University of Pitești [620617]
University of Pitești
LOGOS x Foreign Languages Centre
B2 – Independent User
Vantage/ Upper Intermediate
Syllabus
LANGUAGE INPUT
I. GENERAL OBJECTIVES
The student: [anonimizat], including technical discussions in his/her field of specialisation;
R can interact with a degree of fluency and spontanei ty that makes regular
interaction with native speakers quite possible wit hout strain for either party;
R can produce clear, detailed texts on a wide range o f subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of various
options ( according to CEFR).
II. SPECIFIC OBJECTIVES
2.1. LISTENING
– follow directions or instructions
– note down in short phrases key information heard on the tape
– write down one to fourRword responses to questions and statements about the text
– complete sentences based on the information in the text
– complete a table or fill in a grid, diagram, map or picture
– mark statements about a picture or text as true or false
2.2. READING
– compare, select and extract information from texts and transfer it to a diagram, map,
picture, table or grid
– put a sequence of pictures, illustrations or senten ces in order according to information
in the text
– mark statements about a picture or text as true or false
– match texts with visuals
– match texts with headings or titles
– note down or list information about the text
– write down phrase or short sentence in response to questions and statements about the
text
– multiple choice for response to questions/statement s
– infer the meaning of words in the text
2.3. WRITING
– an informal letter or another form of writing which might be descriptive, narrative or
explanatory
– a discursive essay response to a specific statement and/or question, e.g. Tourists spoil
the places they visit. Discuss.
2.4. SPEAKING
– talk about different aspects of their personal, soc ial, educational and working lives
– take part in conversation and express and discuss s tatements of fact, accounts and
explanations
– take part in discussion and express and discuss ide as, points of view with explanations
and developed arguments; express advantages and dis advantages and give advice
Unit Duration Grammar
Vocabulary 1
Vocabulary 2
Revision
1
8h The tense
system
Present, past
and future
Simple and
continuous
Perfect and
nonRperfect
Active and
passive Parts of the body
Nouns used as
verbs
Compound nouns
Suffixes and
prefixes (1) Keeping
vocabulary
records Dates and numbers
Fractions and
decimals
2 8h Present
Perfect
Simple and
Continuous
Relating past
actions and
activities to
the present Associating words
with a period of
one’s life Guessing the
meaning of
unknown
words via
linguistic and
contextual
clues
Suffixes and
prefixes (2) Pronunciation of the
alphabet
Spelling long words
English names
Abbreviations
3 8h Gerunds
After certain
verbs
After
prepositions
As subject
Infinitives
After certain
verbs and
adjectives Categorizing
words to do with
work Adjectives
describing
personal
characteristics Short answers
So do I/ neither do I
4 8h Question
forms
Subject/object
questions
Short
questions
Who to?
Indirect
questions
Tag questions
Questions +
preposition Guessing meaning
Guessing the
spelling of
words Have
– auxiliary
verb
– full verb
– to express
obligation
5 8h Narrative
tenses Means of transport
and their Homonyms
and Common
expressions
Past Simple
and
Continuous
Past Perfect
Simple and
Continuous associations homophones
Exclamations
6 10h Expressing
quantity
Mass and
count nouns
Compounds
with some and
any
Few versus a
few
Much and
many The language of
statistics
Clauses of
comparison Health
Ilnesses,
symptoms
and diagnoses
Courses of
treatment Modal verbs – a
review of forms and
concepts
7 8h Future time
Will and
going to
Present
Continuous
and Simple
Future
Continuous
Future Perfect
May, might,
could Nouns and verbs
Rwith the same
form and
pronuniation
Rwith shifting
stress Gap filling
Exploring
synonyms Short answers after
verbs of opinion
I think so/ I don’t
think so
8 8h Description
Relative
clauses
Present and
past
participles
Modifying
adverbs Compound
adjectives
Expressing
negative qualities
Physical
descriptions Describing
objects –
shape,
material,
colour
Order of
adjectives Different meanings
of get
Get + preposition
MultiRword verbs (1)
– used literally
9 8h Modal verbs
of deduction
Expressing
degrees of
certainty
about the
present and Socializing and
pastimes Idiomatic
expressions
Identifying
the key word
to idiomatic
expressions Words commonly
confused
Rob versus steal
Actually versus at
the moment
past
Must, might,
may, could,
can’t
10 8h Expressing
present and
past habit
Present
Simple and
Continuous
Will
Would
Used to +
infinitive
(compared
with used to
+noun/gerund) Money and
banking Words with
similar
meaning –
synonyms
and
collocations Time expressions
The day before
yesterday
11
8h
Hypothesis
Should have
done
Wish
Third
conditional Driving Formal versus
neutral style Sentence stress
Emphatic
do/does/did
12
8h Articles
A, the and the
zero article Sports Guessing the
meaning of a
word from the
example in
the dictionary
entry
Singular or plural
nouns
Countable or
uncountable nouns
13
2h
Final
assessment
SKILLS DEVELOPMENT
Reading Speaking Listening Writing
Skill Topic Activity Topic Skill Topic Focus Activity
Exploiting
prior
knowledge
Skimming English as a
world
language Discussion How do you
learn
languages? Identifying
different
accents of
English
Listening for
specific
information
Transferring
information Dscription
of six
capital
cities
Esperanto,
the artificial
language ProofRreading
to find
mistakes Writing an
autobiography
Literary
appreciation The Seven
Ages of Man
by William
Shakespeare Roleplay Who should
get the part? Listening for
specific
information
Transferring
information The
audition Word order Writing a
biography
Intensive
reading
Completing a
questionnaire The right job
for you A maze You’ve been
made
redundant.
What are
you going to
do? Summarizing An unusual
first job The style of
formal letters Writing a letter
of application
Appreciating
popular fiction
Predicting
content from a
book cover Reincarnation A class survey Fears and
phobias Note taking A ghost
story Text
comparison Writing an
appraisal of a
book or film
Reading for
information
Summarizing The nightmare
side of
international
travel Discussion Plus, minus
and interest
points of
international
travel Predicting
Completing a
map Adventures
of a lorry
driver Conjunctions
and
prepositions
of time Writing a
narrative
Predicting
Recognizing
topic
sentences Monster cities
of the year
2000 Discussion
Roleplay Yesterday’s
and today’s
problems
An optimist
and a
pessimist Listening for
specific
information
Note taking An
interview
with
Jonathan
Porrit,
Director of
Friends of
the Earth Joining
contrasting
ideas
Discourse
markers Presenting both
sides of an
argument
Literary
appreciation –
a short story The Lotus
Eater by
Somerset
Maugham Lecturettes Describing a
person, place
or occasion Note taking HitchR
hiking in
the snow Text
comparison
Fact and
opinion in
description Writing two
descriptions of
a town
Jigsaw
Comparing
and
exchanging
information The
relationship
between father
and daughter Communication
game Solve the
murder Intensive
listening
Summarizing An arranged
marriage Verb patterns
in reported
speech Writing a
report of an
interview
Matching
topic
sentences to
paragraphs Meanness Roleplay „Writer seeks
companion
for a year on
a tropical
island” Predicting
Note taking An
interview
with John
Morris
about pets
in our lives Rearranging
jumbled texts
to develop
awareness of
text cohesion Writing a
dialogue, a
letter or an
essay
Inferring Things I wish
I’d known at
18 Discussion Pros and cons
Paradoxes Form filling Failing a
driving test Sentence
combination Manipulating
complex
clauses to
produce
coherent
writing
Predicting
Summarizing The Olympics Discussion Time travel Listening for
information An
interview Linking
devices Writing an
essay
III. Methods: explanation, demonstration, exercises, questioning, conversation, analysis,
synthesis, groupRwork, etc.
IV. Teaching aids: blackboard, CDRplayer, tape recorder, handouts, com puters, Internet,
etc.
V. References:
Gairns, Ruth, and Stuart Redman, Natural English , UpperRIntermediate, Oxford
University Press.
Oxenden, Clive, LathamRKoenig, Christina and Paul S eligson, New English File ,
UpperRIntermediate, Oxford University Pres s.
Soars, John and Liz , Headway , UpperRIntermediate, Student’s book, Oxford, 2009.
θθ
ς FINAL EXAMINATION
/ Reading and Writing: 1hr 30 min
Candidates need to be able to read texts from signs, journals, newspapers and magazines
and understand the main points. They will need to s how they can use vocabulary and structure
by completing tasks such as producing a short messa ge, and writing a story or letter of around
100 words.
/ Listening: 30 min (approx)
Candidates need to show they can understand t he meaning of a range of recorded spoken
material, including announcements, interviews and d iscussions about everyday life. They will
also need to be able to understand the attitudes an d intentions of the speakers.
/ Speaking: 10×12 min
Candidates take part in a conversation, aski ng and answering questions, and talking freely
about their likes and dislikes. They take the Speak ing test with another candidate or in a group
of three.
University of Pitești
LOGOS x Foreign Languages Centre
B1 – Threshold
Independent User/ Intermediate
Syllabus
I. GENERAL OBJECTIVES:
The student can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leis ure, etc.;
– can deal with most situations likely to arise whils t travelling in an area where the
language is spoken;
– can produce simple connected text on topics which a re familiar or of personal
interest;
– can describe experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plan s ( according to CEFR) .
II. SPECIFIC OBJECTIVES
The students should be able to:
2.1. SPEAKING
– talk about themselves and different aspects of thei r lives as well as everyday matters
– take part in simple conversation, describe hopes, p lans, ambitions and dreams, justify
opinions, feelings and reactions, experiences and e vents
– take part in simple discussions and convey feelings , reactions, personal opinions and
advice.
2.2. WRITING
– a personal letter to a friend recounting specific e vents or activities and ideas, feelings
and personal thoughts
– giving information on an everyday event or topic in the candidate’s own country
– a diary to a friend recounting specific events or a ctivities and ideas, feelings and
personal thoughts
– a story
2.3. LISTENING
– follow directions or identify places on a map
– identify pictures and people based on information h eard on the tape
– identify words, phrases or numbers based on informa tion heard on the tape
– write down one or twoRword responses to questions a nd statements about the text
– complete a table or fill in a grid, diagram, map or picture
– mark statements about a picture or text as true or false
2.4. DISCOURSE MANAGEMENT
– read and match questions and responses in a dialogu e
– based on a series of pictures to illustrate differe nt communication contexts, students
select the best response from a range of options
2.5. READING
– select or extract information from a text and trans fer it to a diagram, map, picture,
table or grid
– put a sequence of pictures, illustrations or senten ces in order according to information
in the text
– mark statements about a picture or text as true or false
– match texts with visuals
– match texts with headings or titles
– write down one or twoRword or short phrase response s to questions and statements
about the text.
Unit Duration Topic Communicative
objectives Liguistic
objectives
1. 6h My plans for
vacation Talking about
plans
Description
Understanding a
text Revision –
constructions
expressing the
future
Adjectives
Degrees of
comparison
2. 6h What do you
like doing? Giving
information on
an everyday
event
Describing
specific events
or activities,
ideas, feelings
and personal
thoughts Various
constructions
expressing
interest: I’m
interested in/ I
enjoy/ I’m mad
about
3. 8h Spending time
at home Talking about
themselves and
different aspects
of their lives
Writing an
advertisement Revision –
irregular verbs
Differences
between B. E.
and Am. E.
4. 6h Party people Conversation Expressions
commonly used
when socializing
5. 8h Food, cooking
and restaurants Giving orders
and making
requests (1) Polite requests:
Would you/
Could you/
Would you
mind?
6. 8h Shops and
stores Placing orders
and making
requests (2) Polite negative
requests: Don’t/
do not/ never
7. 6h Office work Describing
different jobs
Booking Prepositions and
adjectives
8. 6h In the street Asking for
directions (1) Prepositions
after verbs
9. 8h At the museum Talking about
past events
Telling a story Past vs. Present
Make or do ?
10. 6h Checking out Hotel
information Linking words
Making a
complaint Words
connected with
the hotel
industry
11. 8h At the airport:
ready for takex
off Asking for
directions (2) Although/ or/
because
Would you like?
12. 6h Beauty may
have a price Writing a letter
applying for a
job
Summarising the
ideas in a text
Word forms,
discourse
markers of
contrast
Matching
sentences halves
13. 8h This is not in Matching
paragraphs and
information
Scanning for
specific
information to
complete a table
Writing a report
describing a line
graph
Writing a report
analysing a pie
graph
Writing a
summary
Using correct
word forms
14. 8h Power dressing Vocabulary R
brain words
Reading
comprehension
– scanning
Listening to a
conversation and
expressing
opinions. Grammar C stop
+ Cing or
infinitive
Multiple choice
exercises
15. 6h Law
Strange rules Talking about
laws Expressing
prohibition
16. 6h Television Discussing
issues
Emphasizing Even
Only
Word order
III. Methods: explanation, demonstration, exercises, questioning, conversation, analysis,
synthesis, groupRwork, etc.
IV. Teaching aids: blackboard, CDRplayer, tape recorder, handouts, com puters, Internet,
etc.
V. References:
English in 20 Minutes a Day , Reader’s Digest.
Gairns, Ruth, and Stuart Redman, Natural English , Intermediate, Oxford University Press.
Hutchinson, Tom, English for Life, PreRIntermediate, Student’s Book, Oxford University
Press, 2009.
Hutchinson, Tom, English for Life , Intermediate, Student’s Book, Oxford University Press,
2009.
Oxenden, Clive, LathamRKoenig, Christina and Paul S eligson, New English File , PreR
Intermediate, Oxford University Press.
Oxenden, Clive, LathamRKoenig, Christina and Paul S eligson, New English File ,
Intermediate, Oxford University Press.
Soars, John and Liz, Headway , Intermediate, Student’s Book, Oxford, 2009.
B2 x Threshold
Independent User
Vantage/ Upper Intermediate
For candidates who use or will use an upper interme diate level of English for their personal,
social, academic or working life.
OVERVIEW OF WRITTEN PAPER: 2 hours
Skill area / Main test objectives / Input text typ e / Text length / Example of task types
/ Listening
Listening for gist or detail and register the choic e of language, feelings, attitudes and points of
view / monologue or 2/3 way conversation (heard twi ce) / total word count for the texts
should not exceed 1000 words / noting short phrases , writing down 1R4 word responses,
sentence completion, grid, diagram, map, picture co mpletion, True/False, multiple choice
/ Reading / Integrated reading and writing
Reading and processing information locating, extrac ting and synthesising relevant
information from reading material followed by trans forming information from one context to
another/ authentic source texts / up to 3 texts R up to 2 pages output R 120 R 150 words/
identifying and noting down gist, multiple choice c ompetition essay, questionnaire with
additional comments/opinions, writing a report, con textualised summary, public notice or
letter
/ Reading
Close focus and gist and register the choice of lan guage, feelings, attitudes and points of
view/ authentic texts of a type specified in syllab us for the level / up to 3 texts total 800
words/ information transfer, sequencing, sentence c ompletion, matching; True/False, note
taking, short answer, multiple choice
/ Writing
Expressing qualified and illustrated details, ideas , points of view, advice, arguments / written
instructions and written or diagrammatic stimulus / 140R170 words / informal letter, narrative,
descriptive or explanatory account, discursive essa y, article (according to PTE Teachers’
Handbook, Revised Edition July, 2009).
θθ
ς TEST 1
1 A. Choose the correct variant:
1. GRAMMAR
a. My brother is going to be …………………. ………. economist. (a, R, the, an)
b. Is that sweater ………………………….. ..? (you, your, yours, yourself)
c. Have you …………………………. met a f amous person? (yet, still, ever, only)
d. I don’t know ……………………………. people at this party, do you? (much, many, few, le ss)
e. We moved to this town two years …………… ……………. (ago, behind, last, past)
f. I’ve never ………………………….. to the USA. (been, gone, being, going)
g. I didn’t like the film. I thought it was very . …………………………. (bore, bored, bores , boring)
h. Where ………………………………… y ou live when you were a child? (do, did, have, were )
i. Mark ………………………………. a lo t of great photos on his holiday. (did, took, put, had)
j. I …………………………to school yeste rday when I…………………………… a hous e on fire. (went,
gone, was going, go); (see, seen, saw, was seeing)
k. My sistersRinRlaw ……………………….. …… the table by ……………………….. ( laid, lay, lain,
lying); (herself, themselves).
θθ
2. VOCABULARY
a. How much do these tomatoes ……………….. …………………? (cost, price, charge, pay)?
b. Bill loves repairing cars and wants to be a …. …………….. (painter, mechanic, doctor, waite r).
c. Can I help you …………………………. your ………………………..? (make, work, do , turn);
(homework, homeworks)
d. They were all …………………………. so they went to a restaurant. (hungry, angry, thirs ty, fat)
e. Come to my desk and ……………………… ……… me your book, please. (take, get, bring, carry)
f. My father’s brother is my ………………… ………………….. (aunt, uncle, cousin, nephe w).
g. Could you ……………………………… the situation to me again? (tell, explain, talk, ex cuse)
h. My video recorder isn’t ………………….. ………….. (going, making, doing, working).
i. I …………………………………. wit h you. (am not agree, don’t agree, am not agreeing, to agree)
j. Can you ……………………….. me …… ………………….. dollars to buy my daughter a cake? (lend,
borrow); (little, few, a few, a little)
k. They live on the top floor of a big block of .. ……………………..(houses, rooms, homes, fl ats).
θθ
1 B. Give the synonyms of the following words :
ill .……………………………………………………………………………………………………..
disease .……………………………………………………………………………………………
cure .……………………………………………………………………………………………
to reject .……………………………………………………………………………………………
beautiful .……………………………………………………………………………………………
sofa .……………………………………………………………………………………………
child .……………………………………………………………………………………………
to disturb .……………………………………………………………………………………………
to look .……………………………………………………………………………………………
to begin .……………………………………………………………………………………………
to answer .……………………………………………………………………………………………
garbage .……………………………………………………………………………………………
and the antonyms of :
more .……………………………………………………………………………………………
loud .……………………………………………………………………………………………
happy .……………………………………………………………………………………………
to buy .……………………………………………………………………………………………
beginning .……………………………………………………………………………………………
poor .……………………………………………………………………………………………
to lose .……………………………………………………………………………………………
heavy .……………………………………………………………………………………………
to start .……………………………………………………………………………………………
early .……………………………………………………………………………………………
θθ
1 C. Reading and Writing:
Born in Croydon, Green’s Jewish *upbring ing in north London was comfortable
enough. His father, Simon, owned property and garag es, but he died when Green was 12.
Now he lives in a fiveJstar hotel from Monday to Th ursday. „ I don’t want to be *bothered
with *staff and a house”, he says, insisting that I do not name the hotel for ”security
reasons”.
A bodyguard accompanies him everywhere h e goes in London, making him appear
even more powerful. Each Friday afternoon he *commu tes on his jet to Monaco to be with
Tina and the children at their home in Monaco. Tina , a *glamorous blonde whom he married
12 years ago, is delighted to raise Chloe and Brand on there. ”In England, so many people
are so jealous”, she says. ”Philip started with no thing. Everyone has the same chance in
life.” (The Telegraph Magazine , 14 December, 2002)
8 Pay attention to the following activities:
1. Say whether the following statements are true or false:
a. Philip Green’s parents were Spaniards.
b. His father was poor.
c. Green likes to have a house in London.
d. He has bodyguards to protect him.
e. He goes to Monaco every Friday.
f. Tina is fairRhaired.
h. Philip Green inherited a large sum of money.
g. Tina likes England and thinks that the English l ove her husband.
θθ
2. Choose the right explanation for each of the fo llowing words from the previous text:
upbringing:
a. raising; b. removing; c. ending; d. building
bothered:
a. accompanied; b. troubled; c. talked; d. caused
staff:
a. personnel; b. people; c. worker; d. manager
to commute:
a. to walk; b. to read; c. to journey; d. to change
glamorous:
a. shiny; b.sunny; c. light; d. charming
θθ
1 D. Imagine that you meet a prospective foreign empl oyer for an interview. Write a
dialogue in which to introduce yourself. Give your personal details, including skills and
qualifications (100 words).
β E. Speaking : Speak freely about your likes and dislikes .
θθ
Ξ KEY
A.1. a. an; b. yours; c. ever; d. many; e. ago; f. been ; g. boring; h. did; i. took; j. was going; k. laid , themselves.
A.2. a . cost; b. mechanic; c. do, homework; d. hungry; e . bring; f. uncle; g. explain; h. working; i. don’t agree; j.
lend, a few; k. flats.
C.1 . a. F; b. F; c. F; d. T; e. T; f. T ; g. F ; h. F.
C.2. upbringing – a; bothered – b; staff – a; to commute – c; glamorous – d.
θθ
ς TEST 2
1 A. Choose the correct variant:
1. GRAMMAR
a. This math problem is too………………….. ……… for me. (heavy, hard, noisy, empty)
b. My grandfather ………………………….. … me to swim. (learnt, taught, made, showed)
c. For dinner we had ………………………. ………… and rice. (chicken, cow, pig, sheep)
d. Did you enjoy the ……………………….. …….. from London to Tokyo? (fly, flight, flying , flew)
e. Be careful not to ……………………….. …………… your passport. (lose, loose, loss, lost)
f. We travelled to Paris ……………………. ………… train. (on, in, by, over)
g. ………………………………. is your g randfather? (What time, How old, Which age, How muc h)
h. Two men ……………………………….. in the accident. (dead, dies, dying, died)
i. Mother ………………………………… a tea in the kitchen now; she always ………….. ……….. tea in
the afternoon. (make, makes, is making, made); (mak e, makes, is making)
j. Jorge is a Portuguese and his wife is a ……. ……………………….. (Polish, Pole, Poland , Poles).
k. The …………………. month of the year i s …………………………… (shorter, short est); (January,
February, July, December)
θθ
2. VOCABULARY
a. I’ve worked here ………………………… .. 3 years. (since, for, from, in)
b. ……………………was the weather like wh en you were on holiday? (What, How, Where,
When)
c. Would you like a ………………………… . with your apple? (cheese, bread, soup, sandwich)
d. My aunt …………………………. on the ice and broke her leg. (felt, fallen, fell, felled)
e. Could you tell me the ……………………. …. to the bus station, please? (path, way, road, street)
f. Could you ………………………………. . in this form for me? (wrote, make, note, fill)
g. At the next …………………………. tur n to the left. (crossroads, taxi, plane, car)
h. „Nicolae Bălcescu ……………………….. . school is one of the most important in Pitești.
(secondary, high, primary)
i. Where is Mary? She is in the ……………… ……………. (kitchen, bathroom, diningRroom,
bedroom). She is going to ……………………. …….. the dishes. (do, make)
j. Are you ready to ………………………… .. your meal now, sir? (demand, ask for, order, exp lain)
θθ
1 B. Give the plural forms of the following nouns:
watch . ………………………………………………………………………………………………
rose . ………………………………………………………………………………………………
wife . ………………………………………………………………………………………………
roof . ………………………………………………………………………………………………
city . ………………………………………………………………………………………………
ray . ………………………………………………………………………………………………
medium . ………………………………………………………………………………………………
cloth . ………………………………………………………………………………………………
information . …………………………………………………………………………………………
bacterium . …………………………………………………………………………………………
θθ
1 C. Reading and Writing:
The American photographer Tina Barney, who has been taking pictures of her extended
family and friends for more than two decades, has r ecently *undertaken a European project,
photographing friends of friends in Italy, Austria, and, most recently, England . “ Because I
come from the *upper class”, she says, from her New York apartment, “if I started
photographing another class, the discussion would b e about class. It’s more interesting to
stay with the same class and see the differences be tween the nationalities.”
It was *by chance that Barney picked up a camera. In 1973, when she was 28, she and
her husband moved from New York to Sun Valley, Idah o. The couple had two sons – the Tim
and Phil who *feature in many of her American pictu res – aged seven and five. John Barney
believed the city was a terrible place *to bring up children. Tina, whose parents were a New
York investment banker and a model who divorced whe n she was nine, was *primarily a wife
and mother who took up photography as a hobby.” (Telegraph Magazine , 14 December,
2002)
8 Pay attention to the following activities:
1. Say whether the following statements are true o r false:
a. Tina Barney has been a photographer for more t han two decades.
b. She has recently photographed people in Switzerl and and Spain.
c. Tina is from the English middleRclass.
d. She was primarily a wife and mother who picked up a camera by chance.
e. John Barney thought that the city was the perfe ct place to raise their children.
f. When Tina was young, the couple moved to Idaho .
g. Tina’s mother was a hairdresser.
h. Her parents broke up when she was nine years old .
i. Tina’s father worked in Sun Valley.
θθ
2. Choose the right explanation for each of the fol lowing words from the previous text:
to undertake:
a. to arrange; b. to set about; c. to prepare; d. to e valuate
upper:
a. superior; b. far; c. cold; d. close
by chance:
a. accidentally; b. clearly; c. nicely; d. faithfully
to feature :
a. to present; b. to characterize; c. to begin; d. to smile
primarily:
a. once; b. luckily; c. freely; d. mainly
θθ
1 D. You have forgotten about your lunch date. Write an appology letter. (100 words)
θθ
β E. Speaking: Speak freely about your accomplishment s and your plans for the future.
θθ
Ξ KEY
A.1. a. heavy; b. taught; c. chicken; d. flight; e. los e; f. by; g. how old; h. died; i. is making, makes; j. Pole; k.
shortest, February.
A.2. a. since; b. what; c. sandwich; d. fell; e. way; f. fill; g. crossroads; h. high; i. kitchen; j. order .
B. watches; roses; wives; roofs, cities, rays; mediums / media; cloths/ clothes; information; bacteria
C.1. a. T; b. F; c. F; d. T; e. F; f. T; g. F; h. T; i. F.
C. 2. to undertake – b; upper – a; by chance – a; to feat ure – a; primarily R d
ς TEST 3
1 A. Choose the correct variant:
1. GRAMMAR
a. I ……………………………….. a funny joke today. (heard, hear, am hearing, have heard)
b. Lucy and Peter are in their room: the ………. ……………… is reading, the ……………. ……. is
watching ………………….. TV. (fore, first, former); (late, later, latter, last); (at, on, R)
c. My …………………………. brother is th ree years …………………….. than I am. (ol der, elder);
(older, elder)
d. …………….. Statue of Liberty was a presen t from …………… France to ………….Unit ed States.
(R, the); (R, the); (R, the )
e. John was ill and his friends went to ………. ………….. hospital to visit him. (R, the, a, a n)
f. She will have to take her ………………… ……….., too. (pyjama, pyjamas)
g. I had to pay ………………………… on (this, those) cigarettes. (custom, customs)
h. The ……………………. mountain in the world is found in Asia. (high, higher, highest, lea st
high)
i. The news ……………………….. not ver y good yesterday. (is, are, was, were)
j. The cat washes ………………………… i n front of the gate. (herself, her, himself, itself )
l. It ………………………….. while I was walking in the park yesterday. (rains, rained, was
raining, had rained)
θθ
2. VOCABULARY
a. Write adjectives derived from nouns with the he lp of suffixes or prefixes:
child .……………………………………………………………………………………………..
glamour .…………………………………………………………………………………………
mercy .……………………………………………………………………………………………
limit .……………………………………………………………………………………………..
sun .……………………………………………………………………………………………….
music .……………………………………………………………………………………………
day .……………………………………………………………………………………………….
energy .……………………………………………………………………………………………
intelligence .……………………………………………………………………………………….
possibility .…………………………………………………………………………………………
Write nouns derived from the following verbs:
to arrive .……………………………………………………………………………………………
to deny .……………………………………………………………………………………………..
to decide .……………………………………………………………………………………………
to refuse .……………………………………………………………………………………………
to discover .…………………………………………………………………………………………
to feel .……………………………………………………………………………………………….
to suppose .…………………………………………………………………………………………
to forget .…………………………………………………………………………………………….
to write .……………………………………………………………………………………………..
θθ
b. Fill in the blanks with the correct words:
Iraq … fundamentally different. … president wan ted … destroy an established evil
goddess … the United States. And … wanted … c hange … course of history, transforming not
just the country… the region of the world … had produced the biggest part … the world’s
terrorists … had resisted much … modernity. He may … sought to accomplish … his father did
not. ( Newsweek , p. 28, 11R18 May, 2009)
θθ
1 B. Reading and Writing:
”I find it hard to believe this is happening to me”, says Leona Lewis, who had last year’s
biggest single and fastestJselling debut album. Wor ldwide success doesn’t come easy but
Leona can *barely list all the cities she’s visited this year. “Sydney, LA, Tokyo…” she
begins. While I was *performing in Tokyo the earth moved, literally. (…) I felt a *tremor and
everyone started dashing about. It wasn’t until I f inished my song that I was told what it
was!” On her travels, Leona’s been *fortunate enoug h to meet some of her idols. Oprah
Winfrey blew her away and when Whitney Houston said hello she was left *speechless. “I was
so nervous I could barely get my words out”, she la ughs. “I’ve no idea what she said.”
Something she’ll never forget was a trip to South Africa. (…) “The trip has changed my
life forever. I’ve been given the most amazing oppo rtunity, so it’s important to put my position
to good use.” For someone with so much success, her feet are firmly on the ground.
(Glamour, July, 2008)
8 Pay attention to the following activities:
1. Say whether the following statements are true o r false:
a. Leona Lewis is a singer whose debut album was an incredible success.
b. Leona visited many cities, including Tokyo.
c. While she was at a concert in Tokyo, there was a n earthquake.
d. She didn’t meet any of her idols.
e. Leona knows exactly what she said to Witney Hou ston.
f. She would like to go to South Africa.
g. The singer is extremely conceited., because she is very successful.
θθ
2. Choose the right explanation for each of the fol lowing words from the previous
passage:
barely:
a. closely; b. hardly; c. rapidly; d. frankly
to perform:
a. to present; b. to dance; c. to act; d. to play
tremor:
a. shiver; b. tremble; c. quake; d. movement
fortunate:
a. good; b. bright; c. hopeful; d. lucky
speechless:
a. inappropriate; b. mute; c. wordy; d. at a loss for words
θθ
1 C. You are on a desert island. Write a message to b e put in a bottle for a possible
rescuer. (100 words)
θθ
1 D. Speaking: One of your pen pals from abroad is going to come to Rom ania. How would you
describe the country and its most popular tourist attractions ?
β KEY
A.1. a. have heard; b. former, latter; c. elder, older ; d. the, R , the; e. pyjamas; f. customs,
those; g. highest; h. is; j. itself; k. wa s raining.
B.1. childish; glamorous; merciful/merciless; limitless; sunny; musical; daily; energetic; intelligent;
possible/imposseble.
arival; denial; decision; refusal; discove ry; feeling; supposition; forgetfulness; writing.
B.2. was; the; to; of; he; to; the; but; that; of ; and; of; have; what.
C.1 . a. T ; b. T; c. T; d. F; e. F; f. F; g. F.
C.2. barely – b; to perform – a/c; tremor – c; fortunate – d; speechless – d.
θθ
ς TEST 4
1 A. Choose the correct variant:
1. GRAMMAR
a. …………………. butter is a basic ingredient of birthd ay cakes. (the, R, an, a)
b. My trousers are in fashion but …………….. are very obsolete. (him, his, himself, his own)
c. Have you ……………. seen such a stupid movie? (ever, never, only, yet)
d. You can find such trousers ……………. They are so co mmon. (everywhere,
somewhere, nowhere, anywhere)
e. I haven’t seem them ………………. January. (for, from, since, by)
f. …………….. reading in the garden was very pleasant. (ours, our, our own, us)
g. How ……………… you spend your weekend? (have, had, d o, did)
h. He has been …………………… the bicycle for three hours . It’s too much. (ride, rode,
riding, rides)
i.This is his way of ………………. business. (making, mak e, do, doing)
j. Yesterday afternoon, I ………………….. the house while he ……………………. (clean,
was cleaning, cleaning, cleaned); (was reading, rea ding, read, reads)
2. VOCABULARY
a. This is the ……………….. you have to pay to the doct or. (fee, allowance, tax, payment)
b. Mark is going to get married next year. But for the moment his ……………… is abroad.
(fiancee, bride, fiance, bridesmaid)
c. We could ……………. a party when everybody is in tow n. (do, make, throw, start)
d. She hasn’t danced yet. She is just a …………….. (wa llRflower, spinster, bachelor, maid of
honour)
e. I belong to a liberal party; I am a …………… (liber tine, libertinage, liberal, liberated)
f. My sister’s husband is my …………………. (fatherRin la w, godRfather, brotherRinRlaw, best
man)
g. My ………………. will check the contract as soon as it is drafted. (attorney, barrister,
solicitor, judge)
h. My company wants to ……………….. a loan at this corp orate bank. (borrow, lend, make,
do)
i. She got a new job. She is the new ……………………. of t his company. (employee,
drawee, offeree, payee)
j. Can you ……………………….. me ……. …………………. dollars to buy my daughter a cake?
(lend, borrow); (little, few, a few, a little)
θθ
1 B. Give the synonyms of the following words :
matter .…………………………………………………………………………………….
grieve .………………………………………………………………………………………………..
urge .……………………………………………………………………………………….
exude .…………………………………………………………………………………….
supplement .……………………………………………………………………………….
spot .……………………………………………………………………………………….
welfare .…………………………………………………………………………………….
background .……………………… ……………………………………………………….
link .………………………………………………………………………………………..
attendance .……………………………………………………………………………………
and the antonyms of :
increasing .……………………………………………………………………………………
favour .…………………………………………………………………………………… …..
subject .……………… ……………………………………………………………………….
apprehensive .…………………………………………………………………………………
hinder .…………………………………………………………………………………………
answer .……………………………………………………………………………………….
end .…………………………………………………………………………………………….
intelligent .…………………………………………………………………… ……………….
interesting .……………………………………………………………………………………
θθ
1 C. Reading and Writing:
The Swedes were the first to recognize that public officials like civil servants,
police officers, health inspectors or taxJcollector s can make mistakes or act overJzeaously in
the belief that they are serving the public. As lon g as 1809, the Swedish Parliament
introduced a *scheme to safeguard the interest of t he individual. A parliamentary committee
representing all political parties *appoints a pers on who is *suitably qualified to investigate
private grievances against the state. The official title of the person is ‚Justiteombudsman’, but
the Swedes commonly refer to him as to the ‚J.O.’or Ombudsman.
There is nothing *secretive abou t Ombudman’s work, for his correspondence is
open to public inspection. If a citizen’s complaint is justified, the Ombudsman will act on his
behalf. The action he takes *varies according to th e nature of the complaint. He may gently
reprimand an official or even suggest to parliament that a law be *altered. (adapted from
L.G.Alexander, Developing Skills)
θθ
8 Pay attention to the following activities:
1. Say whether the following statements are true or false:
According to the Swedes, public officials can make mistakes.
The Swedish parliamentary committee does not repres ent all political parties.
The public officials do not include police officers .
J.O. is suitably qualified to investigate private g rievances.
J.O’s correspondence is not open to public inspecti on.
He may suggest to parliament to alter a law.
θθ
2. Choose the right explanation for each of the fol lowing words from the previous text:
scheme
a. strategy b. machinery c. plot d. chart
appoint
a. furnish b.equip c. designate d. fit out
suitably
a.manageably b.appropriately c. usefully d. acce ptably
secretive
a. closelipped b. hidden c. silent d. taciturn
vary
a. alter b. change c. diversify d.differ
alter
a. affect b.refresh c.modulate d.modify
θθ
1 D. Write a petition to the regional J.O. about the bahaviour of a police officer who
gave you a fine for disturbing public order and he did not make a proper investigation.
(100 words)
θθ
β E. Speaking: Speak about your career perspectives.
θθ
Ξ KEY
A. 1. a. R ; b. his; c. ever; d. everywhere; e. si nce; f. our; g. did; h. riding; i. doing; j. was cl eaning; was reading;
a. fee; b. fiancee; c. throw; d. wallRflower; e. li beral; f. brotherRinRlaw; g. solicitor; h. make; i. employee
C1. aRA; bRF; cRF; dRA; eRF; fRA.
C2. schemeRa; appointRc; suitablyRb; secretiveRb;va ryRd; alterRd.
θθ
ς TEST 5
1 A. Choose the correct variant:
1. GRAMMAR
I. Fill in the past simple of the irregular verbs:
The taylor (cut)□ ……………… a new coat for someone in my family.
The architect (draw)□□………………the plan of the new thr eeRstorey house.
The driver (drive)□□………………… the bus two days ago bu t he (have)……………a bad
accident.
The mechanic (shut)□□ ……………… the door of the car an d (forbid)□□………………
everybody to open it.
The milkman (bring)□□……………… five bottles of fresh m ilk right from the farm.
The barber (become)□□………………… a hairstylist when he opened a beauty parlour
instead of the old barber’s shop.
The confectioner (break)□□……………… the bowl in which he (keep)□□………………
the ingredients.
The grocer (freeze)□□……….. a piece of cheese in the freezer.
The beautician (not, feel) □…………. well and (leave)□ □………………… home.
The watchmaker (hang)□□……… the clock on the wall.
θθ
II. Insert the right choice for the partitives in t he sentences below:
1. He couldn’t find anywhere a _____________ of wat er and the heat was unbearable.
a. splash b. vase c. jug
2. They wanted a homeRmade ______________ of jam bu t their aunt ran out of them.
a. glass b. jar c. drop
3. The new corner shop displayed the merchandise at tractively but the seller couldn’t find any
_____________ of soap.
a. bar b. packet c. box
4. Nobody wanted to buy that ________________ of br ead because it was stale.
a. piece b. loaf c. heap
5. She needed only a _________________ of salt in o rder to finish her lavish meal.
a. lump b. stick c. pinch
6. My granny has always told me that a ____________ ___ of fresh air makes wonders.
a. breath b. flash c. blow
7. Never accept a ______________ of beer from an en emy.
a. clap b. pint c. piece
8. I have a friend who paints wonderfully but only works on the _________________ of
inspiration.
a. item b. flash c. dream
9. Give me a ______________ of paper so that I can write my composition.
a. sheet b. book c. bar
10. Never ask for a _______________ of coffee if yo u are not offered one. What’s the point?
a. mug b. bag c. glass
θθ θθ θθ θθ
2. VOCABULARY
I. Match the sentences in the left with the locatio ns in the right:
1. He bought drugs at the …………….. a. confectione r’s
2. I bought some vegetables from the… b.butcher’s
3. She sought blue paper at the………… c. lawyer’s
4. You searched fresh meat at the……… d.chemist’s
5. They ordered a big cake at the………. e.barber’s
6. He waited for hair cut at the…………. f. watchmake r’s
7. We had a suit made at the …………… g. stationer’s
8. I had my watch repaired at the……… h.greengroc er’s
9. Find some black bread at the………… i.tailor’s
10. He wants to make his will at the…… j.baker’s
θθ
II. Insert the appropriate words in the gaps below taking into account the meaning of
the sentence:
allRmighty lightRblue outstanding handRmade
eggRshaped goodR hearted peaceRmaking
brandRnew longRlegged
darkRgreen abov eRmentioned
lifeRandRdeath highRheeled hardRworking
1. She showed me a _____________ car but I was too tired to admire it.
2. There was an________________ house right in the middle of the field. It was strange.
3. Nobody could say that he was not a _____________ guy but had some drinking problems.
4. She was the _______________ executive and everyb ody asked for her permission to do
something.
5. That ___________________ lady gave the beggar a whole bag with clothes and something
to eat.
6. The___________________ clause must be explicitel y written in the contract.
7. A company advertised a good job for ___________ graduates interested in an IT career.
8. This ________________ coat is very expensive but that _________________ young lady
can afford it.
9. There was a _______________ struggle between gan gs in the neighbourhood, last night.
There were victims among_________________ people.
10. I don’t like this _________________ dress. I’d prefer a _______________ one to match
my □__________________ shoes.
θθ
1 B. Give examples of adjectives having the following prefixes and suffixes:
disR discontent, ________________________________ __________________________
ilR □illegal, ________________________________ _____________________________
imR □impossible, _______________________________ __________________________
inR □incapable, _______________________________ ____________________________
irR □irresponsible, ___________________________ _____________________________
Ral □actual, __________________________________ ____________________________
Rable □manageable, ________________________________ _________________________
Rant □hesitant, _________________________________ ____________________________
Rar □familiar, ________________________________ _____________________________
Red amazed, ____________________________________ _________________________
θθ
1C. Reading and writing:
Call it a clan, call it a *network, call it a tribe , call it a family; whatever you call it,
whoever you are, you need one. You need one because you are human. You didn’t come from
nowhere. Before you, around you, and presumably aft er you, too, there are others. Some of
these others must matter a lot – to you, and if you are very lucky, to one another. Their
welfare must be nearly as important to you as your own. Even if you live alone, even if your
solitude is elected and ebullient, you still cannot do without a family. Family means not only
blood kin but also those who wish to share your dai ly joys and sorrows. Sometimes our
relatives are too remote to ease us from our Tuesda ys to our Wednesdays; then we must try to
transform our friends into our families. Wishing to be friends, as Aristotle wrote, is quick
work, but friendship is a slowly ripening fruit. If we do not have the chance to pick up our kin,
we might have the luxury of picking our friends. Th e bestJchosen clans, like the best
friendships and the best blood families, endure by accumulating a history solid enough to
suggest a future. (adapted from Jane Howard, All Ha ppy Clans Are Alike)
8 Pay attention to the following activities:
1. Say whether the following statements are true or fa lse:
A family can also be called a tribe or a network.
Many other around you do not matter.
Family means only blood kins.
Friends may become our family when relatives are at distance.
Aristotle wrote that friendship is a slowly ripenin g fruit.
Good families and friendships have solid background s.
θθ
2. Choose the right explanation for each of the fol lowing words from the previous text:
network
a. broadcasting b. structure c. arrangement
presumably
a. presumtively b. unknown c. doubtless
matter
a. support b. count c. signify
welfare
a. advantage b. assistance c. wellRbeing
endure
a. tolerate b.undergo c. survive
1 D. Two friends are talking about nowadays family va lues. Write a dialogue of 200x
300 words on this topic.
θθ
β E. Speak about a member of your family whom you con sider a hero, an example for
everybody else.
θθ
Ξ KEY A. Grammar I.: 1Rcut; 2Rdrew, 3Rdrove, had; 4Rshut, forbade; 5Rbrought; 6Rbecame; 7Rbroke, kept; 8R
froze; 9Rdid not feel, left; 10Rhung.
II: 1Rc; 2Rb; 3Ra; 4Rb; 5Rc; 6Ra; 7Rb; 8Rb; 9Ra; 10 Ra;
Vocabulary I: 1Rd; 2Rh; 3Rg; 4Rb; 5Ra; 6Re; 7RI; 8R f; 9Rj; 10Rc. II. 1RbrandRnew; 2ReggRshaped; 3Rhard Rworking; 4R
allRmighty; 5RgoodRhearted; 6RaboveRmentioned; 7Rou tstanding; 8RhandRmade, longRlegged; 9RlifeRandRdea th,
peaceRmaking; 10RdarkRgreen, lightRblue, highRheele d.
C1: aRA; bRF; cRF; dRA; eRA; fRA.
C2: networkRb; presumablyRa; matterRb; welfareRc; e ndureRb
θθ
C1 – Threshold
Effective Operational Proficiency
Proficient User/Advanced
For candidates wishing to demonstrate an advanced level in English for social,
academic and vocational purposes. Level 4 is challe nging as the progression is
proportionately greater than for the preceding leve ls.
I. GENERAL OBJECTIVES (C1):
The student can understand a wide range of demanding, longer texts and
recognise implicit meaning;
– can express him/herself fluently and spontaneously without much obvious
searching for expressions;
– can use language flexibly and effectively for soci al, academic and professional
purposes;
– can produce clear, wellxstructured, detailed text on complex subjects, showing
controlled use of organisational patterns, connecto rs and cohesive devices.
Overview of written paper: 2hours 30 minutes
Skill area / Main test objectives / Input text typ e / Text length / Example of task types
/ Listening
Listening for gist or detail and context, purpose, register, stylistic devices, choice of language,
facts, opinions, feelings, attitudes, explicit and implicit meaning, viewpoints, motives /
monologue or 2/3 way conversation (heard twice) / t otal word count for the texts should not
exceed 1200 words / noting key information, comple ting missing information, responses to
questions, making comments, summarising information grid, diagram, map, picture
completion, True/False, multiple choice
/ Reading / Integrated reading and writing
Reading and processing information / reading, analy sing, interpreting and synthesising
relevant information from reading material followed by transforming information from one
context to another / authentic source texts / 1 tex t for 3a R up to 3 texts for 3b R input up to 3
pages R output 180R220 words / taking or completin g notes, complex formal letter, formal
report or leaflet/brochure
/ Reading
Close focus and gist on context, purpose, register, stylistic devices, choice of language, facts,
opinions, feelings, attitudes, explicit and implici t meaning, viewpoints, motives / authentic
texts of a type specified in syllabus for the level / up to 3 texts RR total 1000 words /
summarising, writing short answers, True/False, inf ormation transfer, sequencing, making
comments with reasons, matching and explaining mean ing of key words/phrases, multiple
choice for use of language and text organisation
/ Writing
Writing complex, detailed, developed arguments in a ppropriate register/style; factual
information, personal ideas, expanded /supported wi th justified views/arguments; advice with
explanations, reasoning, explanations / written ins tructions / 200R250 words / discursive
essay, article or review
θθ
ς TEST 1
1 A. Choose the correct variant:
1. GRAMMAR
a. If I …………………………….. you, I would tell her the truth. (am; was; were; had been )
b. He ………………………………….. the composition if you had encouraged him. (would have
written, would write, wrote, has written)
c. She ……………………….. not to go ther e because it might be dangerous. (told, tells, was told,
is telling)
d. Dan promised that by the end of the week, they . …………………………. their work. (will
finish, would finish, would have finished, will be finishing)
e. Mark said he never ………………………. ……….. there before. (has been; had been; will be; is)
f. A new plan ……………………………. w hen they came in. (is discussed; was discussed; wil l be
discussed; was being discussed)
g. The wounded man …………………………. ….. by wellRtrained doctors. (takes care of; will take
care of; will be taken care of; took care of)
h. Her problem was ………………… she shoul d go by plane or by car. (if, whether, what, which)
i. Stella has just written a detective story. …. ……………………….., she would like to wr ite a
novel. (Furthermore, Thus, Subsequently, Therefore)
j. My cousin had …………………………… ……………………………… vases. (two ol d nice Chinese,
two Chinese nice old, two nice old Chinese)
θθ
2. VOCABULARY
a. …………………………….. is a feelin g of sickness as caused by bad food. (Nausea, Insom nia,
Neuralgia, Colic)
b. The doctor whose specialty is to take and interp ret XRrays is a ………………….
(dermatologist, geriatrician, pathologist, radiolog ist).
c. The judge has …………………………… the case for lack of evidence. (dismissed, rejected ,
refused, declined)
d. The trial ended with a twoRyear prison ……… ………………… (verdict, sentence, punishmen t,
blame).
e. The victims of blackmail are protected by …… …………………….. their names in court.
(covering, erasing, hiding, not giving)
f. Australia is the land of kangaroos and …….. ……………….. (nightingales, storks, eagles,
ostriches).
g. An important feature of ………………….. …….. is that they have black wing covers. (beet les,
butterflies, moths, grasshoppers)
h. The heart and the liver are important parts of o ur body, while the ……………………… is n ot.
(stomach, appendix, kidney, brain)
i. My ……………………………. goes dire ctly to a bank account every month. (mortgage, tax,
salary, income)
j. The Portuguese team was granted a penalty kick b y the German ………………………. (referee,
coach, player, director).
1 B. Read the text :
Galileo has been getting a lot of press lately, and no *wonder. Four centuries ago this
year, the Italian genius pointed his small, primiti ve telescope at the night sky and saw
wonders nobody had imagined. His discoveries transf ormed our view of the heavens, but also
infected *astronomers with a permanent desire *to p eer just a bit deeper in the universe and
find a few more cosmic secrets. Which is why, less than 20 years after they put the finishing
touches on a generation of telescopes so big they w ould made the Renaissance stargazer
swoon, the astronomers are at it again. Three teams are racing to build telescopes four times
wider and with up to 16 times the lightJgathering p ower than what exists now, and to have
them trained on the stars by 2018.
For the first time in literally hundreds o f years, the most powerful entry in this *race
comes not from the United States but from Europe. A rmed with big plans and a relatively
*stable source of founding, the 13Jnation European Southern Observatory is on track to have
the hottest astronomical hardware on the planet – a long with the chance to find the coolest
stuff in the universe. (In Galileo’s Footsteps, Newsweek, 11R18 May, 2009)
θθ
8 Pay attention to the following activities:
1. Give synonyms for the following words:
to peer .………………………………………………………………………………………
wonder .………………………………………………………………………………………
astronomer .………………………………………………………………………………….
race .………………………………………………………………………………………….
stable .………………………………………………………………………………………
2. Explain the meaning of the following phrases:
to get a lot of press .…………………………………………………………………………
to put the finishing touches .…………………………………………………………………
to be at it .…………………………………………………………………………………….
light gathering power .……………………………………………………………………
to be on track .……………………………………………………………………………
θθ
3. Say whether the following statements are true or fa lse:
a. Galileo Galilei lived four centuries ago.
b. When Galileo looked for the first time through h is telescope, he didn’t see anything.
c. The last generation of telescopes is 16 years o ld.
d. Three teams are trying to build telescopes four times wider than what exists now.
e. The most powerful team comes from the United St ates.
f. The 13Rnation European Southern Observatory is going to be the best equipped on the
planet.
θθ
4. Summarize the information in the fragment below. (1 00 words)
θθ
1 C. Fill in the blanks with the missing words : link, assertions, barely, financial,
meltdown, reshape, crises, less, downturns, dire.
The … of Wall Street and the resulting government intervention are real and will …
industry. But it’s much … apparent that the rami fications are beyond the … industry. The …
between Main Street and Wall Street has always bee n mysterious. There have been Wall
Street … that … touched the broader economy (. ..), and there have been Main Street …. that
have only marginally hurt Wall Street. Many people say that today’s crisis on Wall Street
will have …. effects on the „real”economy , but f or now, at least, those …. are just that. (The
Echoes of Crisis, Newsweek, 29 September, 2008)
θθ
1 D. Express your opinion on the current economic cri sis and the unemployment rate
and try to make predictions for the future. (200 wo rds)
θθ
β E. Enlarge upon the phenomenon of globalization an d its political implications.
θθ
Ξ KEY
A.1. a. were; b. would have written; c. was told; d. would have finished; e. had been; f. was being discussed; g.
will be taken care of; h. whether; i. furthermore; j. two nice old Chinese
A.2. a. Nausea; b. radiologist; c. dismissed; d. sentenc e; e. not giving; f. ostriches; g. beetles; h. appe ndix; i.
salary; j. referee.
B.1. a. to look, to gaze, to scan, to peep, to inspect, to scrutinize; b. admiration, astonishment; c. stargaz er,
uranologist; d. contest, competition; e. unchanging , firm, steady, resistant, static.
B.3. a. T; b. F; c. F; d. T; e. F; f. T
C.1 . a. meltdown; b. reshape; c. less; d. financial; e . link; f. crises; g. barely; h. downturns; i. dire ; j. Assertions
θθ
ς TEST 2
1 A. Choose the correct variant:
I. GRAMMAR
1. Underline the correct choice:
1. The superintendent can’t manage alone. Could you/ m ay you/ shall you help him with
the side track traffic?
2. May you/ will you/ would you/ book in advance the t ickets for the night train ?
3. Let I/ shall I / might I help you attach the label to your luggage ?
4. Could I /would I / let I keep this cabin bag?
5. Will you mind/ do you mind/ would you mind if I loo ked up the number of the station
in the directory?
6. Will you/ shall you/ would you leave me your passpo rt, sir?
7. Shall I/ Will I/May I skip the queue as I am in a g reat hurry?
8. May I / shall I / will I ask you a personal questio n?
9. Let you/will you/ shall you/ consult the timetable for departures?
10. Could you/ may you/ shall you check when the plane is landing?
θθ
2. Complete the sentences with the verbs in parenth eses according to the meaning of the
sentence taking into account the conditions in the present or past:
1. If she had a role in this revue she (be) ..………………… very happy to demonstrate
her dancing abilities.
2. I would accept to come at the dress rehearsal if t he playwright (ask) …………………
me to.
3. Molly would buy a ticket in the dressRcircle if the mayor (come) ……………………at
the performance.
4. If the vaudeville theatres were renovated the extq as
(have)□…………………………..salaries for two months.
5. The ham actor wouldn’t recognized he had a bad per formance if the newsreporter
(question)□□……………………..him about that.
6. If the figurant hadn’t accepted to shorte n the sleeves, the propman (resign) …………
7. The performer (go)□□…………………………… to an audi tion if his friend had told
him
about it.
8. If the protagonist (have)□□…………………………so many absurd pretentions the
play would have been performed by now.
9. The intermission (be ) …………………………. longer if the ac tors hadn’t been
so anxious to get on the stage.
10. If the director (sell)□□………………………………… the tickets f or the matinee,
the
pitstall could have been fully taken.
θθ
II. VOCABULARY
3. Choose the appropriate word to fill in the gaps in the following sentences.
early c hair blanket roses
abroad berries s teep roads
chat fre sh air picnic winging river
1. She doesn’t get up ……………. when she is …………………
2. You should stay and smell the ………………. from time to time. You are too tense.
3. Did they have a …………………. while walking about the forest?
4. We could unfold a …………. ……….near that hillock.
5. I’d better pick up ………………. .
6. He could breathe some ……………….. at last.
7. They never drive on ………………………or near a ……………….
8. Do you spread a …………………every time you have a …… ………………?
θθ
4. Use the following idioms in your own sentences:
to rain cats and dogs .___________________________________________________ _____
out of the blue moon .___________________________________________________ _____
to crack a joke .___________________________________________________ __________
to kick the bucket .___________________________________________________ _______
to meet trouble halfRway .___________________________________________________ _
all my eye and Betty Martin .__________________________________________________
to get down to .___________________________________________________ __________
to go on with . __________________________________________________ ___________
to knock down .___________________________________________________ _________
to look forward to .___________________________________________________ ______
stickRinRthe mud .___________________________________________________ ________
to give a five .___________________________________________________ ___________
to keep one’s hair .___________________________________________________ _______
to have one’s fling .___________________________________________________ ______
to cast the evil eye upon . __________________________________________________ __
the last straw that broke the camel’s back ._______________________________________
θθ
1 B. 1. Read the text :
News is information about events that are going on outside immediate experience. In this
sense, news has always been a part of the human sit uation. In its earliest form, it took the
shape of an *account brought by a traveller, or a m ember of the group who *wandered
further than the rest and found water, game or sign s of a nearby enemy. News is a social
mechanism that extends our own eyes and ears to emb race an ever wider domain of events.
We purchase news as any other products of our comme rcial civilization and the production
and consumption of news as products has *evolved ac cordingly.
News under such circumstances tends toward decadent use. First of all because it no longer
serves first classic function of giving us informat ion or even to help us construct a mintal
model of a larger world. It serves mainly as entert ainment. Everything that happens in the
world has to be presented in a *thrilling and excit ing manner on news. The second feature of
the decadent use of news is its increasing ritualiz ation. News is broadcast every evening
whether or not there is a vital information to be c onveyed. The problem for the news networks
is to generate sufficient news to fill a given time period. The time period becomes the
fundamental fact the *framework into which events m ust be fitted. And as any ritual, the form
persists even when a *meaningful content is missing . (adapted from Stanley Milgram,
Confessions of a News Addict)
8 Pay attention to the following activities:
2. Say whether the following statements are true or false:
a. News is information about events that are going on outside immediate experience.
b. In ancient times, news were all stories told by travellers.
c. News is not a social mechanism that extends.
d. New do not help us construct a mintal model of a larger world.
e. The decadent use of news is its increasing ritua lization.
f. Events must not be fitted a certain time framewo rk.
g. The form persists even when a meaningful content is missing.
θθ
3. Give synonyms for the following words:
account .………………………………………………………………………………
wander .………………………………………………………………………………
evolve .……………………………………………………………………………….
thrilling .………………………………………………………………………………
framework .…………………………………………………………………………..
meaningful .………………………………………………………………………….
θθ
4. Insert the appropriate words in the following se ntences:
shape, dispense, product, fitted, entertainment, mu ndane conveyed, proceeded, broadcasted,
remote
1. They ……………….from the setting up of a newspaper.
2. The first news took the ……………. of accounts told by the travellers.
3. …………events seem more interesting.
4. News became a …………….. of nowadays commercial societ y.
5. They …………………. the highlights at a convenient hour.
6. The televisions ……………….. news and people buy it.
7. ……………….. is a new function of news.
8. News must be ……………………in the television framework.
9. Any event may be …………………. in news by political regi mes.
10. …………….. reality often reinforces the desire to leav e abroad.
θθ
1 1 1 1 C. Write an essay based on the following quotation: ’News is the consciousness of the
society.’ Try to focus on journalists’ social responsibility to form opinions. Give
arguments in support of your ideas. (200 words)
θθ
β β β β D. You are the producer of a T.V. show. Speak about the format, the content, the
moderator, the purpose and the audience you expect for such a show.
θθ
ΞΞ ΞΞ KEY
A1: Grammar: 1Rwould; 2Rwould; 3Rshall; 4Rcould; 5R would; 6Rwould; 7Rmay; 8Rmay; 9Rwill; 10Rcould.
A2: Grammar: 1Rwould be; 2Rasked; 3Rcame; 4Rwould h ave; 5Rquestioned; 6Rwould have resugned; 7Rwould h ave
gone; 8Rhad had; 9Rwould have been; 10Rhad sold
A3: Vocabulary: 1Rearly, abroad; 2Rroses;3Rchat; 4R chair; 5Rberries; 6Rfresh air; 7Rsteep roads, wingi ng river; 8R
blanket, picnic.
B2: aRA; bRA; cRF; dRF; eRA; fRF; gRA.
B4: 1Rproceeded; 2Rshape; 3Rremote; 4Rproduct; 5Rbr oadcasted; 6Rdispense; 7Rentertainment; 8Rfitted; 9 R
conveyed; 10Rmundane
α GRAMMAR OVERVIEW
CONDITIONAL SENTENCES
În limba engleză există trei tipuri prin cipale de condiționale, fiecare presupunând o
anumită corespondență a timpurilor între propoziția principală și cea condițională (cea care
arată condiția de care depinde îndeplinirea acțiuni i din propoziția principală). Pe lângă aceste
trei tipuri uzuale, există și tipuri mixte, în care timpurile și modurile folosite sunt extrem de
variate.
MAIN CLAUSE IF CLAUSE
FUTURE TENSE (shall, will + inf. scurt)
PRESENT TENSE
PRESENT CONDITIONAL
(should/would; could; might + inf. scurt)
PAST TENSE
PAST CONDITIONAL (should/would +
have + vb. IIIR past participle)
PAST PERFECT (had + vb. IIIx past
participle)
I Future possible
I shall/will go to the seaside if I have money. (Voi merge la mare dacă voi avea bani.)
II Present unreal
I should go to the seaside if I had money. (Aș merge la mare dacă aș avea bani.)
III Past unreal
I should have gone to the seaside if I had had money. (Aș fi mers la mare dacă aș fi avut
bani.)
Alături de if există mai multe conjuncții și locuțiuni conjuncți onale, printre care: in
case, as long as, supposing (that), suppose, provid ed, on condition (that), unless:
Ex .: Supposing he does not come, what shall we do?;
He will do the work provided that he has time for it;
I’ll take my raincoat in case it rains;
I shall give you the answer on condition that you cheer up.
Dintre acestea, unless (numai dacă, doar dacă, decât dacă) este echivalentul negativ al
lui if. Fiind o conjuncție negativă, în propoziția pe care o introduce, verbul nu poate fi și el la
negativ, deoarece în engleză dubla negație nu este permisă: He won’t go there unless you ask
him to do it.
Există și situații în care conjuncția po ate fi omisă și se recurge la inversiune, atât în
condiționalele de tip II, cât și în condiționalele de tip III.
Ex .: If he were to find us here, he would be very upset – Were he to find us here, he would be
very upset.
If Greg earned more money he could buy the car – Should Greg earn more money, he
could buy the car.
They would have won the championship if th ey had played better – Had they played
better, they would have won the championship.
Condiționale sunt și propozițiile introd use prin but for și without:
Ex .: If it weren’t for this rain, we should go for a wa lk/ If it hadn’t been for this rain, we
should have gone for a walk JJ But for this rain, we should go/ should have gone for a wa lk
(Dacă nJar fi/nJar fi fost ploaia aceasta, am merge / am fi mers la o plimbare.)
Without her brother, we couldn’t have solved the problem ( Dacă nJar fi fost/fără fratele
ei, nu am fi putut rezolva problema).
Exercises
− ACTIVITY 1. Supply if or unless in the following sentences:
You’ll never succeed …………………. you have more confidence in yourself.
He is bound to come ………………..… something happens to prevent him.
I’ll go to do some shopping ……………………y ou want me to buy something.
I shan’t go into the city…………………….. y ou want me to buy something.
I should come to see you much more frequently…….. …………………. I were not so busy.
θθ
− ACTIVITY 2. Put the verbs in brackets in the correct moods and tenses. There may
be two or three possibilities.
If mother (be) at home, she (answer) the phone.
…………………………………………… …………………………………………… ………………………………………….
…………………………………………… …………………………………………… …………………………………………
…………………………………………… …………………………………………… ………………………………………….
If I (meet) Julie yesterday, I (tell) her about the exam.
…………………………………………… …………………………………………… ………………………………………….
It may rain tomorrow. If it (rain), we (stay) at ho me.
…………………………………………… …………………………………………… ………………………………………….
I (stop) eating so much chocolate if I (be) you.
…………………………………………… …………………………………………… ………………………………………….
θθ
− ACTIVITY 3. Provide IFxclause answers to the following question s:
1. If the stuntman gets sick, what will the cameraman do?
………………………………………………………………………………………………
2. If the nominee doesn’t win the Oscar, what will he do or not do?
………………………………………………………………… ……………………………
3. If the critic likes the film how is he going to wri te the review?
………………………………………………………………………………………………
4. The auditorium is in capital repairs; what will ha ppen with the musichall show?
……………………………………………………………………………………………
5. If the boxRoffice is shut down how will the specta tor buy tickets?
……………………………………………………………………………………………
6. The gala performance is ready to begin but the fron t stage is broken. What shall we
do?
………………………………………………………………………………………………
7. The upstage is blocked. How will the waterproof cur tain function ?
………………………………………………………………………………………………
8. The emergency exit is closed and the blaze spreads around. What will the people do?
………………………………………………………………………………………………
θθ
− ACTIVITY 4. Translate into English:
Nu vei găsi bilete decât dacă vei merge acolo înain te de ora 4.
…………………………………………… …………………………………………… ………………………………………….
Dacă copilul ar fi avut un frate, nu sRar fi simțit atât de singur.
…………………………………………… …………………………………………… …………………………………………
Daca vei cumpăra colierul nu vei mai rămâne cu nici un ban.
…………………………………………… …………………………………………… …………………………………………
Aș alege costumul acesta dacă nRar fi atât de strâm t.
…………………………………………… …………………………………………… ………………………………………….
Am merge la plimbare dacă nRar fi ploaia aceasta.
…………………………………………… …………………………………………… ………………………………………….
Ar fi traversat râul înot dacă apa nRar fi fost atâ t de rece.
…………………………………………… …………………………………………… …………………………………………
Dacă aș fi fost în stare să prind un pește mai mare , aș fi venit acasă mai devreme.
…………………………………………… …………………………………………… …………………………………………
Ai fi luat în râs dacă leRai spune.
…………………………………………… …………………………………………… ………………………………………….
θθ
− ACTIVITY 5. Complete the sentences with the verbs in parenthese s according to the
meaning of the sentence and considering the unreal condition in the present or past:
If she had a role in this revue she (be) ……………… very happy to demonstrate her dancing
abilities.
I would accept to come at the dress rehearsal if t he playwright (ask) ………………… me to.
Molly would buy a ticket in the dressRcircle if the mayor (come) ………………………at the
performance.
If the vaudeville theatres were renovated the figu rantes (have)□…………………..salaries
for two months.
The ham actor wouldn’t recognized he had a bad perf ormance if the newsreporter
(question)□□ ……………………. him about that.
The itinerant actor wouldn’t impersonate a new char acter unless the stage manager (cast)
……………………him in the play.
If the sketchRplay (be cancelled)□□………………………… a Pun ch and Judy show would
appear on the boards.
The stage lightning (be)□□…………………………poor if the s tagehand didn’t use higher
power bulbs.
If the scenarist (imagine)□□………………………………..the plot before, the actors
wouldn’t have spent so much time improvising.
The setting designer would have covered the sides o f the stage in yellow silk if the director
(accept)□□…………………….
The first performance (prove) …………………………… a failure if the public hadn’t given a
big hand to the actors.
If the usherette (be)□□……………………… so nice we could h ave missed the variety show.
The stage adaptation (confine)□□……………………………… to the main action if the
scenario writer hadn’t desired some peculiar detail s to be included.
If the figurant hadn’t accepted to shorten the sle eves, the propman (resign) ………………
The performer (go)□□………………………………… to an audition if his friend had told
him about it.
If the protagonist (have)□□……………………………so many absu rd pretentions the play
would have been performed by now.
The intermission (must be ) ……………………………. longer if the actors hadn’t been so
anxious to get on the stage.
If the director (sell)□□………………………………… the tickets for the matinee, the
pitstall could have been fully taken.
θθ
Mixed Conditionals
− ACTIVITY 1. Translate the following mixed conditionals considering the tenses :
1. If you heat metals, they melt.(Present Tense J Pres ent Tense)
2. If she did such a foolish thing, she was wrong.(Pas t Tense J Past Tense)
3. If she bought that apartment, I am happy.( Past Ten se J Present Tense)
4. If you have finished reading, come and play with me .(Present Perfect – Imperative)
5. If Jane has done that, she shall pay dearly for it. (Present Perfect – Future Tense)
6. If they didn’t succeed then, they will try again. ( Past Tense J Future Tense)
7. If you should meet Margaret, remind her of her prom ise.
8. If he comes earlier, tell him to wait for me. (Pres ent Tense J Imperative)
9. If she spoke German better, she could have worked a s a receptionist.(Past Tense – Past
Conditional)
10. If they had bought a watch, they would know the tim e.(Past Perfect – Present
Conditional).
Nu toți gramaticienii sunt de acord cu in cluderea acestor propoziții în categoria
condiționalelor, unii atribuinduRle alte valori. Ul timele două exemple sunt exemple clare de
condiționale mixte, ele combinând timpurile ultimel or două tipuri de condiționale prezentate
mai sus (II, III): Past Tense – Past Conditional ( Dacă ar vorbi germana mai bine, ar fi putut
să lucreze ca recepționeră ) și Past Perfect – Present Conditional ( Dacă ar fi cumpărat un
ceas, ar ști ce oră este).
θθ
□□ ACTIVITY 2. Read the following mixed conditional sentences and turn them into
usual sentences connected by: so, therefore, thus, as, because, due to the fact.
Example: If he hadn’t been an old ham ac tor I wouldn’t understand
his highbrow speaking.
He is an old ham actor so I understand his highbro w speaking.
1. If I had sung some folk music, I would be m ore optimistic.
………………………………………………………………………………………………
2. If she had taken part to a jam session she would know more about jazz musicians.
…………………………………………………………………………………………………
3. We would appreciate a sonatina if we had ev er heard such a piece of music.
………………………………………………………………………………………………
4. If he had liked opera music he would buy mo re records with famous tenors.
………………………………………………………………………………………………
5. They would play an instrument for a quartet if they had enjoyed chamber music.
………………………………………………………………………………………………
6. If I were a disco music fan I would have ha d a great collection of 80’s hits.
………… ……………………………………………………………………………………
7. She would have studied a percussion instrum ent if she had an ear for music.
…………………………………………………………………………………..……………
8. If he wrote the lyrics for this song he wou ld have been proud of them.
……………………………………………………… ………………………….……………
9. All people would have tried to reach the chor al music concert if we arranged one in our
town.
………………………………………………………………………………………………
10. If they recorded some pieces of sacred music, e verybody would have bought the CD.
………………………………………… ……………………………………….……………
θθ
THE SEQUENCE OF TENSES (Direct Object Clauses )
Corespondența timpurilor în propozițiile completive directe este un aspect important al
gramaticii limbii engleze. În funcție de timpul fol osit în propoziția principală, în propoziția
secundară poate fi exprimată o acțiune simultană, a nterioară sau ulterioară.
I. He says that she
(acțiune anterioară) 1. has written a book R Present Perfect
wrote a book two years ago R Past Tense
(acțiune simultană) 2. is writing a book– Present Tense Continuous
writes books R Present Tense Simple
(acțiune ulterioară) 3. will write a book– Future Tense
will have written a book by the end of the month – Future Perfect
II. He said that she
(acțiune anterioară) 1. had written a book – Past Perfect
(acțiune simultană) 2. was writing a book – Past Tense Continuous
wrote books – Past Tense Simple
(acțiune ulterioară) 3. would write a book– Future in the Past
would have written a book R Future Perfect in the Past
Exercises
− ACTIVITY 1. Change the verb in the main clause into the Pas t Indefinite. Make all
other necessary changes:
Susan promises that by the end of the month she wil l have finished her report.
…………………………………………… …………………………………………… ………………………………………….
Andrew knows that the meeting has already been held .
…………………………………………… …………………………………………… …………………………………………
Grandpa knows that Robert can’t go skating because he has no skates.
…………………………………………… …………………………………………… ………………………………………….
He says he has come for a short time.
…………………………………………… …………………………………………… ………………………………………….
She believes that you will become a great scientist .
…………………………………………… …………………………………………… ………………………………………….
θθ
− ACTIVITY 2. Put the verbs in brackets in the correct tense form:
When they (open) the box, the men found that someon e already (take) the map.
…………………………………………… …………………………………………… ………………………………………….
I know that you (be) busy yesterday and that you (b e) busy tomorrow.
…………………………………………… …………………………………………… …………………………………………
When Lucy (go) back to take her umbrella, her mothe r (tell) her that her neighbour (borrow) it
a few minutes before.
…………………………………………… …………………………………………… ………………………………………..
We were told that a lot of English books (come) to our library.
…………………………………………… …………………………………………… ………………………………………..
The pupils knew that water (consist of) oxygen.
…………………………………………… …………………………………………… ……………………………………….
He said he (take) an active part in the work of the scientific circles.
…………………………………………… …………………………………………… ………………………………………
At the first English class we were told that there (be) 26 letters in the English alphabet.
…………………………………………… …………………………………………… ………………………………………..
θθ
− ACTIVITY 3. Translate into English:
Nu miRai spus că de câteva săptămâni nu ai mai citi t nicio carte.
…………………………………………… …………………………………………… ………………………………………….
Știa cât de mult îl ajutaseră rudele sale.
…………………………………………… …………………………………………… ………………………………………….
Robin Hood aflase ca în oraș va fi organizată o înt recere și că șeriful îl aștepta să sosească.
…………………………………………… …………………………………………… …………………………………………
Turiștii au văzut că nava fusese grav avariată.
…………………………………………… …………………………………………… ………………………………………….
Astronomul miRa spus ca distanța de la Pământ la Lu nă este de 240.000 mile.
…………………………………………… …………………………………………… ………………………………………….
LRai întrebat unde locuiește și cum îl cheamă?
…………………………………………… …………………………………………… ………………………………………….
Toți suporterii așteptau să afle cine va caștiga ca mpionatul.
…………………………………………… …………………………………………… ………………………………………..
Nu au vorbit despre această problemă, deoarece știa u că vor pleca în câteva zile.
…………………………………………… …………………………………………… ………………………………………..
MODAL VERBS
Verbele modale au în comun o serie de par ticularități:
a. Au o valoare lexicală slăbită, exprimând nu procese , ci modalitatea în care vorbitorul
consideră acțiunea, ca fiind necesară, obligatorie, posibilă, probabilă, etc.
b. Sunt verbe defective, lipsinduRle anumite forme de bază și, în consecință, neputând fi
conjugate la anumite timpuri și moduri.
c. Forma sau formele pe care le au sunt polivalente di n punct de vedere gramatical.
d. Sunt urmate de forma de infinitive fără “R to” (inf initival scurt) sau de infinitivul
perfect al verbelor noționale.
e. Nu primesc desinența „Rs” la persoana a IIIRa singu lar a indicativului prezent.
f. Nu sunt conjugate cu ajutorul auxiliarului „to do” la formele interogativă și negativă
ale timpurilor prezent și trecut.
CAN x COULD
Verbul modal can are doar două forme: can și could . Interogativul se realizează prin
inversiune: Can you speak French ? Negativul se formează prin adăugarea negației „no t”:
They cannot swim across the river = ei nu pot să tr averseze râul inot.
Formele contrase sunt: cannot = can’t; could not = couldn’t.
Acesta exprimă:
1. O capacitate fizică sau intelectuală (“a putea, a f i în stare”):
I can swim = știu să înot
He couldn’t solve the problem = nJa putut/ nJa fost în stare să rezolve problema .
Can și could cu acest sens sunt înlocuite la timpurile lipsă cu echivalentul modal „to be able
to”: He won’t be able to persuade her = el nu va putea să o convingă.
2. Permisiune (atunci când este la afirmativ) sau proh ibiție (la forma negativă),
înlocuinduRl în vorbirea curentă pe “may”: You cannot drive a car without a license =
nu poți să conduci mașina fără permis.
„Could” exprimă și o cerere politicoasă: Could you help me? = poți să mă ajuți?
3. Îndoială sau uimire la idea unei posibilități (în s pecial în construcții interrogative și
exclamative, accentuate):
How could you be so rude? = cum ai putut să fii atât de nepoliticos?
It cannot be so late = nu se poate să fie atât de t ârziu.
MAY x MIGHT
Ca și în cazul lui can , verbul modal may are două forme: may și might .
Interogativ: May I go now ? = pot să plec acum?
Negativ: You may not take the book = nu poți/ nu ai voie să iei cartea .
May/ might exprimă:
1. O permisiune (cerută, acordată sau refuzată): May/ might I accompany you ?
Răspunsul obișnuit la o întrebare cu “may”este “may not”: May I use your pen? = pot
săJți iau/ folosesc stiloul? Nu, nu ai voie.
Pentru a exprima un refuz categoric sau o prohibiți e, se folosește must not/ mustn’t.
2. O posibilitate : You may/ might leave with them = puteți/ ați pute a să plecați cu ei.
I may/ might be mistaken = pot/ aș putea să mă inșe l.
3. O presupunere sau o îndoială: They may be ill = poate că sunt bolnavi.
He may have forgotten it in the desk = poate că lJa uitat în bancă .
MUST
Must are o singură formă, cu valoare de indicativ preze nt, iar în vorbirea indirectă, de
indicativ trecut.
Aceasta exprimă:
1. O necesitate, la persoanele a IIRa și a IIIRa având implicația unui ordin (în special în
construcțiile afirmative, unde poate fi urmat de un infinitiv prezent sau perfect): I must
do my homework now = trebuie să îmi fac temele acum .
Cu acest sens, verbul modal se poate înlocui la tim purile lipsă cu construcția
echivalentă “to have to”, care implică o necesitate a exterioară.
R Absența necesității se redă prin need not (needn’t ):
Must I deliver the speech immediately? = trebuie să țin discursul imediat?
No, you need not. You can prepare it for next week. = nu, nu e nevoie. Îl puteți pregăti
pentru săptămâna viitoare.
2. Prohibiția (în construcții negative): You mustn’t do this to your brother = nu trebuie să
îi faci asta fratelui tău.
3. O probabilitate cu caracter aproape de certitudine (în construcții afirmative, urmate de
un infinitiv prezent sau perfect): He must feel very sorry now that she left = trebuie să
îi pară foarte rău acum că ea a plecat.
Must poate fi folosit și cu valoare de trecut: I realized that I must take care of her children =
miJam dat seama că trebuia să am grijă de copiii ei .
SHALL – SHOULD
Shall este folosit ca verb modal pentru:
1. A exprima o necesitate, o constrângere sau o obliga tivitate (la persoanele a IIRa și a IIIR
a): He shall leave the room by ten o’ clock = va elib era camera până la ora 10.
They shall book tickets on the bus = vor rezerva bilete la autobuz.
2. Pentru a exprima cererea unui sfat, a unei sugestii (în propoziții interrogative, la toate
persoanele): Shall I read the poem again? = să citesc poezia din nou?
3. Pentru a exprima o promisiune: The teacher shall take care of our training = profe sorul
va avea grijă de pregătirea voastră .
Should exprimă:
1. Un sfat, o sugestie: They should answer the letter immediately = trebuie să răspundă
la scrisoare imediat.
2. O datorie, o obligație morală: She should go to her mother’s birthday party = treb uie
să meargă la petrecerea zilei de naștere a mamei sa le.
3. O posibilitate, o probabilitate: You should be at the University now = ar trebui să fii la
Universitate acum.
4. Mirare: How should I know that you were leaving abroad? = d e unde era să știu că
urma să pleci peste hotare?
5. Reproș: Jack should have told his sister about this misunde rstanding = Jack trebuia
săJți fi spus despre această neînțelegere.
θθ
EXERCISES
− ACTIVITY 1. Rewrite these sentences using can, may or must :
a. You have probably seen the performance.
……………………………………………………………………………………….
b. Why didn’t you remind Jane of her promise? It is po ssible that she forgot all about it.
…………………………………………………………………………………………
c. Perhaps it will snow tonight.
…………………………………………………………………………………………
d. I don’t believe they will postpone such an importan t appointment.
………………………………………………………………………………………….
e. Probably you left your pencil in the other bag.
………………………………………………………………………………………….
f. It is probably very pleasant to go abroad every sum mer.
………………………………………………………………………………………….
θθ
− ACTIVITY 2. Translate into English using modal verbs:
a. Ar trebui să fii mai atent la lecțiile de gramatică pentru a lua o notă mare la examen.
…………………………………………… …………………………………………… …………………………..
b. Vrei să îmi împrumuți și mie cartea de drept comerc ial?
…………………………………………………………………………………………
c. A vrut săRi însoțească, dar lRau refuzat.
………………………………………………………………………………………..
d. El nu știa engleza și nu putea citi testamentul.
…………………… ……………………………………………………………………
e. Obișnuiau să folosească martori experți pentru a im presiona jurații.
…………………………………………… …………………………………………… ……………………………
f. SRar cuveni să ne spui care este taxa pe care trebu ie să o plătim.
…………………………………………… …………………………………………… …………………………….
g. E posibil să nuRți răspundă la scrisoare.
……………………… ………………………………………………………………….
h. Nu se poate să fie Stephen. Am vorbit cu el acum o oră.
………………………………………………………………………………………….
i. Notarul public nu a venit. Probabil că este bolnav.
…………………………………………………………………………………………..
j. Trebuia să vă spunem care sunt condițiile înțeleger ii.
…………………………………………………………………………………………..
k. Ar trebui să consulți un avocat.
……………………………………………………………………………………………
l. Nu puteți să obțineți despăgubiri fără probe.
……………………………………………………………………………………………
m. Avocatul tău este în stare să obțină o victorie.
……………………………… ……………………………………………………………
n. Se poate ca el să nu îi trimită bunurile cumpărător ului la termenul prevăzut în contract.
…………………………………………………………………………………………….
θθ
− ACTIVITY 3. Ask and answer polite requests according to the pattern :
Speaker A makes a polite request according to the s ituation below;
Speaker B gives a typical response (either affirmat ive or negative).
Situation: Speaker A calls at the booking office of a railway station to ask about the
booking of a morning train ticket for a non-smoking compa rtment. Speaker B answers
the phone. A & B don’t know each other.
Speaker A: – I would like to know about the reservation of a ti cket for the morning train.
Could you give a piece of information about nonRsmo king compartment?
Speaker B: – Certainly. I would be glad/ I’d be glad to. Could y ou wait a moment to check?
(affirmative answer)
R I’m afraid all tickets are booke d up for a nonRsmoking compartment. Could you
hang on until I check the other compartments? (nega tive answer)
Situation 1: Speaker A is a police agent. Speaker B stops the car and asks some
information about the right direction. Speaker A is s tanding in the middle of the street
and provides him with explanations. Speaker B thanks hi m.
Speaker B :□…………………………………………………………… ……………
…………………………………………………………………………….……………
Speaker A :□………………………………………………………….. ……………
□…………………………………………………………………………….……………
Speaker B: …………………………………………………………….. ……………
Speaker A :□ ..……………………………………………………… ……………
Situation 2: Speaker A and Speaker B know each o ther very well. They are together
in the waiting room of a railway station. Speaker A wa nts to know the right hour of
departure and arrival of the train. Speaker B wants t o go at the news stand to buy a
magazine.
Speaker A :□…………………………………………………………… … …………
…………………………………………………………………………..……………
Speaker B :□………………………………………………………… ……………
…………………………………………………………………………………………
Speaker A :□…………………………………………………………………………
Speaker B :□…………………………………………………………………………
Situation 3: Speaker A is a clerk at the weighi ng-in desk at the airport. He is in
charge with supervising the luggage to be weighted and loaded in the plane. Speaker B
is the tourist ready for departure whose luggage is overweight.
Speaker A :□…………………………………………………………… ……………
…………………………………………………………………………………………
Speaker B :□…………………………………………………………… ……………
………………………………………………………………………………………
Speaker A :□…………………………………………………………………………
Speaker B :□…………………………………………………………………………
θθ
− ACTIVITY 4. Fill in the appropriate modal in order to express lack of necessity/
permission or prohibition in the present or past .
1. The taxi driver has finished to check his car. He ………………………..to stay at the
garage until the attendant calls him.
2. She …………………………use the doubleRdecked bus as she has her own car.
3. You ……………………………….introduced me to the customs offic er, yesterday.
We had already met.
4. The tram drivers …………………………be rude with the passeng ers although some
of them stay on the back platform.
5. A commuter ……………………………. take a season ticket in o rder to travel by
underground.
6. You …………………………… stay on the island when the trolley stops at the
request stop.
7. I ………………………………. experience a traffic jam in order t o become
acquainted with the overcrowded traffic of the city .
8. This traffic sign ……………………………… be put on this stre et as there is no
thoroughfare here.
9. You ……………………………….. taken the highway if there wer e no road
improvements.
10. Customs officers …………………………be restrict ive on personal effects.
θθ
− ACTIVITY 5. Underline the correct choice:
1. The superintendent can’t manage alone. Could you / may you/ shall you help him with
the side track traffic?
2. May you/ will you/ would you book in advanc e the tickets for the night train ?
3. Let I/ shall I / might I help you attach the label to your luggage ?
4. Could I /would I / let I keep this cabin bag?
5. Will you mind/ do you mind/ would you mind if I loo ked up the number of the station
in the directory?
6. Will you/ shall you/ would you leave me your passpo rt, sir?
7. Shall I/ Will I/May I jump the queue as I am in a g reat hurry?
8. May I / shall I / will I ask you a personal questio n?
9. Let you/will you/ shall you/ consult the timetable for departures?
10. Could you/ may you/ shall you check when the plane is landing?
11. Won’t you/ may you/ would you cater for me and my colleague?
θθ
PASSIVE VOICE
Diateza pasivă se foloseste în specia l pentru a înlocui un verb activ al cărui subiect
este necunoscut sau lipsit de importanță; când cel care efectuează acțiunea este bine cunoscut
și nu mai este nevoie să fie menționat; când rezult atul acțiunii este mai important decât cel
care o săvârșește; în textele științifice sau tehni ce, în care agentul nu este important.
Trecerea de la diateza activă la diateza pasivă presupune câteva modificări. În limba
română, numai verbele tranzitive pot suferi transfo rmarea pasivă, în timp ce în engleză chiar
și unele verbe intranzitive (în special verbe cu pr epoziții) pot avea variante pasive. Subiectul
propoziției la diateza activă devine complement de agent în propoziția cu verbul la diateza
pasivă (introdus în română prin prepozițiile de sau de către , iar în engleză prin by urmată de
forma de acuzativ a pronumelor personale) , iar complementul direct devine subiect. Dacă
subiectul propoziției la diateza activă este un pro nume, complementul de agent în care ar
trebui transformat poate fi omis.
To be + Past Participle
Ex .: Regizorul a văzut filmul ieri – Filmul a fost văzut ieri de (către) regizor.
The director saw the movie yesterday – The m ovie was seen by the director yesterday.
Dacă timpul propoziției inițiale este contin uu, aspectul continuu nu se păstrează decât în
cazul a doar două timpuri: Present Continuous și Pa st Continuous.
Ex. : Sarah is cooking dinner right now – Dinner is being cooked by Sarah right now.
Someone was polishing the car – The car was being polished by someone.
Există situații în care verbul tranzitiv es te urmat atât de un complement direct cât și de
unul indirect, ambele putând deveni subiecte ale un or propoziții cu verbul la diateza pasivă.
Ex .: They told him the news – He was told the news (by t hem) – The news was told to him (by
them).
Așa cum am menționat, și verbele intranz itive pot suferi, în engleză, transformarea
pasivă:
Ex .: The newspapers will comment upon that great scienti fic event – That great scientific
event will be commented upon by the newspapers.
De multe ori, forme ale diatezei pasive nu pot fi t raduse în română decât prin diateza
reflexivă, diateză pe care nu o întâlnim în engleză .
Ex .: English is spoken in this store – Se vorbește engle za în acest magazin;
He was offered a job as a librarian – I sJa oferit un post de bibliotecar.
Alături de verbul to be , to get și to become sunt și ele folosite în construcții pasive.
Ex .: While skating, his leg got broken.
This terminology has become established in our everyday language.
θθ
Exercises
− ACTIVITY 1. Turn the following sentences into the Passive V oice:
This channel will broadcast the programme again.
…………………………………………… …………………………………………… ………………………………………….
The shop assistant found your wallet on the shelf.
…………………………………………… …………………………………………… …………………………………………
A doctor has been looking after this child for the last three days.
…………………………………………… …………………………………………… ………………………………………..
We haven’t invited our neighbours to my birthday pa rty yet.
…………………………………………… …………………………………………… ………………………………………..
The teacher corrects our homework every day.
…………………………………………… …………………………………………… ……………………………………….
Sally is cooking dinner right now.
…………………………………………… …………………………………………… ……………………………………….
Sam was polishing the car.
…………………………………………… …………………………………………… ………………………………………….
The waitress has brought the bill; we must pay it.
…………………………………………… …………………………………………… ………………………………………….
Everyone always enjoys Mr. Jackson’s speeches.
…………………………………………… …………………………………………… ………………………………………….
They had asked him before we knew it.
…………………………………………… …………………………………………… ………………………………………….
We shall bring everything you need.
…………………………………………… …………………………………………… ………………………………………….
She didn’t call her grandson.
…………………………………………… …………………………………………… ………………………………………….
θθ
− ACTIVITY 2. Change the active forms of the verbs into passive f orms in the
following IFxconditional clauses:
1. The manager allows this thriller only if childre n don’t come to this movie theatre.
…………………………………………………………………………………….……………
2. The fans will fill up the cinema house if they s ettle the preview tomorrow.
……………………………………………………………………………………..……………
3. Famous actors would doub the blockbuster if the agent convinced them to collaborate.
…………………………………………………………………………………..……………
4. The sound director would have improved the sound track if they hadn’t heard the voices
clearly.
……………………………………………………………………………………..……………
5. Some professionals make this documentary film as long as the studio pays them
accordingly.
……………………………………………………………………………………..……………
6. We will offer a character part to a pinRup girl if she is able to play it.
……………………………………………………………………………………..……………
7. You will give the best still for this scene to t he director of photography if the they repair the
computer by tomorrow.
…………………………………………………………………………… ………..……………
8. The producer would have accepted the script if t he comedian had given a shot for it.
…………………………………………………………………………………….……………
θθ
− ACTIVITY 3. Translate into English:
Se vorbește germana în această regiune.
…………………………………………… …………………………………………… ………………………………………….
Vor fi reconstruite multe dintre casele afectate de inundații.
…………………………………………… …………………………………………… …………………………………………
Ți se va spune ce să traduci.
…………………………………………… …………………………………………… ………………………………………..
I sRa oferit o slujba ca arheolog.
…………………………………………… …………………………………………… …………………………………………
Copiii au fost bine îngrijiți în spital.
…………………………………………… …………………………………………… …………………………………………
Noaptea trecută câțiva copaci au fost răsturnați de vântul puternic.
…………………………………………… …………………………………………… …………………………………………
Aceste evenimente importante vor fi comentate de co tidienele locale.
…………………………………………… …………………………………………… ………………………………………….
SRa ajuns la o înțelegere.
…………………………………………… …………………………………………… ………………………………………….
Biblioteca nu se închide înainte de ora 16.
…………………………………………… …………………………………………… ………………………………………….
Chiria ar trebui plătită până la sfârșitul lunii.
…………………………………………… …………………………………………… ………………………………………….
θθ
− ACTIVITY 4. Change the Past Tense sentences from Active to Pass ive Voice:
I gave him all the information required.
…………………………………………… …………………………………………… …………………………………………
The guide showed us the road to the nearest Post Of fice.
…………………………………………… …………………………………………… ………………………………………..
The jury found the defendant guilty.
…………………………………………… …………………………………………… …………………………………………
The jury awarded the Oscar to the only nominee.
…………………………………………… …………………………………………… …………………………………………
His teachers insisted upon a strict discipline in a ll his work.
…………………………………………… …………………………………………… …………………………………………
θθ
− ACTIVITY 5. Use the verb in the brackets with the modal that so unds best to you.
All of these sentences are passive:
1. Eating habits (settle) ……………………………………. since ear ly childhood.
1. Sausages (do) ………………………………… as they are very fatty and unhealthy, I
suppose.
3. Pancakes (fry) ………… ………………..……on both sides equally and then they (fill )
………………with cheese, iceRcream or marmalade.
4. SoftRboiled eggs (serve) ……………………………in an eggRcu p. Would you care for?
5. Marple syrup (pour) …………………………………… on French toa st or on sweet breads
but it’s not a custom.
6. HotRdogs (gobble) ……………………………………… only with must ard or other
dressing.
7. Porridge (boil) ……………………………………… in milk and adde d some spices
otherwise it tastes awful.
8. Salami (eat) ………………………………… by small children bec ause it contains
chemical ingredients.
9. Scrambled eggs (replace) ……………………… …………by poached eggs, if you like
them.
10. Swiss cheese ( keep) ……………………………… in a cool place. Otherwise you
cannot slice it.
11. You (advise) ………………………………….. by a cook than a friend as to the dessert.
12. They (hand) ……………………………….. the bill of fare whenever they had dinner in
a saloon bar.
θθ
− ACTIVITY 6. Write the passive for each sentence according to the pattern:
Example: He served the main course to the client .
The main course was served to the client.
The client was served the main course.
1. The committee awarded a prize to a famous maitre q ueux.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
2. He pours more champagne for three of us.
…………………………………………………………………………………………………
…………………………………………………………………………………….……… ……
3. They offered the sugarRbasin to their table compan ion.
…………………………………………………………………………………….……………
…………………………………………………………………………………….……………
4. My mother has left some chicory for me as I don’t drink coffee.
…………………………………………………………………………………….……………
…………………………………… ……………………………………………….……………
5. They saved some slices of cheese and a piece of st eak for the beggar.
…………………………………………………………………………………….……………
…………………………………………………………………………………….……………
6. He will pass the teaRpot to the lady of the house.
………………………………………… …………………………………………..……………
…………………………………………………………………………………….……………
7. Margaret painted a whole wall for the restaurant.
…………………………………………………………………………………………………
……………………………………………………………………………………..……………
8. She gave halfRcooked food to her futu re godRparents.
……………………………………………………………………………………..……………
……………………………………………………………………………………..……………
9. Tom will fetch a jug of water for yo u to quench your thirst.
…………………………………………………………………………………….……………
…………………………………………………………………………………….……………
10. I am teaching a cuisine recipe to som e peers.
…………………………………………………………………………………….……………
……………………………………………………………………………………..……………
11. They reserved a table for an importan t delegation.
……………………………………………………………………………………..……………
…………………………………………… ………………………………………..……………
θθ
− ACTIVITY 7. Fill in the state passive of the given verbs. Use present simple or past
simple :
Example: The personnel of a restaurant (make) is ma de of various people.
1. The chef (exhaust) __________________________ as he had to prepare an exquisite
reception.
2. We can be happy now. Dinner (serve)□______________ ___.
3. The location (select) ________________________ and the attendants (hire)
___________________. What else do we need?
4. Various food reserves (stock) ____________________ ____ in the pantry of the
officer’s mess.
5. Where is everybody? They (go)□____________________ _ as the match is about to
begin.
6. How should I behave at a formal dinner? I (lose)□_ _____________________
completely __________, I have never at tended one.
7. The barbecue party (settle)□___________________ o n 4 th July. Have you forgotten?
8. I know he acted wrong when throwing with the sugar R tongues after you. But the
subject (close)□□ ____________________.
9. The young waiter (qualify) _______________________ __ to work in a private club
as soon as he finishes his training.
10. Christmas dinner (schedule) _______________________ _ every year at my house.
θθ
DISJUNCTIVE QUESTIONS/ TAG ENDINGS
Întrebările disjunctive sunt plasate la sfârșitul propozițiilor (declarative, afirmative sa u
negative) pentru a exprima o întrebare (în cazul în care intonația este urcătoare) sau pentru a
cere confirmarea unui fapt cunoscut deja de către v orbitor (dacă intonația este coborâtoare).
Câteva reguli sunt esențiale în formarea întrebărilor disjunctive:
R întrebarea disjunctivă este de sens sau semn invers față de propoziția inițială și se
realizează prin reluarea verbului sau a auxiliarulu i la forma negativă, dacă propoziția este
afirmativă și prin reluarea la forma afirmativă dac ă propoziția este negativă;
R sunt folosite întotdeauna formele contrase; forma c ontrasă corespunzătoare lui Am I not?
este Aren’t I?
R se păstrează subiectele existente exprimate prin pr onume sau there.
Există situații în care deși verbul nu e ste la negativ, există în propoziție termeni cu sen s
negativ sau parțial negativ ( never, hardly, few, little ), iar întrebările disjunctive sunt în general
pozitive: There were few people in the streets, were there?
Dacă întrebările disjunctive au același semn se transmite o nuanță de îndoială, iritare,
surpriză: You have been dismissed, have you?
θθ
Exercises
− ACTIVITY 1. Find the correct disjunctive questions to compl ete the following
sentences:
You like French very much,……………………… …………………………………….. ?
He doesn’t drink wine, ………………………. ……………………………………………?
She can’t skate, ……………………………. …………………………………………… ……?
She hardly ever eats a hamburger,……………… ………………………………………?
They are leaving tonight, ……………………. ……………………………………………?
She is a very gifted writer, …………………. …………………………………………….?
Your niece should see a physician, ……………. ……………………………………….?
The teacher wrote the title on the blackboard, …. …………………………………..?
They didn’t listen to what I said, ……………. ………………………………………….?
Jane has saved ten pounds so far, …………….. …………………………………………?
We shan’t go to the market tomorrow, ………….. …………………………………….?
They will make him a little present, ………….. …………………………………………?
She has lived here many years, ……………….. …………………………………………..?
They aren’t going to the movie,…………………. ………………………………………..?
You didn’t see that painting,…………………. …………………………………………… ..?
They used to walk to school,………………….. …………………………………………… .?
They had already finished lunch,………………. …………………………………………..?
I am good at mathematics,………………………. …………………………………………..?
It was raining when you got up,…………………. …………………………………………?
There are many museums in London, …………….. ……………………………………..?
Jordan is from Florida,………………………. …………………………………………… ……?
She can paint well,……………………………. …………………………………………… ……?
θθ
INDIRECT SPEECH/ REPORTED SPEECH
Transformarea vorbirii directe în vorbire indirectă produce modificări legate de
persoană, determinanți și timpuri verbale atât în p ropoziția regentă cât și în cea subordonată.
În ceea ce privește pronumele și adjectivele demons trative dar și adverbele de loc și timp
indicând apropierea sunt înlocuite de cele care exp rimă depărtarea: this – that; these –those;
here – there; today – that day; yesterday – the day before; tomorrow – the next/following
day, etc.
Timpurile verbale din propozițiile sub ordonate respectă corespondența timpurilor
specifică limbii engleze, ale cărei reguli sunt urm ătoarele: un timp prezent în propoziția
regentă poate fi urmat de orice timp în propoziția subordonată (trecut, prezent, viitor), în timp
ce un timp trecut folosit în propoziția regentă tre buie urmat tot de un timp trecut în
subordonată, fie că este o formă de Past Perfect pe ntru a marca anterioritatea acțiunii, Past
Tense pentru a indica o acțiune simultană cu cea di n regentă sau o formă de FutureRinRtheRPast
pentru o acțiune ulterioară. Dacă în transpunerea î n vorbirea indirectă verbul predicativ este la
un timp trecut are loc și modificarea timpurilor d in propozițiile subordonate, fie că sunt
enunțiative, exclamative sau interogative, modifica re numită backJshift. Fac excepție
propozițiile imperative care se transformă în forme de infinitiv în vorbirea indirectă.
Ex.: Switch off the light and turn on the TV, please – H e asked me to switch off the light and
to turn on the TV.
Don’t lean out of the window – His father ordered him not to lean out of the window.
Pentru transpunerea propozițiilor interogative la v orbirea indirectă trebuie reținut
faptul că ordinea cuvintelor va fi aceeași ca și în propozițiile enunțiative.
Ex. : The secretary said to him: When will you start work ? – The secretary asked him whem
he would start work.
Transformările nu trebuie făcute însă m ecanic, deoarece există și excepții. Verbele
modale care nu au forme pentru timpurile trecute sa u sunt forme de indicativ trecut sau
condițional, rămân neschimbate în vorbirea indirect ă ( must rămâne în general neschimbat în
vorbirea indirectă, în special când exprimă o deduc ție logică):
Ex.: She must be very lonely – He told his friend that she must be very lonely.
Condiționalele de tipul I și II rămân neschimbate în vorbirea indirectă, iar cele de tipul
I devin condiționale de tipul II:
Ex.: I shall help her if I have time – He told his friend that he would help her if he had time.
Nu este necesară nici o modificare a timpurilor da că situația nu sRa schimbat:
Ex.: He told me this afternoon that his mother is a teac her/ is ill; He said he never goes to
bed early; The chemistry teacher explained that wat er is made of oxygen.
Trecutul (Past Tense) rămâne neschimbat în situațiile în car e este indicat un moment
concret din trecut, când există o subordonată (circ umstanțială de timp) care însoțește
propoziția sau când acest timp apare întrRo circums tanțială temporală (în ultima situație
putând fi transformat și în Past Perfect):
Ex. : I went to school in 1997 – He told me he went to school in 1997;
When I talked to her last she was cooking – H e said that when he talked to her last she
was cooking sau He said that when he had talked to her last she had been c ooking.
He said: You have never been here before – He said (that) you had never been there
before.
She said to me: I shall go there next week – She told me she would go there the next week.
He declared: They solved this problem two days agoJ He declared (that) they had solved
that problem two days before.
The girl said to her mother: I am sorry he didn’t come yesterday – The girl told her
mother that she was sorry he hadn’t come the day be fore.
θθ
ORDERS, REQUESTS
They said to the little child: Use your fork and knife when eating – They asked the little child
to use his fork and knife when eating.
He said to his daughter: Don’t open the door while the car is moving – He ordered his
daughter not to open the door while the car was mov ing.
She said to her pupils: Work hard if you want to succeed – She advised her pupils to work
hard if they wanted to succeed.
QUESTIONS
The host said to me: Is John invited to dinner? – The host asked me whether (if) John was
invited to dinner.
I said to the dressmaker: How long will it take you to make me this dress and how much will
you charge? – I asked the dressmaker how much it would take her to make me a dress and
how much she would charge.
They said to their friends: What museum did you visit last week? J They wanted to know what
museum their friends had visited the week before.
The doctor asked her: Have you been ill before? – The doctor asked her if she had been ill
before.
Aceste modificări care apar la trecerea la vorbirea indirectă nu trebuie făcute automat,
deoarece există și excepții. Timpul nu se modifică dacă situația nu sRa schimbat.
Ex. : A. My father is not at home.
She told me that her father is not at home. (He hasn’t come back yet.)
B. I never go to bed late.
Mark said that he never goes to bed late.
C. Water consists of oxygen.
The chemistry teacher explained that water c onsists of oxygen.
D. I was born in 1970.
Luke said that he was born in 1970 J când se menționează un moment bine definit din
trecut)
A. If I had money, I should go on a trip to Germany J timpurile condiționalului se păstrează
neschimbate)
He said that if he had money, he would go on a trip to Germany.
θθ
Exercises
− ACTIVITY 1. Turn the following sentences into the indirect speech:
George said to his aunt: I am the best student in my class.
…………………………………………… …………………………………………… …………………………………………
The lady said to the stationRmaster: When does the train leave?
…………………………………………… …………………………………………… ………………………………………….
The teacher said to the student: Pay attention to t he pronounciation!
…………………………………………… …………………………………………… ……………………………………….
The customer said to the taylor: How much do y ou charge for this suit?
…………………………………………… …………………………………………… ………………………………………….
I said to my cousin: You must go there at once if you still want to see her.
…………………………………………… …………………………………………… ………………………………………….
They said to the waiter: Bring us two bottles of wine and don’t be late!
…………………………………………… …………………………………………… ………………………………………….
I said to the pupil: What have you read lately ?
…………………………………………… …………………………………………… ………………………………………….
Susan said to her friends: Listen to me and do n’t go there if you really care about me.
…………………………………………… …………………………………………… ………………………………………….
The manager said to the new employee: Have you been here long?
…………………………………………… …………………………………………… ………………………………………….
My boss said to me: I hope you have not forgot ten that there will be a meeting tonight.
…………………………………………… …………………………………………… ………………………………………….
θθ
α VOCABULARY NOTES
LIKE and AS
„ As ” (cu sensul de „cum, ca”) nu poate fi urmat de un substantiv sau de un pronume
decât atunci când un verb este exprimat sau subînțe les.
Ex. : They are as clever as I (am). = Ei sunt la fel de i nteligen ca și mine.
I cannot do it as you do it. = Nu pot să o fac la fel ca tine.
Write as you are told. = Scrie cum și se sp une.
R „As … as, not so/as … as ” se folosește pentru a foma comparativul de egali tate sau de
inegalitate
Ex .: He is as good as you. = Este la fel de bun ca tine.
Your homework is not as good as Tom’s. = T ema ta nu este la fel de bună ca cea a lui
Tom.
R Expresia „ such as ” – „ca, precum”:
Ex .: Animals such as tigers, lions and cheetahs… = Ani male precum tigrii, leii și gheparzii…
R Cu sensul de „în calitate de, ca”:
Ex .: As a manager, I feel that… = În calitate de manag er, cred că …
„ Like ” (cu sensul de „ca”) este adjectiv sau adverb și e ste întotdeauna urmat de un
substantiv sau de un pronume. Acesta nu poate prece da un verb, iar substantivul sau
pronumele care îl urmeaza este în cazul acuzativ.
Ex .: He is like his brother. She is like me.
Construcția americană „ like I told you ”, „ cum vJam spus ”, este considerată incorectă în
engleza britanică.
θθ
EXERCISES
− ACTIVITY 1. Fill in the blanks with as or like:
a. It will continue ……………… before.
b. ……………. he was late, he took a taxi.
c. ……………. I doubt he is solvent, I won’t len d him any money
d. A meeting is regarded ……………… a valuable opportunity to exchange ideas.
e. We shall enclose some samples, ……………. agr eed.
f. He has a great experience of foreign affairs, ….. ………. Lord Palmerston.
g. I don't know you as well as he does but, ………. .. your friend, I advise you to think again.
h. I was sure, ……………. was everybody else, th at you would do well in this job.
i. I'm attending the meeting ……………… an ob server.
j. You don't like confrontations, ……………… m e.
k. George wants to join the air force ……………. ….. a pilot.
θθ
TO DO vs. TO MAKE
TO DO
R to produce, to make: to do a portrait/ a translation/ one’s lessons/ hom ework/wonders;
R to perform, to execute: to do one’s duty/ a job/ one’s military service;
R to clean, to sweep, to make tidy: to do a room/ the dishes/ one’s hair;
R to grant, to give: to do a favour/ a service/ harm/ justice/injury/ go od/ wrong;
R to be good, satisfactory or convenient: Will this amount of money do for the rent?
R to make progress : He has been doing better after the operation.
R to get along, to get on (well, badly): She is doing very well at high school.
but TO MAKE
R to make a valuation/ a contract/ an agreement
v.tr. 1. To cause to exist or happen; bring about; create: made problems for us; making a commotion. 2. To bring
into existence by shaping, modifying, or putting to gether material; construct: make a dress; made a stone wall. 3.
To form by assembling individuals or constituents: make a quorum. 4. To change from one form or function to
another: make clay into bricks. 5. a. To cause to be or become: made her position clear; a decision that made
him happy. b. To cause to assume a specified function or role: made her treasurer; made Austin his home. 6. a.
To cause to act in a specified manner: Heat makes gases expand. b. To compel: made him quit. 7. a. To form in
the mind: make an estimate. b. To compose: make verses. 8. a. To prepare; fix: make dinner. b. To get ready or
set in order for use: made the bed. c. To gather and light the materials for (a fire). 9. a. To engage in: make war.
b. To carry out; perform: make a phone call; make an incision. 10. To achieve, produce, or attain: made peace
between the two sides; not making sense; didn't mak e the quota. 11. a. To institute or establish; enact: make
laws. b. To draw up and execute in a suitable form: make a will. c. To arrange or agree to: make a date. 12. a. To
arrive at; reach: made Seattle in two hours. b. To reach in time: just made the plane. 13. a. To attain the rank or
position of: made lieutenant. b. To acquire a place in or on: made the baseball team; made the newspapers. 14 a.
To gain or earn, as by working: make money b. To behave so as to acquire: make friends. c. To score or achieve,
as in a sport: made a field goal. 15. a. To assure the success of: Favorable reviews can make a play. b. To favor
the development of: Practice makes a winning team. 16. To be suited for: Oak makes strong furniture. 17. To
develop into: will make a fine doctor. 18. a. To draw a conclusion as to the significance or natu re of: don't know
what to make of the decision. b. To calculate as being; estimate: I make the height 20 feet. c. To consider as
being: wasn't the problem some people made it. 19. a. To constitute: Ten members make a quorum. b. To add up
to: Two and two make four. c. To amount to: makes no difference. 20. To cover (a distance): made 200 miles
before sunset 21. To constitute the essence or nature of: Clothes make the man. 22. To cause to be especially
enjoyable or rewarding: You made my day. 23. To appear to begin (an action): She made to leave
v.intr . 1. To act or behave in a specified manner: make merry; make free. 2. To begin or appear to begin an
action: made as if to shake my hand. 3. To cause something to be as specified: make ready; make sure. 4. To
proceed in a certain direction: made for home; made after the thief.
θθ
EXERCISES
− ACTIVITY 1. Fill in the blanks with the appropriate forms of to do or to make:
a. A short trip will………………………. him goo d.
b. Had he…………………… for the door, I should have seen him.
c. I asked Jane ………………………the fire as i t was a rather cold day.
d. Michael ……………………… his military serv ice last year.
e. The receptionist told me the money wouldn’t ……… …………………..
f. She……………………..… herself a cup of cof fee as she felt sleepy and tired.
g. The seller must ……………………….. a con tract with the carrier.
h. The contract might fix a place of delivery. If it d oes not, then ……………………….. three
rules about the place of delivery.
i. She doesn’t …………..….… her work thoroughly and has ……..………..… very little
progress.
j. The tsunami has ………………..… great damage to the city.
k. ………………… ..… up your mind to ……………….…… what is right.
l. They can’t …………….…… out what she is trying to …………… ……………
m. We ……………..… wrong. We’ll have to tell John that we are sorry and ……………….
up to him somehow.
θθ
SINCE x FOR
Uneori, verbele la timpul Present Perfe ct sunt însoțite de since și for. Since denotă
momentul de început al unei perioade care se extind e până în prezent, fiind tradus în română
prin din, de la, de când.
Ex .: I haven’t seen her since the trial = nu am mai vă zutJo de la proces.
For se referă la o perioadă de timp care se continuă pâ nă în prezent, iar sensul său este
„de (atâta) timp”:
Ex .: The embezzler has been in jail for five years = del apidatorul este în pușcărie de cinci
ani.
θθ
EXERCISES
− ACTIVITY 1. Fill in the blanks with since or for:
a. He has been waiting in your office ……….………… half an hour.
b. Extensive nutritional research has been conduc ted ……………..… 1960.
c. We have been friends ……………….……. last January.
d. They have been married………………… five years, … ………..… they graduated.
e. Great efforts have been made …………..…… years to impr ove agricultural methods.
f. I haven’t met my cousin ………….…. three months.
g. The property has passed to the buyer ……………… the con tract was signed.
h. The students have worked hard ……………… a year to pass all the examinations.
i. I haven’t read my civil law course ……………… ages.
j. My brother hasn’t spoken English ……….……. more than a year.
θθ
− ACTIVITY 2. Choose one of the given prepositions to fill in the blanks ( among , at,
between, in, on ):
a. Denzel wrote the letter …………………. two hours.
b. Her lecture ……………….…. cultural practices was really interesting.
c. William was born ………….….…. the 21 st of June.
d. I bought these seeds …………….…..a good price.
e. I want all your essays written ………………. ink.
f. The shop assistant divided the cake …………… ….… her three customers.
g. George was standing …….…………. his friends and colleagues.
h. I found the tape ……………………. these tw o books.
i. Life ………………………. strangers hasn’t been easy for Jane.
j. The agreement …………………………. the t wo states was signed yesterday.
k. The gardener planted the tulips ………………. .. the shrubs.
θθ
− ACTIVITY 3. These sentences contain errors in the prepositions . Correct each
sentence:
a. I am writing in behalf of Mrs James.
…………………………………………… …………………………………………… …………………………….
b. The price of the goods was marked down of 15% in Australia.
…………………………………………… …………………………………………… ……………………………..
c. There is no real market at computers on this continent.
…………………………………………… …………………………………………… ……………………………..
d. We shall start work to this project next mont h.
…………………………………………… …………………………………………… ………………………………
e. They are short with capital to start this new venture.
…………………………………………… …………………………………………… ……………………………….
f. He has decided to sue at the company because of the continued problem.
…………………………………………… …………………………………………… …………………………..
θθ
LIST OF IRREGULAR VERBS
Infinitive Past Tense Past Participle
to begin began begun a începe
to drink drank drunk a bea
to ring rang rung a suna
to shrink shrank shrunk a se strânge
to sing sang sung a cânta
to sink sank sunk a (se) scufunda
to stink stank stunk a mirosi
to spring sprang sprung a sări
to swim swam swum a înota
to arise arose arisen a se ridica
to drive drove driven a conduce
to ride rode ridden a călări
to rise rose risen a se ridica
to shrive shrove/ shrived shriven/shrived a spovedi
to smite smote smitten a lovi
to thrive throve/ thrived thriven/ thrived a prospera
to fly flew flown a zbura
to become became become a deveni
to come came come a veni
to run ran run a alerga
to blow blew blown a sufla
to forsake forsook forsaken a părăsi
to grow grew grown a crește
to know knew known a ști
to shake shook shaken a scutura
to take took taken a lua
to throw threw thrown a arunca
to draw drew drawn a trage
to slay slew slain a ucide
to eat ate eaten a mânca
to fall fell fallen a cădea
to cling clung clung a se ține
to fling flung flung a arunca
to hang hung hung a atârna
to sling sling slung a azvârli
to stick stuck stuck a (se) lipi
to spin spun spun a toarce
to sting stung stung a înțepa
to strike struck struck a lovi
to string strung strung a înșira
to swing swung swung a (se) legăna
to wring wrung wrung a suci
to win won won a câștiga
to bleed bled bled a sângera
to breed bred bred a crește
to feed fed fed a hrăni
to lead led led a conduce
to meet met met a (se) întâlni
to read read read a citi
to speed sped sped a (se) grăbi
to hold held held a ține
to light lit lit a aprinde
to slide slid slid a aluneca
to shine shone shone a străluci
to bind bound bound a lega
to grind ground ground a măcina
to wind wound wound a răsuci
to sit sat sat a sta
to spit spat spat a scuipa
to get got got/ gotten a primi
to shoot shot shot a împușca
to awake awoke/ awaked awoke/ awaked a se trezi
to wake woke/ waked woke(n)/ waked a se trezi
to bear bore born/ borne a purta
to swear swore sworn a jura
to tear tore torn a sfâșia
to wear wore worn a purta
to bite bit bitten a mușca
to hide hid hidden a ascunde
to forget forgot forgotten a uita
to tread trod trodden a păși
to freeze froze frozen a îngheța
to speak spoke spoken a vorbi
to steal stole stolen a fura
to weave wove woven a țese
to choose chose chosen a alege
to sell sold sold a vinde
to tell told told a spune
to say said said a spune
to flee fled fled a fugi
to hear heard heard a auzi
to cleave cleft/ cleaved/ clove
(lit.) cleft/ cleaved/ cloven
(lit.) a despica
to creep crept crept a se târî
to dream dreamt/ dreamed dreamt/ dreamed a visa
to feel felt felt a simți
to keep kept kept a păstra
to kneel knelt knelt a îngenunchea
to lean leant/ leaned leant/ leaned a se sprijini
to leap leapt/ leaped leapt/ leaped a sări
to leave left left a lăsa
to mean meant meant a însemna
to sleep slept slept a dormi
to sweep swept swept a mătura
to weep wept wept a plânge
to lose lost lost a pierde
to buy bought bought a cumpăra
to catch caught caught a prinde
to beseech besought besought a implora
to seek sought sought a căuta
to teach taught taught a învăța
to bring brought brought a gândi
to beat beat beaten a bate
to lay laid laid a așeza
to pay paid paid a plăti
to burn burnt/ burned burnt/ burned a arde
to dwell dwelt dwelt a locui
to learn learnt/ learned learnt/ learned a învăța
to smell smelt/ smelled smelt/ smelled a mirosi
to spell spelt/ spelled spelt/ spelled a ortografia
to spill spilt spilt a vărsa
to spoil spoilt/ spoiled spoilt/ spoiled a strica
to bend bent bent a (se) apleca
to build built built a construi
to lend lent lent a împrumuta
to rend rent rent a sfâșia
to send sent sent a trimite
to spend spent spent a cheltui
to bet bet/ betted bet/ betted a paria
to burst burst burst a plesni
to cast cast cast a arunca
to cost cost cost a costa
to cut cut cut a tăia
to hit hit hit a lovi
to hurt hurt hurt a răni
to knit knit/ knitted knit/ knitted a tricota
to let let let a lăsa
to put put put a pune
to rid rid rid a scăpa de
to set set set a pune
to shed shed shed a vărsa
to shred shred shred a tăia fâșii
to shut shut shut a închide
to split split split a despica
to spread spread spread a se răspândi
to sweat sweat/ sweated sweat/ sweated a asuda
to thrust thrust thrust a înfige
to hew hewed hewn a tăia
to lade laded laden a încărca
to mow mowed mown a cosi
to rive rived riven a despica
to sew sewed sewn a coase
to show showed shown a arăta
to sow sowed sown a semăna
to strew strewed strewn a presăra
to swell swelled swollen a se umfla
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