UNIVERSITATEA SPIRU HARET

FACULTATEA DE STIINTE JURIDICE, ECONOMICE SI ADMINISTRATIVE, BRASOV

Note de curs

Limba engleza pentru studentii de la Drept

Anul I semestrul 1

Lector univ dr. Ana Munteanu

Obiective generale ale cursului: Dobândirea competenţei orale şi competenţei scrise în limba engleză; Achiziţionarea fondului lexical de baza si de specialitate 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 dezvolte vocabularul general; - sa achizitioneze vocabular de specialitate; - să exprime şi să argumenteze propriile opinii în mod corect, fluent şi coerent în limba engleză;

Bibliografie obligatorie:

Munteanu A., Step by Step, Editura Alma Mater, Sibiu, 2011. (p. 1 – 58, 79 – 121) Munteanu A., Limba engleză, Editura Fundaţiei România de Mâine, Bucureşti, 2012. Hanga, Vladimir, Calciu, Rodica – Dicţionar juridic englez - român şi român- englez, ed. Lumina Lex, Bucureşti, 1994/2007. Rădulescu, Adina, A Practical English Handbook for Law Students, Ed. Fundaţiei România de Mâine, Bucureşti, 2006/9. (part I)

Bibliografie facultativă:

Barbu A., Chirimbu S., English Language for Daily Use, Bucureşti, Editura Fundatiei România de Mâine, 2006/2009. Bonner, M., Fuchs, M., Focus on Grammar. High intermediate, Longman, 2000. (p. 1-150). Brieger, N., Test Your Professional English: Law, Longman, 2003 (p. 1 - 46). Georgiana Gălăţeanu Fârnoagă, Sinteze de gramatică engleză – exerciţii şi teste de evaluare, Bucureşti, 1992. Levitchi, I., Gramatica limbii engleze, Editura Teora, Bucuresti, 1999. 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. Legal English III. Grammar IV. Exercises: Vocabulary and Grammar V. Exam subjects

I. General Language

1. GREETINGS

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).

2. DAILY DUTIES

What do you usually do? Every afternoon I sit at my desk to work, to search the Internet and write emails. Several

times a day, I am on the phone which is right in the middle of the desk. The printer in the right corner helps me a lot to get the materials for my work. Next to it, there is a modern monitor. In front of the printer I have many phone books. There are lots of pictures and post cards on the notice board. Above it, I keep a large world map. A file cabinet stands beside my desk. I love plants, so you can find a red rose in a pot between the monitor and the framed family picture.

3. CAREERS

Here are some well-known occupations and professions: babysitter, businessman, burglar, beggar, cameraman, cartoonist, chef, chemist, decorator, economist, electrician, governor, gardener, journalist, lawyer, librarian, manager, milkman, mathematician, mechanic, musician, photographer, politician, professor, policeman, physicist, psychiatrist, psychologist, salesman, sailor, singer, scientist, shop-assistant, surgeon, taxi-driver, teacher, translator, waiter, window-cleaner.

Work in groups of three. Choose five of the above occupations and professions and describe the work that each of them do. For example: ‘A gardener works in a garden. He plants seeds, he grows flowers and vegetables, he mows the

lawn and he spends a lot of time digging and weeding’.

2. How well a career suits you, and how satisfied you are with it, very much depends on your personality. It also depends on how well it matches your interests and the values that are important to you.

What kind of personality do you have? Find out by solving this quiz. Tick the statement you agree with:

1. I’d love to do a parachute jump. 2. I don’t like telling other people what to do. 3. I prefer spending time on my own rather than in a crowd. 4. I find it easy to set myself objectives. 5. I have difficulties in making decisions. 6. I find it difficult getting to know new people. 7. I’d love to travel abroad. 8. Friends sometimes complain that I order them around. 9. I like to have the advice and support of experienced people. 10. I don’t like volunteering opinions in case they are unpopular. 11. I like to try to find new solutions to old problems. 12. I would prefer to be team captain than team member. 13. I get embarrassed easily. 14. I don't mind where I go with my friends as long as they are happy. 15. I like the latest fashions. 16. I like to be fully responsible for anything I do.

Check your scores now. Three or four ticks in any category indicate personality characteristics you should take account of when choosing a job. Scoring

A. 1, 7, 11, 15 B. 2, 5, 9, 14 C. 3, 6, 10, 13 D. 4, 8, 12, 16

A. positive answer for 1, 7, 11, 15: the entrepreneur - you are adventurous; you enjoy

challenges and taking risks; you could find success in creative work. B. positive answer for 2, 5, 9, 14: the team worker - you work well with others, but

dislike to be given responsibility, so you prefer to put into practice other people’s plans; you would do well in the army.

C. positive answer for 3, 6, 10, 13: the backroom worker - you are a little shy and find it difficult to mix with new people. You would do well in any behind-the-scene job where you don’t have to come face to face with strangers; you could be a researcher.

D. positive answer for 4, 8, 12, 16: the leader - you are confident in your abilities and you want to be in charge, not to take orders; you enjoy having lots of people around and organising them.

II. Legal English (Engleza juridica – limbaj de specialitate)

UNIT 1: BRITISH LAW vs. US LAW

UNIT 2: FORMS OF PUNISHMENT

UNIT 3: THE EUROPEAN COURT OF JUSTICE – COMPOSITION AND STRUCTURE

UNIT4: INSTITUTIONS OF THE COMMUNITY. SECTION 4 – THE COURT OF JUSTICE

UNIT 5: DAILY TELEGRAPH 1

UNIT 6: DAILY TELEGRAPH 2

UNIT 7: HOME CONFINEMENT

UNIT 1 British law vs. US law The main sources of British law are common law, legislation and, more recently, European Community law. Scotland and Northern Ireland have their own legal system and lawcourts, distinct from those in England and Wales. A distinctive ancient British law is that of habeas corpus. This Latin phrase literally means ‘you must have the body’, and is the opening words of a 17th-century writ guaranteeing a person a fair trial. A person who believes that he is being wrongly held by the police can issue a writ of habeas corpus to have his complaint heard by a court. This is also part of the US Constitution. A trial in a criminal court is a contest between the prosecution, who put the case and call the evidence against the defendant, and the defence. The defendant normally has a lawyer to represent him and act as his legal adviser. An accused person pleads ‘guilty’ or ‘not guilty’. It is a principle of English law that a person is presumed to be innocent until proved guilty, and the Prosecution have to satisfy the Court of the defendant’s guilt so that the Court is sure of it, otherwise he must be found ‘not guilty’. The jury, who make the eventual decision in the Crown Court as to whether the defendant is actually ‘guilty’ or ‘not guilty’, is normally composed of 12 people chosen at random from the list of local people who have a right to vote in the area. Their decision is called a verdict. The lawyers who speak for the prosecution or the defence in magistrates’courts and county courts are normally solicitors, while in the Crown Courts they are barristers. In Scotland a barrister is known as an ‘advocate’. Barristers are so called because they have been ‘called to the Bar’ by one of the Inns of Court. Young people under 17 are tried in a special juvenile court, a kind of magistrates’court which is held separately from the other courts. Sudden or suspicious deaths are investigated in a special coroner’s court. US law is based on English law and is represented by common law, statute law, and the US Constitution. There are two types of court, state and federal, with each state having its own distinctive laws, courts and prisons. Federal law cases are first heard before a federal district judge in a district court presided over by a Chief Judge. Appeals are made to one of 13 Courts of Appeal or to the Supreme Court, the highest in the country. The federal legal system has its own police force, the Federal Bureau of Investigation (FBI). A sheriff in the USA is the chief law enforcement officer in a county, with the power of a police officer in the matter of enforcing criminal law. In his judicial role he is entitled to serve writs. He is elected by the local people in all states except Rhode island. In England and Wales the sheriff is the principal officer of the Crown in a county, with mainly ceremonial duties. In Scotland, however, he is a judge in a sheriff court, which deals with most types of crimes.

(Oxford Advanced Learner’s Encyclopedic Dictionary)

I. Match the words in column A with their definitions in column B and then with their Romanian equivalents in column C: A B C

1. common law a. a person against whom an action or

claim is brought in a court of law. m. ordonanţă, hotărâre judecătorească

2. habeas corpus b. a lawyer who has been called to the bar and is qualified to plead in the higher courts.

n. apărarea

3. writ c. the judicial review by a superior court of the decision of a lower tribunal.

o. Barou

4. the prosecution d. lawyer who advises clients on matters of law, draws up legal documents, prepares cases for barristers, etc., and who may plead in certain courts.

p. avocat însărcinat cu procedura, jurisconsult

5. defendant e. the four private unincorporated societies in London (Lincoln's Inn, Inner Temple, Middle Temple, Gray's Inn) that function as a law school and have the exclusive privilege of calling candidates to the English bar.

q. drept comun

6. the defence f. a document under seal, issued in the name of the Crown or a court, commanding the person to whom it is addressed to do or refrain from doing some specified act.

r. clădiri londoneze aparţinând la patru societăţi juridice

7. solicitor g. a public official responsible for the investigation of violent, sudden, or suspicious deaths.

s. procuratura, acuzarea

8. barrister h. the institution and conduct of legal proceedings against a person

t. medic legist şi procuror însărcinat cu cercetarea penală a deceselor suspecte

9. the Bar i. the body of law based on judicial decisions and custom, as distinct from statute law.

u. avocat pledant

10. Inns of Court j. all those who belong to the profession of barrister.

v. habeas corpus

11. coroner k. a writ ordering a person to be brought before a court or judge, esp. so that the court may ascertain whether his detention is lawful.

w. apel, recurs

12. appeal l. the defendant and his legal advisers collectively.

x. acuzat, inculpat, pârât

II. Complete the following sentences using the words in the box in different expressions. Each word will be used more than once:

verdict appeal evidence law crime trial

1. There was enough ………. to prove him guilty. 2. Has the jury reached a ………..? 3. The client has decided not to ………. . 4. The police are there to enforce the ……. . 5. What ……….. has he committed? 6. I think that the criminal will be brought to …….. . 7. I never brake the …….. . I am a …… -abiding citizen. 8. Have you any ……… to support this statement? 9. After the jury has announced the ……, you may have the right of ……… . 10. He is now forced to stand a ……… for trying to get round the …… . 11. His statement to the police was used in …….. against him. 12. His case is still on …… . He has promised to keep on the right side of the ….. from now

on.

UNIT 2 Forms of Punishment When people are sent to prison in Britain after being found guilty of a crime, they are given a sentence that specifies the length of their punishment. Most, however, will be eligible for a remission of one third of the period stipulated. This means that a person sentenced to a year’s imprisonment will normally be released after eight months, and one sentenced to three years will leave prison after two. Moreover, most prisoners sentenced to 12 months or more are also eligible for parole when they have served one third of the stated period, after a minimum of six months in prison. At present, about three prisoners out of four obtain parole. However, prisoners sentenced to five or more years for serious offences involving violence, arson or sexual crimes are rarely granted parole. A person on parole is released from prison on condition that he or she remains in touch with a probation officer over the period of time for which the original sentence would have run. If parole conditions are abused, the offender is liable to be recalled to prison. Although a ‘life sentence’ for murder rarely means imprisonment for life, it can last for 20 years or more if the crime was the murder of a police officer or prison officer, if it was carried out during a terrorist attack or a robbery, or if it involved the sexual or sadistic killing of a child. The government minister responsible for law and order, the Home Secretary, decides when a prisoner sentenced to life should be released. Such prisoners remain on parole for the rest of their lives, and may be imprisoned again if it seems likely that they will commit a further offence. On the whole, many courts try to avoid passing prison sentences in the first place, and instead impose some other punishment, such as a fine, or probation, or a community service order. A court may impose a prison sentence ‘suspended’ for up to two years: the offender will not have to serve the sentence unless he or she commits other offences during the period. Fines are awarded in about eight cases out of ten. ‘Probation’ involves the offender leading a normal life but under the supervision of a probation officer. Community service involves doing unpaid physical work for between 40 and 240 hours, to be completed within 12 months. Typical exemples of community service are painting an elderly person’s house or building a playground for children. Courts also have the power to allow a convicted person to go free, i.e. to discharge him or her conditionally, especially if imprisonment or other punishment seems inappropriate. If convicted for another offence of the same kind, however, such a person will be brought back to court and be liable for punishment that could have been imposed in the first place. For a trivial offence, such as a single instance of drunk and disorderly behaviour, the court may ‘bind over’ the offender, requiring him or her to ‘keep the peace’ and ‘be of good behaviour’. If this condition is not observed, the person may be given a punishment for the original offence, or have to pay a sum of money stipulated when ‘bound over’.

(Oxford Advanced Learner’s Encyclopedic Dictionary) I. State whether the following sentences are true or false and correct the false ones: Example: A person sentenced to a year’s imprisonment will normally be released after five months. → FALSE CORRECTION: A person sentenced to a year’s imprisonment will normally be released after eight months.

1. A person sentenced to three years will normally leave prison after two. → 2. Most prisoners sentenced to 12 months are eligible for parole when they have served four

months of the stated period. → 3. At present, one prisoner out of four obtain parole. → 4. Prisoners sentenced to five or more years for serious offences are granted parole very

often. → 5. A ‘life sentence’ for murder can last for 20 years or more. → 6. The High Court of Justice decides when a prisoner sentenced to life should be released.

→ 7. Fines are awarded in about six cases out of ten. → 8. ‘Probation’ involves that a probation officer will be living with the offender over the

period of time estimated initially. → 9. The number of hours that can be imposed for community service vary between 40 and

240 hours. → 10. Irrespective of the number of hours, the community service has to be completed within

one year. → II. Match the half-sentences in column A with the half-sentences in column B to make complete and logical sentences. A B 1. Almost all prisoners will be eligible… a. … will leave prison after two. 2. A person on parole will have to remain in touch …

b. … doing unpaid physical work.

3. A convict sentenced to a year’s imprisonment will …

c. … if imprisonment or other punishment seems inappropriate.

4. Prisoners that are guilty of serious crimes will remain …

d. … he or she will be liable for the punishment imposed in the first place.

5. A prisoner sentenced to three years’s imprisonment …

e. … with a probation officer over the period of time estimated.

6. The less severe forms of punishment are: …

f. … for a remission of their initial sentence.

7. Community service involves … g. … the offender may simply get away with a verbal warning.

8. Typical exemples of community service are …

h. … normally be released after eight months.

9. One of the trivial offences we can mention…

i. … to place a person under a legal obligation, such as one to keep the peace.

10. For a trivial offence, … j. … on parole for the rest of their lives. 11. If parole conditions are abused, … k. … have to pay a fine at a second offence. 12. Courts have the power to allow a convicted person to go free, …

l. … is drunk and disorderly behaviour.

13. If a person on parole is convicted for the same offence,

m. … a fine, probation, or community service.

14. To ‘bind over’ means … n. … painting an elderly person’s house or building a playground for children.

15. If the offender fails to ‘keep the peace’, he or she will …

o. … the offender is liable to be recalled to prison.

UNIT 3 The European Court of Justice – Composition and Structure The reprezentatives of the member states did not by common accord agree on the seat of the Court until 1992, when they were empowered to do so by Article 216 EEC. As a result, they took the decision that the Court of Justice should remain in Luxembourg. This rooting of the Court in Luxembourg is one factor in helping to give the Court a strong esprit de corps. The Court of Justice consists of fifteen judges and nine advocates-general, who are appointed by common accord of the governments of the member states for a renewable term of six years. To be appointed to one of these offices a person has to either possess the qualifications required for appointment to the highest judicial offices in his or her respective countries or be jurisconsults of recognized competence. Although in strict law the judges and advocates-general could be of any nationality, in practice each member state will nominate one of its own nationals as a judge, and the five largest states – France, Germany, Italy, Spain and the United Kingdom – will each nominate an advocate-general. The remaining advocates-general are appointed by the smaller member states in accordance with a system of rotation. Belgium had an advocate-general from 1988 to 1994, Denmark from 1991 to 1997, Greece from 1994 to 2000 and Ireland from 1995 to 2000. A disadvantage of the rotation system is that no matter how outstanding the person is, it is impossible for him or her to be reappointed at the end of six years. An odd number of judges is maintained in order to allow the full court to sit and to reach a majority decision. All decisions of the Court are signed by all the judges whether they were in the minority or the majority, so it is impossible to know whether the decision was reached by a bare majority or by unanimity. The Council has the power, acting unanimously on a request from the Court, to increase the number of judges and advocates-general. In the past the size of the Court was expanded upon the accession of new member states, but not on other occasions, to help it cope with extra business. The Court initially started with seven judges, expanded to nine in 1973 (accession of Denmark, Ireland and the United Kingdom), to eleven in 1981 (accession of Greece), to thirteen in 1986 (accession of Spain and Portugal) and to fifteen in 1995 (accession of Austria, Finland and Sweden). The Court has coped with the increase in its workload in part by increasing the number of cases that it handles in a chamber rather than by a plenary session. The EEC Treaty always allowed the Court to form chambers consisting of three or five judges, but originally insisted that cases brought before the Court by a member state or by a community institution must be heard in plenary session. The Court now has four chambers of three judges and two chambers of seven judges. Each chamber has a president, who is elected annually, and it seems that by convention the presidencies of the chambers rotate around all the judges apart from the President of the Court. (Adapted from EC Law. The Essential Guide to the Legal Workings of the European Community, by Stephen Weatherill&Paul Beaumont) I. Fill in the gaps with the missing words from the text:

1. Luxembourg is the seat of the actual ...................................... . 2. The members of the European Court of Justice are appointed by the

.................................................. .

3. ...................................... has the right to nominate one of its own nationals as a judge. 4. Five advocates-general are appointed by .............................., while the other four are

appointed by ............................. . 5. The disadvantage of ........................ is that a member of the Court of Justice cannot be

reappointed at the end of six years. 6. How do we know whether a decision of the Court of Justice was reached by a

......................... or by unanimity? 7. The Council has the power to increase the number of ............................................. . 8. The right of the Court to form chambers was granted by the .............................. . 9. The actual Court consists of .......................... of three judges and of ...................... of

seven judges. 10. The president of a chamber is elected ........................, according to a rotation system.

II. Ask questions for the following answers; the first two have been done for you as examples: Answer: In 1992 Question: When did the reprezentatives of the member states agree on the seat of the Court? Answer: Fifteen judges and nine advocates-general. Question: How many judges and advocates-general does the Court of Justice consist of ?

1. Answer: Six years. Question: _______________________________________________________

2. Answer: France, Germany, Italy, Spain and the United Kingdom. Question: _______________________________________________________

3. Answer: From 1988 to 1994. Question: _______________________________________________________

4. Answer: Denmark Question: _______________________________________________________

5. Answer: In order to allow the full court to sit and to reach a majority decision. Question: _______________________________________________________

6. Answer: All the judges. Question: _______________________________________________________

7. Answer: Upon the accession of new member states. Question: _______________________________________________________

8. Answer: Seven. Question: _______________________________________________________

9. Answer: Austria, Finland and Sweden. Question: _______________________________________________________

10. Answer: Six chambers of judges. Question: _______________________________________________________

III. Translate the following sentences into Romanian, paying attention to the words underlined:

1. This rooting of the Court in Luxembourg is one factor in helping to give the Court a strong esprit de corps.

2. To be appointed to one of these offices a person has to either possess the qualifications required for appointment to the highest judicial offices in his or her respective countries or be jurisconsults of recognized competence.

________________________________________________________________________ 3. A disadvantage of the rotation system is that no matter how outstanding the person is, it

is impossible for him or her to be reappointed at the end of six years.

UNIT 4 Institutions of the Community Section 4 – The Court of Justice Article 170 A Member State which considers that another Member State has failed to fulfil an obligation under this Treaty may bring the matter before the Court of Justice. Before a Member State brings an action against another Member State for an alleged infringement of an obligation under this Treaty, it shall bring the matter before the Commission. The Commission shall deliver a reasoned opinion after each of the States concerned has been given the opportunity to submit its own case and its observations on the other party’s case both orally and in writing. If the Commission has not delivered an opinion within three months of the date on which the matter was brought before it, the absence of such opinion shall not prevent the matter from being brought before the Court of Justice. Article 171

1. If the Court of Justice finds that a Member State has failed to fulfil an obligation under this Treaty, the State shall be required to take the necessary measures to comply with the judgement of the Court of Justice.

2. If the Commission considers that the Member State concerned has not taken such measures it shall, after giving that State the opportunity to submit its observations, issues a reasoned opinion specifying the points on which the Member State concerned has not complied with the judgement of the Court of Justice. If the Member State concerned fails to take the necessary measures to comply with the Court’s judgement within the time-limit laid down by the Commission, the latter may bring the case before the Court of Justice. In so doing it shall specify the amount of the lump sum or penalty payment to be paid by the Member State concerned which it considers appropriate in the circumstances. If the Court of Justice finds that the Member State concerned has not complied with its judgement it may impose a lump sum or penalty payment on it. This procedure shall be without prejudice to Article 170.

(Blackstone’s EC Legislation, Edited by Nigel G. Foster)

I. Match the new expressions (from the text above) in column A with their Romanian equivalents in column B:

A B

1. to fulfil an obligation = a. a nu prejudicia 2. to bring a matter before = b. a împiedica/a nu permite 3. to bring an action against sb. = c. a prevedea/stabili/specifica 4. an alleged infringement of an obligation = d. a îndeplini o obligaţie 5. to deliver a reasoned opinion = e. a impune o plată forfetară sau o amendă 6. to be given the opportunity = f. a se conforma/a respecta 7. to submit a case to = g. a supune o problemă atenţiei 8. to prevent smth. from + v-ing = h. a transmite o opinie întemeiată 9. to comply with = i. a intenta un proces cuiva 10. to lay (laid, laid) down = j. a supune un caz spre examinare 11. to impose a lump sum or a penalty payment =

k. o presupusă încălcare/violare a unei obligaţii

12. to be without prejudice to = l. a i se da şansa

II. Complete the following sentences with logical and correct phrases; the first one has been done for you:

Example: If he refuses to fulfil his obligation, he ……………………………….. If he refuses to fulfil his obligation, he will have to be fired immediately.

1. I think that you …………………………………. before bringing this matter before the Court of justice.

2. If my neighbour ……………………………………………, I shall bring an action against him.

3. The infringement of copy-right ………………………………………….. . 4. After hearing his reasoned opinion, we…………………………………………………

5. All I need is to be given the opportunity to ……………………………………………

6. What ……………………………………………. in order to submit this case to your

commission?

7. The new legislation prevented him form ……………………………………………….

8. You have to ……………………………………….. to compy with the second clause in our contract.

9. According to article 170, laid down by the …………………………………………….

10. Which is the heaviest penalty that …………………………………………………….

11. Make sure that you respect the law, without any prejudice to ……………………….

breach (of) = infracţiune, violare, încălcare (a unei convenţii) violation (of) = violare, abuz, încălcare, contravenire (la o regulă) infringement of = infracţiune, violare, abuz, încălcare, reproducere ilicită to break = a încălca (legea), a nu respecta

UNIT 5 I. Read the following texts and choose the corresponding headline for each of them: 12 years for thief who left £7m IOU Valentine killer given life in jail Life sentence for double rapist Pc faces jail for sex assaults __________________________ A financial adviser who stole £10 million from 84 mainly elderly private investors and the Halifax bank to feed his gambling habit was jailed for 12 years yesterday. Graham Price, 58, of Llansamlet, near Swansea, an agent for the Halifax and a consultant, was caught when the IOU for £7 million he had left in a safe was found. He admitted 43 theft charges. Swansea Crown Court was told that Price told detectives he believed he needed one more week of gambling on horses to get the money back. Note: IOU – (abbr of I owe you) = signed paper acknowledging that one owes the sum of money stated Crown Court = a court of criminal jurisdiction holding sessions in towns throughout England and Wales at which circuit judges hear and determine cases • __________________________ A policeman who used his warrant card to lure women into his car so he could sexually assault them was warned yesterday that he faced prison. Amir Butt, 24, of Watford, offered a lift home to women who had been drinking and become separated from their friends. He was found guilty on two charges of sexual assault at Luton Crown Court and will be sentenced at a later date. Note: Pc – abbr of police constable (policeman) • __________________________ A former soldier became a rapist after service in the Gulf war changed his personality, a court was told yesterday. Lee Walker, 32, of Wythenshawe, Manchester, was jailed for life at Minshull Street Crown Court after pleading guilty to rape. He was sentenced to five years for a second case of rape. •

__________________________ A man who murdered his fiancée after a row over doing the laundry was told yesterday that he would serve at least 16 years in prison. Paul Dyson, 31, was given a life sentence for what a judge described as the “unspeakably evil deed” of strangling Joanne Nelson, 22, on the eve of St Valentine’s Day, in Hull. He dumped her body 100 miles away before making tearful television appeals for her to get in touch. Hull Crown Court heard that Dyson slashed his wrists and wrote “sorry” in blood on his cell wall three days ago. Passing sentence, Judge Tom Cracknell told Dyson: “You executed a well thought-out plan without pity, except self pity, without remorse.” The judge said the television appeal was “breathtaking and nauseating hypocrisy”, adding: “You led her family to think there might be some hope when there was none.” Miss Nelson’s body was found after 39 days.

(The Daily Telegraph, Wednesday, November 9, 2005) II. Say whether the following statements are true (T) or false (F); when the sentences are false, correct them as in the following example: Example: Lee Walker was sentenced to 12 years for two cases of rape. F CORRECTION: Lee Walker was sentenced to five years for a second case of rape. 1. Paul Dyson was given a life sentence for a double rape. __ 2. Amir Butt was a 24-year-old policeman who sexually assaulted women in his car. __ 3. Graham Price stole £15 million from 84 mainly elderly private investors. __ 4. Lee Walker was a former soldier fighting in the Gulf war. __ 5. Paul Dyson committed suicide in prison, after he was convicted. __ 6. When brought before justice, Graham Price rejected all theft charges. __ 7. Amir Butt offered a lift home to women who left their office too late to catch the bus. __ 8. Paul Dyson’s fiancée was called Joanne Nelson and was 22 yeards old. __ 9. Paul Dyson killed his fiancée on Christmas Eve, by stabbing her to death. __ 10. Graham Price had no connection whatsoever with the Halifax bank. __ 11. Paul Dyson appeared on TV and offered a generous ransom for his fiancée’s possible

kidnappers. __ 12. Amir Butt used his warrant card to lure women into his car. __ 13. Graham Price was caught when his IOU for £7 million was found in a safe. __ 14. Judge Tom Cracknell congratulated Dyson on his well thought-out plan of murdering his

fiancée in cold blood. __ 15. Graham Price became a bank robber because he needed money for his fiancée’s surgery.

__

UNIT 6 Iraqi jailed over British aid worker killing 1. Life in prison for the abetter of Margaret Hassan’s kidnappers C

An Iraqi man has been sentenced to life in prison in connection with the murder of Margaret Hassan, the British aid worker abducted and killed in Iraq in 2004. Mustafa Salman was charged with aiding and abetting the kidnappers. Two other defendants in the case were freed. 2.

The judge said Salman had received a plastic bag from an associate who asked him to hold on to it. Four months later Iraqi security forces raided Salman's home and found Mrs Hassan's purse and documents in the bag. 3.

Today's sentence is the first handed down in connection with the abduction or killing of a foreign-born civilian in Iraq. More than 200 foreigners and thousands of Iraqis have been kidnapped since the US-led invasion in 2003, and over 40 have been killed. 4.

Born in Dublin, 59-year-old Mrs Hassan had British, Irish and Iraqi nationality and had lived in Iraq for 30 years with her Iraqi husband.The CARE International head was taken hostage in October 2004 while travelling to work in Baghdad. She appeared in a video appealing for the British forces to withdraw from Iraq, but was killed just under a month later. Her body has never been found, and no group has claimed responsibility for her death. 5.

Her family has implored Foreign Secretaries Jack Straw and Margaret Beckett, as well as the Foreign Office, to question the suspects about the location of Mrs Hassan's remains."They have refused this request even though this is the only way that Margaret's remains will be found and we can bring her home to be buried with the dignity she deserves," they said. 6.

Yesterday her family said that, during her captivity, the kidnappers made four calls to her Iraqi husband Tahseen in Baghdad, demanding to speak to a member of the British Embassy. But the British told him they would not speak to the hostage-takers.The Foreign Office confirmed that Mrs Hassan's husband was called from her phone by someone claiming to be holding her, but said they had been unable to confirm the claims. 7.

Deidre, Geraldine, Kathryn and Michael Fitzsimons said in a statement released yesterday: "We believe that the refusal by the British Government to open a dialogue with the kidnappers cost our sister her life." 8.

During her kidnap, in which video recordings of her pleading for her life were released, officials were keen to distance her from the British Government and emphasise her charity work in Iraq. Our strategy was one of 'personalisation and localisation', minimising the links between Mrs Hassan and the UK," a Foreign Office spokesman said." We understand her family having criticisms of the Government approach and we remain in regular contact with them."

(The Daily Telegraph, Monday, June 5, 2006)

I. Choose from A to H the sentence that best summarises each paragraph (1-8) of the article above and insert them in the boxes preceding each paragraph. The first one has been done for you:

A. Justice at work – the first sentence against an Iraqi hostage-taker

B. The British Embassy refuses any communication with Iraqi hostage-takers.

C. Life in prison for the abetter of Margaret Hassan’s kidnappers

D. The British Government’s strategy of assuming political distance

E. Finding evidence against Mustafa Salman

F. Iraqi citizen killed due to her British nationality?

G. Margaret Hassan’s family blame the British Government for her death.

H. The British authorities fail to comfort the grieved family.

II. For questions 1-5, choose the answer (A, B, C or D) which you think fits best according to the test; sometimes more than one option may be valid:

1. Why did Mustafa Salman keep Margaret Hassan’s purse and documents in his house?

A. He wanted to ask Margaret’s family for a ransom.

B. The purse contained valuable possessions that he intended to sell.

C. Margaret Hassan’s purse and documents had been placed under his care.

D. Mustafa’s associates threatened to kill him if he didn’t take them.

2. Why was Margaret Hassan allowed to appear in a video?

A. Her appeals might have determined the British forces to withdraw from Iraq.

B. The hostage-takers wanted to offer a proof of life to her family.

C. The hostage-takers wanted to negociate a ransom with the British Government.

D. That was the last chance she had to save her life.

3. Why did the kidnappers make contact with her Iraqi husband?

A. They wanted to negociate the ransom for Margaret’s release.

B. They needed an intermediary to establish a contact with the British Embassy.

C. They wanted Margaret’s family to put some pressure on the British Government.

D. They wanted to put Margaret’s future execution down to the British Government.

4. Why did the British Government refuse to open a dialogue with the kidnappers?

A. The British Government no longer considered Margaret Hassan a British citizen.

B. The British Government didn’t want to give in to an Iraqi technique of political manipulation.

C. The British Government chose to distance itself from any acts of Iraqi terrorism.

D. Opening a dialogue with the kidnappers meant withdrawing military forces from Iraq.

5. Margaret’s family criticisms of the British Government approach were directed at …

A. the British Government refusal to pay the ransom requested by the kidnappers.

B. the British Government strategy of minimising the links between Mrs Hassan and the UK.

C. the British Government refusal to open a dialogue with the kidnappers.

D. the British Government refusal to withdraw the military forces from Iraq.

III. Match the linking words/phrases in column A with their corresponding parts in column B:

A B

1. According to the latest statistics, … a. … more measures will be taken in convicting terrorists.

2. Due to the hard evidence found in his house, …

b. to open dialogues with the kidnappers of their citizens.

3. Up to a point, the kidnappers seemed interested in …

c. … more than 200 foreigners and thousands of Iraqis have been kidnapped and over 40 killed since the US-led invasion in 2003.

4. As a general rule, the Government is not supposed …

d. … there should be some hidden political agenda related to his/her kidnapping.

5. Despite the fact that Margaret’s appeals could have been her last, …

e. … Mustafa Salman could be taken into police custody.

6. To put it briefly, … f. … the British Government didn’t take any military or political action.

7. I am inclined to believe that from now on, …

g. … but a terrorist way of negociating military and political issues.

8. The hostage-takers didn’t obtain what they wanted, consequently, …

h. … establishing a contact with the British Embassy.

9. It is my firm belief that hostage-taking is nothing …

i. … Margaret was another vitctim of Iraqi terrorism.

10. That is to say, if a citizen of a certain nationality is kidnapped, …

j. … they executed the useless hostage.

UNIT 7

Home confinement

Arrested and charged with possession of a controlled substance with intent to distribute, William, a 30-year-old man with a history of substance abuse, awaits his "day in court," which is 3 months away.

Meanwhile, William must remain at home, except for a few select activities. During the week, he leaves the house for his job as a welder at precisely 7 a.m. and returns home no later than 5 p.m. He attends the 7 p.m. meeting of Narcotics Anonymous at the local library every Thursday. He grocery shops at 2 p.m. every Saturday and goes to church –always attending the 10 a.m. service – every Sunday.

William is not just on a rigid schedule, he is under home confinement. Instead of sending him to jail, the court decided to release him to the community on the condition that he remain at home except for certain approved activities. His presence in his home and his absences from it are monitored electronically by an ankle bracelet he wears 24 hours a day.

A Supervision Tool

Home confinement is a tool that helps U.S. probation and pretrial services officers supervise, or monitor, defendants and offenders in the community. In the federal courts,

home confinement is not a sentence in and of itself but may be a condition of either probation, parole, supervised release, or pretrial release. A person placed under home confinement is confined to his or her residence, usually linked to an electronic monitoring system, and required to maintain a strict daily activity schedule. When the person is allowed to leave home, and for what reasons, is determined case by case.

Home confinement's purpose depends on the phase of the criminal justice process in which it is used. In all cases, it is a means to restrict a person's activity and to protect the public from any threat the person may pose. In pretrial cases, home confinement is an alternative to detention used to ensure that defendants appear in court. In post-sentence cases, home confinement is used as a punishment, viewed as more punitive than regular supervision but less restrictive than imprisonment. Courts may use home confinement as a sanction for persons who violate the conditions of their supervision. Also, the Federal Bureau of Prisons may use it for inmates released to serve the last part of their sentence under the supervision of U.S. probation officers.

Officers screen defendants and offenders to determine eligibility for the home confinement program. Certain categories of serious or repeat offenders are not allowed to participate. Prior criminal record, history of violence, and medical and mental health conditions and needs are factors that officers carefully consider. Previous failures on supervision, risk to the public that the person presents, third-party risk (such as previous incidents of domestic violence in the household), and the person's willingness to participate are considerations as well.

Close supervision by officers is a crucial component of the home confinement program. The officer's job is demanding, time consuming, and sometimes dangerous. It requires frequent phone calls to make sure participants are adhering to their approved schedules; frequent unannounced, face-to-face visits; and 24-hour, 7-day response to alerts from the monitoring center.

I. Make sure you understand the meaning of the legal terms in column A by matching them with their definitions in column B:

A B 1. probation a. The release of a person who has been arrested and charged with

a federal crime while he or she awaits trial; a pretrial services officer supervises the person in the community until he or she returns to court.

2. parole b. One of a number of people living together, especially in a hospital, prison or some other institution.

3. supervised release c. The penalty laid down in a law for contravention of its provisions.

4. pretrial release d. Custody or confinement, especially of a suspect awaiting trial. 5. detention e. Instead of sending an individual to prison, the court releases the

person to the community and orders him or her to complete a period of supervision monitored by a U.S. probation officer and to

abide by certain conditions. 6. sanction f. A term of supervision served after a person is released from

prison; it does not replace a portion of the sentence of imprisonment but is in addition to the time spent in prison.

7. inmate g. The release of a prisoner before his sentence has expired, on the condition that he is of good behaviour.

II. Say whether the following statements are true (T) or false (F); when the sentences are false, correct them:

1. Community Service is a special condition imposed by the court that requires an individual to work – without pay – for a civic or nonprofit organization. ___

2. When a parolee is released to the community, he or she is no longer placed under the supervision of a U.S. probation officer. ___

3. During the probation period, an individual is supervised by a probation officer. ___

4. A supervised release replaces a certain portion of the sentence of imprisonment. ___

5. In post-sentence cases, home confinement is seen as more punitive than imprisonment. ___

6. A person who violates the conditions of his/her supervision may be sanctioned to home confinement. ___

7. All categories of offenders are allowed to participate in the home confinement program. ___

8. Home confinement may include the use of electronic monitoring equipment. ___ 9. The only cases when a person placed under home confinement is allowed to leave

home are work and medical appointments. ___ 10. The judges determine if offenders are eligible for the home confinement

program. ___

III. 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

Basic form:

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

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

IV. Exercises 1. Vocabulary

1.. From the verbs in column A, derive the corresponding nouns (column B) and adjectives (column C), using the suffixes given:

A B C

Verbs Nouns: -ance, -ion, -ment, -al, -er

Adjectives: -ed, -ing, -able, -ive

1. to punish punishment, punisher punished, punishable, punishing 2. to confine 3. to sentence 4. to release 5. to complete

6. to monitor 7. to possess 8. to select 9. to attend 10. to approve 11. to defend 12. to supervise 13. to restrict 14. to require 15. to consider

2. Choose the correct version, looking the new words up in a good dictionary: 1. A person who steals money placed in his care. a) a forger b) an arsonist c) an embezzler d) a poacher 2. ................ means catching game birds, animals or fish without permission on somebody else’s property. a) hunting b) stealing c) trespassing d) poaching 3. A person who enters a building illegally, especially by force, in order to steal. a) a burglar b) a robber c) a hooligan d) a vandal 4. A person who steals money, etc from other people’s pockets, especially in crowded places. a) a thief b) a pickpocket c) a shoplifter d) a robber 5. The judge has pronounced .......................... of ten years’imprisonment. a) an accusation b) a punishment c) a sentence d) a conviction 6. The correct spelling for the English equivalent of the Romanian word – delapidator – is: a) imbezzler b) embezler c) embezzler d) embezller 7. He has been released from prison .................... and if he does not behave satisfactorily, he will be sent back. a) on probation b) on remission c) into custody d) on testing 8. There was no need for a trial, because the client decided to .................... and forgive the attacker. a) serve his sentence b) appear in court c) drop all the charges d) commute his sentence 9. ............... means money paid by or for a person accused of a crime, as security that he will return for his trial if he is allowed to go free until then. a) Probation b) Bribe c) Bail d) Fine 10. A .................... is a lawyer who prepares legal documents, advises clients on legal matters and speaks for them in lower courts. a) solicitor b) prosecutor c) judge d) barrister 11. A person who takes people hostage for a ransom is called a ....................... a) hijacker b) bandit c) kidnapper d) rapist 12.The correct spelling for the English equivalent of the Romanian word – omor prin prudenţă – is: a) menslaughter b) manslother c) manslaughter d) manslauther 13. After ten hours, the Jury finally reached its …………….: the prisoner was guilty.

a) sentence b) verdict c) point d) conclusion 14. A person who willfully gives a false statement while under oath, concerning a material matter in a judicial proceeding is said to commit .................. . a) slander b) bribery c) perjury d) treason 15. A ....................... is someone who testifies, especially in a court of law to events or facts within his own knowledge. a) registrar b) spectator c) witness d) friend 3. Provide the Romanian translation for the following English words, using a good dictionary:

English terms Romanian equivalents 1. a forger 1. 2. an arsonist 2. 3. an embezzler 3. 4. a poacher 4. 5. a burglar 5. 6. a robber 6. 7. a hooligan 7. 8. a vandal 8. 9. a thief 9. 10. a pickpocket 10. 11. a shoplifter 11. 12. a hijacker 12. 13. a bandit 13. 14. a kidnapper 14. 15. a rapist 15. 16. a smuggler 16. 17. a trespasser 17. 18. a mugger 18. 19. an assassin 19. 20. a terrorist 20.

4. Complete the following derivational pattern noun - verb - noun, paying attention to the

first example. Then translate the noun in the third column:

Noun Verb Noun 1. prison imprison imprisonment 2. empower 3. enforce 4. discourage 5. disengage 6. disfigure 7. displace 8. enact

9. enlist 10. impair

5. Choose the correct version, looking the new words up in a good dictionary: 1. Any witness shall take an oath that the .................. he/she is about to give shall be the truth, the whole truth and nothing but the truth. a) confession b) testimony c) verdict d) statement 2. To .................... means to go or intrude on the property, privacy, or preserves of another with no right or permission. a) trespass b) forge c) break in d) burgle 3. .................. is defined as giving or promising to give a public official something of value with a corrupt intention to influence the official in the discharge of his or her official duty. a) Forgery b) Larceny c) Bribery d) Perjury 4. ..................... is the false making or altering of any document that either has legal significance or is commonly relied upon in business transactions. a) Deceit b) Smuggling c) Corruption d) Forgery 5. Since the defendant did not have a criminal record, he got away with a small ........... . a) ransom b) punishment c) fine d) ticket 6. Many civilized countries have long abolished the death ................. a) penalty b) punishment c) conviction d) sentence 7. A threat of attack to another person, followed by actual attack which need amount only to touching with hostile intent is called ..................... a) rape b) assault and battery c) threat d) vandalism 8. The defendant was able to prove his innocence at the trial and was ..................... . a) absolved b) acquitted c) forgiven d) pardoned 9. The judge recommended more humane forms of punishment for juvenile ...................... a) convicts b) villains c) sinners d) delinquents 10. The police have to ................... the law, not to take it into their own hands. a) press b) break c) force d) enforce

2. Grammar

I. 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. Exam subjects

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

- al doilea subiect testeaza capacitatea de intelegere a unui text de specialitate (de aceea va sugerez sa cititi cu atentie textele din capitolul Legal English din notele de curs sau textele din manualele recomandate la bibliografie) precum si capacitatea de a vorbi 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. His dog plays all day long.

b. The police are holding Tom.

c. Yesterday the judge took an oath to respect his responsibilities.

d. I’ll read a newspaper tomorrow.

2. Read and comment on the following text:

The main sources of British law are common law, legislation and, more recently, European Community law. Scotland and Northern Ireland have their own legal system and lawcourts, distinct from those in England and Wales.

A distinctive ancient British law is that of habeas corpus. This Latin phrase literally means ‘you must have the body’, and is the opening words of a 17th-century writ guaranteeing a person a fair trial. A person who believes that he is being wrongly held by the police can issue a writ of habeas corpus to have his complaint heard by a court. This is also part of the US Constitution.

5 points

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