure you’ll love it. _____ d) Hello, sir. Andreea Popescu speaking, Mr. Howard’s assistant manager. He would like to invite you to dinner tomorrow evening. Woud that be possible for you ? _____ e) It gives me great pleasure to invite you to the hotel’s inauguration ceremony , on the 20th next month. ______ f) We would be honoured if you accepted to have supper with the members of our department at the company club on Friday evening. _ g) How about going to a movie on Saturday ? _____ 2. Now look at the following thank you expressions. Some of them can be used when accepting, others when declining an invitation. Use them to build your own answers to the invitations above. It’s very kind of you to invite me, but I’ve already got something planned. What a pity. I don’t think I can come. I’ve got some friends coming for dinner. Thank you very muck, that would be nice. Sure, why not ? Thank you for the invitation. That’s very nice of you but unfortunately I’m busy this weekend. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

Ordering food. Talking to the waiter. If you go abroad you may want to eat out, so it would be useful to know a few words connected to ordering food. Read the following short dialogues between a guest and a waiter and then build your own dialogues. a) A : Hello, sir ! B : Hello. Can I have a have sandwich, please? A : Yes, of course. Here you are. Anything else? B : No, thanks. A : Fifty nine cents, please. B : Thanks. Keep the change. A : Thank you, sir. b) A : Hello, I’m John Howard. I have booked a table for six for 9 p.m. tonight. B : Hello, sir. Just a moment to check your booking…. You’re right, table for six, near the window, 9 p.m. The waiter will see you off at your table. C : Hello, ladies and gentlemen, follow me. This way, please… this is your table… and here are the menus. Enjoy your evening. c) A : Are you ready to order, madam ? B : Yes, I’d like two tuna salads, two chocolate ice creams and a white coffee for my friend. A : Sure, madam. Anything else? B : A glass of still water for me, please. A : OK, madam. B. Thank you. d) A : Yes, sir ? B : A coffee, please. A : Black or white ? B : Sorry ? A : Black or white ? Milk? B : Ah ! Black, please. No milk. A : Sixty pence, sir. B : Thanks. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

8. ENTERTAINMENT. SPORTS AND HOBBIES

Read the following text and see if your answers to the last two questions above are similar to

the writer’s opinion.

HAS TECHNOLOGY RUINED CHILDHOOD? Today parents are increasingly worried about the safety of their children, and because of this, they are not letting their children out to play. As a result, children are no longer playing outside but shutting themselves in their rooms and losing themselves in individualistic activities such as television viewing and computer games. Yet, if they had the chance, they would rather get out of the house and go to the cinema, see friends or play sport. In fact, when asked what their idea of a good day was, only 1 in 7 said that they would turn on the television. British teenagers have always retreated to their bedrooms, leaving the younger children to play in communal spaces such as the sitting room, garden or kitchen. However, children from the age of 9 are now turning to their bedrooms as a place to socialise. Bedroom culture is a phenomenon of the past 20 years with families getting smaller and homes getting more spacious; increasing prosperity has also contributed to the rise of the bedroom culture. Of British children aged 6 to 17, 72% have a room they do not have to share with a sister or brother, 68% have their own music installation, 34% have an electronic game device, 21% have a DVD and 25% have their own PC. On average children devote 5 hours a day to screen media. 1 child in 100 can be classed as a real screen addict, a child who spends a worrying 7 hours or more watching TV or playing computer games. Although children generally have a few favourite programmes, they mostly use television to kill time when they are bored and have nothing special to do. As a result of the bedroom culture, it is becoming rarer for children over the age of 10 to watch television with their parents. Once in their rooms, children tend to stay up watching television for as long as they wish. Consequently it is getting harder to control children’s viewing, while because of both television and PCs reading skills are expected to suffer. Children’s health can also be damaged because of spending too much time indoors, in front of the computer or the TV. A growing number of children and adolescents are becoming obese, and they start having health problems because they do not practise any sport. Maybe schools and local communities should involve more, to offer the youngest members of our society safe places to play and to practise a sport regularly. (text from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) 3. Read the text above again and answer the following questions:

1. Which are the main causes why children spend more time indoors? 2. What do the following percentages refer to: 68%, 25%, 72%, 21%, 34%? 3. Why are young people becoming obese? 4. Match the words/expressions in column A with their explanation/definition in column B:

A B 1. safety a. to (make something)

become larger in amount or size

2. to retreat b. a flat surface in a cinema, on a television or a computer system on which pictures or words are shown

3. communal c. typically or usually 4. to increase d. feeling tired and unhappy

because something is not interesting or because you have nothing to do

5. screen e. belonging to or used by a group of people rather than one single person

6. on average f. to go to a quiet safe place in order to avoid a difficult situation

7. bored g. a state in which you are safe and not in danger or at risk

Now make up sentences with the words/expressions in column A.

5. Which of the following words and phrases would you associate with the forms of entertainment mentioned in the table below: atmosphere, décor, stage, scenery, director, orchestra, spotlights, backing singers, conductor, rehearsal, script, chef, tip, performance, lyrics, soundtrack, opening night, costumes, live. Going to a restaurant

Going to the theatre

Going to the cinema

Going to a concert

6. What forms of entertainment would you choose if you:

- needed cheering up … - wanted to meet people … - wanted a quiet evening … - wanted to celebrate something … - wanted to entertain a business partner … - wanted to wear your new elegant dress / suit …

3. Read the following text about show business and complete the sentences with one of the

following words: artists, aspects, business, circus, comedy, distributors, entertainment, live, managers, musicians.

Show …, sometimes shortened to ‘show biz’, is a term used for all … of entertainment. The

word applies to all aspects of the … industry from the business side (including …, agents, producers and …) to the creative element (including …, performers, writers, … and technicians). There are several types of … entertainment: …, musical theatre, performance art, …, sports, and concerts.

(text adapted after http://en.wikipedia.org/wiki/Show_business) 4. Put these leisure activities and sports under the following headings:

Those you have done:

Those you do now: Those you might do in the future:

Swimming, photography, gardening, skiing, painting, scrabble, cycling, doing crossword puzzles, playing cards, playing football, playing basketball, skateboarding, playing with dolls, playing chess, watching TV, windsurfing, mountaineering, cycling. Talk about the leisure activity or sport you like best and that you like least.

5. Match the words below with the activities above they go with. e.g. ‘Pool’ goes with swimming, because you swim in a pool. Pool, camera, spade, board, climb, clues, canvas, penalty.

1.4. Language in use

Making a date If you like a person and you want to invite him / her out you have to make a date. These are expressions you can use to arrange to meet someone. Some possible answers are also given. In order to enrich your vocabulary on the topic also look at the Language In Use Section in Unit 7. Oh, um, are you doing anything this evening, by any chance? Um, I was thinking of going to the cinema this evening, would you like to come? Er, are you going to be busy this evening? I was wondering if you might like to come to the cinema with me. I’m going out to the theatre with some friends. Would you like to join us? YES! That’d be lovely. I’d love to. How nice of you, thanks very much. Mmm, that’s a great idea. NO! Oh, dear, I’m afraid I’m busy tonight. Tonight’s difficult. Perhaps tomorrow evening, though. I’m sorry, I’m expecting some visitors this evening. This evening’s a bit of a problem. What about tomorrow? Task: Decide when each of these expressions would be appropriate and what you might say before and after. Think of some possible situations in which you would use each expression. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) Asking permission Here are some useful ways of asking permission. The expressions get more and more polite as you go down the list: I’m going to … I thought I might … I’d like to … Alright if I …? Anyone mind if I …? May I…? Shall I …? Is it alright if I …? Do you mind if I …? Allow me to … Would you mind if I …? Would it be alright if I …? I wonder if I could possibly …? I hope you don’t mind, but would it be at all possible for me to …?

We tend to give permission in just a short phrase, like: OK. Yes, go ahead. Yes, I suppose so. Certainly! Please do! Oh well, alright. And we refuse permission like this: Certainly not! That’s not a very good idea. No, please don’t. I do mind it! By no means. I’d rather you didn’t if you don’t mind. I’m sorry, but that’s not possible. Agreeing and disagreeing In English conversations, people often say that they agree or disagree with each other. There are many ways of agreeing or disagreeing and the one you use depends on how strongly you agree or disagree. Here’s a list of some common expressions. AGREEMENT I think you’re right. I agree with you. I couldn’t agree more. That’s just what I was thinking. You know, that’s exactly what I think. I agree entirely. That’s a good point. You’re absolutely right. I totally agree. Partly agreeing I agree with you up to a point, but… That’s quite true, but… I agree with you in principle, but… DISAGREEMENT I'm not sure I agree with you. (I’m afraid) I don’t agree. (I’m afraid) I disagree. (I’m afraid) I can’t agree with you.

(I’m afraid) I don’t share your opinion. I’m not sure I quite agree … Well, you have a point there, but … Perhaps, but don’t you think that … I see what you mean, but … I don’t agree at all. I totally disagree. I couldn’t agree with you less. Notice that you need to be very polite when disagreeing with someone in English – even someone you know quite well. When you disagree with someone in English, you can often sound more polite by using a phrase such as ‘I’m afraid…’

9. THE MEDIA. COMMUNICATION

Read the text about ‘Google’ and answer the following questions:

1. How was Google born ? 2. Where does the name ‘Google’ come from ? 3. How does the text describe the two Google founders ? 4. Which is the main source of income for Google ?

IN SEARCH OF THE REAL GOOGLE It’s time to make some big decisions, so the Google guys are putting on their white lab coats that they wear whenever they talk with their employees about new products. Google paid crazy money to attract top talents and this is the recruits’ chance to show the investments were worth it. For a few hours teams of engineers will come forward with their best ideas, hoping to impress the most powerful men in Sillicon valley. After eight years in the spotlight running, a company that Wall Street values at more than $100 billion, Google co-founders Sergey Brin and Larry Page are still in their early 30s. Page, 33, has a Muppet’s voice and a rocket scientist’s brain. He grew up in Michigan, obsessed with inventing things. In college he built a functioning ink-jet printer out of lego pieces. Page’s father was a computer science professor and his mother taught computer programming. When he isn’t working, Page spends his time staying fit (his latest passion is windsurfing) and playing with his gadgets. Born in Russia and raised in Washington, Brin, 32, is no less clever. He has also been precocious all his life. His father teaches applied probability and statistics at the University of Maryland; his mother works for NASA. Besides computers, Brin’s other love is gymnastics, and he studied flying trapeze at a circus school in San Francisco. Brin and Page meant to name their creation Googol (the mathematical term for the number 1 followed by 100 zeroes) but someone misspelled the word as Google. They raised money from professors and venture capitalists, and moved off campus to turn Google into a business. Perhaps their biggest stroke of luck came when they tried to license their technology to other search engines, but no one met their price, and they built it up on their own. Spending a day at the Google headquarters in Mountain View, California is a unique experience. Set up in 1998 in a Silicon Valley garage Google developed in an amazing rhythm. Google’s search engine – devised by Brin and Page when they were Ph.D candidates at Stanford – was better than the rest and, without any marketing, spread by word of mouth. Search became Google; google became a verb. The world fell in love with the fun, effective, fast technology and its boy-wizard founders. Ultimately, the company even found a business model – advertising – and last year made a profit of nearly $1.5 billion on revenue of $6.1 billion.

Can Google cope with the huge success? Its biggest challenge seems to be itself and the handling of the huge communication empire it has become. Only the future will give us an

answer. (from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006) 3. Match the words/expressions in column A with their explanation/definition in column B:

A B 1. recruit a. intense scrutiny or public

attention; a lot of attention in newspapers, on television etc.

2. come forward b. a small device or machine with a particular purpose

3. (in/under) the spotlight c. 1. to take care of a person, or an animal or plant, until they are completely grown; 2. to collect money that you can use to do a particular job

4. gadget d. the main building or offices used by a large company or organization

5. raise e. to offer to give help or information

6. venture capital f. someone who has recently joined an organization, team, group of people etc.

7. headquarters (abbreviation HQ; plural: headquarters)

g. money lent to someone so that they can start a new business

4. Now choose the most appropriate words/expressions from exercise 3 to fill the gaps in these sentences.

1. The … of the United Nations is a complex in New York City. 2. Money provided by investors to start up firms and small businesses with perceived long-

term growth potential is called …. 3. She was constantly in the media …. 4. The new … is sent to the Atlanta office for training. 5. No witnesses to the accident have … yet, despite the police’s appeal. 6. Her parents died when she was a baby and she … by her grandparents. (passive voice –

past tense) 7. Have you seen this handy little … – it’s for separating egg yolks from whites.

5. The mass media are all those media technologies that are intended to reach a large audience by mass communication. Broadcast media (also known as electronic media) transmit their information electronically and comprise television, film and radio, movies, CDs, DVDs and some other devices like cameras and video consoles. Alternatively, print media use a physical object as a means of sending their information, such as a newspaper, magazines, brochures, newsletters, books, leaflets and pamphlets.

(adapted from http://en.wikipedia.org/wiki/Mass_media) Now read the following text about the print media and complete the sentences with one of the

following words: academic, comic, crimes, cultural, format, headlines, horoscope, news, picture, quality, real, stories, supplement, tabloid, week.

A newspaper usually contains … reports, an editorial, business news, … news, sports reports and sometimes a letters page, … and ads. A popular or … newspaper focuses more on sensation than real news whereas a … newspaper is more interested in … and important news. A tabloid usually has a smaller … than a quality paper, it has larger … and shorter stories and in Britain it prefers … about film stars, violent … and the royal family. A journal is the name usually given to an … magazine. A colour … is a magazine which comes out once a … (often on Sundays) as an addition to a newspaper. A … is a magazine usually for children or teenagers with lots of … stories and cartoons.

1. Read the text about ‘mobile phones’ and answer the following question: Why are

mobile phones such stressing devices?

MOBILE PHONES – A CURSE OR A BLESSING?

I remember it well. There was a time in the past when I could go to lunch without having to answer calls from my boss, my wife, my children and my bank manager. There used to be a time when notions such as peace and privacy actually had a literal meaning. And when there was somebody you didn’t want to speak to, never mind the reasons, you had the freedom not to answer. Excuses were easy: I was out, I was sleeping, the phone was off the hook, and so on; It’s all changed now. None of those old defences work. The callers simply ask you something like “but didn’t you see my unanswered calls on your mobile?” Just think about this phrase for a moment: to see someone’s unanswered calls. No running away from it, you’d have to be deaf and blind not to get in touch with a person. And even then, if you’ve got one of those mobile phones with vibration alert, you are still in trouble. I’m not a technophobe, I’m really not. But life has proved I was tragically wrong about mobile phones. ‘It’s just a temporary fashion, it’ll go away”, I used to say. That was fifteen years ago. The people that walked around in the streets talking on those clumsy-looking devices were few and they looked ridiculous to everyone else. Now it’s the other way round. If you don’t have a mobile phone you’re the strange guy and the others look at you as though you’re walking around without any trousers.

(from Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundaţiei România de Mâine, 2006)

2. Having in mind the text above answer these questions: a. How is a mobile phone (AE cell phone) different from a fixed telephone? Describe. b. Write as many means of communication as you can. Which are the oldest? Which are the

most recent?

3. Do you like using the phone? Is intonation important on the telephone? Why?

Read the dialogue below between a company’s receptionist and a caller and answer these questions about it:

a. Does the receptionist answer the phone professionally? b. Does the caller identify himself? c. Does the receptionist make any excuses? d. Does the receptionist ask for information? e. Is the conversation appropriate? Receptionist: Yes, please! Caller: I want to speak with your boss. Receptionist: He’s not here. Want to speak to secretary? Caller: No. Tell him to phone me back. I’m Cezar Ionescu. Receptionist: Just a second… Repeat, please. Caller: Cezar Ionescu. Receptionist: What’s your phone number? Caller: It’s 0723 145 966. Receptionist: OK. I’ll tell him. Caller: Bye. Receptionist: Bye.

4. How can you improve the conversation above? Study Language in use 2. On the phone formally and role play the improved telephone call.

Language in use

1. Describing things You may often have to describe an object, or a piece of equipment or a machine or gadget to people. You may need to do this because your listener is unfamiliar with the object, or because you cannot think of the name for it. In describing an object we often have to answer question like these: What size is it? What shape is it? What colour is it?

What’s it made of? What does it look like? What’s it used for? How does it work?

1. On the phone formally

Answering the phone Good morning, thanks for calling the XYZ Company. My name is AB, how may I help you? Good morning, XYZ Hotel. How can I help you? Good afternoon, XYZ Company. Hello, AB speaking. Identifying yourself This is AB. My name’s AB. I’m AB. Making contact I’d like to speak to AB, extension 123, please. I’d like to speak to AB. Could I have the X department, please? Making excuses I’m sorry, he’s in a meeting. I’m afraid Mr AB is not available at the moment. I’m afraid Mr AB is engaged right now. I’m sorry, he’s out of the office at the moment / all day. I’m sorry but he’s tied up all morning. Asking for information Could I have your name? Can I take your number? Checking I’m sorry, I didn’t catch your name. Could you spell it for me, please? Could you spell that? Can I read that back to you? Messages Would you like to leave a message? Can I take a message? Can I leave a message? Promising action I’ll make sure he gets the/your message. I’ll tell her when she gets back. Ending a call Thanks for your help. Goodbye. Goodbye. Thanks for calling.

II. Grammar

THE NOUN

According to countability, nouns can be:

I. Countable, when they can be counted (they have a singular and a plural form) and can be used with the indefinite article (a, an) with the singular form or with many, few, several with the plural form. Singular countable nouns cannot be used alone.

e.g. The bird is nice. (not: Bird is nice.)

II. Uncountable, when they cannot be used in the plural or with the indefinite article, but can be used with much, little.

Uncountable nouns can be used alone.

e.g. The pollution is dreadful today. Pollution is awful.

Some nouns can be countable in one meaning and uncountable in another.

e.g. paper (hârtie/ziar)

Paper is expensive nowadays. / I've got an evening paper.

I. COUNTABLE NOUNS [C]

Countable nouns have two forms: singular and plural. The plural of countable nouns:

most nouns add "-s" to the singular form: a boy - two boys 1z1 a map - two maps /s/

Spelling rules: 1. if the singular form of the noun ends in "-ss, - s, -se, -ch, -sh, -x, -z" we add "-es" /izl

to that form:

a glass - two glasses a rose - two roses a dish - two dishes a box - two boxes

2. some nouns ending in "-o" add "-es", others add "-s":

a potato - two potatoes a hero - two heroes a Negro - two Negroes BUT a photo - two photos a radio - two radios

3. some nouns ending in "-f, -fe" substitute "-ves" for "-f, -fe": a calf - two calves; a loaf - two loaves a half – two halves; a wife – two wives a life – two lives; a leaf – two leaves

BUT a roof – two roofs a dwarf – two dwarfs a chief – two chiefs a proof – two proofs

4. nouns ending in a consonant followed by "-y" change "-y" into "-i" and add"-es": a party - two parties

a story - two stories some countable nouns have irregular plurals: a man - two men a woman - two women a child - two children an ox - two oxen a foot - two feet a goose - two geese a tooth two teeth a mouse - two mice a louse - two lice a deer - two deer a sheep - two sheep a spacecraft - two spacecraft a species - two species a fish - two fish ! fishes = different species of fish a fruit - two fruit ! fruits = different varieties of fruit

some countable nouns come from Greek or Latin; their plural is different from the usual one in English:

Datum – data

Symposium – symposia Phenomenon – phenomena Criterion - criteria Axis – axes Crisis - crises

II. UNCOUNTABLE NOUNS [U] Uncountable nouns have only one form. They often refer to:

- substances: coal, coffee, flour, ice, sand, sugar, water - human qualities: courage, cruelty, honesty, patience - feelings: anger, happiness, hope, joy, pride - activities: help, sleep, work - abstract ideas: freedom, fun, luck

1. singular invariable nouns, which take a verb in the singular, are: concrete uncountable nouns: bread, meat, luggage, baggage, furniture,

money, equipment e.g. The money is on the table. (Banii sunt pe masa.)

abstract uncountable nouns: advice, happiness, homework, housework, information, knowledge, music, nonsense, progress, peace

e.g. Her advice is always good.. (Sfaturile ei sunt întotdeauna bune.) proper nouns: Mary, The Netherlands, The Danube

e.g. The Danube flows into the Black Sea.

nouns ending in "-s": news, measles, mumps, athletics, cybernetics, economics, ethics, gymnastics, informatics, optics, mathematics, physics, cards, billiards, darts

e.g. This news is good. (Aceste veşti sunt bune.)

To express quantity of uncountable nouns, we can use: much, little, piece, item, bar, loaf, slice, gramme, pound, kilogram, etc.:

a piece of news - o veste/ştire an item of information = o informaţie a bar of soap = un săpun a loaf of bread = o pâine a slice of bread = o felie de pâine a gramme of sugar a kilogram of flour

2. plural invariable nouns, which take a verb in the plural: - these nouns refer to single items that have two linked parts:

nouns referring to clothes or other things people wear: (sun)glasses, jeans, pants, pyjamas, trousers, tights, shorts, slacks, knickers;

nouns referring to tools or other things that people use: binoculars, compasses(the drawing instrument), nutcrackers, pincers, scissors, scales, tongs:

- proper nouns: The Alps, The Carpathians, The Highlands - other "pluralia tantum": barracks, clothes, customs, contents, manners, means,

wages, stairs, savings, surroundings - substantivized adjectives: the rich, the poor, goods - unmarked plurals: cattle, infantry, people, police

e.g. The police are here.

When we want to refer to one article of dress or instrument, we can use the word pair:

a pair of trousers / scissors ...

COLLECTIVE NOUNS

- refer to a group of people or things.

e.g. army, audience, committee, community, company, council, crew, enemy, family, flock, gang, government, group, herd, jury, press, public, staff, team...

With collective nouns we can use either a singular verb or a plural verb. We choose the singular form of the verb if we think of the group as a single unit, when they are used generically. We choose a plural form of a verb if we think of the group as a number of individuals, when reference is made to the component elements.

e.g. Her family is large. (Familia ei este mare) / Her family are at home. (Ai ei / membri familiei ei sunt acasa.)

CASE OF NOUNS: THE GENITIVE

1. the analytical genitive with the preposition “of” is used with neuter nouns or with long noun phrases.

e.g. the leg of the table; the wife of the man you have met

2. The synthetical genitive with "’s” added to the singular form of the noun or to irregular plurals, and " ' " added to regular plurals or to proper nouns ending in "-s".

e.g. the boy's car; the man's results; the children's performance; the students' answers; Dickens' works

The synthetical genitive is used with:

- nouns denoting persons or other beings: e.g. Mary's car; the dog's tail

- nouns denoting measurement, time, space, quantity, value: e.g. a two months' holiday; yesterday's newspaper; a life's work; a mile's drive; a pound's weight; five dollars' worth.

- geographical names or places: e.g. England's weather

- collective nouns: e.g. the firm's investment

- some phrases connected with nature (nouns that can be personified): e.g. the ocean's roar; the day's heat

- some words followed by "sake": e.g. for peace's sake; for order's sake

THE ARTICLE 1. THE DEFINITE ARTICLE

The English definite article is “the”. It is pronounced /ðə/ in front of the words that start with a consonant and /ði/ in front of the words that start with a vowel. “The” is used

with nouns already mentioned or known to the listener/reader: e.g. There is an English student in our University. She met the English student. ( The student we have previously talked about)

with nouns followed by a prepositional phrase, a relative clause, or an apposition.

e.g. The parcel from Sibiu arrived yesterday.

This is the student who handed your papers in. Mr Smith, the doctor, is a Welshman. with nouns considered unique:

e.g. You can join the International Conservation Scouts.

The sun rises in the east.

with singular nouns, talking about the class in general e.g. The cow is a useful animal.

before an adjective in the superlative degree e.g. That is the oldest tree in town.

with nouns converted from adjectives, denoting a class, nationality or an abstraction e.g. We should help the poor.

The English are nice people.

The good is usually forgotten.

with proper nouns in the plural, denoting a family e.g. The Smiths are here.

with proper nouns denoting countries (if they represent a union, or if they are in the plural) e.g. I would like to visit the United States.

with proper nouns denoting groups of islands, chains of mountains, deserts, oceans, seas, rivers e.g. I have never been to the Black Sea.

We saw the Thames and the English Channel last year.

with proper nouns denoting hotels, shops, institutions e.g. We'll stay at the Hilton (hotel).

with proper nouns denoting ships, trains, planes e.g. Have you ever seen the Queen Mary sailing?

with proper nouns denoting newspapers and magazines e.g. He reads the Observer.

in phrases e.g. to tell the time, by the way, to play the fool, on the whole

2. THE INDEFINITE ARTICLE

The English indefinite article is “a/an”. It is written “a” and pronounced /ə/ in front of the words that start with a consonant and “an” /ən/ in front of the words that start with a vowel.

The indefinite article is used:

with a singular countable noun which is indefinite. Either we don’t know which one, or it doesn’t matter which one. e.g. Can I have a banana?

with professions. e.g. Tom Cruise is an actor.

She’s a research psychologist.

to mean “each/every” in phrases. e.g. once a day/week/hour

ten kilometres an hour

3. THE ZERO ARTICLE

It has no written or spoken form.

The zero article is used:

with proper nouns denoting persons, continents, countries, regions, towns, mountains, lakes, capes, buildings, streets, bridges, months, festivals, days of the week, magazines and periodicals. e.g. Tom visited Oxford Street and Waterloo Bridge last year.

with uncountable nouns or plural nouns used in a general sense: e.g. Oil is lighter than water.

Chopsticks are used a lot in Japan.

with nouns like bed, church, college, hospital, prison, school, university, work:

e.g. What time do you go to university? Tom is at work.

with nouns denoting meals and seasons: e.g. He has breakfast at seven. Winter is coming.

with nouns denoting languages: e.g. Tom speaks German.

in phrases: day by day, in bed, at home, by sea, by car/bus/plane/etc., on foot, at sunset, to be in trouble, by mistake, in silence, watch television/TV, (be) on television/TV

THE VERB

English tenses have two elements of meaning: time and aspect. Time refers to when, and aspect refers to how the speaker sees the event.

Time : Present / Past / Future Aspect : Simple / Continuous / Perfect The simple aspect describes an event which is permanent, complete, habitual, or a simple fact. The continuous aspect describes an event which is temporary, incomplete, or in progress.

The perfect aspect describes an event which relates to two different times. The event is completed at an indefinite time before another time.

English has two voices: an active voice and a passive one.

THE AUXILIARY VERBS

TO BE, TO DO, TO HAVE are called auxiliary verbs because they help to form tenses, being combined with the infinitive, the present participle or the past participle.

TO BE helps to form the continuous aspect and the passive voice.

TO DO helps to form the interrogative form, the negative form and the interrogative - negative form of the present tense simple and past tense simple.

TO HAVE helps to form the perfect aspect.

THE ACTIVE VOICE PRESENT TENSE SIMPLE

Basic form:

affirmative: S + V ; S (IIIrd person singular) + V-s e.g. I eat (grapes in fall).He eats plums in the morning.

Spelling rules:

1. if the verb ends in "-ss, - s, -ch, -sh, -x, -z" we add "-es" /izl to that form at the third person singular:

e.g. to wash he washes

to watch he watches

2. verbs ending in a consonant followed by "-y" change "-y" into "-i" and add"-es" at the third person singular:

e.g. to try she tries

to spy he spies

interrogative: Do + S + V? Does + S (IIIrd person singular) + V?

e.g. Do you understand?

Does your mother work in a hospital?

negative: S + do + not + V S (IIIrd person singular) + does + not + V

e.g. I do not know what to say.

She does not like reading.

PRESENT TENSE CONTINUOUS

S = subject (remember that a sentence should have a subject) V = verb, the infinitive form of the verb

Basic form:

affirmative: S + to be + V-ing e.g. I am writing now.

You are dreaming now.

He is watching TV now.

Spelling rules: 1. final mute “e” is normally dropped before the “–ing” inflection.

e.g. to behave behaving

to shave shaving

2. final base consonants are doubled before “–ing” when the preceding vowel is stressed and spelled with a single letter.

e.g. to admit admitting

to prefer preferring

3. in bases ending in “ie”, the ending turns into “y” before “-ing”. e.g. to die dying

to lie lying

to tie tying

interrogative: To be + S + V-ing? e.g. Are you drinking water?

Is your daughter teaching English this year?

negative: S + to be + V-ing e.g. He is not sleeping now.

PRESENT TENSE SIMPLE / CONTINUOUS BASIC CONTRASTS

Present Tense Simple generally refers to:

•Facts that are always true: e.g. Water boils at 100 degrees Celsius.

•Habits: e.g. British people drink a lot of tea.

•States: e.g. I don’t like gangster films.

Other uses of present simple:

Making declarations (we usually use state verbs): e.g. I hope you’ll come to my party.

I bet you don’t know the answer!

Headlines. These are written in a ‘telegram’ style, and references to the past are usually simplified to present simple:

e.g. Ship sinks in midnight collision.

Instructions and itineraries: e.g. First you mix the ingredients.

On day three we visit Bucharest.

Summaries of events (plots of stories, films etc, and summaries of historical events): e.g. May 1945: The war in Europe comes to an end.

Historic present in narrative and ‘funny stories’. In informal speech, it is possible to use the ‘historic present’ to describe past events, especially to make the narration seem more immediate and dramatic.

e.g. She goes up to this man and looks straight into his eyes.

Present Tense Continuous generally refers to

actions which are actually in progress at the moment of speaking. e.g. The teacher is talking to us.

actions which can be generally in progress but not actually happening at the moment of speaking. e.g. I’m learning to drive.

temporary actions e.g. I’m staying in a hotel until I find a flat.

Complaints about bad habits e.g. They’re constantly having parties until the early hours of the morning.

Other possible adverbs are: always, continually, and forever.

With verbs describing change and development e.g. More and more people are giving up smoking.

There are a number of verbs which cannot be used in the continuous aspect. These verbs usually refer to:

Mental states: believe, doubt, expect, forget, hope, imagine, know, realise, recognise, regret, remember, suppose, think (that), understand

Likes and dislikes: admire, dislike, hate, like, love, want, wish Possession: belong to, contain, have, include, own, possess Appearance: appear, look like, resemble, seem Being: be, consist of, depend, exist Perception: hear, see, smell, taste

Some verbs have a stative meaning and a different active meaning. Verbs describing opinions and feelings tend to be state verbs.

e.g.

•Jack is noisy. • Jill is being noisy.

• Tom has a Porsche. •We are having an interesting conversation!

• This fish tastes awful! • I am just tasting the soup.

• This bag weighs a ton! • We are weighing the baby.

• It depends what you mean. • I am depending on you.

• I think you’re right. • Be quiet! I’m thinking.

PAST TENSE SIMPLE

Basic form:

affirmative: S + V-ed/V2 e.g. Our departments worked with the government to formulate policies.

Spelling rules:

1. verbs ending in a consonant followed by "-y" change "-y" into "-i" and then add"-ed":

e.g. to try I tried

to spy he spied

2. final mute “e” is dropped before the “–ed” inflection. e.g. to behave behaved

to shave shaved

3. final base consonants are doubled before “–ed” when the preceding vowel is stressed and spelled with a single letter.

e.g. to admit admitted

to prefer preferred

interrogative: Did + S + V ? e.g. Did your lawyer communicate clearly and persuasively both orally and in writing?

negative: S + did + not + V e.g. Unfortunately, lawyers did not show integrity in relationships.

The short form of did not is didn’t.

Past simple generally refers to:

Completed actions e.g. She arrived at Kennedy Airport at 2 o’clock yesterday morning.

Habits e.g. Every morning Tom went to the park.

States e.g. In those days, Daria didn’t like reading.

PAST TENSE CONTINUOUS

Basic form:

affirmative: S + was/were + V-ing e.g. I was writing at this time yesterday.

You were dreaming at 6.30 a.m. yesterday.

He was watching TV when his friend called him.

see the ‘Spelling rules’ under the affirmative form from Present Tense Continuous.

interrogative: Was/were + S + V-ing? e.g. Were you drinking water when I phoned you?

Was your daughter teaching English in September?

negative: S + was/were + V-ing e.g. He was not sleeping while the teacher was explaining.

Mary wasn’t working in a restaurant when I was living in London.

Past continuous generally refers to:

•Actions in progress (often interrupted by events) e.g. She was drinking her tea at this time yesterday.

While I was learning, the phone rang.

•Background description in narrative •Changing states

e.g. The engine was making more and more funny noises.

•Repeated actions – criticism e.g. When David was at kindergarten, he was always crying after his mother.

PRESENT PERFECT TENSE SIMPLE

Basic form:

affirmative: S + to have + V-ed/V3 e.g. The aim has been to make the new Code more relevant and accessible to all civil servants.

interrogative: to have + S + V-ed/V3? e.g. Have you failed the test?

negative: S + to have + not + V-ed/V3 e.g. I haven’t done my homework yet.

PRESENT PERFECT TENSE CONTINUOUS

Basic form:

affirmative: S + to have + been + V-ing e.g. She’s been living in the US for over a year now.

interrogative: to have + S + been + V-ing? e.g. How long have you been waiting for me?

negative: S + to have + not + been + V-ing e.g. I haven’t been doing my homework since 3.20 am.

PRESENT PERFECT TENSE SIMPLE / CONTINUOUS BASIC CONTRASTS

We use both the present perfect continuous and the present perfect simple to talk about something that started in the past and which affects the situation that exists now. The difference is that the present perfect continuous focuses on the activity or event which may or may not be finished. The present perfect simple, however, focuses on the effect of the activity or event, or the fact that something has been achieved.

e.g. She’s been driving for 3 years now.

We have driven all the way here without a break.

Sometimes the difference between them is simply one of emphasis.

e.g. I’ve been following their discussions with great interest. (emphasizes the activity; that is, my following their discussions)

I’ve followed their discussions with great interest. (emphasizes the result; I may now react to what was said or decided)

PRESENT PERFECT / PAST SIMPLE BASIC CONTRASTS

•We use it to talk about something that happened in the past, but we don’t specify precisely when it happened.

e.g. A French sportsman has broken the record for running backwards.

•We use it when we want to indicate that something happened at a specific time in the past.

e.g. She arrived at Otopeni Airport at 2 o’clock this morning.

•It suggests some kind of connection between what happened in the past, and the present time. Often we are interested in the way that something that happened in the past affects the situation that exists now.

e.g. I’ve washed my hands so I can eat.

•We use it for situations that existed for a period of time in the past, but not now.

e.g. When I was younger I learnt English. The Pharaohs ruled Egypt for thousands of years.

If we are interested in when a present situation began rather than how long it has been going on for, we use the past simple. Compare:

e.g. I started to get the pains three weeks ago.

I’ve had the pains for three weeks now.

However, we also use the past simple to talk about how long something went on for if the action or event is no longer going on.

e.g. I stayed with my grandparents for six months. (= I am no longer staying there)

We can use either present perfect or the past simple to talk about repeated actions or events. If we use the present perfect, we often suggest that the action or event might happen again. Sometimes we emphasize this with phrases such as so far and up to now. If we use the past simple, it suggests that it is finished and won’t happen again. Compare:

e.g. Patrick has written 9 films and I think her latest is the best.

Patrick wrote 9 films before she was tragically killed in a car accident.

• In news reports, you will often read or hear events introduced with the present perfect, and then the past simple is used to give the details.

e.g. ‘The film star Jim Cooper has died of cancer. He was 68 and lived in Texas …’

• We can use both the present perfect and the past simple to talk about states. We use the present perfect to talk about a state that existed in the past and still exists now, and we use the past simple if the state no longer exists.

e.g. I have known him most of my working life.(I’m still working)

I knew him when we were both working in Rome.

PAST PERFECT TENSE SIMPLE

Basic form:

affirmative: S + had + V-ed/V3 e.g. Jill discovered that Tom had lied to her.

interrogative: had + S + V-ed/V3? e.g. Had you wanted to visit the gallery before you left Florence?

negative: S + had + not + V-ed/V3 e.g. Bill hadn’t wanted to retire at 60, but they persuaded him to leave.

PAST PERFECT TENSE CONTINUOUS

Basic form:

affirmative: S + had + been + V-ing e.g. She had been wearing high-heeled shoes, and her feet hurt.

interrogative: had + S + been + V-ing? e.g. Had they been riding when you met?

negative: S + had + not + been +V-ing e.g. Bill was arrested, even though he hadn’t been doing anything illegal.

PAST PERFECT TENSE SIMPLE / CONTINUOUS BASIC CONTRASTS

Past perfect tenses in general refer to an event in the past which happens before another event in the past, where there is no time expression to make this clear. e.g. By the time I got to the station, the train had left.

The contrasts between past simple and past continuous can be made in past perfect

tenses for events further back in the past.

e.g. While I had been talking on the phone, Jill had entered the room.

The whole place was deserted, but it was obvious that someone had been living there. They’d been cooking in the kitchen for a start, and they hadn’t bothered to wash the dishes.

USED TO

This often contrasts with the present. The contrast may be stated or understood.

e.g. I used to go swimming a lot (but I don’t now).

affirmative: e.g. She used to write to relatives in China, but she doesn’t anymore.

interrogative: e.g. Did girls use to go to school?

negative: e.g. I didn’t use to play football when I was 10.

WOULD

This is used to describe repeated actions, not states. It describes a habitual activity which was typical of a person.

e.g. Every week he’d buy his mother a bunch of flowers.

Used to would also be possible here.

Compare: I used to like cowboy films. / I would like cowboy films.

Would is not possible here.

Other situations:

- past situations e.g. Life in China used to be hard, particularly for women. Not ‘would be’

Also: live

- past states e.g. Mary used to be very beautiful.

Also: have, know, like, see, think etc.

UNFULFILLED PAST EVENTS

These describe events intended to take place, but which did not happen.

S + TO BE + GOING TO + V

e.g. I was going to phone you, but I forgot.

S + TO BE ABOUT TO + V

e.g. I was about to do it, but I started doing something else.

The contrasting past event is often understood.

e.g. How are you? I was going to phone you… (but I didn’t)

FUTURE TENSE SIMPLE

Basic form:

affirmative: S + will + V e.g. The children will enjoy seeing you again.

interrogative: Will + S + V? e.g. Will you come back this evening?

negative: S + will + not + V e.g. The meeting won’t start at 10.00 am.

FUTURE TENSE CONTINUOUS

Basic form:

affirmative: S + will + be + V-ing e.g. Next Friday, the President will be celebrating five years in power.

Tom will be taking up his place at university in July.

interrogative: Will + S + be + V-ing? e.g. Will you be coming to the concert?

negative: S + will + not + be + V-ing e.g. After the operation you won’t be doing any sport for a while.

It describes an event which will be happening at a future point.

e.g. Come round in the morning. I’ll be painting the kitchen.

FUTURE TENSE SIMPLE / CONTINUOUS

When we use the future continuous, we are often referring simply to some future event or action that has been previously arranged. However, we use the future simple, not the future continuous, to talk about such things as decisions that people have made, willingness to do things, inviting, promising, etc.

e.g. Ann will help us organise the party. (= she is willing to help)

Ann will be helping us to organise the party. (= a previous arrangement)

Will you come to the concert? (= an invitation)

Will you be coming to the concert? (= asking about a previous arrangement)

In some contexts the future continuous also sounds more polite than the future simple.

e. g. Will you be going to the shops later? If you go, could you get me some potatoes?

The future simple is also used to express an immediate decision.

e.g. I’ll take this one.

FUTURE PERFECT TENSE SIMPLE

Basic form:

affirmative: S + will + have + V-ed/V3 e.g. By the time you get home I will have cleaned the house from top to bottom.

interrogative: Will + S + have + V-ed/V3? e.g. Will you have finished reading by 10.00 pm?

negative: S + will + not + have + V-ed/V3 e.g. The meeting won’t have started by 10.00 am.

We use the future perfect to say that something will be ended, completed, or achieved by a particular point in the future. It can also be used to express an assumption on the part of the speaker.

e.g. You won’t have heard the news, of course.

FUTURE PERFECT TENSE CONTINUOUS

Basic form:

affirmative: S + will + have + been + V-ing e.g. On Saturday, we will have been living in this house for a year.

interrogative: Will + S + have + been + V-ing? e.g. Will you have been working in this company for 20 years next week?

negative: S + will + not + have + been + V-ing e.g. Next year I won’t have been working here for 10 years, but for 11.

We can use the future perfect continuous to emphasise how long something has been going on by a particular point in the future.

OTHER WAYS OF EXPRESSING FUTURITY

1. Present Tense Continuous We use the present continuous:

to talk about future activities and events that are intended or have already been arranged.

e.g. She’s making a speech at the conference next week.

To emphasise that we are talking about a definite arrangement, we prefer the present continuous.

e.g. We’re having a party on Sunday, 12th November. Can you come?

to talk about personal plans or predictions. e.g. I’m really exhausted. I’m just staying in to watch TV tonight.

2. Going to We use S + to be + going to + V:

to talk about future activities and events that are intended or have already been arranged.

e.g. We’re going to do some climbing in the Pyrenees.

When we talk about an intention to do something in the future, although no definite arrangement has been made, we prefer going to rather than the present continuous.

e.g. Before I go to China next year, I’m going to learn some Cantonese.

to talk about permanent future situations. e.g. People are going to live longer in the future.

to make or report predictions about activities or events over which we have no control, whose cause is present or evident.

e.g. I think it’s going to rain soon.

e.g. Look at that tree! It’s going to fall

3. Present Tense Simple We use the present simple to talk about future events that are part of some official

arrangement such as a timetable or programme.

e.g. Their plane arrives at 5.00 am.

The next meeting of the committee is on November 5th.

4. Be to S + to be to + V is used to talk about formal or official arrangements, formal

instructions, and to give orders. It is particularly common in news reports to talk about future events. We only use S + to be to + V to talk about things that can be controlled by people.

e.g. Children are not to be left unsupervised in the museum.

The European Parliament is to introduce a new law on safety at work.

If humans are to survive as a species, we must address environmental issues now.

5. Be about to, be on the point of S + to be about to + V and S + to be on the point of + V-ing refer to the next moment.

e.g. I think the play is about to start now.

Mary is on the point of resigning.

6. Be due to S + to be due to + V refers to scheduled times.

e.g. The play is due to start in five minutes.

INDIRECT/REPORTED SPEECH

Indirect/reported speech is the exact meaning of what someone said, but not the exact words. We do not use quotation marks. The word ‘that’ can either be used or omitted after the introductory verb (say, tell, suggest, etc.).

When direct speech is converted into indirect speech, various changes take place in the form of the clause. Theses changes concern the tenses used, the pronouns, and the adverbial modifiers of place and time, because a person’s words are often reported in a different time context, from the point of view of a different person, and in a different place.

The verb tenses remain the same in reported speech when the introductory verb is in the present, future or present perfect.

e.g. Tom says, ‘I’m handsome.’ Tom says (that) he is handsome.

Compare: say/tell

Say + no personal object e.g. Tom said he would read The Civil Code for the exam.

Say + to + personal object e.g. Tom said to us he would read The Civil Code for the exam.

Tell + personal object e.g. Tom told us he would read The Civil Code for the exam.

When the reported utterance is introduced by a verb in the past tense, the rules are the following:

Direct speech Indirect speech

Present tense simple Past tense simple

Present tense continuous Past tense continuous

Present perfect tense simple

Past perfect tense simple

Present perfect tense continuous

Past perfect tense continuous

Past tense simple Past perfect tense simple

Past tense continuous Past perfect tense continuous

Future tense simple Future-in-the-past simple

Future tense continuous Future-in-the-past continuous

Future perfect tense simple Future perfect-in-the-past

Future perfect tense continuous

Future perfect-in-the-past continuous

Imperative Long Infinitive (To - infinitive)

Modals: May

Can

Must

Shall

Will

Might

Could

Must/had to

Should

Would

Yes/no questions S + V-ed + if + S + V

Wh-questions S + V-ed + wh-word + V

Reported questions are usually introduced with the verbs ask, inquire, wonder or the expression want to know.

In reported questions, the verb is in the affirmative. The question mark and words/expressions such as please, well, oh, etc. are omitted. The verb tenses change as in statements.

No change of the present tense occurs in the reported clause when the statement contains a natural law, a universal assertion, an eternal truth.

e.g. ‘Water freezes at 0Celsius.’ The teacher told them that water freezes at 0Celsius.

Adverbs or adverbial phrases of time and place also change to suggest remoteness from ‘here’ and ‘now’.

Direct speech Indirect speech

Here There

In this place In that place

Now Then

Today (on) that day

This … That …

Yesterday (on) the previous day /(on) the day before

Last … the previous …/ the … before

… ago … before

Tomorrow The following day/The next day

Next … The following …/The next …/The … after

III. Exercises 1. Vocabulary

1. Match the words in column A with their Romanian equivalents in column B:

A B 1. appointment a. distrat, neatent 2. to utter b. farmacie 3. absent-minded c. cunoştinţă 4. the chemist’s d. întreg/întreagă 5. entire e. întâlnire; programare 6. acquaintance f. a rosti

2. Now make up sentences with the words in column A. 3. True or false?

1. A blizzard is a severe snow storm with strong winds. 2. A bungalow is a house that has only one storey. 3. The sentence ‘I’d rather not answer that, if you don’t mind.’ is a polite and useful

opening expression you can use to lead up to the question you want to ask. 4. You can never start talking to someone by using weather as a topic. 5. A pantry is a space at the top of a building under the roof used for storage and

usually entered by a ladder.

4. Match the rooms in column A with their description in column B.

A B

1. lobby a. a place where especially alcoholic drinks are sold and drunk

2. bar b. a room in a hotel, airport, theatre, etc. where people can relax or wait

3. double

room

c. the (large) room into which the main entrance door opens in a hotel

4. lounge d. a room in a hotel for two people

5. suite e. a set of connected rooms, especially in a hotel

5. Complete the sentences in order to have a dialogue between a receptionist and a client: Receptionist: Hotel Sunflower, can I …… you?

Client: I’m phoning to ……… a room.

Receptionist: …………would you like to arrive?

Client: Tomorrow.

Receptionist: How many nights are you going to …………?

Client: Four nights.

Receptionist: What kind of room would you …………?

Client: A double room with a shower.

Receptionist: Just a moment, I’ll check. We have a nice room on the third floor.

Client: How ……… is it?

Receptionist: It’s 35 euros per ……… , breakfast included.

Client: That’s a good price. I’d like to make a ……….. for that room, please.

Receptionist: Very well. May I have your ………………, please?

Client: Gardener.

Receptionist: Could you ……………… that, please?

Client: It’s G-A-R-D-E-N-E-R.

Receptionist: Thank you for your reservation. See you ……………, sir.

6. True or false?

6. A hotel is an establishment that provides lodging paid on a short-term basis. 7. Lodging is a type of residential accommodation. 8. Private transport is a shared passenger transportation service which is available for use by the

general public. 9. To commute is to travel some distance between your home and your place of work on a regular

basis.

7. Choose the correct variant: 1. A plump person is rather ...........

a. Thin b. Tall

c. Fat 2. A bald person has ................

a. curly hair b. no hair c. straight hair

3. Choose the correct translation for the sentence: “Unde sunt banii?”. a. Where are the money? b. Where is the money? c. Where are the moneys? 4. Choose the correct translation for the following sentence: “Informatiile pe care mi le-ai trimis sunt inutile.” a. The information you sent to me is useless. b. The informations you sent to me are useless. c. The informations which you sent to me are useless. 8. 9. 5. The ideals of beauty cross cultural ………… . a. Boundaries b. Ends c. Lines 6. She was a beautiful woman with gorgeous curly ………… . a. Eyes b. Hair c. Face

2. Exercises: Grammar

I. Put the verbs in brackets in the Present Simple. a) The shop ________ (open) at 8.30 a.m. and _________ (close) at 10.00 p.m. from Monday to Saturday. b) What time ___________________(the postman / deliver) the mail? c) What_______this word ___________ (mean)? d) Tom ________________(smoke) more that 10 cigarettes a day. e) The sun _______________(not – rise) in the west. f) They_______________ (not play) tennis very well. II. Work in pairs. Write five sentences about your partner, using: always, usually, often, sometimes, never. III. Make these sentences interrogative and then negative:

a) Sophie is shopping today. b) I go to the theatre on Mondays. c) Their train arrives at 4.00 p.m. d) The manager is running. e) We are flying to Scotland tomorrow. f) Tom eats cakes every afternoon.

IV. Ask questions to the underlined words. See the example. e.g. Mary likes cats. → Who likes cats? Mary likes cats. → What does Mary like? a. Tom drinks tea. → b. Tom drinks tea. → c. An elephant eats grass. → d. An elephant eats grass. → e. Sara does her homework. → f. Sara does her homework. → g. Her uncle plays football. → h. Her uncle plays football. →

V. Choose the correct choice: 1. Charles Stevens ...... for Best Motors in the Sales Department. a. Work b. Works

c. is working d. is worked

2. How long … … your car? a. are you having b. have you had c. you are having d. have you have 3. How … … to your office? a. do I get b. did I got c. I get d. I do get 4. I … … him for years. a. have known b. know c. have been knowing d. have knew 5. I … … in California when I met my friend Joe a. worked b. was working c. working d. have worked 6. It is one of … … cities in England. a. most polluted b. the most polluted c. polluted 7. She… … alone for ten years, since her parents’ death . a. has been living b. has been leaving

c. had been leaving

8. I … you now. a. am believing b. believe c. believing d. am believe 9. My name … Yvonne Brioche and I … from Montreal. a. are/come b. is/comes c. is/come d. are/comes 10. … the five-day week? a. Who did invent b. Did who invent c. Did who invented d. Who invented 11. They …a 20% discount for the duration of the trade fair. a. are offering b. offer c. offers d. is offering 12. I haven’t seen Tom … my last birthday.

a. for b. science c. since d. ago 13. John Logie Baird … the first public demonstration of television in 1926. a. give b. gave c. has given d. given 14. I … his hotel accommodation by tomorrow. a. will have arranged b. will arranged c. have arranged d. will arrange

15. Next year, the company … five years old. a. will be b. will have c. will d. be 16. Judge Thomson ……… today as judge Beanies has been taken ill. a. presides b. will preside c. is presiding d. presided 17. Tom ................... a teacher for more than a year now. a. was b. had been c. has been d. is 18. … you …… a conclusion? a. Have ... reached b. Has ... reached c. Did .... reached 19. I haven’t seen Tom … my last birthday.

a. for b. science c. since d. ago

20. …… English?

a. Have you ever learnt b. Did you learnt c. You learnt d. You have been learning

21. He … in the countryside for seven years. He still lives there.

a. has lived b. lived c. have lived d. left

22. Female Hollywood actors are now doing … than men. a. good b. best c. better d. gooder

23. This is … chair in the room. a. the most comfortable b. the most comfortablest c. the comfortablest d. the comfortable

24. It was … thing I have ever done.

a. the more difficult b. the difficultest c. the most difficultest d. the most difficult

25. Britt swims … than Leila.

a. more faster b. faster c. more fast d. fastest

26. Could I have … more coffee?

a. any b. some c. not d. a few

27. I’d like … bread. Is there … left? a. any; some b. some; any c. any; any d. dome; something 28. Granny has been knitting since you …

a. have left b. had left c. were leaving d. left

29. … people know the truth.

a. this b. these c. one d. that

30. The stranger asked me whether I … where the post-office was.

a. know b. have known c. am knowing d. knew

31. A young porter helped me to carry my …

a. luggages b. luggage c. pieces of luggages d. piece of luggages

32. How often … to the theatre?

a. you go b. you are going c. are you going d. do you go

33. You are my … friend and that’s why I can rely on you. a. oldest b. elder c. eldest d. elderly

34. Jimmy will be surprised when he … you here. a. will see b. sees c. see d. shall see

35. She came … because her car is being serviced.

a. walking b. by foot c. on feet d. on foot

II. Complete the sentences with the Present Perfect Simple or the Past Tense Simple form of

the verbs in brackets:

1. I ………………… to get the pains three weeks ago. (start) 2. I ………………… the pains for three weeks now. (have) 3. My children …………… a two months’ holiday last summer. (have)

4. I ……………… him when we were both working in Rome. (know) 5. David …………… to go to London two years ago. (want) 6. Last week Tom ……………… work at 4.00 p.m. (leave) 7. Yesterday he ………. (come) into my office and ……… (ask) for my help. I ………

(tell) him that I would help him but he ………. (not seem) to trust my words. 8. When I ……….. (graduate) I was very determined to pursue a career in economics. But

since then I ………….. (reconsider) my options and I …………… (decide) to turn politician.

9. Bruce … … … in San Francesco, where he attended the High School of Performing Arts. (grow up)

10. Louie …………… My Restaurant since 1995. (own) 11. Jamie …………… four cookbooks so far. (wrote) 12. I ………… two articles about this trend and I can now understand her decision. (read)

III. Correct the errors in the following sentences.

1. Mary Thompson has an advice for you. 2. We need informations from you. 3. The news are bad, I’m afraid. 4. Diana makes many moneys. 5. She bought beautiful furnitures. 6. What mean of transport do you prefer? 7. The three childs built three small snowmans. 8. The travel broadens the mind. 9. How much sandwiches did you make? 10. Tom always puts many salts on his food. 11. They use many chocolate and spicy sauces in Mexican cooking. 12. Help us with our researches by filling in two questionnaires. 13. His baggages were lost.

IV. Choose the correct reported speech version of each statement.

1. Susan reassured me, ‘I can come tonight.’

a. Susan told me I could come that night. b. Susan told me she could come that night. c. Susan told me she could come tomorrow evening.

2. She said, ‘I really wish I had bought that new car.’ a. She told me she really wished she bought that new car. b. She told me she really had wished she had bought that new car. c. She told me she really wished she had bought that new car.

3. Cheryl asked her, ‘How long have you lived here?’ a. Cheryl asked her how long she has lived there. b. Cheryl asked her how long she lived there. c. Cheryl asked her how long she had lived there.

4. She said, ‘I’ve worked here since I left my last job.’ a. She told me that she worked there since she had left her last job. b. She told me that she had worked there since she had left her last job. c. She told me that she had worked there since she left her last job.

5. She asked me, ‘When are we going to leave?’ a. She asked me when she was going to leave. b. She asked me when we were going to leave. c. She asked me when we are going to leave.

6. My friend said, ‘I will have finished my homework by the time you arrive.’ a. My friend told me he would have finished his homework by the time I arrived. b. My friend told me he would have finished his homework by the time he arrived. c. My friend told me he would had finished his homework by the time I arrived.

V. Choose the adequate form of the adjective:

1. Sometimes food eaten at home is the better/better than food eaten in a restaurant. 2. From these three photographs the smaller is the best/the better. 3. A bigger dictionary is always completer/more complete than a smaller one. 4. His armchair is more comfortable/comfortable than this one. 5. He has retired and few/little friends visit him now. 6. Tom’s manager is taller/the tallest than me.

VI Complete the sentences with the verb in brackets in the present perfect simple or the past simple.

a) …… you …… to the cinema last night? (go) b) …… you ever …… to Australia? (be) c) We …… to Russia last winter. (go) d) I ………… last Monday. (not work) e) Tom is not here. He … just …… home. (go) f) We aren’t hungry. We ……… lunch. (have) g) …… you ……… breakfast yesterday? (have) h) The bus ……. five minutes ago. (leave)

i) I ……… a teacher since 1996. (be) I still teach children. j) She ……… yet. (not arrive)

VII. Choose the most appropriate answer:

1. I ... him for years. a. am knowing c. have known b. Know d. have been knowing

2. We’ll go inside as soon as ... a. starts the rain. b. the rain starts c. the rain will start.

3. Jimmy will be surprised when he … you here. a. will see c. sees b. See d. shall see

4. I ... two years in ... United States several years ago. a. spent, - c. Spent, the b. spend, - d. Spend, the

5. The company has ... an office in Paris. a. Opened c. Oppen b. Oppened d. Openning

6. I ... in California when I met my friend Joe a. worked c. Working b. was working d. Work

7. How long ... your car?

a. are you having c. you are having b. have you had

8. Can you ... the keys when you get home? a. give to her c. be give b. to give her d. give her

1. It’s strange that he hasn’t talked any more about his plans to emigrate. He ... have changed his mind. a. may not b. Might c. needn’t

10. If you go to the dairy you can buy ... . a. Yoghurt b. Strawberries c. Bread

1. When people are old-age pensioners, they won’t ... pay any more bus fares.

a. Should b. Must c. have to

12. She ... to this lecture; attendance is optional. a. don’t have to go b. don`t need to go c. needn’t go

13. By the time he finishes his course, he ... to speak French well. a. will be able b. will can c. is able

14. I ate ....... apples and ....... cheese. a. a little, few b. a few, some c. a lot of, many

15. A Master’s … corresponds to a two years postgraduate program undertaken after at least three years of undergraduate studies.

a. Degree b. Course c. School

14. The Court is ... the application of Union laws.

a. monitoring b. monitored c. monitors 17. It is one of ... cities in England. a.

most polluted c. polluted

b. the most polluted d. the more polluted 18. Last year I ... French with a native teacher.

a. have studied c. studied b. am studying d. Study

19. How often ... to Paris? a. do you go c. you are going b. are you going d. you go

20. Oh, this piece of meat ... awfully bad!

a. is smelling c. smells b. Smell d. are smelling

21. Thank you for your precious ... .

a. Advice c. advise b. Advices d. advises

22. “How much did he pay?” “ ... “ a. two million lei b. two millions lei c. two millions leis

23. She ... when we arrived at the hospital. a. was operated on b. was being operated on c. was operating on

24. I’m sure we ... to his birthday party. a. ‘ll be invited b. ‘ll been invited c. ‘ll be inviting

IRREGULAR VERBS

Infinitive Past Past Participle be was been

bear bore born(e) beat beat beaten

become became become begin began begun bite bit bitten blow blew blown break broke broken bring brought brought build built built burn burnt (burned) burnt (burned) burst burst burst buy bought bought can could (been able to)

catch caught caught choose chose chosen come came come cost cost cost cut cut cut deal dealt dealt dig dug dug do did done

dream dreamt (dreamed) dreamt drink drank drunk drive drove driven eat ate eaten fall fell fallen feed fed fed feel felt felt fight fought fought find found found flee fled fled fly flew flown

forbid forbade forbidden forget forgot forgotten forgive forgave forgiven freeze froze frozen

get got got give gave given go went gone

grow grew grown hang hung (hanged) hung (hanged) have had had hear heard heard hide hid hidden hit hit hit

hold held held

hurt hurt hurt keep kept kept know knew known lay laid laid lead led led learn learnt (learned) learnt (learned) leave left left lend lent lent let let let lie lay lain

light lit lit lose lost lost

make made made mean meant meant meet met met pay paid paid put put put read read read ride rode ridden ring rang rung rise rose risen run ran run say said said see saw seen seek sought sought sell sold sold send sent sent set set set sew sewed sewn

shake shook shaken shine shone shone shoot shot shot show showed shown shut shut shut sing sang sung sit sat sat

sleep slept slept smell smelt (smelled) smelt (smelled) speak spoke spoken spell spelt (spelled) spelt (spelled) spend spent spent split split split

spread spread spread spring sprang sprung stand stood stood steal stole stolen stick stuck stuck sting stung stung stink stank stunk strike struck struck swear swore sworn sweep swept swept swim swam swum

take took taken teach taught taught tear tore torn tell told told

think thought thought throw threw thrown

understan understood understood wake woke woken wear wore worn win won won

write wrote written

IV. Exam subjects

Examenul la Limba engleza 1 este oral. Fiecare student extrage un bilet de examen. Pe fiecare bilet de examen se afla doua subiecte: - primul subiect verifica cunostintele de gramatica elementara, cerand sa se treaca la interogativ si apoi la negativ patru propozitii la timpuri diferite, diateza activa;

- al doilea subiect verifica capacitatea de exprimare corecta si fluenta in limba engleza pe un subiect dat.

Exemplu:

1. Turn the following sentences into interrogative and then into negative.

4 points (0.5p x correct sentence)

a. They are telling a story to us.

b. They have called for the doctor

c. Yesterday the manager called Tom in his office.

d. I’ll read a newspaper tomorrow.

2. Talk about your family.

5 points

Exemple de intrebari pentru subiectul 2 de pe biletul de examen:

Introduce yourself

Describe your best friend

What did you appreciate at your teachers? Why?

What useful things do you expect to learn in the next three years?

Why is it important for you to learn English?

Qualities developed by school

The best job / profession

Talk about positive aspects and shortcomings of teleworking

Don’ts of a Cv

Dos of a Cv

Would you like to live in a palace? Why (not)?

Describe your house

Talk about environmental problems

Talk about your favourite means of transport

Travel in the future

All public transport should be free

Talk about the best / the worst holiday accommodation

Money doesn’t bring happiness

Money can buy everything, even happiness

Shopping therapy – an effective cure or just a joke?

Shopping online or going shopping?

Talk about mass media

Talk about the modern means of communication

Grilă de notare

a subiectul de la examenul oral de Limba engleză I

1 punct din oficiu

Subiectul 1 Verifică cunoştinţele gramaticale de bază ale studenţilor: timpurile verbale de la diateza activă, modul indicativ. Sunt 4 propoziţii la afirmativ pe care studentul trebuie sa le treaca la interogativ si apoi la negativ păstrând timpul gramatical. 4 puncte = 0.5p x propoziţie corectă

Subiectul 2 Verifică atât cunoştinţele studentului în legătură cu subiectul, cât şi acurateţea şi fluenţa vorbirii în limba engleză. Cele 5 puncte acordate acestui subiect sunt împărţite astfel: - 1 punct pentru conţinut - 1 punct pentru vocabularul folosit - 1 punct pentru gramatica folosită - 1 punct pentru fluenţă - 1 punct pentru abilitatea de a comunica cu examinatorul.

Lector univ. dr. Ana Munteanu


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