Conf. univ. dr. CAMELIA FIRICĂ

LIMBA ENGLEZĂ

Curs în tehnologia ID-IFR

Editura Fundaţiei România de Mâine, 2014

http://www.edituraromaniademaine.ro/

Editură recunoscută de Ministerul Educaţiei, Cercetării, Tineretului şi Sportului prin Consiliul Naţional al Cercetării Ştiinţifice

din Învăţământul Superior (COD 171)

Descrierea CIP a Bibliotecii Naţionale a României FIRICĂ, CAMELIA Limba engleză: curs în tehnologia ID-IFR autor/Camelia Firică - Bucureşti, Editura Fundaţiei

România de Mâine, 2014 Bibliogr. ISBN

Reproducerea integrală sau fragmentară, prin orice formă şi prin orice mijloace tehnice,

este strict interzisă şi se pedepseşte conform legii.

Răspunderea pentru conţinutul şi originalitatea textului revine exclusiv autorului/autorilor.

Redactor: Constantin FLOREA Tehnoredactor: Magdalena ILIE

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UNIVERSITATEA SPIRU HARET

FACULTATEA DE DREPT ȘI ADMINISTRAȚIE PUBLICĂ CRAIOVA

CAMELIA FIRICĂ

LIMBA ENGLEZĂ – Curs în tehnologie ID/IFR –

Realizatori curs în tehnologie IDIFR

Conf. univ. dr. FIRICĂ CAMELIA

EDITURA FUNDAŢIEI ROMÂNIA DE MÂINE Bucureşti, 2014

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TABLE OF CONTENTS

INTRODUCERE ……………………………………………………………………………………….. 9

UNIT 1

INTRODUCING ONESELF AND GREETING PEOPLE

1. 1. WHAT IS YOUR NAME? HOW OLD ARE YOU?......................................................................... 12 1.1. 1. Grammar focus. Exercises ............................................................................................................. 13 1.1.1.1. The indefinite article.................................................................................................................... 13 1.1.1.2. Possessive adjectives.................................................................................................................... 14 1.1.1.3. The present indicative of the verb to be........................................................................................ 14 1.1.1.4. The plural of nouns - I................................................................................................................... 15 1. 2. LOCATIONS AND DIRECTIONS. WHAT IS THIS? WHAT ARE THOSE?............................... 18 1.2.1. Grammar focus Exercises ................................................................................................................. 21 1.2.1.1. The definite article........................................................................................................................ 21 1.2.1.2. The zero article.............................................................................................................................. 22 1.2.1.3. Demonstrative adjectives and pronouns........................................................................................ 23 1.2.1.4. There is, there are constructions.................................................................................................... 24 1. 3. EXPRESSING POSSESION. I HAVE GOT MY DICTIONARY. WHOSE IS THIS?.................... 24 1.3. 1. Grammar focus Exercises................................................................................................................ 26 1.3. 2. The present indicative of the verb to have....................................................................................... 26 1.3. 3. Possessive pronouns......................................................................................................................... 27 1.3. 4. Interrogative pronouns and adjectives: who, what, which............................................................... 27

UNIT 2

DESCRIBING THINGS, PEOPLE. WHAT ARE THINGS MADE OF? WHAT ARE THEY LIKE?

2.1. WHAT ARE YOU LIKE?................................................................................................................... 29 2.1.1. Grammar focus. Exercises............................................................................................................... 30 2.1.1.1. The plural of nouns II.................................................................................................................... 30 2.2. RELATIVES. ALL ABOUT MY FAMILY........................................................................................ 33 2.2.1. Grammar focus. Exercises................................................................................................................ 34 2.2.1.1. Place of adjective........................................................................................................................... 34 2.2.1.2. The genitive case............................................................................................................................ 34 2.3. DAILY ACTIVITIES. WHAT I USUALLY DO EVERY DAY........................................................ 36 2.3.1. Grammar focus. Exercises ............................................................................................................... 37 2.3.1.1. The simple present ........................................................................................................................ 37 2.3.1.2. Reflexive and emphasising pronouns............................................................................................. 38

UNIT 3

WORK, PROFESSIONS, OCCUPATIONS, TRADES. WHAT’S YOUR ROFESSION 3.1. HOW DO YOU EARN YOUR LIVING?........................................................................................... 42 3.1.1. Grammar focus. Exercises .............................................................................................................. 44 3.1.1.1. Indefinite pronouns and adjectives. Compounds of some, any, no……………………………… 44 3.2. EXPRESSING TIME. WHAT TIME IS IT? WHAT’S THE TIME……………………………….. 47 3.2.1. Grammar focus. Exercises................................................................................................................ 49

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3.2.1.1. The cardinal numeral……………………………………………………………………………. 49 3.3. EXPRESSING DATE. WHAT DATE IS IT?..................................................................................... 54 3.3.1. Grammar focus. Exercises................................................................................................................ 55 3.3.1.1. The ordinal numeral……………………………………………………………………………... 55

UNIT 4

THINGS YOU CAN, MUST AND MAY DO

4.1. CAN YOU SPEAK ENGLISH?.......................................................................................................... 59 4.1.1. Grammar focus. Exercises................................................................................................................ 60 4.1.1.1. Modal Verbs……………………………………………………………………………………... 60 4.1.1.2. Personal Pronouns in Dative and Accusative …………………………………………………… 62 4.1.1.3. The Imperative Mode……………………………………………………………………………. 62 4.2. LEISURE ACTIVITIES AND SKILLS…………………………………………………………….. 66 4.2.1. Grammar focus. Exercises................................................................................................................ 67 4.2.1.1. The Indefinite Participle ………………………………………………………………………… 67 4.3. WHAT ARE THEY DOING?............................................................................................................. 70 4.3.1. Grammar focus. Exercises................................................................................................................ 71 4.3.1.1. The Present Continuous…………………………………………………………………………. 71 4.3.1.2. Near Future……………………………………………………………………………………… 74

UNIT 5

SEASONS AND WEATHER. WHAT SEASON DO YOU LIKE BEST?

5.1. WHAT SEASON DO YOU LIKE BEST?.......................................................................................... 78 5.1.1. Grammar focus. Exercises ............................................................................................................... 80 5.1.1.1. Past tense of the verb to be; Past tense of the verb to have; Past tense of the verb can ............. 80 5.1.1.2. The Adjective - Degrees of Comparison ...................................................................................... 81 5.2. HOLIDAYS AND CELEBRATIONS ................................................................................................ 85 5.2.1. Grammar focus Exercises ................................................................................................................ 87 5.2.1.1. The simple past ............................................................................................................................. 87 5.3. TRAVELLING BY AIR. AT THE AIRPORT ................................................................................... 90 5.3.1. Grammar focus. Exercises ............................................................................................................... 91 5.3.1.1. The past tense. Continuous Aspect ............................................................................................... 91 5.4. TRAVELLING BY LAND. AT THE RAILWAY STATION ……………………………………... 93 5.4.1. Grammar focus. Exercises ............................................................................................................... 94 5.4.1.1. Past Participle …………………………………………………………………………………… 94 5.4.1.1.The present perfect. Common aspect ............................................................................................. 95

UNIT 6

A BUSY WORKING DAY 6.1. A BUSY WORKING DAY ………………………………………………………………………… 97 6.1.1. Grammar focus. Exercises .............................................................................................................. 98 6.1.1.1. The Present Perfect Tense. Continuous aspect ............................................................................ 98 6.2. CITY TRAFFIC …………………………………………………………………………………….. 100 6.2.1. Grammar focus. Exercises ............................................................................................................... 102 6.2.1.1. The Future Tense. Common aspect. The Adverb ......................................................................... 102 6.3. SHOPS AND SHOPPING. WHERE DO YOU SHOP? ………………………………………........ 104 6.3.1. Grammar focus. Exercises ............................................................................................................... 106 6.3.1.1. The Future Tense. Continuous Aspect .......................................................................................... 106 6.4. FOOD. MEALS IN ENGLAND ......................................................................................................... 107 6.4.1. Grammar focus. Exercises................................................................................................................ 109 6.4.1.1. The Past Perfect Tense. Common Aspect. The Past Perfect Tense. Continuous Aspect ………. 109

UNIT 7

GETTING READY FOR AN INTERVIEW. WRITING FOR PROFESSIONAL PURPOUSE

7.1. GETTING READY FOR AN INTERVIEW. The curriculum vitae. Having an interview................. 111 7.2. CORRESPONDENCE KEEPS RELATIONS ALIVE. Writing for professional purposes. Formal and informal English in business writing .................................................................................................

116

7.3. BRITISH AND AMERICAN ENGLISH - Differences; Spelling rules ............................................. 124 7.4. PARTS OF A FORMAL LETTER. LETTER FORMAT .................................................................. 126

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INTRODUCERE Includerea în planul de învăţământ a unui curs de Limba engleză nu mai trebuie justificată în

contextul actual internațional când fenomenul globalizării lingvistice dar şi politica de promovare intensă, din ultimii ani de către Uniunea Europeană dar şi de fiecare stat membru în parte, a multiculturalismului, sunt atât de vizibile.

Obiectivele cursului Cursul Limba engleză se axează pe activităţi prevăzute să contribuie la perfecţionarea abilităţilor de

citire, ascultare, exprimare, interacţiune şi scriere ale cursanţilor şi la atingerea unui nivel ridicat de cunoştinţe de limba engleză. Vocabularul nou şi problemele de gramatică vor fi introduse prin intermediul unor fragmente extrase dintr-o varietate de surse, cursanţii fiind astfel încurajaţi să reacţioneze la texte şi contexte diferite şi să devină din ce în ce mai conştienţi nu doar de aspectele lingvistice, dar şi de cele culturale ale învăţării unei limbi străine. Cursul va include, de asemenea, activităţi de traducere, de comunicare şi prezentare a unor situaţii, cu aplicare directă în activitatea viitoare a cursanţilor.

Competenţe conferite Prin promovarea acestui curs, studenţii îşi vor dezvolta capacitatea de a comunica în scris şi oral,

de a înţelege diferite mesaje in situaţii variate şi de a se face la rândul lor înţeleşi în cadrul unei comunicări. Astfel se vor dobândi competenţe teoretice şi practice privind:

– capacitatea de a iniţia şi susţine conversaţii pe subiecte familiare dar şi juridice, exersând prin conversaţii/dialoguri pe diverse teme;

– exprimarea şi argumentarea propriilor opinii în mod corect şi coerent în limba engleză; – identificarea ideilor esenţiale ale unui mesaj scris sau oral, selectarea şi sintetizarea informaţiei

necesare dintr-un text dat; – cunoştinţele de gramatică; – vocabularul de specialitate în domeniul juridic; – elaborarea de texte pentru o varietate de scopuri; – strategiile necesare diverselor situaţii comunicaţionale.

Resurse şi mijloace de lucru Cursul dispune de un manual scris, supus studiului individual al studenţilor, precum şi de material

publicat pe Internet sub formă de sinteze, teste de autoevaluare, aplicaţii necesare întregirii cunoştinţelor practice şi teoretice în domeniul studiat. În timpul convocărilor, în prezentarea cursului sunt folosite echipamente audio-vizuale, metode interactive şi participative de antrenare a studenţilor pentru conceptualizarea şi vizualizarea practică a noţiunilor predate. Activităţi tutoriale se pot desfăşura după următorul plan tematic, prin dialog la distanţă, pe Internet, dezbateri în forum, răspunsuri online la întrebările studenţilor în timpul e-consultaţiilor:

1. Introducing oneself and greeting people. (4 ore) 2. Work, professions, occupations, trades. (4 ore) 3. A busy working day. Getting ready for an interview. Having an interview (4 ore) 4. Correspondence keeps relations alive. Writing for professional purposes. (4 ore)

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Structura cursului în tehnologie IFR Cursul este compus din 7 unităţi de învăţare: Unit 1. INTRODUCING ONESELF AND GREETING PEOPLE Unit 2. DESCRIBING THINGS, PEOPLE. WHAT ARE THINGS MADE OF?

WHAT ARE THEY LIKE? Unit 3. WORK, PROFESSIONS, OCCUPATIONS, TRADES. WHAT’S YOUR

PROFESSION Unit 4. THINGS YOU CAN, MUST AND MAY DO Unit 5. SEASONS AND WEATHER. WHAT SEASON DO YOU LIKE BEST? Unit 6. A BUSY WORKING DAY Unit 7. GETTING READY FOR AN INTERVIEW. HAVING AN INTERVIEW.

WRITING FOR PROFESSIONAL PURPOUSE Teme de control (TC) Desfăşurarea activităţilor tutoriale va fi structurată pe prezentări şi dezbateri pe unităţile de învăţare

programată şi aplicaţii practice, simulări de teste, după tematica de mai sus. Bibliografie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria 2. Firică, Camelia. 2009. Brush up on your everyday English, Craiova, Universitaria 3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech 4. Barbu, A., Chirimbu, S. 2006. English language for daily use, Bucureşti, Editura Fundaţiei

Romania de Mâine 5. Stefan R., Vasilescu R., Marcoci S., Beldea E., 2005. Come along, Editura Fundaţiei România de

Mâine, Bucuresti 6. Georgiana Gălăţeanu-Fârnoagă, Ecaterina Comişel. 2002. Gramatica limbii engleze, Bucureşti,

Lucman 7. Gheorghe Bică, Camelia Firică, Cristian Firică, 2004, A dictionary of Legal and Law Issues,

Craiova, Editura Sitech 8. Academia Română. 2004. Dictionar Englez-român, Bucureşti, Univers Enciclopedic

Metoda de evaluare:

Examenul final se susţine sub formă electronică, pe bază de grile, ţinându-se cont de activitatea şi evaluarea pe parcurs la seminar/proiect a studentului.

UNIT 1

INTRODUCING ONESELF AND GREETING PEOPLE

Contents:

1.1. WHAT IS YOUR NAME? HOW OLD ARE YOU? 1.1. 1. Grammar focus. Exercises 1.1.1.1. The indefinite article. 1.1.1.2. Possessive adjectives 1.1.1.3. The present indicative of the verb to be 1.1.1.4. The plural of nouns - I

1. 2. LOCATIONS AND DIRECTIONS. WHAT IS THIS? WHAT ARE THOSE? 1.2.1. Grammar focus. Exercises 1.2.1.1. The definite article 1.2.1.2. The zero article 1.2.1.3. Demonstrative adjectives and pronouns 1.2.1.4. There is, there are constructions

1.3. EXPRESSING POSSESION. I HAVE GOT MY DICTIONARY. WHOSE IS THIS? 1.3.1. Grammar focus. Exercises 1.3.2. The present indicative of the verb to have 1.3.3. Possessive pronouns 1.3.4. Interrogative pronouns and adjectives: who, what, which.

Unit Objectives and competences: - Brush up on your knowledge about how to (1) introduce

yourself and greet people; (2) give direction and describe locations; (3) express possession;

- Practise grammar issues: indefinite, definite, zero articles; possessive adjectives and pronouns; present indicative of the verbs to be, to have; plural of nouns; numeral; demonstrative adjectives and pronouns; there is, there are constructions; interrogative pronouns and adjectives. Let’s Talk! Introduce yourself by answering the following questions. What

is your first name? What is your second name? Have you got a middle name, a nickname, or a name day? What are you? What’s your occupation? What are your parents’ names? What is your marital status - are you married, single, divorced? Have you got siblings? What are their names? What are they? About age! How old are you? How old are your parents? How

old is your girl/boy friend? About where someone is from. What city are you from? What is

the name of your country? Is Romania a foreign country for you? What is the capital of your country? What is your mother tongue? How many inhabitants are there in your country? About friends. Have you got a girlfriend/boyfriend? How old is

she/he? What is her/his name? Have you got friends abroad?

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About greeting someone. What do you say when you meet someone for the first time? How do you greet your friends? What are the greetings in English?

1. WHAT IS YOUR NAME? HOW OLD ARE YOU?

READING. Read and pay attention to the use of the phrases and change the following indirect questions into direct ones according to the model: Model: Ask me what I am. - What are you?

Ask who they are. - Who are they? Ask who she is. Ask who the lawyer is. Ask me how old I am. Ask how old men are. Ask how old the

lawyer is. Ask if it is late or early. Ask if the students are usually late or

early. Ask if the child is afraid of his parents. Ask what people are

afraid of. Ask me where the man is from. Ask me where I am from.

- Good morning! Let me introduce myself to you. My name is Sandra Law and I am a teacher. I am your teacher of English. You are students. You are all my students. You are all freshmen. You are not teachers. You are all present for our first class. I’m happy to see that nobody is absent. She is a girl and he is a boy. She is not a woman and he is not a man. We are all in the classroom. It is our classroom. It is not their classroom. - Let’s have a talk in English, to know one another better. Please answer my questions, will you? - What are you? - We are students. - What is my name and what am I? - Your name is Mrs. Law and you are our English teacher. - What are they? - They are students, too. They are our colleagues. - What is your name? - My name is David. - What is her name? - Her name is Mary. - What is his name? - His name is Dan. - What are their names? - Their names are David, Mary and Dan. - Who are you? - I am Martin. - How old are you, Mary? - I am twenty years old. I’m young. We are all young people. - Who is he? - He is Dan. He is my colleague and friend, too.

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- How old is Dan? Is he twenty, too? - No, he is not. He is not twenty. He is nineteen years old. - How are you today? - I’m fine, thanks. We are all very well. - How is your girl friend, today, David? - She is not so well, I’m afraid. She is ill, right now. - I’m sorry to hear that. How are your colleagues? How are they? - Oh, they are all right. - Where is the teacher, Jane? - The teacher is in the classroom, and so are we all. - What country are you from, and what is your native language? - I’m from England and English is my native language, of course. - Where is Martin from and what is his mother tongue? - He is from Romania and Romanian is his language. English is a foreign language for him. Martin is from Bucharest. I know Bucharest is the capital of Romania, as London is the capital of England and Paris is the capital of France. Bucharest lies in the middle of large fields and it is situated on the banks of the river Dâmboviţa, in the Danube Plain. My girlfriend is from France. France is a European country; its people are French and their language is called French too. The people of the United States of America are Americans but their language is English, too. - I have friends in Italy and their language is Italian, and in Spain and they speak Spanish. They are my pen friends. The people of Germany are German and they speak German, the people of Greece are Greek and their language is Greek. Turkish people are from Turkey and their language is Turkish. Danes are from Denmark and their language is Danish as Dutch people are from Holland and their language is Dutch. Norway is inhabited by Norwegians. Its inhabitants speak Norwegian. China’s inhabitants are Chinese and Chinese is their mother tongue. - Very well, thank you.

GRAMMAR FOCUS

THE INDEFINITE ARTICLE Articolul nehotărât în limba engleză este: a / an şi prezintă

următoarele caracteristici: se plasează înaintea substantivului pe care îl determină: a teacher,

a headmaster, a student, a classroom; are forma a şi se pronunţă [ei] cînd este accentuat şi [∂] când cuvântul care urmează începe cu un sunet consonantic, semivocalic (w, y), o vocală cu sunet consonantic sau înaintea unui cuvânt care începe cu u cînd acesta se pronunţă precum 'you' în 'youth.':

a good teacher, a woman, a year, a European county, a unit of measurement; are forma an şi se pronunţă [∂n] când cuvântul care urmează începe cu un sunet vocalic, cu h mut (în cuvintele hour, heir, honour):

an English book, an accountant, an ice cream, an apple; an hour;

are aceiaşi formă indiferent de genul şi cazul substantivului pe

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care îl determină; nu precede substantive la numărul plural.

Articolul nehotărât se foloseşte: înaintea substantivelor care denumesc o profesie, o meserie, naţionalitatea, religia şi în faţa cuvintelor: man, woman, child:

I am a teacher. He is an Englishman. My husband is not a Catholic. Our teacher is a woman not a man. They have a child.

când se face referire la o persoană necunoscută sau fără importanţă:

A Mr. Brown looked for you yesterday. Un oarecare domn Brown te-a căutat ieri.

când se face o asemănare, o alăturare: She considers herself to be a Queen Victoria. Se crede o regina

Victoria după: such (atât de), what (ce), half (jumătate): Such a beautiful weather! O vreme aşa frumoasă! What a stupid thing to do! Ce lucru prostesc să faci!

We talked for half an hour. Am vorbit timp de o jumătate de oră. în expresii care conţin un număr sau o cantitate:

a dozen eggs, a hundred books, a million years, a litte money.

POSSESIVE ADJECTIVES

PERSON SINGULAR

PLURAL

I My Our II Your Your III His

Her Its

Their

Adjectivul posesiv prezintă următoarele caracteristici:

însoţeşte întotdeauna un substantive, precedându-l: my book, your exercise books, his friend, her room;

are formă invariabilă indiferent de genul şi numărul substantivului pe care îl determină;

adjectivele însoţite de un adjectiv posesiv nu sunt articulate: my English book, your good teachers, her bad language.

THE PRESENT INDICATIVE OF THE VERB TO BE

Affirmative Negative Interrogative

I am / I’m I am not/ I’m not Am I? You are/ you’re You are not/ aren’t Are you? He is/ he’s He is not/ isn’t Is he? She is/ she’s She is not/isn’t Is she? It is/ it’s It is not/ isn’t Is it? We are/we’re We are not/ aren’t Are we? You are/you’re You are not/ aren’t Are you? They are/ they’re They are not/ aren’t Are they ?

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TO BE este verbul care se foloseşte, în mod normal, pentru a denota existenţa, starea sau profesiunea unei persoane sau a unui lucru. The students are diligent. Studenţii sunt silitori. He is a driver. El este şofer. Gold is yellow. Aurul este galben.

Atenţie! Acest verb este întotdeauna folosit pentru exprimarea vârstei în limba engleză:

How old are you? I’m 20. I’m 20 years old (niciodată nu vom spune doar: I’m 20 years.)

How old is your son? He is 25. He is 25 years old. How old are your children? They are both eleven. They are

both eleven years old Exprimarea preţului în limba engleză se face tot cu ajutorul

verbului to be. How much is this book? Cât costă această carte?

It’s 2 dollars. Costă 2 dolari. How much are these shoes? Cât costă aceşti pontofi? They are 100 dollars. Costă 100 de dolari.

To be însoţit de un verb la infinitivul lung (cu particula to) poate exprima: un plan viitor:

The teacher is to give a lecture next week. Profesorul urmează să ţină o conferinţă săptămâna viitoare.

o necesitate, un ordin: You are to stay here untill I come! Să stai aici până vin! They are to obey the rules. Ei trebuie să respecte regulile.

Atenţie! Singura situaţie în care verbul to be se conjugă cu auxiliarul to do este când verbul to be este folosit la modul imperativ negativ: Don’t be late to school! Nu întârzia la şcoală! Don’t be sorry! Să nu-ţi pară rău!

Verbul to be intră în componenţa unor expresii:

to be hungry, to be thisrty, to be cold, to be hot, to be warm, to be right, to be wrong, to be sorry, to be afraid, to be at a loss, to be late, to be early, to be over, to be about to.

THE PLURAL OF NOUNS - I

În mod obişnuit, în limba engleză, pluralul substantivelor se formează prin adăugarea terminaţiei s la forma de singular a acestora:

SINGULAR PLURAL

student students teacher teachers book books

Substantivele terminate în ch, sh, s, ss, x, zz şi o precedat de o consoană formează pluralul prin adăugarea terminaţiei es:

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SINGULAR PLURAL bench benches bush bushes boss bosses box boxes buzz buzzes potato potatoes

În cazul substantivelor terminate în ch pronunţat [k] se adaugă doar desinenţa de plural, s:

SINGULAR PLURAL Czech Czechs epoch epochs

Cuvintele de origine străină şi abrevierile terminate în o formează pluralul doar prin adăugarea terminaţiei s:

SINGULAR PLURAL piano pianos photo photos kilo kilos

Substantivele compuse exprimate în scris printr-un singur cuvânt adaugă terminaţia de plural la cel de-al doilea termen:

SINGULAR PLURAL classroom classrooms schoolboy schoolboys schoolgirl schoolgirls

Substantivele compuse care se termină în ful formează pluralul adăugând terminaţia s la sfârşitul cuvântului compus: -

SINGULAR PLURAL cupful cupfuls handful handfuls tablespoonful tablespoonfuls

Cuvintele compuse, scrise cu sau fără cratimă, formate dintr-un substantiv urmat de un adjectiv sau orice altă expresie calificativă adaugă desinenţa de plural la substantiv:

SINGULAR PLURAL

brother-in- law brothers-in-law attorney-general attorneys-general notary public notaries public

Dacă nici unul din elementele componente ale unui substantiv compus nu este substantiv, pluralul se formează prin adăugarea terminaţiei –s la ultimul cuvânt:

SINGULAR PLURAL

grown-up grown-ups break- in break-ins

Cuvintele compuse cu substantivele man şi woman, cunoscute ca având plural neregulat, vor forma pluralul cu men şi women dar vor adăuga şi terminaţia s la celălalt substantiv:

SINGULAR PLURAL

manservant menservants womandoctor womendoctors

1. Put a or an before each of the following, paying attention to the silent h: …old lady, …university, … hospital, …aeroplane, …elephant, …egg, …bad egg, …attorney, …arm, …hotel, …history book, …honest man, …house, …ear, …eye, …hobby, …oil can, …actor, …auction, …honour, …great honour. 2. In the following sentences replace the verb must with the corresponding form of to be according to the model. Translate the new sentences. Model: I must leave tomorrow. - I am to leave tomorrow. 1. I must see the headmaster at noon. 2. Must I see him in his office? 3. When must they meet the manager? 4. They must meet him on Monday. 5. They must not meet him on Sunday. 6. Must they know that their friends are not coming? 7. We told her she must not make the same mistake again. 8. The student must do the spelling exercise again. 9. You must not do that. 10. You must be at the station at 8 p.m. 3. Make sentences with the following verbs expressing prohibition, according to the pattern: Model: touch – You mustn’t touch my papers. You are not to touch my papers.

The verbs are: disturb people, talk too loud, smoke, eat many sweets, break law, make noise, cross the street, sing, shout at the judge, drink, miss your classes, be late, waste time. 4. Make up a series of sentences illustrating different uses of the verb to be. 5. Complete the sentences with my, your, his, her, its, our, your, and their: 1. My daughter is doing ... homework in ... room. 2. Do they live with ... parents? 3. Does your brother live with ... parents-in-law?

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4. I live in ... flat and I have new furniture. I love ... flat. 5. Clerks are in ... offices. This accountant is not in ... office. 6. London is famous for ... Big Ben. 7. London is also famous for ... changeable weather. 8. Ben, is this ... penknife? 9. Mother, it’s raining cats and dogs! Have you got ... umbrella? 10. When we go to ... friends at the seaside we sleep in ... room. 6. Complete these sentences with names of the inhabitants of the country in brackets: 1. (England) are famous for being calm and fond of drinking tea. 2. I am to meet a group of (Bulgaria) at the seaside this summer. 3. Most (Hungary) visit North Transylvania. 4. There are lots of (America, Italy) and (Germany) business people

present at the auction. 5. Some (Austria), we are to meet at the Olympic Games, visit our

country after the competition. 6. (Romania) are peace-loving and very hospitable people. 7. The (Greece), we are to live at, when we visit Greece, have a

chain store. 8. The people who live in Finland are (Finland) and their language

is Finnish, and those who live in Norway are (Norway) and they speak Norwegian.

9. (Holland) speak a difficult language - Dutch. 10. (France) speak a beautiful language - French.

2. LOCATIONS AND DIRECTIONS. WHAT IS THIS? WHAT ARE THOSE?

READING. Read and pay attention to the use of the phrases and then ask question according to the model: Model: Show your colleagues your pen and ask what it is. - What is this? This is a pen.

Show the wall and ask what it is. - What is that? That is the wall. Show your colleagues some books / some sheets of paper and ask

what they are. Show those desks and the chairs and ask what they are. Show this window and ask what it is. Show that door and ask what it is. Ask if there is a computer in the classroom. Ask if there are pictures and maps on the walls. Ask if there are many people in the street. Ask if there are many new words in the new lesson.

- What is this? - This is an office. This office is large, clean and bright. It is very

modern, too. There are a lot of things in this office: two desks and two chairs for the clerks, two shelves and two computers on each desk.

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One computer is on, one is off. This is the door and that is the window. The door is closed; the window is open and it is opposite the door. This is the floor and that is the ceiling. There are not carpets on the floor but there are lamps on the ceiling above the desks. There are lamps on the desks too. The floor is down, the ceiling is up. The floor is under our feet, the ceiling is above our heads. Those desks are in front of the window and those chairs are behind the desks. There are shelves in this office, too. These two shelves are against the wall and between them there is a modern clock that tells the right time. There are pots with plants all over this office. The place is very welcoming.

- What are these, and what are those? - These are the sheets of paper and those are the files. These

sheets of paper are in this drawer and those files are on those shelves. Oh, look! Here’s a drawer full with envelopes, stamps, labels, glue, paste, paper clips and folders. There are fountain pens, pencils, ballpoint pens, rubbers and rulers on the desks. There are not inkstands or inkpots on the desks because nowadays people rarely write in ink using an old fashioned pen with nib.

- There is a calendar on the wall, but there aren’t pictures. - Is there a map, too? - No, there isn’t. There isn’t any map in this office. - Is that the computer? - Yes, it is. That is the computer - Are these the clerks and secretaries? - Yes, they are. These are the clerks and secretaries. - Are those their desks and chairs? - No, these are. Those aren’t theirs.

ASKING FOR DIRECTIONS GIVING DIRECTIONS

- Excuse me, can you tell me the way to the hospital?

- Go straight on. - Go straight ahead.

- I beg your pardon, how do I get to the Art Museum?

- Go down this road and take the third turning on the right/left. - You can take the bus and get off at the second/at the third/at Patria station.

- Pardon me! How do I get to the nearest Post Office? - How can I get to the nearest Post Office? Can I get there by car/by bus/by taxi?

-You go straight along this road and take the second turning on the left/right. - Keep straight on past the school and turn to the left/ right. - Go back for about... metres there’s the bus stop.

- Am I on the right way to University?

-Yes, you are./No, you are not.

- Where is the Ministry of Education?

- It’s right down the street. - It’s on the right/left hand side of the street.

- How can I reach to the Follow this street to the end.

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nearest Police Station?

- Is this the way to the City Hall?

You are going on the right/ wrong way. - You are going in the opposite direction. Go back and take a taxi/the bus/the tube and get off at ... station.

Prepositions of location

Preposition Examples

across The railway station is across the street.

after The police run after the robber.

among I enjoy being among my friends.

at The secretary is sitting at her desk.

behind The orchard is behind the house.

below The poster is below the window.

between The lawyer is sitting between the two witnesses.

in They live in a new district.

in front of Who is that in front of your door?

nearby There is no supermarket nearby.

next to / beside / by

The university is next to/beside/by the National Theatre.

on There is a clock in the wall. Have a seat on this chair.

over/above The sign hanging above the door reads 'No smoking'. Airplanes fly over the buildings.

under / below

The temperature this winter was below 0. Don’t look below!

Prepositions of movement

Preposition Example

to He rushed to work.

through They drove through the tunnel.

across There is no bridge across the river.

along You have to walk along that path.

down He fell down the slope.

over They walked over the bridge.

round The hands move round the clock.

into I poured water into the glasses.

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GRAMMAR FOCUS

THE DEFINITE ARTICLE

Articolul hotărât este, în limba engleză, the şi se foloseşte pentru toate cele trei genuri şi ambele numere - singular şi plural. Articolul hotărât are următoarele caracteristici: se plasează înaintea substantivului pe care îl determină; se citeşte [ð∂] când precede un cuvânt care începe cu un sunet consonantic, semivocalic (w, y), u în silabă separată şi când precede cuvântul one: the chair, the window, the year, the United States, the one; se citeşte [ði] când precede un cuvânt care începe cu un sunet vocalic sau când se doreşte sublinerea cuvântului respectiv: the economist, the English dictionary,“ the“ is an article; folosirea acestui articol este obligatorie înaintea substantivelor însoţite de prepoziţie: on the table, in the classroom, in front of the table, behind the desk.

Anumite categorii de substantive sunt precedate în mod obligatoriu de articol hotărât: nume de ape curgătoare, oceane şi mări: the Danube, the Atlantic Ocean, the Black Sea; nume de lanţuri muntoase şi dealuri: the Carpathians, the Alps, the Cheviot Hill; nume de instituţii: the British Museum, the National Theatre, the City Hall; nume de hoteluri: the Intercontinental Hotel, the Savoy, the Merriot; nume de nave: the Titanic, the Transilvania; nume de ziare: The Daily Mirror, The Times, The New York Times, The Guardian; nume de deşerturi, golfuri, capuri şi nume proprii formate cu cuvântul “of“: the Sahara, the Persian Gulf, the Gulf of Mexico, the Cape of Good Hope, the United States of America; nume de familie la plural: the Browns, the Smiths. substantive ale pluralităţii (formate din alăturarea articolului the la un adjectiv obţinându-se astfel reprezentarea unei clase de persoane); the poor – săracii, the rich – bogaţii, the dead – morţii, the old – bătrânii; the blind – orbii; substantive abstracte unice: the beautiful – frumosul, the good – binele, the sublime – sublimul; substantive unice: the Sun – Soarele, the Moon – Luna, the Earth – Pământul, the sky – cerul, the universe – universul, the present – prezentul the past – trecutul, the future – viitorul; substantive care desemnează o clasă de animale sau lucruri (substantivul man folosit ca referire la rasa umană nu se articulează); the lion – leul, the fir tree – bradul , the whale – balena; titluri care conţin în denumirea lor cuvântul of (nu se foloseşte şi înaintea altor titluri sau ranguri); the Duke of Normandy, the Queen of England, dar vom spune: Lord Nelson, Captain Hook. nume de instrumente muzicale: to play the piano, to play the

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violin, to play the guitar; Folosirea articolului hotărât este de asemenea obligatorie cu numeralele ordinale, cu adjectivele şi adverbele la gradul superlativ relativ şi cu cuvântul only: the first – primul, prima, the second – al doilea, a doua, the best way – cea mai bună cale/ modalitate, the only way – singura cale/ modalitate.

THE ZERO ARTICLE

Folosirea articolului zero este obligatorie în cazul: numelor proprii de locuri sau persoane cu excepţia celor menţionate la articolul hotărât; Romania, Buchares, Mary; unui substantiv însoţit de adjectiv posesiv: my book, their books, his dictionary; substantivelor care denumesc mesele zilei: Breakfast, lunch, dinner and supper are the four meals of the day. Micul dejun, prânzul şi cina sunt mesele zilei. substantivelor ce denumesc nume de jocuri: to play football, to play golf, to play tennis; cuvintelor bed, church, hospital, court, prison, school, college, university, institute când aceste locuri sunt folosite pentru sensul lor primar; to bed – to sleep, to church – to pray, to hospital – as patients or doctors, to prison – as prisoners, to school/ university/ college/ institute – as students/ pupils/ teachers; cuvintele university şi institute sunt totuşi cel mai adesea folosite cu articol. NOTĂ! Când aceste locuri sunt vizitate în alte scopuri, folosirea articolului hotărât este obligatorie. Cu verbele to be, to get back, to leave substantivele de mai sus se folosesc nearticulate: to be at hospital, to get back to prison, to leave university; cuvântului home atunci când acesta este folosit singur (neprecedat de alţi determinanţi): Are you at home?Eşti acasă? zilelor săptămânii, lunilor anului (acestea se scriu totdeauna cu majusculă) şi anotimpurilor: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday are the days of the week. Luni, Marţi, Miercuri, Joi, Vineri, Sâmbătă, Duminică sunt zilele săptămânii. January is the first month of the year. Ianuarie este prima lună a anului. I like spring because it is a beautiful season. Îmi place primăvara pentru că este un anotimp frumos. substantivului mankind;

Mankind is struggling for peace. Omenirea luptă pentru pace. numelor de continente, ţări şi state, provincii şi oraşe: Europe, Australia, France, Canada, California, Transylvania, Moldavia, Bucharest. Excepţii: the Argentina, the Congo, the Sudan, the United States, the Hague, the Netherlands. Substantivelor care denumesc substanţe, materiale, culori: Chalk is a white substance white. Creta este o substabţă albă. Gold and silver are precious metals. Aurul şi argintul sunt metale preţioase. Yellow is my favourite colour. Galbenul este culoarea mea

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favorită. numelor de persoană însoţite de atributele adjectivale: young, old,

little, poor, dear, honest, pretty, lazy, silly: poor John, dear Kitty, lazy Jim.

substantivelor care denumesc numele limbilor şi obiectelor de studiu: English is not an easy language. Engleza nu este o limbă uşoară. We study English at school. Studiem engleza la şcoală. substantivelor abstracte: life (viaţă), happiness (fericire), death

(moarte), knowledge (cunoaştere, ştiinţă, cunoştinţe): Life is beautiful. Viaţa este frumoasă. Happiness is relative. Fericirea este relativă. Death is inevitable. Moartea este inevitabilă. Knowledge is power. Ştiinţa înseamnă putere. prepoziţiei by şi mijloacelor de transport: by car – cu maşina, by

bus – cu autobuzul, by train – cu trenul, by tube – cu metroul; substantivelor comune asociate cu numerale cardinale: Lesson 2;

Room 34; Floor 4. NOTĂ. Substantivele care denumesc zilele săptămânii, lunile anului, anotimpurile, substanţe, materiale culori, obiecte de studiu, limbi şi noţiuni abstracte, nume de persoane însoţite de adjectivele young, old, little etc. sunt articulate cu articolul hotărât dacă sunt determinate (se specifică ceva în legătură cu ele): Sunday is a dull day for me but the Sunday we spent toghether was a wonderful day. Duminica este o zi plictisitoare pentru mine dar duminica pe care am petrecut-o împreună a fost o zi minunată. Life is difficult but the life of this poet is impressive. Viaţa este dificilă dar viaţa acestui poet este impresionantă. Chalk is white but the chalk on the blackboard is red. Creta este albă dar creta de pe tablă este roşie. Breakfast is usually a light meal but the English breakfast is the most important meal of the day. Micul dejun este o masă uşoară dar micul dejun englezesc este cea mai importantă masă a zilei. The poor Mr. Black whom we all know died last week. Sărmanul domn Black pe care toţi îl cunoaştem a murit săptămâna trecută. substantivelor nenumărabile: sugar, coffee, oil, chocolate, milk. substantivelor: father, mother, grandfather, grandmother. substantivelor luate în sens generic: I like coffee. Imi place

cafeaua. Sugar is sweet. Zahărul este dulce. Children love toys. Copiilor le plac jucăriile.

DEMONSTRATIVE ADJECTIVES AND PRONOUNS

DEMONSTRATIVE

PRONOUNS DEMONSTRATIVE

ADJECTIVES THIS [ðis] Read this! Read this book! THESE [ði:z] Read these! Read these books! THAT [ðæt] Take that! Take that book! THOSE [ðouz] Take those! Take those books!

Adjectivele demonstrative, ca de altfel toate adjectivele în limba engleză, preced întotdeauna un substantiv.

THERE IS, THERE ARE CONSTRUCTIONS

AFFIRMATIVE NEGATIVE INTERROGATIVE

There is There is not Is there There are There are not Are there

Aceste construcţii se traduc prin există, se află, este, sunt, se găseşte, se găsesc şi sunt urmate de subiectul logic al propoziţiei din care fac parte şi cu care se acordă în număr.

1. Insert the definite and indefinite articles (a, an, the): I and my family live in ... Canada. .... house in which we live in is old. .... students study. ... students you see in ... street are going to ... university. We are at ...university. At ... university ... students have ...big library. ... Richard! Come to ... blackboard and put down ... following examples. ... doctors and ... nurses work in … hospitals. ... doctors in this ... hospital are ... best. We go to ... hospital to visit a friend. I always wash my hands before having ... breakfast, ... lunch or ... dinner. ... breakfast we had yesterday was too large. I’ll never forget ... dinner we had at ... restaurant on my birthday last year. I enjoy ... stories. ... story you are telling now is such ... funny one. This summer we are going on ... trip to ... seaside. We like ... trips very much. ... trip we are planning to make seems exciting. Today is ... Friday ...12th of ... October. ... October is ... autumn month. What ... beautiful autumn weather! ... Sahara is a desert in ... Africa. ...Atlantic Ocean lies between ...Europe and ...America. ... Carpathians are high, beautiful ... mountains. ... Danube flows into … Black Sea. 2. Your pen friend has decided to come to your town and visit you. Write a letter indicating the best way to follow from the railway station to your house.

3. EXPRESSING POSSESION I HAVE GOT MY DICTIONARY. WHOSE IS THIS?

READING. Read and pay attention to the use of the phrases and then change the following indirect questions into direct ones:

Ask your colleague if he has got a text book.

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Ask someone if he has siblings/a spouse. Ask who has got an extra pen/sheet of paper. Ask if the manager has a partner.

Ask your colleagues if they have a good or thin time on week-ends. Ask your desk mate if he/she has his/her meals regularly.

- David, what have you got on your desk? - I have got a dictionary. It‘s an English- Romanian dictionary. - Whose dictionary is it? - It is my dictionary. It is mine. - Whose conversation guidebook is this? Is it your conversation

guidebook? Is it yours? - Yes, it is mine, too. It is my conversation guidebook. - My daughter has got a computer at home. She has not got a

typewriter. It is her computer. It is hers. What has she got? - Your daughter has got a computer. - What has your boy friend, Maria? - He has a car. He has got a car. It is his car. It is his. His car is

new. - Whose car is that? Is that car yours? Is it yours? Is that car

yours? - No, it isn’t mine. It is his car. It is his. - We have got a laboratory at the University. This is our

laboratory. What have we got? - We have got a lab. It is a phonetic lab. We listen to English

tapes here. This is our phonetic lab. This lab is ours. Our University has also got a library with lots of books in it. We borrow books and dictionaries from our University’s library, in order to study them. The librarian lends us books and takes care that we return them in due time.

- My neighbours have a new house. Their house is cosy and beautiful.

- Whose house is that? - That is their house. It is theirs. Listen to its description: - We live in a new house and I want to tell you about this. Let

me show you around our house! - Our house is on a quiet street, It has two storeys – the ground

floor and the first floor. On the ground floor we have the dining-room, the living- room or sitting-room, as the Americans say, the kitchen, the hall and a lavatory.

- On the first floor there are the three bedrooms, for the children and for the parents, and the bathrooms.

- We have new, modern furniture in every room. We also have all the modern conveniences in our house: electricity, gas, running water, central heating and a telephone. Its roof is made of tile.

- The house has a garden in front of it and a small orchard at the back of it, where we plant flowers and fruit – trees.

- Has your house a garage? - Of course it has, at one side of it.

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GRAMMAR FOCUS

THE PRESENT INDICATIVE OF TO HAVE

AFFIRMATIVE NEGATIVE INTERROGATIVE

I have/ I’ve I have not/ haven’t Have I? You have/ you’ve You have not Have you? He has/ he’s He has not/ hasn’t Has he? She has/ she’s She has not Has she? It has/ it’s It has not Has it? We have/ we’ve We have not Have we? You have/ you’ve You have not Have you? They have/ they’ve They have not Have they?

Verbul to have, care exprimă ideea de posesiune, poate avea şi forma to have got foarte uzitată în engleza vorbită.

I have got a pen friend. = I have a pen friend. What has he got? = What has he? What have you got there? = What have you there?

Această regulă nu este valabilă în cazul în care verbul to have este folosit în expresii care-i schimbă sensul de posesiune. They have lunch in town. Ei iau prânzul în oraş. I have a headache. Mă doare capul.

Ca şi în cazul verbului to be, negativul şi interogativul verbului to have se formează prin inversiune, respectiv prin adăugarea negaţiei ‘not’ la forma de afirmativ. Atenţie! În varianta americană a limbii engleze, se foloseşte totuşi auxiliarul ‘to do’ pentru formarea interogativului şi negativului verbului ‘to have’.

De asemenea acest verb poate exprima şi ideea de necesitate fiind astfel o alternativă a verbului modal must – a trebui.

The child has to drink milk. = The child must drink milk We have to be there in time. = We must be there in time.

Asemenea verbului to be, verbul to have intră şi el în componenţa unor expresii. Pe lângă cele deja menţionate la capitolul în care se vorbeşte despre articolul hotărât mai trebuiesc amintite cele care se referă la servitul principalelor mese ale zilei: to have breakfast (a lua micul dejun), to have dinner (a lua cina), to have lunch (a lua prânzul), to have supper (a lua cina), to have meals (a mânca).

POSSESSIVE PRONOUNS

Pronumele posesiv are forma adjectivului posesiv căruia i se adaugă terminaţia s, cu excepţia persoanei I singular, unde are formă diferită de cea a adjectivului posesiv.

La persoana a III- a singular, masculin, forma his este comună atât adjectivului cât şi pronumelui posesiv.

Trebuie remarcat faptul că în cazul adjectivului posesiv nu se foloseşte apostroful.

ATENTIE! Trebuie evitată greşeala foarte comună de a scrie pronumele posesiv its cu apostrof deoarece it’s este forma scurtă a lui it is.

PERSON SINGULAL PLURAL I Mine Ours II Yours Yours

III His Hers Its

Theirs

INTERROGATIVE PRONOUNS AND ADJECTIVES: WHO, WHAT, WHICH

CASE

N. WHO? Who comes? (pron.)

G. WHOSE? Whose is that ruler? (pron) Whose ruler is that? (adj.)

D. (TO) WHOM? To whom are you giving the ruler? (pron.) or Whom are you giving the ruler to? (pron.)

Ac. WHOM?/WHO? Whom do you know? (pron.) WHAT? What is your friend? (pron.) What food

do you like? (adj.) WHICH? (implies selection) Which of these

persons do you know? (pron.) Which person is the manager? (adj.)

1. Imagine you talk with a friend and you know different things. Ask questions as in the model and ask your friend to answer you: Mo del: You know that something gives him headaches. What gives you headaches? 1. You know that something happens every night. 2. You know that someone calls him every night. 3. You know that someone helps him with his work. 4. You know that something causes his happiness. 5. You know that something makes him angry. 6. You know that someone invites him abroad. 7. You know that somebody’s friend is ill. 8. You know some people come to dinner. 9. You know that somebody troubles him. 10. You know he spends much on books. 11. You know that someone in his family drinks much coffee. 2. Fill in the blanks with who, whom, what, which, whose:

1. There are two roads to the station. ...road shall we take? 2. ... is the man you are talking to? 3. ... would you like to do next weekend? 4. ... you are telling me is not true. 5. The girl ...we met at the post- office is my cousin. 6. ...of these three teams is the best? 7. ...have you invited to your birthday party? 8. ...have you been to the cinema with?

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9. At first, she couldn’t understand... the boy wanted with her. 10. ... is the secretary typing?

3. Write the sentences with the correct possessive pronouns and adjectives:

1. I love ... town but ... is bigger and cleaner (I / you). 2. She doesn’t like ... boss. What’s ... like? (she / you ). 3. We can see... car in the street but where is ... (we / you). 4. Is that ... pen or ... (you / I)? 5. I think it’s ... I’ve put ... in the pencil case (you / I). 6. This is ... typewriter and this is … (he / she). 7. Whose desk is this? It’s ...(we). 8. The girls ate ... chocolate but the boys didn’t eat ... (they /

they). 9. ... television set has a larger screen and a better picture than ...

(we / they). 10. Shall I fetch you ... scarf? This is ... (you / she).

Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria 2. Firică, Camelia. 2009. Brush up on your everyday English, Craiova, Universitaria 3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech

UNIT 2

DESCRIBING THINGS, PEOPLE. WHAT ARE THINGS MADE OF? WHAT ARE THEY LIKE?

Contents: 2.1. WHAT ARE YOU LIKE?

2.1.1. Grammar focus. Exercises 2.1.1.1. The plural of nouns II

2.2. RELATIVES. ALL ABOUT MY FAMILY 2.2.1. Grammar focus. Exercises 2.2.1.1. Place of adjective 2.2.1.2. The genitive case

2.3. DAILY ACTIVITIES. WHAT I USUALLY DO EVERY DAY 2.3.1. Grammar focus. Exercises 2.3.1.1. The simple present 2.3.1.2. Reflexive and emphasising pronouns

Unit Objectives and competences:

- Brush up on your knowledge about (1) how to describe you, other people and things; say what things may be made of; (2) relatives and family members; (3) daily activities;

- Practise grammar issues: the plural of nouns II; adjectives; the genitive case; the simple present tense of verbs; reflexive and emphasising pronouns. Let’s Talk! We all come under different appearances. We all have

strengths and weaknesses. Comment on these. Describing what someone is like. Describe yourself from the

point of view of your character and appearance. Who do you take after, your mother or your father? What are your family members like? What qualities do you appreciate in people? Do you consider that appearance counts more than moral traits? Do you judge people by their look? Did it happen to you to misjudge people? How did you feel about this?

1. WHAT ARE YOU LIKE?

READING Read the text and then change the following indirect questions into direct ones:

Ask your desk mate what the English course is like. Ask someone what his girl friend is like.

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Ask someone what his children / parents are like.

When we speak about things or persons we refer to their shape, size, colour or materials they are made of.

The buildings of a town are high or low, big or small, new or old, modern or old fashioned, ugly or beautiful. The height of some buildings may be really astonishing or breathtaking. So are the skyscrapers in New- York.

The rooms of a building are large or small, dark or bright, square or rectangular. The doors and windows of a room are wide or narrow, open or shut.

Furniture is made of wood, metal or straw. Some figures are round, or oval, or rectangular or square, or

triangular. Lines are straight or curved, long or short, thick or thin. A triangle has three angles and its angles are sharp, or right or

obtuse. Exercises are easy or difficult but an attaché-case is heavy if it is

full and light if it is empty. Colours are light or dark, pale or loud. The sky is light- blue at

noon, on a summer day, and dark- blue at night. Grass and leaves are green but flowers are white, blue, yellow, red, pink or violet. Oranges are orange, but blackboards are black or grey. The Romanian flag is blue, yellow and red. The English one is blue and white and red.

People can be young, old, tall or short, fat (plump, stout) or thin (lean, skinny, bony), strong or weak, ugly or beautiful or handsome. Men are usually strong and women and children are almost always weak. I know a lot of people and they are very different from one another. Some of the people I know are happy, some are unhappy, some are merry and some are sad, some are good, some are bad, some are brave, some are coward, some are calm, and some are impatient, some are interesting and some are awfully boring, some are bold and some are shy (coy, timid), some are quiet others are noisy or talkative, honest or dishonest, clumsy or skilful, tidy or untidy, careful or careless, stupid or clever (smart, intelligent), lazy or hardworking (diligent or industrious).

Children may take after their parents, and may be like their father and mother. Sometimes grandchildren look like their grandparents. If children are twins they are as like as two peas.

Things are made of different materials. My watch is made of gold. It isn’t made of silver, iron or steel, or plastic. It is waterproof or shockproof.

My shoes and handbags are made of leather or patent leather but hoses, or the soles of the footwear and tires are made of rubber. Some shoes are handmade.

Clothes may be made of cotton, silk, wool, plastic materials. Gloves may be made of leather, lace, silk or wool. Mirrors and windowpanes are made of glass. Books, notebooks, newspapers are made of paper.

Buildings are made of brick, stone, wood, concrete, glass, prefabricated panels.

Cutlery may be made of silver, stainless steel or plastic; plates and cups are made of china or porcelain.

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GRAMMAR FOCUS

THE PLURAL OF NOUNS II

Unele substantive în limba engleză nu formează pluralul prin adăugarea terminaţiei s, es. Ele provin din engleza veche, au formă diferită pentru plural, sunt în număr de zece şi sunt cunoscute sub denumirea de substantive de origine engleză cu plurale neregulate:

SINGULAR PLURAL MAN – bărbat MEN – bărbaţi WOMAN – femeie WOMEN – femei CHILD – copil CHILDREN – copii FOOT– laba piciorului FEET– labele picioarelor TOOTH – dinte TEETH – dinţi GOOSE – gâscă GEESE – gâşte MOUSE – şoarece MICE – şoareci LOUSE – păduche LICE – păduchi DIE – zar DICE – zaruri OX – bou OXEN – boi

Douăsprezece substantive care se termină la singular în -f sau - fe formează pluralul prin schimbarea acestor terminaţii în - ves. Alături de acestea trebuie avută în vedere şi particula self- cu forma de plural selves care se foloseşte pentru formarea pronumelor şi adjectivelor reflexive: myself, yourself, himselfy, herself, itself cu formele de plural: ourselves, yourselves, themselves.

SINGULAR PLURAL CALF – viţel CALVES – viţei ELF – spiriduş ELVES – spiriduşi HALF – jumătate HALVES – jumătăţi KNIFE – cuţit KNIVES – cuţite LEAF – frunză LEAVES – frunze LIFE – viaţă LIVES – vieţi LOAF – pâine LOAVES – pâini SHEAF – snop SHEAVES – snopi SHELF – raft SHELVES – rafturi THIEF – hoţ THIEVES – hoţi WIFE – soţie WIVES – soţii WOLF – lup WOLVES – lupi

Restul cuvintelor terminate în -f, -fe formează pluralul prin adăugarea terminaţiei s la forma de singular: beliefs, chiefs, cliffs, safes, roofs, proofs, etc. Unele cuvinte terminate în - f, - fe au amândouă formele pentru plural:

SINGULAR PLURAL SCARF – eşarfă SCARFS, SCARVES HOOF – copită HOOFS, HOOVES

Substantivele terminate în - y precedat de o consoană transformă pe - y în - i şi adaugă terminaţia – es când formează pluralul:

SINGULAR PLURAL CITY CITIES FACTORY FACTORIES PARTY PARTIES

Transformarea nu are loc:

după vocale: boy – boys, play – plays, day – days; în substantive proprii: the Kennedys; în substantive compuse: stand – by – stand – bys.

1. Write the words in brackets in the plural:

1. Take care! Those (knife) and (penknife) are sharp. 2. What drawer are the (scarf) and the (handkerchief) in? 3. I’ll tell the (child) a fairy tale with (elf) and (dwarf). 4. Did the police catch the (thief)? 5. Let’s buy some (potato) and (tomato)! We haven’t any left. 6. (Louse) and (flea) are insects; (mouse) and (rats) are animals. 7. We had a party and we enjoyed (ourself). 8. (Hundred) and (hundred) of (man) and (woman) are gathered

in the square. 9. It’s a beautiful autumn. The (leaf) turned yellow and now

they are falling down. 10. The (dictionary) are on those (shelf) over there. 11. Two (wolf) attacked the (calf) on the farm. 12. Who said ’The (die) are cast’? 13. (housewife) have to do all the housework. 14. I buy two (brush) – one for my hair and one for my (tooth). 15. How many (t) are there in “butter“?

2. Make the following sentences plural. Make changes where necessary: 1. The car factory is near the town. 2. That car is of the latest design. 3. A big city is crowded and noisy. 4. My child and the other boy, who is with him, are crossing the street carefully. 5. This child is his family’s first born. 6. The bench near the pillar-box is less comfortable. 7. This man is our regular customer for many years. 8. That woman runs an enterprise quite successfully. 9. A mouse is a harmful rodent small animal that can cause much trouble. 10. A louse is a parasite.

3. Fill in the definite or indefinite articles where necessary:

1. This student’s paper is best. 2. There’s new match between former and latter team on May 26th. 3. How many bridges are there across Thames in London?

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4. oak tree is a tall tree. 5. Can you drive lorry? 6. Can she ride bike? 7. Mont Blank is highest mountain in Alps. 8. Mount Everest is highest one in Himalayas. 9. I do not know about Rockies and I am not very sure about Andes. 10. My father-in-law travelled from Germany to Romania during Second World War.

Let’s Talk! About family members: Speak about your family. Say if you

have siblings, where they live, how old your siblings are, what they do and what they are like, what their likes and dislikes are. Say if they are your seniors or juniors. Speak about your wife/husband, about your children and in- laws if you are a married person. Who is the person in your family you feel attached to?

2. RELATIVES. ALL ABOUT MY FAMILY

READING. Read the text to remember the words that describe family relationship and comment on the sayings: A good friend is my nearest relation. A good friend is another self. Let me introduce you to my family today! This is my family: my wife, my daughter, my son and I. I am Mr. Black. My wife is Mrs. Black. I am Mrs. Black’s husband. We have two children: a boy and a girl. The boy’s name is Robert and the girl’s name is Mary Ann. My son is seventeen years old and my daughter is ten. They are both pupils, go to school and learn very well. Robert is Mary Ann’s brother and Mary Ann is Robert’s sister. Robert is Mary Ann’s senior by seven years and Mary Ann is his junior by seven years. Our son is a handsome teenager and our daughter is a very pretty girl. I am Robert and Mary Ann’s father and my wife is their mother. We are their parents. We have a very big house and we live with my wife’s parents. They are my parents-in-law. My father-in-law and my mother-in-law, who are old people, are retired on pension. They are very gentle persons and they are very fond of our children, who are their grandchildren. We respect their old age and seniority. My son is their grandson and my daughter is their grand daughter. Children love their grandmother and grandfather very much. My parents- in- law have two children: a daughter – my wife, and a son – my brother-in-law, whose name is John. I am their son-in-law, and their son’s wife is their daughter-in-law. My brother-in-law is our children’s uncle and godfather at the

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same time and his wife is their aunt and godmother, too. They haven’t got children, so Mary Ann is their favourite niece and goddaughter, and Robert is their beloved nephew and godson. On Sundays we, the men of the family, watch a football match on TV or go fishing and the women do the housework and then chat over a cup of coffee or tea.

We are a happy family. Our daughter is a little sad because she has no cousins to play with. Nevertheless, she has a very good friend, the same age, our neighbours’ daughter, Carla. Carla is as old as our daughter and they are not only good friends but also schoolmates. They both attend the same secondary school.

GRAMMAR FOCUS

PLACE OF ADJECTIVE Adjectivul calificativ are următoarele caracteristici: se plasează în limba engleză înaintea substantivului pe care îl califică; rămâne invariabil fie că substantivul pe care-l califică este masculin, feminin sau neutru, fie că este la numărul singular sau plural: a handsome teenager (un adolescent chipeş), a pretty little girl (o

etiţă drăguţă), the right answer (răspunsul corect), round figures ( guri rotunde); old grandparents (bunici în vîrstă); etc.

Iată câteva din puţinele cazuri în care adjectivul se plasează după substantiv: în unele titulaturi: Attorney General, Lieutenant General; în expresii: Court martial, first/ second/ third person singular,

Asia Minor, A major (muz.), ’Paradise Lost’; când adjectivul urmează după unul din verbele: to be, to become, to seem, to feel, to get/grow (= to become), to make, to look (to appear), to turn; This man is bad. The manager became rich in a few years’ time. Your friend seems sad. I feel cold. She made her parents happy. The woman looks bored. The clerk got/grew impatient. The girl turned pale.

THE GENITIVE CASE

In limba engleză cazul genitiv se exprimă în două moduri: 1. Genitivul prepoziţional (analitic) care are următoarele caracteristici: se redă cu ajutorul prepoziţiei of; ordinea cuvintelor în sintagma genitivală este:

substantivul ce denumeşte obiectul posedat (precedat de articolul hotărât the) + prepoziţia of + substantivul ce denumeşte posesorul (precedat de articolul hotărît the); Genitivul prepoziţional se foloseşte în următoarele cazuri:

cu substantive nume de obiecte sau cu nume de animale mici: the colour of the flower – culoarea florii; the title of the book – titlul

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cărţii, the cover of the textbook – coperta manualului; the tail of the mouse- coada şoarecelui; cu denumiri geografice urmate de un nume propriu: the City of London, the Tower of London, the Gulf of Mexico; cu substantive nume de persoană, în cazul în care substantivul determinat este precedat de articol nehotărât sau demonstrativ: I am a great fan of this actor. Sunt un mare fan al acestui actor. 2. Genitivul sintetic care are următoarele caracteristici: se redă prin ’s (apostrof şi s) sau doar prin ’(apostrof); ordinea cuvintelor în sintagma genitivală este:

substantivul care denumeşte posesorul + ’s sau ’ + substantivul care denumeşte obiectul posedat; Genitivul sintetic se foloseşte:

cu substantive la numărul singular sau plural (care nu se termină în s), cînd numele posesorului este exprimat prin: substantive nume proprii de fiinţe: Tom’s brother (fratele lui Tom), Mary’s friend (prietena Mariei); substantive comune care definesc fiinţe: the schoolgirl’s name (numele şcolăriţei), the teacher’s book (cartea profesorului), the cat’s name (numele pisicii) a man’s job (meseria unui bărbat), children’s room (camera copiilor); substantive nume de ţări sau continente: Romania’s population, England’s inhabitants, Europe’s countries; iniţiale: the MP’s secretary (secretara parlamentarului), the VIP’s escort (escorta vip-ului); substantive care exprimă noţiuni cronologice, măsuri, distanţe, valori: today’s newspaper (ziarul de azi), a five days’ trip (o excursie de cinci zile), a five miles’ distance (o distanţă de cinci mile), a twenty minutes’ delay (o întârziere de 20 de minute), yesterday’s meeting (şedinţa de ieri), tomorrow’s departure (plecarea de mâine), a ten minutes’ break (o pauză de zece minute); substantive care denumesc animale mari: the lion’s mane (coama leului), the elephant’s ears ( urechile elefantului); în expresii: for goodness’ sake (pentru numele lui Dumnezeu), for pity’s sake (de/ din milă), for form’s sake (de dragul formei); to be on a razor’s edge (a fi pe muchie de cuţit), to my heart’s content (după placul inimii mele), a bird’s eye view (o privire de ansamblu). In cazul în care două substantive sunt posesorii aceluiaşi obiect marca genitivului se plasează după ultimul substantiv care desemnează posesorul: Mary and Dan’s parents. Părinţii Mariei şi ai lui Dan. In cazul în care cel de-al doilea termen al sintagmei genitivale (obiectul posedat) este exprimat prin unul din cuvintele shop, house, museum, store, acestea sunt omise din exprimarea genitivală folosindu-se doar substantivul care denotă posesorul în cazul genitiv: at the baker’s (= at the baker’s shop – la brutărie), at the butcher’s (= at the butcher’s shop – la măcelărie), at Bill’s (= at Bill’s house – acasă la Bill), at Madam Tussaud’s (= at Madam Tussaud’s Wax Figures Museum – la Muzeul figurilor de ceară al doamnei Tussaud), at Selfridge’s (= at Selfridge’s store – la Selfridge). În cazul substantivelor compuse sau a celor formate din mai multe cuvinte, marca genitivului sintetic ’s se va adăuga ultimului cuvânt: my sister-in-law’s parents – părinţii cumnatei mele, Henry the

Eighth’s wives – soţiile lui Henry al VIII-lea. După substantive la numărul singular sau substantivele cu plural neregulat se foloseşte ’s, (men’s cars, children’s toys) dar după substantivele la numărul plural, sau terminate în s cazul genitiv se marchează numai cu apostrof: the students’ hostel (căminul studenţilor), the Smiths’ car (maşina familiei Smith), Dickens’ literary works – lucrările literare ale lui Dickens.

1. Make compound adjectives according to the model and translate them into Romania:

Model: with blue eyes > blue eyed; with long hair> long haired.

with short hair, with fair hair, with dark hair, with narrow mind, with broad mind, with broad shoulders, with long legs, with short legs, with green eyes, with ill temper, with cold blood, with hot blood, with heavy heart, with hard heart, with kind heard, with hot head, with cool head, with five fingers, with five toes, with black coat, with short trousers, with bad manners, with good manners.

Let’s Talk! About daily activities. Speak about your daily program, your

job and responsibilities. Are the other members of your family busier than you are? How do you usually spend your weekends? Do you treasure time? Comment on: Time is money.

3. DAILY ACTIVITIES. WHAT I USUALLY DO EVERY

DAY

READING. Read and pay attention to the use of the phrases and then change the following indirect questions into direct ones: Ask your desk mate what the weather is like today. Ask someone what his girl friend is like. Ask someone what his children / parents are like. Ask your desk mate what his/her house/car is like. Ask what the Romanian flag is like.

Every weekday, from Monday through Friday, we are very busy and we work from morning till night.

My husband is a businessman and he runs a factory. He has great responsibilities towards his employees and their families. He’s

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fortunate his best friend assists him with his work, and his assistance is very helpful to my husband. The period to come is going to be hard for them, as their factory is about to merge with a smaller one.

As for me, I am a journalist and I work for a local newspaper. A journalist’s work is very exciting as I consider a journalist is like an explorer. He always has to find out new exciting facts or data; he has to sort the false ones from the true ones. The following qualities are considered to be essential for a journalist: he has to be prompt in finding out the news and transmitting them, he has to be self-confident, reliable, impartial, vigilant, alert, open- minded, accurate.

As a matter of fact the press in general should be impartial, objective and prompt. Moreover, when a journalist’s words or statements annoy somebody he has to be able to prove their rightness and justify them. Once the newspaper printed, nothing can be deleted, cut out or replaced. A journalist’s style ought to be concise, attractive and direct. It mustn’t be floppy. My fellow workers and I always correct the articles we write.

As we have to be at our offices at eight o’clock, we always wake up at a quarter to seven when we hear the clock strike, we get out of bed. My husband does his morning exercises and the children go to the bathroom, wash themselves and brush their teeth, while I put on my dressing gown and slippers open the windows to air the bedrooms, make the beds, go to the bathroom and put on my clothes. I cook breakfast while my husband takes a shower or a bath, shaves himself, combs his hair and dresses himself. It takes us about forty – five minutes to wake up and get ready. We generally eat bread and butter, ham, cheese or marmalade, or bacon and eggs, and drink coffee for breakfast but our children drink milk, tea or orange juice.

We leave home at a quarter to eight and go to work by car or by tram. We can’t walk to work, as there’s a long distance to our places of work and offices. Children come home at noon, have lunch and, after a short rest, do their homework. After that, they ride their bikes, play tennis or games or go for a walk with their friends. My husband and I have lunch in town. Lunch is a proper time to discuss business so my husband often has to meet some client and have lunch with him or her in town. If the day is busy our lunch means just a sandwich. We come back from work at about five in the afternoon and all the family has dinner in the evening. After dinner we spend the evening talking with our children, watching TV, or reading something. At about ten o’clock we are dead tired and sleepy so we take off our clothes, put on our pyjamas, set the alarm clock to ring and go to sleep.

We all keep early hours during the week but sometimes, on weekends, we meet some friends, go to a restaurant or to the theatre.

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GRAMMAR FOCUS

THE SIMPLE PRESENT

AFFIRMATIVE NEGATIVE INTERROGATIVE I write I do not write Do I write? You write You do not write Do you (not) write? He writes He does not write Does he (not) write? She writes She does not write Does she (not) write? It writes It does not write Does it (not) write? We write We do not write Do we (not) write? You write You do not write Do you (not) write? They write They do not write Do they (not) write?

In conjugare verbul, la timpul prezent, aspectul comun, primeşte terminaţia s sau es la persoana a III a singular. Terminaţia es se adaugă verbelor terminate în ch, sh, ss, x, o.

Timpul present, aspectul comun se foloseşte pentru a reda: o acţiune care are un caracter repetat. Folosirea acestui timp este

impusă de următoarele adverbe şi locuţiuni adverbiale: usually (de obicei), generally, often (adesea), always (totdeauna), ever, never, every day/ week/ month/ year/, as a rule (de regulă), etc.

acţiuni sau caracteristici generale, adevăruri universale: The Moon moves round the Earth. Luna se învârte în jurul pământului. Dogs bark. Cîinii latră.

o acţiune viitoare care este urmarea unui program prestabilit la nivel oficial: The tourists visit Bucharest tomorrow. Turiştii vizitează mâine Bucureştiul.

orarul de lucru, mersul trenurilor, avioanelor etc; data: Tomorrow is the 26th of May. viitorul în propoziţii conditionale şi temporale în care folosirea

viitorului nu este permisă în limba engleză: The manager will be mad if we are late. Directorul va fi furios dacă vom întârzia. We shall call you when / as soon as he arrives. Te vom suna când/ de îndată ce el va sosi.

ATENŢIE! Este obligatorie folosirea formei de afirmativ a verbului dacă în propoziţie se află un adverb negativ.

We never go to University in weekends. Niciodată nu mergem la universitate în weekend.

In cazul expresiilor: to have breakfast/ lunch/ dinner/ meals, to have a good/ thin time, to have fun, to have a walk, to have a rest, to have a cold, to have a chat în care verbul to have nu are sensul a poseda, a avea interogativul şi negativul se formează cu auxiliarul to do.

Do you have fun when you meet your friends? Te distrezi când îţi întâlneşti prietenii? What time do you have breakfast in the morning? La ce oră iei micul dejun dimineaţa?

NOTĂ: In varianta americană a limbii engleze interogativul şi negativul verbului to have cu sensul a avea se formează cu auxiliarul to do.

REFLEXIVE AND EMPHASISING PRONOUNS

PERSON SINGULAR PLURAL

I myself ourselves II yourself youselves

himself herself

III

itself

themselves

Pronumele reflexive arată faptul că acţiunea exprimată de verb se răsfrânge asupra subiectului acestuia. We enjoy ourselves at her birthday party. Ne distrăm la petrecerea dată de ziua ei de naştere. Pronumele de întărire au formă identică cu pronumele reflexive dar se deosebesc de acestea prin faptul că sunt accentuate şi subliniază substantivul sau pronumele pe care îl însoţesc. Ele se plasează la sfârşitul propoziţiei dar dacă sunt aşezate după subiect ele dobândesc o valoare mai accentuată.

We saw them ourselves. Noi înşine i-am văzut. He himself did this. El însuşi a făcut asta.

NOTĂ! În cazul în care este precedat de prepoziţia by pronumele de întărire se traduce prin singur, singură, singuri, singure. I do the homework by myself. Îmi fac temele singur. The children don’t wake up by themselves unless the alarm clock rings. Copii nu se trezesc singuri dacă nu sună ceasul deşteptător.

1. Change the verbs in the following text into the third person singular of the Present Tense. Common Aspect. Make the necessary changes: On weekdays I wake up at seven o’clock in the morning. I brush my teeth, comb my hair and then I get dressed. I have breakfast or just drink a cup of coffee while I read the morning newspapers and afterwards I leave my house to get to my office. I walk to my office, as I love walking. On my way to work I often meet a friend and we chat about all kinds of things. I reach my office at ten minutes to nine and I get ready to start work. I work about eight hours a day but sometimes I have to work more. I work more when I have to check the sales figures or when I discuss with different suppliers. In the afternoon I take a bus back home, as I am a bit tired. I have my meal and I take a nap. In the evening I watch TV, listen to the wireless or read a book. 2. Change the marked words to singular and make all the necessary changes inside the sentences: 1. They make toys that look like animals. 2. My friends grow vegetables in the countryside; they bring them

to the market and sell them. 3. Parents give their children presents when they are good. 4. Our friends love fishing; they catch a lot of fish when they go

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fishing to the Danube Delta. 5. The workers wash their hands and dry themselves on a towel. 6. My nephews go to the kindergarten in the morning. 7. Their children play in the morning and take a nap in the

afternoon. 8. These farmers keep cows and we buy milk from them. 9. These old women often stand at the window and watch people

walking in the street. 10. Your sons-in-law spend a lot of money on interesting books. 11. The best students in this university speak English very well and

now they understand almost every English book they read. 12. Young birds leave their nests when they learn to fly. 13. Those families live in cottages about three miles away from the

centre of the town. 14. My nieces enjoy their week-ends in the mountains. 15. We find these men interesting. 3. Rewrite each sentence as a negative or interrogative one according to the instructions in brackets: 1. The students take notes when their lecturers teach.

(interrogative). 2. We study two foreign languages. (negative) 3. They enjoy all the subjects they study. (interrogative) 4. They borrow books from the university’s library. (interrogative) 5. The secretary types English letters.(negative) 6. The manager rings up foreign clients.(interrogative) 7. He meets them later.(interrogative) 8. He takes the clients about the county.(interrogative) 9. The employer employs economists and assessors.(negative) 10. The applicants hand in the applications to the clerk.

(interrogative) 11. Your fellow workers often agree on the problems you have to

solve. (interrogative) 12. The accountant signs the papers in time. (interrogative) 4. Use the corresponding reflexive or emphatic pronouns in the sentences below: 1. I cut ... when making sandwiches for the picnic. 2. People must help ... in this small bar. 3. A lot of children enjoy ... in the Disney Land. 4. The hiker finds ... alone on a winding path in the woods. 5. If you eat so many sweets you will make ... ill. 6. Nowadays people find it easy to express ... in a foreign language,

particularly English. 7. I nourish the baby and than I ... have my meal. 8. The little girl tries to see ... in the mirror. 9. Humble people never talk about ... 10. They like to live by ... in that spooky, large manor house. 11. The wife knows her husband better than he knows ... 12. You must have a picture of ... somewhere in these drawers. 13. The child cut ... with a razor blade. 14. The banker ... is on a razor’s edge.

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15. He ... is not much of a reader. 16. The office ... is large and bright. 17. The Smiths ... send us greeting post cards every Christmas. 18. The secretary ... writes this document in English. 19. The porter offers to carry that heavy luggage ... 20. I ... have not been there for more than a year. 21. Did she hurt ... when she opened the gate? 22. People protect ... from rain with umbrellas. 23. They say it ... 24. We excuse... and leave the meeting room. 25. Their daughter shut ... in her own room. 26. If you cannot do the work by... you must find someone to help

you. 27. I often ask ... why on Earth I don’t give up. 28. One must do the work ... if he wants it well done. 29. One can lose ... quite easily in this rain forest. 30. All the people he ... appeals to greatly support him. 5. Change the following sentences to the negative: Model: If we hurry, we shall be in time. If we don’t hurry, we shall not be in time. 1. If she goes to the theatre, she will have a good time. 2. If we leave the house at 6 o’ clock, we shall get there in time. 3. If you open the window, it will be too cold. 4. If you listen to the teacher, you will understand the lesson. 5. If he arrives early, we shall see him. 6. If you work hard, you will finish before 10 o’ clock. 7. If he invites us, we shall go. 8. If she studies hard, she will get good marks. 9. If it rains, we shall go by bus. If it snows for two or three days, there will be enough snow for skiing.

Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria 2. Firică, Camelia. 2009. Brush up on your everyday English, Craiova, Universitaria 3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech

UNIT 3

WORK, PROFESSIONS, OCCUPATIONS, TRADES. WHAT’S YOUR PROFESSION

Contents: 3.1. HOW DO YOU EARN YOUR LIVING?

3.1.1. Grammar focus. Exercises 3.1.1.1. Indefinite pronouns and adjectives. Compounds of some, any, no

3.2. EXPRESSING TIME. WHAT TIME IS IT? WHAT’S THE TIME 3.2.1. Grammar focus. Exercises 3.2.1.1. The cardinal numeral

3.3. EXPRESSING DATE. WHAT DATE IS IT? 3.3.1. Grammar focus. Exercises 3.3.1.1. The ordinal numeral

Unit Objectives and competences:

- Improve your knowledge about (1) work, professions, occupations, trades; (2) expressing time and date;

- Practise grammar issues: compounds of some, any, no; the cardinal numeral; the ordinal numeral.

Let’s Talk! About career fulfilment. Why is it important to find out

everything you can about your future career or the job you want to obtain? What do you know about your future job? Do you consider this profession will give you satisfaction and you will be truly successful in performing it? To what extent do you consider that the working environment is important? Explain what you imagine lawyers, judges, prosecutors do. About job security. Enlarge upon the advantages of working

for an established organization, upon the promotion opportunities a position must grant. Why is it important to find out everything about the company that employs you?

1. HOW DO YOU EARN YOUR LIVING?

READING. Read and then answer: Where you would like to work after graduation. Which is, according to your opinion, the most interesting job? What else would you like to be if you hadn’t chosen to study law? Name as many traders as you know and the services they offer their clients or customers.

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- What is your profession? What kind of work do you do? - I am a teacher. I teach foreign languages in a language school.

The teaching profession also includes schoolmasters, lecturers, professors. Teaching is a beautiful profession that brings a lot of satisfaction.

- I am a chief accountant. I keep the books for a big company. Economists are specialists in economic problems. My husband is an electro- technical engineer. He works in a factory. Others are civil, mechanical or electrical engineers.

- I, on the other hand, am a doctor, a physician, and my wife is a medical nurse but the medical profession includes surgeons, dentists, radiologists, biologists, family doctor, general practitioner, eye and throat specialists, cardiologists, paediatrician, psychiatrist, pharmacists, veterinarians and so on. They all take care of sick people and help them to be healthy again or get well soon. Doctors help people by operating on them, making tests, or by prescribing them pills. We must not forget to mention the work of our colleagues the vets, who take care of animals or people’s pets.

- I am a shorthand typist and I work as a secretary in an office. I can type, shorthand, work on computer and I speak French, English and a little German. All this knowledge is important to find a proper job. My office hours are from 9 a.m. to 5 p.m. but whenever it is the case I work more than that. I have got a full time job but other clerks have part time jobs. My boss is an engineer and a manager, too. He runs a profitable business in the food industry and he does a lot of fieldwork.

- I am a lawyer and I defend my clients but the profession of law includes solicitors, barristers, assessors and judges.

- I am a carpenter. I build houses and make furniture, but a building – site also employs bricklayers (or masons), plumbers, painters, glaziers and locksmiths. All these are called skilled workers and I think these jobs are very important, too. Can you imagine life without these artisans’ work? I consider it unimaginable.

- I am a journalist and a writer, too. I write articles for a daily newspaper. As to the books I write, I give them to a publisher after I correct them. The publisher has a publishing house where printers print the text books, the grammar books, the guide books, the poetry books, the essay collections, the novels, the albums and so on and the bookbinders bind the books in covers. Then, the booksellers sell my books in bookshops and the librarians, who buy them for the public libraries, lend them to the readers.

- Some traders offer their services to their clients and customers: these are tailors, dressmakers, furriers, shoemakers, cobblers, barbers, hairdressers, watchmakers, photographers, dyers, dry cleaners, waiters, cooks, shop assistants, merchants, bakers, butchers, grocers, greengrocers, florists.

- Actors, actresses, musicians, conductors, players, singers, conjurers, tamers, clowns, rope – walkers they all entertain people when they go to the theatre, cinema, opera or circus.

- Anyone who drives a car, a bus, a taxi is a driver, but a train has an engine driver.

- The profession of arms, also very important because the army

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provides security for our native land ever since the world began, includes officers in the Navy, the Army, the Air Forces and the Police Force. Someone who serves in these institutions is called a sailor, a soldier, a fireman, an airman, a policeman or a customs officer.

- I think no one has a profession as beautiful as mine. I am a farmer and I have my own farm. The farm I owe is in a plain region and it is very large. I tend and harvest the crops of wheat and maize, I grow pigs, cows, sheep that give meat, milk and wool and I plant fruit – trees.

- I am a stockbroker. I am a car dealer. I am a freelance writer. I am a sales representative. I have a small business of my own.

- I am unemployed at the moment. I’m looking for a job right now.

GRAMMAR FOCUS

INDEFINITE PRONOUNS AND ADJECTIVES

Affirmative Sentence

Interrogative Sentence

Negative Sentence

Some Any No Any Some Any

COMPOUNDS OF SOME, ANY, NO

BODY ONE THING WHERE SOME Somebody

cineva (af., neg.)

Someone cineva (af., neg.)

Something ceva (af., neg.)

Somewhere undeva (af., neg.)

ANY Anybody cineva (int.) nimeni (neg.) oricine (af.)

Anyone cineva (int.) nimeni (neg) oricine (af.)

Anything ceva (int.) nimic (neg) oricine (af.)

Anywhere undeva (int.) nicăieri (neg.) oriunde (af.)

NO Nobody No one Nothing Nowhere

Some şi compuşii lui se folosesc: în propoziţii afirmative atât ca pronume cât şi ca adjective; în propoziţii interogative pentru a sugera că se aşteaptă un răspus

pozitiv sau că există o presupunere, un dubiu: Didn’t she tell you something about me? Nu ţi-a spus ceva despre mine?

Cînd se pune accentul pe o parte din obiectele menţionate: Did you do some of the exercises the teacher asked us to do? Ai făcut vreunele din exerciţiile pe care ne-a cerut profesorul să le facem?

Any şi compuşii lui se folosesc: în propoziţii interogative ca sinonime ale lui some şi compuşii

lui: Is there anybody here? Este cineva aici?

Have you anything in your hand? Ai ceva în mână? În propoziţii afirmative cu sensul: oricare, orice, oricine; În propiziţii negative cu înţeles negativ şi cu verbul la negativ:

I cannot hear anything. Nu pot auzi nimic. No şi compuşii lui se folosesc: în propoziţii negative cu verbul la afirmativ:

He knows nothing. El nu ştie nimic. We go nowhere. Nu mergem nicăieri. I hear nobody. Nu aud pe nimeni. I have nothing in my hand. Nu am nimic în mână.

1. Nouns denoting professions, occupations or the agent of an action are formed from verb + -er/ -or. Others are formed from noun + -er/ -or. Make up nouns adding the suffixes -er/ -or to the following verbs according to the model and translate them : Model: to sing – singer – cîntăreţ to collect – collector – colecţionar; încasator; agent fiscal to play, to write, to read, to dance, to teach, to build, to paint, to learn, to do, to make, to go, to look, to employ, to keep, to trade, to work, to clean, to drink, to run, to sell, to drive, to walk, to kidnap, to receive, to rap, to commute, to defend, to explore, to organise, to win, to fly, to think, to dine; to assess, to operate, to create, to credit, to deposit, to conduct, to invent. 2. Guess the occupations: 1. I work in an office. I type letters and answer the phone. 2. I go to court and defend people’s rights. 3. I work in a hospital and take care of sick people. 4. I work in a school and help people learn. 5. You pay me when you buy something at the store. 6. I take care of sick animals. 7. I put out fires. 8. I wear a uniform and a badge. I help keep your neighborhood safe. 9. I help keep your teeth clean.

10. I deliver letters and packages to your home. 3. Read quickly in the singular:

These employees say that when they get home every afternoon they change their clothes, have some food because they are hungry and rest.

My friends, who live in the countryside, tell me that when they come to town for a few days they always get very tired and sleep badly and find it difficult to get up in the morning. They just idle, visit their friends and eat. In the countryside, they say, they are so busy that time passes quickly and they enjoy the evenings, when they rest, read or talk. They never open an eye all night and feel fresh when they begin a new working day. 4. Complete the sentences below with some, any, no and their compound forms:

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1. I hear (ceva/ cineva/nimic) at the door. 2. Can you hear (ceva)? 3. They know (ceva/nimic/orice) about this subject. 4. Do they have (ceva) for breakfast? 5. Do you go (undeva) during the winter holidays? 6. I don’t go (nicăieri). I go (nicăieri). 7. Do they go (undeva) with (cineva)? 8. Can you see (ceva/pe cineva) in the dark? 9. I can see (nimic). I cannot see (nimic). I can see (orice), as my

sight is good. 10. Would you like (nişte) coffee? 11. Would you like (ceva)? 12. The woman had (ceva/orice/nimic) in her shopping bag. 13. She bought (nimic/ceva). She didn’t buy (nimic). 14. Say (ceva/nimic/orice). 15. Don’t say (nimic). 16. Don’t go (nicăieri). Stay indoors and do (ceva) useful. 17. My old neighbour likes to play the piano (câteodată). 18. (Orice) child likes to play. (Nimeni) likes work. 19. I like (nişte) snacks when I watch TV. 20. (Nicăieri) is better than home. 21. (Nimic) is better than an ice-cream in summer. 22. (Orice) is better than rancid butter. 23. (Nimic) is worse than to lose (pe cineva) dear. 24. A parent gives his child (orice). 25. He gives his girl-friend (ceva/nimic/orice). 5. Complete the following sentences with some, any, no: 1. I want to ask you thing. 2. Don’t ask me thing. I have no time to talk. 3. Give me thing to drink, thing but water. 4. We cannot understand her: she never tells body thing. 5. He will not listen (nu vrea să asculte) to one who has thing to say. 6. You may find my son where in the garden. 7. She may go where she pleases. 8. She may go where, tonight. She is grounded. 9. There is one at the door asking if there’s one at home. 10. Do you know thing about one here? 11. No, I know thing about body. 12. I feel like going where to talk to body. 6. Change the following indirect questions into direct ones according to the model: Model: Ask mother if she needs something from the shop. Mother, do you need anything from the shop?

Ask if there is any bread and butter for breakfast. Ask if there is something on the table. Ask if there is somebody in the office. Ask if there are some secretaries in the faculty. Ask your colleague if he goes somewhere on holiday. Ask why he goes nowhere. Ask why nobody comes to the courses.

Ask your colleague if he has something in his hand. Ask if there is any dean in the office. Ask if someone knows about the missing students.

7. Fill in the blanks with the words in the box:

library, bookshop, back cover, title, publishing house, introduction, author, front cover, illustration, table of contents, chapters, to lend, librarian, from cover to cover, best seller.

1. One can borrow books from the but one can buy them from

a . 2. The person who works in a library is called . 3. The librarian books to people. 4. The person who writes a book is a writer or an . 5. I don’t know the title of the book but I can tell it by the . 6. Read this book from to . It’s a . 7. Usually one may find out what the book is about, by reading the , that part in which the author speaks about the subject. 8. The parts the books are divided into are . 9. A book may have several chapters, whose titles you may find by

reading the . 10. are parts of story books especially. Good illustrations

must be illustrative of the subject. 11. Other authors’ interesting opinions about a book may be read on

the . 12. Since 1990 numerous appeared all over the country and

they printed innumerable publications.

Let’s Talk! About how to tell the time in English. How can people know

the time of the day? How can they tell the right time? How did people use to measure time in ancient times? Do you wear a watch? Where do you wear it? Can you tell the time in English? What is the most particular rule about telling the time in English? What is the time by your watch now? What happens when your watch is slow or fast? Do you know what GMT stands for? If you don’t, how would

you ask about this in English?

2. EXPRESSING TIME. WHAT TIME IS IT?

READING. Read and pay attention to the use of the phrases and then:

Go round the clock and give all the five minutes from three o’clock to four o’clock.

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Match each definition with a word: a.m., day, digital, half-hour, hour, midday, minute, minute hand, morning, night, noon, o'clock, p.m., quarter-hour, second, sunset, today, tomorrow, yesterday:

1. The time elapsed between sunset and dawn. 2. The sixtieth part of a minute. 3. Midday. 4. The Latin phrase post meridiem. 5. The part of a watch or clock that measures the minutes. 6. A type of watch or clock which uses numerals to tell the

time. 7. The day before today. 8. The sixty seconds. 9. The period between sunrise and sunset. 10. Thirty minutes. 11. Sixty minutes. 12. A word placed at the end of the phrase giving the time. 13. The earliest part of a day. 14. A clock or watch with hands for seconds, minutes, hours. 15. The moment the sun disappears from the sky. 16. Fifteen minutes. 17. The middle part of the day. 18. The latin phrase ante meridiem. 19. The day after today. 20. The present day. 21. The time between noon and evening

People can tell the time by a clock or a watch. A clock is big and

it usually hangs on the wall or stands on the mantelpiece above the fireplace. Some clocks are very big, for example Big Ben, the clock on the House of Parliament in London. The minute hand of Big Ben is fourteen feet long, and the hour hand is nine feet long. We can hear Big Ben every night on the wireless at nine o’clock when it strikes and its sound goes all over the world. A watch is small; we can put one in our pocket or we wear it on the wrist as it has a strap. On the dial, under the glass we see twelve Roman or Arabic figures. The figures round the dial mark the hours and minutes. Each hour may be divided into two halves and four quarters. A quarter of an hour has fifteen minutes and half an hour has thirty minutes. A full hour has sixty minutes. Each minute has sixty seconds. There are three hands on the dial: a short hand for the hours, a long hand for the minutes and a very long one for the seconds. The wheels and spring, which are inserted inside the case, move the hands. My watch keeps good time and only stops when I don’t wind it up and then I set it right by the radio signal. When my watch is out of order I take it to the watchmaker, who repairs it. Otherwise, my watch is neither fast, nor slow. I don’t consider it is difficult to tell the time in English. First of all, let’s deal with the hours: we say it’s one o’clock sharp, two o’clock sharp, three o’clock and so on. We use the letters a.m. (a short form of the Latin words ante meridiem meaning before noon) and p.m. (a short form of the Latin words post meridiem meaning after noon). Twelve o’clock may refer to midnight or to midday.

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For the quarters we say: it’s a quarter past five, half past five, and a quarter to six. We can also say five fifteen, five thirty and five forty- five when we refer to the times of trains or aeroplanes, shops etc. Going round the clock and giving all the five minutes from twelve o’clock to one o’clock we say: five past twelve, ten past twelve, a quarter past twelve, twenty past twelve, twenty- five past twelve, thirty past twelve, twenty- five to one, twenty to one, a quarter to one, ten to one, five to one.

Thus we use the preposition past for the former half hour and the preposition to for the latter half hour. - What time is it by your watch? What’s the time by your watch? - By my watch it is two to two, but my watch is wrong. - Is your watch fast or slow? - Sometimes it is a few minutes fast and sometimes it is a few

minutes slow. It does not keep good time. Sometimes it loses, sometimes it gains. I must take it to the watchmaker to have it mended.

- Listen! The clock in the tower is just striking four o’clock and now I can set my watch correctly.

- Is it four already? Is it that late? Is it as late as that? We have no much time left to go to the library before the math class so, let’s go at once.

- You are right. Let’s.

GRAMMAR FOCUS

THE CARDINAL NUMERAL

Numeralele cardinale între 13 – 19 se formează adăugând numeralelor de la 3 – 9 sufixul – teen:

13 thirteen 14 fourteen 15 fifteen 16 sixteen 18 eighteen 19 nineteen

Numeralele 13-thirteen ['θ∂:ti:n] şi 15-fifteen ['fifti:n] prezintă deosebiri ortografice şi de pronunţie faţă de numeralele 3 - three şi 5 - five de la care s-au format.

Numeralele 20, 30, 40 ... 90 se formează adăugând la numeralele cuprinse între 2 şi 9 sufixul – ty.

20 twenty 60 sixty 30 thirty 70 seventy 40 forty 80 eighty 50 fifty 90 ninety

Intre zeci şi unităţi se pune liniuţă: twenty-one, thirty-four,

ninety- nine. Particularităţi ortografice şi de pronunţie prezintă numeralele 20 -

twenty ['twenti], 30 - thirty ['θ∂:ti], 40 - forty ['fo:ti], 50 - fifty ['fifti]. Intre sute, mii şi milioane şi cifrele care denumesc zeci şi unităţi

se foloseşte conjuncţia and: two hundred and thirty -230, two thousand and nine -2009. Numeralele hundred, thousand şi million nu primesc terminaţia

catacteristică pluralului când sunt plasate după un numeral cardinal: nine hundred - 900, two thousand -2000, three million -3 milioane. Dacă sunt folosite la numărul singular ele vor fi însoţite de articolul nehotărât sau numeralul one: a/ one hundred -100, one thousand -1000, one million two hundred and nine -1. 200 009.

Aceste numerale primesc desinenţa de plural: când sunt folosite ca substantive:

Hundreds come to the library every day. Sute vin la bibliotecă zilnic. când sunt urmate de prepoziţia of:

Hundreds and hundreds of people are in street. Sute şi sute de oameni sunt pe stradă.

Thousands and thousands of books are gathered in our university’s library. Mii şi mii de cărţi sunt adunate în biblioteca universităţii nostre.

Two millions of people live in this city. Două milioane de oameni locuiesc în acest oraş.

Billion înseamnă miliard în engleza americană. In locul punctului se foloseşte virgula pentru separarea cifrelor,

punctul indicând zecimalele: 2,029 (two thousand and twenty nine). Numeralele cardinale se folosesc pentru exprimarea orei şi a datei

(anilor); Anii se citesc în două maniere:

în stilul oficial: 1999 – one thousand nine hundred and ninety - nine;

în engleza vorbită: 1999 – nineteen ninety-nine (se citesc cifrele luate două câte două).

în exprimarea operaţiunilor aritmetice, Two plus two is/ are four. Four minus two makes/ make/ is two. Two multiplied by two is/ are four Four divided by two is/ are two.

pentru citirea numerelor de telefon, unde trebuie remarcat faptul că 0 (zero)se citeşte [ ∂u]:

NOTĂ! Dacă primele sau ultimele două cifre sunt identice se foloseşte cuvântul double, dar această regulă nu se aplică şi în cazul în care cifrele din mijloc sunt identice.

My phone number is 116603 – double one six six oh three [dΛ bl wΛ n siks siks ∂ u θri].

1. Read the following years:

1066, 1172, 1391, 1601, 1735, 1877, 1918, 1944, 1955, 1956, 1978, 1989, 2000, 2003.

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2. Translate into English: Sute de studenţii, şase sute de studenţi, mii de cărţi, trei mii de cărţi, milioane de oameni, multe milioane de oameni, douăzeci de milioane de locuitori, zeci de profesori, multe zeci de profesori, miliarde şi miliarde de lei pagubă.

3. Rewrite the following sentences using infinitives:

Model: I have nothing I can wear. 1. Have you anything you want to say? 2. The police have no evidence they can offer. 3. The secretary has a lot of letters she must write. 4. I have a lot of work I must do. 5. Can’t you find something better you could do? 6. She buys a hat she can wear at that party. 7. The doctor has tens of patients he must see. 8. We have a lot of friends we must visit. 9. We haven’t much money we can spend. 10. Has he anything he wants to add? 11. She is sorry that she missed the beginning of the concert. 12. We must wait till we hear the examination results before we

make holidays plans. 13. She is happy that she finds such a pleasant place to live in. 14. Mother is happy that she has good, obedient children. 15. I am horrified that I have to see her again. 4. Rewrite these sentences omitting the underlined adverbs and

using the words provided in brackets: 1. He always gets up before sunrise (occasionally). 2. They will soon arrive (in a few minutes). 3. The old man often goes out in the evening (once a week). 4. Their children usually go to school by bus (five times a week). 5. They rarely visit their parents (about twice a year). 6. They frequently go to visit their father at the hospital (once a day). 7. I sometimes spend a weekend in the mountains (every other month). 5. Rewrite these sentences adding the words very much in the

appropriate positions: 1. Young people nowadays like modern music. 2. I hope you have time to attend the concert. 3. He is surprised to hear that I speak German. 4. Does it matter if we arrive a few minutes after the party begins? 5. Mr. Lean regrets that it is not possible for him to accept your

invitation. 6. The news about the damage is exaggerated. 7. They are impressed by his good behaviour, aren’t they? 8. The wife is hurt by her husband’s words, isn’t she? 9. The chairman is annoyed because of the great loses. 10. They are concerned about their children’s future. 6. Complete the following sentences with the appropriate reflexive pronouns: 1. ’Behave ’ mother tells her children every day.

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2. ’Don’t be too sure of my boy’ the father keeps telling his son. 3. VIPs like to read about in the papers. 4. The history teacher says: ’History repeats ’. 5. She goes out every Saturday and enjoys . 6. She bought a new coat. 7. Who made it? He made it . 8. Does he think of other people? No he only thinks of . He

only takes care of . 7. Answer the questions: 1. How long does it take you to get to University? 2. How long does it take you to wash, dress yourself and eat your

breakfast? 3. How long does it take your mother to prepare breakfast? 4. How long does it take you to graduate this university? 5. How long does it take you to read a magazine? 8. Match each definition with a words: a.m., analog, day, digital, elapsed, half-hour, hour, midday, minute, minute hand, morning, night, noon, o'clock, p.m., quarter-hour, second, sunset, today, tomorrow, yesterday 1. The hours of darkness between sunset and dawn. 2. A very short period of time equal; the sixtieth part of a minute. 3. Twelve o'clock in the daytime; midday. 4. The Latin phrase post meridiem which means after midday. 5. The part of an analog clock which measures the minutes. 6. When time has passed 7. A type of clock which does not have hands but rather uses numerals to display the time 8. The day before today 9. The sixtieth part of an hour; sixty seconds. 10. the period between sunrise and sunset or between two successive nights. 11. A period of time lasting thirty minutes. 12. A unit of time equal to sixty minutes; the twenty-fourth part of a day 13. A word that is used when giving the time. 14. The earliest part of the day, beginning about sunrise and ending about noon. 15. A type of clock that tells the time by means of hands moving on a dial plate. 16. The moment each day when the sun disappears below the western horizon. 17. A period of fifteen minutes. 18. The middle part of the day or the time near or around the middle part of the day. 19. The Latin phrase ante meridiem which means before midday. 20. The day after today. 21. The present day. 22. The time of day between noon and evening 9. Select the definition that most nearly defines the given word. time

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a) the middle part of the day or the time near or around the middle part of the day.

b) a particular moment measured by hours, minutes, and seconds on a clock.

c) when time has passed d) a period of fifteen minutes.

a.m. a) twelve o'clock at night. b) a very short period of time equal; the sixtieth part of a

minute. c) the Latin phrase ante meridiem which means before midday. d) the period between sunrise and sunset or between two

successive nights. sunset

a) the Latin phrase post meridiem which means after midday. b) a period of time lasting thirty minutes. c) the day before today d) the moment each day when the sun disappears below the

western horizon. morning

a) the part of an analog clock which measures the minutes. b) a particular moment measured by hours, minutes, and

seconds on a clock. c) the earliest part of the day, beginning about sunrise and

ending about noon. d) the sixtieth part of an hour; sixty seconds.

noon a) twelve o'clock in the daytime; midday. b) the hours of darkness between sunset and dawn. c) the time of day between late afternoon and nightfall. d) the time of day between noon and evening

midnight a) the present day. b) twelve o'clock at night. c) the part of an analog clock which measures the minutes. d) a type of clock which does not have hands but rather uses

numerals to display the time day

a) twelve o'clock in the daytime; midday. b) a type of clock that tells the time by means of hands moving

on a dial plate. c) the moment each day at which the sun first becomes visible

above the eastern horizon. d) the period between sunrise and sunset or between two

successive nights. midday

a) a word that is used when giving the time. b) a unit of time equal to sixty minutes; the twenty-fourth part of

a day c) the middle part of the day or the time near or around the

middle part of the day. d) the moment each day when the sun disappears below the

western horizon.

clock a) the moment each day when the sun disappears below the

western horizon. b) a particular moment measured by hours, minutes, and

seconds on a clock. c) the day after today. d) a machine that tells the time.

half-hour a) a period of time lasting thirty minutes. b) the earliest part of the day, beginning about sunrise and

ending about noon. c) the present day. d) a period of fifteen minutes.

second a) a type of clock that tells the time by means of hands moving

on a dial plate. b) a very short period of time equal; the sixtieth part of a

minute. c) the moment each day at which the sun first becomes visible

above the eastern horizon. d) when time has passed

sunrise a) the day after today. b) the Latin phrase ante meridiem which means before midday. c) twelve o'clock at night. d) the moment each day at which the sun first becomes visible

above the eastern horizon.

Let’s Talk! How can people keep track of days, weeks, and months? Who

made our calendar? How many years are there in a century? What century are we in? What year did our century begin in? When does it end? What do you call the year when February has 29 days?

3. EXPRESSING DATE. WHAT DATE IS IT?

READING. Read the text and tell the following dates in English:

1 aprilie 2003, 25 august 1768, 12 ianuarie 1243, 2 iulie 1645, 3 mai 1159, 14 februarie 1989, 8 martie 2000, 25 decembrie 1967, 31 decembrie 1979, 20 septembrie 1978, 9 iulie 1978, 4 martie 1977, 1 octombrie 2005

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As the clock is for the time, the calendar is for the date. We measure time by seconds, minutes, hours, by days, weeks,

months or years, by decades or centuries, by millenniums. There are twelve months in a year. Here are their names and

their successive order: January- the first, February- the second, March- the third, April- the fourth, May- the fifth, June- the sixth, July- the seventh, August- the eighth, September- the ninth, October- the tenth, November- the eleventh and December- the twelfth.

Some months have thirty days, others have thirty-one. February has only twenty- eight days, but every fourth year, in a leap year, it has twenty- nine days.

Our calendar was made by Sosigenes at the special request of Julius Caesar. The month of July was named after Caesar’s name. Later Augustus named the month of August after his name and he decided to make August as long as July. He took an extra day off February that was shortened by one day.

There are fifty- two weeks in a year, or three hundred and sixty- five or sixty- six days. Seven days, five working-days (weekdays) and two holidays form a week. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday are the days of the week. Monday is the first day of the week and Sunday is the last. The English consider Sunday as being the first day of the week so when they start to enumerate the seven days they start with Sunday not with Monday. Two weeks make a fortnight.

A day has twenty- four hours. A day is the time it takes the Earth to move right round its own axis while a year is the time it takes our planet to move round the Sun. There are two parts in one day- the day and the night. The period of twenty- four hours is divided into morning, afternoon, evening and night. A day begins in the morning and ends in the evening. In the morning the sun rises, in the evening it sets. The middle of the day is called midday while midnight is in the middle of the night. We refer to this day as today. The day before today is called yesterday and the day before yesterday is called the day before yesterday.

We call the day after today tomorrow, and the day after tomorrow the day after tomorrow. In the morning, until 12 o’clock a.m., when we want to greet people whom we are not friends with, we say Good morning, in the afternoon, between 12 a.m. and 6 p.m., we say Good afternoon, in the evening, after 6 p.m. till late at night, we say Good evening. If it is night, and we leave or go to bed we have to say Good night.

The 1st of January is the first day of the year. December 31st is the last and it is called New Year’s Eve. One of the greatest holidays for the Christians, Christmas, is on the 25th of December (or December 25th). People celebrate the birth of Jesus Christ, our Saviour or Redeemer.

A year may also be divided into four seasons: spring, summer, autumn or fall as the Americans say, and the season of snow- winter.

Ten years form a decade and one hundred years form a century. One thousand years or ten centuries form a millennium. The third millennium of mankind’s history has just begun.

At present we are living in the first decade of the twenty- first century A. D. The twentieth century ended some years ago.

GRAMMAR FOCUS

THE ORDINAL NUMERAL

Numeralele ordinale se formează adăugând sufixul - th la numeralul cardinal corespunzător (cu excepţia numeralelor 1, 2, 3) precedat de articolul hotărât the:

the fifth (al cincilea, a cincea), the seventh (al şaptelea, a şaptea), the hundredth (al o sutălea), the one thousandth (al o miilea).

Numeralele ordinale corespunzătoare numeralelor cardinale 1, 2, 3 sunt: the first, the second, the third. Particularităţi ortografice prezintă numeralele: the fifth, the eighth, the ninth, the twelfth. La numeralele terminate în – ty, – y se transformă în ie şi primeşte sufixul – th: twenty – the twentieth, thirty – the thirtieth, forty – the fortieth, fifty – the fiftieth, sixty – the sixtieth. In cazul numerelor compuse numai ultima cifră este un numeral ordinal: 32nd – the thirty – second, 328th – the three hundred and thirty eighth, 1001st– the one thousand and first.

În limba engleză exprimarea datei se face cu ajutorul numeralului ordinal.

1. Read the following dates in English: 1 aprilie 2003, 25 august 1768, 12 ianuarie 1243, 2 iulie 1645, 3 mai 1159, 14 februarie 1989, 8 martie 2000, 25 decembrie 1967, 31 decembrie 1979, 20 septembrie 1978, 9 iulie 1978, 4 martie 1977, 1 octombrie 2005 2. Study this list of jobs. Some of them are said to be a man’s job; others a woman’s job. Give your own opinion: bus driver, lorry driver, nurse, cook, bank manager, vet, secretary, typist, professional footballer, garage mechanic, babysitter, train driver, beauty expert, chef. 3. A woman is talking to a clerk. Look at the dialogue and do the same, but mind the main verb:

Model: Clerk: I don’t know. Woman: Don’t you? Well, is there someone here who does? 1. I don’t want to serve you. 2. I don’t want to tell anything about this problem. 3. I can’t help you. 4. I can’t explain the situation to you. 5. I’m not assisting customers. 6. I haven’t got any time. 7. I am not able to answer to your question.

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8. I must not wash the wash basin. 9. I can’t speak English. 10. I am not able to spell in English. 4. Ask questions the same as the woman does: Model: I don’t suppose you know how much the coat is? 1. What size the coat is. 2. What the dress is made of. 3. Where the salesgirl is. 4. Where the public phone is. 5. When the store closes. 6. Who that strange man is. 7. When the next plane to Paris is. 8. When it arrives to the destination. 9. If it’s on time. 10. If it’s usually very full. 5. Replace whose with of which in the following sentences: Model: Don’t take the chair whose leg is broken. Don’t take the chair the leg of which is broken. 1. We live in a house whose owner is abroad. 2. The librarian gives me a book whose author is completely

unknown. 3. They live in a village whose name I cannot remember. 4. My garden is the one whose gate is painted green. 5. He uses a dictionary whose cover has come off. 6. Their house is the one whose roof is green. 7. Our house is the one whose windows are open. 8. Our car is the one whose tyre is flat. 9. Her computer is the one whose screen is dusty. 10. His overcoat is the one whose buttons are loose. 6. Change the following sentences using there is a…or there are some…according to the model: Model: A shelf on the wall. There is a shelf on the wall. Shelves on the walls. There are some shelves on the walls. 1. Men and women in the shop. 2. A clerk in this office. 3. Children in the playground. 4. A calendar on the desk. 5. Footsteps in front of the door. 6. Geese in the farmyard. 7. A lawyer in the court. 8. Two mice in the box over there. 9. Dice under the tablecloth. 10. Several scarves and handkerchiefs in the drawer. 11. A doctor near the pacient. 12. Many factories in this town. 13. Two wolves behind the sheaves in that field. 14. Yellow leaves in the street. 15. A number at the bottom of the page. 7. Comment on the following statements using BE + NEVER/

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ALWAYS + ADJECTIVE. Model: My brother is not cold. Well, you know your brother, he’s never cold. He is tired.Well, you know him, he’s always tired. 1. Our neighbours are late again. 2. They are not in a hurry. 3. These hens are hungry again. 4. Isn’t father hot? 5. He is thirsty again. 6. The boss is angry again. 7. He is not in a good mood. 8. These clerks are hard working people. 9. George is at a loss again. 10. He doesn’t know what to do. 11. That man is rude again. 12. Mary is afraid of our dog though he knows her. 13. My sister is being careless again. 14. The Browns are noisy again. 15. Mother is having a headache. 16. The teacher has a cold again. 17. These students don’t do their task. 18. This old lady doesn’t like anything. 19. She is never pleased. 20. She is always complaining about something.

Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria 2. Firică, Camelia. 2009. Brush up on your everyday English, Craiova, Universitaria 3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech

UNIT 4

THINGS YOU CAN, MUST AND MAY DO

Contents: 4.1. CAN YOU SPEAK ENGLISH?

4.1.1. Grammar focus. Exercises 4.1.1.1. Modal verbs 4.1.1.2. Personal pronouns in Dative and Accusative 4.1.1.3. The imperative mode

4.2. LEISURE ACTIVITIES AND SKILLS 4.2.1. Grammar focus. Exercises 4.2.1.1. The indefinite participle

4.3. WHAT ARE THEY DOING? 4.3.1. Grammar focus. Exercises 4.3.1.1. The present continuous 4.3.1.2. The near future

Unit Objectives and competences: - Learn and practice vocabulary referring to (1) expressing

ability, permission, obligation and some school regulations; (2) leisure time and how you spend it; (3) having breakfast with family. - Practise grammar issues: modal verbs, personal pronouns in Dative and Accusative, the imperative mode, indefinite participle, the present continuous, near future

. Let’s Talk! Talking about abilities. Every person is good at doing something. What can you do best? Talking about allowed and banned things. Every person is forbidden to do certain things in public places or at work. What are you forbidden to do at university, at home or in public places? And what must you do? Should mobiles phones and camera phones be banned inside places of education? What are the things you may do at university and in public places?

1. CAN YOU SPEAK ENGLISH?

READING. - Can you speak English? - No, I cannot, but I can understand it a little. - Can your colleagues read and write in English? - Some of them can do this very well, some can’t. - What about you?

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- I’m afraid I cannot write very well in English. My spelling in English is not good but I can work hard to learn more. - May I ask you a question, if you please? - Yes, you all may ask any question you want. - Tell us please, must we buy any dictionaries or conversation guide- books? - Yes, you must. You need a dictionary. It may be very useful because you can find any new words in it. You need not buy grammar books or other English books yet. Now, let’s speak only English. - Can you drive a car? - Yes, I can, as I have a driving licence. - What must you do when you are at the faculty? - We must attend courses and seminars, we must come in time, we must abide by university rules and regulations, we must complete tasks and assignments. - What are you not allowed to do? - We are not allowed to disturb classes, missbehave, be impolite, or miss classes. - It is true, and if someone commits more serious ofends such as bringing illegal drugs, alcohol, or weapons, which are prohibited, he or she will be charged with a serious violation of the rules and law as well.

GRAMMAR FOCUS

MODAL VERBS

CAN – a putea, a fi în stare, a fi capabil (arată abilitatea fizică sau mentală de a îndeplini o acţiune); MAY – a putea, a avea voie, a avea permisiunea (arată permisiunea, probabilitatea); MUST – a trebui (arată o obligaţie, o necesitate); SHALL, SHOULD, WILL, WOULD, NEED, OUGHT (TO), DARE.

Se numesc verbe modale pentru că exprimă atitudinea subiectului faţă de acţiunea sau starea descrisă de verbul care le urmează. Spre deosebire de celelalte verbe, au numai două timpuri şi moduri, şi anume Indicativ Prezent şi Condiţional Prezent. Această caracteristică le atrage şi denumirea de verbe defective. Verbele can, may, must precum şi alte verbe defectiv- modale prezintă o serie de particularităţi care le deosebesc de verbele obişnuite şi anume: nu sunt precedate la forma de infinitiv de particula to; verbele care le urmează sunt la forma de infinitiv scurt (fără particula to);

I can learn. Sunt capabil să învăţ./ Pot învăţa. I may leave. Am voie să plec.

We must be there. Trebuie să fim acolo. COMPARAŢI CU!

I want to learn. Vreau să învăţ. I want to leave. Vreau să plec

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I want to be there. Vreau să fiu acolo. nu primesc terminaţia „s“ la persoana a III-a singular aşa cum se întâmplă în cazul verbelor predicative obişnuite;

He can read. Poate citi. He may come in. Poate intra He must study. Trebuie să studieze.

nu formează interogativul şi negativul cu verbul auxiliar ’to do’ ci prin inversiune şi respectiv prin simpla adăugare a negaţiei not:

Can he swim? Ştie/ Poate să înoate? He cannot / can’t swim. Nu ştie/ nu poate să înoate. May I take this? Pot/Am voie să iau asta? You may not/ mayn’t take that. Nu poţi s-o iei. Must we go there? Trebuie să mergem acolo? We must not/mustn’t go there. Nu trebuie să mergem acolo.

ATENŢIE! Forma de negativ a verbului can se scrie într-un cuvânt - cannot. nu au toate timpurile şi modurile: can are forma de trecut şi de condiţional could, may are forma de trecut şi de condiţional might, must are numai formă de prezent (dar această formă poate fi folosită ca şi formă de trecut în propoziţiile subordonate). Pentru celelalte timpuri se folosesc expresii echivalente cunoscute sub denumirea de echivalenţi ai verbelor modale: Can se înlocuieşte cu to be able to May se înlocuieşte cu to be allowed to, to be permitted to Must se înlocuieşte cu to have to, to be obliged to

ATENŢIE! Pentru a cere îngăduinţa se pot folosi deopotrivă atât may cât şi can.

May I leave? Îmi daţi voie să plec? Can I leave? Pot pleca?

Verbul may la negativ exprimă lipsa permisiunii: nu- ţi dau voie, nu-ţi îngădui:

No, you may not leave. Nu-ţi dau voie să pleci. Verbul must la negativ exprimă interdicţia este interzis, nu este permis:

You must not smoke in the baby’s room. Nu ai voie să fumezi în camera copilului. Need – are înţelesul de este nevoie, este necesar.

Intrebarea este nevoie? şi răspunsul negativ nu este nevoie se redau prin intermediul acestui verb atunci când se aşteaptă un răspuns negativ:

Need we buy any dictionaries? Este nevoie să cumpărăm vreun dicţionar?

No, you need not/ needn’d. Nu-i nevoie/ Ne este necesar. Răspunsul afirmativ se va reda cu verbul must: Yes, you must. Da, trebuie.

Obligaţia impusă de o planificare anterioară se exprimă prin intermediul verbului to be to urmat de infinitivul scurt (fără particula to) al verbului de conjugat. Acest verb se poate folosi atât la timpul prezent cât şi la trecul. We are to meet them at noon. Urmează să-i întâlnim la

amiază. We were to meet them at noon. Urma să-i întâlnim la amiază.

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Deoarece verbul modal can are aceiaşi formă - could - atât pentru timpul trecut cît şi pentru modul condiţional, vom folosi echivalentul to be able to pentru a indica o realizare în trecut:

I was able to read the whole report. Am fost în stare/ Am putut să citesc tot raportul.

PERSONAL PRONOUNS IN DATIVE AND ACCUSATIVE

NOMINATIVE DATIVE ACCUSATIVEI (to) me – mie me you (to) you – ţie you he (to) him – lui him she (to) her – ei her it (to) it it we (to) us – nouă us you (to) you – vouă you they (to)them – lor them

În limba engleză, în propoziţiile afirmative, ordinea

cuvintelor este: subiect + predicat + complement indirect + complement direct

I can lend you my pen. Iţi pot împrumuta stiloul meu. Dacă complementul direct este plasat înaintea celui indirect,

acesta din urmă va fi, obligatoriu, precedat de prepoziţia to: I can lend my pen to you. Iţi pot împrumuta stiloul meu.

THE IMPERATIVE MODE

Modul imperativ exprimă un ordin la afirmativ sau negativ şi

are o singură formă, persoana a II-a singular şi plural, identică cu infinitivul scurt al verbului de conjugat:

Come! Go! Wait! Stop! Forma negativă a modului imperativ se formează cu auxiliarul to do conform schemei:

Do + not + verb (la infinitiv) Do not / Don’t come late! Nu veni târziu! Don’t go there alone! Nu te duce acolo singură! Don’t wait for me! Nu mă aştepta! Don’t be cheeky! Nu fi obraznic!

Pe de altă parte, putem vorbi de forme ale imperativului şi la celelalte persoane. La persoanele I şi a III-a singular şi plural se foloseşte construcţia cu verbul auxiliar let urmat de pronume în cazul acuzativ şi verb de conjugat la infinitiv scurt conform schemei:

Let + pronume (me, him, her, it, us, them) + verb Această construcţie se traduce prin (hai) să...

Let me see! (Lasă- mă) Să văd! Let us/ Let’s go. Să mergem!

Negativul se construieşte cu ajutorul verbului to do: Do + not (don’t) +let + pronume + verb. Don’t let them leave early! Nu-i lăsa să plece devreme!

NOTĂ: In vorbirea indirectă propoziţiile imperative se vor reda cu infinitivul verbului de conjugat dacă propoziţia este afirmativă, şi cu not + infinitivul verbului dacă propoziţia este negativă. Astfel, propoziţiile imperative:

Take a sheet of paper! Luaţi o bucată de hârtie! Write down after dictation! Scrieţi după dictare!

Don’t look in your colleagues’ papers! Nu vă uitaţi în lucrarea colegului!

vor fi introduse prin unul din verbele to tell, to order, to ask, după cum este cazul, urmate de infinitivul verbelor take şi write (pentru cele două propoziţii afirmative) şi respectiv not + infinitivul verbului look (pentru propoziţia negativă): The teacher tells us to take a sheet of paper. Profesorul ne

spune să luăm o bucată de hârtie. The teacher asks us to write down after dictation! Profesorul ne cere să scriem după dictare.

The teacher asks us not to look in our colleagues’ papers. Profesorul ne cere să nu ne uităm în lucrările colegilor.

1. In the following sentences replace the verbs must, can, may with

the corresponding forms of to have to, to be able to, to be allowed to, to be permitted to:

a) We must work hard to learn English. I must leave now to catch the plane. This sick man must see the doctor tomorrow. I must get up very early as I live very far from the university. They must finish their work as it is very late. You must not eat so much. You must not drink too much coffee in the evening. b) Their child can swim better this year. The driver cannot drive any more as he is too tired. Can you speak any foreign language? Can your daughter cook? Who can do this translation at once? The football player cannot play football because his leg hurts. This man can lift that heavy box. That old man can ride a horse. What do you think can he ride a bike, too? c) May I open the window, please? You may open the window if you think it’s too stuffy in here. You may not smoke in this room. May I leave earlier, teacher? You may not take my car, you cannot drive well. He may not take my fountain- pen. He is careless. May I ask why you are late? 2. Can + be + adjective has the meaning of capacity. a) Change the following sentences into this construction, omitting

the underlined adverbs: Model: Little Mary is sometimes very annoying. Little Mary can be very annoying.

1. She is sometimes very sarcastic. 2. Children are sometimes very naughty. 3. He is quite amusing when he wants to be.

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4. Smoking so much is often bad for the health. 5. This drug is occasionally useful in the treatment of pneumonia. 6. People are sometimes very rude. 7. Some persons are sometimes extremely helpful. 8. Women are very curious most of the time. 9. Women are talkative most of the time. 10. Husbands are occasionally nosy. b) Replace the words that are underlined, using can together with

the words given in brackets. Model: Swimming is not always easy. (sometimes tiring) Swimming can be sometimes tiring.

1. Learning a foreign language isn’t always easy (sometimes difficult).

2. The old mistress doesn’t always remember everything (quite forgetful).

3. Holidays abroad aren’t necessarily expensive (quite cheap). 4. In this University discipline is not generally lax (quite strict). 5. The poor old man is not miserable all the time (occasionally quite

merry). 6. September isn’t by any means a bad month for taking a holiday

in England (wonderful). 7. The English method of numbering the houses isn’t always as

clear as it might be for a stranger (very confusing). 8. Accounting is not easy at all (very tiresome). 3. Change the following sentences using can + infinitive and translate them into Romanian: 1. It is possible for me to help you but I don’t want to. 2. It is possible for you to make greater efforts to learn better. 3. We know it is possible for him to paint so beautifully. 4. It is not possible for the telegram to come so soon. 5. It is not possible for this accountant to make a mistake. 6. It is possible for him to keep god accounts. 7. It is possible for all the graduates to pass the final examination. 8. It is possible for them to buy a house in the central area. 9. It is possible our friends to succeed in business. 4. Change the form of the following sentences using may and can: 1. Will you give me the permission to borrow this book? 2. Have I your permission to sit next to you? 3. Will you allow us to play next time? 4. Will you allow me to help you? 5. Will you let me see your paper? 6. Do you mind if I take her address? 7. Do you mind if I use your phone? 8. Will you allow me to talk to her again? 9. Have I your permission to come a little later? 10. Do you mind if I invite them for the weekend? 5. Change the following sentences using may not: 1. I will not allow you to go out alone. 2. I will not give you permission to borrow my glasses.

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3. I will not permit my children to stay out after l0. 4. We are not allowed to say what we think. 5. She is not allowed to spend that much on clothes and make-up. 6. The child is not allowed to use the computer all day long. 7. A lawyer is not allowed to speak about his clients’ problems. 8. You are not permitted to forget to send the invoice. 9. I am not allowed to forget to pay the instalments for the fridge. 10. Nobody is permitted to deny my rights. 6. Change the following sentences using may: 1. It is possible my cousin is coming next week. 2. I shall possibly not be at home when you arrive. 3. It is possible he is telling the truth. 4. Take your umbrella; it is possible it is raining. 5. It is possible they stay for a week in Paris. 6. It is possible he will not be able to pay you back. 7. It is possible the weather improves. 8. Perhaps the reports are wrong. 9. It is possible the answer is simple.

7. Give the opposite of the following, implying there’s no necessity: 1. They must come to school tomorrow. 2. I must be back home by 10 o’clock in the evening. 3. You must pay the tailor today. 4. Students must answer every question on the sheet of paper. 5. The sales agent must do field work next week. 6. We must not be there earlier. 8. Change the following using to be to: 1. All passports must be shown to the customs officer. 2. You must say nothing about this. 3. They mustn’t use the car without my permission. 4. She must not argue with the teacher over the problem. 5. The work must be finished by next month. 6. The accountants must not leave their work unfinished. 7. They must not disobey the rules. 8. Every person must obey his or her country’s law. 9. If you want a proper job you must prove you are the best. 9. Complete with the corresponding personal pronouns: 1. Loot at (I)! Don’t look at (she)! Look at (we) all. 2. Tell (we) your sorrow! Don’t tell (they)! 3. Don’t lie (she)! Tell (she) the truth! 4. Don’t leave (they)! Stay with (he) and (she)! 5. Love (we)! Don’t hate (I) and (she)! Don’t scold (she)! 6. Give that to (we)! Don’t give that to (he)! 7. Write to (we)! Don’t forget (we). 8. Listen to (he) not to (she)! 9. Follow (we)! Don’t follow (they)! 10. Remind (I) to tell you something about (he)! 11. Urge (they) to read more! 10. Turn the sentences above into Indirect Speech.

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11. Following the model, what would you say if you offered to do the following things? Model: Let me help you with your suitcase. - carry a young lady’s shopping bag; - help to put books on the shelf; - take her to a party; - show her around your house; - tell her a joke; - introduce her to the librarian; - see her home; - give her a lift in your car.

2. LEISURE ACTIVITIES AND SKILLS What do you prefer to do in your leisure hours? Are you fond

of indoors or outdoors activities? Name some of these. What are your skills? Have you any hobbies? Speak about

them. Henry David Thoreau said: "It's not enough to be busy. The question is: What are we busy about?” Comment on this.

All the week round we are busy working or studding but on weekends we relax and enjoy ourselves and we choose to spend our spare time in different ways.

If the weather is fine we drive our car out of town to the woods, near a lake where we can go boating, swim, fish, sunbathe and have a picnic. Shady places under the trees invite you to long appeasing walks and I enjoy walking about the woods, picking flowers, berries and mushrooms, and listening to little birds twitter.

Children love playing games like hide-and seek, leap frog, blind man’s hood, tennis and football, and running about to gather wood for the bonfire. When in the open air, they cry and laugh so loudly that they split our ears. This wouldn’t be pleasant at all if you had a splitting headache. If the branches or logs the children find are too thick, my husband takes a little axe, he always keeps in the car’s truck in his toolbox, and chops and splits them.

If we choose to spend the weekend at home I love gardening, digging, planting and watering the flowers in the little garden we have in front of the house. I have to tell you that we even have a small greenhouse (hothouse) where we grow flowers and vegetables in winter. I’m fond of looking after plants and vegetables and, by keeping them in the greenhouse in winter, we save them from dying.

My husband loves reading books, listening to music, going to a football match or working on computer. If he is very much interested in the book or magazine he reads, he peruses it or, otherwise, he only browses its pages or only skims the publications’ table of contents.

During the summer holiday we enjoy hiking so we go to the mountains, as climbing mountains is our favourite pastime and in winter we love skiing or skating, or simply playing with snowballs and making snowmen together with our children. Oh! It’s lovely to

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see the rows of snow-covered fir trees rising themselves towards the sky, like endless straight columns.

If the weather is bad we choose to go to a concert, to a theatre play, or to the cinema. It depends on what play or movie is on. If it is a first night on at the National Theatre we never miss the opportunity to see it. When we feel like dancing, you know we love tangoing and waltzing, we invite some friends to a restaurant and spend the evening dancing, chatting and watching people. Dialogue: - Which do you prefer: driving a car yourself or being a passenger? - Well, that depends. I enjoy driving, especially on long empty

roads where I can go nice and fast. But I’m not very fond of sitting in traffic jams waiting for light to change and things like that. I suppose I don’t mind being a passenger but only if the other person can drive properly.

- So you don’t really like being in other people’s cars? - Well, as I say, It’s all right with a good driver. Then I can relax

sitting on the back seat and enjoying the scenery. But yes, you are right, on the whole, I certainly prefer driving to being a passenger.

- Tell me what are you good at? - I am very good at sports. I’m a brilliant footballer, you know in

fact I’m very good at ball games in general. I’m not bad at skiing, either. The funny thing is that my brother is completely different. He is a hopeless footballer and skier but he is terrific at chess. Very good at using his brains.

GRAMMAR FOCUS

THE INDEFINITE PARTICIPLE

Participiul nedefinit (sau prezent) al verbelor se formează adăugând terminaţia – ing la infinitivul scurt al verbului de conjugat:

to read reading citind to listen listening ascultând to pick picking culegând

Când primesc terminaţia ing:

Verbele terminate la infinitiv în e pierd acest e final:

to write writing scriind Verbele monosilabice terminate într-o consoană precedată de o

vocală scurtă dublează consoana finală:

to stop stopping oprind to sit sitting stând

Verbele terminate în – l dublează această consoană finală:

to travel travelling călătorind Verbele terminate în – y îl păstrază pe acesta neschimbat,

indiferent dacă este precedat de consoană sau vocală:

to play playing jucând to try trying încercând

Verbele terminate în – ie transformă această terminaţie în y şi

apoi adaugă terminaţia – ing:

to lie lying zăcând to die dying murind

REMEMBER

THINGS YOU LIKE TO DO!

I like I enjoy I love I hate I’m fond of

Mm!

I dislike

Verb + ing

THINGS YOU DON’T LIKE TO DO!

I don’t like I don’t enjoy I don’t love

Ugh!

I’m not fond of

Verb + ing

1. Supply the ing form of the verbs in parentheses: 1. They have stopped (speak) to each other. 2. We shall appreciate (hear) from you. 3. Do you mind (come) back a little later? 4. We both enjoy (dance). 5. He is not going to stop (study) English. 6. He says he doesn’t mind (wait) for us. 7. He couldn’t avoid (hit) the other car. 8. They have finished (eat). 9. Nobody can go on (live) without some belief. 10. You must excuse my (be) so noisy. 11. It is difficult to imagine him (sit) silently. 12. She cannot sleep without (see) you and (speak) to you once more. 13. She does not like the thought of (leave) you. 14. He is disturbed by some (knock) at the door. 15. Do you mind (give) me your name and telephone number,

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please? 16. Well, it’s no use my (tell) you a lie. 17. I like (skate) better than any other sports. 18. On (enter) the hall he noticed something strange in the corner. 19. I don’t like (sing), I prefer (dance). 20. Don’t worry, I shall not forget (write) to you. 21. Your (speak) so angrily makes me feel very sad. 2. Supply the correct preposition and the gerund form of the verb in parentheses: 1. She is thinking ... (go) to Bucharest. 2. I am interested ... (study) English. 3. He got tired ... (wait) for her. 4. We have no intention ...(speak) to him. 5. She has little experience ...(drive) an automobile. 6. He needs more practice ... (speak). 7. We are both fond ... (dance). 8. He insists ... (go) with us. 9. There is no chance ...(see) her today. 10. It is a question ...(find) the right man. 11. We are looking forward ... (meet) her. 12. He is excited ...(go) to the seaside. 3. Translate into English according to the model following the pattern: enjoy + verb + ing: Ne place să călătorim pe uscat, pe mare, dar şi pe calea aerului. Ne place să vizităm locuri cu peisaje minunate. Îi place să asculte muzică indiferent dacă este simfonică sau uşoară. Vă place să vă întâlniţi prietenii des? Iţi place să priveşti filme de groază? Îmi place să mă scol dimineaţa devreme şi să beau o ceaşcă de cafea fierbinte după ce mă spăl pe dinţi şi fac un duş. Ce fel de cărţi îi place fiului tău să citească? Ii place să citească romane, biografii şi nuvele ştiinţifico- fantastice. Soţului ei îi place să se plimbe când plouă cu găleata. Şoferilor nu le place să şofeze când este ceaţă sau când este burniţă. Copiilor le place să mănânce fructe exotice. 4. Translate into English: Cine locuieşte în vila aceea? A cui este acea vilă? Al cui magazin este acela? Cui dai aceste dosare? Cui dă aceste coli de hîrtie? Pe cine poţi vedea în această fotografie? Cu cine vorbeşti acum? Care dintre cei doi pictori este favoritul tău? Care dintre capodoperele lui îi place cel mai mult? Ce mărfuri produceţi? Ce mărfuri exportă această firmă? Pe cine aşteptaţi? De cine vă este frică? Cu cine vorbeşti? Cine este bărbatul care vorbeşte cu secretara? Cui i-ai împrumutat acea sumă imensă de bani?

3. WHAT ARE THEY DOING?

READING. Read and pay attention to the use of the phrases and then change the following indirect questions into direct ones:

69

70

Ask if the students are watching TV. Ask if the secretary is writing the report. Ask what the accountant is calculating. Ask your colleague if he/she is working on computer. Ask what the dean is speaking about.

It’s ten o’clock on a Sunday morning. Father is in the dining room. What is he doing? He is sitting in an armchair, smoking and reading this morning’s newspaper. He is not watching television. My brother is in his bedroom. He is opening the window and he is doing his morning exercises right now. The cassette- recorder is on and he is listening to his favourite band playing.

What am I doing? I am in the bathroom. First, I’m turning on the cold and hot water taps and now I’m washing my face my hands and my body. I’m brushing my teeth with my toothbrush and my toothpaste. Now I’m drying myself with a towel and I’m combing my hair. Next, I’m going to tidy up the rooms. I want to give a helping hand to my mother who is in the kitchen now cooking breakfast. What is she doing exactly? She is boiling water for tea or coffee, frying some bacon and preparing some scrambled eggs. She is making some orange juice, too. I’m cutting some bread in thin slices, and I’m going to toast the slices.

Now we are laying the table in the dining room. I’m spreading the table cloth on the table and I’m putting the cups, the saucers, the plates, the knives, the forks, the little spoons, the paper napkins. I’m not going to put spoons for breakfast. Father is also giving a helping hand now and he is bringing in the breadbasket. Mother is bringing the tray with the coffee pot, the teapot and the jug with orange juice. She is pouring the hot drinks in the cups and right now she is buttering the toast. I’m going to bring in a jar of jam and mother is going to bring the scrambled eggs, the bacon and some cheese. At this very moment my brother is coming into the dining room. - Mm! It smells good. What is there for breakfast Mummy? - Thanks God, there’s always something to eat for breakfast. Have a seat and “Enjoy your meal“. - I’m so hungry that I could eat a horse! And I’m thirsty, too. Will you pass me some slices of bread? You know, I’m not so very fond of toast. Mm! The bread is soft. I hate hard bread. May I have another helping of bread and butter with jam? - Of course you may. Here you are. Help yourself. - This coffee is excellent. It tastes excellent. It is hot and strong, but I think it needs more sugar. I dislike cold, weak, bitter coffee. - Everything is tasty except for the bacon, which is rather salty and overdone. - My dear, mother says to father’s remark, they say that “Earth is teeming with ungrateful husbands” and you are one of them. Is anyone going to have some more orange juice? It is sweet, it is not sour and it is fresh. - I am, my dear, and please excuse me. I was not going to be rude. Now that we have finished our breakfast your son and I are going to clear the table, to do the washing up and dry the dishes. You know, they say “One good turn deserves another“.

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GRAMMAR FOCUS

THE PRESENT CONTINUOUS

AFFIRMATIVE NEGATIVE INTERROGATIVE

I am writing I am not writing Am I writing? You are writing You are not writing Are you you writing He is writing He is not writing Is he writing? She is writing She is not/ writing Is she writing? It is writing It is not/writing Is it writing? We are writing We are not writing Are we writing? You are writing You are not writing Are you writing? They are writing They are not writing Are they writing?

Timpul prezent. Aspectul continuu se formează cu ajutorul verbului auxiliar to be la timpul prezent urmat de participiul prezent (sau nedefinit - forma ing a verbului) al verbului de conjugat. Acest timp este cerut de adverbele: now, at the moment, in this very moment, today, this week/ month/year..., these days/weeks/months etc. Acest timp se foloseşte pentru a exprima: o acţiunee în curs de desfăşurare în momentul vorbirii:

What is going on here? Ce se întâmplă aici? Who is making such a noise? Cine face aşa o gălăgie? The professor is giving a lecture. Profesorul ţine o

prelegere. o acţiune care urmează să aibă loc într-un viitor apropiat

faţă de momentul vorbirii: What are you doing tonight? Ce faceţi astă seară? We are meeting our friends at 7 o’clock and we are going to the theatre. Ne întâlnim cu prietenii la ora şapte şi mergem la teatru.

o acţiune care se desfăşoară în prezent pe o perioadă limitată de timp:

She is teaching at a university in the USA this year. Anul acesta predă într-o universitate din Statele Unite.

o acţiune repetată care devine supărătoare şi care este dezaprobată de vorbitor (în astfel de cazuri folosirea adverbelor de timp de genul always, forever, constantly, continually devine necesară):

This pupil is always forgetting his exercise book! Elevul acesta îşi uită întotdeauna caietul! You are always complaining about something! Veşnic te plângi de câte ceva! She is forever getting late. Veşnic întârzie. They are coming only when I’m busy! Ei vin numai când sunt eu ocupată!

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VERBE CARE NU SE FOLOSESC LA ASPECTUL CONTINUU

VERBELE MODALE: can, may, must, shall, should, will, would, ought to, need, dare. VERBUL TO BE a fi, a exista; EXCEPTIE: verbul to be poate fi folosit la aspectul

continuu când este folosit pentru a se face o caracterizare de moment a subiectului:

You are being boring! Eşti plictisitor! You are being cheeky! Eşti obraznic! He is being rude! Este nepoliticos!

She is being very realistic! Este foarte realistă! VERBUL TO HAVE a avea, a poseda; EXCEPTIE: verbul to have poate fi folosit la aspectul

continuu când este folosit în expresii unde nu are sensul a avea: We are having fun at the party. Ne distrăm la petrecere.

He is having breakfast now. El mănâncă micul dejun acum. VERBELE CARE DENOTĂ SENTIMENTE: to love, to like, to dislike, to hate, to prefer, to wish, to please, to hope, to refuse, to regret, to worship (a adora); VERBE CARE DENOTĂ ACTIVITĂŢI MENTALE: to know, to understand (a înţelege), to agree (a fi de acord), to disagree (a nu fi de acord), to believe (a crede), to think (that) (a crede că, a socoti că), to suppose, to fancy (a-şi imagina, a-şi închipui, a socoti, a crede), to imagine, to intend, to mean (a vrea să spună, a se referi la, a avea în vedere), to notice (a observa), to recognize, to remember, to forget, to seem, to surprise, to require, to realize (a-şi da seama), to recall (a-şi reaminti), to expect (a se aştepta ca, a spera, a nădăjdui), to mind (a se supăra, a avea ceva împotrivă).

ATENTIE! O parte din aceste verbe se pot folosi la aspectul continuu când au următoarele înţelesuri:

TO THINK a (se) gândi: I am thinking about/of you every day. Mă gândesc la tine în fiecare zi.

TO EXPECT a aştepta: We are expecting news from him. Aşteptăm veşti de la el.

VERBE CARE DENOTĂ PERCEPŢII SENZORIALE: to feel, to taste, to smell (când acestea arată o calitate permanentă cu sensurile aproximative de a fi cumva la pipăit, la gust, la miros), to see, to hear, to look (a arăta cumva):

Silk feels soft. Mătasea este moale la pipăit Roses smell good. Trandafirii (au) miros frumos. Pizza tastes good. Pizza are gust bun. Can you see that ship at the horizon? Vezi vaporul acela la orizont? Can you hear noise at the door? Auzi un zgomot la uşă?

The clerk looks tired. Funcţionarul arată obosit.

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ATENŢIE! Aceste verbe pot fi folosite la aspectul continuu când denotă activitatea efectivă: to feel (a atinge, a pipăi, a (se) simţi), to smell (a mirosi), to taste (a gusta), to see (a avea întâlnire, programare, a conduce pe cineva acasă, la uşă...), to hear (a avea veşti de la cineva), lo took (a privi):

I am feeling the fabric. Pipăi ţesătura. He is feeling tired. Se simte obosit. The girl is smelling the roses. Fata miroase trandafirii. The cook is tasting the food. Bucătăreasa gustă mâncarea. I’m seeing the interviewer tomorrow. Mă întâlnesc cu cel care ia ienterviuri mâine. He’s seeing his guests to the gate. Işi conduce musafirii la poartă. You’ll be hearing from me soon. Veţi avea curând veşti de la mine. Why are you looking at me like this? De ce te uiţi aşa la mine?

VERBE CARE DENOTĂ O ACŢIUNE DE MOMENT: to stop, to end, to finish, to begin, to start;

ALTE VERBE CARE NU SE FOLOSESC LA ASPECTUL CONTINUU sunt: to deserve (a merita), to own (a poseda, a avea, a stăpîni ), to possess, to matter (a conta, a avea importanţă), to belong to (a aparţine), to contain, to keep (a continua să), to concern (a privi, a interesa), to signify, precum şi: TO COST a costa: This car costs a lot of money. Maşina asta costă o groază de

bani. EXCEPŢIE: când verbul to cost are semnificaţia de a se

scumpi: Food is costing more and more these days. Mâncarea se scumpeşte din ce în ce mai mult. TO DEPEND ON a depinde de: This depends on him. Asta depinde de el.

EXCEPŢIE: când verbul to depend on are semnificaţia de a conta pe, a se baza pe:

Everybody is depending on him. Toată lumea contează pe el. TO HOLD a conţine: This box contains 2o kilograms of flour. Lada asta conţine 20 de kg de făină.

EXCEPŢIE: când verbul to hold are semnificaţia de a ţine:

The little child is holding his mother’s hand. Copilul îşi ţine mama de mână.

THE NEAR FUTURE Viitorul apropiat, de intenţie sau ’be going to’ future

cum mai este denumit, este folosit pentru a exprima o acţiune pe care vorbitorul intenţionează să o desfăşoare într-un viitor apropiat faţă de momentul vorbirii.

Se formează din prezentul continuu al verbului to go şi infinitivul lung (cu particula to) al verbului de conjugat. Se traduce prin am de gînd să..., intenţionez să..., urmează

să..., voi... Să urmărim conjugarea verbului to leave la viitorul

apropiat:

AFFIRMATIVE I am going to leave You are going to leave He is going to leave She is going to leave It is going to leave We are going to leave You are going to leave They are going to leave

ATENŢIE! INTEROGATIVUL ŞI NEGATIVUL acestui

timp se vor forma conform regulilor de formare a negativului şi interogativului verbului to be (prin inversiune şi respectiv simpla adăugare a negaţiei not la forma de afirmativ).

1. Change the following indirect questions into direct ones according to the model: Model: Ask me if I am watching TV. Are you watching TV? Ask what mother is doing/ cooking/ reading. Ask what the children are having for dinner. Ask where father is sleeping/ reading the newspaper. Ask what your friend is speaking about. Ask when the interviewer is seeing the interviewees. Ask who is seeing you to the door. 2. Make these sentences interrogative and negative: 1. The weather is getting colder and colder. 2. The wind is blowing. 3. It is pouring. / It is raining cats and dogs. 4. The sun is shining in the sky.

74 5. I am ironing my husband’s shirts.

75

g her nails. he manager.

a glass of beer in the pub.

mirror. et.

ictionary.

one

. Put in the Present Tense. Common Aspect or the Present

6. That man is beating his pet. 7. That nervous woman is bitin8. The clerks are attending a meeting with t9. That gentleman is knocking at our door. 10. The maid is answering the door. 11. The two friends are chatting over12. Pedestrians are crossing the road now. 13. The little girl is looking at herself in the14. The typist is counting the words in the work- she15. The milkman is filling the bottles with milk. 16. I am browsing my new English - Romanian d17. The schoolboy is labelling his books and copybooks. 18. The secretary is moving the files and folders from

drawer into another. 3Tense. Continuous Aspect of the verbs in brackets: 1. I my breakfast everyday but I it now. (eat, not

eat) 2. You to bed every night at half past ten but you

to bed now. (go, not go)

3. The housewife often a lot of things but she anything at the moment. (buy, not buy)

4. It often in autumn and it cats and dogs today.

ief accountants usually (rain)

5. The ch reports about the financial situation of the firm but this month they any report. (draw up, not draw up)

6. The country housewives the poultry twice a day and this one the poultry right now. (feed)

7. Simon is three. He himself every morning. (dress). 8. What he now? (do) 9. Right now he his clothes. (put on) 10. It always something terrible in their life!

. Make up sentences of your own using the verbs below both

, to see,

. Fill in the spaces with the right tense of the verbs in the

to walk Look at that old man in rags!

(happen) 4in the Present Tense Common and Continuous Aspect: to be, to have, to feel, to think, to taste, to smell, to holdto hear, to hold, to contain, to think. 5margin:

He into the Commercial Bank right now.

to go hat he I wonder w to do. to sit down, He on a chair, he his

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to take glasses out of his pocket. to start to head to

He to write something on a sheet of paper. It is a pre-printed form. He the pay desk now.

to give, to hand

He the form to the woman clerk and he her a large amount of money, too.

to count, to deposit

The woman clerk the money and she is surprised that the old man so much money.

to think, to be, to have

She : Shabby as he , he still that money!

6. Comment on the use of Present Tense. Continuous Aspect in

something strange! astic claim.

are poor but they don’t

ust being silly.

sy!

. Insert the Present Tense Common or Continuous Aspect: r to

(to save) nine. han sound.

sister in the yard (to

nderstand)

sting scientific film. grow) and the

ore

s.

. Give answers to the following questions, using the Present

? This Sunday... but

the following sentences: 1. You are always seeing2. They are certainly not admitting such a fant3. I’m just thinking it may be a good idea. 4. Are you forgetting your manners? 5. They are always complaining they

take up work. 6. Now, you are j7. Your friend is being too nosy! 8. These children are being too noi9. Why are you being obnoxious? 10. This child is being naughty! 71. You must wait, my friend, before you (to get) an answe

that question. 2. A stitch in time 3. Light (to travel) more quickly t4. He who (to laugh) last (to laugh) best. 5. Actions (to speak) louder than words. 6. The woman who (to speak) with my

be) our neighbour who (to live) across the street. 7. I (to listen) very attentively, but still I (not to u

what he (to drive) at. 8. It (to be) a very intere9. In it you can (to see) how the grass (to

flowers (to unfold) their petals right before your eyes. 10. I (to look) at the barometer and (to see) it (to fall) now.11. And now my written story (to end). I look back, once m

for the last time before I (to close) the book. 12. I (to see) our children and our friends round u 8Tense. Common or Continuous Aspect: 1. Where are you going this Sunday

77

see us? He... Friday night but most

gation of physicians is arriving by plane to night,

at from Constantza coming? It ... in half an

o you usually have for breakfast? I usually ... boiled

re you waiting for? I ... for the shop to open but it ... till 9

. Translate into English: a parter se joacă numai în timpul

tajul doi exersează la pian zi şi noapte!

sănătatea ei

nu-ţi ştergi picioarele pe preş când este vreme

ru face încontinuu promisiuni pe care nu le poate

gând să dormi toată ziua? Când ai de gând să-ţi faci

ştri au totdeauna probleme cu maşina

usually on Sundays... 2. When is he coming to

often ... 3. The dele

isn’t it? Yes, it ... at the Otopeni airport; all the foreign delegations ...

4. When is the bohour, as it is late tonight, but regularly it ... at 8 p.m. sharp.

5. When is the night train from Bucharest leaving? It ... in aquarter of an hour. It ... at 15,15 according to the time- table.

6. What deggs.

7. What aa.m.

91. Copilul vecinilor de l

orelor de odihnă! 2. Fetiţa celor de la e3. Cei care stau vizavi de noi, dau într-una petreceri! 4. In blocul nostru cineva repară tot timpul ceva! 5. Ah! Femeia asta se plânge totdeauna de

şubredă! 6. Niciodată

ploioasă! 7. Şeful nost

ţine! 8. Ai de

ordine în cameră? 9. Nişte prieteni de-ai no

când trebuie să mergem undeva împreună! De aceea trebuie să-i luăm în maşina noastră totdeauna. Sunt nişte zgârciţi! Nu am de gând să mai suport asta. Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria aiova, Universitaria

2. Firică, Camelia. 2009. Brush up on your everyday English, Cr3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech

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UNIT 5

SEASONS AND WEATHER. WHAT SEASON DO YOU LIKE BEST?

Contents:

.1. WHAT SEASON DO YOU LIKE BEST?

se of to have; Past tense of the verb can.

5.2

5.3 . AT THE AIRPORT

aspect

5

5.1.1. Grammar focus. Exercises 5.1.1.1. Past tense of to be; Past ten5.1.1.2. The adjective - degrees of comparison . HOLIDAYS AND CELEBRATIONS 5.2.1. Grammar focus. Exercises 5.2.1.1. The simple past . TRAVELLING BY AIR5.3.1. Grammar focus. Exercises 5.3.1.1. The past tense. Continuous

5.4 LWAY STATION

ect. Common aspect

. TRAVELLING BY LAND. AT THE RAI5.4.1. Grammar focus. Exercises 5.4.1.1. Past participle 5.4.1.1.The present perf

Unit Objectives and competences: - Spea ; (2) holidays and

celebrve

and c

et’s Talk! easons, favourite months and holidays. What are the

, particularly, in our country. How

1. WHAT SEASON DO YOU LIKE BEST?

k about: (1) seasons and weatherations; (2) means of transport - travelling by air and by land; - Practise grammar issues: past tense of the verbs to be, to ha

an; adjectives - degrees of comparison; the past tense simple; the past tense continuous; past participle; the present perfect - common aspect. L About sseasons of the year? What season do you like best and why? Describe your last summer/winter holiday. About weather in general andwould you describe the climate in your country? But at the North Pole? And at the Equator? Would you like to live in such places? Do you consider we are privileged to have all the seasons in our country?

READING. Read the text and then give the degrees of comparison

of the following adjectives: dry, sly, shy, common, honest, handsome, noble, narrow, pleasant, polite, profound, able, clumsy, clever, severe, sincere, wholesome, shallow, humble, remote, startling,

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Spring, summer, autumn and winter are the four seasons into which the

e 21 of Ma

par

the holiday season, too, com

was bright, the sky wa

. What a beauty! h trees were full

wit

n comes in. It begins on the 21 of Sep

healthy, worthy, tender, convenient, inner.

year is divided and each of it lasts for about three months. Spring, the most beautiful season of the year, begins on th st

rch and the spring months are March, April and May. Nature comes to life after the long, cold winter and the days grow longer. Trees bud and blossom, put on new leaves, the fields and meadows dress in green, fat grass. Snowdrops, the most gentle flowers, the first spring flowers raise their tiny heads in the woods. Then the forget-me-not flowers, the lilies of the valley and the violets appear. Blue, pink and white hyacinths fill the air with their scent. How lovely they are! Birds return from the warmer countries and start building their nests again. The mild air is full of their songs and chirps, of bees’ hum, and of the beautifully coloured butterflies’ dance. Farmers dig and toil the soil, sow the seeds and plant fruit trees. April rains are good for the crops.

Last spring we had a busy time as we were in the country at myents. We could help them with their work in the garden and in the

orchard. Children had a good time picking snowdrops in the forest, running after butterflies in the fields, watching birds building their nests in the trees or under the roofs. We were all very happy there but we were a little sad when holidays were over.

Summer the hottest season of the year andes after spring and we are in summer from June 22nd to September

21st. In June, the most pleasant month of the year, called ‘Leafy June’ or ‘The Month of Roses’ because trees are in leaf and roses in bloom, the days are the longest and the sun rises early, earlier than ever, and sets late in the evening. When July begins the weather is the hottest; the sun shines brightly in the blue, cloudless sky. However, now and than dark clouds gather, cover the sun and, out of the blue, it begins to pour with large, heavy raindrops. We have now storms with lightning and thunder called thunderstorms. In the heat of the sun fruit ripe in the orchards and crops are ready for the harvest.

Last summer we were at the seaside. The suns clear, the seawater was warm so we could lie in the sun on the

beach, we could swim, and the children could play in the sand making sand castles, or picking pebbles and shells. From time to time there were summer showers and after them the air was fresher. We had lot of fun and it was a lovely holiday.

Then we went to the countrysideThe cherry trees, the apricot trees and the peach ripe fruit and we could pick and eat them. The fields were yellow

with wheat and maize, and in the gardens there were big juicy melons and watermelons. Some days were stuffy, dry and dusty, as there were not many rains last August.

Summer is gone, autum st

tember. September is the calmest and loveliest of months when pears, apples, plums, nuts, grapes and berries are ripe. But the days gradually become shorter and the nights longer. The weather is already cool, the wind blows and it rains very often. The leaves are no longer green, they turn yellow or red, or brown and they fall down. It’s rather sad to see the trees strip of their leaves. Rainy winds, cloudy weather sets in.

80

times it is raining cats and dogs, sometimes it is foggy and the

near. Most birds no longer sing, but fly away to wa

d so we cou

Some fog is very thick. So was the weather last November and it was

more pleasant to stay indoors, as the streets were muddy and there were too many pools of rainwater in the streets and you couldn’t see anything in front of you. People were cold and wet and they were in a hurry to get to their homes. Some were slipping and sliding, losing their foothold. They were not happy to be in the street on such an awfully bad weather.

Winter is drawing rmer countries. The wind is blowing from the North. It is not warm,

it is cold. It is freezing more and more often and the weather is frosty. Winter, the season of frost, is here. The days are getting shorter and shorter and the nights are longer and longer. There are no flowers in the gardens now and the trees are bare. The sun gives light for only eight hours and it doesn’t heat the Earth at all. Water turns into ice, rivers freeze, snow falls thick and covers the houses, the fields, the trees, everything. Icicles hang on the eves of the houses. It is wonderful to watch the big, fat snowflakes, which are falling thick and fast. Sparrows and crows look for their food in vain. It’s more and more difficult for them to find something to feed themselves.

Last winter we were at the mountains. The snow was goold ski on the ski slopes, we could skate at the skating rink, and we

could make snowmen or play with snowballs. When we were cold we had hot drinks by the fireplace.

GRAMMAR FOCUS

PAST TENSE OF THE VERB TO BE AFFIRMATIVE NEGATIVE INTERROGATIVE

I, he, she, it WAS I, he, she, it AS I, he, she, it?

You, we, you, they u, they WERE you, we, you,

PAST TENSE OF THE VERB TO HAVE

AFFIRMATIVE NEGATIVE INTERROGATIVE I, you, h e, H ,

PAST TENSE OF THE VERB CAN

AFFIRMATIVE NEGATIVE INRROGATIVE

it, e, it, CO e,

WAS NOT W

WERE You, we, yoWERE NOT they?

e, she, it, we, you, they HAD

I you, he, shit, we, you, they HAD NOT

AD I, you, he, she, itwe, you, they?

I, you, he, she, we, you, they COULD

I, you, he, shwe, you, they COULD NOT

ULD I, you, he, shit, we, you, they?

81

THE ADJECTIVE - DEGREES OF COMPARISON

Forma pe care o ia adjectivul pentru a marca asemănarea sau

ză de la gradul

silabice:

POZITIV COMPARATIV DE SUPERLATIV

deosebirea dintre însuşirile unui obiect sau fiinţe se numesc grade de comparaţie. Acestea sunt: gradul pozitiv (care reprezintă forma iniţială a unui adjectiv), gradul comparativ (de superioritate, de egalitate şi de inferioritate) şi gradul superlativ (relativ şi absolut). In limba engleză gradele de comparaţie ale adjectivelor se formează în funcţie de tipul acestora – monosilabice sau plurisilabice. Vom avea astfel comparaţia sintetică şi comparaţia analitică. COMPARAŢIA SINTETICĂ care se formea

pozitiv al adjectivului de comparat la care se alipeşte sufixul – er pentru comparativul de superioritate şi – est pentru superlativul relativ, se aplică:

adjectivelor mono

SUPERIORITATE RELATIV big- mare big the b mai ger - mai mare iggest- cel

mare tall - înalt taller -mai înalt allest- cel mai the t

înalt short -

curt shorter -mai hortest- cel mai

scund, s scund, scurt the sscund, scurt

Observaţi că la gradul superlativ relativ adjectivul este în mod

adjectivelor bisilabice terminate în ow, -le, -er, -some, şi -y

POZITIV COMPARATIV DE SUPERLATIV

obligatoriu însoţit de articolul hotărât the.

(precedat de o consoană):

SUPERIORITATE RELATIV pretty- drăguţ - cel mai prettier - mai drăguţ the prettiest

drăguţ narrow- îngust narrower - mai îngust rowest - cel the nar

mai îngust humble- umil humbler - mai umil est - cel the humbl

mai umil clever - isteţ cleverer – mai isteţ rest – cel the cleve

mai isteţ handsome- handsome -mai chipeş omest - cel chipeş

the handsmai chipeş

OTĂ: Aceste adjective pot avea şi forme analitice de comparativ şi

ativul de egalitate se formează cu adjectivul la gradul

fel de înalt ca; as short as -

la gradul

Nsuperlativ. Comparpozitiv precedat şi urmat de conjuncţia as: as big as - la fel de mare ca; as tall as - la la fel de scund/scurt ca; as handsome as -la fel de chipeş ca. Comparativul de inferioritate se formează cu adjectivulpozitiv precedat de not as/so şi urmat de as:

82

/as tall as- nu aşa de înalt a;

comparaţie se mai poate forma şi cu less urmat de

ai puţin interesant ca... tiv la gradul pozitiv

irea sufixelor comparaţiei: ipirea

large larger the largest

not so/as big as- nu aşa de mare ca; not soc not as/so short as- nu aşa de scund ca; not as/so handsome as- nu aşa de chipeş ca. Acest grad de adjectiv la gradul pozitiv şi than. Se foloseşte cu precădere pentru adjectivele plurisilabice: less interesting than...- m Superlativul absolut se formează din adjec

precedat de adverbele very, not very, quite (cât se poate de, foarte), extremely, terribly, etc.

Modificări ortografice cauzate de alip adjectivele terminate în – e pierd această terminaţie la al

sufixelor -er, -est:

adjectivele silab inate într-o consoană precedată de o

red redder the reddest

mono ice termvocală scurtă dublează consoana finală:

hot hotter the hottest

adjectivele terminate în -y precedat de consoană schimbă pe

dry drier the driest

-y în -i înaintea alipirii sufixelor comparaţiei:

COMPARAŢIA ANALITICĂ, care se aplică adjectivelor

POZITIV COMPARATIV DE SUPERLATIV

plurisilabice, se realizează prin adăugarea în faţa adjectivului la gradul pozitiv a adverbelor more pentru comparativul de superioritate şi most precedat de articolul the pentru superlativul relativ:

SUPERIORITATE RELATIV beautiful utiful more beautiful the most beainteresting more interesting the most interesting

Comparativul de egalitate şi superlativul absolut se formează

adjectivelor se

eşi unele adjective se pot compara atât sintetic cât şi analitic totuşi

sintetică la adjectivele bisilabice terminate în – y sau

entul pe

terminate în două

radele de comparaţie ale punctelor cardinale:

conform regulilor expuse la adjectivele monosilabice. Regulile de formare a gradelor de comparaţie aleaplică şi adverbelor. Deste preferată: comparaţia

– ly: cloudy, misty, lovely, clumsy, lucky, angry, sleepy; comparaţia analitică la adjectivele bisilabice cu acc

prima silabă: active, common, hostile, pleasant, stupid, sau pe ultima silabă: remote, precise, severe, polite.

comparaţia analitică la adjectivele bisilabiceconsoane: correct, exact;

G

83

northern more northern northernmost/ northmost

southern more southern southernmost / southmost

eastern more eastern easternmost /eastmost western more western westernmost / westmost

IRREGULAR COMPARISON

nele adjective şi adverbe nu formează gradele de comparaţie conform

POZITIV COMPARATIV DE SUPERLATIV

Uregulilor deja cunoscute, ci au forme separate pentru gradele comparativ de superioritate şi superlativ relativ.

SUPERIORITATE RELATIV good - bun be i the bewell- bine

tter- mai bun, mabine

st- cel mai bun, cel mai bine

bad, ill- rău badly

worse- mai rău mai rău the worst- cel

much- mult more- mai mult, mai the most- cel mai mult, many- mulţi mulţi cei mai mulţi little- puţin less- mai puţin ai puţin the least- cel mfar- depărtat, ărtat,

, i

cel mai departe

farther- mai depfurther- depărtatsuplimentar

the farthest- cel madepărtat furthest- depărtat

late- târziu, later- de mai târziu,

cel de-al

st- cel mai

recent mai recent

the latter-doilea, acesta din urmă (dintre doi)

the lateîntârziat, cel mai recent the last- ultimul (dintremai mulţi)

old- bătrân, ătrân, mai

mai în vârstă (se

the oldest- cel mai

în vechi

older- mai bvechi elder- foloseşte numai atributiv pentru membrii aceleaşi familii)

bătrân, cel mai vechi the eldest- cel mai vârstă

near- t,

mai apropiat, the nearest- cel mai

următorul apropiaapropiat

nearer- mai aproape apropiat

the next- Expresia cu cât...cu atât... se redă în limba engleză prin două

e. vor veni

în ce mai..., tot mai… se redă prin repetarea

comparative de superioritate precedate de articolul the:

The sooner, the better. Cu cât mai curând cu atît mai bin The later they come the worst it will be. Cu cât mai târziu cu atât mai rău va fi. Expresia din ce

comparativului de superioritate şi conjuncţia and. In cazul adjectivelor lungi la care comparativul se formează cu more

84

nd colder. Se face din ce în ce mai frig.

ă. ce în ce mai

use poate reda şi prin ever + comparativde

r better, ever more beautiful, ever less interesting.

: Dacă adjectivele much şi far se plasează înaintea adjectivului

beautiful / far more beautiful than her sister. Ea

e departe mai frumoasă.

REMENBER! Dacă se compară doar două noţiuni, superlativul

. Dintre cele două

the more beautiful and the

the worse but the more intelligent

ATENŢIE! ercepţie senzorială look, smell, sound, taste, feell sunt

rth se folosesc numai cu valoare

ern, western, northern, southern precum şi cele

respectiv less aceste două adverbe se vor repeta şi se vor lega prin conjuncţia and:

It’s getting colder a I’m reading better and better. Citesc tot mai bine. She is more and more beautiful. E tot mai frumoas The book is less and less interesting. Cartea este dinp ţin interesantă. Acelaşi sens

superioritate: ever colder, eve NOTĂla gradul comparativ ele vor întări sensul exprimat de adjectiv. Acelaşi lucru se va întâmpla şi în cazul în care un adjectiv la gradul comparativ este urmat de by far. She is much moreeste mult mai frumoasă decât sora ei. She is more beautiful by far. Este d absolut se va reda în limba engleză prin comparativul de superioritate precedat de articolul hotărât ’the’: Of the two girls the thinner one is the prettierfete cea mai slabă este cea mai drăguţă. Of these two dresses the white one ischeaper, too. Dintre cele două rochii cea albă este cea mai frumoasă şi cea mai ieftină de asemenea. Of the two deans the taller is and the better manager at the same time. Dintre cei doi decani cel mai înalt este cel mai rău dar şi cel mai inteligent şi cel mai bun manager în acelaşi timp. Verbele de p

urmate de adjective nu de adverbe întocmai ca şi verbele be, see, grow, get, turn, become, keep.

Adjectivele ill, well, drunk, wopredicativă.

Adjectivele eastterminate în -en (golden, woollen, wooden, silken) pot fi folosite numai cu valoare atributivă.

. Make sentences according to the patterns: r/ my father

my brother.

r;

1a) Model: tall/ my brother/ my mothe My brother is tall.

My mother is taller than But my father is the tallest of all. high/ house/ block of flats/ sky scrape rich/ I/ he/ she;

85

er/ my niece/ my Goddaughter;

e

b) Model: expensive fur coat/ she/ to see seen.

t; o spend

duced;

n to;

Let’s Talk!

celebrating birthdays or name days. When is your

and Christmas. Which are the seasons

nice/ my daught cheap/ a tie/ a pair of socks/ a handkerchief; fat/ a turkey/ a pig/ a cow; tasty/ an apple/ an ice-cream/ a chocolat This was the most expensive fur coat she had ever exciting view/ we / to admire: frightening snake/ they/ to mee wonderful holiday/ the children/ t dangerous peak/ the climbers/ to climb; difficult task/ the accountant/ to solve; handsome actor / the woman/ to be intro amusing joke/ the entertainer/ to tell. educated person/ the audience/ to liste northern place/ the discoverers/ reach.

Aboutbirthday? Do you usually celebrate your birthday? How? What is the most common wish the celebrated person hears on his or her birthday? Do you have a name day, too? About celebrating Easter

of the great religious events? Why are they important? How do people celebrate them? Speak about the customs related to these holidays. Make a list of facts, symbols, and key words associated with Christmas and Easter.

2. HOLIDAYS AND CELEBRATIONS

READING. Read and then change the following indirect questions int

he celebrated his/her birthday last year.

Birthdays and holidays are days when people celebrate differen

o direct ones: Ask someone how he/s Ask someone when he/she celebrated it. Ask someone if he/she celebrated it at a restaurant.

Ask someone if he/she invited many guests. Ask what they ate and drank.

t events. A birthday is the day when somebody was born a certain time ago. Along the centuries, all over the world, birthdays were considered special days and the peoples of the ancient times nourished the strong belief that, on a birthday, good spirits as well as bad spirits could influence a person’s destiny by helping or harming him or her. According to this belief, it became customary that all the

86

wadays but, nevertheless, it is customa

day, too

rought the birthday cake in with all the candles lit, my son

how some people feel, but to me, as to all Christians,

many

and at some friends.

cember 31 , at midnight, when the New Year began, we wished

relatives and friends, the celebrated person had, should gather together for protection against the evil. They say this was the beginning of the birthday parties. It is from the ancients - namely Greeks that the custom of putting lit candles on a birthday cake comes. Among the many gods and goddesses that the Greeks used to celebrate there was the goddess of the Moon, called Airtimes whose birthday was celebrated monthly. The worshipers used to take round cakes, with lit candles on them, to the goddess’ temple. The round cakes were supposed to represent the bright Moon.

These beliefs are less known nory for people to celebrate their birthdays with their families

and their best friends and to blow out the candles on the birthday cake. Yesterday was Sunday and it was my son’s birthday and name , as it was Palm Sunday. He was 15 yesterday and he wanted

to have a little party so, my husband and I prepared everything. As we had to do some shopping we woke up early, took some shopping bags and some money and went shopping. First we drove at the butcher’s to buy some salami and some pork, then we stopped at the dairy to buy some butter, pressed cheese and cream, at the greengrocer’s to buy some vegetables and fresh fruit, at the baker’s for some loaves of bread and at the grocer’s for mineral water, juice and coke. When the shopping was over we came home and, while my husband arranged and decorated the yard for the party, it was supposed to be a garden party, you know, I cooked and baked a birthday cake and made sandwiches. By the time my son’s guests arrived everything was ready. All the guests brought presents and my son was anxious to open the parcels and admire the presents. They talked, listened music, danced, played, ate and drank. One of the boys told funny jokes and they laughed a lot. They enjoyed themselves and had a good time together. When I bdidn’t find it difficult to blow them all out at one go. Everybody sang ’Happy birthday, to you Florin’ and wished him ’Many happy returns of the day’. I don’t knowChristmas and Easter are the most important holidays of a year. Christmas is the day when Jesus Christ’s birth is celebrated. Not people know that the name of this holiday comes from the words Christ’s Mass, a religious service that honours our Saviour, and the custom of giving presents to the beloved ones has its origin in the fact that the Magi brought presents to the baby Christ. We spent last Christmas (Xmas for short) in EnglOn Christmas Eve (the evening before Christmas – 24th December) children decorated a tall fir tree, the Christmas tree, and they hung their special stockings by the fireplace. We sang carols, special songs that tell about Christ’s birth. Santa Claus, dressed in red clothes came, in a sleigh drawn by reindeer and brought the children toys and sweets. In the morning we said to our friends ’We wish you a Merry Christmas’ and they answered ’The same to you’ or ’We wish you the same’. On Xmas day there was a traditional dinner. Roast beef, turkey and plum pudding are the customary dishes of an English Christmas day. On De st

87

Easter. The Bible teaches us that one another ’A happy new year’. A greater holiday than Christmas is on a Friday, called Good Friday, our Saviour died on the cross, to redeem our sins. According to the Christian religion the following Sunday, the Redeemer resurrected. People of the same religion celebrate Christ’s Resurrection on Easter Day. They eat traditional Easter food, painted eggs and lamb – that symbolises Jesus – and wear new clothes. GRAMMAR FOCUS

THE SIMPLE PAST

Timpul trecut, aspectul comun - afirmativ al verbelor regulate se

LONG INFINITIVE PAST TENSE

formează, pentru toate persoanele, prin adăugarea terminaţiei ed la forma de infinitiv şi este identic cu participiul trecut al acestor verbe:

to work worked to play played

După c se poate observa din conjugarea celor două verbe la timpul

onjugarea unui verb regulat (to work) la Past Tense

AFFIRMATIVE NEGATIVE INTERROGATIVE

umtrecut, aspectul comun, negativul şi interogativul se vor forma cu ajutorul auxiliarului to do – la trecut (did) şi infinitivul scurt al verbului de conjugat.

C

I, you, he, she, it, I,

did e, we, you, they worked

you, he, she, it, we, you, theydid not work

I, you, he, she, it, wyou, they work?

Conjugarea unui verb neregulat (to wtite) la Past Tense. Common

AFFIRMATIVE NEGATIVE INTERROGATIVE

Aspect

I, you, he, she, it, it, e, we, you, they wrote

I, you, he, she, we, you, they did not write

did I, you, he, she, it, wyou, they write?

erbele neregulate nu urmează o anumită regulă de formare a timpului V

trecut sau a participiului trecut, aspectul comun. Verbele neregulate au forme diferite pentru infinitiv, trecut şi participiu trecut (deci nu formează aceste timpuri prin adăugarea terminaţiei caracteristice ed). Aceste verbe şi formele lor de trecut şi participiu trecut ( past tense and past participle) se menţionează în tabele speciale. În cazul acestor verbe forma a doua din respectivele tabele corespunde timpului trecut, aspectul comun, în timp ce forma a treia corespunde participiului trecut al verbului:

88

INFINITIVE PAST TENSE PAST PARTICIPLE to write wrote written to go went gone to be was, were been to have had had to do did done

pul trecut, aspectul comun este folosit pentru a exprima:

nici o

ine the other day. Am

în c eek/

at două interviuri

ery much today. Astăzi toţi am muncit foarte

în p ţiile condiţionale în locul timpului condiţional prezent: ş

/ If I were you, I wouldn'd do that. Dacă

He wou ed him. Ţi-ar împrumuta bani

Tim o acţiune încheiată într-un moment în trecut care nu are legătură cu prezentul dar care poate fi asociată cu un anumit moment din trecut exprimat printr-un adverb de timp sau locuţiune adverbială de timp ca de exeplu: yesterday, last night/ week, month, year, a few minutes ago, once (odată), once upon a time (o dată de mult), the other day (deunăzi), sau cu perioade de timp trecute faţă de momentul vorbirii: in childhood, in youth, in 1999 etc.: I received a letter from a friend of m

primit o scrisoare de la o prietenă de-a mea mai deunăzi. azul adverbelor şi locuţiunilor adverbiale: today, this/ w

month/ year se foloseşte Past Tense. Common Aspect dacă perioada de timp definită prin aceste adverbe este încheiată:

He gave two interviews this week. A dsăptămâna asta. We all worked vmult. ropoziIf I had money I should travel abroad. Dacă aş avea bani acălători în străinătate. If I were in your placeaş fi în locul tău nu aş face asta. ld lend you the money if you ask

dacă i-ai cere.

. Read the followi g paragraphs in the Past Tense Simple and make

happens every morning. We wake up at seven o’clock I

until my wife

nd nephews learn English as a foreign language.

o months. et their friends, they tell

annoying.

-by the way to the hospital.

1 nchanges where necessary. Use the list of irregular verbs at the end of the course:

1. Thiswash and shave while my wife cooks breakfast.

2. We eat in the kitchen. I feed the cat and the dog gets ready.

3. Our nieces aA woman teacher teaches them twice a week.

4. My children love parties. 5. They give a party every tw6. They have a lot of fun when they me

jokes and laugh, they dance and sing. 7. Some of them drink and smoke too much and this is 8. This blind man has a stick. 9. He walks with its help. 10. He cannot see. 11. He asks a passer

89

and the poor man

eports. k in front of her.

y.

. Make the following sentences interrogative:

station.

ir overalls.

ith one of her former colleagues.

March 1 .

n the gas. .

. Read the following sentences in the: gative;

uarter.

lasses. ash them.

ter to eight.

ol bus stop.

ays.

rk hard every day.

Let’s Talk!

an people travel from one place to another? What do you

? But for ’custom’? Have

12. The passer- by explains him how to get there thanks him heartily.

13. The typist types the r14. The typewriter lies on the des15. The porters load and unload the luggage every da

2

1. We saw some interesting animals at the zoo. 2. The husband arrived late at home last night. 3. The woman left the house and walked to the 4. The porter carried my suitcase because it was heavy. 5. The cook made some sandwiches and gave us a drink.6. We ate all the sandwiches. 7. We drank all the wine. 8. The masons took off the9. They put them on the pegs. 10. Her elder sister fell in love w11. The travellers missed the train.

st12. It snowed heavily this spring on13. The hikers went riding. 14. The chef forgot to turn o15. The baby cried when he was sleepy

3

a) Present Tense Simple Interrob) Past Tense Simple Negative.

1. They wake up at seven o’clock. 2. They have breakfast at half past q3. His wife gives him a cup of coffee. 4. He takes it. He drinks it slowly. 5. The two children eat hungrily. 6. They empty the plates and the g7. They give the dishes to their mother to w8. Mother washes up quickly. 9. They open the door at a quar10. They leave the house in a hurry. 11. The two children walk to the scho12. Their parents drive to their offices. 13. It happens every morning on weekd14. My son learns two foreign languages. 15. Two women teachers teach them. 16. The members of the committee wo17. My partner spends a lot of money on useless things.

How cunderstand by ’means of transport’? What are the ’means of transport’ people nowadays? Which is the fastest means of transport? Have you ever flown? Do you travel a lot? What is the Romanian for ’customs’

90

3. TRAVELLING BY AIR. AT THE AIRPORT

you ever gone through customs? What happened there, or what do you know it usually happens?

READING. Read the text and pay attention to the use of tenses. One

own. I suddenly fell down.

1. our order now’?

at you.

shouted: ’What’s going on here’?

the front door.

Travelling by air is one of the fastest means of transport but it also

most expensive form of transport. isit London, we

traven airport, handles more international

fligh

r their passp

ople were standing at the inquiry office, speaking to a

irport who were carrying suitc

of these things must have happened to you once. Say what you were doing at the time:

Model: You suddenly fell d I was climbing a tree whenIt started to rain cats and dogs.

2. The waitress said: ’May I have y3. The alarm went on. 4. The lights went off. 5. A dog began to bark 6. You ran into a friend. 7. Your boss came in and8. You began to feel very cold. 9. Your friend burst into tears. 10. You heard a terrible knock at

has the reputation of being dangerous or unpleasant if you happen to have airsick.

It is also theLast January when we had the chance to vlled back home by plane. Heathrow, London’s maits than any other airport in the world so, when we arrived there,

crowds of people were teeming to and fro, coming from different places or leaving in all directions inside the country or abroad.

There were hundreds of passengers who were waiting foorts to be checked by the customs officers; other inspectors were

checking, weighing and putting labels on the passengers’ luggage. Labels are pasted on suitcases so that they could be found easier, you know. The customs officers were especially looking for prohibited items on large quantities, or for commercial goods, which fall under customs restriction. We saw an old lady who was arguing with an inspector over some valuable things. She hadn’t known that she had to pay duty on them, so she was rather puzzled as she was short of money. It seemed she had spent all she had had and there wasn’t enough money left.

Some young pe woman who was giving them information about a plane’s

departure time, which seemed to be much delayed because of the foggy and rainy weather. Their conversation was rather difficult as the travellers’ knowledge of English was poor.

There were also porters inside the aases and boxes but some young men were managing their luggage

91

sitting on chairs or armc

oms formalities were over we kissed our friends good

by themselves using some trolleys. It was such a crowd as there were many English people who were seeing their friends off or others who were waiting and welcoming friends or relatives.

In the waiting hall the passengers were hairs, reading, talking or merrily watching the airfields through

the windows. We could see planes that were landing or taking off and we even could watch the pilots and stewardesses who were getting on or off the aircrafts.

When the cust bye and promised to write and then a special bus took us to the

jet. We got on, made ourselves comfortable, fastened our seatbelts and, at the exact time we took off. We had a lovely flight home.

GRAMMAR FOCUS

THE PAST TENSE. C NTINUOUS ASPECT

AFFIRMATIVE NEGAT INTERROGATIVE

O IVE

I, he, she, it was writing

I, s W t g

he, she, it wanot writing

as I, he, she, iwritin ?

You, we, they ey,

, we, they (not) were writing w

You, we, there not writing

Were youwriting?

Acest timp se formează din timpul trecul al verbului auxiliar to be şi

ul; şte pentru a exprima:

o a ,

genul: at ...o’clock, at that time,

raşov. Săptămîna

altăren were still arguing when mother arrived home.

acţife while she was cooking. Vorbea cu

participiul prezent a verbului de conjugat conform schemei; se traduce în limba română cu imperfectul; se traduce în limba română cu imperfect

Past Tense. Continuous Aspect se folosecţiune în desfăşurare la un anume moment în trecut

moment ce poate fi indicat prin: una din expresiile adverbiale de

this time yesterday,/ last week,/ last month, etc. This time last week we were travelling to B

trecută pe vremea asta călătoream spre Braşov. acţiune: The childCopii încă discutau în contradictoriu când a sosit mama acasă.

iuni paralele în trecut: He was talking to his wsoţia lui în timp ce ea gătea.

. Combine these pairs using while: went out while it was raining.

kle.

1a) Model: It was raining. I went out. I

1. The young man was skiing. He had an accident. 2. He was lying in the snow. He felt a pain in the an

92

e customs officers checked

he other way. Someone hit my shoulder. Julia

e man saw the mistress of the house. She was standing on

. She was talking feebly. rning.

er purse.

ut paying.

ologise. on.

. .

. Imagine you are telling a friend the story of The Titanic. Look at the

oing very fast. It was dangerous.

unsinkable. foolish.

hed the

er ship just sailed away. It terrified the passengers. was

ople gave their places in the lifeboats to other people.

ople fought wildly to get into the boats. This

wn and over a thousand lives were lost.

. Put the verbs into the correct tense (Simple or Continuous Past):

3. He was crying loudly. A group of tourist came. 4. He was lying there. He saw them. 5. Porters were carrying luggage. Th

the passports. 6. I was looking t

b) Model: Robert heard Julia. She was laughing. Robert heardlaughing.

1. Ththe terrace.

2. He heard her3. He smelt something. The stable was bu4. We heard the woman. She was shouting. 5. We noticed the burglar. He was stealing h6. I watched a couple. They were dancing.

c) Model: She left. She did not pay. She left witho1. She came in. She did not knock. 2. She left the office. She did not ap3. She sat down. She did not ask for permissi4. He walked several miles. He did not stop. 5. He spoke for ten minutes. He did not pause6. I lay in bed for two hours. I did not fall asleep

2model and do the same: Model: The Titanic was gThe Titanic was going very fast which was very dangerous.

1. It was very big. It seemed very safe. 2. It was well provided. It seemed to be 3. It was not carrying enough lifeboats. This was very4. The other ship did not stop. This surprised everybody. 5. The other ship didn’t help the shipwrecked. It astonis

crew. 6. The oth7. Everybody was having a good time on the ship. This

normal. 8. Some pe

This was brave. 9. A lot of other pe

was understandable. 10. The Titanic went do

This shocked the world. 3

1. The two of them (go out) and (join) the wounded man who (sit) at one end of the porch by himself.

2. The poor widow (walk) through the blowing snow. Suddenly a man with his hat pulled over his eyes (bump) into her.

3. I was told that an acquaintance of mine (sit) at the bar one evening when a man with a scar on his cheek (hit) him plump in his head.

4. At about 4 a.m. I (awake and see) that it (be)

still night and the stars and the moon (shine) brightly in the sky.

5. He (take) his breakfast earlier than usual but (linger) in the parlour till his relatives finished their meal and (left).

6. When we (hear) the deafening noise we (wake up) and (jump) out of bed.

7. Pleased as she (be), when she (find) her purse, the poor woman (burst) into tears and (hug) the first person who (pass) near by.

8. The commuters (shelter) themselves under the eaves of the houses while they (wait) for the bus to come.

9. The old man (doze) in the darkest corner of the room, when the doorbell (ring).

10. The electric power (go off), while they (enter) the

et’s Talk! u often travel by train? Do you travel by train because you

4. TRAVELLING BY LAND. AT THE RAILWAY STATION

concert hall. L Do yo

like it or because you have no other means of transport available? Where in the world have they the most efficient rail transport? What do you think about rail transport in Romania? Compare it to that of Japan or France.

READING. Read the following text:

eople who choose to use slow, fast or express trains from the vario

tation is a full of life place with platforms where passe

rough train with a Diesel locomotive, several first class

ff. The persons standing on the platform near the carri

Pus means of transport they have at their disposal must go to the

railway station. A railway sngers and goods trains come in or leave from. Look! A train has

just arrived on platform 1. Many people have got off the train and many others are getting on it at the moment. Some porters have already taken the new comers’ luggage and have carried them out of the station to the bus, trolley or taxi stations. Those people who have already got on the trains have taken their seats in smoker or non-smoker compartments, but there are also some latecomers who hurry to catch their trains. Have they found vacant seats? Some have but some have not.

This is a th or second class passenger carriages, a luggage van, a restaurant

car (dining-car) and even some sleeping cars as this is a long distance train not a local train. The guard has waved his flag and has already blown his whistle.

The train is oages are friends or relatives who have come to see someone dear

off. They have kissed one another good-bye and now, as the engine has

93

94

look roun

ggage office there, on the left side of the platf

stand

ok at that man who is running along the platform 2. He i

started and the train is moving away, they are waving good-bye. Now, as our train has disappeared in the distance, let’s

d the railway station. We can see a left lu

orm, where passengers have deposited their suitcases, bags, rucksacks. At the moment some are waiting to withdraw their luggage.

The booking office is a little further and many travellers are ing in queues to buy single or return tickets for their journeys.

Those who have bought their tickets beforehand, and who travel light are now comfortably sitting in armchairs in the waiting room over there, on the right. Their train is due out later and they while their time away reading the magazines or newspapers they have bought at the bookstall, or booklets about various resorts of the country they have found at hand on the little tables. Others are in the refreshment room eating their meal.

Oh, dear! Los desperate. Unfortunately he has missed his train. Now he is

looking at the time table. Poor him!

GRAMMAR FOCUS

PAST PARTICIPLE

Participiul trecut al verbelor regulate se formează adăugând terminaţia

ă adăugarea terminaţiei ed:

erbele terminate în e pierd acest e final:

to dictate dictated

ed la infinitivul verbului. Modificări ortografice apărute dup V

erbele monosilabice terminate într-o consoană precedată de o vocală

to drop dropped

Vscurtă dublează consoana finală:

erbele plurisilabice terminate într-o consoană precedată de o vocală

to prefer preferred

Vscurtă dublează consoana finală numai dacă accentul cade pe ultima silabă:

erbele terminate în -l dublează consoana finală indiferent de accent:

to travel travelled

V

a verbele terminate în -y precedat de o vocală, -y rămâne neschimbat:

to play played

L

a verbele terminate în -y precedat de consoană acesta se schimbă în -i L

şi se adaugă terminaţia -ed.

95

r neregulate este dat în tabele cu verbe

to be was, were been

Participiul trecut al verbeloneregulate şi corespunde formei a treia din aceste tabele:

to have had had to have had had

THE PRESENT PERFECT. COMMON ASPECT

AFFIRMATIVE NEGATIVE INTERROGATIVE

I, you, we, they have written

I, you, we, they have not written

Have I, you, we, they written?

he, she, it tten

, she, it has written

he, she, it has not wri

Hasn’t hewritten?

Present Perfect. Commom Aspect exprimă o acţiune trecută care are

t se formează cu verbul

este în curs de desfăşurare în

ars. Familia

ss conference for an

O a trecut, a fost în curs de desfăşurare în

e până

The m been cleaning the house all day long. Menajera a făcut

legătură cu prezentul, fie prin efectul sau consecinţele sale, fie prin faptul că acţiunea continuă încă în prezent. Timpul Present Perfect. Commom Aspecauxiliar to have la prezent şi participiul trecut al verbului de conjugat. I have written the letter. Am scris scrisoarea. The teacher has arrived. Profesorul a sosit. Acest timp este folosit pentru a reda: o acţiune începută în trecut care

momentul vorbirii şi probabil va continua şi în viitor. My family has been living in this city for thirty yemea locuieşte în acest oraş de 30 de ani. The mayor has been attending the prehour. Primarul participă la conferinţa de presă de o oră. (Este acolo de acum o oră). cţiune care a început în

trecut şi s-a terminat cu puţin înainte de momentul vorbirii: He has been reading the reports so far. A citit rapoartelacum. aid has

curat toată ziua.

Read the following sentences in the: Present Perfect Simple. Make

. He keeps a very large house. .

le.

s the cat’s food.

l.all the necessary changes:

12. He has a cat and a dog as pets3. The cat’s feet are always dirty. 4. It comes in and jumps on the tab5. He feeds his pets daily. 6. The dog constantly steal

96

girl friend laughs.

s and meat at the butcher’s.

ldren.

vity. ccur in all stages of

from the seller to the buyer. lace of

produce merchandise in large quantities. or by

. Complete the sentences with for or since:

1. The Chief Executive Officer has waited

7. He kicks the dog and the dog barks. 8. It bites his master’s leg. 9. The master shouts but his10. The grocer owns a small shop. 11. We buy groceries at the grocer’12. The baker cuts a loaf in thin slices. 13. He gives the slices to some poor chi14. He cuts himself. It hurts. 15. Commerce is a human acti16. Endless delays and hindrances o

commerce. 17. Goods move18. Goods are usually produced far from the p

consumption. 19. Manufacturers20. Transport concerns the moving of goods by land, by sea

air. 2

two hours to see

s been here you.

2. He ha 9 o’clock. anged 3. The cash flow statement hasn’t ch several months.

4. The budget hasn’t been valued last year. 5. The bank office has been staffed it came into being. 6. They have cancelled the bond issue the day before

rs of this body of principles have settled it yesterday.

7. The founde the

enterprise was founded,

8. They have finished several hours. 9. The clerks have worked in this office 20 years.

10. Many things have changed we were children. 11. The central heating has been on October. 12. Her husband has been very patient with her she got ill. 13. The workers’ strike has lasted three weeks. 14. The police have looked for the thieves they stole the

lost weight jewels.

15. She has that tragic accident in which her baby

n’t eaten anything died.

16. I have twenty – four hours.

Bibliografie obligatorie:

1. *** Dicţionar englez-român, 1974/2006, Bucureşti, Ed. Academiei.

ditura Universitaria ,

2. Firică, Camelia, 2013, Limba engleză, Craiova, Editura Universitaria 3. Firică, Camelia, 2009, Brush up on your every day English, Craiova, E4. Gheorghe Bică, Camelia Firică, Cristian Firică, 2004, A dictionary of Legal and Law Issues

Craiova, Editura Sitech

97

UNIT 6

A BUSY W RKING DAY

Contents:

.1. A BUSY WORKING DAY es

. Continuous aspect

O

6

6.1.1. Grammar focus. Exercis6.1.1.1. The Present Perfect Tense

6.2us. Exercises

on aspect. The Adverb.

. CITY TRAFFIC 6.2.1. Grammar foc6.2.1.1. The Future Tense. Comm

6.3

uous Aspect 6.4

. SHOPS AND SHOPPING. WHERE DO YOU SHOP? 6.3.1. Grammar focus. Exercises 6.3.1.1. The Future Tense. Contin. FOOD. MEALS IN ENGLAND 6.4.1. Grammar focus. Exercises 6.4.1.1. The Past Perfect Tense. Common Aspect. The Past Perfect Tense. Continuous

Aspect

Unit Objectives and competences: - Learn : (1) work; (2) city

trafficuous

aspec

and practice vocabulary referring to; (3) shops and shopping; (3) food and meals in England. - Practise grammar issues: present perfect tense - contint; the future tense simple and continuous; the adverb; the past

perfect tense - common and continuous aspect.

1. A BUSY WORKING DAY

READING. Read the following text and mind the use of the presen

My friend works as a chief accountant in one of subsidiaries of the

whole working day! He has got

t perfect tense continuous:

German-Romanian Bank and he is just the man for his job that fits him like a glove. He is a conscientious, hard working employee, very appreciated by his employers and superiors. He gave an interview and was employed several months ago when the subsidiary in his town was opened and he has been working there ever since. Some of the clerks on the staff haven’t been working at that bank since the beginning; they are newcomers but they have quickly got acquainted with the working conditions.

Now, let’s follow my friend along his up, done his morning exercises, and he’s been in the bathroom for

a few minutes. He had turned on the cold water tap, as he is going to take a shower. He enjoys having cold showers in the summer mornings and now he has already been having his morning shower for a while. He has just shaved, brushed his teeth, combed his hair

98

hen since she has wo

kirts of the town and

reached his place of work after a long driv

n typing for some tim

and he’s putting on his clothes at this very moment. His wife has been preparing breakfast in the kitcken up. They are sitting down at table. It’s a quarter to eight now

and they have been eating breakfast for ten minutes. My friend is in his car now. They live on the outs there’s a rather long way to his office. He has been driving for

twenty minutes. The traffic is heavy in the morning and there are traffic jams as everybody wants to get somewhere, busy with their current affairs.

Our character has finallye. Piles of business letters and documents were on his desk,

waiting for an answer or signature, and my friend has been dictating the necessary answers to the secretary for an hour.

Now it’s almost noon and the secretary has beee. Meanwhile my friend wrote some reports; for a while he has

been verifying some balance sheets, charts of account and statements of account. He has to take all the papers to the manager to have them signed. Because the manager isn’t in his office, he has been attending a meeting with some foreign businesspeople since morning, my friend had to leave the papers with the manager’s secretary. It’s two o’cThe tiring working day is over. Although he has been working hard so far, my friend is not tired. One never gets tired of what he loves to do. GRAMMAR FOCUS

HE PRESENT PERFECT TENSE. CONTINUOUS ASPECT

AFFIRMATIVE NEGATI E INTERROGATIVE

T

V

I, you, we, they hey have been writing

I, you, we, thave not been writing

Have I, you, we, theybeen writing?

He, she, it has , it has Has he, she, it (not) been writing

He, shenot been writing been writing

Timpul Present Perfect. Aspectul Continuu se formează din timpul

for an hour. Profesorul predă de o

te în curs de desfăşurare în

rs. Familia

s conference for an

O a trecut, a fost în curs de desfăşurare în

Present Perfect. Common Aspect al verbului to be şi participiul prezent al verbului de conjugat. The teacher has been teachingoră. Acest timp este folosit pentru a reda: o acţiune începută în trecut care es

momentul vorbirii şi probabil va continua şi în viitor. My family has been living in this city for thirty yeamea locuieşte în acest oraş de 30 de ani. The mayor has been attending the preshour. Primarul participă la conferinţa de presă de o oră. (Este acolo de acum o oră). cţiune care a început în

trecut şi s-a terminat cu puţin înainte de momentul vorbirii:

99

artele

aid has been cleaning the house all day long. Mena

He has been reading the reports so far. A citit rapopână acum.

The mjera a făcut curat toată ziua.

1. Complete the following sentences with the Present Perfect Simple

1. I

or Continuous of the verbs you will find in the second part of each sentence in italics:

this pen for several years but I’m not using it any

hew more.

2. My nep a student in Mathematics for about three years, and he still is.

3. I the Browns for ages and I think I know them

usins well.

4. My co in the same block of flats for fifteen years but they are not living in the same block any more.

5. The postman that old bicycle since he was young and he still rides it every day.

6. My niece that old car of her parents’ for four years but she is not driving it any more.

7. Our grandchildren the same secondary school for two years and they are still attending the same school.

8. The old plumber hard for nearly fifty years and

tors the still works hard.

9. The Board of Direc he Article of Association for several hours and they are still analysing it.

10. The employees large amounts of money, and they

2. Insert the Present Tense Continuous or Present Perfect

1. I

still earn a lot.

Continuous:

(wait) here all morning to see either the assistant

manager or the chief executive officer.

2. My dear fellow, what (think about). 3. I (search) the streets of the town to find you for

e, as a joint stock company we have problems, but

successfully since they occurred.

two years and this is the first time I’ve admitted it even to myself.

4. Of courswe

(handle) them5. She moved easily and said: ’I (not feel) well for the

last ten days.

6. We hear you (look for) a new building for your

to live for, but my children? It’s you and the prosperous firm.

7. What else have I rest of them that (work) and (make) plans for all these years.

8. The van (make) a curious noise ever since it

100

ran out of oil.

9. The wireless (play) since dawn. I wish someone

. Replace the infinitives with the Present Perfect Simple or

1. I

turned it off. 3Continuous:

(not to see) my neighbours since they returned

friend. I from abroad.

2. She is my best (to like) always her. 3. I (to want) for a long time to give you this pen as a

present.

4. He (to be) awfully fond of you for quite a long time. 5. All her relatives know that she (to correspond)

with him for the last four months. 6. She can’t remember her aunt’s address because she (not

to hear) from the old woman for two years. 7. We often (to hear) people say how disappointed

they will be if they never see a certain place which they (to dream) of for years.

8. A great poet is he who always (to feel) most of the things that move people’s hearts and who always (to understand) them most deeply.

9. It (to rain) for two hours and the football ground is too wet, so that the match just (to be) postponed.

Let’s Talk!

urban means of transport. What can you say about city

when traffic is very heavy?

ou drive? Have you ever been in the

2. CITY TRAFFIC

Abouttransport? Name some means of transport. Which do you consider the fastest? What other synonyms do you know for ’tube’? Is there such a means of transport in your town? What do you call the part of the day

And what is the opposite of this? About driving skills. Can y

position of avoiding a car accident just because you were driving carefully?

READING. Read and then give answers to the following qu

?

pe the report? ld offices?

estions according to the pattern: Model: When are you going to paint the houseI’ll have to paint it next summer.

1. When are you going to ty2. When are you going to refurbish these o3. When is he going to fix the fax?

101

cheque in? the economic

affic is awfully heavy in big cities because cars, busses, lorries, van

blem in big cities. pedestrians –

wil

vis

ing is a pleasant, useful but serious matter; it can be also dan

lly those who exc

ving test and obtain a driv

4. When are they going to hand the 5. When is the government going to make

decisions on a daily basis? Trs, taxies and trolley buses run wildly along the straight

thoroughfares, boulevards or winding main streets during the morning and afternoon rush hours, when thousands of people hurry home or are busy with daily tasks.

Traffic jams will always be a proDistances are long and those who do not drive – thel have to walk fast along the crowded pavements and will have to

wait at the zebra crossings or on islands near the bus, tram or trolley bus stops. They may also use the tube or underground if there’s one in the city. At the big crossroads one will find subways for pedestrians and along the wide or narrow streets one will notice lampposts, road- signs and traffic lights at the corners. When the red traffic light is switched on the vehicles will drive and the pedestrians will wait for the vehicles to cross. Those who are late will be impatient for the moment when they will be allowed to cross safely.

In all European countries traffic keeps on the right but if someoneits England he will notice that vehicles drive on the left side of the

roads. Drivgerous and a car will always be your enemy if you don’t handle it

properly and carefully. There have been too many car accidents lately, too many deaths and too many people injured.

On one hand, drivers are to be blamed – especiaeed the speed limits and disobey the traffic rules without any

consideration for the others, drivers who think they are safe at the steering wheel even when they have drunk. On the other hand the pedestrians are to be blamed too; they step off the pavement carelessly, without looking to the left or right.

I think I shall never be able to pass a driing licence so, I’ll always get on the bus or tram. I’ll pay my fare

for the ticket to the conductor and, if I find a vacant seat, I’ll sit down and patiently look out of the window; if not, I’ll hold on a strap to keep from falling; when my stop comes I’ll get off the bus or tram safe and sound, thanks God. So I shan’t have to take care not to hit or run over careless pedestrians, I shan’t have to read all those terrible traffic signs, and I shan’t have to deal with those unconscious drivers who think the whole road is theirs.

102

GRAMMAR FOCUS

THE FUTURE TENSE. COMMON ASPECT

AFFIRMATIVE NEGATIVE INTERROGATIVE

I, we shall write I, We shall not write

Shall I, we write?

You, he, she, it, e, she, it, they ill you, he, she, it, they will write

You, hwill write

Wthey write?

impul viitor. Aspectul Comun se formează cu ajutorul verbelor

e there on time. Vom fi acolo la timp. e.

moment viitor faţă de

lui viitor în care se va petrece acţiunea se va

MBER! Ver care este şi verb modal în acelaşi timp(a

eşit.

mit).

In p ingular şi plural shall

of water? Să-ţi aduc un pahar cu

I open the window? Să deschid fereastra? In v losi la toate

nd se face referire la

u vrea să se deschidă.

ATENtimpul

get up late. O să pierzi trenul

Tauxiliare shall (pentru persoana I singular şi plural) şi will pentru persoanele a II- a şi a III- a urmate de infinitivul scurt al verbului de conjugat. We shall bHe will not come earlier. El nu va veni mai devremWhen will you go there? Când veţi merge acolo? Acest timp se foloseşte pentru a exprima: O acţiune care va avea loc într-un

momentul vorbirii: Precizarea momentu

face cu ajutorul adverbelor sau locuţiunilor adverbiale de timp: tomorrow, the day after tomorrow (poimâine), next/ week, month, year, soon (curând), in a month’s time, in three weeks’ time etc.

REMEbul auxiliar will,

vrea), folosit la persoanele I singular şi plural va exprima intenţia sau hotărîrea vorbitorului de a săvârşi o anumită acţiune în timp ce verbul auxiliar shall, care este şi verb modal (a trebui), folosit la persoanele a II- a şi a III-a singular şi plural va exprima un ordin, o promisiune fermă:

I will come. Voi veni/ am să vin negrI will help you. Te voi ajuta (sunt hotărât).He shall come. (El) va veni (negreşit, îţi proYou shall help him. Trebuie să-l ajuţi. ropoziţii interogative, la persoanele I s

va avea sensul (trebuie) să...şi se va folosi pentru a cere un sfat asupra săvârşirii unei acţiuni:

Shall I fetch you a glassapă? Shall arianta americană a limbii engleze will se va fo

persoanele pentru formarea timpului viitor; La persoanele a III- a singular şi plural, câ

lucruri, will va avea sensul – vrea, vor: The window won’t open. Fereastra n

ŢIE! TIMPUL VIITOR NU SE FOLOSEŞTE ÎN: Propoziţii condiţionale, în care viitorul se va reda prin

prezent al verbului de conjugat: You’ll miss the train if you

103

nless I learn. Nu voi trece examenul

NOTĂ: negativ – dacă nu, şi verbul

fi înlocuit

pul prezent dacă cele două acţiuni din propoziţia regentă şi

r when I come. Vom discuta

Tim acţiunea din propoziţia

mework.

THE A RB

Adverbul este partea de vorbire care arată o caracteristică a unei ac

aarea adverbelor:

Adv time): before, now, then, after,

): ever, never, often,

: here, there, outside, inside,

of manner): slowly, rapidly, carefully,

ormarea adverbelor de mod: Majoritatea adv adăugarea sufixului

dacă te vei scula târziu. I shan’t pass the exam udacă nu voi învăţa. Unless este o locuţiune cu sens

care-i urmează va fi obligatoriu folosit la forma afirmativă. Propoziţii circumstanţiale de timp în care viitorul va

cu: Tim

cea temporală sunt simultane: We’ll discuss this matteproblema aceasta când voi veni. pul Present Perfect dacă

subordonată temporală este anterioară celei din regentă: I’ll go to the cinema after I have finished my hoVoi merge la cinema după ce-mi voi termina temele.

DVE

ţiuni, a unei stări sau a unei calităţi. Adverbul are grade de comparaţie şi îndeplineşte funcţia sintactică de complement circumstanţi l.

Clasificerbe de timp (Adverbs of

today, tonight, tomorrow, the day after tomorrow, yesterday, the day before yesterday, late, lately, lastly etc.;

Adverbe de frecvenţă (Adverbs of frequencyseldom, rarely, occasionally, usually, sometimes, always, daily, weekly, once, twice, ten times etc.;

Adverbe de loc (Adverbs of place)near, far, everywhere, upstairs, downstairs, nowhere, southward (înspre sud), northward(s) (înspre nord), eastward(s) (înspre est), westwards (înspre vest), (on the) east of (la est de), (on the) north of (la nord de) etc.;

Adverbe de mod (Adverbs fluently, badly, beautifully, quickly, well, fast etc.;

Ferbelor de mod se formează prin

–ly la un adjectiv sau substantiv:

distinct distinctly rapid rapidly day daily week weekly

general adăugarea sufixului –ly nu modifică forma iniţială a

ixului

ăstrează înaintea

Incuvântului după cum se poate observa în exemplele anterioare. Totuşi următoarele fapte lingvistice au loc după adăugarea sufadverbial şi acestea nu trebuie scăpate din vedere: Dacă adjectivul se termină in -e acesta se p

104

entire entirely sufixului -ly:

extreme extremely

xcepţii: true truly

E

due duly whole wholly

Dacă adjectivul se termină în -l adverbul va avea -ll prin

beautiful beautifully

adăugarea terminaţiei -ly:

Adjectivele terminate în –ll pierd un –l:

full fully

Adjectivele terminate în -y îl transformă pe acesta în -i înaintea

happy happily

sufixului -ly:

OTĂ: cuvintele friendly, likely, lonely, lovely sunt adjective şi nu

ul adjectivului good este well.

Nadverbe. Exprimarea lor ca adverbe se face cu ajutorul altor adverbe sau locuţiuni adverbiale: in a friendly way, in a lovely way, probably, alone. Adverb

3. SHOPS AND SHOPPING. WHERE DO YOU SHOP?

READING.

There are shops where we buy things to eat and others where we buy

or men and the dre

things to wear or things we use in every day life. The tailor, for instance, makes clothes to measure fssmaker makes clothes for women. The hatter sells gentleman’s

hats and the milliner makes and sells hats for ladies. The draper sells stockings, socks, underwear while the shoemaker makes and sells shoes, sandals, boots and a cobbler repairs them. The bookseller sells books (novels, science- fiction books, detective stories or short stories, thrillers, poetry books, autobiographies, essay books, memoirs), dictionaries, magazines; the tobacconist sells tobacco, cigarettes and cigars, the stationer sells copy books, exercise books, notebooks, pens, fountain pens, pencils, coloured pencils, ink, writing

105

heir shopping at the big self- ser

ind

hopping is my hobby and pastime at the same time. Wh

baker’s counter sells loaves of white or brown bread, rolls, bun

of goo

’ll call at the butcher’s. The counters that sell

paper, stamps, envelopes, postcards, the chemist (or the pharmaceutical chemist) sells not only medicines (or drugs) but also cosmetics and toilet supplies.

Nowadays people prefer doing tvice supermarkets or department stores which are always well

supplied or well – stocked and where goods are visibly displayed at hand in different departments and counters, rather than wander from one shop to another which, after all, proved to be a waste of time. A self- service system offers lots of advantages: customers can fin one and the same store a wide range of goods which are ready-weighed, ready-packed, ready-bottled and price- marked so that they can examine and select them, they can pay at the same cash- desk. All these make shopping faster, easier and customers save their precious time.

As for me sether I have something to buy or not I love wandering alone

through all the shops, rather early in the morning, right after 10 o’clock when they open. I love the large, beautifully decorated shop windows, which display all sorts of goods and invite you in. I’ve made up my mind for tomorrow. As I have some spare time and there’s no food supplies in the larder- I like it well stocked, you know, and we’ve run out of foodstuff- I shall be going shopping tomorrow morning at about a quarter to eleven. The shopping- area, which is in the centre of the town, isn’t too far away from the house so I’ll be walking to the biggest supermarket in our town and I’ll be calling at all sorts of shops on my way: the boot-store, the drapers, the haberdasher’s, the stationer’s, the chemist’s, at those shops that sell furniture, electrical appliances, knitwear, fabrics, chinaware and glassware, carpets. As soon as I reach the four- storied supermarket I shall be visiting all the counters. The first one where I’ll be going to will be the ready-made clothes where they display light or dark coloured blouses, skirts, dresses, coats and overcoats. They are all of an exceptionally good quality and I’ll be looking for a skirt for winter. Then I’ll be trying a pair of low heeled, leather shoes at the footwear department and, at the leatherwear department, I’ll be looking for a pair of gloves. Finally I’ll shop at the food department. Let’s begin at the dry groceries counter where one can buy: flour, maize flour, rice, semolina, castor sugar, lump sugar, powder sugar, oil, corn flakes, oat flakes, noodles, vermicelli, macaroni, spices, vinegar, ready- ground coffee, instant coffee, instant soup, but I’ll only be buying two kilos of castor sugar, one kilo of rice, coffee, tea, a pack of noodles, half a kilo of semolina, some instant soup and flour.

Thes, crescents, cheese pies, apple pies, meat pies, but I only need

two loaves of sliced white bread and some cheese pie from here. The next counter will be the dairy one. Oh, what a varietyds they are displaying: butter, margarine, cream, whipped cream,

yoghurt, cheese, pressed cheese, bottled milk, sour milk, powder milk. I’ll buy from each of these dairy products which we enjoy very much as they are healthy.

As I need some meat I meat and poultry are well supplied, too. They sell beef, pork,

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at the greengrocery department but

mutton, lamb, duck, goose, turkey, chicken and even game here, but I’ll only take some veal and poultry.

I shan’t buy fruit and vegetables I’ll stop at the market on my way home because I love walking

among the rows of counters where piles of tomatoes, potatoes, cucumbers, cabbages, French beans, eggplants, onions, garlic, apricots, peaches, nuts, melons, water melons and oranges are displayed and one can chose anything he or she wants. After all these shopping all the money will be gone and the shopping bags full so, I’ll be taking a taxi to come back home tomorrow about noon...

GRAMMAR FOCUS

THE FUTURE TENSE. CONTINUOUS ASPECT

AFFIRMATIVE NEGATIVE INTERROGATIVE

I, we shall be writing

I, we shall not be ? writing

Shall I, we be writing

You, he, she, it, You, he, she, it, Will you, she, he, it, they will be

writing they will not be

writing they be writing?

Timpul viitor. Aspectul continuu se formează cu ajutorul verbului

u a exprima: urare într-un anume

e tomorrow I shall be shopping. O să fac

lock tonight. Ce vei face

O a o anumită perioadă de timp în viitor: Voi

auxiliar to be precedat de verbele modale shall/ will şi participiul prezent al verbului de conjugat. Acest timp se întrebuinţează pentr O acţiune de durată care va fi în desfăşmoment în viitor; caracterul progresiv al acţiunii viitoare fiind exprimat printr-unul din adverbele sau locuţiunile adverbiale de timp referitoare la viitor: at...o’clock, then, by that/ the time, this time tomorrow/ next week/ next month/, from...to (de la ...la), all the week/ month/ year through (pe durata întregii săptămîni/ luni / întregului an).

This timcumpărături mâine pe vremea asta. What will you be doing at eight o’castă seară la ora 8? cţiune care va ocupaI shall be teaching tomorrow between 9 and 12 o’clock. preda mâine între orele 9-12.

. Put the verbs in brackets into the Future Tense Simple or

a report all day tomorrow and then the

t week. sit) in the

1Continuous:

1. He (draw up)secretary (type) it the day after tomorrow.

2. He (read out) the report at the meeting nex3. The man thinks that this time next month he (

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robably the kids (sleep) and a bright fire

ner in half an hour.

my husband’s

silk dress. resting lecture on English

at about noon?

t opening the day after

randparents for the

o Paris in two weeks now.

rrow about this time. r

omorrow’s meeting.

e tomorrow.

4. FOOD. MEALS IN ENGLAND

chairman’s chair. 4. When we arrive p

(burn) in the fireplace. 5. The maid (serve) us din6. Some friends are coming to see us tonight. 7. We (drink) champagne and (toast) for

successful business. 8. I (wear) my smart new9. The professor (deliver) a new inte

literature next semester. 10. What you (do) tomorrow11. You (meet) those new foreign partners? 12. You (have lunch) with them in town? 13. I (see) the sales manager at the marke

tomorrow and we (discuss) the problem. 14. My nephew and nice (stay) with their g

summer holidays. 15. Their parents (fly) t16. We (not hear) from them for a while. 17. The new investor (take the floor) tomo18. The delegates of the political party (gather) for their regula

conference next month. 19. The chairman (preside) t20. He (provide) the required explanations. 21. The secretary (take) the minutes this tim

READING. Read te following text and tell:

tantial meal of the day in England? What

A friend of mine who visited England last summer told me he had nev

alw

in at a small inn, in t

irst morning after his arrival, on a Sunday morning, my

- What is the most subs do the English usually have for breakfast? What does a

continental breakfast consist of?

er imagined that he would be ever beaten by an English breakfast. Between you and me, my friend is such a greedy fellow, and he is ays as hungry as a wolf, that I didn’t believe him. Nevertheless it

seems it really happened. The story goes like this. When my friend arrived in Brighton, he checkedhe neighbourhood of which his best friends, that had invited them

to England, had their residence. He had politely declined the invitation to stay in his friends’ house during his visit, as he didn’t want to trouble them too much and be a nuisance. However, he accepted their invitation to spend most of the time together and have meals together.

So, the very f friend went to his friends’ place to have breakfast together and go

for a ride afterwards. They sat down at the large table in the kitchen

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ted in finding out further information about

e world, English drink a lot of tea

glish gather all at home in the evening so dinner is the mo

most substantial meal of the

and started to eat while the housewife was still preparing some food on the stove, in one corner. The two children of the host and hostess started with some cornflakes with milk or cream and castor sugar or salt, while the husband started with a plateful of porridge. To be polite, my friend, who was not at all familiar with this particular dish, asked for some porridge too and, although he did not enjoy it very much, he emptied the plate, hungry as he was, you know. As he didn’t know what the hostess had in store for him, he felt at ease when he saw the second course coming. This was a rather substantial one: a large helping of sausages and scrambled eggs for the two men, and bacon and poached eggs for the children. The lady of the house had some fried herrings. Afterwards slices of bread and toast, butter and orange marmalade and a huge pot of milk and coffee appeared on the table. My friend was already amazed and dumb with surprise at this enormous quantity of food, and he had to struggle hard to eat everything he had been given. After such a meal it was a torture for him to go sightseeing. As I was very interesmeals in Britain, and as my friend was in the position to inform me, I listened to him giving all the details about the subject. He told me that lunch- which is usually served at one o’clock consists of two courses: a plain, simple- cooked dish and a sweet or pudding. The first course is some meat (beef, veal, mutton, lamb, pork, chicken, duck, game) or poultry and some vegetables (potatoes, carrots, peas, French beans, cabbage, cauliflower or spinach) usually boiled or roast to go with. Usually ale is drunk with the first course. Puddings, which are of various types are the second course, but sometimes apple tarts, cheese and biscuits, stewed fruit or fresh fruit like apples, pears, apricots, peaches, grapes, oranges are preferred. Coffee, black or white, is served to end lunch with.

As it is already known all over th so five o’clock tea is considered the third meal of the day. It is

served between four and five. A pot of tea, a jug of milk and a basin with castor or lump sugar, cups and saucers, thin slices of bread and butter, chocolate cakes, strawberry jam and cream are all brought in, on a tray.

The Enst substantial meal of the day, served at about seven o’clock.

Dinner begins with tomato-soup for example and is followed by fish or a joint of meat with vegetables and rice.

The dessert is the last to come. As the day, dinner is sometimes served in the middle of the day, instead

of lunch and in this case, a light supper is served in the evening. This is generally the case with country people and some people in town. So, some English people have breakfast, dinner, tea, supper while others have breakfast, lunch, tea and dinner.

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GRAMMAR FOCUS

THE PAST PERFECT TENSE. COMMON ASPECT

AFFIRMAT E NEGATIVE INTERROGATIVE

IV

I, you, he, she, it, I, you, he, she, it, ad I, you, he, she, it, we, you, they had written

we, you they had not written

Hwe, you, they written?

st Perfect Simple se formează cu timpul Past Tense al verbului to

erfectul.

ei acţiuni în trecut:

O atul citise

O a ţin înaintea unei alte acţiuni trecute:

O a ngând

ft for America for a few months when the Second

În v ilor, pentru a înlocui

ork’, mother said.

rked hard. In p ondiţional perfect:

Folosire pă hardly, scarcely, no sooner:

PPIMA PROPOZIŢIE A DOUA PROPOZIŢIE

Pahave + participiul trecut al verbului de conjugat. Se traduce în limba română cu timpul mai mult ca pAcest timp este întrebuinţat pentru a reda: O acţiune trecută, încheiată înaintea alt

They had settled all the problems when the manager arrived. Rezolvaseră toate problemele când a venit directorul. cţiune trecută încheiată înaintea unui moment trecut: The committee had read the report by noon. Comiteraportul până la amiază. cţiune trecută încheiată puWe had just taken our seats when the performance began. Ne ocupaserăm deja locurile când a început reprezentaţia. cţiune trecută, anterioară unei alte acţiuni trecute dar aju

pînă la aceasta (cu adverbe de timp: for, since, till, until, by the time, when):

He had leWorld War began. Plecase în America de câteva luni când a început cel de-al doilea război mondial. orbirea indirectă şi în concordanţa timpur

Present Perfect sau Past Tense, când verbul din propoziţia principală este la un timp trecut:

’I have finished all the housewMother said she had finished all the housework. ’ I worked hard’, she added. Mother added that she had woropoziţiile condiţionale în locul timpului cHe would have helped them if they had asked him. I-ar fiajutat dacă l-ar fi rugat.

a timpului Past Perfect du

HA + + W RDLY + had + subiectverb la participiul trecut

HEN + verb la Past Tense

SCARCELY + had + subiect + WHEN + verb la Past Tense + verb la participiul trecut NO SOONER + had + + THAN + verb la Past Tense subiect + verb la participiul trecut

110

ardly had I entered the door when some guests arrived. De abia

alled him back at

gas than the stove exp

THE PAST PERFECT TENSE. CONTINUOUS ASPECT

AFFIRMATIVE NEGATIVE INTERROGATIVE

H/tocmai am intrat pe uşă când nişte oaspeţi au sosit. Scarcely had the surgeon taken a nap when they c the hospital again. De abia a apucat chirurgul să tragă un pui

de somn când l-au şi chemat la spital din nou. No sooner had they switched on the loded. Nici nu au apucat să aprindă bine gazul când a explodat

soba.

I, you, he, she, it, I, it H we, you, they had been writing

you, he, she, we, you, they had not been writing

ad I, you, he, she, it,we, you, they been writing?

cest timp se foloseşte pentru a reda:

ână la un anume moment în

d been arguing for several hours when the headmistress

A O acţiune trecută care continuă p

trecut: They hasuddenly declared the meeting closed. Discutaseră în contradictoriu timp de mai multe ore până când directoarea şcolii a declarat şedinţa închisă.

Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria aiova, Universitaria

2. Firică, Camelia. 2009. Brush up on your everyday English, Cr3. Firică, Camelia. 2006. Curs de limbă engleză - partea I, II, Craiova, Sitech

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UNIT 7

GETTING READ N INTERVIEW. Y FOR AWRITING FOR PROFE AL PURPOUSE SSION

Contents:

NG READY FOR AN INTERVIEW. The curriculum vitae. Having an interview .2. CORRESPONDENCE KEEPS RELATIONS ALIVE. Writing for professional

T

7.1. GETTI7purposes. Formal and informal english in business writing 7.3. BRITISH AND AMERICAN ENGLISH - SPELLING RULES 7.4. PARTS OF A FORMAL LETTER. LETTER FORMA

Unit Objectives and competences: - Learn things that will help you (1) prepare for an interview, what

must and terview, (2) write a

By what means can one person find out about a vacant job? What ies or firms do whenever they want to employ somebody?

ent? Have you ever had the opportunity to apply for a job,

1. GETTING READY FOR AN INTERVIEW

what must not be done during an incurriculum vitae and a letter of intention, (3) master the general points and conventions to be followed in professional writing; (4) understand the differences between British and American English, (5) write a business letter.

Let’s talk: do companWhat is the presumed employee supposed to do as soon as he/she finds out about a vacant job? What do you call the person who asks for the job and what do you call the paper by which they apply for the job? What do you consider to be the most important step in the act of employmor have you ever attended an interview? According to your opinion, what qualities must an applicant display?

READING. As soon as a person comes to the end of his or her courses at a

college or u e starts to ask himself or herself what is to be

tising, or lab our power office is perusing all columns in all the new

niversity he/shdone after getting a university degree in the field he/she trained

for. The best means of information, except from hearsay, or television

adverspapers that advertise for possible jobs. A young graduate will

consider himself/herself lucky and happy if he/she comes upon with the opening of finding a job and he/she should consider the idea of a

112

nt for what is considered to be a proper job so, here are som

ation, a Résumé or a Cu

to wri

about your car

Pop mployment Manager

.

. Pop,

’s advertisement, published in ‘The Journal’ newspaper, has drawn my attention to your need for a licensed

modest start as a trainee in his/her domain, following that after hard work and proof of his/her skills and abilities, he might become a junior or even senior executive with the company or firm he/she works for.

There are several steps to be followed after finding the advertiseme

e pieces of advice for you as an applicant. The first step is considered as the first contact with a potential

employer and it consists of a Letter of Applicrriculum Vitae. If your application form will rouse the employer’s

interest in you then you may consider it a success and start getting ready for the Interview – which plays a prominent part in the act of employment. One should remember that the letter of application, the résumé, the curriculum vitae and the interview are as many opportunities to show one’s written and oral communication skills.

The Letter of Application is your visiting card as it represents you and introduces you to a future possible employer. If you chose

te a comprehensive letter of application, and not a letter of application with a résumé of your experience and background enclosed, your letter must contain all the pieces of information that can show you at your best. Your letter of application must show a proper appreciation of your qualification - in case you have the proper qualification which is necessary for the job, - and your experience, -if any - in the field. You must draw up your letter in a persuasive, convincing, attractive, especially truthful and straightforward style and way of expression. You shouldn’t be modest or humble in your estimation but self- conceited either. That is why it is imperative to say I can, I am good in stead of I think I can or I am quite good. Your firm, loyal personality, your attitude towards work (readiness and willingness to shoulder responsibilities, ability to stick to a task and see it solved, initiative), your outlook on life (your determination to achieve your personal goals by honest, sustained work) are key points of interest for an employer, are the merchandise you want to sell for the best of prices and, that’s why, you must stress and point them out. Stress and point out your commitment to hard work, responsibility and professionalism and don’t even mention in this letter of application about salary and holidays as they may make an unfavourable impression.

Address your letter correctly, spell it properly and type it well and clean (misspelling and a sloppy sheet of paper talk

elessness) and give it a business like aspect. look at the example below: Mr. DanEPop & Son Ltd24, Long Avenue Bucharest

Dear Mr

Your Company

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uated from the Faculty of Law and Public

ith the ‘Marcus& Marcus’ Law

and I have a taste for

rs me better opportunities to distinguish myself and

any is ready to pay me.

of testimonials and letters of

Ana Barb

THE CURRICULUM VITAE

A person’s Cu e most important docum at a person writes to give account for his/her education and

cula vitae.

ional background tha

e’s career fea

lawyer and, as soon as I saw the advertisement, I felt that was the kind of job I’ve trained myself for, and for which I have the proper qualification. I have a Licentiate’s degree in Law, which I got six years ago when I gradAdministration, Craiova University. I have the necessary practical experience in the field of law as I have been working for three years wfirm. During this period of time I entered the Bar Association of Dolj County and obtain a Master’s degree. At present I passed the examination for a doctor’s degree as well. I am positive that my qualification will meet your requirements. I’m highly experienced, I enjoy teamworkresponsibility. I intend to change my present place of work as I feel that I must find one that offeadvance. I must also honestly admit that the firm I work for doesn’t offer attractive promotion prospects. I am sure your company and the job you advertise for can give me the very scope I’m looking forward to meet. My present wages is 700 Euros a month but I will accept any salary your comp I enclose thereto my résumé with the details about my education and experience as well as copiesrecommendation from my present employer and Head of Department whom I have already informed about my decision. In case you are interested in granting me an interview I hope you’ll let me know in time.

Yours sincerely,

rriculum Vitae (CV) is among thents th

professional life or achievements. In order to produce an effective CV, one needs to know about

both the functions and language of curriA CV is a record of one’s educational and professional history. It

is information about past educational and professt demonstrate one’s suitability for activities to be fulfilled in

future. Details concerning a person’s education and qualifications are essential, but other information should be carefully selected as well. It should be written in a concise but comprehensive form.

A good curriculum vitae does not merely present the facts of one’s life to a potential employer. It also highlights on

tures (facts that show his/her personal characteristics - 'This is what I am like', 'This is what I have done') and benefits (the advantages one might bring to a company if it employs him/her 'This is what I can do for your company').

Essentials of a Curriculum Vitae Before you put down your CV, take time to outline a self-

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ass abilities as well as your work essment. Note down your skills and experience and the extracurricular activities. This will make it easier to prepare a complete document.

The Content of a Curriculum Vitae All information related to the way you can be contacted should go

at t (first name - in full - and he top of the curriculum vitae: name last/family name), address, telephone and fax number, e-mail address. Do not give your nicknames and take care to make your e-mail address sound professional, avoiding an inappropriate one. Objective or Summary Some curriculum forms ask that an objective of writing the document tell the potential employer what sort of position you are looking for or what work you're hoping to do. So you must be specific about what you want. Educational background

In this part you will give details about your education, schools or higher educational institution attended and graduated, degrees obtained, fields you majored in. The most recent schools graduated will be listed first. Work Experience

Give the employer a brief overview of previous jobs, whether -time or part-time, mention your responsibilities,

job paid or unpaid, full

title and information about the place of work. Include your work experience in reverse chronological order - that is, put your last job first, title of position, location (town, county), dates of employment.

Describe your work responsibilities with emphasis on specific skills and achievements.

You may add other information as well related to: Particular skills, competencies and qualifications (solid

man experience,

ing, location, date, year le, date,

agerial and administrative experience, leadership ability to manage multiple tasks in a pressured environment; versatility and adaptability, dedication, energy, a hard-working individual; communication abilities and team-building skills. Volunteering is very appreciated!)

Publications: Name(s), title, journal, page and year; Seminars: Name, title, meet Patents: Patent publication location, serial number, tit

year References

If references are required and you can provide them, you must ask, those you think to appeal to, if they agree to serve as references before you give their names to a potential employer. You may specify at the end of the document: "References will be furnished on request." The following tips will make your curriculum vitae easier to read:

Use white (not coloured!), good quality paper. Print on one side of the paper. Do not underline, italicize or bold any word; In case you post your curriculum vitae, put it in a large

envelope and do not fold it.

The Curricula Vitae language There are some things yo must do - the DO’s - and others u

115

you m rriculum vitae:

Write in a concise, easy to read way so that the reader can screen the document quickly and un important facts.

tress upon wha he reader can clearly und

ployment.

gineering), name of university, city of u

!. Misspelling may disqualify you!

Don't write more than two pages. Avoid personal pronou

past jobs. Employers expect suc

military service, membership to organizations unr

mber and gender of kids, sex, reli

for business marketing documents and such deta

HAVING AN INTERVIEW Let’s talk: What is an interview? What is the interview good for?

do you call the person who takes an applicant’s ? What

pearance

ust not do - the DON'Ts - of a cu

The DO'S

derstand the Summarise everything in one or two pages. Emphasize your skills and past accomplishments, st want to do and what you're good at so that terstand them properly. You may use a bulleted style. List your jobs and educational background in reverse

chronological order. Give details about: title/position you held; name, city of

employer; dates of emInformation about education must include: name of degree

(Bachelor of Law/Science/Art/Enniversity, graduation year. The whole aspect is important: neatness and correctness. Mind

the spelling, proofread carefullyAnd most important, be always honest!

The DON'TS

ns (I, my, me). Don't leave out the place of your

h information. Don't mention high school! Don't include

elated to the job you apply for.Don't include a photograph of yourself or information about your

height, weight, marital status, nugion, political affiliations, reasons for leaving previous job(s),

salary information. Don't include hobbies musical instruments you play, sports you

enjoy inappropriate ils may be considered superfluous or trivial. Don't ever lie on your curriculum vitae.

Whatinterview? What is, in your opinion, the interviewer’s aimattitude, must an interviewer display during the interview? The person giving an interview is called interviewee. What are

the qualities an interviewee must display? What must his apand behaviour be?

READING. If a person is lucky enough that his/her letter of application may

rouse the interest he/she will have to take another step in the process of employment - the last and most important but also the most frightening and embarrassing -the interview.

The interviewer may be a person (the employer) or a group of selectors who mean to find the most suitable person for their company’s need and, if they are well trained interviewers, they’ll have to be helpful, friendly so as to help the applicant (interviewee) be natural, relaxed, self confident, and able to articulate his/her resources, goals and hopes for the future.

It is during an interview that many people find out what they are best suited for and, if you have the chance to face such an experience, you have to know that any interviewer wants to convince himself upon your qualification, background, your sense of responsibility, commitment to give your best in the position you may be appointed in, ability to work in group with other fellow workers, with the public or customers.

The interviewee has the obligation to prepare himself for the appointment beforehand. First he/she ought to be able to present his/her autobiography and this must be accurate, detailed and, if possibly, learnt by heart. It must be attractive so it must point out your education and work experience. It must reflect your school or university activity- what subjects you studied, which were your favourites and what courses you enjoyed, where you got highest and lowest grades, what extracurricular activities you attended, which was your first, last or which is your present job, your political and social activity, if there is any, what field did you majored in and when or for how long.

Don’t be shy to declare your lack of experience but make it clear that you are open and determined to learn and to perform any kind of work in your field.

Don’t pretend or hunt high positions; take any you are offered, prove you are the best and promotion will come in the course of time.

Don’t speak feebly but in a loud, clear voice, be firm when speaking about your professional knowledge, ask about your wages, vacation, and hospitalisation insurance but don’t be too insistent and don’t show your disappointment and disapproval if they are below your expectations. Last but not the least, mind your appearance and clothes for the interview, as the first impression is always that which counts.

Dress neatly and well groomed and avoid shocking appearances, gestures or language.

Don’t smoke even if you are invited, don’t chew gum during the interview, shake your interviewer’s hand firmly, and try to be a few minutes earlier.

No matter how keen you are on getting the position/ job don’t try to make the interview longer than necessary and when everything is over stand up and thank before you leave.

And now one more thing: any information about the interviewer

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and the position you apply for may be useful and helpful.

READING 2. CORRESPONDENCE KEEPS RELATIONS ALIVE ”A man may realize the importance of establishing commercial

relations by means of correspondence with a person a thousand miles away, but very often he may not properly realize the importance of making each letter of such correspondence a clear, adequate, and, if need be, elegant expression of his own desires, or he may be completely ignorant of the regulations governing the handling of the mails. He forgets, for instance, that a letter of application will not win a place for him, or that a letter offering goods will not sell them, unless and here enters the whole problem of good correspondence the letter is so written that it will instantly impress the receiver as the product of intelligence and experience. To do this, it must be an example of excellent writing as far as the mere use of language goes; it must show a firm grasp of the business proposed, if it is a letter soliciting custom ; it must show aptitude and power in the direction in question, if it is an application; it must be straightforward, concise, and courteous; and it must also conform to the best usage in the minor details of form and appearance, which, though they attract little notice when properly attended to, become glaring evidence of carelessness or ignorance when neglected”. (Belding, 1905:9)

Defined as a process by which information is exchanged between individuals through a common system of symbols, signs or behaviour communication is vital because it takes a person or an organisation out from the state of isolation, or renders them noticeable to the world.

Communication, particularly written communication, is an important method to initialize, maintain or improve relations or to conclude different business transactions. It facilitates positive, unambiguous and interactive communication in a global environment.

”Running any type of office requires creative and effective communication when connecting with clients. A law office must use various techniques in different situations with clients. Some clients may be very cooperative, while others may procrastinate and need some motivation. There are ways to communicate with clients in a proactive and positive tone, while still delivering accurate facts and difficult information… In a law office, anything communicated over the phone should also be written down or mailed to maintain a paper trail.”

After all a lawyer-client relation is a business relation as well, and in this case business correspondence refers to the letters or messages by the instrumentality of which two partners come into contact, express points of view, develop and continue partnership. Various problems or aspects of a business activity can be tackled by

117

118

means of letter writing a necessity second only to the power of speech. (Belding, 1905:7)

Correspondence is not only important to any business - it is a critical aspect of any business. Correspondence is the opening move that breaks the ice between partners and serves to achieve the intended objective.

In commercial correspondence there are several types of letters: orders, inquiry letters, complaint letters, follow up sales letters, courtesy dispatches, acknowledgement, apology, or appreciation letters. Some of these letters particularly the last four types can also be used in all fields, in law implicitly. Nevertheless, there are some particular categories here, characteristic to the field, such as parole letters.

Written in a proper way letters, irrespective of the field or stile are the best links meant to finally settle relationships that generate profit after all, they are ”key points for the prosperity or lack of success or accomplishment of any activity”.

In the nowadays business world environment where commerce and trade have expanded so much and where the means of transport and communication have improved to such an extent that information travels around the world in just seconds, it has become almost inconceivable for any organization or person to be able to establish direct, face to face contact with peers or clients.

Under these circumstances, through the instrumentality of correspondence, contact can be achieved easily and more conveniently, without any appointment between, let’s say for example, an employer and an employee. The spell of time necessary to achieve information, contacts, or an interview is shorter, let alone the money, time and energy saved.

The outgoing correspondence is a genuine mirror of an organisation whose reputation depends upon the quality of the letters.

Business organizations exist as long as they communicate, as long as they stays in touch with their beneficiaries therefore they must strive to increase the awareness in what concerns the communication importance and the effectiveness of giving information in a concrete, clear, unequivocal, based on hard evidence language able to persuade not to dissuade.

WRITING FOR PROFESSIONAL PURPOSES

Letters are personal documents that give people the opportunity to express their points of view or feelings in a clear manner.

Friendly or personal letters also known as informal letters are means of communication between people who are usually familiar to one another - close friends or acquaintances. Hand-written, but most often printed nowadays, tackling personal topics, friendly letters are informal or casual in style but they still follow, in general, the common pattern of a letter, consisting of seven parts: heading, salutation, introduction, body, conclusion, closing and signature.

What is peculiar to this type of correspondence is the very fact that there are no hard and fast rules about how to write an informal letter that is why some people deviate from the format - some leave out the date and the address considering them unimportant, some go

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extremely informal in what concerns the salutation using less appropriate phrases such as “Hey!” or “Hi!” instead of the more advisable “Dear”, start with the addressee’s first name and sign with their first name too, use contracted forms (doesn't, won’t, isn't, aren’t, you'll etc. ), or merely neglect punctuation and spelling.

Usually the first paragraph of the body must consist of an introduction which expresses a greeting, followed by wishes of good health, for example, and the summarized purpose of your letter. This is the part where one must introduce yourself in case one addresses a person he/she does not know, following that the proper message of the letter will be approached in detail in the next paragraphs.

In the last paragraph one usually draws the conclusion, thanks the recipient for the time and wishes him/her well, or makes inquiries and closes the letter with "Best," "Cheers" or "Regards," rather than "Sincerely" or "Thank You."

Business letters, on the other hand, are formal ways of communicating employed by organizations to correspond with one another or with customers or clients. Business letters give or ask for information, convince, determine the reader to take actions, point out positive or negative states of affair, acknowledge something, extend contacts, accept or deny offers etc.

This type of letters has a specific format and uses formal language. When addressing to a business audience one must keep in mind that the readers’ time and forbearance is limited and it is most likely that the letter be skimmed than thoroughly read. Therefore the objective has to be straightforwardly uttered so as people understand clearly and guess or imagine what you want to say, the unnecessary details left out.

Business people are interested in what you want to transmit insofar as it concerns their activity or is connected to their working environment. That is why business letters must be clear and concise, readable, drafted in short sentences and simple words able to make them easy to understand.

Equally important is the sender’s ability to identify his/her audience or receiver, to address the message to the very person entitled to deal with the problem and not ”to who(m) it may concern”, to avoid technical jargon and make use of that vocabulary capable of being apprehended or understood.

A last but not less important key point to remember in business writing is to maintain a professional tone and attitude. Even discontent, dissatisfaction, annoyance, protest related to whatever might have caused these feelings, can be expressed politely, courteously, without resorting to intimidation, threats or libel, simply by formulating the problem and giving information and suggestions to those in charge to solve it by compensation, refund or replacement.

There are some general points and conventions that the person who writes formal letters must follow unconditionally:

to type the letters, not to handwrite them; to use a letter head or, in case he/she has not one, to simply

type his/her full name and address at the top of the page; to mention clearly, at the beginning of the letter, both the

sender’s and the receiver’s addresses as well as the date which is important for the possible further correspondence on the same topic;

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to introduce himself/herself in the very first paragraph of the letter unless the receiver does not know him/her, by using sentences like "We have recently met at …".

to begin and end the letter with the most suitable greeting formula; depending on the terms the sender and the recipient are in, the most common formulae to begin a business letter are:

- Dear Sir /Dear Madam /Dear Sir or Madam - when the writer of the letter does not know the recipient's name or when he/she addresses the letter to a whole department;

- Dear Mr. Brown/Dear Mrs. Brown/Dear Miss. Brown/Dear Ms. Brown - when the senders knows the recipient's name;

- Dear Sirs - when the senders addresses to a whole department. - Sincerely (yours) and Best regards, Best wishes, Faithfully

yours alongside with their variations: Regards, Kind regards, Most sincerely, that follow the final paragraph with concluding remarks, are the best, but not the only, formal complimentary close that forego the signature.

Abbreviations with Names and Titles of People

In formal writing abbreviations are very rarely used in what concerns proper personal nouns, therefore it is advisable that names be written in full - the form Gerard Smith will be more appropriate than G. Smith unless the receiver of the letter uses an initial as part of his/her name.

Initials can be used when they are part of the name the person goes by (Norman C. Birdhouse).

Social titles such as: Mister abbreviated Mr (BE) or Mr. (AE) with its plural form

written Messrs [mes∂rz] (UK.) or Messrs. (USA.); Mrs (UK) or Mrs. (USA) for married women, and do not use

another title; Mme.( from French Madame, Mesdames); Ms (UK) or Ms. (USA) (pronounced [miz, m∂z] - used with

the last name or full name for women, regardless of marital status or when the writer is uncertain about a woman’s marital status and consequently is not offensive;

Miss (plural Misses) - never followed by a period and used for unmarried women

Mlle. (plural Mlles.) (for Mademoiselle the French-language equivalent of Miss)

Mmes. (Plural of Mrs., Ms., Mme.) In case a person's gender is unknown to the writer of the letter

he/she may use the recipient’s full name preceded by the formula dear: Dear P.C. Parson.

In case neither the name nor the gender is known, the generic greeting: Dear Sir or Madam is preferable to the opening "To whom it may concern."

Common types of business letters

The various types of business letters are used by people to

serve their purpose of sending the message across.

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1. Acknowledgement Letter. As a formal letter, an acknowledgement letter is either sent by an organization to an individual or vice versa as a sign of recognition of and gratitude for somebody’s time, work, effort, trust or support, for a job appointment or offer or simply to announce one’s resignation or retirement from an organization or social service. The receipt of some form of payment, service and goods arrived in due time and proper condition or, on the contrary, the receipt of a complaint by a customer, are also acknowledged by an acknowledgement letter.

2. Apology Letter. In a business environment mistakes or offences (incorrect or delayed deliveries, selling of low quality products or services) are, as a rule, severely punished and can be costly. Apology letters are written not to make excuses but to apologize for such mistakes and ask for a chance to re-establish the previous business relations, to convince the customers or clients that measures are taken to redress the regrettable situation.

3. Adjustment Letter. The Adjustment Letter - a very essential document by which a business organization maintains good relationship with its client or customer - is a response to a letter of complaint by which the reader is announced either that immediate steps are made to correct a wrong deed or action or that causes beyond control prevented the achievement of the organization’s obligations.

4. Appreciation Letter - also known as Letter of Appreciation or Thank you letter - it is written for business situations to appreciate, thank or reward: a business for good, low priced services or merchandise, a customer who stays loyal and pays promptly, an employer's or a retiree’s activity inside the organization; the Thank you letters are somehow more personal and they appreciate a friend’s or acquaintance’s help or kindness to attend an event.

5. Complaint Letter. Complaints written by both a business organisation to a peer or by a customer to a business are meant to notify about errors occurred, discontent, unpleasant situations etc. and ask for compensation or remedy.

6. Response Letter. This letter is written in reply to a request, job application, advice request etc..

7. Letter of Recommendation. It recommends a person for a job or higher position.

FORMAL AND INFORMAL ENGLISH IN BUSINESS WRITING

The difference between formal English - used in professional

and business situations - and informal English - used with family and acquaintances - consists in the way the tone, words and phrases, grammar and syntax structures are chosen and used.

To build a business relationship balance is needed - a business person has to keep a businesslike tone, be courteous, friendly and helpful but neither too cold, distant nor too informal using colloquial language or slang, abusive language.

In formal English avoid the use of the pronouns I and you - use

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we and one instead, avoid the use of the passive voice and of contracted forms.

Be polite - not humble, brief but precise. Here are some differences between the two styles:

The use of contracted forms Formal style: - Uses full forms of the auxiliary verb:

Informal style: - Uses contracted forms.

They have worked hard to finish on time.

They've worked hard to finish on time.

Relative Structures

Formal style: - Uses relative structures.

Informal style: - Drops out certain relative structures.

The lawyer thought that it was important to call the witness.

The lawyer thought it was important to call the witness.

The Use of Whom

Formal style: - Uses whom as an object.

Informal style: - Uses who as an object.

Whom have they appointed gereral attorney?

Who have they appointed gereral attorney?

The use of auxiliary verbs Formal style: - Uses the full form of a tense with auxiliary verb.

Informal style: - Drops out the auxiliary verb.

Have you finished the report?

Finished the report?

The use of abbreviations

Formal style: - Uses full words: - for example, television, as soon as possible etc.)

Informal style: - Uses abbreviated words (e.g., TV, a. s. a. p. etc)

Relative Structures. The use of imperative voice. The use of

contracted forms. The use of auxiliary verbs.

Formal style: Avoids imperative voice (use Please remember to.....)

Informal style: May use imperative voice (e.g. Remember to....)

To avoid the use of personal pronouns sometimes a modal

verb, an impersonal word (it or there), or a verb in the passive voice is used.

Correct Incorrect This could be an effective approach.

I think this is an effective approach.

The documents were put You put the documents in the

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in the file. file. There were two different methods of approach.

We used two different methods of approach.

Suggestions for effective writing

Nowadays’ world is almost entirely based on information and

communication. Communication with peers or beneficiaries, most often in writing, through the instrumentality of letters, emails, memos, faxes is crucial.

In a professional environment lack of writing skills is a handicap that affects one’s career; if overcome, it entails not only great chances to be employed but also promotional prospects.

Here are a few pointers to help one with letter writing: 1. Being brief is the best.

In any type of formal relationship concision and clarity matter. Lest you should lose your reader use words with moderation and avoid long sentences, tackle the issue directly and say exactly what you want to say because the way you express your ideas is equally important as what you say.

2. Avoid using jargon. Being clear is the goal in writing - to be clear means to write

like you talk, in plain, simple language. 3. Measure twice and cut once.

Proofread everything you write - mistakes or errors in grammar, spelling, capitalization - kill professional relationship. Be also careful about the tone of voice that must be a professional one; errors of tone - anger for instance - might may be damaging to your relationships.

4. Mind names, titles, genders. It is annoying for the addressee and embarrassing for you to

misspell his/her proper name or not to know the title position. Try to find the correct information. As to the case of gender, use gender-neutral language - gender-neutral singular pronouns: they, their, he/she, his/her.

5. Be Active not Passive A document written in the active voice makes you appear as an

honest, active, straightforward, dynamic, responsible person - you are the one who dose the action - and your message lively, interesting, less vague and abstract, resembling the spoken language. In active voice sentences are more concise, because it eliminates the use of the verb be.

Yet, there are instances where passive verbs are to be used: When one doesn’t know who performed the action. Passive: Their house was broken in twice. Not: Someone broke in their house twice. When it doesn’t matter who performs the action. Passive: The applications are pre-printed. Not: A worker pre-prints the applications. When one wants not to blame someone. Passive: The documents were misplaced. Not: The solicitors misplaced the documents. When one wants to soften a direction/order/instruction.

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Passive: This paragraph should be retyped. Not: Retype this paragraph.

6. Mind the use of positive vs. negative words. People may not be aware how many negative words they use a

day or how many negative thoughts they conceive, and above all they are not aware how these affect their life. If one wants his/her results to come easily and effortlessly, if one wants his/her readers or listeners give positive answers one must use positive language, use words that create a positive feeling, tell people what can be done or achieved, give people possibility to choose or decide, sound encouraging and helpful.

Negative words (cannot, do not, will not, unable to, regret…until, hopeless) tell people what cannot be done, have a negative influence on people consequently a negative relationship there will develop. Negative language is destructive and results in negative effects. People dislike being criticised or judged and appreciate positive, constructive ideas more.

Whenever you want to send a negative message, try to rephrase it in positive words.

BRITISH AND AMERICAN ENGLISH There are so many differences between British and American

English that Oscar Wilde said that: The British and the Americans have everything in common, but English and George Bernard Shaw joked that Britain and America are two countries separated by the same language.

After the 1776 War, Americans began to change the sound and aspect of their speech. Some American leaders - Benjamin Franklin was the first - proposed major changes in language so that the separation from the British be complete in both language and government.

The present British English spellings rules are, for the most part, those standardized in Samuel Johnson’s work A Dictionary of the English Language (1755), whereas American English spell according to the norms settled by Noah Webster. Webster endeavoured to establish an American version of the English language. For example he asserted that every part of a word should be uttered (hence that is why Americans pronounce sec-re-ta-ry instead of sec-re-t’ry as the British do) which made American English easier to learn.

The different influences of the immigrants who settled in the United States also contributed to make American English different from British English.

Punctuation

Full stops in abbreviations. American English tends to use a full stop with abbreviations: Mr., Mrs., St., Dr. Ph.D, while the British do not Mr, Mrs, St, Dr, PhD.

Quotation

British English uses single quotation marks, while in

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American English quotes are placed between double quotation marks (") and, for quotations within quotations, single quotation marks (') are used.

Vocabulary

Differences between American and British English are in vocabulary as well which can cause problems to nonnative speakers and still sometimes make Americans and British not to understand each other. So, a jumper in Britain is a sweater, in the States, it is a kind of a dress, French fries in America are called chips in Britain and we can continue: AE: closet, vacation, fall, subway, baggage, movie, elevator, mailman, check, line, gas, truck, parking lot, railroad vs. BE - cupboard, holiday, autumn, underground, luggage, film, lift, postman, bill, queue, petrol, lorry, car park, railway.

Spelling

In the 1800's, the US Congress called for changes to make spelling phonetic so words be spelled how they sound: AE - airplane, check, tire, pajamas vs. BE - aeroplane, cheque, tyre, pyjamas.

Here are other illustrative differences:

British English American English

-re ending centre metre theatre

to -er center meter theatre

-our ending colour labour neighbour

to -or color labor neighbour

-ogue ending catalogue

to -og catalog

-ise/-ize endings realise/realize organise/organize

end only in -ize realize organize

final -l doubled after short vowel travelled

- l not always doubled after a short vowel travelled

words ending in -ence defence licence

to -ense defense license

NOTE: There are exceptions. Several words spelt with -re in

Modern French are spelt with -er in both American and British usage: chapter, enter, filter, letter, member, minister, monster, number, perimeter, September, October, November, December.

Grammar

There are some differences between British and American English grammar. One of these is the agreement of collective nouns

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(team, government, committee) and verb. Our team is playing tonight. (AE) Our team are playing tonight. (BE)

Simple past

American English also allows the use of simple past with adverbs just, already, yet, ever, before, which in British English require a present perfect tense.

He just came home. or He has just come home. (AE) He has just come home. (BE)

Will/Shall

In American English will is used for all persons.

Have Unlike Britains, Americans usually use do with have for

questions and negatives,. Have you an appointment? (BE) Do you have an appointment? (AE)

Subjunctive

Britains prefer should + infinitive in that-clauses. It is important that people be informed. (AE) It is important that people should be informed. (BE).

Numerals

Zero is much more common in American than in British English, where nought is more common.

PARTS OF A FORMAL LETTER LETTER FORMAT

A formal letter has the following parts: The Letterhead. The term letterhead, used for all official

correspondence, refers, as a matter of fact, to a company's logo and basic contact information: address, phone number, e-mail, full address (street number and name, town, county, country, post cod).

Formal letters must always begin with the letterhead that gives the receiver information about who has sent the letter and where to send a reply. In case you are not using letterhead, include the sender's address at the top of the letter. The Date. The date is usually placed on the right corner below

the sender’s address. It is important to date your business letter so that the recipient should be able to send a timely reply and besides, correspondence is usually filed in date order. The use of figures for date should be avoided as they may be understood differently in U.S.A. (the month is placed before the day: month - day - year) and England (the day is placed before the month: day - month - year). The date may be written in different ways: 12th December, 2010; 12 December, 2010; December 12th, 2010; December 12, 2010 The Inside Address. The inside address contains the mailing

information belonging to the recipient (name, title, company name)

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and should be justified to the left margin of the letter and placed two spaces below the date.

The Salutation. Always left-aligned the salutation also referred to as the greeting opens the letter and may have the forms: Dear Ms./ Mrs./ Miss,/ Mr. + last name; Dear Director of + department name. If there is a possibility that the person to whom you are writing is a Dr. or has some other title, use that title. Remember that you must write in capital letter the first word and all nouns in the salutation (Dear Sir).

Subject Line. The subject line summarises the content of the letter, it is optional and makes it easier for the recipient to find out immediately what your letter is about.

Skip a line between the subject line and the body. Body of the letter. The body or the text of the letter is, as a

matter of fact, the very content of the letter. The first paragraph must contain the introduction and your

reason for writing. In the following paragraphs you will explain with more details the reasons of your letter and finally, in last paragraph you will summarise your reason for writing again and make or state clear what you want the recipient to do.

Complimentary Close. The complimentary close concludes your letter with one of the most appropriate, polite formulae: Sincerely, Sincerely yours, Yours sincerely, Yours faithfully, Respectfully yours, Best regards, Thank you and is followed by your signature. In business writing, formulas such as: Love, Warmly, Cheers, Always etc. (common in informal letters) must not be used because they are considered inappropriate.

Note that there is a comma after the end of the closing and only the first word in the closing is capitalized (Yours sincerely, With best wishes).

Skip three or four lines between the closing and the printed name, so that there is room for the signature.

Signature. Your signature will go four spaces below the closing, usually signed in black or blue ink.

Printed Name. The printed version of your name, which can be accompanied by title or position.

Enclosure. The word "Enclosure" is added when the letter contains other documents than the letter itself.

The Reference Initials. If someone else than you types the letter you will include your initials in capital letters followed by the typist's initials in lower case in the following format: TA/fc or TA:fc.

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LETTER FORMAT

A formal letter should be single-spaced, typed on a computer.

It is advisable to use a Times Roman (12 point), to print the letter on only one side of the paper and fold the letter horizontally into thirds.

Formal letters go under different formats.

FULL BLOCK FORMAT

The Full Block Format is the most common, simplest format of a letter where all of elements or components of the letter are aligned at the left margin:

Letterhead Date Recipient Mr./Mrs./Ms./Dr. Full name of recipient. Title/Position of Recipient. Company Name Address Line Salutation Dear Ms./Mrs./Mr. Last Name: Subject: Title of Subject Body of the letter Paragraph 1 .................................................. Paragraph 2 .................................................. Paragraph 3 ................................................. Complimentary close Signature Your Title and Printed Name Enclosures Reference initials

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MODIFIED BLOCK FORMAT

In the Modified Block Format letter, your address, date, the

complimentary closing, signature, and printed name are all aligned at the right half of the page.

Paragraphs of the body of the letter are not indented.

Letterhead Date

Recipient Mr./Mrs./Ms./Dr. Full name of recipient. Title/Position of Recipient. Company Name Address Line Salutation Dear Ms./Mrs./Mr. Last Name: Subject: Subject title Body of the letter Paragraph 1 . . . . . . . . . . . . . . Paragraph 2 . . . . . . . . . . . . . . . Paragraph 3 . . . . . . . . . . . . . . . .

Complimentary close, Signature

Your Title and Printed Name Enclosures Reference initials

SEMI-BLOCK (INDENTED) FORMAT

In the semi-block format letter your address, the date (that can actually go on either the left or the right side of the letter), the complimentary close, the signature and the printed name are all aligned at the right half of the page.

The first line of each paragraph is indented which makes the semi-block format letter different from the modified block format letters.

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Semi Block Format

Letterhead Date

Recipient Mr./Mrs./Ms./Dr. Full name of recipient Title/Position of Recipient Company Name Address Line Salutation Dear Ms./Mrs./Mr. Last Name Subject: Title of Subject Body of the letter

Paragraph 1 . . . . . . . . . . . . . Paragraph 2 . . . . . . . . . . . . . Paragraph 3 . . . . . . . . . . . ..

Complimentary close

Signature Your Title and Printed Name Enclosure(s) Reference initials

Bibliografie obligatorie:

1. Firică, Camelia. 2013. Limba engleză, Craiova, Universitaria 2. Firică, Camelia. 2006. Curs de limbă engleză - partea II, Craiova, Sitech 3. Gheorghe Bică, Camelia Firică, Cristian Firică, 2004, A dictionary of Legal and Law Issues,

Craiova, Editura Sitech