LIMBA ENGLEZĂ – CURS PRACTIC - Anunțuri facultate · · 2016-10-18universitatea spiru haret...

UNIVERSITATEA SPIRU HARET BUCUREŞTI

FACULTATEA DE ŞTIINŢE JURIDICE ŞI ŞTIINŢE ECONOMICE

CONSTANŢA

PROGRAM DE STUDII:

MANAGEMENT

SINTEZE LIMBA ENGLEZĂ – CURS PRACTIC

Anul universitar 2016-2017

Anul I ZI

SEMESTRUL I

Precizări şi recomandări privind desfăşurarea activităţilor la disciplina

LIMBA ENGLEZĂ – CURS PRACTIC

Denumirea cursului – ENGLISH LANGUAGE FOR DAILY USE

Durata cursului / Nr. credite – Semestrul I, 28 ore/semestru, 3 credite

Bibliografie minimă obligatorie:

Barbu A., Chirimbu S. (2006) English Language for Daily Use, Editura Fundaţiei

România de Mâine, Bucureşti.

Boarcas, C. (2006) World of Business, Editura Europolis, Constanţa.

Paidos, C. (1999) English Grammar Theory and Practice, vol. I,II, Editura All

Educational, Bucureşti

Bibliografie facultativă:

Alexander, L.G. (1997) Longman English Grammar Practice for intermediate

students, Longman, Harlow.

Collins Cobuild (1993) Student’s Grammar, Harper Collins Publishers, London.

Thompson A. J., Martinet, Av. (1995) A Practical English Grammar, Oxford

University Press, Oxford.

Obiectivele principale ale cursului

Activitatea studenţilor va fi subordonată realizării următoarelor obiective de bază:

- perfecţionarea deprinderilor de comunicare orală şi scrisă vizând activitatea

profesională şi cea ştiinţifică;

- consolidarea capacităţilor de analiză şi sinteză a informaţiei conţinute într-un

discurs;

- dezvoltarea abilităţilor de înţelegere şi producere a mesajelor specifice

limbajului cotidian;

- actualizarea cunoştinţelor de ordin lingvistic şi cultural, cu adaptarea respectivă

la contexte specifice;

- achiziţionarea graduală a lexicului aparţinând discursului cotidian în vederea

exploatării ulterioare în activitatea profesională şi cea ştiinţifică;

- perfecţionarea competenţelor de transfer (de traducere) din limba străină în

limba maternă şi invers a textelor aparţinând discursului cotidian.

Competenţe

specifice disciplinei

- Receptarea

mesajelor transmise

oral sau în scris în

diferite situaţii de

comunicare;

- Producerea de

mesaje orale sau scrise

adecvate unor anumite

contexte

1. Cunoaşterea şi utilizarea funcţiilor comunicative ale limbii:

1. iniţierea, întreţinerea şi încheierea unui dialog / conversaţii

2. exprimarea opiniei

3. exprimarea acordului / dezacordului faţă de opiniile altora

4. exprimarea satisfacţiei / insatisfacţiei faţă de un punct de vedere

5. exprimarea refuzului / argumentarea refuzului

6. contrazicerea părerilor altora

7. comentarea părerilor

8. solicitarea repetării şi reformulării

9. exprimarea presupunerilor

10. solicitarea de informaţii şi de sugestii

11. oferirea şi confirmarea / infirmarea de informaţii

12. solicitarea confirmării / infirmării unor informaţii

13. descrierea de evenimente, fenomene

- Realizarea de

interacţiuni în

comunicarea orală sau

scrisă

- Transferul şi

medierea mesajelor

orale sau scrise în

situaţii variate de

comunicare

14. formularea de propuneri şi sugestii

15. solicitarea de sugestii

16. exprimarea de condiţii

17. formularea de sfaturi

18. exprimarea preferinţelor, intenţiilor

19. solicitarea şi acordarea / refuzul permisiunii

20. formularea de invitaţii

21. exprimarea de mulţumiri

22. acceptarea / refuzul unei invitaţii

23. exprimarea surprizei, curiozităţii, temerilor, îndoielii

24. exprimarea simpatiei

25. formularea de comparaţii

26. formularea de persuasiuni

27. exprimarea diverselor grade de certitudine.

2. Dobândirea unor competenţe atitudinale

- Conştientizarea contribuţiei limbii engleze la

vehicularea culturii contemporane

- Raportarea critică la civilizaţia britanică şi americană,

acceptarea diferenţelor şi manifestarea toleranţei

- Conştientizarea stereotipurilor culturale şi combaterea

acestora

- Dezvoltarea gândirii autonome, critice şi reflexive prin

receptarea unei varietăţi de texte în limba engleză

- Manifestarea flexibilităţii în cadrul schimbului de idei

în diferite situaţii de comunicare

________________________________________________________

Numărul de credite (ECTS) pe disciplină pe fiecare semestru: 3 şi numărul de

credite alocat fiecărei competenţe: 1

Modalitatea de evaluare a cunoştinţelor pe parcurs şi la examenul final.

2 evaluări pe parcurs prin teste grilă pe platforma Blackboard şi examen final prin

testare scrisă în sesiunea de iarnă.

Teste grilă/Teme de evaluare

Teste grilă pe platforma Blackboard: 2 evaluări pe parcurs şi un examen final.

NOTĂ: Sunt 20 de intrebări în fiecare test grilă, iar timpul alocat pentru fiecare test

este de 20 min. Nu sunt permise niciun fel de materiale sau surse suplimentare la

evaluările pe parcurs sau la examenul final. Sursele bibliografice sunt manualele

indicate şi recomandate la inceputul semestrului. Testele grilă conţin 4 tipuri de

întrebări: Multiple Choice, True/False, Matching şi Completion. Fiecare răspuns

corect este punctat cu 5 puncte – punctajul final este de 100 puncte, corespunzător

notei 10. Nu sunt luate în consideraţie decât răspunsurile complete.

Modalitatea de comunicare cu titularul de curs si cu titularul de seminarii/

activităţi practice

Se poate comunica cu titularul de curs atât în cadrul cursurilor şi al seminariilor pe tot

parcursul anului universitar, dar şi la consultaţiile planificate în fiecare săptămână.

De asemenea, se poate lua legatura şi prin e-mail, la adresa afişată pe site-ul facultăţii,

sau consultând rubrica de anunţuri de pe platforma Backboard.

Instrucţiuni de utilizare a Blackboard pentru: logare, accesare câmp Avizier

virtual, accesare câmp Materiale didactice, accesare câmp Evaluare, accesare

câmp pentru vizionarea Rezultatelor evaluării.

Tehnici şi metode specifice de învăţare

La limba engleză se pot utiliza şi tehnici moderne de învăţare folosind internetul

pentru informaţii suplimentare privind vocabularul sau noţiunile de gramatică

prezentate, CD-uri şi DVD-uri pentru listening şi speaking. De asemenea pot fi

folosite materiale didactice ce conţin modele autentice de limbă: ziare, reviste,

broşuri, flyere de prezentare etc.

Indicaţii privind accesarea bibliografiei obligatorii şi suplimentare cerute.

În afara manualelor şi a cursurilor tipărite existente la biblioteca facultăţii, există şi

posibilitatea de a se consulta sinteza cursului încărcată pe Blackboard.

Modul de stabilire a notei finale – nota finală va reprezenta o medie între notele

obţinute la evaluările parţiale de pe parcursul celor două semestre şi notele obţinute la

evaluarea finală din sesiunea de vară şi de iarnă a anului universitar.

Consultatii pentru studenţi cu cadrul didactic titular al cursului – conform

anunţurilor afişate la avizierul virtual al facultăţii.

2. Conţinutul tematic al cursului

Cursul este structurat pe trei coordonate majore: gramatică, vocabular şi limba

utilizată în context (language in use) fără a omite însă nici exersarea abilităţilor de

citire şi înţelegere a unui text sau prezentarea unor informaţii referitoare la cultura şi

civilizaţia engleză.

Cursul urmăreşte îndeaproape manualul recomandat şi este structurat în 10 unităţi

tematice, fiecare acoperind aspecte de bază ale limbii şi civilizatiei engleze, după cum

urmează:

Unit 1 - Identification. Meeting New People

Section A – Identification

Reading comprehension:

Grammar:

Vocabulary:

Language in use:

Section B – Meeting New People


Grammar:

Vocabulary:

Language in use:

Unit 2 – Education. Career

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 3 – Home. Environment

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 4 – Travelling. Accommodation

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 5 – The Human Body. Health

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 6 – Going Shopping. Money

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 7 – Food. Eating out

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 8 – Entertainment. Sports and hobbies

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 9 – Media. Communication

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

Unit 10 – Introduction to the European Union

Section A –


Grammar:

Vocabulary:

Language in use:

Section B –


Grammar:

Vocabulary:

Language in use:

3. Bibliografie minimă obligatorie:

Barbu A., Chirimbu S. (2006) English Language for Daily Use, Editura Fundaţiei

România de Mâine, Bucuresti.

Boarcas, C. (2006) World of Business, Editura Europolis, Constanta.

Paidos, C. (1999) English Grammar Theory and Practice, vol. I,II, Editura All

Educational, Bucuresti

4. Bibliografie facultativă:

Alexander, L.G. (1997) Longman English Grammar Practice for intermediate

students, Longman, Harlow.

Collins Cobuild (1993) Student’s Grammar, Harper Collins Publishers, London.

Thompson A. J., Martinet, Av. (1995) A Practical English Grammar, Oxford

University Press, Oxford.

5. Prezentarea lecţiilor

Pentru a conferi coerenţă prezentării vom introduce în continuare conţinutul

capitolelor cursului pornind de la cele trei coordonate importante anunţate încă

din introducere: GRAMMAR (gramatică), VOCABULARY (vocabular) şi

LANGUAGE IN USE (limba folosită în context)

I. GRAMMAR

Secţiunea de gramatică a fiecărei unităţi are ca scop, conform programei

analitice, familiarizarea studenţilor cu următoarele probleme gramaticale

fundamentale pentru învăţarea limbii engleze: timpurile verbale, verbele

modale, diateza pasivă, substantivul (pluralul substantivului), exprimarea

posesiei, gradele de comparaţie ale adjectivului, articolul, determinanţii,

numeralul, modul de formare al întrebărilor.

1. THE TENSES OF THE VERB (Units 1- 5)

i. PRESENT TENSES:

• Present simple – Unit 1

• Present progressive – Unit 1

• Present perfect simple – Unit 4

• Present perfect progressive – Unit 4

PRESENT SIMPLE

• Form: the first form of the verb (coincides with the infinitive without to.

The particle –s / -es is added for the third person singular: I / you / we / they

learn. He / she / learns.

• Questions start with DO / DOES

e.g. Do you love him? Does he love you?

• Negatives contain DO NOT (DON’T) / DOES NOT (DOESN’T)

e.g. I do not (don’t) love him. He does not (doesn’t) love me.

• Uses:

- General statements: The academic year has two semesters.

- Usual, repeated activities: I meet my friends every weekend.

- Future activities which are planned and official: The Presidents’ plane

lands in an hour.

- After WHEN, AS SOON AS, UNTIL, IF, UNLESS, replacing the Future :

We’ll leave as soon as the rain stops.

PRESENT PROGRESSIVE

Form: TO BE + Verb-ing. I am learning. You are learning. He / she / it is

learning. We / you / they are learning.

• Questions are formed by inversion: Are you learning?

• Negatives are formed by adding NOT after the verb TO BE: I am not

learning.

• Uses:

- Activity in development now: I’m watching TV now.

- Activity in development in the present period (today, this week, this

month, etc): I’m taking driving lessons this month.

- Future planned activity (arrangement): I’m meeting my friends tonight.

- Activity which is pleasant or annoying for the speaker: He’s so nice, he’s

always bringing me flowers! / You are always coming late!

PRESENT SIMPLE AND PRESENT CONTINUOUS

Topic objectives corresponding to student’s acquired competences and number

of credits

explanation of the theoretical and practical aspects related to the forms and

uses of the Present Tense Simple and Present Tense Continuous

creative use of the specific structures

Presentation of the topic content

Present Tense Simple and Present Tense Continuous – Form and Use

PRESENT SIMPLE

Form

I like coffee. Do you like coffee? I don’t like coffee.

Uses

1. Habitual actions:

e.g. I usually get up at 7.30.

He travels a lot.

2. Permanent truths:

e.g. Vegetarians don’t eat meat.

Love makes the world go round.

3. A fact which is true for a long time:

e.g. She works in an office.

My friend studies law.

4. Future reference for official programmes and timetables:

e.g. We leave London at 10.00 next Monday and arrive in Paris at 11.00.

Our next lesson is on Thursday.

5. In time and conditional clauses replacing the future tense (introduced by:

when, while, before, till/until, if):

e.g. He will come when he has time.

He will come if he has time.

PRESENT CONTINUOUS

Form

They are writing now. Are they writing now? They aren’t writing now.

Uses

1. An activity in progress at the moment of speaking (now, right now, at this

moment)

e. g. They are travelling now.

2. A temporary activity that is not necessarily happening at the moment (today,

this week/ month/ year, these days):

e. g. She is working very hard these days because she has to finish a project.

3. Definite planned actions for the near future:

e. g. I’m flying to New York next Monday.

What are you doing tonight? Are you going out?

4. Repeated actions which are often annoying or unreasonable:

e. g. Tim is always ringing me up when I’m sleeping.

My children are forever asking me a lot of questions.

Note: Some verbs that are almost never used in the continuous aspect:

1. The verbs: to be, to exist, to owe, etc.

2. Verbs that express mental activities: to know, to believe, to think (opinion), to

remember, to understand, etc.

3. Verbs of perception : to see, to hear, to taste, to smell, to touch

4. Verbs that express feelings: to love, to hate, to like, to dislike, to prefer, to

adore, etc.

5. Verbs of possession: to have, to own, to belong, to possess, etc.

PRESENT PERFECT SIMPLE

• Form: HAVE / HAS + Past Participle: They have left the building.

• Questions are formed by inversion: Have they left the building.

• Negatives are formed by adding NOT after the auxiliary HAVE / HAS:

They have not (haven’t) left the building.

• Use:

- Past event with a present consequence: I have caught a cold.

- Past event that took place in a period not ended yet (today, this week, etc):

It has rained a lot this week.

- In sentences containing one of the following: always ever, never, just,

already, yet, since, for .

PRESENT PERFECT PROGRESSIVE

• Form: HAVE / HAS + BEEN + V-ing: I have been studying for hours.

• Questions are formed by inversion: How long have you been studying?

• Negatives are formed by adding NOT after the auxiliary HAVE / HAS: I

have not (haven’t) been studying for a long time.

• Use:

- To refer to activities that started in the past and are still going on in the

present moment: It has been raining for three hours.

- Accompanied by time expressions introduced by FOR / SINCE

Ex.: You have been watching TV for about 10 minutes.

You have been studying English since high school.

PRESENT PERFECT SIMPLE AND CONTINUOUS


of credits

explanation of the theoretical and practical aspects concerning the uses and

forms of the Present Perfect Simple and Present Perfect Continuous, related to the use

of every day language



Present Perfect Simple and Present Perfect Continuous - Forms and Use

PRESENT PERFECT SIMPLE

Form

They have refused him. Have they refused him? They have not refused him.

Uses

1. A past action completed in an unspecified time:

e. g. It has rained.

We have moved to Rome.

2. A past action completed in an unfinished period of time (today, this

week/afternoon/month/year, etc.)

e.g. It has rained today.

We have moved to Rome this year.

Contrasts with Past Simple:

e.g. It rained yesterday.

We moved to Rome last year.

I have met Harry this morning. (It’s 11 a.m. now)

I met Harry this morning. (It’s 5 p.m. now)

3. A recently finished action (recently, lately, and just):

e.g. It has just rained. It rained five minutes ago.

We have moved to Rome recently/lately.

4. Time expressions:

already / yet , ever, never, often

already /yet (affirmative / negative)

e.g. I’ve already told them. I haven’t told them yet.

already / yet (interrogative )

e.g. Have they already arrived? (surprise)

Have they arrived yet? (information)

Have you ever been to China?

I have never managed a corporation.

He has often read detective stories.

PRESENT PERFECT CONTINUOUS

Form

I have been working since morning.

He has been playing football for an hour.

Uses

1. An action which began in the past and is still continuing:

e.g. I have been writing letters all morning.

2. Contrasts with Present Perfect Simple:

e.g. We have read three novels so far. (achievement)

We have been reading since 5 p.m. /for two hours. (duration)

Note: The verbs to sit, to lie, to wait, to stay prefer the Present Perfect

Continuous:

e.g. How long have you been waiting for me?

ii. PAST TENSES:

• Past simple – Unit 3

• Past progressive – Unit 3

• Past perfect simple – Unit 5

• Past perfect progressive – Unit 5

PAST SIMPLE

• Form: V- ed, second form of the verb

• Questions are formed with the auxiliary DID: Did you send the invitations

yesterday?

• Negatives are formed with DID NOT (didn’t) + verb: I did not / didn’t

send the invitations.

• Use:

- To refer to past situations, events: Last year I was not a student.

- Time expressions: yesterday, last…, …ago

I found a job last month. Three years ago I had a different job.

PAST PROGRESSIVE

• Form: WAS / WERE + verb- ing: It was raining when I woke up.

• Questions are formed by inversion: Was it raining when you woke up?

• Negatives are formed by adding NOT after the auxiliary WAS / WERE: It

was not (wasn’t) raining when I woke up.

• Use:

- To refer to activities, situations in development in a past moment or

period:

I was preparing my presentation yesterday at this time.

You were reading a different presentation last week at this time.

PAST TENSE SIMPLE AND PAST TENSE CONTINUOUS


of credits


uses of the Past Tense Simple and Past Tense Continuous



Past Tense Simple and Past Tense Continuous – Forms and Use

PAST TENSE SIMPLE

Form

They played tennis yesterday. Did they play tennis yesterday? They did not play

tennis yesterday.

We went to the cinema last week. Did you go to the cinema last week? We didn’t go

to the cinema last week.

Uses

1. Actions completed at a definite point in the past (yesterday, last

week/month/year, two minutes ago, in 1922, once, during the war, the other day,

on February 21, etc.):

e.g. My friend arrived yesterday morning.

We bought our car three years ago.

2. Actions completed at a definite point in the past which is not given but

implied or understood as past time:

e.g. She met her husband in Los Angeles.

When did they leave?

3. Actions which occupied a period of time in the past:

e.g. I worked as an accountant from April to September.

He studied law for four years.

4. Habitual past actions:

e.g. She often visited me.

My sister always complained about everything.

PAST TENSE CONTINUOUS

Form

We were flying home at this time yesterday. Were you flying home at this time

yesterday? We were not flying home at this time yesterday.

Uses

1. Activities in progress at a particular time in the past (at two o’clock, at this

time yesterday/ last week/month/ year, all night/ day/week, etc.):

e.g. He was reading a magazine at this time yesterday.

They were talking when the phone rang.

2. Continuous activities during a definite period in the past (temporary past):

e.g. We were playing tennis from 10 a.m. till noon.

She was having a bath between 9 o’clock and 10 o’clock.

3. Parallel continuous actions in the past:

e.g. I was listening to music while my mother was cooking dinner.

The students were writing something down and talking at the same time.

4. Definite future arrangements made in the past:

e.g. She put on an elegant dress as she was meeting the president at seven.

Our friends refused the invitation because they were leaving for Vienna

tomorrow.

5. Other uses:

e.g. I was wondering if you could give me a lift (polite inquiries).

When I worked here, I was always making mistakes (repeated actions that were

annoying).

They were reading about it somewhere recently (incomplete actions in the past).

I was talking to mum the other day (casual past actions).

PAST PERFECT SIMPLE

• Form: HAD + Past participle: They had left before my arrival.

• Questions are formed by inversion: Had they left before your arrival?

• Negatives are formed by adding NOT after the auxiliary HAD: They had

not (hadn’t) left before our arrival.

• Use:

- To refer to situations which took place BEFORE some other past

situations / past moments

Ex.: I had already seen that film when they invited me to see it.

PAST PERFECT PROGRESSIVE

• Form: HAD BEEN + verb- ing: It had been snowing for a few hours when

we left the house.

• Questions are formed by inversion: How long had it been snowing?

• Negatives are formed by adding NOT after the auxiliary HAD: It had not

(hadn’t) been snowing for a long time.

• Use:

- To refer to a past situation / activity that started in the past and went on

until another past event / until a past moment chosen as reference.

Ex: It had been raining for a few hours when I woke up.

I had been studying since morning when my friends called and invited me out.

PAST PERFECT SIMPLE AND PAST PERFECT CONTINUOUS


of credits


uses of the Past Perfect Simple and Past Perfect Continuous



Past Tense Simple and Past Tense Continuous – Forms and Use

PAST PERFECT SIMPLE

Form

We had arrived before 10.00 a.m. Had you arrived before 10.00 a.m.? We hadn’t

arrived before 10.00 a.m.

Uses

A past event which took place before another past event or before a past moment:

e.g. The train had already left when she arrived at the station.

By 5 p.m. they had finished their lessons.

1. With hardly / barely / scarcely (+ when ) and no sooner ( + than) to show

that the past action was finished a little time before another past action :

e.g. I had hardly entered the house when the phone rang.

Note: Another form may also occur:

e.g. Hardly had I entered the house when the phone rang.

No sooner had I entered the house than the phone rang.

PAST PERFECT CONTINUOUS

Form

They had been waiting for 2 hours. Had they been waiting for 2 hours? They hadn’t

been waiting for 2 hours.

Uses

A past action in progress up to a past moment or another past action:

e.g. They had been walking for 10 minutes when it started to rain.

iii. FUTURE TENSES:

• Future simple – Unit 2

• Future progressive – Unit 2

• Future perfect simple - Unit 2

• Future perfect progressive – Unit 2

FUTURE SIMPLE

• Form: WILL + verb: I will study English next year as well.

• Questions are formed by inversion: Will you study English next year?

• Negatives are formed by adding NOT after the auxiliary WILL: I will not

(won’t) study English next year any more.

• Use:

- To refer to a situation, event that will take place in the future.

I will study hard for my summer exams.

They will graduate in 2012.

FUTURE PROGRESSIVE

• Form: WILL + verb – ing: I will be thinking of you after you leave.

• Questions are formed by inversion: Will you be thinking of me after I

leave?

• Negatives are formed by adding NOT after the auxiliary WILL: I will not

(won’t) be thinking of you any more

• Use:

- To refer to a situation, activity in development in a future moment or

period

You will be reading a different presentation next week at this time.

I will be teaching English tomorrow at this time.

EXPRESSING FUTURE TIME

Obiectivele temei în corelaţie cu competenţele acumulate de student şi numărul

de credite

explanation of the theoretical and practical aspects concerning the means o f

expressing Future in English



Means of expressing Future – Forms and Use

I. THE SIMPLE FUTURE

Form

They will answer the phone. Will they answer the phone? They will not answer the

phone.

Uses

1. A “neutral “future event, a prediction about the future:

e.g. I shall finish my book next term.

Tomorrow’s weather will be cold and cloudy.

2. WILL expresses an invitation and a request:

e.g. Will you come with us to the concert?

Will you order me some roast chicken?

3. SHALL expresses an offer or a suggestion:

e.g. Shall I help you ( to ) lay the table?

Shall I buy this watch or the other one?

II. THE FUTURE CONTINUOUS

Form

They will be expecting you. Will they be expecting you? They won’t be expecting

you.

Uses

1. A future activity in progress in a certain moment in the future:

e.g. This time tomorrow we’ll be flying to London.

2. An activity which extends over a whole future period:

e.g. I shall be travelling all day on Monday.

3. Planned future events:

e.g. They will be spending their next weekend in the country.

III. TO BE GOING TO (THE NEAR FUTURE)

Form

She is going to visit her granny tomorrow. Is she going to visit her granny tomorrow?

She isn’t going to visit her granny tomorrow.

Uses

1. Intention:

e.g. I’m going to read more about London’s sights.

2. To express something which is about to happen:

e.g. “Look at the clouds! It’s going to snow.”

Note: Go and come are never used with be going to, the Present Continuous is used

instead of it:

e.g. We are going to the mountains next month.

He is coming tomorrow.

3. Planned actions:

e.g. We are going to visit our friends in Italy next summer.

IV. THE FUTURE PERFECT SIMPLE

Form

She will have read the novel by tomorrow evening. Will she have read the novel by

tomorrow evening? She will not have read the novel by tomorrow evening.

Uses

A future action that will have be finished before a certain future moment or

before another future action. It is usually associated with the preposition by: by

Sunday, by the end of the week, by that time:

e.g. They will have finished their home work by tomorrow morning.

The concert will have started by the time we arrive at the Opera House.

V. THE FUTURE PERFECT CONTINUOUS

Form

He will have been playing tennis for two hours by 5 p.m. tomorrow.

Uses

A future action in progress which will be finished before a certain future

moment or before another future action:

e.g. By 11.00 she will have been playing the piano for half an hour.

You will have been studying English for two years when you graduated

university.

VI. THE PRESENT CONTINUOUS

Uses

1. A planned action, an arrangement:

e.g. Our neighbours are visiting us tomorrow.

2. A future action with verbs of movement: go, arrive, leave, and come.

e.g. He is leaving at noon tomorrow.

VII. THE PRESENT SIMPLE

Uses

An officially settled programme:

e.g. Their plane takes off at 8.30 tomorrow.

In conditional and time clauses:

e.g. He will come if he has time.

He will come when he has time.

Note: Use the Present Simple after the following words: as soon as, when, till/until,

before, while.

VIII. THE PRESENT PERFECT

Uses

This tense is used to express a future action in a time clause introduced by the

word after:

e.g. They will understand the film after they have read the novel.

MODAL VERBS (Units 7 and 8)

Modals are a group of very frequently used verbs due to their meanings; they

are used to express ability, volition, permission, interdiction, but also possibility,

impossibility, etc.

They are also called defective verbs because they lack certain basic

characteristics of the other verbs in English: they do not have a long infinitive form

(to + verb) but a short one (CAN, MAY) they do not add the ending –s for the third

person singular, present tense (HE CAN), they do not form questions and negatives

by using the auxiliary DO but by inversion (CAN YOU HELP ME?), and the negative

by simply adding NOT after them (YOU MUST NOT LEAVE). They have only

present forms and some of them also past forms; equivalent expressions are used for

the other tenses and moods. ( e.g. CAN uses COULD for the past tense and is

replaced by TO BE ABLE TO in other situations: I will be able to drive after I take

driving lessons).

• Ability – CAN, COULD, TO BE ABLE TO

• Permission – CAN, COULD, MAY, MIGHT, TO BE ALLOWED TO, TO

BE PERMITTED TO

• Obligation – MUST

• Impossibility – CANNOT / CAN’T

• Possibility – CAN, MAY

• Certainty – MUST

• Advice – SHOULD, OUGHT TO

• Necessity – MUST, SHOULD

• Lack of necessity – NEEDN’T

• Offering yourself to do something, making suggestions, invitations –

SHALL

MODAL VERBS


of credits

explanation of the theoretical and practical aspects concerning Modal verbs in

English



MODAL VERBS

Forms and Use

1. CAN / COULD

2. MAY /MIGHT

3. MUST/HAVE TO/ HAVE GOT TO/ NEED

4. OUGHT TO

5. USED TO

They express modality, capability, possibility, necessity and obligation.

Characteristics:

1. They are defective verbs (some forms are missing):

They don’t have * long infinitive [to can]

* ing forms [canning]

* forms for all tenses (they use substitutes)

2. They get no - s in the third person singular, present tense

e. g. She can sing. Harry must go.

3. The negative form is formed with the help of the negation NOT

e. g. You must not smoke in here.

Exception: I cannot do it.

4. The interrogative form is formed by inversion

e. g. Can he help you? May they come? Must we go?

5. They are followed by short infinitives

e. g. She can sing. Harry must go.

Exception: have to, ought to, used to

Note: could/might/should/would are not past tense forms. They may refer to present

or future.

The Past Tense of any modal verb is made up with the Perfect Infinitive = have +

past participle.

Present forms Past Tense forms

e.g. can write can have written

could write could have written

may write may have written

might write might have written

e.g. She could come tomorrow. Ar putea /s-ar putea să vina mâine.

She can come tomorrow. Se poate /poate să vina mâine.

He says she can / could come.

He said that she could come.

He said that she can / could have come here. Se poate /s-ar putea să fi venit.

1. CAN/MAY/COULD = permission

Similarities and differences

Can - spoken English (family and friends), informal English

May - formal English (mates, colleagues, teachers, chiefs, principals, managers)

Can/could - we ask for something (more polite)

May not - it’s rude; it’s rarely used, we use must not instead.

2. MAY/MIGHT = be allowed to / be permitted to

- permission in formal English

- a possibility

e.g. He may/might come.

(more uncertain)

Might - when the verb in the main clause is used in the past tense

e.g. He says that he may/might come.

He said that he might come.

He said that he may/might come.

May not - interdiction, it is replaced by must not

e.g. A: Can I smoke here?

B: Yes, you can, but you may not.

3. CAN/COULD/CAN’T/COULDN’T

A. Can/could + Present Infinitive = permission

e.g. Can he come, too?

- in the negative = prohibition

B. Can/could + Present Infinitive = present, past ability

e.g. I could(n’ t) ski when I was a child.

- in the negative = lack of ability

C. Can/could + Perfect Infinitive = past unused ability; sometimes with a nuance

of reproach

e.g. He could have come earlier, but he didn’t want to.

D. Can’t/couldn’t + Present Infinitive = negative present deduction

e.g. It can’t be Tom. He is too short to be Tom.

E. Can’t/couldn’t + Perfect Infinitive = negative deduction about the past

e.g. She couldn’t have studied the lesson. She didn’t know anything.

4. COULD or BE ABLE TO

Could is used for past ability

e. g. He could skate when he was six.

Be able to is used for past achievement.

e. g. He was able to skate even if the ice was melting.

5. MUST

- usually indicates:

a) a general necessity;

e. g. He must be more careful.

b) a necessity imposed by the speaker on himself or on others;

e. g. I must help him. You must stay here.

c) very emphatic advice;

e. g. You must see that film.

d) an urgent obligation;

e. g. I must be there at seven. It’s really important.

d) rules, regulations;

e. g. You must have a driving license if you want to drive a car.

Note: Must may also signify logical deduction, besides obligation of various

kinds.

6. MUST, HAVE TO

Must is used for future and present actions.

Have to is used for past actions.

7. MUSTN’T, NEEDN’T

Mustn’t indicates prohibition.

e.g. You mustn’t smoke. = You are forbidden to smoke.

Needn’t indicates absence of obligation.

e.g. You needn’t come. = It is not necessary for you to come.

8. MUST, NEED

In questions must and need are often similar in meaning, but need cannot be used

after questions words; when using need the speaker hopes for the answer “no”.

9. MUST, HAVE TO, HAVE GOT TO

Must expresses an obligation imposed by the speaker:

e. g. You must talk to him at once.

Have to suggests an obligation imposed by external authority or circumstances, as

well as, a habitual necessity:

e.g. I have to be at my office at seven every day.

Have got to conveys a sense of urgency and refers to single or limited obligations:

e. g. I have got to be at my office at seven today.

10. OUGHT TO, MUST, HAVE TO, SHOULD

Ought to expresses obligation or duty.

Must expresses speaker’s authority, strong advice.

Have to is used for outside authority.

Should expresses moral obligation, polite advice.

11. USED TO, TO BE USED TO

Used to = past habit

Be used to + V + ING = to be accustomed to

e.g. I used to drink tea and milk when I lived in England.

I was used to listening to the children’s complaints.

THE ARTICLE

i. The Definite Article – THE (Unit 3)

Use:

- in front of nouns referring to obvious entities: Close the door, please! (The

noun door definitely refers to the door of the room / of the house where the

participants in the conversation find themselves)

- in front of plural family names: The Browns, The Johnsons

- in front of ordinal numerals: the first, the second, the tenth.

- In front of adjectives in the superlative: the best, the most beautiful

- in front of nouns preceded by prepositions (in the classroom, under the chair).

The following situations are exceptions from this rule: go to bed / church / prison /

hospital)

- in front of names of peoples: the English, the Romanians

- in front of the cardinal points: the North, the South

- in front of geographical denominations: waters (the Atlantic, the Black Sea),

chains of mountains (The Carpathians), complex names of countries (The United

Kingdom, The United States of America, The Czech Republic) BUT: Bulgaria,

Romania.

- In front of names of musical instruments: play the piano, play the violin.

- in certain expressions: by the way, on the one hand, on the other hand, etc

ii. The Indefinite Article – A / AN (Unit 7)

Use:

- in front of nouns referring to unknown entities: A girl is waiting for you

outside.

- In front of nouns referring to jobs, professions: He is a doctor.

- After the expression there is: There is a problem to be solved.

- As an equivalent of one: I have bought a cake and two bottles of juice.

- In expressions referring to quantities, frequency: once a week, twice a day, 3

euros a kilo, five lei a litre.

- In certain expressions: a few, a little, such a, What a pity! What a shame!, to

keep it a secret, at a distance.

iii. The Zero Article (Unit 7)

The zero article refers to the situation when no article is necessary in front of a noun.

Use:

- in general statements: Happiness is what everybody seeks.

- In front of proper nouns, others than those mentioned above: names of

persons, of countries.

- In front of names of lamguages, the days of the week, the months of the year

- In front of names of sports: play football, play tennis.

- In front of the nouns referring to the meals of the day, in the expressions: have

breakfast, lunch, dinner.

- In some expressions: to be in debt, on deck, hand in hand, shoulder to

shoulder, etc.

THE ARTICLE

THE ADJECTIVE


of credits

explanation and revision of the theoretical and practical aspects concerning the

adjective and the article in English



The Adjective

- the degrees of comparision for long and short adjectives

- irregular adjectives

- the adjective order in a sentence

The Article:

- definite and indefinte articles

- rules of spelling and reading

THE PLURAL OF NOUNS (Units 5 and 6)

Special attention should be paid to:

- The nouns: information, advice, furniture, luggage, knowledge, money –

singular form (and agreement with a verb in the singular), but a plural meaning

- The construction A PIECE OF … is used for a singular meaning

- The forms informations, advices, luggages, furnitures, knowledges, moneys

DO NOT EXIST. THEY ARE INCORRECT.


Nouns with irregular plurals

Child – children

Man – men

Woman – women

Tooth – teeth

Foot – feet

Nouns of foreign origin (which you will also used in Business English)

Datum – data (statistical data, economic data)

Phenomenon – phenomena (economic phenomena)

Crisis – crises (economic crisis, political crisis)

Analysis – analyses (financial analysis)

THE NOUN

NOUN PLURALS


of credits

explanation and revision of the theoretical and practical aspects related to

nouns and the plural of nouns



Noun Plurals

Nouns with regular plural form

a) Book Books

Course Courses

b) Box Boxes

Match Matches

Brush Brushes

Cross Crosses

Buzz Buzzes

c) Potato Potatoes

Tomato Tomatoes

BUT: Piano Pianos

d) Leaf Leaves

Wife Wives

BUT: Dwarf Dwarfs

e) Boy Boys

Day Days

Party Parties

Country Countries

Exceptions:

Deer Deer

Fish Fish

Fruit Fruit

g) A piece of Information Information

A piece of Advice Advice

A piece Furniture Furniture

A piece of Luggage Luggage

A piece of News News

Irregular plurals

Man Men

Woman Women

Child Children

Foot Feet

Tooth Teeth

Louse Lice

Mouse Mice

Goose Geese

Ox Oxen

Latin and Greek plurals

Datum Data

Addendum Addenda

Symposium Symposia

Phenomenon Phenomena

Criterion Criteria

Axis Axes

Crisis Crises

Basis Bases

Analysis Analyses

Hypothesis Hypotheses

Collective nouns

family, crew, police, audience, government, herd, class, cattle, group, crowd, team,

staff

Uncountable nouns – main categories

a) Name of sciences and subjects: economics, mathematics, politics, informatics,

physics, acoustics, etc. + verb in the singular

b) Substances, food, materials: chocolate, sand, sugar, oil, meat, milk, etc. + verb in

the singular

c) Clothes made up of two halves: trousers, jeans, shorts, overalls, etc. + verb in the

plural

d) Tools, instruments made up of two parts: glasses, scissors, compasses, binoculars,

spectacles + verb in the plural

e) Miscellaneous nouns like: information, luggage, advice, furniture, news, money,

business, knowledge, merchandise, produce, etc. + verb in the singular

NUMBERS AND NUMERALS


1. The pronunciation of 0 : [zirou] in scientific situations, [nil] in sport, [oh] in

everyday language.

2. The use of plurals for hundred, thousand, million. In specific numbers that can

be expressed using figures the plural is not used: ten thousand, five million, etc. In

approximations the plural can be used: a few hundreds, many millions.

3. INCH = 2.54 cm, MILE = 1.6 km

II. VOCABULARY

The main lexical fields covered by the course are the following:

• Countries and nationalities – Unit 1

The United Kingdom of Great Britain and Northern Ireland consists of England,

Wales, Scotland and Northern Ireland. Somebody living in the UK is a Briton.

Somebody living in France is called a Frenchman / Frenchwoman.

Somebody living in the Netherlands is a Dutchman / Dutchwoman and speaks Dutch.

Somebody living in Denmark is a Dane and speaks Danish.

• Education and career – Unit 2

A Curriculum Vitae is accompanied by an Application Letter in which you should

mention the position envisaged, the code of the respective position (if there is one)

and the specific skills/abilities which you believe that makes you an eligible

candidate for the respective vacancy.

Models of application form, application letter and CV

THE APPLICATION FORM

Last name …………… First name …………… Middle initial ……………

Date …………………..Phone number ……………………….

Address ………………………………………………………..

City …………………... State / Country ……………………… Zip ……….

Date of birth ………………………….. Age ………………….

Sex: male …………….. female ………………………………..

Do you have any disabilities?

Yes …………………… No ………………..

If yes, please describe: ………………………………………………………….

Occupation of husband / wife …………………………………………………..

Position desired: ……………….Full time ……….. Part time …………………

Do you have a driver’s license?

Yes …………………… No ………………..

Have you ever been convicted of a felony?

Yes …………………… No ………………...

Have you ever been fired or forced to resign from a job? If yes, please state the

name of the company: ………………………………..

Education:

School attended Date completed Graduated

………………. ……………….. …………..

………………. ……………….. …………..

………………. ……………….. …………..

Work experience:

Employer ……………… Title …………………………………………………

Address ………………………………………………………………………….

Dates worked: From ……………….. to ………………. Salary ……………….

Duties: …………………………………………………………………………...

Reasons for leaving ……………………………………………………………...

AN APPLICATION LETTER

Dear Sir,

With reference to your advertisement in the Sunday Times of October 22nd, I

should like to apply for the position of sales inspector.

I feel that my qualifications meet your requirements, and the enclosed C.V.

will show you that I already have some experience both as a salesman and as an

inspector.

My main reason for wishing to leave my present job is the hope of being given

more scope. I must also add in all honesty that, given the structure of the firm I work

for, promotion prospects are none too bright.

The position you offer is challenging and stimulating, and comes at the right

time in my career.

I am of course aware that I have to learn everything, technically speaking,

about cosmetics, and I am prepared to do so as thoroughly as possible.

I hope that you will consider me for an interview, and I am looking forward to

hearing from you.

Yours sincerely,

Paul Watson

Curriculum vitae (resume)

A well-written CV (or resume) is a vital part of any job application and makes

an immediate impression on the people making the selection. A CV should be

targeted at a particular position or company, and should aim to show how the

candidate can be an asset to an organization.

Here are some suggestions to help you write a CV in English, but remember

that in different countries there may be different practices. For example, you may

decide that it is not important to include your marital status in a CV, but in some

countries employers will expect to see it.

Contents of a CV

personal details: name, address, telephone, e-mail, date of birth, nationality (if

required), marital status (if required)

professional experience: focus on your responsibilities and achievements rather

than just names of companies and dates. Start with your most recent position and

work backwards.

education and qualifications: do not go back too far unless it is important to your

application; recent graduates should pick out achievements e.g. positions of

leadership, evidence of successful teamwork whilst at university.

skills: emphasize your skills, for instance, computing, languages, driving.

interests: include only what will be viewed positively by the potential employer.

referees: give the names of two people you can trust to be positive about you, or

simply state that references are available on request.

Style

Be concise. Keep it to one, or at most two, sides of a page.

Use bulleted points rather than paragraphs.

A CV / RESUME (experienced applicant)

Cameron Grant

Address: 14/3 Greenoak Ave., Potts Point, NSW 2055,

Australia

Tel. 2883 455

e-mail: [email protected]

mailto:[email protected]

Nationality: Australian

Date of birth: 1 May 1965

Work history

1994 to date: International Business Manager, Haircare Ltd, Sydney

Producer of hair care products

Responsibilities:

marketing in Europe and the Far East

packaging development and design input

setting up and developing distribution network

negotiating contracts with major retailers

1987 – 1991: Overseas Marketing Manager, Four-star International, Tokyo

Manufacturer of broadcasting equipment

formulated strategy, developed distribution network, dealt with agents and

customers

produced sales material

represented company at trade fairs worldwide

Education

1993 MBA, London Business School

1987 BA Economics and Japanese, Sydney University, Sydney, Australia

Skills

fluent Japanese

holder of pilot’s licence, four hundred hours of flying

Interests

keen interest in flying

hiking

member of Greenpeace

A CV / RESUME (recent graduate)

Beverley Roberts

Personal details

Address: 122 Honor Oak Road, Forest Hill, London

SE23 4NM

Tel: 669 3439

e-mail: [email protected]

Nationality: British

Date of birth: 4 October 1976

Education

1999 MSc Computing for Business and Industry,

Napier University, Edinburgh

1998 BA Business Administration (2.2),

University of South Wales

1994 Hull Grammar School. ‘A’ levels in Italian (A),

Computer studies (A) and Economics (B)

Work experience

Summer 1998: Website design, Hyper communications Ltd, Cardiff

Member of corporate website design team

Summer 1996: Adventure camp group leader, Nottingham

Responsible for sailing tuition

Skills

full driving licence

fluent Italian

experience of sailing training with under-sixteens

first aid certificate

Interests

mailto:[email protected]

member of university sailing team until graduation

contributor of articles to yachting magazines

keen painter with a strong interest in modern art

Names of referees are available on request.

Note: One of the most important things a CV has to contain is your

qualifications. In general it is better not to translate these, as exact equivalents rarely

exist. On the other hand, it is often helpful if you can briefly describe your

qualification or give a rough translation in brackets afterwards. To help you, here are

two lists of Romanian and British qualifications. On the left is a list of common

Romanian ones and on the right a list of common British ones.

Licenţiat în conducerea întreprinderii MBA

Licenţiat în arte / discipline umaniste BA

Licenţiat în discipine ştiinţifice BSc

Diploma de masterat MA / MSc

Bacalaureat “A” level

Diploma de absolvire a unui colegiu 2-year university diploma

Doctor în discipline umaniste sau ştiinţifice PhD

The job interview

Some useful tips for interviewees

Research the organization in advance.

Read the job description carefully.

Think about the questions you may be asked, and plan your responses.

Be prepared to talk about your career, both past and future.

Be ready to explain why you think you are suitable for the job.

Practise with someone beforehand if you are nervous.

Ask questions about the organization.

Job interview questions

Some questions asked by interviewers at interviews are job-specific, relating

to a particular post or field of work. Others are of a more general nature and

encourage the candidate to talk about work experience, future goals and reasons for

applying for the post. Open-ended questions give the interviewers the opportunity to

express themselves, and give the interviewers the chance to assess the candidates’

responses.

Vocabulary

A job title describes the function of a job, for example Sales Manager

An outline of the major responsibilities of a job is called a job description. A

job analysis is carried out to examine a particular job in detail.

When a job is vacant, an organization puts a kind of notice, a job

advertisement, in a newspaper, company bulletin or on the Internet.

Some companies move their workers regularly between teams or departments.

This is known as job rotation. When two people do a single job between them it is

known as a job-sharing. Job security is to know or feel that a job will last for a long

time, and job satisfaction is a feeling of contentment and achievement which comes

from a job.

Personnel, workforce and staff are general terms used to talk about the

people who work for an organization.

Employees and workers are people who work in an organization.

Professionals or people who work in offices are white-collar workers, while manual

workers such as factory workers are called blue-collar workers.

A jobseeker is a person who is looking for a job. If you are a jobseeker and

you are interested in a particular post, you may decide to apply for the job. The first

step is to get an application form and a job description from the company. The next

step is to complete the form and return it with your curriculum vitae (CV - BrE) or

resume (AmE), which is a summary of your work history, education, and skills. You

should also send a covering (or application) letter, supporting your CV. By doing

this you have become an applicant.

Once the organization has received the jobseekers’ applications, the

screening process begins: reading through the applications and rejecting those that

are unsuitable. The result of this process is a shortlist of applicants who will move on

the next stage. A person who is invited for an interview becomes a candidate.

We received hundreds of applications for only two positions.

After we receive the applications, the screening process can begin.

Eight applicants are on the shortlist and have been contacted.

All the candidates on the shortlist have an MBA.

An interview is a formal meeting between the candidate and people from the

company. In this situation, the candidate is the interviewee and the representatives of

the company are the interviewers. After an interview, the interviewers will follow up

the references or testimonials of promising candidates. To do this they ask for a

letter about the candidate from a previous employer (or a tutor, in the case of a recent

graduate).

Once this process has been completed, the interviewers need to select the best

candidate for the job and offer the person the post. The candidate will then accept or

turn down the job offer. When the person has been officially appointed (given the

job), an employment contract is signed, agreeing the working conditions and salary.

The money a person receives, including salary, dividends, interest, and rent on

properties is called income. In the workplace, a white-collar worker receives an

annual salary which is paid monthly, while a blue-collar worker receives a weekly

payment called wages. Remuneration is a general term meaning ‘payment for work’.

In some jobs (in sales for example), the employee receives a commission, which is a

percentage of the amount he or she has sold. A fee is money paid for the professional

services of people such as lawyers, consultants and architects.

Fringe benefits or perks are extras received by an employee in addition to

wages or salary. In managerial positions these are usually generous, and are

negotiated when a job offer is being made. A benefits package may include some of

the following: a company car, a company pension scheme, private medical

insurance, share options. A company pension scheme is a private pension plan

which the employer (and often the employee) contributes to. Share options give the

employee the chance to buy shares in the company at a reduced rate.

One of the more enjoyable perks of the job is being able to use the gym in the

basement.

The salary and benefits package are negotiable.

As well as a company car, we can offer you free private medical insurance.

You can join the company pension scheme immediately.

Company share options are seen as one of the most valuable fringe benefits.

You resign, or you quit your job, when you choose to leave it. At the age of

sixty or sixty-five many employees retire, though the retirement age varies from one

country to another. Some employees leave at an earlier age; this is known as taking

early retirement.

Company reorganization, relocation or closure often results in job losses.

These losses are known as redundancies or lay-offs. An employee who is made

redundant or laid off may receive a redundancy payment. This is an amount of

money paid put to compensate the employee for the job loss, based on the number of

years worked in the organization and the salary earned.

Two thousand workers face redundancy in this industry.

Four hundred workers will be made redundant over the next twelve months as

the US parent company closes its UK operations

She set up her own firm using her redundancy payment.

More lay-offs are predicted in the rail industry.

There are plans to lay off twenty per cent of the workforce.

To terminate a contract of employment is to dismiss (formal), fire or sack

(informal) an employee.

• Home – Unit 3

The vocabulary in this Unit focuses on the familiar objects in the house and the types

of houses (apartment, bachelor’s flat, villa, cottage, detached house, semi-detached

house, non-detached house).

• Environment. Weather – Unit 3

In this Unit the student will mainly focus on the different weather conditions (which

might help to start a small talk): hot / warm / chilly / foggy / rainy / frosty / cloudy /

sunny weather. A short rain is also called a shower. Sleet is a mixture of rain and

snow.

• Means of transport – Unit 4

The vocabulary in this unit refers to the different terrestrial / aquatic / air means of

transport and might prove to be very helpful when travelling abroad.

Expressions such as: return ticket, sleeping car, commuters’ train, freight train are to

be encountered in the exam applications.

• Appearance / parts of the body – Unit 5

The vocabulary in Section A of Unit 5 covers a general description of the human body

and is tightly connected to the vocabulary in Section B.

• Health and diseases – Unit 5

The vocabulary sub-section of this second part of Unit 5 helps you to refer to certain

common health problems: headache, toothache, stomachache sore throat, influenza

(flu), smallpox, pneumonia, etc.

• Clothes - Unit 6

Going shopping abroad or ordering clothes on the internet are two activities for which

you might need to understand the names of certain articles of clothing and their sizes

or component parts.

• Shops – Unit 6

The vocabulary section in this Unit focuses on types of shops / supermarket

departments (according to what they sell): bakery, dairy, greengrocery, grocery,

confectionery, stationery, etc.

• Plants, animals, food – Unit 7

Shopping and eating out are two frequent activities when you are on holidays and if

you choose to spend your holidays abroad English might help you make yourself

understood when buying or ordering food. Therefore, understanding a few common

names of vegetables , fruits, herbs and spices, dishes is very helpful.

• Sports – Unit 8

When talking to a foreign friend you might like to talk about this domain; you might

also like to understand news on the internet related to sports or even listen / watch

football, tennis, box championships broadcast by foreign channels.

• The Media – Unit 9

This Unit tells you about the different types of media, different types of newspapers,

magazines and the people who are involved in this activity.

• The European Union – Unit 10

As Romania’s accession is quite recent, the European Union and its jargon are very

present in our lives. Understanding syntagms such as community acquis, country risk,

founding treaties, the three pillars might help you have access to more information

and knowledge. Also, knowing that the Union has 27 members and the Union’s

symbols are important for any European citizen: the Union’s flag (twelve stars on a

blue background), its anthem (Beethoven’s Ode to Joy) and its celebration day – 9

May.

III. LANGUAGE IN USE

This final sub-section is each unit helps and stimulates the students to use the

knowledge gained by studying the grammar and the vocabulary sub-sections in

everyday life situations such as:

• Introducing yourself – Unit 1

• Writing a CV and an application letter – Unit 2

• Asking for / giving directions – Unit 3

• Buying tickets, booking a hotel room – Unit 4

• Complaining – Unit 4

• Talking to the doctor – Unit 5

• Asking for / giving suggestions, opinions – Unit 6

• Going shopping – Unit 6

• Ordering food – Unit 7

• Inviting. Accepting/ refusing an invitation – Unit 7

• Asking for / offering permission – Unit 8

• Agreeing and disagreeing – Unit 8

• Talking on the telephone. Making an appointment – Unit 9

LIMBA ENGLEZĂ – CURS PRACTIC - Anunțuri facultate · · 2016-10-18universitatea spiru haret...

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Transcript of LIMBA ENGLEZĂ – CURS PRACTIC - Anunțuri facultate · · 2016-10-18universitatea spiru haret...