A Doua Sansa Secundar Engleza Elev 3

Centrul Step by Step, 2006

UNIUNEA EUROPEANĂ ȘI MINISTERUL EDUCAŢIEI ȘI CERCETĂRII

IUDIT SERA

LIMBA ENGLEZĂModulul 3InteracţiuniGhidul elevului

Proiect Phare „Acces la educaţie pentru grupuri dezavantajate”Programul „A doua șansă”

© Ministerul Educaţiei și Cercetării

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 – aufost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada deaplicare experimentală a programului educaţional revizuit „A doua șansă” – învăţământ secundar inferior.

Membrii echipei care a elaborat materialele sunt:Lucia Copoeru, coordonatoarea componentei „A doua șansă”– învăţământ secundar inferiorDorina Kudor, autoare „Limba și literatura română”Gina Anton, autoare „Limba și literatura rromani”Carmen Costina, autoare „Limba engleză”Iudit Sera, autoare „Limba engleză”Nicolae Pellegrini, autor „Matematică”Ariana-Stanca Văcăreţu, autoare „Matematică”Luminiţa Chicinaș, autoare „Știinţe”Ioana Mihacea, autoare „Știinţe”Mihai Stamatescu, autor „Istorie”dr. Horaţiu Popa-Bota, autor „Geografie”Elena Bălan, autoare „Cultură civică”dr. Doina-Olga Ștefănescu, autoare „Cultură civică”Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale”

Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba englezădin cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005, și este distribuit gratuit cursanţilor înscriși în acest program educaţional.

Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform sugestiilor deîmbunătăţire formulate în urma utilizării lor în școală.În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe [email protected]

Coordonator editorial: Laura CodreanuDesign copertă, layout: Elemér KönczeyDesign și DTP: András TánczosIlustraţii: Levente SzekeresCorectură: Mirabela Mitrică

Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de aplicareexperimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior.Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le folosi înaceastă ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi [email protected].

Descrierea CIP a Bibliotecii Naţionale a RomânieiSERA, IUDIT

Limba engleză : modulul 3 : ghidul elevului / Iudit Sera. – București : Step by Step, 2006IndexISBN (10) 973-1706-04-6 ; ISBN (13) 978-973-1706-04-7

371.3:811.111

Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri dezavantajate”,componenta „A doua șansă”.Editorul materialului: Ministerul Educaţiei și CercetăriiData publicării: august 2006

Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4What Type of Learner Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit Lesson Functions Language focus Page

Peo

ple

1 Where DoesShe ComeFrom?

• to describe people, places• to express tastes, preferences

• Adjectives and nounsof nationality

• British and AmericanEnglish

10

2 Mind YourHealth

• to encourage / warn somebodyof something

• to give advice

• Present simple/Present continuous

• Adverbs of frequency12

3 Are YouComing to theParty?

• to ask and give instructions• to make plans• to write a note

• Expressing future 14

Socie

ty

1 Fame andFortune

• to describe people• to express preferences

• Adjectives • Order of adjectives

20

2 What’s on theNews?

• to conduct an interview• to write a report

• Building vocabulary 22

3 The Way ItUsed to Be

• to narrate events• to write about a famous

person

• Past tense simple /Past continuous

24

Jobs

1 The RightPerson for theJob

• to give personal information• to write an application

• Present perfect 30

2 WorkingMothers

• to express personal opinions• to conduct a survey, to report

on the results• Nouns 32

3 Are TheyUnderpaid?

• to express and ask for anopinion

• Conditionals 34

Cu

ltu

re &

Tech

nolo

gy 1 What’s the

Point?• to give reasons• to make comparisons

• Adverbs / Adjectives• Comparatives and

superlatives40

2 Romeo andJuliet

• to express agreement /disagreement

• to write a short description

• Modal verbs• Ability obligation

permission42

3 The World’sGoing Crazy

• to draw conclusions• to make predictions• to write an email

• Prepositions• Word formation

44

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 3

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Introduction

LIMBA ENGLEZĂ • GHIDUL ELEVULUI4

Dear student,Welcome to the last module in the Secondary Second Chance series. We believe that bynow you have grown to like English, so we chose topics that we hope you will enjoydiscussing with your colleagues. In this module you will have many opportunities toexpress yourself freely. We think you will also enjoy listening to the songs we chose foryou and will be interested in the stories of the characters in this module. They arestudents like you. They sometimes agree, other times they disagree, they even haveconflicts now and then. We’ll ask you to help solve the problems by thinking of possiblesolutions, we’ll challenge you with activities and exercises that prepare you for the timewhen you no longer have a teacher by your side to help you out. We think it’s now timefor you to discover that you can be your own teacher, in other words start by…

Learning to learn!It’s not easy to learn to swim, to skate or ride a bike, but once you’ve learnt them you canswim, skate or ride a bike even if you stop practising for twenty years. With foreignlanguages the learning process can last forever as there is always something new to findout, something interesting to learn. A good teacher, good books, opportunities to practiseare important but nothing can help you more than finding the learning style that suitsyou best.

Try some of our tips to successful learning and see if they work for you:

1. Find out what you like doing and why. This may be the starting point in developing yourpersonal learning style.

2. Organise your learning:• Find out what you need to do• Plan your learning

• Practise regularly• Keep a learning diary

3. Make use of all the resources you can (e.g. a dictionary, a grammar book, your teacher).


4. Listen carefully when you hear music in English, watch films, try to read magazines andbooks in English.

5. Don’t be afraid to take risks. If you can make yourself understood, no matter how manymistakes you have made, you can proudly say that you are able to communicate inEnglish. So don’t worry too much about making mistakes.

6. Find out your strong and weak points (bytaking the self-assessment tests andanswering the self-assessment questions ineach unit, by talking to your teacher and toyour fellow students). This will help youdecide what you need to do next.

7. Review often and regularly. It is practicethat makes perfect, after all!

What Type of Learner Are You?


Think about it!1. How do you rate your English?

2. Think about how you like to learn and talk to the group to find out if you alllearn in the same way, or each of you likes to learn in a different way.

3. Meet Daniel, Paul, Victor and Marc. Listen to what four students replied when theywere asked the question: “How do you like to learn?”. Can you find similarities anddifferences between yourself, your fellow colleagues and the four students?

I need more work. O.K. Excellent

I can understand my teacher.

I can read a simple text.

I can talk in English aboutsome things.

I can write a simple letter.

Daniel: “I like the teacher to correct every mistake I make and I always expect theteacher to tell me what to do.”

Victor: “I hate doing the same things all the time. I only enjoy activities andgames with my colleagues. I like talking to people and I never worry aboutmaking mistakes.”

Paul: “I learn grammar rules by heart and I always think about rules when Ispeak or write in English.”

Marc: “Oh, I can’t be bothered to think about that. It’s a stupid question. I don’tknow how I like to learn. In fact, I’m not sure I like learning at all!”

2. Listen to the descriptions of the four students and decide on the most suitableadjective for each of them:diligent, phlegmatic, obedient, easy-going.

Work on it!1. Go back to the illustrations and match them with the names. Fill the grid below:

2. Teacher’s advice. Each student gets tips for improvement from their teacher. Whoneeds these pieces of advice? Write the letters a, b, c or d in the grid above.

a. Try to rely upon yourself more!b. Spend some time studying if you want to make some progress!c. Don’t forget to use your language!d. Come to the English classes. There might be some activities that you’ll

enjoy!


Catch on to it!1. Find out more about them! They’re very different. One is easygoing, one is

obedient, one is diligent and one is phlegmatic.Read the dictionary entries to find out what the words mean. Can you match theadjectives to the illustrations?

Go for it!Can you find similarities between you/your fellow studentsand the four students?Conduct a survey to find out how your classmates like tolearn and try to give them useful advice.

What type of learner are you?

What are some things you

would like to know about

the six students?

Did you get it?

easygoing adjectivenot easily upset,annoyed, or worried

obedient adjectivesomeone who isobedient does what aperson, law, or ruletells them to do[≠ disobedient]

phlegmatic adjective[formal]calm and not easilyexcited or worried

diligent adjective[formal]someone who worksvery hard andcarefully

Illustration Student’s name What he is like: Teacher’s advice1 Daniel obedient a

Paul

Victor

Marc

PEOPLE

Unit I


In this unit you will...…learn about people from various countries…find out how to eat a lot and still stay fit…plan a party with your friends …listen to some music, maybe even sing a bit…

PEOPLE

Where Does She Come From? 1


Think about it!People in different countries speak different languages. Isthis the only difference? Can you find examples of otherdifferences?How many languages do people speak in Romania? What dowe mean by cultural differences? Can you give examples?

• stereotype = an idea of

what a person or thing is

like, often wrong or unfair

• cultural differences =

differences relating to

particular societies and

their ways of life

Word bank

Catch on to it!Look at the illustration, listen to the conversation and try to identify the characters.Victor and Marc are sitting in a café. At the table next to theirs, two young women aretalking in English. The men can overhear the conversation.

Short-haired woman: “Germany, France,Italy accepted the euro as their currencywithout fuss in 2002, but not us! Thegovernment has promised to hold areferendum on the subject and letpeople decide.”

Long-haired woman: “I can tell what theresult will be. I bet your people willvote against it!”

Marc: “Where do you think the tall onecomes from?”

Victor: “I don’t know. Maybe she’sAmerican.”

Marc: “She can’t be! Why should theyaccept the euro? They’re not in theUnion. She must be British.”

Victor: “Who cares if she’s British, Canadianor Australian! It’s the long-haired onethat I’m interested in. She’s so beautiful,with that tanned complexion and those

big green eyes. And that long, wavy hair!I wonder where she comes from.”

Marc: “You’d better wake up. You don’thave a chance! Look at the classy guyapproaching their table!”

Good-looking man: “Bonjour les filles!”Victor: “What did he say?”Marc: “He said “Hello girls.” He’s French.”Victor: “Oh no! Now I really don’t have a

chance!”

Work on it!1. Discuss these questions with your classmates.

• Why does Victor think he has no chance against theFrench man?

• Are stereotypes true?• Is it a good thing to apply labels to people?• Are stereotypes dangerous? Why?

I agree/ disagree with…

I think that…

I don’t think…

Do you believe/think that…?

Maybe you’re right, but…

Phrase bank

Go for it!Lisa has invited her Romanian friends to goand visit her in the UK. She left a note forthem with useful advice. Read the note anddiscuss what is different in our country.What useful advice would you give to aforeign visitor to Romania? Write a note.

2. Draw a table in your notebooks with three columns andsixteen lines.Write the following headings for the three columns:

Country Adjective Noun (Person)Poland Polish a Pole


Use capital letters for

nouns and adjectives

of nationality.

Remember

Listen to the song

An Englishman in New York

by Sting. Write down some

differences between British

and American lifestyles.

How does the Brit feel in

the States?

Take a momentto relax!

• Translate the names of the following countries into English and write them underthe first heading.China, Danemarca, Anglia, Franþa, Germania, Grecia, Norvegia, Pakistan, Polonia,România, Spania, Suedia, Olanda, Turcia.

• Use a dictionary to find the nationality adjectives and nouns and write them in thenext two columns.

• Add two countries of your choice and check if your deskmate knows the nationalityadjectives/nouns for them.

3. Did you know that there are differences between British and American English? Manywords are similar but some are not. Use a dictionary to find the missing words in thetable below. Can you translate them?

British English American English Translation

truck

= apartament

maize

fall

elevator

flat tire = panã de cauciuc

• How many nationalities can you name?

• Can you explain why stereotypes can be dangerous?

• Is it a good thing to be aware of cultural differences?

Why?

Did you get it?

2. What do you think Monica will advise Angela to eat?Listen to the second part of the dialogue and check your predictions.

PEOPLE

Mind Your Health! 2


Think about it!What do you like to eat?Is there healthy food and unhealthy food? Can you giveexamples?Is it true that unhealthy food tastes better?Have you ever tried to lose weight? Did you go on a diet?

Catch on to it!1. Angela and Monica are shopping for clothes. Angela is

trying on blouses, skirts, dresses but nothing looks nice onher. She has put on some weight lately and she’s notpleased with her looks. Everything looks perfect onMonica, she’s in great shape and she’s feeling excellent.What do you think they are talking about?

Angela: “How do you do this?”Monica: “Do what?”Angela: “Manage to be so slim? Are you on a diet?”Monica: “No, but I’ve changed my lifestyle, including my

eating habits.”Angela: “I’m on a diet. I starve all day, I’m feeling depressed

and I lost a few kilos, but I stil look fat and ugly.”Monica: “You should try changing your lifestyle too.”Angela: “I don’t have time to go jogging or to the gym, and

I’ve already changed my eating habits. I eat only once aday. It’s not working! Can’t you see?”

Monica: “Eating once a day is not the solution. It’s what youeat, not how much you eat that really matters. I’ll helpyou. If you listen to my advice, I’m sure you’ll soon lookbetter and feel better. I’ll share my secret with you.”

Angela: “But first let’s find a place where we can sit andtalk quietly. Maybe drink some hot coffee withsweetener instead of sugar.”

Monica: “How about some plain fruit tea without sugar orsweetener?”

eating habits

(un)refined oil / sugar

white flour

wholemeal flour

raw vegetables

salad

fry / boil / bake / roast

recipe

to put on / to lose weight

to be / go on a diet

Word bank

Work on it!Make a similar table in your notebooks, but replace the examples in this table withexamples from the text. Can you write some more examples of your own?

Write the senteces in your notebooks using the verbs inbrackets in the correct form:

e.g. Monica (try) to help Angela.Monica is trying to help Angela.

1. I (not think) it’s a good idea.2. He (like) fish and chips?3. We (be) very busy this week.4. They (stay) with some friends for a while.5. She can’t come right now. She (have) a shower.6. Watch out! The tree (fall)!

3. Fill the gaps in Angela’s letter to Lisa. Write the words inyour notebook.e.g. weight.

Dear Lisa,I’m making efforts to lose w__ __ __ __ __. I’m on a specialdiet. You would like it because you don’t have to starve.You can eat as much as you like, but don’t eat white f__ __ __ __, refined o__ __, meat and s__ __ __ __.I’m eating a lot of fruit, raw v__ __ __ __ __ __ __ __ __, andI drink a lot of t__ __. I even got used to the t__ __ __ __ ofwholemeal bread. I sometimes go jogging in the evening.The best thing about this d__ __ __ is that it makes you feeleven more energetic. For me it is working very well. I hopenext time we meet you’ll be surprised to see how s__ __ __I’ve become.

Write to me soon!Love,Angela

Go for it!Your friend is a heavy smoker. The doctor is worried abouthis health. Make a funny poster for your friend to put onthe wall. You could “show” him what bad things happento smokers (e.g. get wrinkles, black lungs etc) and suggest adaily programme with interesting activities that you coulddo together to help him quit smoking. (e.g. On Sunday wego fishing, Saturday evening we go dancing etc)


1. verbs ending in -ch, -o,

-sh,- ss,- x get the ending es

teach – teaches

go – goes

wash – washes

cross – crosses

fix – fixes

2. verbs ending in y:

play – plays

say – says

try – tries

deny – denies

Can you explain why?

Spelling tip!

Listen to Chris Rhea’s song,

“Gone Fishing” and choose

the best answer to the

questions:

1. Why is he going fishing?

a. His hobby is fishing.

b. There’s nothing else he

can do in the

circumstances.

2. How is he feeling?

a. Sad and misunderstood.

b. Happy to take up a hobby.

3. Why does he want to be

alone?

a. He has work to do.

b. He needs to get away.


PRESENT SIMPLESubject + verb (+ s/es)

PRESENT CONTINUOUSSubject + am / is / are + verb+ing

+I /you/we/they

work.He/she/it works

–I /you/we/they

don’t work.He/she/it doesn’t

work.

+I am working

You/we/they areworking.

He/she/it isworking.

–I am not working.You/we/they are

not/ aren’t working.He/she/it is

not/isn’t working.

?Do I /you/we/they work?

Does he/she/it work?

?Am I working?

Are you/we/they working?Is he/she/it working?

PEOPLE

Are You Coming to the Party? 3


Think about it!• Talk to your deskmate about a party you won’t ever forget.• Do you like surprises? When was the last time you made / got a surprise?

Catch on to it!Paul’s birthday is in two weeks’ time. His friends are planning a surprise partyfor him. What present(s) do you think they will buy for Paul? Where do youthink they will celebrate Paul’s birthday?Listen to the dialogue to find out!

Victor: “I’ll steal his keys and we’ll all waitfor him at his place. We’ll turn off thelights and when he walks into the room,we’ll start singing “happy birthday”.”

Daniel: “That’s silly. You can’t steal hiskeys! If you do, he won’t go home, he’llgo looking for his keys. And even if hedoes go home he’ll get a heart attackwhen he finds the door open and fivepeople inside in the dark.”

Monica: “Daniel’s right. It’s not a goodidea. I’m going to book a table for six ata restaurant.”

Marc: “And how are you going to get himthere?”

Monica: “I don’t know, but I’ll think upsomething. Don’t worry, I’m going totake care of that. We’d better talk aboutthe presents now.”

Angela: “I think we should all buy him onebig present.”

Daniel: “But I already have something forhim. I bought two pocket dictionarieslast week and I’m giving one to him onhis birthday.”

Victor: “Why do you always have to dothat?”

Daniel: “Do what?”Victor: “Do things on your own, without

talking to us first.”Marc: “Are we here to plan a party or to

argue? If you two start arguing, I’mleaving. I’ve got better things to do.”

Angela: “In fact Daniel’s idea was great.Now we don’t have to waste timedeciding what to get him. We’ll buy abig dictionary for him, so he can keepone at home and take the other one toschool.”

Monica: “And we’ll wrap the two togetherand give him one big present.”

Marc: “So that’s settled! I’m going to theclub now to have some fun. It’s Saturdayevening after all! Are you joining me ornot?”

Victor: “You bet we are!”Angela: “Shall I phone Paul to ask if he

wants to come?”Marc: “I bet he’s got a book to finish.”Monica: “How can you be so mean?”Marc: “Here we go again! I’m not going into

a fight. I’m off! Girls, I’ll buy you two abeer if you get him to the club. Ha, ha!”

Monica: “Gin tonic for me, please!Thank you.”

Study the Word bank and answer the questions below.• Which of these two meanings of the word fight does

Marc use when he says “I’m not going into a fight?”• Which meaning of the adjective mean does Monica

use when she accuses Marc of being “mean”?

Work on it!• Underline verbs in the text which express future actions.

Use the table nr. 1 in Appendix A3 for guidance.• What other ways of expressing future have you found in

the text?• Match the examples on the left to the explanations on the

right. e.g. 1 – b


• fight (noun)

1. a situation in which two

people or groups hit each

other

2. an argument

• mean (adjective)

1. not kind

2. not willing to spend

money

Word bank

1. I’m sure everything will go well.2. I think I’ll take a taxi. I’m too tired to walk home.3. The sky is overcast. It’s going to rain soon.4. I’m going to work hard this semester.5. I have to be back in August. School starts in September.6. He has to go to bed early. His train leaves at 6 a.m.

tomorrow.7. I don’t need a hotel reservation for next week. I’m

staying with some friends at their place.8. Marc is taking Angela to a nice restaurant tonight.

He’s booked a table for two.

a. I’ve just decided.b. I’m sure.c. I can tell because I can

see the clouds.d. It’s my intention.e. It’s an official

programme / schedule.f. It’s already arranged.

Go for it!• Work in groups to plan a surprise party for a friend. Decide

together on the time, place, number of guests, etc. Make alist of things you need to buy for the party. Give eachgroup member different responsibilities. Use the questionsbelow for guidance. What else comes to your mind?Who’s in charge with the music?Who’s going to buy drinks?Who’s going to make sandwiches?Who will buy the present(s)?

• Write a note to remind yourself what you have to do.Look at the note Monica wrote herself as a reminder.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Listen to the song entitled

Tonight, and count how

many times you hear the

word “will”.


PEOPLE

Check Your Progress I


I. Fill the table with the name of the country and the nationality adjective.

Buon giorno!

They come from I__ __ __ __

They are __ __ __ __ __ __ __

Bonjour!

F__ __ __ __ __

__ __ __ __ __ __

Guten tag!

G__ __ __ __ __ __

__ __ __ __ __ __

Buenas dias!

S__ __ __ __

__ __ __ __ __ __ __

Bunã ziua!

R__ __ __ __ __ __

__ __ __ __ __ __ __ __

II. Fill the gaps in the following sentences with nationality adjectives and nouns.

1. I like ________________ music, toreros and bull-fights, which they call “corridas”.

2. There’s a new ________________ restaurant in the city. I wonder if there are any

Romanian restaurants in China.

3. Tom Cruise is a famous ________________ actor.

4. If you go to Japan always take off your shoes when you go into people’s houses.

The ________________ think it’s rude to keep your shoes on in the house.

5. Goulash is originally a ________________ dish.

6. Tolstoy and Dostoyevsky were two great ________________ novelists.

III. Find the missing words in the table below. Use a dictionary to check your answers.

British English American English Translation

pavement

petrol

= metrou

garbage

IV. Read the text below with a dictionary and decide whether the author is British orAmerican. Find three words or phrases that caused confusion to him and write them in atable similar to the one on the left.

My vacation was full of incidents. The lift didn’t work. I asked for a room on the first floorand they gave me a room on the ground floor. I told the taxi driver to take me into town.“Downtown or uptown?”he asked as if he didn’t understand. I told the receptionist that thetap’s broken and she said ”What’s that?” “A tap is a tap” I said.I met a nice girl and she told me to meet her in the park at a quarter of seven. When I gotthere, flowers in hand, she was red with anger. She said I was half an hour late. I don’tunderstand. It was exactly a quarter past. Not one minute later!

V. Change the sentences according to the model.e. g. Angela: I like chocolate icecream. Angela likes chocolate icecream.

1. Lisa: I live in Liverpool. _____________________________________________________

2. Marc: I go to the gym by bike.________________________________________________

3. Paul: I say Monica is right.___________________________________________________

4. Daniel: I do the shopping. ___________________________________________________

5. Angela: I try to keep fit. _____________________________________________________

6. Monica: I wash the vegetables well because I eat them raw.

___________________________________________________________________________

VI. Choose the best option.e.g. 1. I’ll buy

1. I think I’ll buy / I’m buying him a CD.2. My bus leaves / is going to leave early in the morning.3. He is going to tell / tells her the truth no matter what you say.4. If you listen to my advice, everything will be / is just fine.5. I’m doing / I do the shopping this week, and my brother is doing / do it next

week. Usually it’s mom who does / is doing the shopping but we’ve decided tohelp her from now on.

6. This salad tastes / is tasting delicious. I’ll ask / I ask the waitress to bring mesome more.

VII. Answer the questions and then rate your progress.1. Can you name various nationalities? How many come to your mind in two minutes?2. Can you distinguish between British and American English? Can you give three

examples?3. On a scale from 1 to 3 (1=can do better, 2=good, 3=excellent), where is your English

now? Are you pleased or do you need improvement? Can you make a plan for yourfuture learning?


SOCIETY

Unit II


In this unit you will...…talk about famous people…state opinions about the mass media…learn about the way things were in the past…listen to some more music

SOCIETY

Fame and Fortune 1


Think about it!Listen to Elton John’s song and answer the questions:

1. Who was Norma Jean?2. Why does he compare her to “a candle in the wind”?3. What does he mean by: “your candle burned out long

before your legend ever did”?

Catch on to it!1. Read the lyrics of the 1997 version of the song and answer

the questions.• Is the song dedicated to the same person?• Who was England’s Rose?• Why did he choose the same title for two songs

dedicated to two different persons? What is similarabout them?

• What differences are there between them?

Candle in the Wind (1997)

Goodbye England’s roseMay you ever grow in our heartsYou were the grace that placed itselfWhere lives were torn apartYou called out to our countryAnd you whispered to those in painNow you belong to heavenAnd the stars spell out your name

And it seems to me you lived your lifeLike a candle in the windNever fading with the sunsetWhen the rain set inAnd your footsteps will always fall hereAlong England’s greenest hillsYour candle’s burned out long beforeYour legend ever will

Loveliness we’ve lostThese empty days without your smileThis torch we’ll always carryFor our nation’s golden childAnd even though we tryThe truth brings us to tears

All our words cannot expressThe joy you brought us through the years

And it seems to me […]

Goodbye England’s roseMay you ever grow in our heartsYou were the grace that placed itselfWhere lives were torn apartGoodbye England’s roseFrom a country lost without your soulWho’ll miss the wings of your compassionMore than you’ll ever know

And it seems to me […]

2. Discuss:• How do people get to be famous?• Can you name people who are (were) famous and yet seem(ed) to be

unhappy?• Can you name three advantages and three disadvantages of being famous?• Would you like to be famous? Can you explain why?• Can you describe a famous person using at least five adjectives?

(e.g. beautiful, intelligent, talented, friendly, well-known, fantastic, rich,wealthy, lucky, etc.)

Work on it!1. Study the table below to find the right adjective order to describe the

people,objects, places, events, then arrange the words under a–f.


number opinion size/condition/age shape colour material compound nountwo beautiful large square red brick terraced housesa nice little brown wooden weekend cottagethree pretty plump little girlsa funny big round-shaped red facea pair of worn-out shapeless blue leather training shoes

a. furry, guard, big, three, dogsb. useless, long, a, training, sessionc. diamond, antique, valuable, a, ringd. a, phone, mobile, fantastic, newe. singer, beautiful, a, world-famous, opera, South-

Americanf. rocky, magnificent, mountains

2. Use a dictionary to find adjectives for the following nouns:wind, party, film, clothes, city

3. Use words like very, really, extremely to make theadjectives “stronger”.(e.g. an extremely boring party, very strong wind…)

Go for it!1. Describe something / someone in your classroom without

naming the object/person. You score a point if otherstudents or the teacher can guess what / who you aredescribing.

2. Write one page about somebody you admire. If you canfind pictures, stick them next to your text.

• Find interesting pieces of information about his/her life.• Describe what the person looks like.• Decide what adjectives best describe what he/she is

like.• Explain why you think he/she deserves to be admired

In groups, read out the descriptions and decide whosecomposition will be read out to the whole class.

• What did you like in this

lesson?

• What adjectives would you

use to describe yourself?

• Who is the famous person

that you would like to

resemble?

Did you get it?

Describe the pictures.

SOCIETY

What’s on the News? 2


Think about it!Imagine a TV programme that you would like to watchevery day. Tell your group what youwould like to watch in the morning, in the afternoon andin the evening. Can you agree on a programme that youwould all like to watch?

TV channel

commercial

news (bulletin)

talk show

soap opera

feature film

sports

Word bank

Catch on to it!1. Paul and Angela are watching TV. What do you think

Angela likes to watch? What about Paul? Listen to the conversation to check your predictions.

2. Discuss the following questions with your classmates.1. Why do Paul and Angela disagree?2. Do you talk about politics?3. Which of these words do you know?

republic, regime, democracy, dictatorship, monarchy,totalitarian country/state, government

4. Can you find their their dictionary definitions? Writethem in your notebooks!

3. Work in groups. Look at the TV programme below. Whichprogramme would be interesting to watch?

Work on it!1. Match the words with the definitions. Work in pairs and use your dictionary to check

your answers! (e.g. 1 – f)

2. Work in your notebook. Use the words below to complete the gaps in the followingsentences: article, channels, correspondent, edition, episode, programmes, radio station,reporters, talk show (e. g. 1 – channels)

1. A lot of people switch __ __ __ __ __ __ __ __ during the commercials.2. I heard the news on the local __ __ __ __ __ __ __ __ __ __ __ __ __.3. A lot of people complain about the boring television __ __ __ __ __ __ __ __ __ __.4. There’s a new __ __ __ __ __ __ __ __ on Rural TV.5. The final __ __ __ __ __ __ __ of the series will be broadcast next week.6. The story appeared in the Sunday __ __ __ __ __ __ __ of the newspaper.7. I read an interesting __ __ __ __ __ __ __ about smoking yesterday. It was so

convincing that I’m seriously considering quitting smoking now.8. Some people have a pretty low opinion of __ __ __ __ __ __ __ __ __, especially those

who investigate the lives of famous people.9. I think working as a foreign __ __ __ __ __ __ __ __ __ __ __ __ __is a dangerous job,

especially if you are sent to countries which are at war.

Go for it!


Organize your report into three main parts:

1. Introduction

2. General findings

3. Conclusions (+ recommendations)

Begin by summarising the purpose of writing the report

The aim of this report is to….

Explain how the information was gathered

The data was collected from….

Group the information logically. Try to keep the report factual

The majority said that… / On the whole… / According to…

Compare options, assess problems, solutions.

Give reasons for any suggestions (… is due to…).

Summarise the points so far.

Optional: Make a recommendation / refer to future action.

1. the media a. to send out radio or television programmes

2. commercialb. a short film or message encouraging people to buy a particular

product or service, which is broadcast on television or radio

3. journalistc. a short news programme on radio or television, reporting only the

most important information

4. to broadcastd. an article in a newspaper or magazine that gives an opinion about a

new book, play, film etc.

5. news bulletine. someone who writes news reports for newspapers, magazines,

television, or radio

6. reviewf. all the organizations, such as television, radio, and newspapers, that pro-

vide news and information for the public, or the people who do this work

7. the press g. newspapers and news magazines, or the people who work for them

Add a page to your portfolio.Imagine a TV channel hashired you to find out whatpeople’s preferences are. Askabout their favouriteprogrammes and write areport on the findings.Interview your classmates andother people you know.Try to organize your report assuggested here.

SOCIETY

The Way It Used to Be 3


Think about it!1. Can you name countries that are ruled by kings / queens?2. Would you like to live in a country ruled by a monarch?

… that England used to be a republic?

In 1629 Charles I dismissed the parliament because he wanted the

monarchy to have more power and he ruled without it. In 1642 a war broke

out between the supporters of the king (the Royalists) and the supporters of

parliament led by Oliver Cromwell (The Roundheads). The Roundheads

won, and in 1649 the king was beheaded and the monarchy abolished. England was a republic for eleven years,

governed by a Lord Protector. In 1660 Charles’s son, Charles II was made king and the age of Restoration began.

Did you know?

Catch on to it!Victor and his new friend from the UK are chatting over a beer.Listen to the dialogue and answer the questions below.

Tom: “Last month my granddad andgrandmom celebrated their 70th

wedding aniversary. Can youimagine?”

Victor: “That’s hard to believe. 70 yearsis a lifetime. How old are they?”

Tom: “He’s 90 and she’s 88. We were allhaving dinner when granddad startedtalking about the year they gotmarried. It’s funny, he can’t rememberwhat he did last week but he canclearly remember what he did 1936.”

Victor: “What did he tell you aboutthat year, except that he marriedyour grandmom?”

Tom: “It was the year when George Vdied. The funny thing is that his sonwhose name was Edward, like mygranddad’s, was in love with an

American woman who had beenmarried and divorced twice before.”

Victor: “What’s funny about that?”Tom: “It’s that he had to choose between

his love and the throne because hisfamily and the governmentdisapproved of their relationship.”

Victor: “Which did he choose?”Tom: “What do you think?”Victor: “I don’t know. The world is full

of beautiful women.”Tom: “He gave up the throne. He said he

couldn’t rule without her by his side.”Victor: “So who got to be king?”Tom: “His brother, George VI.”Victor: “Wasn’t he Queen Elisabeth’s

father?”Tom: “That’s right. And he proved to

be a great king too!”

• Choose the best answer to the following questions.1. What is funny about Tom’s grandfather?

a. His name is Edward, like George V’s heir’s.b. He can’t remember recent events but he’s got vivid memories of his youth.

Go for it!Talk to your history teacher about British monarchs to findsome interesting / funny / unusual historical facts.Using the model in the “Did you know?” box, add a page toyour portfolio about a British king / queen / prince /princess.You could write about:

• Queen Victoria and her 20-year retirement after herhusband’s death

• Princess Diana’s tragic death• Henry VIII and his many wives

2. What happened in 1936?a. Edward VIII was dethroned.b. Edward VIII abdicated.

3. Who succeeded to the throne?a. Queen Elisabethb. George VI


Monarchy • King • Queen •

Coronation • Republic •

State • President • Election

• Government • Parliament

• Prime minister

• Political parties

• to abdicate = to give up

being king

Word bank

Work on it!1. Match the sentences to the illustrations. (e.g. a–3.)

a. They were having dinner when a stranger knocked onthe door.

b. I was working in the garden while he was watching TV.c. She was cooking when a ball broke the kitchen window.d. He was having a nap when the phone rang.e. When he got home, the children were cutting up his

collection of newspapers.

2. Write the following sentences in your notebooks, using the past tense forms of the verbsin brackets to complete the gaps. Use table nr. 2 in Appendix A3 for guidance and the listof irregular verbs (Appendix A4) to check your answers.

They (go) _____________ to Spain last year.He (buy)_____________ her an expensive engagement ring.We (catch)_____________ a late train and we (get)_____________there early in the morning.She (leave) _____________ her car keys in the house so she (take)_____________ the bus.I (be) _____________so tired that I (sleep)_____________ like a log.My uncle (teach) ____________ me how to swim at the age of six. He (make) _____________me practise the movements on the shore, and then he (throw)_____________ me into thewater. Later I (find out)_____________ that he (not know)_____________ how to swim.You (eat)_____________ too many sandwiches, that’s why you (be)_____________sick.

3. Retell the story of Edward VIII using the information you can find in the dialoguebetween Tom and Victor. Use the following words and phrases:twice-divorced, before the coronation, to abdicate, to be coronated, strong monarch

3.

4.

5.

1.

2.

SOCIETY

Check Your Progress II


I. Match the words with the dictionary definitions.republic, regime, democracy, dictatorship, monarchy, totalitarian country/state,government (two meanings)e.g. 0. the group of people who govern a country = government

1. a political system in which everyone can vote to choose the government, or acountry that has this system

2. a country that has an elected government, and does not have a king or queen3. a country that has a king or queen as the head of state, and which may or may not

also have an elected government4. a government, especially one that was not elected fairly or that you disapprove of5. a political system in which a dictator (=a leader who has complete power and who

has not been elected) controls a country, or a country that has this system6. a country in which the government has complete control over everything7. the process of governing a country

II. Unscramble the words in the following sentences.1. he expensive bought her an jacket leather2. concert a fantastic rock to we went3. she actress a beautiful very is talented and4. live nice brick in they a house little the by lake5. funny a very worn-out she has hat6. wear don’t skirt woolen blue that shapeless!

III. Use the words below to fill the gaps in the following text.advertised, film, commercials, programmes, reporters, public, survey, private

People complain that television ______________________ are too often interrupted by

commercials. Studies have shown that although most people say that they stop paying

attention when ______________________ start, they will tend to buy the products

______________________ on TV. Another interesting conclusion of the

______________________ conducted on a sample of 1000 people is that, in spite of the fact

that people think ______________________ should not be allowed to investigate the private

lives of ______________________ personalities, they tend to pay more attention to details

concerning the ______________________ lives of famous people. For instance, 60% of the

ones interviewed knew who Tom Cruise’s new wife is, but did not know the title of the

last ______________________ in which the actor played.

IV. Circle the best alternativee.g. They danced / were dancing and sang /singing when the neighbours started / werestarting to knock on the door.

1. He worked / was working in a factoryfor a year, and then he got / wasgetting a new job.

2. I slept / was sleeping when she came/ was coming home so I didn’t hear /wasn’t hearing her come in.

3. We went / were going to Bucharest bytrain. We arrived / were arrived earlyin the morning.We took / were taking the bus to thehotel.

4. He bought / was buying her abeautiful bunch of flowers on herbirthday.

5. Carmen came / was coming early to the party because she didn’t know / wasn’tknowing it was planned to start at eight.

6. I had / was having breakfast when the boss phoned / was phoning and told / wastelling me to go to the office right away.

7. I’m happy we went / were going to the seaside together. We had / were having alovely holiday.

8. I didn’t like / wasn’t liking the icecream they served / were serving for dessert.

V. Use the past tense forms of the verbs in brackets to find out how a little boy who seemedto have no future became a great musician. Write the verbs in your notebook.He …(be) a disobedient child. His parents …(have) a hard time trying to make him go toschool. He …(not like) it, so he …(not learn) anything.One day he …(find) his father’s old guitar in the attic. He …(ask) his father to teach himhow to play the guitar. The parents …(discover) that the boy had a special talent formusic, so they …(send) him to a music school. When he …(be) 12, he …(give) his firstconcert. Later he …(start) composing songs.That’s how he …(become) a successful musician. He will always remember the day whenhe …(go) up into the attic to hide from his parents who …(keep) telling him that he…(have) to go to school.

VI. Write a storyThink about your childhood. What is your earliest memory?

• How old were you when it happened? Who else was there? Where did it happen?• What happened? Try to remember as many details as you can.• Why didn’t you forget the incident / event? What made it special?

Answer all these questions in three short paragraphs.

VII. Rate your progressMake a list of what you can now do and say how well you can do them.You might use the 1 – 3 scale (1 = can do better, 2 = good, 3 = excellent)


JOBS

Unit III


In this unit you will...…talk about various jobs and maybe find the job that suits you best…learn how to apply for a job…practise how to show your best at a job interview…give reasons, express opinions

JOBS

The Right Person for the Job 1


Think about it!• Do you think some jobs are suitable for men, while others

are for women?• What job would you like to have? Why?• What qualities are needed for the job that you chose?

Catch on to it!• Look at the following job advertisement and and decide

with your deskmate what kind of person would be suitablefor the job.

guide = someone whose job

is to take tourists to a place

and show them around

host = someone who

provides the place and

everything that is needed

for an organised event

retainer = an amount of

money paid to someone so

that they will continue to

work for you in the future

hourly rate = the amount

someone is paid per hour

expenses = money that you

spend on things such as

travel and food while you

are doing your job and

which your employer then

pays to you

Word bank

• Look at the CV and application letter sent by Ionica Pop. (in Appendices A1 and A2)Do you think he qualifies for the job? Why?

• Ionicã Pop was selected for a job interview. Listen to the interview to decide if you wouldgive him the job or not.

Employer: “Good morning, Mr. Pop,have a seat.”

Candidate: “Good morning, Mr Evans.Thank you.”

Employer: “Tell me, Mr. Pop, whatmade you apply for this position?”

Candidate: “Well, I have lived in thisvillage all my life, I know what aforeign tourist would like to see.”

Employer: “I see. Imagine I’m the tourist.Where would you take me first?”

Candidate: “First I would take you tomy grandparents’ house to taste our“þuica”, some traditional food andsome home-made wine from mygrandpa’s vineyard.”

Employer: “What’s þuica?”

Candidate: “It’s like whisky but it’smade from fruit. The best one’smade from plums.”

Employer: “Do you make that too or doyou buy it?”

Candidate: “Everything is home-made.My grandmom even bakes bread. It’sthe best I’ve ever tasted.”

Employer: “Where would you take menext? That is, if we didn’t get drunkand spend the rest of the daydrinking.”

Candidate: “Don’t worry, the food is sodelicious, you’d eat so much thatyou wouldn’t feel any effects from asmall glass to start with and a glassof pure wine after the main course.

Part-time hosts/guides

FUN HOLIDAYS INTERNATIONAL

organise personalised tours for small groups.

We are looking for persons who can act as local

hosts and guides to accompany our clients during

their stay in your city/village. We have vacancies for

hosts who can only work weekends or evenings, as

well as weekdays. We offer generous hourly rates, a

monthly retainer and we cover all expenses. Send

your application to the address below.

Over lunch I would ask you somequestions to find out what you weremost interested in.”

Employer: “What sorts of things?”Candidate: “If you were a nature-lover, I

would take you hiking in the mountains.If you liked fishing, I would take you tothe river to fish for trout. If you likedhorse-riding, I could talk to my fatherand we’d go for a horse-ride.”

Employer: “I’m afraid I’m not that kind oftourist. I’ve spent my life reading books.I don’t really like nature and insects,and I wouldn’t kill an animal, not evenif it was a fish.”

Candidate: “No problem. There’s the oldmonastery, not far from the village. Wecould get there by car in twenty minutes.

And there’s a lot to see: old books,paintings and even an old loom that thenuns are still using. You can watch themweave beautiful linen and wool fabrics.”

Employer: “Why are they doing that?”Candidate: “They sell them to give money

to the poor.”Employer: “So, I would definitely not be

bored then. One last question, Mr. Pop.”Candidate: “Yes, sir?”Employer: “Where did you learn English?”Candidate: “I went to Second Chance

courses.”Employer: “I’m impressed. We’ll contact

you.”Candidate: “Thank you. Good-bye,

Mr. Evans.”Employer: “Good-bye, Mr. Pop”


• How long has Ionicã Pop lived in the village? • Where did he learn English?

PRESENT PERFECT– indefinite past(connected to the

present)

PAST SIMPLE –definite past

(not connected tothe present)

______ He is alive.______ I know what

it’s about.______ They are still

married.______ Do you know

what it tasteslike?

_____ He is dead_____ I remember

when I saw it._____ They are no

longermarried.

_____ Did you likethe taste ofthe icecream?

Work on it!1. Work in pairs. Read the following sentences

and compare them:• a. Ionicã Pop has lived in this village all

his life.b. His great grandfather lived in this

village all his life.

• a. Have you ever eaten watermelonicecream?

b. Did you eat the watermelon icecreamthey served for dessert?

• a. I’ve seen “Out of Africa”.b. I saw “Out of Africa” three years ago.

• a. They’ve been married for three years.b. They were married for three years,

and then they got divorced.

Add explanations from the table below tothe sentences on the left and write the sen-tences under the right heading.

2. Study tables 2 and 3 in Appendix A3 and write true sentences about yourself.

Go for it!1. Apply for the job advertised on the previous page or find a job in a newspaper / on the

internet and apply for it. Write a CV and a letter of application. Keep them in yourportfolio, maybe you’ll have to use them soon.

2. Make a list of ten questions that you might be asked if you get selected for an interview.Rehearse for the interview with a friend. Take turns in playing the interviewer and theinterviewee.

JOBS

Working Mothers 2


Think about it!• What is more important for you: a job in which you can make a career or a family?• Do you think it’s a man’s obligation to work and a woman’s obligation to mind

the house and the children?

Catch on to it!Angela, Daniel, Marc, Paul and Victor are sitting on a terrace with drinks in front ofthem, waiting for Monica, who is late. Try to predict why Monica is late.

Marc: “Oh, let’s order something to eat.I’m hungry. I don’t think she’scoming. It’s half past.”

Angela: “She’ll be here all right. Iknow her. She keeps her promises.Something must have come up.”

Victor: “There she comes! Finally, wecan eat!”

Monica: “Hello!”Marc: “You’re late!”Monica: “I know.”Daniel: “Oh, let her be! Can’t you see

she’s in a bad mood? What’s thematter, Monica? You look concerned.”

Monica: “I am. My sister’s getting adivorce.”

Angela: “Oh, no! They’ve been marriedat least ten years. And those nicechildren!”

Paul: “If the parents don’t love each oth-er any more, it’s better for the childrennot to see them hating each other.”

Monica: “It’s not a question of love orhatred. They’ve been arguing eversince Daniela went back to work.”

Victor: “Why did she do that? Howmuch money does her husbandmake?”

Monica: “He earns enough money forthe whole family.”

Victor: “See? She doesn’t need to work.I can understand why he got angry.It’s the man’s job to make moneyand the woman’s job to mind thechildren and take care of thehouse.”

Daniel: “If he can afford to keep herhome, he can afford a housekeeperor a baby-sitter, or both.”

Marc: “How many women does a manneed in the house? Children needtheir mother at this age. I think menonly need housekeepers if they aresingle. My mother wouldn’t haveanother woman mess around herhouse.”

Listen to the second part of the conversation, and then work in groups to decidewho you think is right and who is wrong.

Work on it!1. Find the nouns in the dialogue above and group them according to the table on page ….

Can you add three more examples of your own?

2. Which of the underlined nouns arecountable and which are not?Write [C] or [U] next to them.

a. He really likes his new job.b. Did you do your homework?c. I have a lot of work to do.d. Do you like beer?e. She didn’t have time to finish the test.f. There’s a policeman at the door.g. His new car is expensive.h. Who’s your favourite football player?i. Where’s my money?j. They had a happy life together.

3. Practise asking and answering questions about ten nouns at your choice.Look at the table no 4 in Appendix A3 for guidance. Examples:Student A: “How many women does a man need…?”Student B: “I think a man needs one woman.”Student B: “How much money do you need for the trip?”Student A: “I don’t need too much money because I’m staying with some friends.”Student A: “How many players are there in a football team?”Student B: “…………………”


Go for it!Jane Barry, an American reporter, wants to find out what people in our country thinkabout working mothers. She came to your school and asked you to help her because she’sgot a lot of work to do in very little time.

These are my questions:• Do you think children should stay

with their mothers or go to nurseries?• When is the right time for a mother to

go back to work?• Do you think it is good for a father to

be on “paternity leave” if the wife hasa well-paid job and she wants to go towork?

Ask as many people as you can, thenanswer the questions yourself. Add somequestions if you like!

Thanks for your help,Jane Barry

Interview some people in your class, take some notes, then try to summarise people’sopinions. Then, answer the questions yourself.

Countable nouns– can be both singular

and plural– when the noun is

singular, thefollowing verb is alsosingular, when thenoun is plural, theverb is also plural

Uncountablenouns– have only one

form– the verb that

follows anuncountablenoun is alwayssingular

Some nouns can have both countable anduncountable meaning. They are usuallynames of animals, food, drink.

JOBS

Are They Underpaid? 3


Think about it!• Do you know many people who are paid less than they

deserve? What are their jobs?• Do you know people who get more money than they

deserve? What do they do?

Catch on to it!

How many different ways of

making money can you

name? Listen to ABBA’s

song “Money, money,

money”. What solution does

she have for getting rich? Do

you think it is a good idea?

Why?/Why not?

Tune in!

Listen to the conversation and discuss the questions that follow.

Monica: “Have you read the article inthe newspaper today?”

Paul: “Which one?”Monica: “The one about the teachers

threatening to go on strike.”Paul: “Yes, I have. I don’t understand.

If they are not pleased with theirsalaries why don’t they give upteaching for better-paid jobs? If theygo on strike, all the children will bein the streets.”

Monica: “Has it occurred to you thatthey might like their jobs? Maybethey don’t want other jobs, they justwant decent salaries.”

Paul: “I would not go on strike if I were ateacher. I would either look for a newjob or accept the fact that teachers areunderpaid everywhere in the world.”

Monica: “What job would you look for?”Paul: “A job in a big company. They

make you work hard but they also payyou well. Wouldn’t you do the same?”

Monica: “I’d rather work for myself.”Paul: “What do you mean?”Monica: “I mean I’d like to be self-

employed. Start a business. On myown! That’s what I’d do!”

Paul: “I still think working for a largecompany, say a multinational one is

better. You learn many thingsworking with experienced people.”

Monica: “I think it’s better if youlearn by yourself. You can gainexperience and self-confidence if youhave the courage to take the risk.”

Paul: “Risk is the key-word here. Youhave to borrow money to start andthen you risk losing everythingbecause you’re inexperienced. Andbelieve me: nobody will help you ifyou’re in trouble.”

Monica: “What are friends for, then?”Paul: “Come on, honestly which one of

your friends has that kind of money?It’s not about selfishness. Think!Who could pay out your debts?”

Monica: “You’re too pessimistic. Buthere comes Victor! Let’s ask him!”

• Why do Monica and Paul disagree? • Who is right? • What would you choose? •What do you think Victor would choose? Listen to the second part of the conversation to find out.


to work for the money

to inherit money

to steal money

to marry a rich person

to gamble

to win the lottery

Phrase bank

Work on it!• Study the table number 5 in Appendix A3, and then underline some examples of

conditionals in the dialogue on the left.• Match the sentences to the illustrations (write the number of the sentence in the

blank corner of the illustration), then group them under the right column:1st Conditional or 2nd Conditional.1. If I marry a rich man, I will not work. 2. I will tell you a secret if you promisenot to tell anyone. 3. I will tell Dianne the news if I see her. 4. He would marryher today if she said “yes”. 5. If they had more money, they would move into abigger house.

• In your notebook, write true sentences about yourself:If I learn to speak English well, ……If I have time today, ……If I had a lot of money, ……If I could change one thing about my life, ……I would be happier if ……I will help my friend if ……If I get a good job, ……

Go for it!Discuss in groups:If you were to choose between a well-paid job that you donot like and an underpaid job that you like, which onewould you choose?Ask your classmates questions starting like this: What willyou do if……? What would you do if…?

The form of the 2nd

Conditional is past but the

meaning is not.

Compare:

They won the lottery and

now they have a big house.

If they won the lottery, they

would buy a big house.

Remember

JOBS

Check Your Progress III


I. Match the words with the definitionse.g. 1 – e

1. application2. CV (British English) /

résumé (AmericanEnglish)

3. covering letter (BritishEnglish) / cover letter(American English)

4. job description5. reference

a. a list describing your education, previous jobs etc.b. a letter saying that someone is suitable for a job or

the name of of someone who will write this letterc. an official list or the work and resonsibilities that

you have in your jobd. a letter that you send with a document, which gives

more information about ite. a formal request, usually in writing, for something

such as a job, a university place, or permission to dosomething

II. Fill the gaps in the following text about jobsUse one word in each gap. Write the words in your notebook.e. g. 0 – applyJobs are advertised in newspapers, magazines etc in job ads. When you …0… for a job,you usually fill out an …1… form. You may have to send your …2…, with a covering…3… You will need to give a …4… If you are suitable, you are invited to an …5… If youare chosen, you will be offered the …6…

III. What are their jobs? Fill the blanks with the missing letters.

This person writes music for a living. S/he is a c__ __ __ __ __ __ __.

This person serves food and drink in a restaurant. He is a w__ __ __ __ __.

This person drives a car, truck, bus etc. S/he is a d__ __ __ __ __.

This person serves customers in a shop. S/he is a s__ __ __ a__ __ __ __ __ __ __ __.

This person performs in a play or film. She is an a__ __ __ __ __ __. He is an a__ __ __ __.

IV. Use the present perfect form of the verbs in brackets. Write the sentences in your notebook.e.g. 1. I have never been to Italy. I hope to go there some day.

1. I _______________ never _______________ (be) to Italy. I hope to go there some day2. There are so many exciting things that I _______________(not do) yet. I would like to

try them all.3. _______________ you ever _______________ (eat) avocado?4. He _______________always _______________(be) my best friend.5. She _______________ (lose) her keys. She can’t find them anywhere.6. _______________ you _______________ (read) the article about unempoyment in the

newspaper today?7. We _______________ (not see) each other for five years.

V. Circle the most suitable verb form.I’ve had / had this job for five years and I still like it.When I’ve got / got the job I didn’t think / haven’t thought I would like it so much.I didn’t want / haven’t wanted to apply at first, but my best friend said / has said that itwas / has been the right job for me. So I decided / have decided to give it a try. It was /has been the right decision. I learned / have learned so many new things, I made / havemade so many new friends, I was / have been so happy ever since I got / have got this job.

VI. Choose the best option. Circle the letter of your choice.1. I have a) a lot of b) few c) many work to do today.2. She had a) many b) a little c) any jobs in the past but she didn’t like a. every b. any

c. a little3. Do you have a) many b) any c) few money?4. He is a) an b) a c) – plumber.5. a) Many b) Much c) Any workers went on strike.6. We didn’t have a) much b) many c) a few time so we didn’t visit our friends.7. There were a) a lot of b) much c) a little foreign tourists in the mountains.8. How a) many b) much c) few people were there at the interview?

VII. Translate the sentences into English.e.g. 1. If I have time today, I’ll clean the kitchen.

1. Dacã am timp azi, voi face curãþenie în bucãtãrie.2. Ce vei face dacã plouã?3. Dacã învãþ sã vorbesc engleza, voi gãsi o slujbã bunã.4. Prietenul nostru va fi fericit dacã îl inviþi la petrecere.5. Dacã o vãd pe Maria, îi voi da cartea.

VIII. Apply for a jobRead the two job advertisements and apply for one of them. Write a CV and a coveringletter. Mention details that are relevant to the job that you are applying for.

No Experience Needed! Professional training provided! Our gigantic commissions & unitbonuses give you LOTS of opportunities to make LOTS of MONEY! We are currentlyseeking applicants to fill immediate full time sales positions. Auto sales is one of thehighest paid professions available without a formal education.

Do you love pets? Like to be active and outdoors? Want a flexible work schedule?Pet Care is a pet care service seeking friendly, reliable and professional individuals towalk dogs, play and care for cats and other small pets in their homes during the day orovernight while their owners are away. We’re also looking for sitters to board pets orprovide day care services in their own homes as well!Currently we have part-time positions available. We offer competitive pay, as well asexciting contests and promotions. [http://jobsearch.monster.com]

IX. Rate your progressWhat is your score at the Progress Check?What are your strengths and weaknesses? Tick in the box below.


I need more work good excellent

vocabulary

grammar

communication

CULTURE & TECHNOLOGY

Unit IV


In this unit you will...… express your opinions about what is beautiful and what is useful… watch a film and talk about it… listen to music, … again?… demonstrate your artistic skills!

CULTURE AND TECHNOLOGY

What’s the Point? 1


Think about it!• Why do people watch movies, go to the theatre / opera, read books, listen to music?• Can you paint / sing / dance? Would you like to act in a film / play?

Catch on to it!Listen to the conversation, then discuss the questions below.

Marc: “Why do people waste timepainting? If they like the scenerywhy don’t they just take pictures?”

Monica: “You don’t get it, Marc.Painting is art.”

Marc: “So is photography.”Monica: “But painting is not about

recording an image on paper. Itcreates a new world, because in theend you don’t see a “copy” of theplace. It’s not what the place lookslike that you see.”

Marc: “Now I get it! In the end you seewhat the place doesn’t look like!”

Monica: “Now you’re being stupid.You see the painter’s perception ofthe place, you see what it made himfeel like.”

Marc: “What if it made him feel likelistening to some music? Will therebe musical notes hanging from thetrees?”

Monica: “Why not?”Marc: “Because there’s no such thing

as musical notes hanging from trees.That’s absurd!”

Monica: “Art is never absurd. Althoughthere is Theatre of the Absurd!”

Marc: “Now you’re talking nonsense.”

Monica: “Look! I’ve got two theatretickets for tomorrow evening.They’ve put on a play by EugenIonescu. Come with me to the theatreand see who’s talking nonsense.”

Marc: “What’s the play called?”Monica: “The Bald Prima Donna.”Marc: “I’m afraid I don’t want to see

“that”. It sounds boring.”Monica: “Suit yourself! Anyway, I’m

sure Paul will be more than happyto join me.”

Marc: “Yeah, the two of you will havea great time singing happily withthe bald prima donna.”

Monica: “It’s a play, not an opera. Youdon’t know anything!”

Marc: “Maybe I don’t. But who needsto know all these things? What’s thepoint?”

• Can you find an example in the conversation abovewhich proves that Marc is ironic?

• Whose side are you on? Who is right: Monica orMarc?

• Is there any point in art? Is art necessary?

ironic = saying the opposite

of what you mean, especially

in order to be funny

Word bank

Work on it!1. Study the following examples:


Not all words ending in – ly

are adverbs. Some

adjectives end in –ly too.

friendly, lonely, lovely, silly

Don’t be silly.

He behaved in a silly way.

Remember

The play is boring. They are bored.

He is a happy man.He is singing happily.

• Which word tells us about the play?• Which word tells us about how they felt about the play?

2. Find examples in the table no. 6 in Appendix A3 thatillustrate the following notes:

• Adverbs are generally formed by adding –ly to theadjective

• If the adjective ends in –y we replace the –y with –ily• If the adjective ends in –le we replace the –e with –y

3. Write the following sentences in your notebooks and insert the right adverbs.• He is a careful driver. He drives …… • They are slow workers. They work ……• It was a good film. The actors played very …… • She’s a really bad singer. She sings ……

4. Make a table like the one below in your notebooks and fill it with examples that illustrate thefollowing rules. Choose from: big nice modern funny expensive good. Add some of your own.

1. The comparative and superlative of one-syllable adjectives are usually made byadding – er and (the)… – est.

2. When the adjective ends with a vowel plus a consonant, you double the consonantbefore adding – er and – est.

3. The comparative and superlative of two and three-syllable adjectives is usuallymade by putting more or (the) most before the adjective.

4. Some adjectives have irregular comparative and superlative forms.Can you make rule no. 5 for adjectives ending with –y? (e.g. funny – funnier – funniest)

Go for it!Bring out the artist in you! Do something creative. It’s up to you to write a simple poem orrecite one, sing a song, make a drawing / painting / a sculpture. You can do anything thatyou find artistic. Your classmates will be “the critics” of your performance / work of art.

Adjective Comparative Superlative Rulecheap cheaper (the) cheapest 1bad worse (the) worst 4


Romeo and Juliet 2


Think about it!Do you know the story of Romeo and Juliet? Have youseen/read the play? Have you watched a film inspired bythe famous story?

• Listen to “Romeo and Juliet”

by Tchaikovsky. How does it

make you feel?

• Listen to the song with the

same title by Dire Straits.

• What is different? What is

similar?

Tune in!

Catch on to it!1. Listen to the dialogue and answer the questions.

• Are these statements true (T) or false (F)? Circle the right answer.1. Shakespeare is a contemporary writer. T F2. Monica disliked the modern version of Romeo and Juliet. T F3. Angela thinks men are romantic nowadays. T F4. Monica cried when she read the play. T F5. Victor thinks women always know everything. T F

• Do you think classic works of art should not be adapted /changed / modernised? Why?

2. Read these lines from “Romeo andJuliet”. Even if you don’t understandsome words, don’t worry.Shakespeare’s language is not easy tounderstand. A dictionary / yourteacher can be of help.You could

… try to recite the lines / learnthem by heart.

… try to translate them into yourlanguage.

One of William Shakespeare’s

best-known plays, a sad romantic

story about two young people,

Romeo and Juliet, who fall in love

although their families are great

enemies. They marry secretly, but

are prevented from being together,

and finally they both kill

themselves.

You can read the abridged version

of the play in Penguin Readers,

level 3.

Expressing (dis)agreement

I (dis)agree with…

I(strongly) think / believe

that…

… should (not) be allowed /

permitted… because…

You are right / wrong when

you say that…

Phrase bank

Work on it!1. Find the right captions for the cartoons. Put the correct letters in the blank corner.

a. They should read the play.b. I must finish the work tonight.c. You don’t have to cook if you are tired, dear. We can order a pizza.d. You mustn’t smoke in here. Look at that sign!e. May I borrow your pocket calculator?f. “It must be a giraffe.” “It can’t be. It’s got wings!”g. It might rain.


2. Should and ought to are used to give advice. What verbs do you use…• to express obligation?• to say that it’s not necessary to do something?• to say that you are very sure?• to say you are sure that something is not possible?• to say that something is possible, but you are not sure?• when you are not allowed to do something?• to ask permission?

3. Make eight sentences of your own using may, might, must, mustn’t can’t, should, have to,ought to.

Go for it!Have you ever expressed your feelings in words? Would you like to give it a try?Write about how you feel about someone you love. You could write a love letter, a poemor a simple description of what s/he looks like and how you feel about her/him.


The World’s Going Crazy 3


Think about it!• Do you often hear people say that “life is no longer like it

used to be”? What examples do they give?• Do you think we have a better/worse life than people in

the past?• Do you agree with those people who think that technology

destroys nature?• Can you name three positive aspects and three negative

effects of technology?

Catch on to it!Look at the book cover and try to predict what “On theBeach” is about. Have you read the novel / watched the film? Listen to the conversation between the six students aboutthe film inspired from the book and then state your ownopinion about the topic.

You can read the abridgedversion of Nevil Shute’s novel in

Penguin Readers, level 4.

Work on it!1. The following text is a fragment from the novel. Can you insert the prepositions

that have been omitted?Use: about, to, from, on, of (3 times)e.g. 1 – ofSoon after the middle…1… winter things felt better. At the beginning…2… Julyfew people were doing any work. Broken Hill and Perth were dead. The electricitywas still on. As the weeks passed, people drank less and less. Then motor-carsbegan to appear…3… the roads. Nobody cared…4… money any more. If youwanted food, you took it …5… the shops. If you couldn’t find any, you went…6…another place. There was plenty…7… time because there was no work to do.

[from Penguin Readers, level 4: On the Beach by Nevil Shute]

2. Word building• Add prefixes to the following words to make new words.

anti- co- dis- im- in- mis- non- over- pro- re- un- under-appear build certain cooked dependent democracy developed nuclear operatepossible understand violente.g. antinuclear

• What similarity is there between the underlined prefixes? a. They mean “not” and form opposites?b. They mean too little.

• Find the prefixes and the examples that complet the table on the right.


• Group the following words under the right heading. Write the words in your notebook.improvement information identify financial careful careless carefully accurate activecapable communicate production expression happiness teacher widen practise

• Find some more examples and write them in your notebook or in your learning diary

NounSuffix

ExampleWords

VerbSuffix

ExampleWords

AdjectiveSuffix

ExampleWords

AdverbSuffix

ExampleWords

-ment-ation-tion-ion-er-ness

………………

-ify-ate-ise-en

identify………

-ial-ful-less-ate-able-ive

………………

-ly …

Prefix Meaning Exampleanti- against antinuclear

with, together

wrongly

too much

for, in favour of

again, back

too little

A prefix is a group of letters

added to the beginning of a

word to change its meaning

and make a new word.

A suffix is a group of letters

added to the end of a word

to form a new word. It often

tells us if the word is a

noun, verb, adjective or

adverb.

Remember

Go for it!

• Discuss: Why do you think so many computer games are war games? Do you agreewith those people who say that cartoons for children are not suitable for children,because they are too aggressive, too violent? Do you think people should dosomething to make things better?

• Work in groups. Write down some of your ideas about “making things better” andpresent them to the class.

• Write an email to ecological / anti-war organisations to take effective measures toimprove life on earth.

Can you predict what the

future will bring us? Are you

optimistic or pessimistic

about the future?

What are your plans for the

future? How can you fulfill

them?

Did you get it?


Check Your Progress IV


I. Match the words with the explanations.artist artistic creative critic museum work of arte.g. something that an artist has produced = work of art

1. something that an artist has produced2. relating to art3. someone who produces art4. good at producing art5. a place where art is shown6. someone whose job is to make judgements about art

II. Circle the right word.1. I liked the film. It was interested / interesting.2. He is such a bad / badly driver. He drives bad / badly.3. I was a bit nervous / nervously at first, but in the end everything went good / well at

the exam.4. She didn’t buy the dress because it was too expensive / expensively.5. It was a really nice / nicely present. I was so pleased / pleasing with it.6. She’s such a wonderful / wonderfully person. I’m so happy / happily to be her

friend.7. He behaved friendly / in a friendly way. He’s not so badly / bad after all.

III. Make new words from the words below to complete the gaps in the sentences.obey, smoking, care, inform, build, use, estimate, possible, make, understandinge.g. 1 – disobedient

1. He was a very __________________ child. His parents complained all the time.

2. You are not allowed to smoke in here. Can’t you see the __________________ sign?

3. I’m not worried to let my son go to school in her car. She’s a very _________________ driver.

4. I need some __________________ to fill out this form.

5. The president lives in a large __________________ in the centre of the town.

6. A dictionary will be __________________if you want to translate that text.

7. In a game, you should never __________________ the adversary.

8. The maths problems we had for today were almost __________________ to solve.They were too difficult.

9. That’s not the original song. It’s a __________________, and I don’t like it.

10. It wasn’t a fight. It was just a __________________ and everything is settled now.

IV. Circle the correct preposition in Monica’s email to Lisa.

V. What would you say in the following situations? Circle the letter of your choice.1. Your friend looks tired.

a. “You should go to bed.”b. ” You can go to bed.”

2. Your friend tells you a story that you don’t believe.a. “You must be joking. It can’t be true!”b. “You can be joking. It mustn’t be true!”

3. Your friend is worried about getting to the cinema on time.a. “Don’t worry. We shouldn’t be there until 8.45’.”b. “Don’t worry. We don’t have to be there until 8.45’.”

4. It’s hot and your friends are still playing football. They started two hours ago.a. “They can’t be tired and thirsty.”b. “They must be tired and thirsty.”

5. A student is giving a presentation. Your friend wants to ask some questions.a. “Let her finish the presentation. You mustn’t interrupt her when she’s speaking.”b. “Let her finish the presentation. You don’t have to interrupt her when she’s

speaking.”6. Your friend thinks you need umbrellas at the football match.

a. “You might be right. There are some big clouds in the sky.”b. “You have to be right. There are some big clouds in the sky.”

7. The teacher has opened the window but you are very cold.a. “Teacher, must I close the window? I’m very cold.”b. “Teacher, may I close the window? I’m very cold.”

VI. Answer these questions about Unit 4.1. Which lesson from this unit did you (not) like? Why?2. Write three “I can” statements to say what you have learned to do.3. Write one idea that you discussed in this unit and explain why you have

remembered it.


http://www.gmail.com

Hi Lisa,We are in / at some trouble with / against a project for English. We have to workon / in groups and send an email to / at ecological or anti-war organisations totake measures to defend the planet. We have never heard of / over suchorganisations, so we thought you might help us if you know on / of such groupsor organisations.We need the information very quickly because we have to write the email about /for next week. To make things more difficult, our computer is giving us sometrouble. It got a virus last week, and now we have to wait about / for the systemsengineer to fix it. I hope we haven’t lost all our work. We had so many files andfolders saved at / on that computer. I am writing about / to you from / over anInternet Café. Keep your fingers crossed for us.We all miss you, and we are looking forward to / at having you back in / toRomania.Love,Monica & friends

APPENDIX

Sample Curriculum Vitae A1


Personal informationSurname / First name Pop Ionicã

Address25, Strada Principalã, sat Chiuieni, comuna Lataretu,judeþ Alva, Romania

Telephone(s) 0273 – 524768Mobile 0776 – 542631E-mail [email protected]

Nationality RomanianDate of birth 12 August 1979

Desired employment Local guide for foreign touristsWork experience

Dates 1990 – 2005 Occupation farmer

Main activities Farming activities: working the land, breeding animalsType of business Family business

Education and training

Dates2004 – 2006 Second Chance Secondary Courses1985 – 1989 Primary School – sat Chiuieni

Personal skills andcompetences

Mother tongue RomanianOther language English

Self-assessment

European level (*)

English

(*) Common European Framework of Reference for LanguagesSocial skills and

competencesI communicate well with people.

Organisational skillsand competences

I can organize a group of people. I am a good time manager.

Computer skills andcompetences

I have acquired computer skills at the Second Chance coursesthat I am presently attending.I can use a computer to write text and to find information onthe Internet. I can communicate by email.

Artistic skills andcompetences

I can play the fiddle. I have been a dancer in „Ceteraºul” folkgroup since 1995. We have participated in several folk dancecompetitions and we won 1st prize in the Regional Folk DanceFestival in 2000.

Other skills andcompetences

I am skilled at woodwork. I make wooden objects such aschessboards and chess-pieces, wooden spoons, etc. I haveacquired this skill in my family.

Additional information References available on request.

Understanding Speaking Writing

Listening ReadingSpoken

interactionSpoken

productionA2

A2

A2

A2

A1

APPENDIX

Sample Application Letter A2

Dear Mr. Evans,I am writing to apply for the position of Local Host andGuide with your company. I read your advertisement in theZiarul Tãu and I would like to be considered for the job.

I believe I am suitable for this post as I already haveexperience in hosting people. I have hosted severalfamilies from countries such as Germany, Austria and Italyfor up to twelve days. I arranged sightseeing tours,watching and trying traditional activities such as pottery,weaving and carving. They were all highly appreciated bythe foreign visitors.

In addition, I am hard-working and responsible. I haverecently completed my education by attending SecondChance Courses that I graduated successfully. I have a goodknowledge of English and I am considering taking theCambridge First Certificate. I also understand and speakItalian. I have a clean driving licence and I know manyinteresting facts about the history of the region where Ilive, I can give detailed presentations of our customs andtraditions.

I would like to work for your company as it would give mean opportunity to develop my English skills further, and Iam sure that it will be very enjoyable guiding tourists inthe region.

I am enclosing a copy of my CV with this letter. I would beavailable for an interview here in Romania at any timeconvenient to you. Please do not hesitate to contact me ifyou have any further questions.

I look forward to hearing from you.

Yours sincerely,Ionicã Pop


APPENDIX

Grammar Reference A3


1.GOING TO

Subject + am/is/are + going to + verbWILL

Subject + will + verb

+I am going to give aparty tomorrow.You/we/they aregoing to buy hersome presentsHe/she/it is going towork.

–I am not going tostay at home.You/we/they are not(aren’t) going to dothat.He/she/it is not(isn’t) going to work.

+I/you/he/she/it/we/they will (‘ll) cometomorrow.

–I/you/he/she/it/we/they will not (won’t)be late

?Am I } going to visit her tonight?Are we/you/theyIs she/he

?Shall I/we phone him?Will you/she/he/they come to the party?

2.PAST SIMPLE

Subject + verb-ed (regular verbs) / 2nd form of irregular verbs

PAST CONTINUOUSSubject + was / were + verb+ing

+I/you/he/she/it/we/they worked.

–I/you/he/she/it/we/they didn’t work.

+I/he/she/it wasworking.You/we/they wereworking.

–I/he/she/it was not/wasn’t working.You/we/they werenot/ weren’tworking.

?Did I /you/he/she/it/we/they work?

?Was I / he/she/it working?

Were you/we/they working?

3.PRESENT PERFECT

Subject + have/has + past participle [verb-ed (regular verbs) / 3rd form of irregular verbs]

+I /you/we/they have worked.He/she/it has worked.

–I /you/we/they have not / haven’t worked.He/she/it has not / hasn’t worked.

?Have I /you/we/they worked?

Has he/she/it worked?

4.Countable nouns Uncountable nouns

singular plural moneynewswater

happinesselectricity

Regular pluralsa chair

an applesix chairsten apples

Irregular pluralsa childa man

two childrenthree men


Hint! Use dictionaries if you are not sure about how to use nouns.The label [C], [U] or [C/U] next to the noun will help you use the noun correctly.

COUNTABLE NOUNS UNCOUNTABLE NOUNS

How many managers? How much information?

a manager, one manager, (an accountant),three managers

a piece of information / three pieces ofinformation

some / several / (a) few / not many / a lot of managers

some / (a) little / not much / a lot of information

fewer / more managers less / more information

not …any / no managers not …any / no information

all / none all / none

5.1ST CONDITIONAL

IF + Present simple, will + verb2ND CONDITIONAL

IF + Past simple, would + verbIf I/you/we/they have time,I/you/we/they’ll go there.If he/she has time, he/she’ll go there.

If I/you/we/they had time, I/you/we/they’dgo there.If he/she had time, he/she’d go there.

We use the 1st Conditional to say thatsomething is possible but not certain.

We use the 2nd Conditional to show thatsomething is just imagination or probablywill not happen

6.ADJECTIVE ADVERB

happyslow

beautifulfast

goodbad

simple

happilyslowly

beautifullyfastwellbadly

simplyAdjectives tell us about the noun Adverbs tell us about the verb

APPENDIX

Irregular Verbs A4


InfinitivePast

SimplePast

ParticipleTranslation

bewas/were

been a fi

become became become a deveni

begin began begun a începe

bite bit bitten a muºca

break broke broken a sparge

bring brought brought a aduce

build built built a construi

buy bought bought a cumpãra

catch caught caught a prinde

choose chose chosen a alege

come came come a veni

cost cost cost a costa

cut cut cut a tãia

do did done a face

drink drank drunk a bea

drive drove driven a conduce

eat ate eaten a mânca

fall fell fallen a cãdea

feel felt felt a simþi

find found found a gãsi

fly flew flown a zbura

forget forgot forgotten a uita

get got gota primi;a ajunge;a deveni

give gave given a da

go went gone a merge

grow grew grown a creºte

have had had a avea

hear heard heard a auzi

hit hit hit a lovi

hold held held a þine

hurt hurt hurt a rãni; a durea

keep kept kept a þine; a pãstra

know knew known a ºti

learnlearnt/learned

learnt/learned

a învãþa

leave left left a lãsa; a pleca

lend lent lenta da cuîmprumut

let let let a lãsa

lose lost lost a pierde

make made made a face

InfinitivePast

SimplePast

ParticipleTranslation

mean meant meant a însemna

meet met met a întâlni

pay paid paid a plãti

put put put a pune

read read read a citi

ride rode ridden a cãlãri

ring rang rung a suna

run ran run a fugi

say said said a spune

see saw seen a vedea

sell sold sold a vinde

send sent sent a trimite

show showed shown a arãta

shut shut shut a închide

sing sang sung a cânta

sit sat sat a ºedea

sleep slept slept a dormi

speak spoke spoken a vorbi

spell spelt spelta spunepe litere

spend spent spenta petrece(timpul);a cheltui

stand stood stooda sta înpicioare

steal stole stolen a fura

swim swam swum a înota

take took taken a lua

teach taught taughta preda;a învãþa(pe cineva)

tear tore torn a rupe

tell told told a spune

think thought thoughta se gândi;a crede

throw threw thrown a arunca

under-stand

under-stood

under-stood

a înþelege

wake upwokeup

woken up a (se) trezi

wear wore worn a purta (haine)

win won won a câºtiga

write wrote written a scrie


APPENDIX

Scripts A5Introduction What Type Of Learner Are You?

Angela: “Can we now switch on to myfavourite soap?”

Paul: “We’re watching the news. Don’t youwant to know what’s going on in theworld?”

Angela: “I know what I need to know.Anyway there are two kinds of news:the ones about crimes, murders, theftsand all kinds of psychopats that scareme, and the ones about politics, which Idon’t understand.”

Paul: “What do you mean by “I don’tunderstand”?”

Angela: “It’s all those words that don’tmake sense, like regime and totolatirianand ….”

Paul: “Ha, ha… that’s totalitarian.”Angela: “What’s that?”Paul: “A totalitarian country or state is a

country in which the government….”

Angela: “You know something? I can findit in the dictionary if I want to knowwhat totalitarian means. But right now Iwant to watch “Broken Hearts”. It lastsonly 45 minutes. You can watch the 8o’clock news, or listen to the news onthe radio, or read the newspaper.”

Paul: “OK, whatever. I’ll go and readsomething. Let me know when they’veput back the pieces.”

Angela: “What pieces?”Paul: “The broken ones, sweetheart!”Angela: “Take off the mask, Paul dear, I

know your secret!”Paul: “What mask? What secret?”Angela: “The mask of indifference. I know

your heart’s aching for Monica.”Paul: “No, it’s not.”Angela: “Yes, it is. But you’re too shy to

tell her.”

Daniel is a very quiet student who can’ttake his eyes off their young and beautifulteacher. If she asked them to write the wordconspicuous a million times he would do itwithout asking why and without daring toask her what that word means. He secretlylistens to an old song, trying to rememberthe lyrics.

Paul is a hard-working student. He is veryambitious and he wants his English to beperfect. The problem is that he never daresto say or write a word that he hasn’tchecked in his dictionary. His friends makefun of him and call him a bookworm. He issecretly in love with Monica. She has anatural gift for languages so she is almostfluent in English.

Big mouth Victor is the star of the group.He’s funny, witty, he has answers to all thequestions in the world. Nobody knowsbetter than he does, not even the teachers.He makes loads of mistakes, but who cares?It’s what he wants to say, not how he saysit that really matters.

Marc just doesn’t care. He seems indifferentto everything. Victor’s jokes are boring,school’s boring, the teachers are boring.Nobody understands how he manages to doso well in the tests. He likes Angela buthe’s too proud to tell her. When she looksat him, he looks away.

Unit II Society, Lesson 2 What’s On The News?

Unit III Jobs, Lesson 2 Working Mothers

Monica: “I can’t believe how narrow-minded,prejudiced males you two can be!”

Victor: “It’s not true! I love women. I wantto protect and take care of them, that’swhy I think they shouldn’t work.”


Angela: “That’s nice.”Monica: “That’s not what I meant. I know

you love women, you womaniser! I mean,if a woman like my sister, who likes herjob, wants to work, her husband shouldaccept that. And if she’s ambitiousenough to take up an accountancy course,like she did, he should admire her andencourage her, not criticise her.”

Paul: “Why is she studying accountancy ifshe’s happy with her job?”

Monica: “She likes it, but she says it’s timeto move on. First she wants to work asan accountant, and later maybe she’ll gointo business.”

Angela: “Why start a new business? Herhusband’s already got one. She couldkeep the books for him or even run hisbusiness if she’s good at it.”

Paul: “In your soap-operas!”Monica: “Wait a minute, Paul. Angela

might be right! If she convinces him thatshe’s doing it so she can help him,maybe their arguments will finally end.”

Marc: “That would be a lie, wouldn’t it?”Monica: “So, what? Women have to survive

in this “man’s world” after all.”Victor: “But it would be nothing, nothing

without a woman … or a girl.”Angela: “Oh, I like this song!”

Unit III Jobs, Lesson 3 Are They Underpaid?

Victor: “Ask me what? The answer’s yes!”Paul: “It’s not a ” yes or no” question. If you

were to choose between working for a largecompany or having a small business ofyour own, which one would you choose?”

Victor: “Neither. My plan is to go abroad.”Paul: “To do what?”Victor: “Anything!”Monica: “So it’s either, not neither! Since

you said you’d do anything.”Victor: “In fact, I’d work there for a few

years, for a big or a small firm, it doesn’tmatter. And then I’d come back withenough money to do what I like. Maybeopen a restaurant or a club.”

Monica: “See, Paul? I win! Finally he chosethe business.”

Paul: “In fact he chose them both. Oneafter the other.”

Monica: “Anyway, the good news is thateven if he went to work abroad he’d stillcome back to us.”

Paul: “He knows we’d miss his big mouth.”Monica: “And his jokes!”Victor: “By the way, I know a new one;

“There’s this blonde chick driving onthe highway, and…”

Monica: “Victor… we know this joke!”

Unit IV Culture and Technology, Lesson 2 Romeo and Juliet

Angela and Monica are talking in front of thecinema, waiting for the others to come out.Angela: “It was horrible. That classic love

story turned into a movie withgangsters, guns and leather jackets. Iread the play and I cried. It’s for thetheatre, not for the cinema. And even ifthey make an adaptation by no meansshould they make changes to such amasterpiece.”

Monica: “I think it was great. Even thoughit was set in our days, they still keptShakespeare’s lines. I think it was afantastic combination of characters fromour days and Shakespeare’s poeticlanguage.”

Angela: “The two just don’t go together.They should have placed it all in those

days with period costumes. Shakespearewrote in the 16th century, not nowadays.”

Monica: “The story is as beautiful today asit was centuries ago. Why not move itinto our society?”

Angela: “Because there’s no romance in ourlives. Men just want sex, they don’t careabout our feelings, they don’t writepoems to us. I’ve never received a loveletter in my life! All I get is invitationsto go out to have some fun together.They don’t like beautiful women, theylike sexy women.”

Monica: “What’s wrong in that? I don’tmind being sexy and I don’t mind goingout to have fun. And I don’t thinkthere’s no romance in our lives, I justthink we don’t use the same words to


express our feelings. If men don’t writelove letters and poems it doesn’t meanthat they don’t have feelings. They justput them into different words.”

Angela: “Anyway, I wish I had lived inthose days and I wish there was aRomeo for me.”

Monica: “Don’t worry. There must be onefor you! He might be just round thecorner. So you don’t have to go fivecenturies back in time to find him.”

Victor and Marc are approaching the girlsfrom round the corner.Angela: “Very funny! Can it be one of

them,… I wonder…?”

Victor: “Hi girls! Did you enjoy the movie?I liked their cars and bikes, but Julietwasn’t very sexy, was she?”

Angela: “See what I mean?”Monica, smiling: “Hm… Yes!”Victor: “No!... What do you mean?!”Marc: “She means there’s nothing in your

head but cars and sex, that’s what shemeans!”

Victor: “It’s not true. There’s more.”Monica: “Obviously, there’s football.”Victor: “These women! Why must they

always know everything?”

Unit IV Culture and Technology, Lesson 3 The World’s Going Crazy

Marc: “Did you watch “On the Beach” lastnight? How can they make such films?How can they write such books? Howcan anyone imagine that the wholepopulation on this planet candisappear?”

Daniel: “I think it’s good that they makefilms like this one. It makes peoplethink of the possible consequences ofirresponsible acts.”

Marc: “What acts? People didn’t doanything to make those bad thingshappen. It was the leaders’ decision touse nuclear bombs in their desire to gainmore power.”

Daniel: “Exactly. But politicians andgenerals are people like us. Films likethis one might make them consider thedanger in their reckless decisions.”

Angela: “I don’t understand. Theydestroyed the enemy but at the sametime they destroyed themselves. Nobodysurvived. What’s the point in killingyour enemy if you die as well? Or didthey think they were immortal?”

Paul: “They say power makes people blind.Once in power, people get the virus thatmakes them want more and more power,so they forget they are human beings.They have no feelings, no pity. Nothingcan stand in their way to achieve whatthey want.”

Victor: “I see. It’s something like: “If I can’tget it nobody will.”

Monica: “Come to think of it, most of usare irresponsible to some extent.”

Daniel: “What do you mean? Ordinarypeople like us would not decide thatnuclear bombs are the solution to put anend to conflicts.”

Monica: “No, but think how many peoplesmoke knowing that it ruins their health,they get mobile phones whether theyneed them or not, they spend hours infront of their computers eating junk foodand expecting doctors to performmiracles.”

Paul: “I don’t smoke and I don’t eat junkfood. But what’s wrong with mobilephones and computers? I think they areuseful. We live in the age of technologyafter all. Are you suggesting that weshould give up on the benefits we getfrom these machines and go back toliving in nature like our ancestors?”

Monica: “No, that’s not what I wanted tosay. What I’m saying is that our lives arestressful and we sometimes don’t careabout our health.”

Victor: “When you’re done with yourhealth education lesson, will you comeoutside and watch our football game?”

Monica: “Maybe next time. I haven’tchecked my emails for three days. I’mafraid it will take some time to reply toall of them.”

APPENDIX

Lyrics A6


I.1 “Englishman In New York”I don’t drink coffee I take tea my dearI like my toast done on one sideAnd you can hear it in my accent when I talkI’m an Englishman in New York

See me walking down Fifth AvenueA walking cane here at my sideI take it everywhere I walkI’m an Englishman in New York

I’m an alien I’m a legal alienI’m an Englishman in New YorkI’m an alien I’m a legal alienI’m an Englishman in New York

If, “Manners maketh man” as someone saidThen he’s the hero of the dayIt takes a man to suffer ignorance and smileBe yourself no matter what they say

I’m an alien […]

Modesty, propriety can lead to notorietyYou could end up as the only oneGentleness, sobriety are rare in this societyAt night a candle’s brighter than the sun

Takes more than combat gear to make a manTakes more than a license for a gunConfront your enemies, avoid them when you canA gentleman will walk but never run

I.2 Gone Fishing (Chris Rea)I’m going fishingI got me a lineNothin’ I do’s gonna’ make the differenceSo I’m taking the time

And you ain’t never gonna’ be happyAnyhow, anywaySo I’m going fishingAnd I’m going today

I’m going fishingSounds crazy I knowI know nothing about fishingBut just watch me go

And when my time has comeI will look back and seePeace on the shorelineThat could have been me

You can waste whole lifetimeTrying to beWhat you think is expected of youBut you’ll never be free

May as well go fishing

II.1 “Candle In The Wind” (Elton John)Goodbye Norma JeanThough I never knew you at allYou had the grace to hold yourselfWhile those around you crawledThey crawled out of the woodworkAnd they whispered into your brainThey set you on the treadmillAnd they made you change your name

And it seems to me you lived your lifeLike a candle in the windNever knowing who to cling toWhen the rain set inAnd I would have liked to have known youBut I was just a kidYour candle burned out long beforeYour legend ever did

Loneliness was toughThe toughest role you ever playedHollywood created a superstarAnd pain was the price you paidEven when you diedOh the press still hounded youAll the papers had to sayWas that Marilyn was found in the nude

Goodbye Norma JeanFrom the young man in the 22nd rowWho sees you as something as more than sexualMore than just our Marilyn Monroe

II.2 “Democracy” (Leonard Cohen)It’s coming through a hole in the air,from those nights in Tiananmen Square.It’s coming from the feelthat this ain’t exactly real,or it’s real, but it ain’t exactly there.From the wars against disorder,from the sirens night and day,from the fires of the homeless,from the ashes of the gay:Democracy is coming to the U.S.A.It’s coming through a crack in the wall;on a visionary flood of alcohol;from the staggering accountof the Sermon on the Mountwhich I don’t pretend to understand at all.It’s coming from the silenceon the dock of the bay,from the brave, the bold, the batteredheart of Chevrolet:Democracy is coming to the U.S.A.

It’s coming from the sorrow in the street,the holy places where the races meet;from the homicidal bitchin’that goes down in every kitchento determine who will serve and who will eat.

From the wells of disappointmentwhere the women kneel to prayfor the grace of God in the desert hereand the desert far away:Democracy is coming to the U.S.A.

Sail on, sail onO mighty Ship of State!To the Shores of NeedPast the Reefs of GreedThrough the Squalls of HateSail on, sail on, sail on, sail on.

It’s coming to America first,the cradle of the best and of the worst.It’s here they got the rangeand the machinery for changeand it’s here they got the spiritual thirst.It’s here the family’s brokenand it’s here the lonely saythat the heart has got to openin a fundamental way:Democracy is coming to the U.S.A.

It’s coming from the women and the men.O baby, we’ll be making love again.We’ll be going down so deepthe river’s going to weep,and the mountain’s going to shout Amen!It’s coming like the tidal floodbeneath the lunar sway,imperial, mysterious,in amorous array:Democracy is coming to the U.S.A.

Sail on, sail on…

I’m sentimental, if you know what I meanI love the country but I can’t stand the scene.And I’m neither left or rightI’m just staying home tonight,getting lost in that hopeless little screen.But I’m stubborn as those garbage bagsthat Time cannot decay,I’m junk but I’m still holding upthis little wild bouquet:Democracy is coming to the U.S.A.

II.3 “The Queen & The Soldier” (Suzanne Vega)The soldier came knocking upon the queen’s door/ He said, “I am not fighting for you any more” /The queen knew she’d seen his face someplacebefore / And slowly she let him inside.

He said, “I’ve watched your palace up here on thehill / And I’ve wondered who’s the woman forwhom we all kill / But I am leaving tomorrow andyou can do what you will / Only first I am askingyou why.”

Down in the long narrow hall he was led / Into herrooms with her tapestries red / And she neveronce took the crown from her head / She askedhim there to sit down.

He said, “I see you now, and you are so very young/ But I’ve seen more battles lost than I have battles

won / And I’ve got this intuition, says it’s all foryour fun / And now will you tell me why?“

The young queen, she fixed him with an arroganteye / She said, “You won’t understand, and youmay as well not try” / But her face was a child’s,and he thought she would cry / But she closedherself up like a fan.

And she said, “I’ve swallowed a secret burningthread / It cuts me inside, and often I’ve bled” / Helaid his hand then on top of her head / And hebowed her down to the ground.

“Tell me how hungry are you? How weak youmust feel / As you are living here alone, and youare never revealed / But I won’t march again onyour battlefield” / And he took her to the windowto see.

And the sun, it was gold, though the sky, it wasgray / And she wanted more than she ever couldsay / But she knew how it frightened her, and sheturned away / And would not look at his faceagain.

And he said, “I want to live as an honest man / Toget all I deserve and to give all I can / And to lovea young woman who I don’t understand / Yourhighness, your ways are very strange.”

But the crown, it had fallen, and she thought shewould break / And she stood there, ashamed ofthe way her heart ached / She took him to thedoorstep and she asked him to wait / She wouldonly be a moment inside.

Out in the distance her order was heard / And thesoldier was killed, still waiting for her word / Andwhile the queen went on strangeling in thesolitude she preferred / The battle continued on

III.2 This Is a Man’s World (James Brown)This is a man’s world, this is a man’s world / But itwouldn’t be nothing, nothing without a woman ora girl

You see, man made the cars to take us over the road/ Man made the trains to carry heavy loads / Manmade electric light to take us out of the dark / Manmade the boat for the water, like Noah made theark

This is a man’s, a man’s, a man’s world / But itwouldn’t be nothing, nothing without a woman ora girl

Man thinks about a little baby girls and a baby boys/ Man makes them happy ‘cause man makes themtoys / And after man has made everything,everything he can / You know that man makesmoney to buy from other man

This is a man’s world / But it wouldn’t be nothing,nothing without a woman or a girl

He’s lost in the world of man / He’s lost inbitterness


source: www.azlyrics.com

Vocabulary


Introduction

(to) believe = a credetopic = temã / subiect (de discuþie)(to) express yourself freely = sã te exprimi

liber(to) agree = a fi de accordforever = pentru totdeauna(to) be afraid = a-i fi teamãthat suits you best = care þi se potriveºte

cel mai bineproudly = cu mândrie(to) be able to = a putea, a fi în stare sãweak points = puncte slabeself-assessment = autoevaluarefellow students = colegi

how do you rate your… = cum îþi apreciezi/ evaluezi…

(to) find out = a aflamistake = greºealãrule = regulã(to) hate = a detestaupset = supãratI can’t be bothered to… = nu-mi pasã, nu

mã intereseazã(to) match = a potrivi, a se potriviimprovement = îmbunãtãþireadvice = sfat, sfaturisurvey = sondaj de opinie

Unit I – People

overhear = a auzi (farã voie) conversaþiaaltor personae

without fuss = fãrã zarvã(to) hold a referendum = a organiza un

referendumlong-haired = cu pãrul lungwavy hair = pãr ondulattanned complexion = pielea (feþei) creolã /

bronzatãclassy guy = tip ºic, elegantlabel = etichetã(to) apply labels = a etichetadeskmate = coleg de bancãmissing words = cuvintele care lipsescfood = mâncare, alimentunhealthy = nesãnãtos(to) lose weight = a slãbishe’s not pleased = nu e mulþumitãin great shape = în formã (fizicã) excelentã(to) manage = a reuºilifestyle = stil de viaþã(to) starve = a înfometaugly = urât(ã)it matters = conteazãsoon = (în) curând

(to) share = a împãrþi, a împãrtãºiquietly = încet, în liniºteinstead of = în loc desweetener = îndulcitorfor a while = o vreme, pentru un timpwholemeal bread = pâine integralãheavy smoker = fumãtor înrãitwrinkles = ridurilungs = plãmânieven if = chiar dacãin the dark = în întuneric(to) book = a face o rezervarepresent = cadouon your own = de capul tãu, singur(to) argue = a se certa(to) waste = a risipi, a irosi(to) wrap = a împacheta, a ambalathat’s settled = este stabilit, aranjatyou bet! = cred ºi eu!guidance = dirijare, ghidaretired = obositthe sky is overcast = cerul e plin de noriguest = invitat, musafir(to) remind = a aminti


Unit III – Jobs

suitable = potrivitvacancy = loc / post liber, vacanthome-made = artizanalvineyard = vieplums = prune(to) bake = a coacethe main course = felul principal (la masã)(to) hike = a face drumeþiitrout = pãstrãvloom = rãzboi de þesut(to)weave = a þeselinen = pânzã de inwool = lânãwatermelon = lebeniþã(to) predict = a prezice, a prevedeain a bad mood = prost dispus(ã)concerned = îngrijorat(to) earn (money) = a câºtiga (bani)

hatred = urãhe can afford = îºi poate permite(to) mess around = a se amestecanursery = creºã(to) summarize = a rezuma(to) deserve = a merita(to) threaten = a ameninþahas it occurred to you…? = te-ai gândit

vreodatã…?I’d rather = aº prefera sãself-confidence = încredere în sine(to) borrow = a lua cu împrumut(to) lend = a da cu împrumutselfishness = egoismdebts = datorii(to) inherit = a moºteni(to) gamble = a juca la jocuri de noroc, a

risca

Unit II – Society

candle = lumâmare(to) grow = a creºte(to) whisper = a ºoptifootsteps = urme de paºitorch = torþã, lanternãwing = aripãsunset = apustears = lacrimiwealthy = înstãrit, bogatvaluable = de valoareuseless = fãrã rost(to) stick = a lipi(to) score a point = a marca un punct(to deserve = a merita(to) switch = a comuta, a face schimb(to) hire = a angaja

(to) rule = a conduce, a guverna(to) dismiss = a concedia, a destituia war broke out = a izbucnit un rãzboi(to) chat = a sta de vorbãvivid memories = amintiri viihe proved to be = s-a dovedit a fitwice = de douã oriwedding = cãsãtorieyouth = tinereþestranger = strãin, necunoscutwhile = în timp ceexpensive = scumpshore = mal(to) sleep like a log = a dormi buºteancoronation = încoronareunusual = neobiºnuit

Unit IV – Culture and Technology

recording = înregistrare(to) hang = a sta atârnat, a atârna, a

spânzurabald = chelsuit yourself! = fã ce/cum vrei!slow workers = muncitori fãrã randamentsad = tristalthough = deºi(to) prevent from = a împiedica

statement = afirmaþie(to) dislike = a-i displacenowadays = în zilele noastreoften = adeseastate your opinion = exprimã-þi opiniaplenty of = suficient, destul(to) fulfill = a îndeplini, a realizaaccurate = clar, corect(to) widen = a lãrgi

Now What?


Congratulations for having had the patience and energy toget this far. From now on you’re on your own. We hope wehave succeeded in arousing your interest and you’ll keepon learning English. We hope you found out new thingsabout the English speaking world. We hope you havediscovered new countries, met new people and new ideasthat will be useful to you.

Write to us if you ever go to an English-speaking country ormeet a foreigner and you are able to communicate usingwords, not just gestures.

Are you listening to more music in English, now that youcan understand at least some of the lyrics?

Be brave and confident in your potential. It’s remarkablethat you decided to take up studies at an age when mostpeople are too bored or too busy to study. This means thatfrom now on you can be your own teacher. Now you knowwhere and how to get the information you need and youcan also teach your friends and family.

You can now mention a foreign language in your CV andconfidently apply for the job that suits you best.

Good luck in life.

A Doua Sansa Secundar Engleza Elev 3

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