Limba Engleza - Nivel Baza

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UNIVERSITATEA VALAHIA DIN TÂRGOVIŞTE DEPARTAMENTUL PENTRU ÎNVĂŢĂMÂNT LA DISTANŢĂ ŞI FORMARE CONTINUĂ PRACTICAL ENGLISH FOR DISTANCE - LEARNING STUDENTS Carmen ANTOHE TÂRGOVIŞTE 2005

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Limba Engleza - Nivel Baza

Transcript of Limba Engleza - Nivel Baza

Page 1: Limba Engleza - Nivel Baza

UNIVERSITATEA VALAHIA DIN TÂRGOVIŞTE

DEPARTAMENTUL PENTRU ÎNVĂŢĂMÂNT LA DISTANŢĂ

ŞI FORMARE CONTINUĂ

PRACTICAL ENGLISH

FOR DISTANCE - LEARNING STUDENTS

Carmen ANTOHE

TÂRGOVIŞTE

2005

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CONTENTS CUVÂNT ÎNAINTE.............................................................................................3

CHAPTER ONE – BASIC ENGLISH................................................................4

Lesson one – Introducing oneself (conversation)…………………………………5

Lesson two- Getting around (conversation)……………………………………...8

Lesson three – Nationalities-Countries (conversation)…………………………12

Lesson four – A student’s daily Programme …………………………………...16

Lesson five – The family………………………………………………………...20

Lesson six – Weather …………………………………………………………...24

Lesson seven – Meals…………………………………………………………...29

Lesson eight – At the library……………………………………………………33

Lesson nine – What’s your job?...........................................................................37

Lesson ten – At a public meeting………………………………………………..41

CHAPTER TWO – ENGLISH FOR GEOGRAPHERS

AND HISTORIANS.........................................................45

Lesson one – Great Britain……………………………………………………..46

Lesson two – London…………………………………………………………...51

Lesson three – The United States of America…………………………………..60

Lesson four – American Cities………………………………………………….66

Lesson five – Australia………………………………………………………….72

Lesson six – Important People in Britain……………………………………….76

Lesson seven – Famous British Seamen………………………………………...79

Lesson eight – Europe’s Premodern Heritage………………………………….81

Lesson nine – Bucharest………………………………………………………...84

Lesson ten – Romania…………………………………………………………...89

CHAPTER THREE – ENGLISH FOR ECONOMISTS……………………96

Lesson one – Advertising………………………………………………………..97

Lesson two – How to Stage Successful Trade Fairs and Exhibitions………….103

Lesson three – Tourist Industry and Touristic Activity………………………...107

Lesson four – Foreign TradeComposition – Development Trends…………….110

Lesson five – The International Monetary Fund………………………………114

Lesson six – Economic Co-operation………………………………………….119

Lesson seven – Marketing – Past and Present………………………………...123

CHAPTER FOUR – SUPLIMENTARY READINGS-ENGLISH AND

AMERICAN HOLIDAYS, LITERATURE AND CIVILIZATION………….126

1. Hallowe’en……………………………………………………………..127

2. Thanksgiving Day………………………………………………………129

3. Christmas………………………………………………………………131

4. St. Valentine’s Day……………………………………………………..134

5. Easter…………………………………………………………………..137

6. William Shakespeare…………………………………………………...141

7. American literature.................................................................................144

8. Habits and ways - Tea …………………………………………………146

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Cuvânt Înainte

În condiţiile civilizaţiei actuale, când comunicarea largă între oameni şi

popoare a devenit o realitate obişnuită, cunoaşterea unei limbi de circulaţie

internaţională este o necesitate. Dacă în Evul Mediu limba latină a fost pentru

europeni limba comună a culturii şi ştiinţei, astăzi, în epoca ordinatoarelor, a

zborurilor cosmice, a transformărilor urbane spectaculoase şi a dezvoltării fără

precedent a schimburilor internaţionale, toţi cetăţenii lumii învaţă limba engleză

pentru a se înţelege între ei. Engleza este astăzi limba ştiinţei, a tehnicii, a

comerţului.

Lumea ştiinţifică şi intelectuală foloseşte poate cel mai mult această

limbă, puţini fiind oamenii de ştiinţă şi cercetătorii care să nu o cunoască şi să nu

îşi redacteze lucrările direct în engleză.

Ilustrările de mai sus nu epuizează nici pe departe lista posibilă. Să ne

referim acum la oamenii simpli şi mai puţini simpli. Cine nu a trecut prin

momentul penibil când nu putem înfiripa o conversaţie cu un străin, când suntem

reduşi la gesturi, mimică sau interjecţii? Unele persoane sunt dispuse să

remedieze carenţa prin studiu, sistematic chiar. Altele, se izolează sub imperiul

fricii îndărătul unor „porţi zăvorâte” şi cred că limba engleză este inaccesibilă lor,

după cum studierea ei (chiar la nivel elementar) li se pare un efort inutil sau,

oricum prea mare. Unul din scopurile acestui curs este să demonstreze că

inaccesibilitatea e o prejudecată, iar efortul merită să fie întreprins până şi de

către cei din fire lenevoşi.

În învăţarea limbii engleze la un nivel mediu de cunoştiinţe se ajunge fără

dificultate şi sperăm că acest curs conceput pentru studenţii de la forma de

învăţământ la distanţă, va demonstra că necesitatea cunoaşterii limbii engleze se

poate satisface de către oricine, uşor şi cu plăcere.

Acest curs practic de limba engleză este destinat studenţilor de la

specializările Geografie, Istorie-Geografie şi profilul Economic anii I şi II, care

doresc să aibă o pregătire corespunzătoare în domeniile de interes.

El a fost conceput în aşa fel încât, în cei doi ani de studiu ai limbii

engleze, să ajute la consolidarea cunoştiinţelor acumulate până aici, precum şi la

însuşirea de noi elemente specifice specializării studiate.

Mult Succes!

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CHAPTER ONE - BASIC ENGLISH

Introducere Chapter one – Basic English (Capitolul unu – Engleza de bază) se adresează atât

studenţilor de la specializarea Geografie, Istorie-Geografie cât şi celor de la

profilul Economic. Însuşirea unui limbaj de specialitate nu se poate face fără a

avea o bază solidă, de aceea capitolul conţine în principal elemente practice şi

applicative la îndemâna acelora care doresc să-şi însuşească, să consolideze şi să

folosească un limbaj minim de limba engleză.

Cele zece lecţii care alcătuiesc capitolul cuprind teme axate pe principalele

aspecte ale vieţii cotidiene – de muncă, sociale, culturale – având drept scop să

formeze deprinderi de limbă necesare însuşirii ulterioare a limbajului legat de

problematica geografică, istorico-geografică şi economică.

Fiecare lecţie cuprinde un text însoţit de o temă gramaticală prezentată sugestiv

şi concis prin structuri, scheme şi tabele. Schemele gramaticale prezintă probleme

de gramatică şi construcţii pentru a căror înţelegere şi mai ales folosire, studenţii

întâmpină dificultăţi. Expunerea gramaticală este urmată de diferite tipuri de

exerciţii lexicale şi gramaticale menite să formeze deprinderi de limbă la cei ce

studiază limba engleză.

Obiective operaţionale: după parcurgerea primului capitol studenţii vor

putea să:

se prezinte şi să facă cunoştiinţă cu alte persoane vorbitoare de limba

engleză;

poarte o conversaţie simplă, referitoare la locul natal, meserie, şi să ceară

indicaţii pentru a ajunge în locul dorit;

vorbească despre programul său zilnic, despre vreme şi mesele principale;

poată să se descurce în diferite situaţii cum ar fi la bibliotecă şi la diferite

întâlniri publice;

completeze un curriculum vitae;

recunoască, să diferenţieze şi să folosească în aplicaţii practice timpuri

verbale precum prezentul simplu şi continuu, prezentul perfect simplu şi

continuu, mai mult ca perfectul simplu şi continuu; capete deprinderi pentru traduceri din şi în limba engleză;

Capitolul unu conţine următoarele lecţii: 1. Lesson one – Introducing oneself ………………………………………….5

2. Lesson two – Getting around ………………………………………………8

3. Lesson three – Nationalities-Countries …………………………………...12

4. Lesson four – A student‟s daily programme ……………………………...16

5. Lesson five – The family ………………………………………………….20

6. Lesson six – Weather ………………………………………………...........24

7. Lesson seven – Meals ……………………………………………………..29

8. Lesson eight – At the library ………………………………………...........33

9. Lesson nine – What‟s your job? …………………………………………..37

10. Lesson ten – At a public meeting ………………………………………..41

Bibliografie selectivă: - Bantaş, Andrei (1991) – Essential English, Ed. Teora Bucureşti

- Galiş, Livia & colaboratorii (1982) – Limba Engleză pentru învăţământul

superior economic, Ed.Didactică şi Pedagogică, Bucureşti

- Gălăţeanu-Fârnoagă, Georgiana (1993) – Gramatica Limbii Engleze, Ed.

Omegapress, Bucureşti

- * * * - Speak English Nr. 1, 2, 3, 4, 6/ 1990

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LESSON ONE

CONVERSATION

INTRODUCING ONESELF (PREZENTARI)

FORMAL

J.D.: Excuse me. Who are you?

S.R.: I‟m Sandra Reynolds. I‟m your English teacher, and who are you?

J.D.: How do you do. My name‟s Jane David. I‟m a student.

K.S.: And my name is Ken Smith. I‟m a student, too.

S.R.: How do you do. (I‟m) glad to meet you. (It‟s) nice to meet you.

J.D.: It‟s nice to meet you, too. Greetings

S.R.: Good morning. (Good afternoon; Good evening).

J.D.: Good evening. How are you?

S.R.: I‟m fine thank you. And how are you?

J.D.: Very well, thank you./ Rather unwell.

S.R.: Good bye. See you later.

J.D.: Good night. See you tomorrow.

Atenţie! Nu se spune niciodată „Good day”, nici la întâlnire nici la despărţire. În

engleza modernă este o formă de expediere a interlocutorului, ceva de felul „Poţi

pleca”.

VERY FORMAL

J.D.: Good morning, Professor Reynolds. Let me introduce myself. My name‟s

Jane David. I‟m your new student.

S.R.: How do you do. Welcome to our courses. My name‟s Sandra Reynolds.

J.D.: How do you do. I‟m pleased to meet you, Professor Reynolds.

S.R.: I‟m your English Professor. What are you studying this term?

J.D.: I‟m studying English language this term and English literature next term.

S.R.: Till tomorrow then.

J.D.: It‟s been nice knowing you. Good bye for now.

INFORMAL

J.D.: Hi, I‟m Jane. I‟m a new student. Who are you?

K.S.: Hi, I‟m Ken. I‟m a new student, too. Glad to know you. Where are you

from?

J.D.: I‟m from Canada. Are you from Canada, too?

K.S.: No, I‟m not. I‟m from Scotland.

J.D.: Oh, how nice!

K.S.: See you soon.

J.D.: Bye-bye for now.

I. EXPLANATORY NOTES 1. Name = First name = Christian name = Given name: Jane, Jennifer, Robert,

Mary, Kenneth, Sandra etc.

Surname = Family name = Last name: Reynolds, David, Bush, Smith,

MacDonald, O‟Casey, Roberts etc.

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2. How Do We Address People?

There are different ways of addressing people and of speaking:

Informal or friendly – between friends, teenagers, young people (classmates),

businessmen;

Formal – between acquaintances and also for older people or people in higher

jobs.

Very formal – for people we want to show respect to.

How do we address unknown people? “Excuse me, sir (madam, officer/constable

etc.)”

“Ladies and gentlemen” (when addressing

an audience).

How about people we know? “Hi, Ted / Hi, Betty” (more used for young people).

“Hello, Fred / Hello, Barney” (it is slightly more

formal). We can greet acquaintances or people we know whether they are older or

in higher jobs with “hello”, or “good morning / afternoon / evening”. At a very

formal level, respect may be shown by adding their name: ”Hello, Mr. Smith”

(for gentlemen), “Hello, Mrs. Reynolds” (for married ladies), “Hello, Miss

David” (for unmarried ladies), or “Hello, Mes Green” (for ladies, when their

marital status is not important). If the persons have titles, they are used in calling

them: “Professor Hill”, “Dr. Brown”, “Dean Roberts” (only one title - the highest

– is used together with the surname). For very high ranks we can use: “Your

Excellency”, “Your Highness”, “Your Sanctity”.

II. GRAMMAR

1.PERSONAL PRONOUNS (Pronume personale)

Desemnează persoanele ce pot apărea într-un dialog (vorbitorul,

interlocutorul) sau înlocuieşte obiectul despre care se vorbeşte.

Person Nominative Dative Accusative

Singular 1st person

2nd

person

3rd

person

I

you

he, she, it

(to) me

(to) you

(to) him

(to) her

(to) it

me

you

him, her, it

Plural 1st person

2nd

person

3rd

person

we

you

they

(to) us

(to) you

(to) them

us

you

them

2. Verb TO BE present tense – link verb (verb de legătură)

Affirmative Interrogative Negative Interrogative-

Negative

I am Am I? I am not Am I not?

You are Are you? You are not Are you not?

He, she, it is Is he, she, it? He, she, it is not Is he,she,it not?

We are Are we? We are not Are we not?

You are Are you? You are not Are you not?

They are Are they? They are not Are they not?

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În engleza vorbită este mai folosită forma contrasă:

I‟m a teacher. / I‟m not a teacher.

You‟re a student. / You‟re not a student.

He‟s a policeman. / He‟s not a policeman.

She‟s an air – hostess. / She‟s not an air – hostess.

It‟s an animal. / It‟s not an animal.

We‟re workers./ We‟re not workers.

You‟re engineers. / You‟re not engineers.

They‟re taxi – drivers. / They‟re not taxi – drivers.

Verbul TO BE ca verb de legătură (link verb) se foloseşte: cu un substantiv (la

singular, întotdeauna precedat de articolul nedefinit „a” sau „an”) „I am a

mother”; cu un adjectiv, „He is tired” sau cu adverb de loc, „He is in the

room” / „He is there”.

EXERCISES

I. Substitute the nouns in the following sentences by the personal pronouns

in the correct case.

Model: I like this book. I like it.

1. I am very pleased with this test paper. 2. John arrives at the faculty early. 3. I

always give George good books to read. 4. Three students are talking about the

exam. 5. The assistant-lecturer is asking Henry a question. 6. The professor is

lending the student a book. 7. Students are very attentive during seminars. 8. I see

my coleague going to the library. 9. Give mother a glass of water, please. 10.

Read the lesson, please. 11. Let‟s go and see grandmother. 12. I want to give my

grandparents a present. 13. I‟ll thank father tomorrow. 14. Look at Tom and me!

15. I can‟t see your friends. 16. Give the cat some milk.

II. Fill in the blanks using the personal pronouns in brackets in the correct

case:

1. This is a book for ... (he). 2. John always buys text-books for ... (they). 3. I

never speak to ... (she) during lectures. 4. I am putting ... (it) on the shelf. 5.

Every day, I see ... (you) in the classroom. 6. I pay attention to ... (it). 7. I tell ...

(she) not to be late. 8. She requests ... (they) to take part in the scientific session.

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LESSON TWO

CONVERSATION – GETTING AROUND

1. (British version)

Liz: Hi, Jenny, How are you?

Jenny: Rather unwell this morning. And you?

Liz: Oh, I‟m fine, thanks, but I‟m sorry for you. Why are you such in a hurry? It‟s

pretty hot today, isn‟t it? Can I help you?

Jenny: I‟m late for class, and I want to buy some stationery, you know, writing

paper, notebooks and a ball-(point) pen. Is there a stationer‟s near here?

Liz: Yes, of course. Can you see that restaurant over there?

Jenny: The one on the corner?

Liz: Turn at the restaurant and keep straight on up to the next cross-roads; go

across the road and take the first turning to the left. The stationer‟s on the left side

of the street. You can‟t miss it.

Jenny: Thanks a lot. But that‟s quite a distance.

Liz: Yes, that‟s right, but you can find there everything you need: there are

writing paper, pads, envelopes, refills for your pen, erasers and even a marvelous

assortment of greeting cards and diaries. There are also glue, ink, thumbtacks

a.s.o.

*

* *

2. (American version)

Jenny: Pardon (Excuse) me, officer. Where‟s the City Bank?

Policeman: It‟s downtown, five blocks from here, straight ahead.

Jenny: Is it on the left?

Policeman: No. It‟s on the right. It‟s across the coffee shop.

Jenny: Thanks very much.

Policeman: You‟re welcome.

VOCABULARY stationery – papetărie

notebook – blocnotes, carnet

ball-(point) pen – pix

cross-road – intersecţie

writing paper pad – tampon pentru hârtia de scris

envelope – plic

refill – mine de pix

eraser – gumă de şters

diary – jurnal (intim)

glue – lipici

ink – cerneală

thumbtack – pioneză

Explanatory notes:

1. block (in America) = “cvartal”, grup de case pătrat sau dreptunghiular între 4

străzi. block of flats / apartment house = bloc

downtown = în sau spre centrul comercial al unui oraş

2. Expressing GRATITUDE (expresii de mulţumire): Thanks – Thank you –

Many thanks – Thanks a lot – Thanks again – Thank you very much – Thank you

very much indeed – Thank you ever much for (letting me know)… - It‟s been

really marvelous…

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3. Possible responses, depending on the occasion (posibile răspunsuri, în funcţie

de ocazie):

Don‟t mention it (I‟m glad to help you) – It‟s all right – It‟s my pleasure – You‟re

welcome – I‟m very much obliged to you

Study and remember (expressions):

It takes you only ten minutes to get there – vă trebuie numai zece minute

ca să ajungeţi acolo

Turn to the left/right! – Luaţi-o spre stânga

Go straight on/ahead! – Mergeţi tot înainte

The red light is on – Semaforul arată roşu

Trolley buses run till … o´clock – Troleibuzele circulă până la ora …

Would you mind telling me the way to …? – Sunteţi amabil să-mi spuneţi

care este drumul către …?

Could you put me right? – M-aţi putea îndruma?

This way, please! – Pe aici, vă rog!

Take the first turning to the left/right – Luaţi-o pe prima stradă la

stânga/dreapta

At the next crossroads turn to the left/right – La prima intersecţie luaţi-o

la stânga/dreapta

It´s on the right hand side – Este pe partea dreaptă

Can you direct me to …? – Îmi puteţi arăta direcţia către …?

Is this the right way to …? – Acesta este drumul către …?

You are still some way off … – Sunteţi încă la o oarecare distanţă…

It´s just round the corner – Este chiar după colţ

We happen to be going in that direction ourselves – Întâmplător şi noi

mergem în această direcţie

I´m trying to find my way to … - Încerc să găsesc drumul către …

You are going the wrong way – Mergeţi într-o direcţie greşită

Is it much of a walk? – Este mult de mers pe jos?

Do I take this street or that? – Să o iau pe această stradă, sau pe cealaltă?

It´s quite a distance – Este destul de departe

Which is the quickest way to …? – Care este calea cea mai rapidă către …

GRAMMAR 1. Verbul TO BE exprimând existenţa – there is / there are (este, se află, se

găseşte / sunt, se află, se găsesc)

Cuvântul neaccentuat „there”este urmat de o formă a verbului TO BE în

propoziţii care exprimă noţiunea de existenţă (este o expresie care nu există în

limba română. Limba franceză are ceva asemănător în expresia „il y a”). Se

foloseşte ori de câte ori subiectul propoziţiei este o persoană oarecare nedefinită

sau un obiect, iar predicatul este verbul TO BE.

Această expresie introduce noi informaţii interlocutorului:

Exemple: There is (There´s) a pen on the desk.

There are (There‟re) two books on the table.

There is a glass on the table.

There are lots of interesting buildings in Edinburgh.

There are writing paper pads ...

There is glue in the bottle.

Observaţi că: a) There se foloseşte în loc de subiect;

b) There is se foloseşte înaintea unui substantiv la singular;

c) There are se foloseşte înaintea unui substantiv la plural;

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Interogativul se formează: Is there a stationery near here?

Are there many children in the room?

Negativul: There is not (isn´t). / There are not (aren´t).

Observaţi că şi în acest caz există forme contrase, neaccentuate.

Atenţie! Să nu confundaţi cuvântul THERE din expresiile THERE IS şi THERE

ARE cu adverbul THERE care se traduce cu ACOLO. Într-o propoziţie ele pot

apărea împreună.

Ex. There are two chairs there. (Sunt două scaune acolo).

2. THE PLURAL OF NOUNS (Pluralul Substantivelor)

Rules Examples

Singular Plural

a. Majoritatea substantivelor formează

pluralul adăugând -s la forma singularului:

bedroom

picture

tap

bedrooms

pictures

taps

b. Substantivele care se termină în -sh, -ch,

-tch, -ss, -s, -x primesc -es

glass

bus

brush

watch

box

glasses

buses

brushes

watches

boxes

c. Când substantivele se termină în -y

precedat de o consoană, -y se schimbă în i

şi se adaugă –es:

party

country

parties

countries

d. Substantivele care se termină în -f, -fe îl

schimbă pe f în v şi se adaugă -es:

leaf

life

leaves

lives

e. Substantivele care se termină în -o

precedat de o consoană primesc -es:

tomato

potato

tomatoes

potatoes

f. Substantive cu pluralul neregulat: man

woman

child

tooth

foot

goose

mouse

men

women

children

teeth

feet

geese

mice

Terminaţia pluralului se citeşte:

[s]

după consoane surde:

[p], [t], [f], [k], [h], [θ]

[z]

după vocale şi consoane

sonore: [b], [d], [v], [g],

[l], [m], [n], [η], [r], [ð]

[iz]

după: [s], [z], [ſ], [tſ],

[dз]

clocks

taps

baths

jugs

towels

films

wages

classes

brushes

watches

buses

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EXERCISES

I. Fill in the blanks with the appropriate form of the phrase:

1. There ... a teacher in the classroom. 2. There ... two teachers in the classroom.

3. There ... many pupils in the classroom. 4. There ... a dog in the room. 5. There

... books and notebooks on the shelf. 6. There ... books on the floor. 7. There ... a

blackboard on the wall. 8. There ... many pictures on the wals. 9. There ... a map

in the classroom. 10. There ... many flowers in the garden.

II. Change these sentences according to the patterns:

a) There is a large table in the room. (small) / There isn‟t a small one.

b) There are two black cats in the garden. (white) / There aren‟t two white ones.

1. There is a short pencil in the pencil-box. (long) 2. There are three glasses on

the table. (clean) 3. There are two green books in the bag. (brown) 4. There is a

young man in the room. (old) 5. There are two large armchairs in the room.

(small) 6. There is an old newspaper on the table. (new) 7. There is a white dog in

the schoolyard. (black) 8. There are two red blouses on the chair (blue). 9. There

is a tall man in the garden. (short) 10. There are two fat cats under the tree. (thin)

III. Make questions and answers.

1. There is a kitchen in the flat. (Yes) 2. There are two living-rooms in the flat.

(No) 3. There is a dog in the classroom. (No) 4. There are three cats in the

schoolyard. (Yes) 5. There are two books on the desk. (No) 6. There is a book on

the floor. (No) 7. There is a dining-room in the house. (Yes) 8. There are two

bedrooms in the house. (Yes) 9. There are three armchairs in the living-room.

(Yes) 10. There is a bookcase in the bedroom. (No)

IV. Rewrite the sentences, making the words in brackets plural:

1. Our students‟ club often organizes (evening party). 2. She has just put ten

(tomato) on the plate. 3. All the (child) who have reached the age of six go to

school. 4. Have you already brushed your (tooth)? 5. She has bought two (loaf).

6. Have you turned off the hot and cold (tap)? 7. You go to the library after

(class), don‟t you? 8. She has put six (glass) on the table. 9. There are many

fallen (leaf) on the ground. 10. I have never seen such beautiful (picture). 11.

(Woman) have equal rights with (man) in our country. 12. They have put the

(watch) into (box) that do not exceed an overall length of two (foot).

V. Use the plural of the nouns in brackets making the necessary changes. In

case no change is possible, explain the reasons:

1. He was thanked for his (work) at the hospital. 2. They were fully aware of the

(spirit) of the time. 3. The poet published his new (volume) at the start of the

century. 4. The Chinese invented the (compass). 5. The (information) didn‟t come

in time. 6. I have a small (cactus) at home. 7. Don‟t fight with him. His (force) is

enormous. 8. I feel a (pain) in my leg. 9. It‟s a (damage) that can‟t be repaired.

10. I won‟t take anybody‟s (advice). 11. I don‟t like his (manner) of speech. 12.

Six to eight hours of practice a day gave him a great (ability) for playing the

piano in less than a year. 13. Lots of (people) come to the Romanian seaside

every summer. 14. I like the (fabric) my husband brought me as a birthday

present. 15. She has a brooch of diamonds set in (platinum).

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LESSON THREE

NATIONALITIES – COUNTRIES

Jenny: Meet my friend, Ingrid.

Pedro: Hello.

Ingrid: Hello. Pleased to meet you. What nationality are you?

Pedro: I‟m from Peru./ I‟m Peruvian. Where are you from?

Ingrid: I‟m from Sweden./ I‟m Swedish.

Pedro: Is your family in London, too?

Ingrid: No, my family is in Sweden and in Australia.

Pedro: Oh!

Ingrid: Are you in London on holiday or on business?

Pedro: I‟m on business. I‟m a physicist. I‟m working in a Research Centre for

three months. It‟s not far from London. What about you? Are you a student, or a

post graduate student? If not, what‟s your job?

Ingrid: No, I‟m not a student. I‟m visiting an English family for a year to brush

up my English. Are you staying in a private house, too?

Pedro: At the moment I‟m staying at a hotel.

Ingrid: Isn‟t too expensive?

Pedro: It sure is, but tomorrow morning I‟m registering for a special Nuclear

Physics Course, and then I‟m moving to a bed-sitter. Look! Here is my

registration card. Be so kind and help me to fill it in.

*

* *

MOVING IN

Because the hotel is too expensive, Pedro wants to rent a nice, small apartment /

flat. So, he has two ways to find it:

1. Direct conversation

Pedro: Excuse me, are you Mrs. Scott?

Mrs. Scott: Yes, I am.

Pedro: How do you do, Mrs. Scott. I‟m Pedro Gonzales your new tenant. You‟re

the landlady, aren‟t you?

Mrs. Scott: Yes, I am. How do you do, Mr. Gonzales. Nice to meet you. This is

Maggie Baxter. She‟s your neighbour.

Maggie: Hello, Pedro, nice to meet you.

Pedro: Hello, Maggie, glad to see you, too. Can I see the bed-sitter Mrs. Scott? Is

it upstairs?

Mrs. Scott: Of course you can. Come in, please. It‟s upstairs. My flat is

downstairs.

Pedro: Oh, it‟s very nice.

2. On the phone

Five three oh, four nine seven eight. Mrs. Scott: Hello?

Pedro: It‟s about the flat / apartment to let in the morning paper ads. Is it still to

let?

Mrs. Scott: Oh yes, of course it is.

Pedro: Can you tell me about it?

Mrs. Scott: There are two rooms: a living-room and a bedroom, and also a

kitchen and a bathroom, of course. You can come and see it.

Pedro: Where is it?

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13

Mrs. Scott: It‟s in the neighbourhood of the University College, near Regent‟s

Park.

Pedro: What‟s your address?

Mrs. Scott: 54 Drummond Street, near Euston Station.

Pedro: Oh, and how much is the rent?

Mrs. Scott: Two hundred pounds / £ 200 a month.

Pedro: I can come in twenty or thirty minutes. Is that all right?

Mrs. Scott: Yes, of course. Oh, wait. What‟s your name?

Pedro: Pedro Gonzales.

Mrs. Scott: Can you spell it?

Pedro: P-E-D-R-O G-O-N-Z-A-L-E-S

Mrs. Scott: Thank you. See you in half an hour.

Pedro: Good bye. See you soon.

VOCABULARY

bed-sitter = bed-sitting-room – garsonieră, cameră combinată

ads. – (prescurtare de la advertisements) – reclamă, publicitate

GRAMMAR

1. THE PRESENT TENSE (Common Aspect)

Timpul Prezent (Aspectul Comun)

Affirmative Form Negative Form Interrogative

Form

Negative-

Interogative Form

I work

You work

He, she, it works

We work

You work

They work

I do

not(don‟t)work

You do not work

He,she,it does not

(doesn‟t) work

We do not work

You do not work

They do not work

Do I work?

Do you work?

Does he, she, it

work?

Do we work?

Do you work?

Do they work?

Do I not work?

(Don‟t I work?)

Do you not work?

Does he, she, it

not work?(Doesn‟t

he..)

Do we not work?

Do you not work?

Do they not work?

Rules Examples

1. Timpul prezent, aspectul comun, se

foloseşte pentru a arăta o acţiune

obişnuită sau repetată în prezent.

2. Adeseori este folosit cu adverbe de

tipul: often, usually, never, always,

every year.

3. Poate arăta o acţiune viitoare, dacă

este însoţit de un adverb de timp

exprimând viitorul. In acest caz,

acţiunea viitoare face parte dintr-un

program stabilit.

4. Este folosit în loc de prezentul

continuu cu acele verbe care nu sunt

întrebuinţate la forma continuă (to like,

to dislike, to love, to hate, to want, to

own, to consist of/in, to belong)

Students study for their exams.

Every year, the Academy organizes

post-graduate courses.

We sit for an exam tomorrow.

I like this book.

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THE PRESENT TENSE (Continuous Aspect)

Timpul Prezent (Aspectul Continuu)

Se formează cu verbul TO BE la prezent şi participiul prezent (forma în –

ing) a verbului de conjugat. Mai simplu, se poate exprima: TO BE + Ving

( „V” este verbul de conjugat).

Affirmative Form Negative Form Interrogative Form Negative-

Interrogative

Form

I am (I‟m)

working

You are working

He, she, it is

working

We are working

You are working

They are working

I am not working

You are not

working

He, she, it is not

working

We are not

working

You are not

working

They are not

working

Am I working?

Are you working?

Is he, she, it

working?

Are we working?

Are you working?

Are they working?

Am I not

working?

Are you not

working?

Is he, she, it not

working?

Are we not

working?

Are you not

working?

Are they not

working?

Rules Examples

1. Prezentul continuu arată o acţiune în

curs de desfăşurare în momentul

vorbirii.

Uneori, momentul acţiunii este fixat

prin adverbe de timp ca: now, at the

present moment.

2. Prezentul continuu exprimă uneori o

acţiune ce caracterizează subiectul într-

o anumită perioadă de timp. Aceasta

rezultă din context.

3. Ca şi aspectul comun, poate arăta o

acţiune viitoare care a fost planificată

într-un moment prezent, dacă este

însoţit de un adverb de timp exprimând

viitorul.

They are studying for tomorrow‟s

examination.

We are not planning our holidays at

the present moment.

What are you doing here in Bucharest?

I am studying economics.

They are coming to see us next week.

EXERCISES

I. Put the following sentences in the third person singular:

1. We listen to courses. 2. They take down notes. 3. You study for your exam. 4. I

like learning when I enjoy the subject. 5. You always lend me your text-books. 6.

I go home at 2 o‟clock. 7. I usually come to the faculty at 8 o‟clock. 8. I pay

attention to what the lecturer says. 9. You like being in time for the courses.

II. Make the following sentences – a) interrogative

b) negative

1. I leave home at 7 a.m. every day. 2. This student speasks English very well. 3.

He reads very fast. 4. Students read sports magazines every day. 5. He writes his

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15

homework in the afternoon. 6. I always go to the cinema with pleasure. 7. He

likes to watch television on Saturday evening. 8. He likes Latin grammar. 9. He

reads a few pages of Spanish literature every week. 10. You write many letters.

III. Use the verbs in brackets in the present tense (common or continuous

aspect):

1. Students from other countries (come) to get trained as economists at the

Academyof Economic Studies. 2. We (attend) classes regularly. 3. He (like)

English. 4. Today, we (study) commercial correspondence in our English

seminar. 5. We (rehearse) for a show this evening. 6. They (meet) at 8 o‟clock

tonight. 7. She just (leave) for the mountains. 8. He (not like) to borrow the

books, he (prefer) to buy them. 9. Where you (hurry)? 10. We (hurry) to the

lecture-hall as we (not want) to be late.

IV. Fill in the blanks with the correct form of the verbs in parantheses using

Present Tense Simple or Continuous:

1. I ... the water for coffee in a special pot (to boil). 2. Come and make the coffee!

The water ... (to boil). 3. This shop ... at 8 a.m. and ... at 8 p.m. (to open; to

close). 4. I ... the book to read the new lesson (to open). 5. Don‟t shout that loud!

I ... you very well(to hear). 6. Don‟t interrupt them! They ... to a scientific

broadcast (to listen). 7. I ... what you ... (to see; to mean). 8. Wait aminute, will

you? I ... them off (to see). 9. A man ... with his nose (to smell). 10. Usually she

... a very quiet child, but now she ... naughty (to be; to be)

V. Put the verbs in parantheses in the Present Tense Simple. Notice the

adverbs they are associated with:

1. Mother never ... (to go out) without a shopping bag. 2. We often ... (to play)

chess in the evenings.3. They usually ... (to do) their shopping at this

supermarket. 4. She always ... (to listen to) the concerts broadcast on the radio on

Sunday mornings. 5. I occasionally ... (to read) a thriller before going to sleep. 6.

Our kids frequently ... (to break) something while playing hide-and-seek in their

room. 7. Grandmother hardly ever ... (to take) a sleeping pill. 8. They always ...

(to come) in time. 9. My husband never ... (to catch) anything when he ... (to go)

fishing. 10. Do your friends sometimes ... (to ask) you to babysit?

VI. Fill in the blanks with prepositions:

1. Except ... Romanian students, there is also a considerable number ... students

coming ... other countries. 2. There are canteens providing meals ... the students.

4. This term, we insist ... commercial correspondence. 5. Students attend

conferences ... various subjects. 6. This professor gives lectures ... political

economy. 7. All higher education institutes are endowed ... libraries. 8. The

students spend their holidays ... the mountains.

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LESSON FOUR

A STUDENT‟S DAILY PROGRAMME

The clock has just struck six. Mary is in her bedroom. She has got up,

opened the window and turned on the radio. She is doing her morning exercises

to the music.

It is half past six. Mary has got into the bathroom. She is standing at the

wash-basin. What has she just done? She has just turned on the hot and cold taps.

What is she going to do next? She is going to pour some water into the glass and

brush her teeth. Then she is going to have a shower. She doesn‟t have a bath in

the morning. She takes a bath before she goes to bed.

Mary has already brushed her teeth with her tooth-brush and tooth-paste.

She has had a warm shower. She has dried herself on the towel and has got

dressed. What is she doing now? She is doing her hair in front of the looking-

glass.

It is seven o‟clock. Mary is in the dining-room. Has she already had her

breakfast? No, not yet. She is laying the table for breakfast. She has just put some

coffee-cups, a sugar-bowl, a milk-jug and some plates on the table. Is she going

to have breakfast by herself? No, she is not. She is waiting for her brother who

hasn‟t shaved yet.

It is half past seven. Mary and her brother have just finished their

breakfast. They are in a hurry. They are leaving for the Academy of Economic

Studies.

It takes them twenty minutes to get to the Academy by bus. They arrive

there ten minutes before the bell rings. So they have a chat with their fellow-

students. Only six students of their group are from Bucharest, the others either

come from different parts of the country, or from other countries. They usually

have a lot of things to talk about.

The classes begin at eight o‟clock and are over at ten minutes to two three

times a week. Twice a week they have classes in the afternoon. They regularly

attend lectures and seminars.

After classes in the morning they have their lunch at the student‟s canteen.

Then they go home on foot. On their way home they do some shopping. After a

short rest they do their homework and read up for seminars.

Then Mary prepares something for dinner and her brother helps her. They

have their dinner at seven o‟clock in the evening. After dinner they usually look

through some newspapers or magazines, or read some novels or listen to music,

or watch a film on TV.

On Sundays they often go to the students‟ club that regularly organizes

various cultural activities such as evening parties, cinema shows, lectures on

music and literature with recitals by famous musicians and actors.

MORNING AND EVENING

- What do you usually do at your office?

- In the morning I receive letters and cables which I have to answer that very

day. My secretary usually helps me to type the answers. Twice a week I have a

meeting where we discuss different business questions with our chief manager.

Almost every day I have business interviews, talks or conferences with the

representatives of the foreign firms we have done business with lately. In the

afternoon I usually make appointments on the phone with engineers of the

producing enterprises or foreign businessmen for the next day. Sometimes I make

business trips with a view to concluding sales contracts.

to get up

bedroom

bathroom

dining-room

to leave for

to get to

class

seminar

rest

office

meeting

business

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- What do you usually do in the evening?

- We generally stay at home and watch TV. Once a week we go to the pictures.

Occasionally we go to a dance.

- Have you been to the theatre this month?

- Yes, we have been to the theatre twice this month.

VOCABULARY

bedroom - dormitor

to strike (struck, struck) – a bate, a suna

to get up (got, got) – a se scula

to get into – a intra

to get to – a ajunge la

to get dressed – a se îmbrăca

bathroom – camera de baie

to stand (stood, stood) – a sta în picioare

sugar-bowl – zaharniţă

milk-jug – cană de lapte

to shave – a se bărbieri

plate – farfurie

to leave for (left, left) - a pleca

lately – în ultimul timp

to do one‟s hair – a-şi aranja părul, a se coafa

to turn on (the radio, the tap) – a deschide (radioul, robinetul)

to pour some water – a turna (ceva) apă

to dry oneself on the towel – a se şterge cu prosopul

to lay (laid, laid) the table – a pune masa

to have breakfast / lunch / dinner – a lua micul dejun / prânzul / cina

to be in a hurry – a se grăbi

to have a chat – a sta de vorbă

to read up for seminars – a se pregăti pentru seminarii

to do one‟s homework – a-şi face temele

to have / to take a shower – a face un duş

to conclude a sales contract – a încheia un contract de vânzare-cumpărare

to make an appointment – a fixa o întâlnire

with a view to (+gerunziu) – în vederea, pentru a

GRAMMAR THE PRESENT PERFECT TENSE

(Perfectul Compus)

Perfectul compus se formează cu ajutorul verbului to have la prezent şi cu

participiul trecut al verbului de conjugat: TO HAVE + V3

Common Aspect

Affirmative Form Negative Form Interrogative(-Negative)

Form

I have finished

You have finished

He, she, it has finished

I have not (haven‟t)

finished.

You have not finished.

He, she, it has not

(hasn‟t) finished.

Have I (not) finished?

(Haven‟t I finished?)

Have you (not) finished?

Has he, she, it (not)

finished?

(Hasn‟t he,she,it

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We have finished

You have finished

They have finished

We have not finished

You have not finished

They have not finished

finished?)

Have we (not) finished?

Have you (not) finished?

Have they (not) finished?

Participiul trecut al verbelor regulate se formează din forma scurtă a infinitivului,

prin adăugarea desinenţei –ed, după următoarele reguli ortografice:

Spelling Rules Examples

1) Verbele terminate la infinitiv în – e

mut pierd această vocală înaintea

desinenţei –ed

to live – lived

to arrive – arrived

to celebrate – celebrated

2) Verbele terminate la infinitive în –y

precedat de o consoană, schimbă y în i

to study – studied

to dry – dried

to hurry – hurried

3) Verbele monosilabice terminate într-

o consoană precedată de o vocală scurtă

dublează consoana finală

to stop - stopped

4) Verbele plurisilabice, terminate într-

o consoană precedată de o vocală şi

având accentual pe ultima silabă,

precum şi verbele terminate în –l,

indiferent de accent, dublează consoana

finală

to pre`fer / preferred

to com`pel / compelled

to `travel / travelled

The use of the Present Perfect Tense – Common Aspect

Rules Examples

1. Present Perfect exprimă o acţiune

trecută care are legătură cu prezentul.

a) Legătura poate fi temporală: acţiunea

începe în trecut şi continuă în present.

Momentul începerii acţiunii se indică

prin cuvântul since (prepoziţie,

conjuncţie, adverb) – din, de când.

Durata acţiunii se redă printr-o

locuţiune adverbială introdusă prin

prepoziţia for – de:

b) Legătura poate fi cauzală: acţiunea s-

a terminat, dar urmările ei continuă să

existe în present:

I have seen this film.

I have known him for many years.

We have not seen him since Monday.

He has not slept well since that night.

Mary has opened the window.

She has turned on the tap.

2. Present Perfect se referă la o

perioadă de timp încă în curs, ceea ce

este indicat prin adverbele sau

locuţiunile adverbiale: today, this week,

this summer, this month, lately, of late,

this morning, this year, in the last few

years.

Have you been to the theatre this

month?

She has worked much this week.

3. Present Perfect exprimă o acţiune

care a avut loc într-un trecut foarte

apropiat. El este însoţit atunci de

adverbe de timp nedefinit ca: often,

The clock has just struck six.

She has already brushed her teeth.

He hasn’t shaved yet.

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19

seldom, ever, never, just, yet, always,

already.

EXERCISES

I. Speak about Mary‟s working day according to the plan:

a) What she usually does in the morning (before breakfast).

b) What she generally does at the Academy of Economic Studies.

c) What she usually does after classes and in the evenings.

d) How she spends her time on Sundays.

II. Complete the dialogues using the words in brackets:

“When do your classes begin?” (8 o‟clock; generally; in the morning0

“How many classes do you have every day?” (not more than six; sometimes four)

“Do you go straight home after classes?” ( not always; the library or the reading-

room; sometimes)

“What do you usually do there?” ( to read books and magazines; to make notes

on; to look through newspapers)

“And when do you usually do your English lessons?” (to have got the necessary

books; if; to do one‟s homework at home)

“Do you work in the library till late in the evening?” (not to stay; late)

“And how do you spend your time in the evening when you are free?” (to watch

television; to go to the pictures or to the theatre; to go to see one‟s friends)

“Do you go to bed late?” (not very; at about 11; as a rule).

III. Use “since” or “for” and translate the sentences into Romanian:

1. I haven‟t seen her … Sunday. 2. I haven‟t seen them … 1980. 3. We haven‟t

seen them … ten years. 4. She has been here … morning. 5. We have been here

… an hour and a half. 6. He hasn‟t shaved … two days. 7. I have known him …

five years.

IV. Insert:

a) the past participle of the regular verbs: to open, to turn, to pour, to brush, to

dry, to shave, to finish, to stay, to watch, to live:

1. He has just … the window. 2. She has just … on the radio. 3. She has already

… her teeth. 4. She has already … some water into the glass. 5. We have already

… our breakfast. 6. Has she … herself on the towel? 7. Has he already …? 8.

Have you … at home and … a film on TV? 9. They haven‟t … in Constantza.

b) the past participle of the irregular verbs: to see, to strike, to get up, to put, to

do, to go, to come, to have, to be, to lay, to stand, to leave:

1. I have … this film on TV. 2. The clock has just … seven. 3. George hasn‟t …

yet. 4. Have you … a sugar-bowl on the table? 5. Why haven‟t you … your hair?

6. Jane has … to the students‟ club. 7. Has your brother … home? 8. She has just

… a cold shower. 9. Have you … to the pictures this week? 10. Who has … the

table for breakfast? 11. Who has just … at the wash-basin? 12. They have just …

for their office.

V. Translate into English:

1. Nu v-am văzut de doi ani. Unde aţi fost? 2. Cine a deschis robinetul de apă

caldă? 3. N-am luat încă micul dejun. 4. Aţi terminat micul dejun? – Da, mi-a

plăcut foarte mult. 5. Cât este ora le dvs.? – Ceasul meu a stat. 6. De când sunteţi

la Bucureşti? – Sunt aici de duminică. 7. De când locuieşte fratele tău în

Bucureşti? – Din 1974. 8. De când aveţi televizorul? – Numai de două luni.

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LESSON FIVE

THE FAMILY

Mary is twenty years old. She is a student of the Faculty of the Agrarian

Economy and Accounting.

She lives with her parents in Bucharest. Her father is a worker. He works

as a welder at a large plant. Her mother is a weaver at a textile mill. Mary has a

brother. Mary‟s brother, John is a doctor at the Brâncovenesc Hospital. He has

been working there since 1979. He has a family of his own: a wife and three

children: two sons and one daughter. Helen, John‟s wife, is an assistant-lecturer

at the Academy of Economic Studies.

Mary‟s grand mother and grand father are pensioners. They live in

Braşov. Their grand sons and grand daughter often spend their holidays at their

grand parents‟.

Mary‟s uncle lives in a provincial town. He is a miner. His wife is a very

kind woman and a good housewife. Jane, their daughter, is Mary‟s cousin.

Mary‟s great grand mother lives with them.

*

* *

John: Where do you live?

Peter: I live with my parents and grand parents in Bucharest.

John: Have you got any sisters and brothers?

Peter: Yes, our family is quite a big one: I have three brothers and two sisters

who are twins.

John: Are they older than you?

Peter: I have only one brother who is older than me. The others are all younger.

John: What is your elder brother?

Peter: He is a civil engineer. He lives in Constantza. He is married and has two

children. My sister-in-law is an economist. I can tell you I‟m very proud of being

an uncle. I love my niece and my nephew very much.

John: Oh, I‟m sure you do. Do they often come to Bucharest?

Peter: No, they don‟t. You see, most of our relatives live there – my uncles,

aunts, and all my cousins.

VOCABULARY parent – părinte; tată sau mamă

father – tată

mother – mamă

welder – sudor

weaver – ţesător

son – fiu

daughter – fiică

great grandparent – străbunic sau străbunică

grand mother – bunică

grand father – bunic

grand daughter – nepoată de bunică (bunic)

grand son – nepot de bunic (bunică)

housewife – gospodină

sister – soră

brother – frate

cousin – văr sau verişoară

twins – gemeni

student

parents

brother

son

grandparents

daughter

uncle

cousin

family

relative

aunt

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civil engineer – inginer constructor

to marry – a căsători; a se căsători

sister-in-law – cumnată

brother-in-law – cumnat

uncle – unchi

aunt – mătuşă

niece – nepoată (de unchi sau mătuşă)

nephew – nepot (de unchi sau mătuşă)

relative – rudă

in-laws – rude prin alianţă

bachelor – celibatar

spinster – celibatară

an only child – copil unic

mill – uzină, fabrică, filatură, moară

GRAMMAR I. POSSESIVE ADJECTIVES AND PRONOUNS

( Adjectivele şi pronumele posesive)

Possessive Adjectives

Singular Plural

my – meu, mea, mei, mele our - nostru, noastră, noştri,

noastre

your – tău, ta, tăi, tale your – vostru, voastră, voştri,

voastre

his – lui their – lor

her – ei

its – lui, ei

Possesive Pronouns

Singular Plural

mine – al meu, a mea, ai mei, ale mele ours – al nostru, a noastră, ai noştri,

ale noastre

yours – al tău, a ta, ai tăi, ale tale yours – al vostru, a voastră, ai voştri,

ale voastre

his – al lui, a lui, ai lui, ale lui theirs – al lor, a lor, ai lor, ale lor

hers – al ei, a ei, ai ei, ale ei

its – său, a sa, ai săi, ale sale

Pronumele posesiv înlocuieşte atât numele obiectului posedat cât şi al

posesorului. Pronumele posesive nu determină substantive ca adjectivele

posesive, ci le înlocuiesc.

Observaţi mai jos diferenţa dintre adjectivul şi pronumele posesiv şi pronumele

personal în cazul dativ/acuzativ:

Posesive adjective Posesive pronoun Personal pronoun

It‟s my car. It‟s mine. It belongs to me.

II. DEMONSTRATIVE ADJECTIVES AND PRONOUNS

(Adjectivele şi pronumele demonstrative)

de apropiere de depărtare

Singular this that

Plural these those

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Se traduc:

this – acest, această; aceste, aceasta

that – acel, acea; acela, aceea

these – aceşti, aceste; aceştia, acestea

those – acei, acele; aceia, acelea

1. Possessive Adjectives Possessive Pronouns

Where is my book?

She gave me his address.

Our classroom is very nice

.

His coat is new.

Her dress is nice.

Our house stands in a quiet street

The room is large. Its walls are white.

.

This book is mine.

I have lost my pencil – Please, give me

yours.

This is not their house, theirs is bigger

than his.

The new coat is his.

This nice dress is hers.

This house is ours.

The fault is mine.

These seats are theirs.

2. Demonstrative Adjectives Demonstrative Pronouns

This young man is my best friend.

That house is very small.

These pencils are good.

Those flowers are roses.

This is my dictionary and that is hers.

These are his magazines, and those are

mine.

III. THE PRESENT PERFECT CONTINUOUS TENSE

(Prezentul perfect continuu)

Se formează cu ajutorul verbului TO BE la prezentul perfect şi participiul

prezent (-ing) al verbului de conjugat: HAVE (HAS) BEEN + Ving

Affirmative Interrogative

I have been working / I‟ve been

working

You have been working

He, she, it has been working/He‟s

been … We have been working

You have been working

They have been working

Have I been working?

Have you been working?

Has he, she, it been working?

Have we been working?

Have you been working?

Have they been working?

Negative Interrogative - Negative

I have not been working / I haven‟t

been You have not been working

He, she, it has not been working

We have not been working

You have not been working

They have not been working

Have I not been working?/ Haven‟t I

been Have you not been working?

Has he, she, it not been working?

Have we not been working?

Have you not been working?

Have they not been working?

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Prezentul perfect la aspectul continuu se foloseşte:

1. pentru o acţiune care a început în trecut şi care continuă şi în present:

I‟ve been waiting for him for half an hour. (I‟m still waiting for him)

2. pentru o acţiune care a început în trecut şi care tocmai s-a încheiat:

I‟m so sorry I‟m late. Have you been waiting for me for a long time?

EXERCISES

I. Enlarge upon:

a) Your own family.

b) Three relatives. Describe each one to a friend:

- What each relative looks like.

- Where he / she lives and works.

- What his / her interests are.

II. Ask questions to the following sentences, according to the model:

Model: I’ve been waiting for you for half an hour. How long have you been

waiting for me?

1. He has been teaching French for two years. 2. I‟ve been writing the letter for

an hour. 3. The children have been playing in the park since they came from

school. 4. She has been working in the garden since 8 o‟clock. 5. The boys have

been fishing since early in the morning. 6. He has been staying with us for a

week. 7. He has been reading since I have been here. 8. I have been peeling

potatoes for twenty minutes now. 9. She has been teaching at this school for five

years.

III. Write the following sentences in the plural:

1. This is an interesting book. 2. That clock is slow. 3. This little boy is Mary‟s

brother. 4. That young man is a student at the Faculty of Trade. 5. This family is a

very big one. 6. That play was very good, the acting was wonderful indeed! 7.

That is a naughty boy, isn‟t he? 8. This is the most beautiful crystal glass I‟ve

ever seen. 9. That dictionary was printed in 1903. 10. This is the ring she lost

yesterday.

IV. Replace the underlined words by possessive adjectives:

1. John’s book is on the desk. 2. The children’s toys are neatly arranged on the

shelves. 3. My sister’s room is very large and clean. 4. Where are mother’s

shoes? 5. Our brother’s new books are extremely valuable 6. Mary’s old flat

looks quite shabby. 7. The students’ copybooks are all on the desks. 8. Your

sister’s watch is very nice and keeps good time.

V. Translate into English:

a) 1. Familia lor este foarte numeroasă. 2. Casa noastră este situată pe o stradă

extrem de liniştită. 3. Familia ei locuieşte în Bucureşti; unde locuieşte a ta? 4.

Fratele ei mai mare lucrează de doi ani la o uzină de tractoare. 5. Inelul lui de

logodnă este aici; unde este al tău? 6. Această tânără este fata cumnatului vostru,

nu-i aşa? 7. Acestea sunt darurile de nuntă pe care le-au primit tinerii căsătoriţi de

la bunica lor. 8. Aceste verighete sunt pentru nunta lor de argint. 9. Florile acelea

le-am cumpărat pentru stăbunica mea. 10. Apartamentul acela este încă neocupat.

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LESSON SIX

WEATHER

People everywhere enjoy talking about the weather, “Isn‟t the weather

nice today?” or “Hasn‟t the weather been awful lately?” are excellent beginnings

for informal conversations.

Weather conditions across Romania are varied but generally speaking it is

a temperate continental climate.

The year is divided into four seasons: spring which begins officially with

the equinox in mid March and then summer, autumn and winter.

Temperatures in Romania are measured according to Centigrade not like

in England and in the United States where they are measured according to the

Fahrenheit scale, on which 32 degrees is the freezing point of water and 212

degrees the boiling point. Fahrenheit temperatures can be converted to

Centigrade, and vice versa by the use of simple formulas that may be found in

any general reference book.

Winter weather varies widely: with severe conditions in the northern parts

of the country and milder conditions in the southern areas. In the mountains, sub-

zero temperatures are common and there is much snow. In the south there are

fewer days with freezing temperatures.

Spring is a delightful season. The temperatures are moderate, and the

blooming trees and flowers make the city and the countryside bright with colour.

Everyone longs to get outside and enjoy the new season. Many students

find it hard to concentrate on their work and we jokingly refer to this condition as

“spring fever”.

Summer is longer and hotter in the southern part than in the northern one.

The mountains and the sea coast generally enjoy moderate temperatures. Summer

is the great season for all sports in the open air. Most people take their vacations

during summer, and the highways are crowded.

Autumn, like spring, has many mild days and comfortable temperatures.

Nature puts on its second display of colour, with the red and yellow of the leaves

and the bright fall flowers. Toward the end of autumn, there is abundant rain, as

the weather gradually gets colder and winter sets in.

Scientific weather forecasting is a serious matter and the concern of the

Romanian Meteorological and Hydrological Institute. The weather reports and

prediction are printed in most newspapers and are read regularly over the radio

and TV.

*

* *

A: Do you think we‟ll be able to go to the beach tomorrow?

B: Why not? Have the plans changed?

A: No, but I‟m worried about the weather. It might rain.

B: It certainly seems fine now. There‟s not a cloud in the sky.

A: Yes, but you know how quickly the weather can change around here.

B: Not a chance. The Weather Institute has announced fine weather.

A: What time shall we be on the beach?

B: Any time after day-break. Would seven o‟clock do? Or perhaps you want to

make it even earlier?

A: Seven o‟clock is all right with me.

weather

climate

season

temperature

severe

hot

mild

rain

weather

forecasting

cloud

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VOCABULARY awful – groaznic

climate – climă

equinox – echinox

solstice – solstiţiu

degree – grad

to freeze – a îngheţa

to convert – a transforma

mild – blând

delightful – încântător

lately – în ultimul timp

informal – neoficial

accuracy – exactitate

flood – inundaţie

high wind – vânt puternic

boiling point – punct de fierbere

to be converted – a fi transformat

reference book – carte de referinţă

weather forecasting – timpul probabil

according to – în conformitate cu

to long – a năzui din tot sufletul, a dori fierbinte / cu pasiune, a tânji

display – expunere, expoziţie, prezentare, etalare

GRAMMAR THE PAST TENSE

( Timpul trecut)

Affirmative Negative Interrogative Interrogative-

Negative

I visited

You visited

He, she, it visited

We visited

You visited

They visited

I did not visit

You did not visit

He,she,it did not

visit

We did not visit

You did not visit

They did not visit

Did I visit?

Did you visit?

Did he,she,it

visit Did we visit?

Did you visit?

Did they visit?

Did I not visit?

Did you not visit?

Did he,she,it not

visit?

Did we not visit?

Did you not visit?

Did they not visit?

The use of the Past Tense

Rules Examples

1. Past Tense exprimă o acţiune trecută

terminată care nu are legătură cu

prezentul.

They asked me to come earlier.

2. Exprimă o acţiune care are loc într-

un moment precis în trecut.

I met him at a concert two weeks ago.

3. Exprimă o acţiune care are loc în

cursul unei perioade terminate,

exprimată prin adverbe de timp definit

ca: yesterday, last night, last week etc.

We spent our vacation at the seaside

last year.

4. După „when” se foloseşte

întotdeauna Past Tense când acţiunea

are loc în trecut

When did they graduate from the

institute?

5. Pentru a exprima o acţiune repetată He used to come and see us every week

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în trecut folosim used + infinitiv, would

+ infinitivul scurt

end.

She would walk about the garden for

hours.

ADJECTIVES – DEGREES OF COMPARISON

( Adjectivele – gradele de comparaţie)

Comparaţia sintetică

pozitiv comparativ superlativ

1. Adjective monosilabice tall taller the tallest

2. Adjective bisilabice terminate

în:

-y

-ow

-er

-ble

pretty

narrow

clever

able

prettier

narrower

cleverer

abler

the prettiest

the narrowest

the cleverest

the ablest

Adjective plurisilabice

Comparaţia analitică

interesting more

interesting

the most

interesting

Comparativul

a) de superioritate

taller than, more interesting than

b) de egalitate as tall as, as interesting as

c) de inferioritate not so tall as, less tall than, not so interesting

as, less interesting than

Superlativul

a) absolut

b) relativ

c) de inferioritate

very tall, very interesting

the tallest, the most interesting

the least tall, the least interesting

Când se compară două lucruri sau

fiinţe se foloseşte în general

comparativul precedat de articolul

hotărât, iar când se compară trei

sau mai multe lucruri sau fiinţe se

foloseşte superlativul.

John is the taller of the two brothers.

John is the tallest of his classmates.

În limba engleză există

comparative duble care denotă o

intensificare ce se redă prin:

a) repetare (din ce în ce mai, tot

mai)

b) cu ajutorul unor astfel de

cuvinte sau expresii ca: far, still,

ever, much, a great deal etc.

The days are getting shorter and shorter.

The problems to solve are more and more

interesting.

His exercise is far better than hers.

We attach ever greater significance to this

work.

Pentru a reda „cu cât mai...cu atât

mai” se folosesc două

comparative precedate de „the”

The longer the days the shorter the nights.

The more you study the better you know

your lesson.

Superlativul absolut se mai poate

forma cu ajutorul următoarelor

adverbe: extremely, terribly,

exceedingly, quite.

This is an extremely attractive book.

They lived in a terribly noisy street.

Most se foloseşte numai în cazul

adjectivelor cu comparaţie

analitică.

It was a most beautiful day.

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Superlativul relativ al tuturor

adjectivelor poate fi accentuat

prin far şi by far.

This homework is far more difficult than the

previous one.

Yesterday‟s trip was less enjoyable than we

expected by far.

EXERCISES

I. Enlarge on:

a) The weather conditions in Romania.

b) The four seasons and their main characteristic.

c) Your favourite season.

II. Give the comparative and superlative degrees of the following adjectives:

Sad, grey, dry, lovely, heavy, simple, mild, few, bright, hard, hot, yellow,

abundant, serious, dangerous, dull, fresh, thick, cool, severe.

III. Change the following sentences into the past:

1. Weather conditions change quite often. 2. The day is rainy and we can‟t go on

the trip. 3. I like to watch the snowflakes fall from the grey sky. 4. The streets are

slippery and we have to be careful. 5. Towards the end of autumn the temperature

grows colder. 6. Snow begins to melt under the bright sunrays. 7. Everything

looks fresh, new and joyous. 8. We listen to the weather forecast on the radio.

IV. Use the adjectives in brackets in the proper degrees of comparison:

1. Winters are (mild) in the southern areas of our country. 2. In the south there are

(few) days with freezing temperatures. 3. Last year we had (heavy) snowfalls

than usual. 4. In September we may have some of (lovely) autumn days. 5. The

sky is cloudless and if the heat wave lasts, we might have (hot) month. 6. I feel

(good) in spring than in any other season. 7. Yesterday we had a very cold day

but today it is much (cold). 8. It isn‟t any (warm) today than it was yesterday, is

it? 9. Which is the part of our country with (abundant) rainfall? 10. In spring

flowers have (bright) colours. 11. In winter we have (low) temperatures with few

days above the freezing point. 12. Summer is (good) season for outdoor sports.

13. Today it is (little) windy than yesterday. 14. I am sure my exercise is as

(good) as yours.

V. Fill in the blanks with the suitable forms of the adjectives or adverbs in

brackets:

1. (soon, good) The…the rain stops the…2. (strong) The wind gets…and…3.

(much, good) The…he worked the…results he obtained. 4. (early, good)

The…we start the…5. (little) He seemed to get…and…interested in the subject.

6. (high, cold) The…we climbed the…it became. 7. (much, rich) The…you read

the…becomes your vocabulary. 8. (fine, much) The…the weather the... agreeable

our stay in the mountains. 9. (few) There are…and…mistakes in your exercises.

VI. Translate into English:

1. Anul trecut am avut o iarnă aspră. 2. Noaptea trecută vântul a suflat foarte

puternic. 3. Când a început să plouă? 4. Încercau să se concenterze asupra

subiectului. 5. Merge la munte în fiecare vacanţă de iarnă. 6. Buletinul

meteorologic a anunţat timp frumos. 7. A plecat ieri cu trenul şi se întoarce peste

două săptămâni. 8. Nu am urmărit explicaţia. 9. Am hotărât să-mi schimb

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proiectele de vacanţă. 10. Luna trecută am făcut o excursie foarte frumoasă în

nordul ţării. 11. Nu i-am recunoscut după atâţia ani. 12. În fiecare an merge în

Deltă pentru câteva zile. 13. Când aţi vizitat Nordul Moldovei? 14. S-au hotărât

în legătură cu data plecării. 15 Clima unei ţări depinde de poziţia sa geografică.

16. În România găsim o climă temperat-continentală caracterizată de existenţa a

patru anotimpuri. 17. Vremea se schimbă odată cu schimbarea anotimpurilor. 18.

În ţara noastră avem ceaţă destul de rar dar în Marea Britanie sunt multe zile cu

ceaţă.

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LESSON SEVEN

MEALS

As a rule we have three meals a day: breakfast in the morning, lunch in

the middle of the day, and dinner in the evening.

Breakfast is a frugal meal; nevertheless it means laying the table, boiling

eggs, preparing tea and coffee to be served with rolls, toast, butter, marmalade,

cheese, ham and some dairy products. Lunch usually begins with some appetizers

such as a glass of plum brandy, some olives, then, comes a cold or warm hors-

d‟oeuvre followed by a soup. We, Romanians, are fond of clear soups,

consommés, bouillons, meat ball soups, dumpling soups and chicken borsch.

For the main course we may usually have some grilled, roast, boiled or

fried fish or meat with plenty of vegetables or rice, some fruit, fresh or stewed, a

cake, some ice-cream, a pie and a cup of black coffee to finish with. We generally

have water or mineral water for lunch, but on special occasions we may have

wine or beer.

The Romanian dinner may be a light meal consisting of a glass of tea or

milk and some sandwiches or it may be a big meal with cold meat or roast

poultry, an omelette, a salad, and a pudding followed by some sweets.

In England, meal-times differ from ours. The English have their breakfast

between seven and nine in the morning, lunch between twelve and two in the

afternoon, tea between four and five o‟clock and dinner at seven in the evening.

They may also have supper, a light meal at about 10 or 11, at home or at the

restaurant.

English breakfast is generally a more substantial meal than in our country.

It consists of fruit juice, corn flakes with milk, cream and sugar or porridge,

followed by fried bacon and eggs. Some marmalade made of oranges maybe

spread on the toast. Sometimes they may have a boiled egg, cold ham and black

or white coffee.

English food is rather plain compared to ours. They are not very fond of

soups and they prefer warm consommés, beef, chicken, oxtail soups or cream

soups. Fish, meat or poultry which comes next is generally fried or roasted. The

favourite meal with the British is mutton and lamb with a mint sauce and all sorts

of sautéed vegetables and mixed salads.

As for supper they may have fish, cold veal, pork or a steak and chips

with some vegetables.

Before having a meal we lay the table, we spread the table cloth and put

on glasses, napkins, the salt cellar, the pepper box, the mustard pot, the bread

basket. If it is breakfast we take the sugar-basin, cups, saucers, teaspoons, forks

and knives out of the side-board. We cut the bread, the ham, the sausages and the

cheese into slices and put them on a dish. For dinner we put soup plates and

dinner plates before each person. The soup is brought in a soup-tureen and the

other courses on dishes and plates.

When the meal is over we clear the table. We clear away the plates, dishes

and cutlery and wash them up in the kitchen.

*

* *

Alice: What are we going to have for lunch today?

Mother: Well, we have soup, beef steak and chips and an apple-pie. But are you

already hungry? It‟s rather early for lunch. I was just baking the pie.

Alice: All right. I‟ll wash my hands and set the table until everything is ready.

Mother: Lunch is ready now. You may go and call the others.

meal

breakfast

lunch

main course

dinner

supper

to lay the table

to clear the

table

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John: Steak and chips! That‟s my favourite meal!

Mother: Help yourself until they are still hot, but remember we have apple-pie for

dessert.

VOCABULARY

frugal – frugal, cumpătat

roll – chiflă, corn

appetizer – aperitiv

hors-d‟oeuvre – gustare înaintea mesei propriu-zise

consommé – supă

bouillon – ciorbă ţărănească, bulion

course – fel de mâncare (ca ordine)

to grill – a frige la grătar

to broil – a frige la grătar

to boil – a fierbe

to roast – a (se) frige, a (se) prăji

to fry – a (se) prăji

pickles – murături

poultry – carne de pasăre, păsări de curte

pudding – budincă

porridge – griş de ovăz fiert în lapte (terci de ovăz)

plain – fad, fără gust

mutton – carne de oaie

lamb – carne de miel

steak – friptură la grătar

sideboard – bufet (cu veselă)

soup-tureen – supieră

dish – 1. platou de servit, farfurie; 2. fel de mâncare; pl. vase(de bucătărie)

cutlery – tacâmuri

helping – porţie

dairy products – produse lactate

plum brandy – ţuică

meat ball soup – ciorbă de perişoare

dumpling soup – supă cu găluşte

stewed fruit – compot

oxtail soup – supă de coadă de vită

to lay the table – a pune masa

to set the table – a pune masa

to spread the table cloth – a întinde faţa de masă

to clear the table – a strânge masa

help yourself to… - serviţi-vă cu …

GRAMMAR THE PAST CONTINUOUS TENSE

(Trecutul Continuu)

Affirmative Negative

I was coming

You were coming / You‟re coming

He, she, it was coming

We were coming

You were coming

They were coming

I was not (wasn‟t) coming

You were not (weren‟t) coming

He, she, it was not coming

We were not coming

You were not coming

They were not coming

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Interrogative Interrogative – Negative

Was I coming?

Were you coming?

Was he, she, it coming?

Were we coming?

Were you coming?

Were they coming?

Was I not coming? / Wasn‟t I coming?

Were you not coming?

Was he, she, it, not coming?

Were we not coming?/Weren‟t we

coming?

Were you not coming?

Were they not coming?

Se formează din verbul TO BE la timpul trecut şi participiul prezent (-ing)

al verbului de conjugat: WERE / WAS + Ving

The use of the Past Continuous Tense

Rules Examples

1. Trecutul continuu exprimă o acţiune

în desfăşurare la un moment dat în

trecut. Acest moment poate fi indicat

de:

a) o expresie adverbială: at...o’clock, at

that time, this time yesterday

b) o altă acţiune:

This time yesterday I was preparing

lunch.

I was just having breakfast when you

came.

2. Pentru acţiuni paralele în trecut,

forma continuă se poate folosi atât în

propoziţia principală, cât şi în cea

secundară. De obicei, se evită folosirea

formei continue în ambele propoziţii.

While we were having dinner we

watched TV.

sau

While we had dinner we were

watching TV.

3. În vorbirea indirectă în locul

prezentului continuu.

Vorbire directă: She said: ”I am

cooking lunch just now”.

Vorbire indirectă: She said she was

cooking lunch just then.

REFLEXIVE AND EMPHATIC PRONOUNS

(Pronumele reflexive şi de întărire)

Pronume reflexive Pronume de întărire

myself

yourself

himself

herself

itself

ourselves

yourselves

themselves

oneself

I cut myself (m-am tăiat)

He enjoys himself (se

distrează)

She came by herself (a venit

singură)

See for yourselves

(convingeţi-vă singuri)

To be by oneself ( a fi singur)

I did it myself (eu însumi am

făcut-o)

He himself cooked the meal

(el însuşi a gătit mâncarea)

We prepared everything

ourselves (am pregătit totul

singuri)

Rules Examples

Pronumele reflexiv, se aşează după

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verb şi se foloseşte:

1. când acţiunea verbului se răsfrânge

asupra subiectului. Tendinţa actuală

este de eliminare a pronumelui.

I cut myself while I was preparing

soup.

You wash (yourself) in the morning.

2. în diateza reflexivă. He enjoyed himself at the party.

3. în expresii idiomatice precedat de

„by”, „of”, „for” (cu sensul de singur)

I was all by myself when it happened.

The plate fell of itself.

You must see for yourself.

4. în comparaţii după „like”, „than”,

„as” în locul pronumelui personal.

He is a better cook than herself.

Pronumele de întărire se aşează în

general după substantivul sau

pronumele pe care îl întăreşte sau la

sfârşitul propoziţiei.

He himself has made the layer cake.

He has made the layer cake himself.

EXERCISES

I. Translate the following questions and answer them:

a) 1. What does your breakfast usually consist of? 2. Is there any difference

between Romanian and English breakfast? 3. Do you generally have lunch at

home or at a canteen? 4. What is your favourite sweet dish? 5. Why do the

English pour milk in their coffee? 6. What are the English meals? 7. What are

their favourite dishes? 8. How do you lay the table for two?

b) 1. Care sunt principalele mese ale zilei? 2. Obişnuiţi să luaţi o masă copioasă

seara? 3. Preferaţi apă minerală sau vin la masa de prânz? 4. Ajutaţi vreodată pe

părinţi la strânsul mesei? 5. Vă place cafeaua neagră sau o preferaţi cu lapte? 6.

Vă place mâncarea mai gustoasă sau mai fadă?

II. Answer the question using the Past Tense Continuous of the underlined

verbs in your answers:

Model: Why did you put salt in your coffee? (to read at breakfast time)

I put salt in my coffee because I was reading at breakfast time.

1. Why didn‟t you buy anything for lunch? (to rain when I wanted to go out). 2.

When did you learn that wonderful recipe? (to live with my aunt). 3. Why did the

coffee boil over? (not to watch it). 4. When did you get the bad news? (to have

lunch). 5. Why is your cake burned? (to do several things at a time). 6. When did

you break the plate? (to try to dry it). 7. When did you cut yourself? (to sharpen

the knife). 8. Why didn‟t you help the guests to some cake? (just to bake it).

III. Fill in the blanks with the suitable reflexive or emphatic pronouns:

1. Don‟t eat too much or you‟ll make…ill. 2. I tried to cook the meal…3.

Make…at home and tell me what‟s all about. 4. I can only speak for…5. he is a

much better cook than…6. Go and see for…7. Help…to some more ice-cream. 8.

We enjoyed…at the party last night.

IV. Link the sentences in each pair using the words in brackets; make all the

necessary changes. Model: (While) The phone rang. We had breakfast.

The phone rang while we were having breakfast.

1. (while) I prepared dinner. The children laid the table. 2. (just as) The lights

went off. The guests arrived. 3. (as) I remembered I was short of flour. I prepared

the vegetables for the pudding. 4. (while) I dropped too much salt in the salad. I

dress it. 5. (while) I dropped a plate and broke it. I cleared the table.

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LESSON EIGHT

AT THE LIBRARY

A library is a building with a large collection of books where you can

borrow books free of charge. You have only to know your way around a library

and you can easily find any fact or idea you are looking for.

There are all kinds of books: novels, short stories, plays, books of

reference such as dictionaries, biographies, then scientific books, historical

books, collection of poems, periodicals, magazines, etc.

The library has a system: each book that the library owns is listed on an

index card catalogue. The card catalogue can tell you immediately whether the

library owns a copy of the book you want. The librarian, on the other hand, will

tell you whether the book is in the library or has been lent.

For each book in the library the card catalogue contains an author card, a

title card and a subject card. On the upper left hand corner of each of these card is

the call number by which you can find the book.

If you want a book or a magazine you need an admission card issued by a

member of the staff of the library. Then, you pick up an application slip, you look

up the title of the book in the alphabetic or subject catalogue, you fill in the slip

by entering the title of the book, the shelf mark and the author‟s name.

The book will be delivered to you by a member of the staff.

Moat public libraries have reading rooms provided with tables at which

you may sit and read.

If you want to take books for home reading you may do so by going to the

lending department which runs a loan service. You may borrow one or two books

at a time and you may keep them for a week or more. If by the end of this period

you have not finished reading the book, you may renew it.

While reading a book, make not of your thoughts and feelings as you go

along.

Reading is not only a pastime and a mean of education, it can lead you to

a richer understanding of yourself as well as of the life around you.

*

* *

Jane: I say Allan, can you give me some advice about reading, please?

Allan: As you well know, reading is an essential part of your university life.

Since all knowledge cannot be obtained in the classroom alone much of it must

come from reading textbooks, reference books and other materials. The library of

our Academy is well provided with a large stock of books, both in Romanian and

in foreign languages.

Jane: So, do you think I could find there some specialized books recommended

in the bibliographies to our courses?

Allan: Of course you could, there are latest editions published in our country and

abroad.

Jane: And what can you recommend me for my spare time, I mean something to

improve my English?

Allan: Try things that don‟t make difficult reading: short-stories, novels, plays,

some modern authors who write in a simple straightforward style. So, start with

Oscar Wilde, then G. Green, S. Maugham.

Jane: Thank you very much. I shall follow your advice.

library

novel

poem

index card

catalogue

author card

call numer

admission

card

shelf

to borrow

textbook

bibliography

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34

VOCABULARY

to borrow – a lua cu împrumut

to look for – a căuta

novel – roman

short-story – nuvelă

periodical – publicaţie periodică

abroad – în străinătate

to lend, lent, lent – a da cu împrumut

to issue – a emite, a publica, (aici) a elibera o legitimaţie

textbook – manual

index card – fişă de cartotecă

card catalogue – cartotecă, fişier

author card – fişier pe autori

title card – fişier pe titluri

subject card – fişier tematic

call number – cota (cărţii)

admission card – legitimaţie de intrare

shelf mark – fişier pe rafturi

lending department – secţie de împrumut

well provided – bine aprovizionat

spare time – timp liber

straightforward style – stil direct

book of reference – îndreptar, carte de consultat

to fill in a slip – a completa un formular

statistical year book – anuar statistic

the book is sold out – cartea este epuizată

GRAMMAR 1. THE PAST PERFECT TENSE

( Mai mult ca perfectul)

Mai mult ca perfectul se formează din forma de Past Tense a verbului TO

HAVE şi participiul trecut (forma a treia) a verbului de conjugat: HAD + V3

Affirmative Negative

I had stopped / I‟d stopped

You had stopped

He, she, it had stopped / He‟d stopped

We had stopped

You had stopped / You‟d stopped

They had stopped

I had not stopped / I hadn‟t stopped

You had not stopped

He, she, it had not stopped

We had not stopped

You had not stopped

They had not stopped

Interrogative Interrogative-Negative

Had I stopped?

Had you stopped?

Had he, she, it stopped?

Had we stopped?

Had you stopped?

Had they stopped?

Had I not stopped? / Hadn‟t I stopped?

Had you not stopped?

Had he, she, it not stopped?

Had we not stopped?/ Hadn‟t we

stopped?

Had you not stopped?

Had they not stopped?

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Rules Examples

- Exprimă o acţiune trecută, terminată

înaintea unui moment dat din trecut.

- Exprimă o acţiune trecută, terminată,

anterioară altei acţiuni trecute.

- Se foloseşte în propoziţii secundare

temporale pentru a exprima o acţiune

anterioară unui moment viitor (sau

viitor faţă de trecut).

- Exprimă o acţiune începută înaintea

unui moment trecut şi care se continuă

până în acel moment.

By seven o‟clock I had translated the

article.

When she had finished the book, she

returned it to the librarian.

I shall lend you the book after I had

read it.

He promised he would lend me the

book when he had read it himself.

She told me that she had been busy

since she came back from school.

2. THE GENITIVE CASE

(Cazul Genitiv)

Rules Examples

Genitivul prepoziţional:

-se foloseşte cu substantivele care

denumesc lucruri sau noţiuni abstracte.

the colour of the wall.

the city of London.

the 23rd

of May.

Genitivul Saxon:

- se foloseşte cu substantivele care

denumesc fiinţe, persoane.

- cu substantivele care denumesc

noţiuni de timp, de distanţă sau greutate

(şi cu substantive care denumesc zile,

anotimpuri)

- cu substantivele care denumesc

fenomene naturale, aspecte din natură.

- cu substantive care denumesc

continente, ţări, oraşe şi cu

substantivele: city, country, town.

- cu anumite substantive ca: the sun, the

moon, the earth, car, ship, boat, vessel,

body, mind, science.

- cu câteva substantive comune urmate

de sake.

- în expresii consecrate.

- substantivele house, shop, store,

office, cathedral sunt adesea omise

după substantive aflate le genitivul

sintetic.

the pupil‟s room

the student‟s library

Peter‟s mother

Burns‟(s) poems

a minute‟s silence

a two miles‟ walk

today‟s program

the night‟s coolness

the ocean‟s roar

London‟s parks

Romania‟s economy

our country‟s natural wealth

the car‟s performance

the sun‟s rays

the ship‟s crew

for goodness‟ sake

for mercy‟s sake

at her heart‟s desire

at one‟s fingers‟ ends

St. Paul‟s (cathedral) was rebuilt by

Sir Christopher Wren.

We buy bread at the baker‟s (shop).

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EXERCISES

I. Answer the following questions:

1. What is the library meant for? 2. What is a card catalogue? 3. What does a card

catalogue contain? 4. What do you have to do if you want to read a book in a

library? 5. Can we take books for home reading? 6. How long can you keep

them? 7. Describe a reading room in the Faculty of Economic Studies.

II. Supply the Past Perfect of the verbs in brackets:

1. Undergraduates could use the library after they (to register) as readers and (to

get) an admission card. 2. He (to finish) just the books borrowed from the library

when he went to take some new. 3. I read the book after I (to finish) my work. 4.

My friend (not to read) an English book for years. 5. There were plenty of books

that (to be rewritten) in simple language. 6. He told me he preferred to read a

more difficult book that one which (to be made) simpler. 7. I (to finish) reading

the story when he promised me an amusing novel. 8. By that time I already (to go

through) half of the play.

III. Change the following sentences so as to use a negative Past Perfect

instead of the Past Tense. Make all the necessary changes:

Model: I read a very interesting novel last year.

I had never read such an interesting novel before.

1. It was the first time I read an English book. 2. There were many people in the

reading room that day. 3. I often borrowed books from the library as a student. 4.

This was the first dictionary I consulted. 5. While reading, I looked up the

unknown words in the dictionary. 6. The book was first published in 1980. 7. I

renewed the book for another week. 8. The writer signed the book with a

pseudonym.

IV. Substitute synthetic genitive forms for prepositional genitive forms:

1. He arrived at the library with a delay of a few minutes. 2. There is nothing like

a holiday of a week in the company of a good book. 3. He promised to leave the

place within a time of six weeks. 4. What is the point of view of the author? 5.

Here is the news in the newspaper of yesterday. 6. You may find him I the office

of the editor-in-chief. 7. I had to borrow the dictionary of Jane to look up some

unknown words. 8. The book dealt with the economic development of Romania.

V. Translate into English:

a) 1. Care este programul zilei? 2. Performanţele maşinii lui sunt într-adevăr

neobişnuite. 3. Cumpăr pâine la brutărie şi carne la măcelărie sau îmi fac toate

cumpărăturile la supermarket. 4. Orice student de limbă engleză ar trebui să aibă

dicţionarul de pronunţie al lui Daniel Jones. 5. L-ai cunoscut pe bunicul Anei şi al

lui Paul, cel care era pasionat după romanele ştiinţifico-fantastice? 6. Sala de

lectură a bibliotecii noastre este o încăpere mare şi luminoasă.

b) 1. Învăţasem deja câte ceva despre felul de viaţă al englezilor când m-am dus

la Londra. 2. Săptămâna trecută am împrumutat o carte de la bibliotecă; nu am

mai împrumutat niciodată o carte până atunci. 3. Când am ajuns în sala de lectură

toate locurile erau deja ocupate. 4. Bibliotecara mi-a spus că împrumutase cartea

cu câteva zile în urmă. 5. Până la începutul anului universitar a făcut rezumatele

tuturor cărţilor citite în timpul vacanţei. 6. La librărie am aflat că manualul fusese

retipărit. 7. Mi-am amintit că am mai citit această carte cu ani în urmă. 8. Cartea

fusese deja tradusă în mai multe limbi când am cumpărat-o.

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LESSON NINE

WHAT‟S YOUR JOB?

Maggie: Jenny, this is my friend Liz Taylor. She‟s my next door neighbour …

Jenny: Is this Taylor or Gaylor?

Liz: Taylor. T A Y L O R. Hello! Nice to meet you.

Jenny: Hello! Pleased to meet you, too. Where are you from?

Liz: I‟m from Scotland. From Edinburgh. What‟s your nationality? Are you

British, too?

Jenny: No, I „m from Canada, from Toronto. What‟s your job?

Liz: I‟m an art student, a sophomore, but I‟m a sales-assistant in the

holidays. What about you? Are you a student in the University, too? If not,

what‟s your occupation?

Jenny: I‟m studying in London University College. I‟m a fresher.

Liz: I‟m glad to have you as a neighbour. But isn‟t this flat too expensive?

Jenny: Oh, yes, it is. I‟m moving to a hotel.

Liz: I‟m sorry. I like it here. I‟m used to living in a house. In Edinburgh I

live in a small house with my family, in a suburb, at 10 Cherry Tree Lane.

Jenny: What‟s Edinburgh like?

Liz: It is the capital of Scotland, which is part of Great Britain. With half a

million inhabitants, it is situated on the Firth of Forth, in the south-east of the

country, but it is not very big. You can see green hills from its centre. There are

thousands of tourists in Edinburgh every summer, especially during the

International Festival of Music, Drama and the Arts, in August and September. It

is a beautiful and historic city, with large avenues, like Paris. There are lots of

interesting buildings: the Edinburgh Castle is in the centre of the city on a high

hill. From the Castle to Holyrood House (the former residence of Scottish Kings)

there‟s a very old street, the Royal Mile. There are also beautiful parks and

Botanical Gardens. It is also an industrial city and a busy port.

EXPLANATORY NOTES

fresher – student în primul an

sophomore – student în anul doi

junior – student în anul trei

senior – student în anul partru (terminal)

Ei sunt numiţi în general “undergraduates” sau “undergraduettes”. După

absolvire ei sunt “Bachelor of Arts (or Science)” – BA sau BS/BSc. Următorul

grad este cel de “Master of Arts (or Science)” – MA/MSc. Cel mai înalt grad este

cel de “Doctor in Philosophy” – PhD, or “Doctor of Science” – DSc.

Other jobs are:

architect – architect

air-hostess – stuardeză

barber – bărbier, frizer

carpenter – tâmplar

clerk – funcţionar

doctor – medic, doctor

dress-maker – croitoreasă

electrician – electrician

hairdresser – coafeză, frizer

journalist – journalist, ziarist

mechanic – mechanic

nationality

job

student

fresher

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38

model – model

pilot – pilot

postman – poştaş

photographer – fotograf

secretary – secretară

shop-keeper – negustor

taxi-driver – taximetrist, şofer de taxi

teacher – învăţător, professor (în învăţământul preuniversitar)

vet – veterinar

waitress – chelnăriţă

waiter - chelner

GRAMMAR THE PAST PERFECT TENSE (Continuous Aspect)

Mai mult ca perfectul (Aspectul continuu)

Este alcătuit din forma de Present Perfect a verbului TO BE urmată de

participiul prezent (-ing) al verbului de conjugat: HAD BEEN + Ving

Affirmative Form Negative Form

I had been working / I‟d been working

You had been working

He, she, it had been working

We had been working

You had been working

They had been working

I had not been working/I hadn‟t been

You had not been working

He, she, it had not been working

We had not been working

You had not been working

They had not been working

Interrogative Form Interrogative-Negative Form

Had I been working?

Had you been working?

Had he, she, it been working?

Had we been working?

Had you been working?

Had they been working?

Had I not been working? Hadn‟t I

been ...?

Had you not been working?

Had he, she, it not been working?

Had we not been working?

Had you not been working?

Had they not been working?

Rules Examples

1. Timpul mai mult ca perfect-aspectul

continuu arată o acţiune începută

înaintea unui moment trecut care

continuă şi în acel moment.

2. O acţiune repetată exprimată prin

timpul mai mult ca perfect-aspect

comun, poate fi uneori exprimată şi

prin timpul mai mult ca perfect-aspect

continuu.

When you came, I had been writing

letters for an hour.

He had tried five times to get her on

the phone.

He had been trying to get her on the

phone.

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EXERCISES

I. Complete the answers to the following questions about your job:

1. What‟s your job? / I‟m a(n) … (office-worker / engineer / economist / lawyer /

doctor /secretary /nurse /worker / research worker)

2. Where do you work? / I work in a(n) … (office / factory / research centre /

hospital)

3. How far is it from your house? / It is a … from my house. (20-minute walk /

car drive / bus ride).

4. How long have you had this job? / I‟ve had this job for…years.

5. What are the working hours? / I work from…a.m. to…p.m. every day.

6. How many weeks‟ holiday do you have? / I have a…holiday every year. (two-

week / three-week / four-week).

7. What training do you have? / I went to the… (Polytechnic / University /

Vocational school).

8. What are your prospects? / I can become a…in…years‟ time. (senior clerk/

deputy manager / top executive / general foreman /(chief) supervisor)

II. Now, you formulate the questions necessary to interview someone about

his/her job. Refer to his/her: job, workplace, distance from home, working

hours, holiday, seniority in the job, training, prospects.

III. Read this passage:

My Job

My name is Sandra Vlad, I‟m 29, I‟m married and have two children.

I work in an office in a big shoe factory, as a secretary to the deputy factory

manager. It is a half-hour bus ride from my house in the suburbs to the factory

which is situated in the industrial district of the town. I have worked here for the

past five years.

My working hours are 7 a.m. to 3 p.m., five days a week. A ten-hour day is not

unusual when there are important management meetings.

Every day I open the manager‟s letters, take them to him, write down the answers

and then type and send them.

I also answer incoming phone calls, dial some outgoing ones – to other shoe

manufacturers, to raw material suppliers or to important customers - , take

messages when the manager is away and handle routine enquiries.

I greet the visitors and take down notes in shorthand at important executive

meetings.

I earn quite a good salary and have a two-week holiday every year, as I have not

worked long enough to be entitled to a longer holiday.

I finished a secondary school ten years ago. There I learned shothand and typing

as part of the school‟s programme of vocational training. After graduation I

became a telephonist and did several months‟ training with the Central Post-

Office for which I worked for three years. Then I had a two-year break for

children. I returned to work five years ago, and took the job I‟m still having.

I enjoy my job, although it may be very tiring sometimes. I feel I play a

responsible part in the factory‟s life, I am the first contact anyone has with the

management. I like to be friendly and to meet lots of people.

IV. Write about: Sandra Vlad‟s job; the ideal job.

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40

V. Fill in the blanks with little, a little, few, a few, much, many:

1. I have…pens; I can give you one. 2. I have…pens. I need them. 3. There

are…sheets of carbon paper there; you may take two or three. 4. There

are…sheets of carbon paper there; you may not take any. 5. There isn‟t…time left

before office-hours are over. 6. There are…clerks in our office. 7. …care should

be taken when writing a report. 8. There are…mistakes in this typed letter;

please, re-type it.

VI. Use the verbs in brackets in the Past Perfect or Past Perfect Continuous

Tense:

1. When I met him he (work) in the enterprise for 10 years. 2. When I finished

writing the minutes, I realized I (make) some mistakes. 3. When I passed by the

office-building under construction, a man told me they (work) on it for three

months. 4. When he finally arrived at the office, his colleague (wait) for him for

an hour. 5. When you entered my office, I (prepare) my speech for 2 hours. 6.

When the head of the department came in, I (file) papers for an hour. 7. When the

office-hours were over, I (work) for 8 hours. 8. When he finished his speech, we

(listen to) him for half an hour.

VII. Translate into English:

a) 1. Ştiam să bat la maşină şi să stenografiez de 10 ani când am venit în acest

birou. 2. Scriam un referat de 2 ore când a intrat directorul şi mi-a cerut să adaug

o nouă problemă. 3. El lucra de 20 de ani în industrie cân a devenit şeful secţiei.

4. Am încercat să te găsesc la telefon toată dimineaţa înainte ca în sfârşit să-mi

răspunzi. 5. Negocierile au durat 2 săptămâni înainte să se semneze contractul. 6.

Eram obosită când ai venit, pentru că făcusem 4 ore de traducere simultană în

sala de conferinţe. 7. Scrisorile au putut fi expediate pentru că le bătusem la

maşină în ziua aceea.

b) – Cu ce te ocupi Jane?

- Sunt stenodactilografă la o intreprindere de comerţ exterior din Bucureşti.

- Îţi place meseria ta?

- Da, foarte mult. De aceea am urmat cursurile şcolii de stenodactilografie.

Acum, după 5 ani de experienţă, redactez 50 de cuvinte pe minut şi stenografiez

100 de cuvinte pe minut.

- Care este partea cea mai interesantă a muncii tale?

- Faptul că tot ce fac îmi oferă sentimentul răspunderii. Atunci când redactez o

scrisoare comercială, ştiu că orice greşeală poate face o impresie proastă asupra

partenerului străin şi, în consecinţă, fac toate eforturile ca scrisoarea să arate

ireproşabil. Acest lucru este valabil şi pentru celelalte activităţi ale mele:

imaginează-ţi ce s-ar întâmpla dacă aş îndosaria greşit documentele!

- Întrucât eşti atât de conştiincioasă, bănuiesc că eşti apreciată în întreprinderea

unde lucrezi.

- Sper că da!

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LESSON TEN

AT A PUBLIC MEETING

There are different kinds of public meetings.

Members of parliaments and other similar national assemblies are

summoned to sessions and sittings. Delegates of the political party gather for

their regular conferences or congresses. Meetings and conventions are held also

by trade unions, women‟s organizations, artists, journalists, businessmen, etc.

Sometimes men and women come to spontaneous rallies to protest against

armaments drive, deployment of missiles, race barriers, etc, or to express their

solidarity with the peoples fighting colonialism, for peace in the world. Scientists

are convened to national and international symposia.

The meeting can be ruled by its own “standing orders”, unwritten

regulations and customs. These “rules of procedure” have been designed to

enable any official gathering to be effective and legally correct.

Any meeting is presided over by the chair (or the chairman), whose main

duty is to conduct the meeting taking decisions on particular problems of the

proceedings. He announces what the business is, gives members permission to

speak, calls for a vote on a motion, announces the results of a vote and generally

preserves order. All speeches or remarks of those present are addressed to the

chair.

The relator (raporteur)‟s duty is to give the required explanation. The

secretary‟s duty is taking minutes.

As soon as a person takes up chairmanship he calls the meeting to order

and asks the secretary to read the minutes of the last meeting. When they have

been read, he asks “Are there any omissions or errors?” If the minutes are correct,

a member moves that they should be adopted. This is seconded by another

member. The chairman puts the motion to a vote. If there is an error or an

omission, a member moves that a correction be made. After the minutes have

been discussed and approved the meeting proceeds then to “Business Arising

From the Minutes”. Members may ask for explanations why certain steps have

not been taken or taken in the wrong way.

The purpose of any public meeting consists in exchanging opinions and

views on the matter discussed and adopting a certain decision. Most resolutions

are voted by a mere show of hands and considered adopted if a bare majority of

members are in favour of it. For more important decisions the so-called

“constitutional majority” is necessary, amounting to two-third of the members of

the assembly.

Speakers are to keep to the point and they must confine themselves to the

time limit established by the meeting at the beginning of its work. Some members

neglect these rules, they take the floor on every item on the agenda and speak

endlessly. In any public meeting system and order are required. The regulations

and rules must be observed. Otherwise there is more confusion than

accomplishment.

*

* *

A: What day is the opening of the Annual Scientific Conference scheduled for?

B: I haven‟t seen the notice yet, but I think they won‟t be able to convene the

participants earlier than tomorrow fortnight.

A: They say the whole conference will be held in plenary sessions.

meeting

convention

symposium

chairman

speech

bare

majority

speaker

to take the

floor

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42

B: No, I don‟t think so. It would be impossible with so many papers put for

discussion. Besides plenary meetings there will be sittings of two or three

specialized committees.

A: I hear that the papers outlines and summaries have already been published.

B: Yes, they can be consulted next week. I hope that every participant will be

provided with a full set of paper outlines before the proceedings start.

A: I‟m looking forward to this scientific conference, there are so many interesting

topics to be discussed and debated.

VOCABULARY

to summon – a convoca

convention – convenţie

trade-union – sindicat

to convene – a convoca, a întruni

effective – efficient

to preside – a prezida

chair – (aici) preşedintele unei adunări (amer.); prezidiu

chairman – preşedinte

relator – prezentator; povestitor; narator

proceedings – lucrările unei conferinţe

motion – moţiune, propunere

to move – (aici) a propune

to confine – a se limita

agenda – ordinea de zi

outline – plan, (aici) rezumat

armaments drive – cursa înarmărilor

deployment of missiles – amplasarea de proiectile

standing order – ordine permanentă

standing regulations – regulament în vigoare

to call for a vote – a cere votarea

to take minutes – a face un proces verbal

to call the meeting to order – a chema la ordine; a începe şedinţa

a bare majority – o majoritate neînsemnată, slabă

to take the floor – a lua cuvântul

sitting – şedinţa

committee – comitet

auditing committee – comisia de cenzori

item of the agenda – punct la ordinea de zi

draft resolution – proiect de rezoluţie

to keep the minutes – a păstra protocolul

GRAMMAR THE MODAL VERBS

(Verbele modale)

Verbele modale can – could; may – might; must; ought to – nu primesc s la

persoana III-a singular; sunt urmate de infinitivul scurt, formează negativul cu

not iar interogativul ca şi verbele auxiliare. Formele contrase ale acestor verbe

sunt: can’t, couldn’t; mightn’t; mustn’t. May şi ought se folosesc mai rar în forma

contrasă.

discussion

topic

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CAN - COULD EXAMPLES

Exprimă capacitate fizică, intelectuală,

morală, etc şi este echivalentul lui to be

able to:

Exprimă îndoială, nesiguranţă (în

interogativ sau negativ), posibilitate.

You can read this page right now.

Until a short time ago she could read

without eyeglasses.

It cannot be true.

Can this be your paper?

MAY - MIGHT EXAMPLES

Pentru toate celelalte timpuri se

înlocuieşte cu to be allowed to, to be

permitted to

Exprimă permisiunea:

La forma negativă exprimă

interzicerea:

Exprimă posibilitatea:

Exprimă admonestare, sfat, caz în care

se foloseşte might:

Exprimă presupunere, nesiguranţă; se

foloseşte atât may cât şi might. Might

exprimă mai multă nesiguranţă şi este

echivalent cu perhaps sau maybe.

She will be allowed to leave at 12:30.

He had been permitted to wear the

new coat.

You may take the floor.

You may not switch off the light.

You may catch the bus.

She might leave by 9 o‟clock train.

They might write the application now.

It may rain.

She might play the violin.

He might abstain from voting.

MUST EXAMPLES

Pentru formarea celorlalte timpuri în

afară de prezent, se folosesc to have to,

to be obliged to, to be compelled to;

Exprimă datoria, obligaţia, necesitatea:

Absenţa necesităţii se redă prin

needn’t:

Exprimă prohibiţia (la negativ):

Exprimă probabilitatea, fiind echivalent

cu probably, evidently:

We shall have to learn this poem.

We had to finish writing our papers.

He must go to school.

Must he buy the book? – No, he

needn‟t.

They must not smoke in the meeting

hall.

He must be at the sea-side.

The gloves must be your size.

OUGHT TO EXAMPLES

Exprimă o obligaţie, o datorie morală,

un sfat (cu referire la prezent, trecut sau

viitor)

Exprimă o presupunere, o probabilitate.

They ought to be on time.

He ought to have brought the book he

took

He ought to be in the session by now.

SHALL (ca verb modal) EXAMPLES

Exprimă o necesitate, o constrângere

sau o obligativitate; se foloseşte cu

persoana a II-a şi a III-a:

Exprimă cererea unui sfat, a unei

sugestii (în propoziţii interogative la

toate persoanele):

Exprimă o promisiune:

He shall leave by 9 o‟clock train.

They shall not go to the mountains

because it was decided like that.

Shall we open the meeting?

Shall I ask the floor?

He shall get the questions written in

time.

WILL ( ca verb modal) EXAMPLES

Exprimă o dorinţă (voinţă), o

promisiune sau o hotărâre (este folosit

la toate persoanele singular şi plural):

Exprimă o incitaţie, o rugăminte (în

interogativ, în general la persoana a II-

a):

I will buy the book tomorrow.

We will do whatever you say.

Will you write the minutes, please?

Will you take the floor, please?

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Exprimă ceva inevitabil:

Exprimă o acţiune obişnuită, repetată:

Exprimă o supoziţie:

Parents will be parents.

I will have my coffee in the morning.

He will be about fifty.

EXERCISES

I. Enlarge upon:

1. The duties of the chair (chairman);

2. The kinds of committees elected at large conferences;

3. Kinds of public meetings;

4. Regulations of procedures adopted at meetings.

II. Change the following sentences using modal auxiliaries:

Model: Mister B has permission to leave the room.

Mister B may leave the room.

1. It is advisable for him to go to the meeting. 2. She promises to go this

afternoon to the exhibition. 3. Teachers are obliged to help their students. 4. He

told George that it was possible for him to write the minutes. 5. It is necessary for

all students to have I.D. cards. 6. He asked, “Do you want me to help you with the

report?” 7. I guess she will leave at 3:30. 8. The students are obliged to study

carefully their courses. 9. Perhaps they don‟t always know how to study. 10.

Evidently she is in the hospital.

III. Use the following statements in the past tense and past perfect tense:

1. We must speak for ourselves at the sitting. 2. They must improve the agenda.

3. She can take the floor and address the chair. 4. George can have the meeting

postponed. 5. They may be elected in the chair. 6. She may leave the chair when

the session is adjourned.

IV. Fill in the blanks with can, may, must, have to, will, shall.

1….I borrow your note-book? I am afraid you… 2. He…smoke now, the children

have left the room. 3. …you wait till next week? 4. You…read this report louder.

5. She…attend the meeting this afternoon. 6. I…to be at the station at 5 o‟clock

as my friend is arriving. 7. Accidents…happen. 8. …he turn on the TV set? 9.

…the chairman read the agenda? 10. You…have the book tomorrow. 11. I

promise it…not happen again. 12. Participants in the meeting…enter their names

in the list of the session.

V. Translate into English:

a) 1. Vei fi anunţat de îndată ce vei intra. 2. Să ridic problema în cadrul unei

şedinţe? 3. Să începem discuţiile? 4. Ce să fac după ce voi da citire propunerii? 5.

Să supun propunerea la vot? 6. Vei fi acasă când vom veni? 7. Data viitoare când

vom pleca la munte, o să vii cu noi. 8. E foarte întuneric aici, o să aprind lumina.

9. Trebuie să vezi piesa, e foarte interesantă. 10. Ar trebui să vorbeşti englezeşte

la seminarul de limba engleză. 11. Poate au schimbat programul, trebuia să fie

aici la această oră. 12. Putem fuma aici? 13. S-ar fi putut să plece mai devreme.

14. Trebuie să fie cartea ei. 15. Am auzit că e bolnav. 16. Ar trebui să stea în pat.

17. De obicei mă plimb sâmbătă după masă.

b) 1. Sunt surprins să aflu că George a fost ales membru în comisia de cenzori. 2.

Regret că am lipsit de la şedinţa de lucru. 3. Alegerile s-au făcut prin vot secret şi

s-a procedat în conformitate cu regulamentul în vigoare. 4. George putea fi

contestat pe motivul ineficienţei în rezolvarea problemelor publice. 5. Am aflat că

John a fost recuzat. 6. Luarea lui de cuvânt a creat o impresie bună.

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CHAPTER TWO – ENGLISH FOR GEOGRAPHERS AND HISTORIANS

Introducere Capitolul de faţă este menit să pună la dispoziţia studenţilor de la specializarea

Geografie şi Istorie-Geografie care studiază limba engleză, texte cu caracter

general şi special pentru însuşirea termenilor de specialitate. Legarea materialului

didactic cât mai strâns de studiul geografiei şi istoriei este scopul principal al

acestui capitol.

Cele zece lecţii care alcătuiesc capitolul sunt întocmite în aşa fel încât să acopere

o diversitate de teme şi mai ales să răspundă tuturor problemelor de vocabular şi

de structură gramaticală care trebuie însuşite de studenţii respectivi.

Fiecare lecţie îi familiarizează pe studenţi cu un vocabular de specialitate într-un

context de dificultate medie, tratează una sau două probleme de gramatică, în

continuarea şi completarea celor studiate în capitolul de bază şi se încheie prin

teme de reflecţie şi dialog precum şi cu exerciţii care pun în practică lexicul şi

gramatica studiată în lecţia respectivă.

Obiectivele operaţionale. După parcurgerea integrală a acestui capitol

studenţii vor avea cunoştiinţe pentru a:

recunoaşte şi folosi termeni de specialitate;

face o prezentare succintă Marii Britanii, Statelor Unite ale Americii,

Australiei, României şi a capitalelor lor;

vorbi despre câteva episoade din istoria Marii Britanii, despre viaţa unora

din cei mai cunoscuţi monarhi ai Angliei;

recunoaşte şi folosi viitorul, viitorul perfect;

formula o propoziţie cu ordinea corectă a cuvintelor;

transforma propoziţii de la diateza activă la diateza pasivă;

Capitolul cuprinde: 1. Lesson one – Great Britain............................................................................46

2. Lesson two – London.....................................................................................51

3. Lesson three – The United States of America................................................60

4. Lesson four – American Cities.......................................................................66

5. Lesson five – Australia...................................................................................72

6. Lesson six – Important People in Britain.......................................................76

7. Lesson seven – Famous British Seamen........................................................79

8. Lesson eight – Europe‟s Premodern Heritage................................................81

9. Lesson nine – Bucharest.................................................................................84

10. Lesson ten – Romania...................................................................................89

Bibliografie selectivă:

- Bantaş, Andrei (1991) – Essential English, Ed. Teora Bucureşti

- Galiş, Livia & colaboratorii (1982) – Limba Engleză pentru învăţământul

superior economic, Ed.Didactică şi Pedagogică, Bucureşti

- Gălăţeanu-Fârnoagă, Georgiana (1993) – Gramatica Limbii Engleze, Ed.

Omegapress, Bucureşti

- Nicolescu, Adrian & colaboratorii (1980) – Culegere de texte pentru cursul

practic de limba engleză pentru secţia geografie-geologie, Tipografia

Universităţii din Bucureşti

- * * * - Speak English Nr. 1, 4, 7/ 1991

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LESSON ONE

GREAT BRITAIN

Britain consists of the three, formerly separate countries of England,

Scotland and Wales. Since Scotland and England joined in an Act of Union in

1707 (Wales had been incorporated in 1535), the island has been officially known

as Great Britain. Now it is known politically as the United Kingdom of Great

Britain and Northern Ireland. Its total area is of 244 130 Km2. The group of

islands forming the British Isles has two main lands. Besides these there are an

infinite number of islets and rocks. Even the mainlands are penetrated by the sea

forming inlets on all the coats, so that no place in the island is more than about 65

miles from the sea, and the greater number of places is much nearer the sea.

Great Britain is separated from the continent of Europe by the North Sea

and the English Channel. At the promontory of North Foreland begins a fine line

of limestone cliffs which are quite similar to those of the French coast opposite.

The white cliffs of Dover, the gleaming whiteness of the Kentish shore which

made the Roman invaders who landed at Deal name Britain “Albion” – these are

the striking features of the chalk Country. This part of England is filed with

English history. Here the very ancient and the very modern are side by side, in

such close proximity as perhaps nowhere else in the world. The south coast

presents many indentations, a great number of which are natural harbours,

Portsmouth and Southampton among them. The coast in these parts (Davon and

Cornwall) consists mainly of hard rocks, such as granites. It is deeply indented

and it much resembles the French coast of Britany; so that one is naturally led to

think that Britain may have been at some remote time, one and the same country

as France, from which it was cut off by the subsidence of the ground under the

sea level. There are many other facts which prove this. None of the seas round the

British Isles are very deep; in fact in some parts of the North Sea, there is a depth

of less than six meters. The rounded, flat-topped hills that give character to the

English scenery, have been worn down by slowly-moving sheet of ice that once

covered the whole of Northern Europe. The plants and animals found in Britain

lead one to the same conclusion. The wolf and the bear, neither of which is any

longer found wild in the British Isles, and the fox, all reached the country from

the continent. The forests that once covered the greater part of the country were

made up of common European trees like the oak in the South and the pine in the

North.

The highest mountains are in the central and northern parts of Scotland, in

Wales and in the north-west of England. The mountains and the hills cluster

round the Grampians Range, of which Ben Nevis is the highest peak (1 343 m).

The Cheviot hills running from sea to sea separate England from Scotland. The

Lowland Plain, to the north of the Cheviot Hills is fertile and forms a big contrast

to the barren mountains of the Scottish Highlands. The Pennine Chain, called the

Backbone of England, with its widespread coal – and iron-fields is the

mountainous part in the centre of the country. Where the Pennine Chain ends

there begins the Great Midland Plain reaching from Lincoln and Leichester to the

valley of the Thames. Wales is rich in coal fields in the south and statequarries in

the north.

There are many rivers in Britain but none of them are very long. The

Thames on which London is situated, runs through rich agricultural districts in an

easterly direction into the North Sea. The Severn, which flows south-west into

the Irish Sea, is the longest British river. Many rivers have been joined one to

England

Scotland

Wales

island

English

Channel

North Sea

Grampian

Pennine

Chain

coal field

Thames

Severn

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another by means of canals, so that it is quite possible to travel by water from one

part of England to the other.

The climate of the British Isles is a mild climate because it is “insular”.

The heat and cold are moderate. This is due to the proximity of the sea, which

makes the air cooler in summer and warmer in winter, on account of a great warm

sea current, the Gulf Stream, bathing the western coast. As Britain is so near a

large ocean surface, it follows that the climate is very moist, the moister parts

being those lying near the Ocean, that is, the west coast, which is wetter than the

east coast and also the hilly parts, which condense moisture into rain.

Great Britain was originally an agricultural and sheep-farming country.

Today, agriculture, sheep and diary-farming are spread over the southern and

south-eastern part of England, the middle and north of Scotland and the greater

part of Ireland. Large quantities of fruit are grown in the South of England,

especially berry-fruits and apples, cherries, pears and plums. The great wealth of

Britain consists in the abundance of coal often found side by side with iron. In the

north of England, the Newcastle coal field extends along the Tyne. Another large

coal-field lies between the Mersey and the Humber. The most important coal and

iron field, which is situated in Staffordshire and nearest to London, is well known

as the “Black Country” with the two centres of metal industry Wolverhampton

and Birmingham. Its northern part is called the Potteries. The coal fields of Wales

contain a great quantity of anthracite.

An important part in British economy is played by the iron and steel

industry, the non-ferrous metals industry, engineering and ship building. The

main metal processing centres are Birmingham and Sheffield in central England,

then Middlesborough, Glasgow, Cardiff and Swansea.

British machine building specializes in steam-engines, electric motors,

machine-tools, textile equipment, locomotives, motor-cars and airplanes,

produced in London, Birmingham and Sheffield. Glasgow, Newcastle and Belfast

are well known for their ship building yards.

Besides the heavy industry a corresponding light industry has come into

being which produces textiles, glassware, porcelain, chemicals, etc.

VOCABULARY

formerly (adv.) – altădată, odinioară, cândva

to join – a se uni; a lega, a uni; a alătura, a anexa; a cupla

kingdom – regat

isle – (poetic sau in nume geografice) insulă; insuliţă, ostrov

island – insulă

islet – insuliţă, ostrov

mainland – continent; insulă principală (într-un grup de insule)

rock – stâncă; rocă; cap, promontoriu

inlet – golfuleţ; intrând

channel – albie, matcă, canal (natural)

the English Channel – Canalul Mânecii

limestone – piatră de var, calcar

cliff – faleză, ţărm stâncos; stânca în mare

shore – ţărm, mal, coastă

to land – a debarca

to gleam – a licări, a stăluci (slab)

striking – izbitor, frapant; remarcabil, extaordinar

proximity – apropiere

indentation – indentaţie, zimţuire

moist climate

sheep-farming

Ireland

economy

ship building

light industry

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48

harbour – port

to resemble – a semăna/a aduce cu, a semăna cu; a fi asemănător/similar cu

remote – îndepărtat; de departe

to cluster – a forma un grup; a se strânge, a se aduna

subsidence – scădere, descreştere; tasare, denivelare; slăbire, cedare

to cut off – a tăia, a separa, a despărţi

depth – adâncime

flat – plat, întins, neted

top – vârf, parte de sus; creştet; coamă; culme, creastă, pisc

to wear down – a uza, a roade

sheet – strat

to make up – a forma, a alcătui, a compune

wild – sălbatic, nedomesticit

barren – sterp, steril; neroditor; arid

slate – gresie; şist

moist – umed; jilav; ud

moor, moorland – mlaştină; baltă; ţinut cu mlaştini de turbă şi iarbă neagră

loch – lac; braţ de mare

tartan – stofă ecosez; pled scoţian, tartan

bagpipe – cimpoi

steep – abrupt, râpos, prăpăstios

indomitable – de neîmblânzit, (de) nesupus, (de) nestăpânit; refractar, îndărătnic

Scotsman – (s) scoţian

Scotch/Scottish – (adj.) scoţian; (s) the ~ - scoţienii; dialect scoţian

Irishman/Irisher – irlandez, pl. Irishmen – irlandezi

Irish – (adj.) irlandez; (s) irlandezi; limba irlandeză

Irish Sea – Marea Irlandei

Irish Free State, the – Statul liber irlandez

Irish green – verde închis/intens

Welshman, pl. Welshmen – (s) velş, galez, om din Ţara Galilor

Welsh – (adj.) velş, galic, galez, din Ţara Galilor; (s) – limba velşă; the ~ - velşii,

galezii

seaport – port maritim

bay – golf

shipyard – şantier naval

wharf , pl. wharves şi wharfs – chei (paralel cu ţărmul), debarcader

castle – castel

fortress – fortăreaţă

mansion – conac

mansion house – curte boierească/seniorală

the Mansion House – primaria (reşedinţa oficială a lordului primar al Londrei)

cottage – casă ţărănească; casă la ţară

lawn – peluză

fog – ceaţă

GRAMMAR

SENTENCES WITH THE ANTICIPATORY IT

(Propoziţii cu it introductiv)

Când subiectul unei propoziţii este un infinitiv sau un gerund sau o propoziţie

întreagă, acesta se aşează după predicat, iar propoziţia începe cu pronumele it,

care se numeşte it introductiv.

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49

Examples

It is good of you to help me

It is no use sulking

It takes an hour to get there

It is dangerous to drive here

It is a great joy to meet such nice people

It is likely that she will come by train

It was difficult to translate that text

It was quite unexpected her returning so soon.

Rule Examples

O propoziţie cu it introductiv poate

avea forţă emfatică servind la

accentuarea oricărei părţi a propoziţiei.

It was she whom I met on Monday.

It was yesterday that I saw him.

It is apples that he likes best.

It was three years ago that I first met

your friend.

EXERCISES

I. Speak on:

1. Great Britain‟s two mainlands;

2. The English Channel;

3. Britain‟s forms of relief;

4. Britain‟s natural resources.

II. Say it in one word, choosing from the words below:

barren, moist, remote, iron, cliff, sea, to spread, scenery, join, slate

1. Far apart; far distant in space. 2. The aggregate of features that give character

to a landscape. 3. To extend or be distributed over a considerable area of time. 4.

To bring together or in contact; connect; to bring together in a particular relation

or for a specific purpose, action etc; unite. 5. A ductile, malleable, silver-white

metallic element, used in its crude or impure carbon containing forms for making

tools, implements, machinery, etc. 6. Level or slightly rolling land, usually with a

sandy soil and few trees, and relatively infertile. 7. A fine grained rock that trends

to split along parallel cleavage planes. 8. Moderately or slightly wet; damp. 9.

The high steep face of a rocky mass overlooking a lower area. 10. The salt waters

that cover the greater part of the earth‟s surface.

III. Ask each other questions on the following text: The Great Fire of London

The fire began on the second of September, 1666 at ten o‟clock at night. The

flames first broke out at a baker‟s shop, near London Bridge. It spread and

spread, and burned and burned for three days. The nights were lighter than the

days; in the day time there was an immense cloud of smoke, and in night time

there was a great tower of fire mounting up into the sky, which lighted the whole

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country ten miles round. Showers of hot ashes rose into the air and fell on distant

places; flying sparks carried the conflagration to great distances and kindled it in

twenty new spots at a time: church steeples fell down with tremendous crashes;

houses had been intensely hot and dry, the streets were very narrow, and the

houses mostly built of wood and plaster. Nothing could stop the tremendous fire

but the want of more houses to burn; nor did it stop until the whole way from the

Tower of the Temple Bar was a desert composed of the ashes of 13 000 houses

and 89 churches. (Charles Dickens)

IV. Translate into English using the anticipatory it:

1. N-are rost să plângi. 2. Este greu să urci acest munte. 3. E ciudat că el nu a

apărut încă. 4. Ne trebuie două ore să terminăm referatul. 5. Când vom putea (va

fi posibil) afla rezultatele examenului de admitere? 6. Se speră ca el să-şi

îmbunătăţească metodele de studiu. 7. A fost o nesăbuinţă (to be foolish) că te-ai

prezentat la concurs fără o pregătire tmeinică. 8. Are importanţă cine vorbeşte

mai întâi? 9. Este fără însemnătate (immaterial) pentru noi dacă ne vom caza ăntr-

o cameră la parter sau la etaj. 10. S-au gândit (to occur to) că e prea târziu să mai

cumpere bilete.

V. Complete the following sentences:

1. It is a great joy … 2. It was he whom … 3. It is no use … 4. It was quite

unexpected his … 5. It is likely that … 6. It was on Saturday that … 7. It is

grapes that… 8. It was difficult to … 9. It was a friend of John‟s who … 10. It

was foolish his … 11. It was necessary that … 12. It occurred to me that … 13. It

was good of you … 14. When will it be possible for them … 15. It takes her two

hours to …

VI. Translate into English:

Dezvoltarea industrială din ultimul timp a schimbat atât de mult Oxford-ul încât

oraşul Cambridge, un oraş cu o frumoasă arhitectură, este acum mult mai frumos.

Armonia lui a fost puţin alterată de firmele magazinelor, de cinematografe, etc. În

ceea ce priveşte numele de Cambridge, unii oameni de ştiinţă consideră că

originea lui este cuvîntul latinesc Camborium. Se spune că această universitate a

fost creată după instrucţiuni primite din partea mănăstirilor din Paris. La început,

cuvântul Universitas a însemnat un grup de persoane, o corporaţie, apoi o breaslă

a studenţilor sau a profesorilor, nu o clădire în care se audiau cursuri. Istoricii

Oxfordului pretind că în anul 1209 a existat o răzvrătire în oraş şi că mulţi

studenţi au fost nevoiţi să părăsească Oxford-ul; ei s-au dus la Cambridge şi au

format acolo un prototip de Universitate. Fondatorul unui colegiu, în sensul de

astăzi al cuvântului, a fost Walter de Merton din Oxford care în 1264 a redactat

statutul pentru activitatea de fiecare zi a învăţăceilor lui.

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LESSON TWO

LONDON

London, the capital city of the United Kingdom of Great Britain and

Northern Ireland is the country‟s largest port, its main industrial, financial,

commercial and cultural centre.

It lies in the South Eastern part of the island, in the London Basin, 51030‟

N latitude, while the prime meridian of 00 passes through the old observatory at

Greenwich.

The climate of the London Basin is characterized by heavy rainfalls,

irregular from year to year, (with extremes of 70 – 130%) that range, depending

on the relief, from 813 mm to 635 mm annually.

That is why one gets the impression that it is always raining in London.

The English themselves say that year has 365 days out of which 65 are

good days and 300 rainy.

Temperatures in the area vary little, between 11,70C and 13,1

0C, the

average being higher in London‟s built-up area because of heat retention by

buildings, smoke cover and artificial heating.

The history of London goes back to Roman times, though finds of pre-

Roman dates indicate that, as elsewhere along the Thames, the area was occupied

by a succession of small prehistoric communities.

Under the Romans, the stronghold of Londinium, one of the nineth

Coloniae of Britain, greatly developed, becoming a flourishing commercial and

military centre with roads radiating from the city to various parts of Britain.

From that time down to the present day, London has been continually

increasing in size and population.

Nowadays, London is about 14 miles (22 km) from East to West and 9

miles (14 km) from North to South being, as far as the number of inhabitants is

concerned, one of the world‟s largest cities.

It lies on both banks of the Thames, “the River” as Londoners call it,

which divides London into two unequal portions and forms, roughly speaking a

capital M as it crosses the city from West to East.

No less than 19 bridges, 6 of them for railways only, cross the Thames.

The finest of them is the Tower Bridge which has two crossings, a footway and a

drawbridge that can be raised for the passage of large vessels.

London is divided into three main parts with different histories and

functions.

The City, lying to the North of the River, roughly the London of the

Middle Ages, covers only about a square mile. It is the financial and business

centre of Great Britain, the traditional home of English banking.

Here we can find the Bank of England, the Stock Exchange, the Royal

Exchange, the Mansion House as well as the headquarters of many of the

wealthiest companies and corporations in the world.

About half a million people work here and, when the workday is over,

when businessmen and clerks go home, the City becomes deserted, as only a few

thousand people actually live here.

The working class of London is concentrated in the East End, the home

of the poor, a vast area running eastward from the City.

The development of the heavy, clothing and furniture industries

concentrating mainly on the banks of the Thames and its tributaries, needed large

quantities of cheap-sweated labour.

London

City

Tower Bridge

Mansion House

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52

Overcrowding, casual employment and subsistence wages have turned the

East End into an area of great poverty.

It includes all the main dock area, it is heavily industrialized, with miles

of factories, warehouses, dirty-looking little dwellings and slums.

The smell of the Thames and of the cargoes unloaded from the ships hang

over the East End.

The West End is the rich part of London, the fashionable residential area

of the rich.

There are very expensive shops, restaurants and clubs here, theatres,

concert halls and cinemas, public buildings, museums, monuments and parks.

The character of the West End is governmental, professional and cultural.

There are lots of places worth seeing in London, depending on your special

interests.

Those who are fond of history, for instance, will find historic monuments

and places reminding of past ages, of London‟s tormented history.

Among them we can mention Trafalgar Square, so named in memory of

the great victory of Trafalgar. Right in the middle of the Square stands the

Column of Nelson, a monument 184 feet high, representing Nelson‟s famous

victories.

Worth visiting is also the Tower of London built in 1087 by William the

Conqueror, a royal palace, a fortress and a prison in the past, a museum at

present, sheltering the crown jewels and other treasures.

Another historic building, a fine example of the classic style is St. Paul‟s

Cathedral, the crowning achievement of Britain‟s greatest architect, Sir

Christopher Wren.

Art lovers will be overwhelmed by the unrivalled collections of paintings

and other important works of art to be found in art galleries.

The most famous of them are the National Gallery housing a collection of

the chief European Schools of Painting and Tate Gallery exhibiting British

paintings of all periods, modern foreign painting as well as modern sculpture.

London‟s museums are world-renowned and cover a wide variety of

interests. Thus, among the exhibits of the British Museum, visitors can admire

priceless antiquities: prints, drawings, manuscripts, coins and medals,

ethnography of Egyptian, western Asiatic, oriental, Greek and Roman as well as

of British origin.

The visitors involved in or just fond of literature may visit the British

Museum Library, the country‟s largest library which shelters rare books and old,

valuable manuscripts. This is a copyright library which receives a free copy of

every book printed in the United Kingdom.

The tourists might be also interested in seeing the Poets‟ Corner in

Westminster Abbey, where the most outstanding English poets and writers are

buried.

Those visiting London can have a walk along the streets of the city:

Regent Street, Oxford Street, Bond Street with their busy shopping centres, along

Fleet Street with its numerous editorial offices, or along side streets whose names

remind us that this was once the shopping centre of London: Bread Street, Milk

Street, Ironmonger Street, a.s.o.

We can form an idea of the number of London streets, lanes and blind

alleys from the fact that, if laid end to end, they would form a line 5,000 km long.

Tired after having walked so much, the visitor may have a rest in one of

the large parks and gardens of London, “the lungs of London” as they are called,

East End

West End

historic

monuments

Trafalgar

Tower of

London

National

Gallery

British

Museum

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53

that stretch in an irregular green belt for nearly three miles between Whitehall

and Kensington.

This is a different London where the noise of the town ceased, where

everything is quiet and calm.

VOCABULARY to lie, lay, lain – a sta întins, a zace; a fi situat

find – descoperire

stronghold – fortăreaţă

crossing – loc de trecere, traversare pentru pietoni

footway – alee pentru pietoni; trotuar

drawbridge – pod mobil

headquarters – sediu

actually – de fapt

tributary – afluent

casual – întâmplător, ocazional

subsistence – existenţă; mijloace de trai

warehouse – depozit

slum – mahala

cargo – încărcătură

to unload – a descărca

tormented – chinuit, torturat

to shelter – a adăposti

treasure – comoară

crowning – încununare

to be overwhelmed – a fi copleşit

unrivalled – inegalabil, inegalat

to house – a adăposti

drawing – desen

to be involved in – a fi implicat în…, (aici) a se interesa de…

to be buried – a fi înmormântat

lane – stradă îngustă

lung – plămân

belt – centură, curea

to cease – a înceta

to range from… to – a varia între … şi …; a fi situat între …

roughly speaking – în general vorbind

Stock Exchange – bursa de acţiuni

Royal Exchange – bursa din Londra

Mansion House – reşedinţa lordului primar al Londrei

cheap-sweated labour – mână de lucru prost plătită

to turn into … - a transforma în

places worth seeing – locuri ce merită văzute

crown jewels – bijuteriile Coroanei

crowning achievement – realizarea cea mai de seamă

world-renowned – vestit în întreaga lume

copyright library – bibliotecă cu drepturi de reproducere rezervate

side street – stradă laterală

blind alley – fundatură

căderea Imperiului Roman – the downfall of the Roman Empire

legiune – legion

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54

ţintă – aim

hoardă barbară– wild horde

ţinut – land

a chema în ajutor – to call to one‟s aid

a pune stăpânire pe – to take possession of …

de aici înainte – from that time on …

a cunoaşte o dezvoltare rapidă – to witness a rapid development

plin de mărfuri – loaded with goods

a îndrepta – to straighten

cărămidă – brick

bine poiectat – well-designed

a lua locul – to replace

casă pe jumătate din lemn – half-timbered house

GRAMMAR

WORD – BUILDING

(Formarea cuvintelor)

I. Derivarea

1. Afixaţia

a) Sufixe pentru

formarea subst.

b) Sufixe pentru

A.Sufixe formarea verbelor

c) Sufixe pentru

formarea adjectivelor

a)Prefixe pentru

formarea adjectivelor

b)Prefixe pentru

B. Prefixe formarea subst.

c)Prefixe pentru

formarea verbelor

2. Reducerea a) reducerea începutului cuvântului

b) reducerea sfârşitului cuvântului

c) reducerea unei părţi din

interiorul cuvântului

d) comprimarea mai multor cuvinte

3. Alternanţe fonetice

4. Abrevierea

II. Schimbarea categoriei

gramaticale

1. fără schimbare de formă

2. cu schimbare de formă

3. cu modificarea accentului

III. Compunerea

I. Derivarea

I.1. Afixaţia

A. Sufixe

Rules Examples

a) sufixe pentru formarea

substantivelor:

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55

- ment

- al

- t

- ance

- ence

- (t)ure

- sion

- ssion

- y

- ery

Verb Substantiv

to achieve achievement

to withdraw withdrawal

to extend extent

to convey conveyance

to exist existence

to mix mixture

to proceed procedure

to conclude conclusion

to permit permission

to deliver delivery

to rob robbery

- tion

- ation

- ition

- ification

- er

- or

- ant

- ent

- ness

- ity

- ce

b) sufixe pentru formarea verbelor:

- ize

- ate

- ify

- en

c) sufixe pentru formarea adjectivelor:

- al

- ial

- ic

- ical

- ian

- an

- ish

- ese

- i

- y

- ary

- ed

- ly

- ar

- ful

- less

to distribute distribution

to transport transportation

to compete competition

to qualify qualification

to produce producer

to edit editor

to assist assistant

to reside resident

Adjectiv Substantiv weak weakness

possible possibility

evident evidence

Substantiv Verb

drama to dramatize

origin to originate

class to classify

Adjectiv Verb black to blacken

Substantiv Adjectiv

tradition traditional

commerce commercial

economy economic

economy economical

Egypt Egyptian

Asia Asian

Britain British

China Chinese

Iraq Iraqi

mist misty

legend legendary

wood wooded

friend friendly

circle circular

care careful

care careless

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56

- ous

- ish

- ive

- able

- ible

glory glorious

child childish

Verb Adjectiv

to compare competitive

to perish perishable

to divide divisible

B. Prefixe

Rules Examples

a) prefixe pentru formarea adjectivelor:

- prefixe negative

un -

in –

im –

ir –

il –

- alte prefixe (în general de origine

greacă şi latină)

inter - (between)

intra - (within)

multi - (many)

sub - (under, below)

super - (above, over)

trans - (through, across)

pre – (before)

b) prefixe pentru formarea

substantivelor:

- prefixe negative

dis –

in –

im –

mis –

mal –

- alte prefixe (în general de origine

greacă şi latină)

co - (together)

ex - (former)

post - (after)

pre - (before, earlier)

pro - (in favour of)

c) prefixe pentru formarea verbelor:

- prefixe negative

dis –

mis –

- alte prefixe

en –

contra – (against)

ex – (out of)

re – (again)

pleasant unpleasant

definite indefinite

possible impossible

rational irrational

legible illegible

national international

departmental intradepartmental

coloured multicoloured

normal subnormal

natural supernatural

continental transcontinental

Roman pre-Roman

advantage disadvantage

justice injustice

balance imbalance

behaviour misbehaviour

practice malpractice

author co-author

member ex-member

graduate post-graduate

history pre-history

administration pro-administration

to agree to disagree

to understand to misunderstand

able to enable

to indicate to contraindicate

port to export

to fill to refill

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57

I. 2. Reducerea

a) reducerea începutului cuvântului

b) reducerea sfârşitului cuvântului

c) reducerea unei părţi din interiorul

cuvântului

d) comprimarea mai multor cuvinte

motorcar car

photograph photo

bicycle bike

fourteen nights fortnight

I. 3. Alternanţe fonetice

Verb Substantiv to lose loss

to sing song

to breathe breath

Adjectiv Substantiv

long lenght

deep depth

wide width

I. 4. Abrevierea

TV - television

G.P.O. – General Post Office

B.A. – Bachelor of Arts

M.A. – Master of Arts

M.P. – Member of Parliament

U.N.O. – United Nations Organization

II. Schimbarea categoriei gramaticale

Rules Examples

1. fără schimbare de formă

a) substantivizarea adjectivului

b) substantivizarea adverbului

c) substantivizarea verbului

d) substantivizarea adverbului,

prepoziţiei, conjuncţiei, articolului

2. cu schimbare de formă

(adăugarea semnului pluralului – s) la:

a) adjectiv

b) participiu

c) numeral

d) verb

e) prepoziţie, conjuncţie, adverb, etc.

3. cu modificarea accentului

(substantivele sunt accentuate pe prima

good – the good

being – a being

to rest – a rest

inside – the inside of an affair

Substantiv

rich riches

saving savings

second seconds

to dislike dislikes

in, out the ins and outs of a

problem

up, down the ups and downs

of life

Substantiv Verb 'record to re'cord

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58

silabă, iar verbele pe a doua)

'import to im'port

'export to ex'port

'combine to com'bine

III. Compunerea

Rules Examples

a) substantiv + substantiv

b) adjectiv + substantiv

c) pronume + substantiv

d) gerunziu + substantiv

e) verb + substantiv

f) adverb + substantiv

g) majusculă + substantiv

h) substantiv + verb + -er

i) substantiv + gerunziu

j) substantiv + adverb

k) verb + adverb

l) adverb + verb

football, businessman, post office

highbrow, coldcream

he-goat, she-goat

living-room, skating-rink

killjoy

overshoes, best seller

X-ray, H-bomb, D-Day

watchmaker, baby-sitter

sightseeing, housekeeping

passer-by, looker on

knowhow, go-between

income, outbreak

EXERCISES

I. Enlarge upon: a) London‟s geographical location.

b) The climate in the London Basin.

c) The development of the city since ancient times.

d) The City

e) The East End

f) The West End

g) The main places worth seeing in London:

- historic buildings and monuments;

- art galleries;

- museums;

- London‟s streets;

- London‟s parks and gardens.

II. Fill in prepositions and adverbs where necessary:

A. Do you live … the hostel … our Institute?

B. Oh, no. I am … Bucharest and live … Magheru Blvd. But why?

A. Well, I wanted to call … a friend … mine who lives … the hostel, but I am not

sure I can find the way there. Is it far … the Institute?

B. No, not very far. It will take you … 25 minutes to get there.

A. How can I get there … here?

B. Take bus 134. It will take you right there.

A. Can‟t I get there … trolley-bus?

B. Yes, you can. But if you go … trolley-bus you‟ll have to change; that‟s why

the best way … you to get there is … bus.

A. And where do I get … ?

B. You have to go as far as x street stop, there you get …, turn … the corner,

walk a short distance … the street and … less than 5 minutes you will find

yourself … the hostel.

A. It‟s perfectly clear.

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59

B. It is quite easy to get there. But … case you lose your way, you may ask it … a

policeman or … any passer-by.

A. Thank you very much. Good-bye.

III. Add noun-forming suffixes to the following verbs: to achieve, to attach, to equip, to establish, to govern, to fulfil, to improve, to

invest, to manage, to state; to betray, to dispose, to renew, to survive, to

withdraw; to conclude, to include, to divide, to provide, to corrode, to revise; to

deliver, to discovery, to recovery, to master; to administer, to alter, to continue, to

form, to occupy, to register; to certify, to clarify, to fortify, to identify, to justify,

to qualify.

IV. Fill in the blanks with words related to the underlined ones:

1. He defined that word for me, and his … was correct. 2. I know Henry is an

acquaintance of yours. Are you … with his brother as well? 3. The final date for

applications has been extended to September 15th

. This … will enable more

students to apply. 4. If our team wins the game, we shall celebrate and we hope

you will come to the … 5. Edmund Hillary ascended Mt. Everest; he made the

first … of the highest mountains of the world. 6. The log walk exhausted him.

We notice his … right away. 7. He exceeded the sped limit. He was driving in …

of the limit. 8. He resembles his father very strongly. The … is really amazing. 9.

I have a lot of camping equipment. I can … you if you want to go camping next

week. 10. Manny new countries have emerged in Africa and their … has

increased the number of members in the U.N. 11. We were amazed to see them

and our … showed in our faces. 12. They wish to facilitate the building of the

dam, and so they are giving the engineers every … 13. Do you know the origin of

that old saying? It‟s a translation of a proverb that … in France. 14. That matter is

of concern to the entire nation. It‟s of … importance. 15. His father was in navy

and he has been always interested in … affairs. 16. He wants to study agriculture

and so he sits for the entrance exam at the Faculty of … Sciences. 17. A certain

part of the town has been set aside for industry. All … buildings must be located

there.

V. Translate into English:

După căderea Imperiului Roman, legiunile romane s-au retras din Britania

care a devenit ţinta unor atacuri puternice din partea unor hoarde barbare.

Neputând rezista atacurilor, locuitorii acestor ţinuturi i-au chemat în ajutor pe

saxoni, care, la rândul lor, cu ajutorul altor triburi au pus stăpânire pe întreaga

ţară care a devenit capitala Regatului Saxon de răsărit.

De aici înainte, oraşul va căpăta o importanţă tot mai mare.

Comerţul a cunoscut o dezvoltare rapidă, portul fiind permanent plin de

mărfuri, iar oraşul a înflorit în special după marele incediu din anul 1666 când a

fost reconstruit în mare parte.

Cu această ocazie s-au făcut multe îmbunătăţiri: străzile au fost lărgite şi

îndreptate, case de cărămidă bine proiectate au luat locul vechilor case pe

jumătate din lemn.

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LESSON THREE

THE UNITED STATES OF AMERICA

The main landmass of the United States lies in central North America

with Canada to the North, Mexico to the South, the Atlantic Ocean to the East

and the Pacific Ocean to the West. The two newest states, Alaska and Hawaii, are

separated from the continental United States; Alaska borders on north-western

Canada and Hawaii lies in the central Pacific.

The diversity of the country stems from the fact it is so large and has so

many kinds of land, climate and people. It stretches 2,575 kilometres from north

to south, 4,500 kilometres from east to west. There are pine forests dotted with

lakes and mountain peaks covered with snow. There are meadows with brooks

and trees, sea cliffs, wide grassy plains, broad spreads of grapevines and sandy

beaches.

On the Atlantic shore of the United States, much of the northern coast is

rocky and uninviting, but the middle and southern Atlantic coast rises gently from

the sea.

The Appalachians, which run roughly parallel to the east coast, are old

mountains with many coal-rich valleys between them. To the West of the

Appalachians lie plateaus built up over the centuries from bits of stone that were

washed down from the mountains and then cut into small hills by streams.

Beyond is the great Central Lowland.

North of the Central Lowland, extending for almost 1,600 kilometres are

the five Great Lakes which the United States shares with Canada.

West of the Central Lowland are the Great Plains. They are stopped by

the Rocky Mountains,“the backbone of the continent”. The Rockies are

considered young mountains: of the same age as the Alps in Europe, the

Himalayas in Asia and the Andes in South America. Like these ranges, they are

high, rough and irregular in shape.

One region was formed of material which was washed down from the Rockies

and pressed into rock. This now encompassed the Colorado Plateau, in which the

Grand Canyon of the Colorado River is cut, 1,6 km in depth.

Volcanoes built the Cascade Mountains. The Sierra Nevada range and the

ridges of the Great Basin, on the other hand, were formed when a strained portion

of the earth‟s crust broke into high blocks of rock. At the border of the Pacific

Ocean lie the Coast Ranges, relatively low mountains in a region where

occasional earthquakes show that the process of mountain-building has not yet

stopped.

In the Northern Hemisphere, the western portions of continents are

especially favoured by the prevailing winds. This is because the western lands

gather the rains as they come off the ocean blown by storms that circle from west

to east.

Unfortunately, the Cascade Mountains and the Sierra Nevada Mountains,

so close to the west coast, catch the largest share of the rain of the Pacific Ocean

before it can go further inland. As a result, there is little rain for almost the whole

western half of the United States, which lies in the “rain shadow” of the

mountains.

The United States is crossed by great rivers. The Mississippi is one of the

world‟s great continental rivers. Its waters are gathered from two-thirds of the

United States and, together with the Missouri, the Mississippi flows some 6,400

km from its northern sources in the Rocky Mountains to the Gulf of Mexico,

which makes it one of the world‟s longest waterways.

United States

The

Appalachians

Rocky

Mountains

Grand Canyon

Mississippi

Gulf of Mexico

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61

The Mississippi has been called the “father of waters”. Through all its

lower course, it wanders along, appearing lazy and harmless. But people who

know the river are not deceived by its appearance, for they have had many bitter

struggles with its floods.

The two great rivers of the Pacific side are the Colorado in the south and

the Columbia, which rises in Canada and drains the north. In the dry western

country, both rivers, very different in character, are vital sources of life.

The Rio Grande, about 3,200 km long, in the Southwest, forms a natural

boundary between Mexico and the U.S.

In the U.S. there are all kinds of unexpected differences in climate. For

instance, all along the western coast, the temperature changes little between

winter and summer. In some places, the average difference between July and

January is as little as 100C. But in the north central part of the country, summer

and winter are worlds apart. There, the average difference between July and

January is 360C and more violent extremes are common. In the eastern part of the

United States, the difference between summer and winter is also very distinct, but

not so extreme. Near the south western corner of the country, the climate is mild

and spring-like in winter but in summer the temperature may reach equatorial

intensity. In Alaska, almost continuous daylight in summer makes the short

growing season an intense one.

A rich and well-known part of the Unites States is the Middle West, with

the states of Kansas, Missouri, Iowa and Illinois. It comprises about 25% of the

area of the country, about one third of the population and nearly 60% of its

agriculture.

The climate of this region is largely of the continental type, the winters

being severe and the summers long and hot. It is in agriculture that this section

has acquired and holds first place in the United States. The level prairies offer a

fine opportunity for the use of the most improved types of farm machinery.

Because of the climate and the soil, grain is the principal crop of this section, as

are cotton and tobacco in the south.

Winter wheat grows chiefly in Oklahoma, Kansas, Nebraska and

Missouri. The principal region for corn growing is the belt from central Ohio to

central Kansas and from the Ohio River to Wisconsin.

Another commodity of this region is sugar beet. The cattle and meat-

packing industries play an enormous part in the economic life of the people of

this section. The meat-packing industry has centred in Chicago because of

transportation facilities. In meat production Illinois is first and Iowa – second.

The principal minerals of this region are gold, iron, cooper and coal.

The principal deposits of iron are in northern Michigan. Most of this ore

is smelted in Pennsylvania but a large number of blast-furnaces are located along

the Great Lakes. The iron industry naturally gave rise to much of the iron and

steel manufacturing of this section.

The centre of general manufactures in the United States is a little west of

central Ohio. According to value, about one third of the manufactured products of

the United States come from the central states.

VOCABULARY

desert – deşert

meadow – pajişte

brook – pârâu

grapevine – vie

rocky – stâncos

prairie

Great Lakes

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62

uninviting – neîmbietor

roughly – aproximativ

plateau – podiş

strained – presat, apăsat

crust – scoarţă

tilted – înclinat, în pantă

earthquake – cutremur

opportunity – posibilitate

grain – cereale

deposit – zăcământ

to be separated from – a fi separat de

to border on – a se învecina cu

to stem from – a proveni din

dotted with – presărat cu

prevailing winds – vânturi regulate

lower course – curs inferior

upper course – curs superior

downstream – în aval

upstream – în amonte

to become apparent – a deveni evident

natural boundary – frontieră naturală

to be worlds apart – a fi foarte deosebit

tunnel – tunel

bridge – pod

geographic boundary – graniţă geografică

rainfall – precipitaţii

abundant vegetation – vegetaţie luxuriantă

sparse vegetation – vegetaţie sărăcăcioasă

mountain ridge- creasta muntelui

orchard – livadă

pasture – paşune

wilderness – sălbăticie

stretch of land – întindere de pământ

waterway – cale navigabilă

surface soil – solul

subsoil – subsolul

the turn of the century – începutul secolului

capped with snow – acoperit de zăpadă

GRAMMAR

THE PASSIVE VOICE (Diateza Pasivă)

Diateza este categoria gramaticală specifică verbului care exprimă raportul

dintre verbul predicat, pe de o parte, şi subiectul şi obiectul (complementul

direct) al verbului predicat, pe de altă parte.

Verbul este la diateza pasivă când subiectul gramatical suferă acţiunea

săvârşită de obiect:

This letter (subiect) has been written (predicat) by Lucy (obiect).

Această scrisoare a fost scrisă de Lucy

Timpurile verbului la diateza pasivă se formează din timpul corespunzător

al auxiliarului “to be” şi participiul trecut al verbului de conjugat.

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63

I. Common Aspect

Affirmative Negative Interogative

(Negative)

Present

Tense

I am asked

I‟m asked

I am not asked

I‟m not asked

Am I (not) asked?

Past Tense I was asked

I was not asked

I wasn‟t asked

Was I (not) asked?

Wasn‟t I asked?

Present

Perfect

Tense

I have been asked

I‟ve been asked

I have not been

asked

I haven‟t been asked

I‟ve not been asked

Have I(not) been

asked?

Haven‟t I been

asked?

Past Perfect

Tense

I had been asked

I‟d been asked

I had not been asked

I‟d not been asked

I hadn‟t been asked

Had I (not)been

asked?

Hadn‟t I been

asked?

Future

Tense

I shall be asked

I‟ll be asked

I shall not be asked

I shan‟t be asked

Shall I (not) be

asked?

Shan‟t I be asked?

Future

Perfect

Tense

I shall have been

asked

I‟ll have been asked

I shall not have been

asked

I shan‟t have been

asked

Shall I (not) have

been asked?

Shan‟t I have been

asked?

Conditional

Present

I should be asked

I‟d be asked

I should not be

asked

I shouldn‟t be asked

Should I (not) be

asked?

Shouldn‟t I be

asked?

Conditional

Past

I should have been

asked

I‟d have been asked

I should not have

been asked

I shouldn‟t have

been asked

Should I (not) have

been asked?

Shouldn‟t I have

been asked?

II. Continuous Aspect

Present

Tense

I am being asked

I‟m being asked

I am not being asked

I‟m not being asked

Am I(not)being

asked?

Past Tense I was being asked I was not being

asked

I wasn‟t being asked

Was I (not) being

asked?

Wasn‟t I being

asked?

Singurele timpuri care se folosesc la aspectul continuu diateza pasivă sunt

Present Tense şi Past Tense, în locul celorlalte timpuri folosindu-se timpurile

corespunzătoare ale aspectului comun.

The Use of Passive Voice

Rules Examples

Diateza pasivă se foloseşte:

a) când nu se cunoaşte subiectul logic

al propoziţiei; când acesta este evident

sau lipsit de importanţă.

Depositors are requested to fill in the

forms in blue ink only.

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64

b) când complementul prezintă mai

mult interes decât subiectul logic.

c) când din anumite motive, vorbitorul

nu vrea să menţioneze subiectul logic.

Mary was sent many telegrams on her

birthday.

The money has been already sent out

by Money Order

EXERCISES

I. Enlarge on:

a) The location of the United States;

b) The diversity of the country‟s forms of relief;

c) The climate of the United States;

d) The main mountain ranges – their characteristics;

e) The main rivers – their economic importance;

f) The Middle West – its relief and climate characteristics;

g) Aspects of economic development in the Middle West.

II. Ask questions on the text and answer them:

The majestic Rocky Mountains stretch all the way from Mexico to the Arctic.

Like the Alps, they are high, sharp and rugged. Compared with the Appalachians

in the East, they are young and their faces of bare rock are capped with snow,

even to the south. In the high valleys, there are remains of glaciers while below

them are clear, icy lakes which the glaciers made. More than 100 million years

ago, the earth was violently folded and compressed where the Rockies now stand,

and the mountains rose and fell and rose again. The Sierras pushed upward. Lava

poured over the land in great floods to build the Columbia Plateau, and the

Colorado River began to cut the Grand Canyon. As the mountains rose for the

last time, the coast ranges near the Pacific broke into pieces, leaving great cracks

along which huge blocks of the earth still shift occasionally.

III. Make the following sentences passive:

1. They built bridges over valleys and rivers. 2. He had to accept the terms of

rebuilding the plant. 3. The variations in temperature affected crop growing. 4.

Wide expanses of forests cover the surface of the United States. 5. Volcanoes

built the Cascade Mountains. 6. Lava poured from inside the earth and created the

high Columbia table land. 7. The Sierra Nevada Mountains catch the largest share

of the rain off the Pacific Ocean. 8. They shall build a big hydro-power station on

the Rio Grande.

IV. Use the verbs in brackets in the correct tense:

1. It is in agriculture that this section (to acquire) first place. 2. Because of the

climate and the soil, grain (to be) the principal crop of this section. 3. Since the

beginning of this century heavy industry (to grow) rapidly. 4. The meat-packing

industry (to centre) in Chicago. 5. They (to decide) to build a modern network of

railways. 6. The ore deposits (to give rise) to an important automobile industry. 7.

A large number of industries (to be located) along the Great Lakes. 8. A severe

winter (to ruin) these years agricultural yield. 9. Cattle raising (to be carried on)

largely in the states farther west. 10. The ore deposits in these regions (to exceed)

those produced in other places.

V. Fill in with prepositions:

The ancient waters that brought soil … these mountain valleys had no way …

reaching the sea, so they spread out ... shallow lakes. As the water slowly

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evaporated, minerals remained … the lake beds. Great Salt Lake, … example,

contains an estimated six thousand million tons … salt. Another lake holds

millions … tons … soda. The lakes change size and shape … the rainfall and

sometimes dry up completely … arid weather.

… the land … little water, farming was very difficult – and would have been

impossible … a series … irrigation canals that bring water … the high mountains

streams … the dry valleys below.

VI. Translate into English:

Parcul Naţional ai Munţilor Stâncoşi este un muzeu geologic ce conţine

rămăşiţele unor munţi vechi, canioane, păduri şi gheţari.

Parcul Naţional Zosemite este vestit pentru cascadele sale care au o înălţime de

730 m şi văile împrejmuite de înălţimi de peste 900 m.

Dar poate că nici un peisaj nu este compatibil cu Marele Canion al fluviului

Colorado. Acolo, timp de un milion şi jumătate de ani, marele fluviu a dăltuit în

stânca muntelui. Părţile cele mai impresionante ale canionului se află în interiorul

Parcului Naţional al Marelui Canion.

Mai mult decât orice alte porţiuni din Statele Unite, munţii şi deşerturile continuă

să constituie cele mai mari întinderi ale ţării. Aceste ţinuturi, care odinioară barau

calea călătorilor obosiţi, au devenit în prezent locuri pentru vacanţe de vară şi de

iarnă.

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LESSON FOUR

AMERICAN CITIES

There are many big towns in the United States of America. They can be

counted easily spreading the map. Yet, it is impossible to do the same thing with

the small towns. New York is considered to be the most interesting city of the

United States. Perhaps after New York, Chicago might be called the richest city;

San Francisco – the most beautiful; Cincinnati – the most agreeable and civilized;

Santa Fe – the most original due to the well-preserved traditions; Cleveland and

Buffalo – the smokiest; Los Angeles – cumbersome, disorderly, hot and smoky

and Washington – the most provincial of all the big towns.

I. WASHINGTON, D.C.

The capital of the United States is situated on the Potomac River in the

District of Columbia. The District of Columbia (D.C.) was named in honour of

Columbus, the discoverer of America; it is a piece of land of one hundred square

miles, and it does not belong to any state. The terms Washington and the District

of Columbia are practically synonymous. The nation‟s first president, George

Washington, selected the site for the District and laid the corner-stone of the

Capital Building where Congress meets.

Washington, D.C. has been the capital since 1800. At the beginning of the

19th

century, the new capital was called “Wilderness City” and the “City of

Streets without Houses”.

At the time of its foundation there were few trees and houses. Now

Washington has more trees than any other city. The wide avenues are lined with

old shady trees the branches of which frequently meet in a continuous arch high

above the street.

The plan of the city in which the streets run north and south, east and

west, intersected by avenues laid out diagonally, forms spacious circles and

triangles developing into small parks.

Having combined both the rectangular plan and the wheel-shape plan,

Washington has become one of the most carefully planned cities of the United

States of America.

Broad avenues named after the states radiate like the spokes of a wheel

from centres which are placed within the rectangular pattern of the streets.

The city of Washington is divided by Capitol Street into four quarters.

The centre of the city is the Capitol Building which stands on Capitol Hill, the

highest point in the city. Home of both the Senate and the House of

Representatives, the structure itself contains 430 rooms.

From the Capitol to the Executive Mansion (home and office of the

President better known as the White House) runs broad Pennsylvania Avenue,

about a mile and a half in length and flanked with trees.

The corner-stone of the Executive Mansion, as it was originally known,

date from October 13, 1792.

The British troops that arrived in Washington in 1814, were indirectly

responsible for the name “White House”. Following the burning of the building,

the marks of fire on the sand stone walls concealed by painting the whole

building white. But it remained the “Executive Mansion” until the administration

of Theodore Roosevelt, when “White House” appeared on the President‟s

stationery and the term became official.

In perfect alignment with the Capitol are Union Square, the Washington

Monument, a 555-foot obelisk, and the Lincoln Memorial with its Reflecting

New York

Washington

capital

Capitol Building

White House

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Pool. The Memorial is designed like a Greek Temple, with 36 Doric columns

representing the states in the Union at the time of Lincoln‟s death. The dominant

feature of the building is the magnificent, realistic figure of Lincoln seated in the

centre of the open temple. The statue was carved from marble by sculptor Daniel

Chester French.

One of the most important places of interest in Washington is the

Smithsonian Institution, established in 1846 by an act of the United States

Congress with funds bequeathed by James Smithson, an English scientist who

had never visited the United States of America.

The Smithsonian Institution is an independent federal establishment

devoted to public education, basic research and national service in the arts,

science and history. It is the world‟s largest museum complex and an important

centre for research. Its 13 museums and the National Zoo possess more than 70

million objects and specimens. About 1% of the total is on public display, with

the rest used for research.

Another place of interest is John F. Kennedy Centre for the Performing

Arts, a theatrical complex on the Potomac River. It is the sole official memorial

to President Kennedy in the capital, opened in 1971. Financed both by the

government and private funds, the marble building hoses a 2,200-seat Opera Hall,

a 2,700-seat Concert Hall, a 1,100-seat Eisenhower Theatre, The American Film

Institute Theatre and some restaurants.

Driving around the Tidal Basin one may see the Thomas Jeffreson

Memorial designed after the Pantheon in Rome, which Jeffreson admired so

much. This tribute to the third President contains a striking 19-foot bronze statue

of Thomas Jeffreson and panels that quote from his most famous writings

including the Declaration of Independence.

In Arlington National Cemetery, the Virginia side of the Potomac

possesses the nation‟s famous burial ground. Its Tomb of Unknowns, formely

called the Tomb of the Unknown Soldier, is guarded day and night by an armed

sentry. The cemetery is also the burial place for two former Presidents, William

H. Taft and John F. Kennedy.

Far from being the largest city of the United States, Washington is, in

political sense, however, the centre of the nation, the law-making city of the

country.

It is also the seat of five universities and of several independent law

colleges, art schools and private schools.

In many respects, Washington, D.C. is a perfect normal American city. Its

rivers are polluted. The air is periodically toxic from exhaust fumes. It has traffic

jams, tasteless office buildings, Parent-Teacher Association (P.T.A.) meetings

and other common hazards of urban life. To 9,000,000 tourists every year, the

only abnormality is what they come to see, the home of the nation – the White

House, the Capitol, the Washington Monument, the Lincoln Memorial and the

Smithsonian Institution. Beyond its official buildings, the natives, rise each

morning, crowd into buses and car pools, go to work, return at night, to the naked

eye not different from the inhabitants of any other American city.

But Washington is the queerest of all the cities in America. Behind the

monuments and official buildings lies a palpitating municipality torn between its

role as home of the United States Government and home for over 800,000 human

beings.

Potomac River

Lincoln

Memorial

queer

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II. NEW YORK CITY

New York, the biggest industrial, trade, financial and cultural centre of

the United States of America, is situated at the mouth of the Hudson River. It is

not an old city. It appeared approximately 300 years ago. Its territory is about 310

square miles. The five boroughs comprising the city are: the Bronx, Manhattan,

Queens, Brooklyn and Richmond. Four of them are islands. The Bronx is the

only one attached to the American mainland.

It is easy to find your way about in New York as it is laid out regularly.

All streets are regular and planned. The streets running north and south are called

“Avenues” and the streets have numbers instead of names.

New York is a blend of all cities – the most exciting city in the world.

That‟s why the Americans call it the Big Apple.

Manhattan is the name of the island which forms the heart of New York.

The island is 13 miles long, 2 miles wide and lies at the mouth of the Hudson

River. East of it runs the East River. Although fewer than 2 million of the city‟s

eleven million people live on the island it is in essence what the world regards as

“New York City”. Here is the heart of America‟s business and culture; it is the

city of skyscrapers. Looking at the harbour you see the clusters of tall buildings

in the financial district.

To the visitor New York means skyscrapers, the Empire State Building,

Rockefeller Centre, tremendous traffic, dazzling neon advertisements, Central

Park, Times Square, Off-Broadway theatres, Harlem, the avenues and famous

streets – and all these are to be found in Manhattan.

The skyscrapers were built in recent times but you find it hard to believe

that what you see is man-made. Iridescent in the sunlight, the smoky glass walls

of the gigantic buildings ribbed with steel or copper, reflect the neighbouring

buildings, the sky and the clouds.

Looking downtown, to where the tip of Manhattan wedges into the

Atlantic, you now likewise see the gleaming facets of new skyscrapers.

In the newer part of New York the skyscrapers do not press down upon a

man as do the massive buildings of Wall Street. Standing on the corner of Park

Avenue and one of the streets of the Fifties, you get a sense of space. The effect

is achieved by the stepped shape of the skyscrapers. From the pavement you see

only the first step of 15 to 20 stores. Higher, the building seems to recede, leaving

the sky open.

Many New Yorkers are terribly impressed with mere size; to them

“bigger” and “better” seem to mean the same thing. Within a very short stay in

New York, a tourist is told that the Cathedral in New York is the largest “Gothic”

Cathedral in the world; that the finger of the Statue of Liberty in New York

Harbour is 8 feet long and that forty people can stand inside its head; that the

Rockeffeler Centre cost 100 million dollars to build, has 13,000 telephones, and

its hanging gardens are four times the size of the famous hanging gardens of

Babylon that were one of the Seven Wonders of the ancient world.

It is not necessary to take the subway or any other means of transport to

reach New York‟s anti-world. You need only walk down a few blocks off Fifth

Avenue to land in the kingdom of poverty. The wealthy sections of New York are

but small glittering islands in the dark ocean of this vast city. And it is not only

Negroes and Puerto Ricans who live in the neglected houses. They have as

neighbours many Americans of European origin, whose forefathers once crossed

the ocean in search of the Promised Land on the banks of the Hudson.

financial centre

regular streets

Big Apple

Hudson River

skyscraper

Manhattan

downtown

Wall Street

Statue of

Liberty

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69

This glaring poverty is startling to see in the richest country of the

capitalist world. It fits ill with the widely circulated notion of America as a land

of opportunity for all and its widely vaunted high standard of living.

VOCABULARY shady – umbros

disorderly – neîngrijit

wheel-shape – în formă de roată

spoke – spiţă

marble – marmură

to bequeath – a lăsa prin testament

tribute – omagiu

sentry – santinelă

hazard – (aici) eveniment

queer – ciudat, straniu

borough – sector, comitat

cluster – grup, buchet, mănunchi

dazzling – orbitor

iridescent – irizat

ribbed – striat

to wedge into – (aici) a pătrunde în

facet – faţetă

to recede – a se depărta, a se retrage

subway – metrou

glittering – strălucitor

forefather – strămoş

vaunted – lăudat

to lay the corner-stone – a pune piatra de temelie

law-making city – oraş legislativ

burial place – loc de veci

law college – colegiu de drept

to fit ill – a nu se potrivi

an array of skyscrapers – un şir de zgârie-nori

in search of – în căutarea

piedestal – pedestal

muzeu etnografic – ethnographic museum

rafinărie de petrol – rubber works

a se ridica la – to amount to

Notes

1. Washington, George (1765 – 1799) – 1st president of the U.S.A.

2. Jeffreson, Thomas (1743 – 1826) – 3rd

president of the U.S.A.; statesman and

writer.

3. Roosevelt, Theodore ( 1858 – 1919) – 26th

president of the U.S.A.

4. French, Daniel Chester (1850 – 1931) – American sculptor, best known works

are “The Minute men of Concord”, the bronze doors of the Boston Public Library

and many fine statues and portrait busts.

5. Smithson, James (1765 – 1826) – British chemist and mineralogist; founded

Smithsonian Institution.

6. Kennedy, John Fitzgerald (1917 – 1963) – 35th

president of the U.S.A.

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7. Lincoln, Abraham (1809 – 1865) – 16th

president of the U.S.A.; called “The

Great Emancipator”: it was during his presidency that the Emancipation

Proclamation which gave freedom to Negro slaves was adopted on January 1st,

1863.

GRAMMAR

THE FUTURE TENSE

(Viitorul simplu)

Viitorul simplu desemnează un eveniment posterior faţă de momentul

vorbirii.

În structura viitorului simplu intă verbul auxiliar shall la persoana I singular şi

plural, will la persoana a II-a şi a III-a singular şi plural şi infinitivul scurt al

verbului de conjugat.

Affirmative Negative Interrogative (-Negative)

I shall bring / I‟ll bring

You will bring/You‟ll

He, she, it will bring

We shall bring

You will bring

They will bring

I shall not bring/I shan‟t

You will not bring

He,she,it will not bring

We shall not bring

You will not bring

They will not bring

Shall I (not) bring?

Will you (not) bring?

Will he,she,it(not) bring?

Shall we (not) bring?

Will you (not) bring?

Will they (not) bring?

The use of the Future Common Tense

Rules Examples

Viitorul exprimă o acţiune sau stare

care se va petrece după momentul

vorbirii. Pentru a preciza momentul

viitor în care se va petrece acţiunea se

folosesc adverbe sau expresii

adverbiale de timp: tomorrow; the day

after tomorrow; next month, week,

year; soon; shortly; in a month’s time;

in two months’ time, etc.

I shall join your sport association next

week.

Will he soon come back?

They will shortly celebrate the victory

of our sportsmen.

Will he go to a football match

tomorrow?

EXERCISES

I. Enlarge on:

a) 1. Characteristic features of some big and small American towns.

2. Location and history of Washington, D.C.

3. Lay-out of the city.

4. Population.

5. Significance of the city nowadays.

6. Places of interest in Washington.

b) 1. Location of New York.

2. Population of New York.

3. New York boroughs.

4. Lay-out of the city.

5. Importance of New York today.

6. Position and significance of Manhattan.

7. Places of interest.

8. New York‟s anti-world.

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II. Use the sentences given below in the interrogative form and then in the

negative form:

1. He will play for our faculty team tomorrow. 2. I shall go training every day

next winter. 3. She will go in for figure skating in a month‟s time. 4. They will set

up new records next year. 5. We shall soon be awarded gold and silver medals. 6.

We shall go nowhere tonight as the weather is bad.

III. Fill in the blanks with prepositions or adverbs:

a) New Yorkers have always exercised great common sense … naming the city‟s

streets. Canal Street was once, … fact, a canal. Maiden Lane was the site … a

freshwater stream where 17th

century maidens did their laundry. When the

northern city was laid out it was done … convenience … a grid, … numbered

streets (East even, West odd). So it comes as no surprise that the name Wall

Street means just that … the earliest days this was the northern-most barrier,

separating the town … the wilderness and its “hostile Indians” or, more likely …

the British settlers … the coast … New England.

It was a fortified stockade rather than a wall, and now it is a canyon … walls …

skyscrapers that seem all the higher because … the narrowness … one … the

most famous streets … the world. The name itself, Wall Street, is known less as a

thoroughfare than as an entity – the capital … the financial world. However, the

street itself is rich … history, and a walk … it gives a capsule view … early New

York … an easy walking distance.

b) The American suburban houses have no hedges or fences separating them …

the pavement or … each other. There are none … those little shut-off gardens;

generally just a strip … grass … trees … it. The American … his home does not

object … being seen … everyone – he actually likes it. And … the house, instead

… the separate hall, living-room, dining-room so typical … the English and

European house, the American has the “open plan” house, just one large room

where all the family activities go … …, perhaps, a “dining recess” or a “kitchen-

breakfast-room”.

IV. Translate into English:

1. New York, cel mai mare oraş din lume şi cel mai mare centru industrial,

comercial şi financiar al Statelor Unite, nu este un oraş prea vechi. 2. Oraşul New

York este compus din cinci sectoare: Manhattan, Brooklyn, Queens, Richmond şi

Bronx. 3. Toate sunt insule cu excepţia sectorului Bronx, care reprezintă o parte

din continent. 4. Statuia Libertăţii se află pe o mică insulă în largul portului New

York. 5. Statuia a fost dăruită Statelor Unite de către guvernul francez în anul

1884. 6. Statuia împreună cu piedestalul are o înălţime de circa 100 de metri. 7.

Este uşor să te deplasezi prin oraş deoarece a fost construit în formă de

dreptunghi. 8. Cincisprezece bulevarde lungi traversează oraşul de la nord la sud

şi circa 300 de străzi scurte de la est la vest. 9. Populaţia New York-ului

reprezintă un adevărat muzeu etnografic. 10. Se spune că sunt mai mulţi italieni

la New York decât la Roma şi mai mulţi irlandezi decât la Dublin. 11. Populaţia

New York-ului se ridică la peste 19 milioane de oameni. 12. New York este cel

mai mare port maritim al Statelor Unite. 13. Foarte dezvoltată este industria de

echipament electronic, de aparate de precizie şi de instrumente. 14. La periferia

oraşului se găsesc rafinăriile de petrol, uzine de cauciuc, turnătorii de cupru etc.

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LESSON FIVE

AUSTRALIA

It is the smallest continent, lying between the Indian and the Pacific

Oceans. It extends from east to west some 3,860 km and from north to south

3,220 km. With the island state of Tasmania to the south, the continent makes up

the Commonwealth of Australia. There are five continental states: Queensland,

New South Wales, Victoria, South Australia and Western Australia, as well as the

Northern territory and the Australian Capital Territory, containing Canberra.

Australia‟s external territories include Norfolk Island, Christmas Island,

the Cocos (Keeling) Islands and the Australian Antarctic Territory.

The Australian continent is on the whole exceedingly flat and dry. Less

than 50.8 cm of precipitation falls annually over 70% of the land area.

From the narrow coastal plain in the west the land rises abruptly in a

rough plateau that occupies the western half of the continent.

In the south-west corner of the continent, there is a small moist and fertile

area, but the rest of the western Australia is arid, with a large desert area.

The northern region fronts partly on the Timor Sea, separating Australia

from Indonesia; it also belongs to the plateau, with tropical temperatures and

winter dry seasons. In Eastern Australia, there are the mountains of the Eastern

Highlands which run down the entire east and south-east coasts.

The longest of the Australian rivers, the Murray River and its tributaries,

drains the southern part of the interior basin that lies between the mountains and

the great plateau. The rivers of this area are used extensively for irrigation and

hydroelectric power.

Australia, remote from any other continent, has many distinctive forms of

plant life – as for instance species of giant eucalyptus – and of animal life,

including the kangaroo. It also has many unusual birds.

Most of the rich farmlands are in the east and particularly the south-east.

Melbourne, Sydney, Brisbane and Adelaide are the leading industrial and

commercial cities. Australia is highly industrialized and manufactured goods

account for about two thirds of the total value of production. The leading

manufactures are iron and steel products, transportation equipment and

machinery. Australia is one of the great trading nations, with one quarter to one

third of its export income derived from the sale of wool, meat and wheat. The

chief buyers are the United Kingdom, Japan and the United States.

Other main exports are iron ore and non-ferrous ore.

The leading imports are metal products, petroleum, machinery and

textiles. They come mainly from Great Britain, the USA and Japan, too, which

makes for a favourable trade balance.

The country is self-sufficient in food and the raising of sheep and cattle

and the production of grain have long been staple occupations. Tropical and

subtropical produce: citrus fruits, sugar cane and tropical fruits are also important

and there are numerous vineyards and diary and tobacco farms. Australia has

valuable mineral resources, including coal, iron, bauxite, uranium and gold.

The country is highly urbanized: about three fifths of the population lives

in the cities of more than 100,000 inhabitants. Since World War II, the

government has been encouraging immigration and permanent arrivals have been

averaging more than 100,000 people annually. The population has increased by

more than 60% in this period.

Canberra is the Federal Capital.

Canberra

flat

Murray River

kangaroo

Melbourne

trade

sheep

coal

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73

Sydney, the capital of New South Wales, with 2.5 million people, is the

largest city of the country, including one-fifth of the population of the whole

continent.

Melbourne, the capital city of the state of Victoria, has 2 million people. It

is the centre of cultural life in Australia. The University of Melbourne is the

institute of higher education in the country, followed by the New Monash

University.

Other big cities are Adelaide, the capital of South Australia and Perth, the

capital of Western Australia.

VOCABULARY rough – aspru, brut; (aici) accidentat, pietros

plateau – platou, podiş; (pl) plateaux, plateaus

moist – umed

to drain – a drena, a usca, a asana; (aici) a primi apele

kangaroo – cangur

to account for – a justifica, a explica

staple – principal

indigenous – băştinaş

aborigenes – băştinaşi, aborigeni

to average – a forma o medie

slaughter – măcel

ranch – fermă, moşie, crescătorie de vite

non-ferrous ores – minereuri neferoase

trade balances – balanţă comercială

the raising of sheep and cattle – creşterea oilor şi vitelor

to become extinct – a dispărea, a se stinge

a dispune – to be endowed with

forţă de muncă – labour

zone urbane – urban areas

sol – soil

fier – iron

cupru – copper

aur – gold

aluminiu – aluminium

rafinarea petrolului – oil distillation

şantier de construcţii navale – shipbuilding yard

petrochimie – petrochemistry

industrie extractivă – extractive industry

industrie prelucrătoare – processing industry

Study and remember

Koala bear – ursul Koala

flying opossum – oposum zburător

ant eater/bear – furnicar

gorges – chei

mountainside, slope – versant

precipice – prăpastie

range of mountains – lanţ de munţi

to slaughter cattle – a tăia vite

reef – recif

Sydney

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shark – rechin

densely populated – cu populaţie densă

shearer – muncitor care tunde oile

drover – văcar, oier

to border on – a se învecina cu

shipping line – linie de navigaţie

coastal shipping – nave de cabotaj, flotă de cabotaj

subsidiary – filială

overseas-controlled – dirijat din stăinătate

gross value – valoare globală

EXERCISES

I. Enlarge on:

1. Australia‟s geographical position.

2. Australia‟s relief.

3. Australia‟s trade.

4. Australia‟s cities.

II. Fill in the blanks with articles where necessary:

1. In ... south-west corner of Australia, there is ... small moist and fertile area. 2.

In ... Eastern Australia there are ... mountains of ... Eastern Highlands which run

down ... entire east and south-east coast. 3. ... longest of ... Australian rivers, ...

Murray River and its tributaries, drains ... southern part of ... interior basin that

lies between ... mountains and ... great plateau. 4. Remote from any other

continent, Australia has many forms of ... plant life. 5. Australia is one of ...

world‟s great trading nations. 6. ... main exports are iron ore and non-ferrous ore.

7. ... leading imports are metal products, petroleum, machinery and textiles. 8. ...

country is self-sufficient in ... food and ... raising of sheep and cattle.

III. Complete the following if-clauses:

1. If I had time, ... 2. If Romania had a tropical climate, ... 3. If John had a map of

Australia, ... 4. If you wanted to see a kangaroo, ... 5. If I were interested in

tropical fauna, ... 6. If the climate allowed it, ... 7. If you were here, ... 8. If I were

asked to speak about Australia‟s population, ...

IV. Supply the correct tense of the verbs in brackets:

1. Wild animals (to do) well in Australia. 2. Rabbits brought to Australia in 1788

(to adapt) perfectly until, by the middle of the 19th

century, they (to become) a

distinct menace to sheep raising. 3. In 1907, a fence, 1,610 km long , (to build)

from the north coast to the south to prevent the rabbits from invading Western

Australia. 4. After the agreement (to make) to build Canberra, ten years (to pass)

before much (to do) about it, though a superb site (to select). 5. In 1911, many

architects (to invite) to an international competition to design the city of

Canberra. 6. The first prize (to go) to an American, walter Burley Griffin. Many

of his ideas were retained.

V. Change the following sentences using the subjunctive mood:

Model: It is difficult for them to obtain good crops in a dry climate.

It is difficult that good crops should be obtained in a dry climate.

1. It is easy for the geography teacher to give a lecture on Australia. 2. It is easy

for your students to speak about trade between countries. 3. It is easy for John to

go hunting. 4. It is difficult for the European man to adapt to life in Australia. 5.

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It is impossible for kangaroos to live in a cold climate. 6. It was impossible for

the indigenous population to live in big cities.7. It is impossible for her to climb a

rough mountain.

VI. Ask questions which can be answered by the underlined words:

1. The Australian continent is on the whole flat and dry. 2. The longest of all

Australian rivers is the Murray River and its tributaries. 3. The rivers of this area

are used extensively for irrigation and hydroelectric power. 4. There are many

unusual birds in Australia. 5. Melbourne is a highly industrial and commercial

city. 6. Japan is now Australia‟s largest wool buyer. 7. Australia has valuable

mineral resources including coal, iron, bauxite, uranium and gold. 8. Most of the

aborigines live in reservations. 9. Canberra is the Federal Capital of Australia.

10. Sydney, the capital of New South Wales, has 2.5 million inhabitants.

VII. Translate into English:

Australia dispune de mari resurse naturale, de forţă de muncă puţin numeroasă în

raport cu aceste resurse şi cu întinderea ţării, de un mare număr de locuitori în

zonele urbane; toate acestea fac ca întreaga industrie (atât cea extractivă cât şi cea

prelucrătoare) să fie concentrată în jurul marilor oraşe.

De fapt, marile oraşe au apărut şi s-au dezvoltat numai acolo unde erau condiţii

favorabile de climă, de sol sau resurse naturale uşor expolatabile. Sud-estul

Australiei, statele Victoria, Noua Galie şi sudul Australiei dispun de imense

resurse ale subsolului cu o activă industrie extractivă: fier, cupru, aur, aluminiu.

In ceea ce priveşte industria prelucrătoare, se remarcă trei mari centre în aceleaşi

regiuni: Adelaide (industria construcţiilor de maşini, industria chimică,

prelucrarea lemnului şi industria alimentară), Melbourne (şantiere de construcţii

navale, producţia de aur, de utilaj agricol, rafinarea petrolului şi petrochimia,

producţia de îngrăşăminte, industria alimentară şi textilă – mai ales pe bază de

lână) şi Sydney (siderurgie, şantiere navale, prelucrarea petrolului, industria

textilă şi alimentară).

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LESSON SIX

IMPORTANT PEOPLE IN BRITAIN

The British look back with pride on their past and on the many famous

figures who made their contribution to British history.

Two of the most prominent monarchs in British history were Henry VIII

and his daughter Elisabeth I.

Henry VIII (1505 – 1547), scholar, musician, politician, a true

Renaissance ruler, was one of England‟s strongest and most colourful kings. He

was 17 when he came to the throne. Although his beard was red, he was

considered the “Bluebeard” of British history, as he married six times and had

two of his wives executed. He divorced two, one died giving birth to his only son

Edward and the sixth outlived him. There is a rhyme helping children remember

their succession:

“ Divorced, beheaded, died,

Divorced, beheaded, survived”.

King Henry very much wanted a male heir to follow him to the throne,

but the only living child resulting from his marriage to his first wife, Catherine of

Aragon, was a daughter. So, he wanted a divorce and the freedom to marry again.

In those days it was easier for a king to have someone executed than to get a

divorce. He had to ask permission from the Pope, the Head of the Catholic

Church in Rome. When the Pope refused to allow Henry to divorce his wife and

marry Anne Boleyn, lady-in-waiting to the queen, the king acted drastically: he

broke away from Rome and became “Supreme Head of the Church of England”.

Sir Thomas More, brilliant political and literary figure of the time was executed

for refusing to accept this.

Thus, Henry married Anne Boleyn, ordered the monasteries dissolved and

transferred their wealth and property to the royal coffers. In this way, the power

of the state, centralized in one figure, grew to an unprecedented extent.

Unfortunately, Anne Boleyn was unable to give birth to a son. Just as with

Catherine, her only living child was a daughter and ultimately Henry had Anne

beheaded. This daughter however, was to become one of the greatest rulers to sit

on the throne of England, Queen Elisabeth I.

Elisabeth I (1558 – 1603), the last and greatest of the monarchs belonging

to the Tudor House, is a symbol of national glory. She was 25 when she came to

the throne. As a person she combined a violent temper, great personal magnetism

and a brilliant art of how to lead and manage Englishmen. She said of herself: “I

may have the body of a woman, but I have the heart and stomach of a king, and a

king of England too”.

Although Queen Elisabeth herself never traveled outside England, she

encouraged geographical discoveries and colonial expansion. The famous “Sea

Dogs”, such men as Sir Francis Drake who sailed around the world and Sir

Walter Raleigh who settled colonists in Virginia – named for the Virgin Queen

Elisabeth – fought for England‟s supremacy at sea.

After the defeat of the “Invincible Armada” in 1588, as the Spanish fleet

called until then, English traders, explorers and colonizers were able to travel all

over the world, bringing fame and riches to their country.

As a true representative of Renaissance ideals, Queen Elisabeth supported

not only the expansion of geographical boundaries, but also of man‟s thinking. A

great patron of artist, her reign has also been called the “Golden Age of English

Literature”. Prose, poetry and drama flourished in her time. The dominant literary

monarch

Henry VIII

throne

Anne Boleyn

Thomas More

ruler

Elisabeth I

Golden Age

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77

figure of the period, outshining all the others by his genius, was William

Shakespeare.

Thus, under Henry VIII England embarked upon a period of progress,

wealth and power, which reached its brilliant climax under Elisabeth I.

VOCABULARY prominent – 1. proeminent; 2. (despre persoane) distins, important

scholar – erudit, savant, om de ştiinţă

male – bărbătesc, masculin, mascul

heir – moştenitor

to behead – a decapita

lady-in-waiting – doamna de onoare

coffer - visterie

ultimately – la sfârşit, la urmă, în fine

defeat – înfrângere

fleet – flotă

boundary – limită, graniţă

to embark upon – (fig.) a începe ceva;

climax – punct culminant

GRAMMAR Compare:King Henry had two of his wives executed.- he ordered and somebody

else did it.

King Henry executed two of his wives. – he did it himself

In English the verb TO HAVE + NOUN + PARTICIPLE = a face pe cineva să

facă ceva

EXERCISES

I. Fill in the blanks with one of the following words: prominent, scholar,

male, heir, to behead, lady-in-waiting, ultimately, defeat, fleet, boundary, to

embark upon, climax (faceţi schimbările necesare):

1. The Danube forms a natural … between our country and Bulgaria. 2. Queen

Elisabeth never married and died without an … 3. The action reached its … when

the killer kidnapped the little girl. 4. If you don‟t want to upset him, let him win;

he can‟t stand … 5. I hope that in 1991 you … a happier time of your life. 6. In

the Elisabethan theatre the parts of women were acted by… 7. … she agreed that

she had been wrong. 8. Thomas More was one of the greatest Humanists … 9. In

the 16th

century England had experienced seamen and a powerful … 10. James

Joyce is one of the … figures of modern literature.

11. What do you think is more painful, to be hanged or …? 12. The young prince

fell in love with one of his mother‟s …

II. Answer the following questions:

1. Who was Henry VIII? 2. How many wives had Henry VIII? 3. What happened

to them? 4. Why did King Henry want a divorce from his first wife? 5. Why was

it not easy for him to get a divorce? 6. What did King Henry do? 7. What

happened to the monasteries and their wealth? 8. What was Anne Boleyn‟s fate?

9. Who was Elisabeth I? 10. What kind of person was she? 11. What did she

encourage? 12. Who were Francis Drake and Walter Raleigh? 13. What happened

in 1588? 14. Why has the reign of Queen Elisabeth been called “Golden Age of

Literature”?

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III. Correct the following sentences:

1. Henry VIII married twice. 2. He executed all his wives. 3. He divorced his first

wife because he wanted a daughter. 4. The Pope became the head of the English

Church. 5. Queen Elisabeth I was King Henry VIII‟s aunt. 6. In 1588 the Spanish

fleet gained supremacy at sea. 7. The art of gardening flourished in this period.

IV. Turn the following sentences into the Passive:

1. People always admire this picture. 2. Someone has broken two of my plates. 3.

No one has ever beaten Alex at tennis. 4. People speak English all over the world.

5. Did anyone ask any questions about me? 6. They held a reception in his

honour. 7. Somebody left the dog in the garden.

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LESSON SEVEN

FAMOUS BRITISH SEAMEN

The British are islanders. They speak of their country as “our island

home” and, indeed, no place in Great Britain is farther than 120 km from the

coast. The sea has always been close to the hearts and thoughts of the British. It

has been a favourite subject of their poets and musicians, and many of the famous

figures in British history, men like Sir Francis Drake, Sir Walter Raleigh,

James Cook or Lord Nelson were seamen.

During the reign of Queen Elisabeth I the great era of British exploration,

colonization and naval glory began. With the undeclared support of the Queen,

the British pirates plundered the gold-laden Spanish ships, filling the coffers of

the crown.

One of these pirates was Francis Drake (1540 – 1596), the famous sailor

who, throughout the ages, has acquired an almost legendary aura.

In 1577 Drake sailed around the world in less than three years and

brought back tremendous riches with him. After his return, Drake the pirate was

knighted by Queen Elisabeth on the deck of his ship, the “Golden Hind”.

In 1588 Sir Francis Drake and his seamen defeated England‟s greatest

rival at sea, the “Invincible Armada” as the Spanish fleet was called, thus gaining

immortality and his country‟s supremacy at sea.

Sir Walter Raleigh (1552 – 1618), seaman, courtier and poet at the same

time, was one of the most brilliant figures at the court of Elisabeth I. With the

approval of the Queen he sailed to North America and settled the first English

colonists on the eastern coast, in place he called Virginia, in honour of Elisabeth,

the Virgin Queen.

Later Raleigh explored South America in the vain hope of finding the legendary

“City of Gold”, El Dorado.

The death of Elisabeth in 1603 meant Raleigh‟s downfall, as King James

I, her successor, distrusted the bold and fiery-tempered courtier. After an unfair

trial Raleigh was sentenced to death for treason and imprisoned in the Tower of

London. For more than 12 years he lived there as a prisoner, studying science and

writing a lengthy “History of the World”. All his efforts to gain the King‟s favour

failed and in 1618 Raleigh died under the executioner‟s ax.

Thus, undaunted and experienced seamen like Drake and Raleigh opened

up horizons of a new World and secured their country‟s supremacy at sea which,

in the centuries to come, enabled Britain to found a huge empire overseas.

VOCABULARY laden (with) – încărcat, împovărat

to aquire – a dobândi, a obţine, a agonisi

tremendous – enorm, puternic, foarte mare

vain – 1. (aici) van, fără valoare, înţeles sau rezultat; 2. înfumurat, îngâmfat,

vanitos

bold – curajos, îndrăzneţ,

undaunted – neînfricat

to secure – 1.( aici) a obţine, a câştiga; 2. a întări, a consolida

EXERCISES I. Fill in the blanks with one of the following words: laden, to acquire,

tremendous, fleet, vain, bold, undaunted, to secure:

islander

Lord Nelson

naval glory

pirate

Francis Drake

“Golden Hind”

“Invincible

Armada”

Walter Raleigh

supremacy at sea

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80

1. In only one year Paul managed … a fairly good knowledge of French. 2. Ian

McKellen‟s performance of Richard III was a … success. 3. All he can offer you

are … promises. 4. How was the Spanish … called in the 16th

century? 5. His

brilliant speech … him unanimous admiration. 6. Characters in romantic novels

are all handsome and … 7. The trees in the orchard were … with big, juicy

apples. 8. I like his direct and … manner.

II. Choose the correct word for each sentence:

1. Sir Francis Drake was a a) poet

b) pirate

c) general

2. Sir Francis Drake sailed a) on Spanish ships

b) to Australia

c) around the world

3. Sir Francis Drake defeated a) the English fleet

b) the Spanish fleet

c) the Italian fleet

4. Sir Walter Raleigh was a a) king

b) pirate

c) seaman

5. Sir Walter Raleigh settled colonists in a) South Africa

b) Virginia

c) New Zealand

6. Sir Walter Raleigh died because he a) had malaria

b) was very old

c) was beheaded

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LESSON EIGHT

EUROPE‟S PREMODERN HERITAGE

Modern Europe was peopled in the wake of Pleistocene‟s most recent

glacial retreat – a gradual withdrawal that caused cold tundra to turn into

deciduous forest and ice-filled valleys into grassy vales. On Mediterranean

shores, Europe witnessed the rise of its first great civilizations – on the islands

and peninsulas of Greece and later in Italy. Greece lay exposed to the influences

radiating from the advanced civilizations of Mesopotamia and the Nile Valley,

and the intervening eastern Mediterranean was crisscrossed by maritime trade

routes.

ANCIENT GREECE

As the ancient Greeks forged their city-states and intercity leagues, they

also made impressive intellectual achievements (which peaked during the fourth

century BC). Their political science and philosophy have influenced politics and

government ever since, and great accomplishments were also recorded in such

fields as education, literature, architecture and the arts. The fragmentation of

Greece‟s habitat led to local experimentation and success, followed by active

changes of ideas and innovations. But internal discord persisted as well; in the

end this contributed to Greece‟s decline. By 147 BC, the Romans had defeated

the last sovereign Greek intercity league. Nevertheless, what the ancient Greeks

had accomplished was not undone: they had transformed the eastern

Mediterranean into one of the cultural cores of the world, and Greek culture

became a major component of Roman civilization.

THE ROMAN EMPIRE

The center of civilization and power now shifted to the Romans in

present-day Italy. The Greeks never achieved politico-territorial organization on

the scale that Imperial Rome would accomplish. At its greatest expansion (in the

second century AD), the Roman Empire extended from Britain to the Persian

Gulf and from the Black Sea to Egypt. The variety of cultures brought under

Roman control and the resulting exchange of ideas and innovations yielded many

opportunities for regional interaction – particularly in southern and western

Europe. Areas that hitherto supported only subsistence modes of life were drawn

into the greater economic framework of the empire, and suddenly there were

distant markets for products that had never found even local markets before.

Foodstuffs and raw materials now flowed into Rome from most of the

Mediterranean Basin. With a population that at its peak reached perhaps one

million, the city itself was the greatest single marketplace of the empire and the

first metropolitan-scale urban center in Europe.

That urban tradition came to characterize Roman culture throughout the

empire, and many cities and towns founded by the Romans continue to prosper to

this day. Roman urban centers were connected by an unparalleled network of

highway and water routes, facilities that all formed part of an infrastructure

needed to support economic growth and development. (Today, a modern state‟s

infrastructure would include railroads, airports, energy-distribution systems,

telecommunications networks, and the like). More than anything else, however,

the Roman Empire left Europe a legacy of ideas – concepts that long lay dormant

but eventually played their part when Europe unified by acquiescence than it was

under the Romans, and at no time did Europe come closer to obtaining a lingua

franca (common language) than during the age of Rome.

civilization

maritime

trade

science

innovation

Greece

cultural core

Romans

regional

interaction

urban centre

culture

infrastructure

lingua franca

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Finally, Europe‟s transformation under Roman rule heavily involved the

geographic principle of areal functional specialization. Before the Romans

brought order and connectivity to their vast domain, much of Europe was

inhabited by tribal peoples who lived at a subsistence level. Many of these groups

lived in virtual isolation, traded little, and fought over territory when outsiders

encroached on it. Peoples under Rome‟s sway, however brought into its

economic as well as political spheres and farmlands, irrigation systems, mines

and workshops appeared. Thus Roman-dominated areas began to take on a

characteristic that has marked Europe ever since: particular peoples and

particular places concentrated on the production of particular goods. Parts of

North Africa became granaries for urbanizing (European) Rome; Elba, a

Mediterranean island, produced iron ore; the Cartagena area of southeastern

Spain mined and exported silver and lead. Many other locales in the Roman

Empire specialized in the production of particular farm commodities,

manufactured goods, or minerals. The Romans knew how to exploit their natural

resources; at the same time, they also learned to use the diversified productive

talents of their subjects.

VOCABULARY to people – a popula

withdrawal – retragere

intervening – (adj.) care s-a petrecut între timp; (subst.) intervenţie, amestec

to forge – (aici) a întări; a forja; a falsifica

league – ligă, alianţă, coaliţie, confederaţie

core – miez, parte centrală, nucleu

to shift – a se muta, a schimba

to yield – a produce, a realize

hitherto – până acum, până în zilele noastre

framework – ramă, cadru, context

foodstuff – aliment

raw material – materie primă

legacy – moştenire

dormant – inactiv, adormit, latent

acquiescence- consimţământ, aprobare

to encroache upon – a încălca

sway – dominaţie, stăpânire

granary – grânar

lead – plumb

commodity – marfă

subject – (aici) cetăţean supus

GRAMMAR THE SEQUENCE OF TENSES

(Concordanţa Timpurilor)

În limba engleză timpul verbului din propoziţia secundară depinde, în

genere, de timpul verbului din principală. Această dependenţă, se numeşte

“concordanţa timpurilor”(The Sequence of Tenses).

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83

Propoziţia principală Propoziţia secundară

1. Prezent; Prezentul perfect

He thinks

He has thought

2. Viitor

She will cross the street

I shall tell her

I shall see

3. Timp trecut

a) acţiuni simultane

Past Tense

I thought

b) acţiunea din secundară

Trecut

I thought

c) acţiunea din secundară

Trecut →

I thought

→ Orice timp

she is crossing the street

she crosses the street

she crossed the street

she will cross the street

she will have crossed the street by now

→ Orice timp afară de viitor

(if) you allow her.

(what) we have done (did)

(if) she is crossing the street.

Timp trecut

→ Past Tense

(that) she crossed the street.

she was crossing the street when I saw

her.

- este anterioară celei din principală

→ Mai mult ca perfect:

(that) she had crossed the street.

she had been crossing the street

yesterday at 2 o‟clock.

- este posterioară celei din principală

a) Viitorul în trecut (Future in the Past)

(that) she would cross the street

she would be crossing the

street when I saw her.

b) Viitorul Perfect în trecut (Future

Perfect in the Past):

she would have crossed the street

by the time the traffic light stopped

EXERCISES I. Enlarge upon:

a) Greek civilization;

b) Roman civilization;

c) Europe‟s transformation under Roman rule.

II. Fill in the blanks with the correct form of the verbs in parantheses:

Model: Don‟t wait for her if she …(to be) late.

Don‟t wait for her if she is late.

1. If you…(to need) me, give me a ring! 2. Tell her to come if she…(to want) to.

3. It is cold in here if the radiator…(to be) off. 4. You can talk to her if she…(to

be) in. 5. Don‟t read if you…(not to want) to!. 6. Take the book if you…(to like)

it. 7. If you…(to be) lucky you can still find him at the office. 8. You can‟t buy

the typewriter if you…(not to have) enough money. 9. She is not at home if

nobody…(to answer) the door. 10. Ask him to lend me some money if he (can).

11. I shall bring you candies if you…(to behave) well. 12. I will help them with

their exercises if I…(to have) time. 13. Nobody will harm you if you…(to keep)

quiet. 14. You will learn much more easily if you…(to watch) me do it.

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LESSON NINE

BUCHAREST

Bucharest is the capital of Romania, the most important political,

administrative, economic and cultural centre of the country.

Located in the middle of one of the richest and most populated regions of

Romania, Bucharest occupies an area of 228 sq. km.

The present day area of Bucharest was inhabited from very early times

but the birth certificate of the town is the Charter issued by Vlad the Impaler on

20th

September 1459, mentioning the existence of the “city of Bucharest”.

For 200 years from that moment on, the princes of Wallachia would take

residence either in Târgovişte or in Bucharest, which eventually became the

capital.

The city began to develop in the 16th

century during the reign of Mircea

Ciobanul who built on the site of some 14th

century fortification a new princely

court known as “Curtea Veche” (Old Court), the remains of which have survived

to the present day.

“Old” Bucharest (as it exists today) dates from the mid or late 19th

century, a rich dowry of buildings and monuments of which we mention: the

University, C.E.C. (Savings Bank), the Romanian Athenaeum and many other

such genuine pieces of architecture.

In the contemporary years, Bucharest has undergone a new stage of

development. A modern city with broad streets and theatres, concert halls,

cinemas, abundant vegetation, parks and a girdle of lakes, this is what strikes one

as the characteristic features of our capital.

As the political and administrative capital of our homeland, Bucharest is

the headquarters of all ministries and other central governmental bodies and

institutions responsible with the coordination of the political, economic, social,

scientific, educational, cultural and artistic life of the country.

The impetuous development of the city has also turned Bucharest into a

great industrial centre, as it includes in its area all that defines a modern industry,

from iron and steel, metallurgy, machine building, to textiles, food products and

other consumer goods.

In the sphere of cultural, scientific and artistic life, Bucharest has

witnessed essential transformations.

A vast educational network of primary and secondary schools, well

known high schools, as well as higher education institutes – humanistic,

polytechnical, economic, medical and pharmaceutical, artistic and sports, has

been created.

The capital has a large number of houses of culture and arts, libraries,

theatres and opera houses, concert halls, well known museums as the History

Museum of Romania, the Art Museum, the “Grigore Antipa” Museum of Natural

Sciences, the Village Museum and of Folk Art, considered as one of the most

interesting and best organized ethnographical museums in the open air

throughout the world, and many such cultural and artistic institutions.

*

* * Peter: This weekend we are all to explore Bucharest on foot.

Emily: That‟s a bright idea, indeed. What do you say, John?

John: I‟m all for it. There‟s a lot to be seen around Bucharest and so we better

take advantage of Peter‟s offer. Where shall we start?

Emily: Let‟s start with an older part of Bucharest, say, the Parliament Building.

capital

Romania

Charter

city of

Bucharest

Athenaeum

administrative

capital

Parliament

Building

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85

Peter: Good idea, Emily. We shall proceed towards Calea Victoriei, after we

have crossed the Dâmboviţa River, passed by Unirea Market and left behind the

Law Courts.

John: I know the itinerary. I hope Calea Victoriei will be less crowded than on

week days. We shall have the chance to admire the graceful buildings of the

History Museum of Romania and of the Savings Bank, the multi-storey

department store “Unirea Shopping Center” and with that we shall practically

find ourselves right in the middle of one of the busiest shopping centers of the

city.

Emily: Enough of this description. I know you are more familiar with the sites of

Bucharest than the rest of us. Rather than choose a strict itinerary, let‟s ramble

about the centre of Bucharest and allow our imagination to guide our steps.

Peter: Agreed. And if any one of us feels tired, especially you Emily, we shall

take refuge in the cool shade of the Cişmigiu Gardens, have refreshments and rest

for as long as we please.

VOCABULARY capital – capitală

area – suprafaţă, arie

reign – domnie

century – secol

site – loc, amplasament

fortification – fortificaţie, loc întărit

court – curte

remains – ruine

to survive – a supravieţui

dowry – zestre

genuine – adevarat, real

girdle – centură

headquarters – sediu

sole – singurul, unic

to exert – a exercita

to witness – a fi martorul

network – reţea

ethnographical – etnografic

multi-storey building – clădire cu multe etaje

to undergo development – a înregistra o dezvoltare

state power – putere de stat

to carry into effect – a traduce în viaţă

home policy – politică internă

foreign policy – politică externă

to turn into – a transforma

iron and steel industry – industrie siderurgică

machine-building industry – industrie constructoare de maşini

food products – produse alimentare

consumer goods – bunuri de larg consum

higher education institute – institute de învăţământ superior

settlement – aşezare

establishment – aşezământ

district – district, cartier

in the neighbourhood – în vecinătate

to surround – a înconjura

Calea Victoriei

History

Museum

Cişmigiu

Gardens

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stately house – casă impunatoare

to set the foundations of – a pune bazele

unprecedent – fără precedent

picturesque – pitoresc

square – piaţă

civic centre – centru civic

shopping centre – centru commercial

residential district – cartier de locuinţe

Town Hall – primărie

Law Courts – tribunal

Ministry – minister

Prosecutor‟s Office – procuratură

Chamber of Commerce and Industry – Camera de Comerţ şi Industrie

The National Bank of Romania – Banca Naţională a României

The National Theatre – Teatrul Naţional

The Romanian Opera House – Opera Română

preocupare – concern

silvicultură – forestry

a pune accentul pe – to lay emphasize on

intelectualitate – intelligentsia

atelier – workshop

GRAMMAR 1. FOREIGN PLURALS

(Plurale străine)

memorandum – memoranda

datum – data

phenomenon – phenomena

crisis – crises

nucleus – nuclei

terminus – termini

stimulus – stimuli

formula – formulae

index – indices

index – indexes

Words that are frequently used often have an English plural:

memorandum – memorandums

formula – formulas

terminus – terminuses

2. THE FUTURE PERFECT – CONTINUOUS ASPECT

(Viitorul Perfect – Forma Continuă)

Affirmative Form Negative Form Interrogative Form Negative-

Interrogative Form

I shall have been

arriving.

You will have

been arriving.

He, she, it will

have been arriving.

I shall have not

been arriving.

You will have

not been arriving.

He, she, it will

have not been

Shall I have been

arriving?

Will you have

been arriving?

Will he, she ,it

have been arriving?

Shall I have not

been arriving?

Will you have not

been arriving?

Will he, she, it

have not been arriving?

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87

We shall have

been arriving.

You will have

been arriving.

They will have

been arriving

arriving.

We shall have

not been arriving.

You will have

not been arriving.

They will have

not been arriving.

Shall we have

been arriving?

Will you have

been arriving?

Will they have

been arriving?

Shall we have not

been arriving?

Will you have not

been arriving?

Will they have

not been arriving?

Contracted Forms (Formele Contrase):

1. I‟ll have been arriving; he‟ll have been arriving; we‟ll have been arriving,

etc.

2. I shan‟t have been arriving; you won‟t have been arriving; we shan‟t have

been arriving, etc.

3. Shan‟t I have been arriving? Won‟t he have been arriving? Shan‟t we have

been arriving? etc.

Use of the Future Perfect – Continuous Aspect

Rules Examples

Viitorul Perfect la Forma Continuă

denotă o acţiune începută înaintea unui

moment dat în viitor şi care se continuă

în acel moment viitor.

I shall have been working on my paper

for an hour by the time you came back.

By the 1st of October he will have been

finishing his project.

EXERCISES

I. Enlarge on:

a) The location of our capital city.

b) Some aspects related to the history of Bucharest.

c) Bucharest – a political and administrative centre.

d) Bucharest – an industrial centre.

e) The cultural, scientific and educational development of Bucharest.

II. Fill in the blanks with prepositions:

1. After World War II, the new edifices … Bucharest harmoniously fit the

scenary of the town. 2. “The People‟s House” is one … the most stately building

… the capital. 3. The Television Building is a real place, meant … spreading art

and culture. 4. The new National Theatre … the University Square is one of the

most important edifices … the country. 5. The Circus, the Exhibition Hall and the

Bucharest International Fair wholly built … concrete and glass rank as the most

original architectural achievements … the city.

III. Make up questions to which the following sentences could be the

answers:

1. The Palace of the Republic was built between 1930 and 1937. 2. The

Mogoşoaia Palace has been restored and at present it shelters a Museum of

Brâncovan Art. 3. The Brâncovan art is the consequence of the cultural

development of Wallachian architecture in the 18th

century. 4. The National

Gallery in the Art Museum of Romania contains most valuable works by famous

painters and sculptors.

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IV. Replace the infinitives in brackets by the required tenses:

1. They (to meet) in the library every morning. 2. They (to talk) about the city‟s

modern development. 3. They (to visit) the old quarters of the town now. 4.

Every day she (to come) to the Academy at 8 o‟clock. 5. Our friends are in the

reading room. They (to study) for the English seminar. 6. I often (to go) to see a

good exhibition. 7. How you (to feel) after your stay in the mountains? 8.

Somebody (to ask) of you. 9. They (to build) a new modern school in their

district. 10. He (to work) hard to improve his knowledge. 11. If all (to go) well, I

shall finish my diploma paper in two weeks. 12. If you (to get) to the art gallery

before us, wait till we (to come). 13. I hear that you (to give up) the idea of

joining them on their trip. 14. They not yet (to come) from the library. 15. The

rain (to stop) but a cold wind is still blowing. 16. I (to sit) here while listening in

to the radio you (to get) ready with your exercises. 17. When they (to return)

from the trip they (to relate) what they (to see) in North Moldavia. 18. (to be)

surprised what progress she (to make)considering how little English (to know).

19. By the 1st of January they (to fulfill) their production plan.

V Insert the appropriate possessive adjectives and pronouns:

1. Let each of the students take … own pace. 2. I decided to take … share in the

work. 3. … next trip will be better planned. 4. … recent visit of the museum was

very rewarding. 5. I don‟t think that … paper was much better than … 6. …

previous results were highly appreciated. 7. … contribution in working out the

programme was better this year. 8. … knowledge of mathematics is quite

remarkable. 9. Whose project was accepted … or …? 10. I realized it dad not

been … fault but … 11. I am asking you what … speciality is. 12. They decorated

… classroom beautifully for the occasion.

VI. Translate into English:

1. Bucureştiul se dezvoltă ca un mare centru modern al ţării. 2. Învăţământul se

bucură de numeroase facilităţi în vederea formării de specialişti. 3. În fiecare zi la

acestă oră colegii noştri studiază în bibliotecă. 4. Învăţăm pentru a dobândi

cunoştinţe tot mai bune de limbă engleză. 5. Conferinţa începe peste 10 minute.

6. El pleacă în călătorie abia luna viitoare. 7. Este ideea lui nu a ta. 8. Studenţii

grupei noastre se prezintă bine pregătiţi la examene. 9. Stă la masa de scris şi îşi

scrie exerciţiile. 10. Ai obţinut datele necsare proiectului? 11. Am aplicat o serie

de formule matematice la studiul economiei. 12. Experţii au făcut o analiză

profundă a efectelor negative ale crizelor financiară şi monetară. 13. Se vor referi

la principalele tendinţe şi fenomene de pe piaţa materiilor prime.

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LESSON TEN

ROMANIA

Romania lies between 43º37´07´´ and 48º15´06´´ latitude north and

29º15´44´´ and 29º41´24´´ longitude east at the crossroads of Central, Southern

and Eastern Europe. North and east Romania borders upon Ukraine and Moldova,

south upon Bulgaria, south-west upon Serbia & Montenegro, and west upon

Hungary. The Black Sea forms part of Romania‟s south-eastern frontier, while

the Danube, the longest part of Romania‟s southern boundary, flows 1,075 km on

Romanian territory.

Romania, whose total area is 238,391 sq. km ranks 12th

in size among the

European countries.

The most characteristic feature of Romania‟s relief is its variety of land

forms. Around the central plateau of Transylvania rises the range of the

Carpathian Mountains surrounded by foothills and plateaus, which gradually

slope downwards into the plains stretching at their foot. The average altitude of

the Carpathians is approx. 1,000 m, the highest altitude seldom exceeds 2,500 m

(in the Bucegi, Făgăraş, Parâng, Retezat, and te Rodna Mountains).

The Romanian Carpathians, with craggy but easily-accesible peaks, with

restful landscape, with century-old forests of fir, beech – and oak trees as well as

of other species, with numerous karst phenomena, with hospitable chalets and

picturesque resorts, are among the most beautiful mountains in Europe.

Most of the rivers in Romania rise from the Carpathians and flow, directly

or through their main tributaries, into the broad bed of the Danube.

Before its flowing into the sea, the Danube crosses Dobrudja, describing

an immense arc of a circle whose end separates into three arms Chilia, Sulina and

Sfântu Gheorghe. The waters of the huge river and those of the sea base created

here the youngest territory of Europe – a wide stretch of lands and waters (4,340

sq.km) – the realm of aquatic plants, a fauna of a matchless richness – the

Danube Delta.

Owing to the relief, the river network exhibits a radial pattern. The main

rivers springing from the Carpathians are longitudinal in the mountain area,

gentle slope in the hilly and piedmont area and very gentle slopes in the plain. In

Romania there are some 2,300 lakes covering an area of about 2,620 sq.km. The

largest lakes are scattered on the sea coast, and in the Danube flood-land and the

small ones dot the mountain area.

Owing to the country‟s position in relation to the main atmospheric

factors (east-continental, west-oceanic, south-Mediterranean air masses) and to

the complexity of its relief, Romania‟s climate is a blend of the excessive

continental climate of Eastern Europe. The rate and distribution of the rainfall in

Romania has a number of peculiarities. The rainfall is unequally distributed in

time and space, the heaviest rainfall occurs in the highlands and the highest in the

lowest zones, June being the rainiest month in almost all the country, and

February the droughtiest. The high temperatures of summer are counterpoised by

the low temperature of winter.

Owing to the favourable geographic conditions Romania is a rich country

both in respect of the natural resources of the soil and of the subsoil. More than

one quarter of the country‟s total area is covered by forests, with trees belonging

to different species; conifers, oaks, beeches, poplars, willows, etc. The pasture

lands take up almost 12 % of the area of Romania. They have favoured livestock

breeding for many centuries.

Romania

The Black Sea

Carpathian

Mountains

Danube

Danube Delta

Eastern

Europe

natural

resources

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90

Grain crops have found favourable conditions in Romania. Wheat is

grown on the Danube and the Banat plains and on the Moldavian, Dobrudjan and

Transylvanian plains; maize on the moresheltered of the Carpathian foothills, the

Moldavian plateau and in Transylvania. Barley which occurs most extensively in

Dobrudja, is cultivated mainly as fodder for livestock. Oats do well in the west of

the country in districts with heavy rainfalls. Districts planted to rye, which

requires a colder climate and sandy soil, are to be found in Northern Moldavia

and Western Transylvania. There are also rich crops of textile plants. Flax and

hemp hold an outstanding place among the plants grown in Romania. Other

industrial plants include sunflower, soya, sugar beet, tobacco and medicinal

herbs.

Apple-, cherry-, apricot-, pear-, plum- and peach-trees cover large areas in

the hilly districts of the country. Vineyards yielding fine grapes cover

considerable areas in the hilly districts, where the slopes are terraced for the vine.

Fauna is also varied and includes apart from hares, foxes, wolves, bears,

stags, red deer, lynxes, wild boar, pheasants, quail, wild geese, pelicans, trout,

herrings, sturgeons which come up into the Danube from the Black Sea, rare

specimens living in reservations such as chamois, aurochs, or the mountain cock.

With a view to protecting and saving from destruction the treasures of

beauty and the riches of nature, certain zones and territories in Romania have

been declared natural reserves protected by law. Among them are the Retezat

National Park, certain parts of the Danube Delta, the Bucegi Reserve, the Piatra

Craiului, etc.

Sources of mineral wealth are numerous and very important. They include

gold and silver which have been mined since antiquity, natural gas, coal, oil,

ferrous ores; manganese deposits, bauxite deposits, salt and building stone, etc.

The land, the fauna, flora and climate form a harmonious whole in which

the Romanian people have lived down the ages and where they are building up a

life of plenty.

VOCABULARY crossroad – drum transversal

boundary – frontieră, hotar, graniţe

feature – trăsătură caracteristică, particularitate

plateau, pl. plateaux – platou, podiş

tableland – podiş, platou

depression – depresiune; şes, câmpie

gorge – trecătoare, defileu, pas

glade – poiană

volcanic zone – zonă vulcanică

volcanic crater – crater vulcanic

marsh – ţinut sau pământ mlăştinos

fresh water lake – lac cu apă dulce

salt water lake – lac cu apă sărată

flow – curgere, flux, curent; curs (al unui râu); debit

to flow – a curge, a se scurge

to surround – a înconjura; a împrejmui; a îngrădi

foothill – înălţime subalpină

slope – pantă, povârniş; versant, coastă

to slope – a fi înclinat; a se înclina; a se povârni, a fi în pantă

to exceed – a depăşi, a întrece

plain – şes, câmpie

Moldavia

Transylvania

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to stretch – a(se)întinde, a (se)lungi, a (se)extinde, a fi (situat), a se afla

width – lărgime; lăţime; întindere

to spring, sprang, sprung – a apărea, a răsări, a se ivi; a tâşni, a izvorî

piedmont – piemont

to scatter – a (se)împrăştia, a (se)risipi, a presăra

flood – inundaţie; potop, viitură

to flood – a inunda, a îneca, a potopi; a revărsa, a face să se reverse

to dot – a puncta

blend – amestec, combinaţie; îmbinare

rainfall – (cantitate de) precipitaţii; aversă, ploaie torenţială

to occur – a se petrece, a se întâmpla, a avea loc; a se întâlni, a exista, a fi

drought – secetă; uscăciune

to counterpoise – a contracara; a echilibra

species, pl. species – specie; categorie, speţă, fel, soi, neam

conifer(ous) tree – conifer

oak – stejar

beech – fag

poplar – plop

willow – salcie

acacia – salcâm

ash (tree) – frasin

birch (tree) – mesteacăn

elm (tree) – ulm

fir (tree) – brad

horn beam (tree) – carpen

juniper (tree) – ienupăr

lime (tree) – tei

maple (tree) – arţar

pine (tree) – pin

spruce fir – molid

sycamore maple – paltin

tanner‟s sumach – oţetar

livestock – vite; şeptel

breeding – creştere (animalelor, etc.)

wheat – grâu

maize – porumb, păpuşoi

barley – orz

oats – ovăz

rye – secară

hemp – cânepă

fox – vulpe sau vulpoi

wolf – lup

wild boar – porc sălbatic

stag – cerb

deer, pl. deer – căprioară

bear – urs

badger – bursuc

beaver – castor

marten – jder

squirrel – veveriţă

pheasant – fazan

quail – prepeliţă

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trout, pl. trout – păstrăv

sturgeon – sturion; nisetru, morun

white/great sturgeon - morun

bream – plătică

carp – crap

mackerel – scrumbie

perch – biban

pike – ştiucă

pikeperch – şalău

salmon – somn

tench - lin

chamois, pl. chamois – capră neagră / de munte

aurochs – zimbru

coal – cărbune, cărbuni

vineyard – vie, podgorie

craggily – stâncos; abrupt, râpos

chalet – cabană; (în munţi), vilă (în stil elveţian)

resort – staţiune (climaterică, balneară etc.)

medicinal herbs – plante medicinale

to form a harmonious whole – a forma un tot armonios

to build up a life of plenty – a construi o viaţă de belşug

a înlocui – to replace

a depozita – to store

a da dispoziţii – to make the necessary arrangements

a bate la maşină – to type(write)

a reuşi la examenul de admitere – to pass the admission examination

a aproba – to approve

a ţine o prelegere –to deliver a lecture

vrăjit – bewitched / fascinated

armonie – harmony

antic – ancient

Carpaţii Sudici (Meridionali) – the Southern Carpathians

Podişul Transilvaniei – the Transylvanian Tableland

plai – flat mountainous region covered with lawns

venerat – venerated

pulbere – dust

urmaş – descendant

GRAMMAR THE SUBJUNCTIVE MOOD

(Modul Subjonctiv)

Modul subjonctiv prezintă acţiunea ca posibilă, când acţiunea este proiectată în

viitor, sau ca virtuală, nerealizată, deci ireală, când acţiunea trebuia să aibă loc în

trecut.

Subjonctivul I (forma veche a subjonctivului, sau subjonctivul prezent) este

identic în formă cu infinitivul scurt al verbului:

It is necessary that he be here

come in time.

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The old form of the subjunctive

To be To have To speak

I be

You be

He, she, it be

We be

You be

They be

I have

You have

He, she, it have

We have

You have

They have

I speak

You speak

He, she, it speak

We speak

You speak

They speak

Rules Examples

1. Această formă se foloseşte cu

referire la orice timp exprimând o stare

de lucruri presupusă sau inexistentă,

dar realizabilă.

It is strange that she be late.

It was strange that she be late.

It will be strange that she be late.

2. Reprezintă o acţiune ca fiind

problematică dar nu contradictorie

realităţii. Se foloseşte pentru a exprima

un ordin, o presupunere, o îndoială, o

temere, o sugestie, o condiţie, o cerere,

un scop.

I doubt if he be among the tourists

(îndoială).

They suggested that the new method be

applied (sugestie).

He will give orders that the new car be

brought (ordin).

Sprint lest the other runners overtake

you (scop, temere).

3. Se foloseşte în unele exclamaţii

pentru a exprima o dorinţă, o speranţă

sau un protest vehement.

Heaven help us!

Curse this fog!

Expenses be hanged!

Damn you!

4. Se foloseşte în unele expresii. if need be - dacă este nevoie

be that as it may – oricum ar fi

far be it from me to – departe de mine

gândul de a …

come what may – fie ce-o fi

N.B. Anumite verbe sunt urmate de should + construcţii cu infinitivul. Când

infinitivul este to be, should se omite uneori.

He suggested that the plan (should) be drawn up.

Forma veche a subjonctivului se menţine astăzi în stilul official, frazeologie

juridică, limbaj ziaristic şi parlamentar, procese verbale ale şedinţelor, în poezie,

ştiinţă şi tehnică.

I move that an appeal be made to the parts concerned.

Propun să se facă apel la părţile în cauză.

EXERCISES

I. Speak on:

1. The most characteristic features of Romania‟s relief;

2. Romania‟s climate;

3. Romania‟s natural resources;

4. The Danube.

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94

II. Say it in one word, choosing from the following words: coal, boundary,

willow, silver, stag, trout, tributary, flow, chalet, counterpoise:

1. To move along in a stream, as water or other liquid. 2. Something that

indicates bounds or limits; a limiting or bounding line. 3. A stream contributing

its flow to a larger stream or other body of water. 4. Any of several game fishes

of the genus Salmo, related the Salmo. 5. Adult male deer. 6. A kind of farm

house, low and wide caves, common in Alpine regions; a cottage, a villa, ski

lodge, or the like built in this style. 7. A black or dark-brown combustible mineral

substance consisting of carbonized substance vegetable matter, used as fuel. 8. A

white, ductile metallic element, used for making mirrors, coins, ornaments, table

utensils, etc. 9. To balance by an opposing weight; to counteract or offset by an

opposing force. 10. Any tree or shrub of the genus Salix, many species of which

have tough, pliable twigs or branches used for wickerwork, etc.

III. Read the text and ask questions on each sentence:

A great number of archaeological discoveries dating back to the Paleolithic,

Mesolithic and Neolithic attest to the fact that present-day Romania‟s territory

has been inhabited since time immemorial. The great Indo-European migration

by the end of the third millennium B.C. was accompanied by the penetration and

development of the Bronze and later on by the Iron Civilization. The Thracian

tribes that had settled in the Carpathian-Danubian area formed a unitary

community and built their own fortified centres. The northern Thracian branch –

known as Getae or Dacians – having distinct ethnical and linguistic features,

organized themselves politically under the leadership of Dromichaites in the

Danubian Plain, in 300 B.C. The union of all Geto-Dacians into a strong,

independent and centralized state, whose boundaries stretched from the Black Sea

to the Middle Danube and the Northern Carpathians, was achieved in the first

century B.C. by Burebista (70 – 44 B.C.). The centralized state of the Dacians

was reconstituted by Decebalus (87 – 106 A.D.) and it was under his rule that it

reached the apex of its development. The close relationships with the great

civilization of the time – Greek, Persian and later on Roman – and their influence

contributed to the progress of the Dacians.

IV. Fill in prepositions or adverbs:

a. The Romanian Black Sea shore begins … the place where the Danube flows …

the sea through the Chilia arm (the frontier point between Romania and Ukraine)

and stretches south … a distance of 245 km … Vama Veche (the frontier point …

Romania and Bulgaria). But what is commonly known as “littoral” is only that

part … seashore, 100 km long, where owing … the geographic conditions, resorts

and sightseeing centres have been set …, namely the part stretching south …

Cape Midia as far as south … Mangalia (Vama Veche).

b. Nowadays Dobrudja, one … the most highly-developed regions … our

country, boasts of large-size industrial and economic constructions at Constanţa,

Tulcea, Medgidia, Ovidiu, of its health and climatic resorts … the littoral, …

Mamaia, Eforie, Mangalia with huge hotels that have sprung … on the beaches

attracting, … every passing year, many visitors to enjoy the sunshine, the

foaming waves and the warm sand.

Besides this, the fertilization … the Dobrudjan soil has transformed the old

steppe … a fertile granary. The use … advanced agro-technical methods,

productive areas have led … increased per hectare crops as well as … the

development … a powerful zoo-technical sector.

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V. Translate into English using the subjunctive:

1. Au sugerat să se înlocuiască două piese. 2. Vom da dispoziţii ca toate maşinile

să fie bine depozitate. 3. Mă îndoiesc că ele vor fi mâine dimineaţă aici. 4. Dacă

este nevoie putem să aducem oricând alte unelte. 5. Ea a sugerat ca scrisoarea să

fie bătută la maşină. 6. Mă îndoiesc că el s-ar afla printre primii reuşiţi la

examenul de admitere. 7. Ei au propus ca planul să fie aprobat. 8. Să trăiască

mulţi ani! 9. Ce născocire! 10. (Noi) am cerut să se ţină o prelegere despre

problemele care îi interesează.

VI. Complete the following sentences with the appropriate verbs given

below:

to take, to damage, to see to, to break, to submit, to be, to send

1. If he … the regulation, he will be fined. 2. It was necessary that he …

measures immediately. 3. We suggested that she … it without delay. 4. They

demanded that he … the documents. 5. He ordered that the cars … at once. 6. It is

desirable that he … witness in this case. 7. They covered the machines lest they

… by snow.

VII. Translate into English:

Dac-ar putea privi cineva de sus de tot, aşa încât să cuprindă dintr-o dată tot

pământul românesc, ar rămâne vrăjit de armonia şi frumuseţea lui. În mijloc, se

ridică podişul Transilvaniei, nu prea înalt (circa 500 m), înconjurat din toate

părţile de munţi care-i alcătuiesc o uriaşă cunună.

Mărginind coroana munţilor, se intind înălţimi mai domoale, dealurile acoperite

de vii sau livezi de pomi; aceste dealuri formează în unele locuri o zonă mai largă

(de pildă Oltenia), în altele mai strâmtă, ca în răsăritul Munteniei sau în ţara

Crişurilor. Dealurile se isprăvesc, la rândul lor, prin câmpii întinse cât vezi cu

ochii, lăcaşul grânelor. Bărăganul şi Burnazul par că nu se mai termină; la fel

câmpia Tisei. Râuri numeroase izvorăsc din Transilvania care poate fi socotită

drept “casa apelor” pământul românesc şi străbătând brâul de munţi, se îndreaptă

spre Dunăre – fluviul venerat al strămoşilor noştri, daco-geţii,“drumul fără

pulbere”al urmaşilor acestora – şi spre afluenţii ei cei mai mari. Variat şi

armonios alcătuit, pământul românesc cuprinde toate formele de relief: de la

ţărmul neted al mării, formând plaje întinse ce coboară pe nesimţite sub apă –

exemplul tipic e Mamaia – şi de la Delta în continuă construcţie a Dunării până la

plaiurile şi crestele munţilor.

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CHAPTER THREE – ENGLISH FOR ECONOMISTS

Introducere Acest capitol se adresează cu precădere studenţilor de la profilul economic şi

conţine în principal elemente practice şi applicative la îndemâna celor care doresc

să-şi însuşească şi să folosească un limbaj economic.

Capitolul conţine lecţii ce tratează teme axate pe principalele aspecte ale vieţii

cotidiene, având drept scop să formeze deprinderi de limbă necesare însuşirii

limbajului legat de problematica economică propriu-zisă. Temele cuprinse în

capitol se referă la activitatea de comercializare a produselor cum sunt: reclama,

organizarea de târguri şi expoziţii, structura comerţului exterior, cooperarea

economică, cât şi teme legate de industria turistică, noua ordine economică.

Fiecare text este însoţit de o temă gramaticală prezentată concis prin structuri,

scheme şi tabele. Schemele gramaticale prezintă probleme de gramatică şi

construcţii mai dificil de înţeles şi mai ales, de folosit. Problematica gramaticală

este urmată de exerciţii lexicale şi gramaticale menite să formeze deprinderi de

limbă celor care studiază limba engleză în cadrul formei de învăţământ la

distanţă.

Obiective operaţionale: Scopul acestui capitol este să:

creeze studenţilor deprinderi de exprimare în termeni economici;

asigure înţelegerea termenilor economici în limba engleză;

urmărească exersarea deprinderilor necesare pentru a putea citi şi vorbi în

engleză despre marketingul contemporan;

rezolve probleme gramaticale întâlnite în expresiile uzuale din limba

engleză;

poată intocmi o lucrare de specialitate utilizând termenii însuşiţi;

poată purta corespondenţă economică într-o gamă destul de largă de

domenii economice: industrie, agricultură, turism;

Capitolul cuprinde următoarele teme de studiu:

1. Lesson one - Advertising…………………………………………………….97

2. Lesson two – How to stage successful trade fairs and exhibitions…………103

3. Lesson three – Tourist industry and touristic activity………………………107

4. Lesson four – Foreign trade composition-development trends……………..110

5. Lesson five - The International Monetary Fund…………………………….114

6. Lesson six – Economic co-operation………………………………………..119

7. Lesson seven – Marketing – Past and Present………………………………123

Bibiografie selectivă - Bantaş, Andrei (1991) – Essential English, Ed. Teora Bucureşti

- Galiş, Livia & colaboratorii (1982) – Limba Engleză pentru învăţământul

superior economic, Ed.Didactică şi Pedagogică, Bucureşti

- Gălăţeanu-Fârnoagă, Georgiana (1993) – Gramatica Limbii Engleze, Ed.

Omegapress, Bucureşti

- Hulban, Horia & colab.(1983) – Exerciţii şi teste de limba engleză, Ed.

Ştiinţifică şi Enciclopedică, Bucureşti

- Nicolescu, Adrian & colaboratorii (1980) – Culegere de texte pentru cursul

practic de limba engleză pentru secţia geografie-geologie, Tipografia

Universităţii din Bucureşti

- * * * - Speak English Nr. 1, 2, 3 / 1990

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LESSON ONE

ADVERTISING

A certain amount of advertising is of an informative kind, the aim simply

being to let consumers know what goods and services are available – “consumer

education” as it is sometimes called. Most advertising, however, is of a

persuasive kind, the aim of which is to persuade people to buy one thing rather

than something else.

No one can seriously pretend to remain unaffected by advertisments. It is

impossible to turn a blind eye to the pressing offers to buy this or that article that

fill our streets, newspapers and magazines. Even inside our living-rooms,

advertisers are waiting to pounce on their prospective buyers as they tune in to

their favourite radio or television programmes. In time, no matter how hard we

resist, clever little tunes and catch-phrases seep into our subconscious mind and

stay there. Though they seem so varied, all the advertisments have one thing in

common: they make strong appeals to our emotions.

So, advertising is meant to give information on certain goods or services

or on enterprises offering them, so as to awaken the interest of the people at large

and determine them to buy the given commodity and make use of the services

offered.

Advertising may take many forms. All of them appeal to the prospective

buyer‟s senses (sight and hearing, above all), to his feelings, to his understanding

and reasoning capacity. They should be original, suggestive and convincing.

The forms of the advertising may be divided into three main sections,

namely “placard” advertising, “newspaper” (or periodical) advertising and

“circular” advertising. The first form includes advertisments which appear on

street hoardings, in trains, on buses, etc.; street signs, neon signs, exhibitions and

window-displays; commercials (screen advertisments at cinemas and on

television); “sandwich” boards, and all advertisments which are displayed in

public, whether in or out of doors. The second includes advertisments in all forms

of newspaper or periodical, from ordinary daily paper to theatre programmes.

The third form includes hand-bills, circular lettres, catalogues, leaflets,

descriptive booklets, or free samples and general advertising circulars, all of

which are usually delivered without payment to the persons for whom they are

intended. Each of these forms of advertising has characteristics of its own, the

form often adopted being quite different according to the nature of the appeal.

Placard Advertising. In the case of placard advertising, the chief object of

the appeal is to attract the attention of the general public. Long descriptive or

reasonable statements do not lend themselves to this form of advertisment. The

advertisment should be such that he who runs may read. The attention may be

attracted by a phase or a picture or some piece of mechanism in motion. This type

of advertisment is usually “loud”.

An important means of advertising is the shop window, which not only

informs the public on the assortment and quality of wares on sale, but also

stimulates the taste and raises the the level of buyer‟s exactingness.. The shop

window is the “visiting” card of a commercial unit and contributes, at the same

time, towards the achievements of the working people in the field of commodity

production as well as the steady advance of trade.

The shop window is equipped with stands and shelves, boxes and

geometrical figures, mannequins or mere outlines of human bodies. Artificial

flowers and placards enhance the decorative effect. A harmonious choice of

colours, the use of mobile elements, certain light effects catch the eye too.

advertising

to persuade

advertisment

goods

services

placard

commercials

buyer

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98

Goods are successsfully introduced or popularized in the framework of

exhibitions, arranged by a shop, by a store department, or in special exhibiting

places.

But visual “hooks” are not exclusively brought into play to make

advertising operative, to give a brand a solid build-up. Radio or TV commercials

may make a hit if they are accompanied by entertaining music and if they are not

repeated until the goods they advertise have ceased to answer buyers‟

requirements.

Newspaper Advertising. The methods of advertising in newspapers are

very similar to those of the placard advertisments, but there is a distinct

difference in many cases.

Usually, a reader of a newspaper has more time to spend in reading the

newspaper than he would care to give to the reading of the advertisments on a

hoarding.

While it is equally necessary to get his attention by some striking picture

or lettering, when that attention is secured there are more opportunities for

descriptive, illustrative, intelligible and literary matter.

In deciding on the form of an advertisment which is to appear in the press,

four considerations are necessary: 1. the particular class of periodical selected; 2.

the position of the advertisment; 3. the subject-matter of the advertisment; 4. the

effective display of the advertising matter.

It is generally considered that the front page or the back page of a

periodical is the best position for an advertisment, that the right-hand pages are

better than the left-hand pages, and that advertisments opposite reading matter are

better placed than those which are inserted among pages containing advertising

matter only.

The subject-matter is the most important of the advertisment, and the

matter should be so arranged that it attracts the reader‟s attention and leaves a

lasting impression on his mind. If the advertisment is for the purpose of extolling

the virtues of a particular commodity, the impression left on the reader‟s mind

should be such that he will remember the name and some of the advantages of

that commodity. Many advertisments fail because the wording is such that it

advertise an article generally, and does not leave a sufficiently lasting impression

on the mind of the reader to make him think of a particular brand or make of an

article. Careless wording, bad punctuation, poor display, or grammar mistakes

will lessen the value of the advertisment, and, in the estimations of the reader,

lower the standard of the advertising firm and the article advertised.

VOCABULARY

advertising – activitate de reclamă

to advertise – a face reclamă

advertisment – reclamă, anunţ

persuasive – convingător

to pounce on – a izbucni, a dezlănţui împotriva

catch-phrase – expresie la modă

to seep into – a pătrunde în

placard – placardă; pancartă; afiş

hoarding – panou pentru afişe

hand-bill – mic prospect

booklet – broşură

circular – circulară; reclamă; prospect

sample – mostră

exhibition

brand

newspaper

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99

lettering – (manieră de a scrie) literele

subject-matter – obiect, tematică

display – expunere

to be inserted – a fi intercalat

to be worded – a fi redactat, formulat

wording – redactare, formulare

brand – calitate

to turn a blind eye to – a închide ochii la

to tune in to – a prinde (un post de radio)

street sign – firmă

sandwich board – reclamă pe două placarde

to secure one‟s attention – a atrage atenţia cuiva

reading matter – material de citit

left-hand pages – pagini cu soţ

right-hand pages – pagini fără soţ

to extol the virtue of a commodity – a lăuda calitatea mărfii

people at large – păturile largi ale populaţiei

no matter how hard we resist – oricât de mult ne împotrivim

to make strong appeals – a acţiona puternic asupra

to lend oneself to – a se preta la

GRAMMAR

THE PUNCTUATION MARKS

(Semnele de punctuaţie)

Punctuation Mark Rules Examples

. The “full stop” or “the

period”

Punctul se foloseşte:

a) la sfârşitul unei

propoziţii enunţiative ;

b) după prescurtări

grafice şi lexicale ;

c) pentru separarea aşa-

numitului titlu lateral,

adică a titlului care se

scrie într-un rând cu

textul ;

Advertising may take

many forms.

e.g.; i.e.; Mr. X; Dr. Y;

H. Sweet; N.Y.

Placard Advertising. In

case of placard

advertising, the chief

object of the appeal is to

attract the attention of the

general public.

! The exclamation mark Semnul exclamării se

foloseşte la sfârşitul unei

propoziţii exclamative

care exprimă mirare,

mâhnire, lipsă de

încredere, indignare etc.

What a fine building it is

!

? The question or

interrogation mark

Semnul întrebării se

foloseşte după întrebări

speciale, generale,

alternative şi disjunctive:

What‟s the aim of

advertising?

Can you speak about the

forms of advertising?

You‟ve read this letter,

haven‟t you?

: The colon Două puncte se folosesc:

a) după cuvintele care

introduc un citat sau un

You remember his

words:

“I want to know how

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100

text lung în vorbirea

directă;

b) înaintea unei

enumerări sau după unele

cuvinte ca: as, as follows,

the following, thus;

long this state of things

between us is to last.”

We export the following

goods: tinned meat, fish,

vegetables and fruit,

honey, foodstuffs and

flowers.

; The semi-colon Punctul şi virgula

marchează o pauză mai

mare decât cea redată

prin virgulă. Punctul şi

virgula se folosesc în

fraza compusă prin

coordonare.

The moon went down ;

the stars grew pale ; the

cold day broke.

„ The apostrophe Apostroful se foloseşte

pentru a arăta că o literă

sau două litere au fost

omise.

How‟s business?

We‟ve read these

classified advertisments.

- The hyphen Liniuţa de unire sau

cratima se foloseşte

pentru a uni diferite părţi

ale unui cuvînt compus.

Up-to-date equipment.

Price-cutting.

Subject-matter.

– The dash Linia de despărţire se

foloseşte: a) pentru a

separa două propoziţii

coordonate, legate fără

conjuncţie;

b) în interiorul propoziţiei

sau al frazei, pentru a

delimita cuvintele şi

construcţiile parentetice

sau apoziţiile explicative;

c) pentru marcarea

pauzelor lungi în vorbirea

orală;

d) înaintea cuvintelor

namely, i.e. după care, de

obicei, se pune virgula;

“She did not replace my

mother – no one could

do.”

Other shoe polishes just

clean your shoes – nicely,

cleanly, efficiently – but

E shoe polish lanolizes

them.

“And all this long story

was about – what do you

think?”

Securing the problem of

commercials – i.e., the

spoken and sung

advertisments – for the

moment, you find that

there are five ways of

making people

particularly unhappy.

, The comma Virgula se foloseşte:

a) înaintea conjuncţiei

„and” la o enumerare

care depăşeşte două

elemente;

b) după formule de

introducere şi de

încheiere în scrisori;

c) la date, între lună şi an,

iar la adrese între stradă,

oraş şi stat;

Trees, and bridges, and

houses were swept by the

flooded stream.

My dear friend, Dear

Sirs, Yours faithfully,

Yours truly,

On the 24th

of May, 1982

20 High Street, London,

England

Nevertheless, large

numbers of consumers

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101

d) pentru a despărţi

conjuncţii, locuţiuni

conjuncţiale sau adverbe

ca: however, besides,

moreover, that is, too,

nevertheless, therefore,

consequently, indeed,

evidently, accordingly

etc. de restul propoziţiei;

e) după interjecţii;

f) după propoziţii

circumstanţiale de loc,

timp sau condiţie;

g) între propoziţii

coordonate de orice fel;

prefer to buy goods that

are advertised.

I noticed another thing,

moreover, which struck

me greatly.

Oh, Mary, my sweet girl!

Well, there are many

things I‟d like to tell you.

If I meet him, I shall tell

him about it.

When the day broke, the

wind blew harder and

harder.

It was bitterly cold, so we

did not go out.

“” (Double) quotes,

quotation mark, or

inverted comas

Ghilimelele se pun la

începutul şi la sfârşitul

unui citat;

“Those were his words”,

she said.

„‟ Single quotes Ghilimelele simple se

folosesc de obicei atunci

când cuvântul separat

prin ele se află în

interiorul propoziţiei

cuprinse între ghilimele

duble;

Ghilimelele simple se

folosesc uneori şi în locul

celor duble, dacă

cuvintele amintite nu fac

parte din vorbirea directă;

“Look at the „lady in

grey‟, Gran; isn‟t she

pretty today?”

The word: „scientific‟ has

a magic effect in the

U.S.A. You may put up a

notice. „Scalp massage‟:

this is quite ineffective.

But if you say: „Scientific

scalp massage‟ – that is a

different matter.

[ ] Brackets or square

brackets

( ) Parantheses or marks

of parantheses or (round)

brackets

Parantezele drepte sau

rotunde se folosesc

pentru scoaterea în

evidenţă: (i) a unei părţi

din text, (ii) a indicaţiilor

bibliografice în literatura

ştiinţifică, economică,

tehnică, didactică sau de

informaţie diversă; (iii) în

transcrierea fonetică

All forms of advertising

appeal to the prospective

buyer‟s senses (sight and

hearing, above all), to his

feelings, to his

understanding and

reasoning capacity.

“I don‟t want to write

anybody else‟s articles”

(J. Galsworthy)

read [`ri:d]

… The dots Punctele de suspensie se

folosesc: a) pentru

indicarea unei idei

neterminate; b) pentru a

marca pauzele lungi pe

care le face vorbitorul,

căutând expresiile,

cuvintele cele mai

potrivite sau lipsa unor

cuvinte sau pasaje întregi

dintr-un text citat.

“You‟re fired …”

He stared at him as he

spoke…

“How long are you

planning to stay…?”

“When one is young, you

understand…”

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102

EXERCISES

I. Speak about:

a) The aim of advertising.

b) Forms of advertising.

c) The subject-matter of the advertisment.

II. Write some commercials for the following goods: tomato paste,

refrigerators, computers, STIREX glassware, winter wind jackets.

III. Explain the use of all the punctuation marks used in the text given below

and then render its contents:

Advertisments in America fill the newspapers and cover the walls, they are on the

menu cards and in your daily post, on match boxes and on pamphlets, they are

shouted through loud speakers and shown in the cinemas, flashed electrically and

written on the sky by aeroplanes and whispered in front of your window while

you sleep so that you should dream of tooth-paste, shoe polishes and soap flakes.

Leaving the problem of commercials – i.e. the spoken and sung radio

advertisments – for the moment, you find that there are five main ways of making

people particularly unhappy. (…)

The other approach on the same line is to give people statistics. You state, for

instance, that AMALDA floor polish gives 42 per cent more shine to the floor with

37 per cent less effort than any other make. If anybody questions your statement

and declares that its stupidity is too obvious for any child over the age of four,

you smile in a superior way and explain to him that this has been „scientifically‟

proved. If he is still unconvinced, tell him that the real explanation lies in the fact

that any other floor polish just cleans the floor but AMALDA platonizes it.

(Abridged from “Advertisments” by G. Mikes)

IV. Punctuate the following sentences:

1 Looking through the New Yorker magazine I met the following description of

cars the car with youthful beauty that surrounds you with silent strength balanced

beauty luxury reflected in every shining inch see its clean length knifing through

clear cool air jewel bright beauty sculptured in steel There s nothing like a new

car and there s never been a new car like this We proudly invite you to inspect it

2 One of the cars has a great deep breathing engine the engine of another is

leanmuscled 3 But the advertisment I like best showed a picture of the car and

underneath you read

If you know the woman who should have this car you must admire her very much

she s gentle strong and intensely feminine If you know this remarkable woman

you d well adviced to marry her quickly If you re lucky you already have

V. Translate into English:

a) 1. Reclama comercială se referă la popularizarea mărfurilor, a magazinelor, a

unor forme speciale de vânzare în scopul stimulării vânzărilor. 2. Reclama se

foloseşte, de asemenea, în activităţile de prestări de servicii, turism, asigurări,

transporturi şi altele. 3. Mijloacele de reclamă sunt variate, în funcţie de locul

unde se organizează, de destinatarul lor. 4. Ca mijloace de reclamă se folosesc:

marca de fabrică si de calitate, vitrina, afişul, anunţuri prin presă, radio,

televiziune, cinematograf şi altele. 5. Reclama este o formă a publicităţii constând

în difuziunea de informaţii privind anumite mărfuri şi servicii către eventuali

cumpărători în scopul influenţării acestora.

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LESSON TWO

HOW TO STAGE SUCCESSFUL TRADE FAIRS AND EXHIBITIONS

Romania‟s staging and participation in international trade fairs and

exhibitions are ways of getting acquainted with the world technical progress, of

stimulating the commercial activity of the foreign trade organizations, of

extending business contracts, of gaining outlets, of getting directly aquainted with

the markets and take advantage of the condition of the market, of adjusting

Romanian-made goods to the foreign markets technical quality, display and

packaging requirements to be in a position to sell directly to the end-user.

In Romania there is a specialized enterprise – ITE, The Entreprise for

Fairs and Exhibition, that stages every international and national fair and

exhibition that take place in the Exhibition Complex of Bucharest. It also

organizes Romania‟s official participation in fairs and exhibitions abroad,

national and jubilee exhibitions, exhibitions in big department-stores abroad.

The enterprise can also stage “turn key” exhibitions and fairs held

elsewhere, granting technical assistance, carrying out the design, execution,

assembling and dismantling jobs.

The enterprise renders the following services for the fairs and exhibitions

staged in Bucharest:

- hires display areas in modern and spacious halls and open air platforms;

- designs, builds and arranges panels;

- secures the electric power for illumination purposes, for machinery and

equipment on show;

- carries out plumbing and electric installations, fits telex panels and telephone

exchanges;

- provides interpreters, skilled and unskilled workers;

- hires publicity panels, organizes national days, receptions, cocktail parties and

ensures guarded car parking areas.

Any company wishing to participate in a fair or exhibition is interested in

most favourable location of its stand, customs facilities, free visas, reduction of

transport charges, decoration elements insurance, medical assistance and

publicity.

In order to make the staging or participating in a trade fair or exhibition be

a success, certain principles can be carefully followed.

A starting point is to establish realistic and precise objectives for

participating in fairs and exhibitions.

Companies go to fairs and exhibitions to launch new products, promote

the existing ones, to meet the press for advertising purposes, and finally to sell

the exibits or leave them on consignment or lease. Sometimes, firms simply

participate to maintain competitive presence. But once the reasons of exhibiting

have been defined the staff should work toward them.

After the objectives have been settled next step is to choose the most

appropriate exhibition or fair. Romanian experts in trade fairs and exhibitions

advise companies to begin by identifying a number of likely trade fairs. The

exhibitor should check which of the fairs are most suitable in terms of product

themes, location and timing. To check if the organizer can provide audited data

which give attendance records and visitor profiles. To contact companies that

have exhibited before at the same show.

Once a choise of exhibition has been made, every endeavour should be

made to secure a good location where there is likely to be a steady flow of

visitors. It is well to get the stand where is a major entrance, near a major

trade fair

market

exhibition

to stage

to promote

fair

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104

exhibitor who is bound to attract a large number of visitors and not at the end of a

blind alley, well away from the main focus of attention of the exhibition.

Another principle of good exhibiting is to begin planning as far a year in

advance, to avoid too much expense. Simple designs, tastefully furnished can be

a success for sure. Not to make hasty changes to design that would work against

the main theme of the message the company wants to put across.

Another factor is to design the stand so that interviews can take place

easily. If the potential customers stood about and were jostled instead of sitting

and chatting calmly with the stand staff, they would soon got tired and no orders

could be placed with. Since the stand staff are first people the trickle of visitors

meet they must match the company‟s image, they should know everything about

the product and be able to answer questions concerning the commercial

agreements for its supply. Any exhibition or fair should strive for lower

exhibiting costs, for economy of message and show quickly what the benefits to

the customers are.

VOCABULARY

to stage – a organiza

outlet – debuşeu

to adjust – (aici) a adapta

display – prezentare, expunere

to grant – a acorda

assembling – asamblare

dismantling – demontare

to hire – a închiria, a angaja

appropriate – corespunzător, adecvat

spacious – spaţios

to plumb – a instala apă / gaze

skilled – calificat

location – amplasare

to launch – a lansa

to promote – a promova

consignment – consignaţie

lease – închiriere

to jostle – a împinge de colo până colo

insurance – asigurare

to get acquainted with – a se familiariza cu

to take advantage of – a profita de

“turn-key” exhibition – expoziţie la cheie

to render a service – a face un serviciu

customs facilities – avantaje vamale

audited data – date de revizie contabilă

attendance records – date referitoare la participarea la expoziţii

to make every endeavour – a face toate eforturile

to put across – a prezenta

the trickle of visitors – şir neîntrerupt de vizitatori

to match the company‟s image – a se armoniza cu profilul companiei

exhibitor – expozant

floor space / platform floor – spaţiu acoperit

world fair – târg internaţional

leasing of premises – închiriere a localului

stand

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GRAMMAR

IF – CLAUSES

( Propoziţii condiţionale)

Propoziţiile condiţionale se introduc prin următoarele cuvinte: if, if only, in case,

on condition (that), provided (that), suppose (that), unless, as long as, whether …

or, etc.

Rules Examples

I. Propoziţii condiţionale care exprimă

o acţiune reală.

Când verbul din propoziţia condiţională

exprimă o acţiune reală sau probabilă,

modurile întrebuinţate sunt: indicativul

în subordonată, indicativul sau

imperativul în principală;

Cu excepţia viitorului care nu se

foloseşte în propoziţia condiţională,

verbul predicativ poate fi la orice timp

cerut de înţeles.

II. Propoziţii condiţionale care exprimă

o acţiune ireală.

Modurile întrebuinţate sunt

condiţionalul în principală şi

subjonctivul în secundară.

Condiţionalul prezent (principală) →

Condiţionalul perfect (principală) →

Întâlnim de multe ori should şi would în

propoziţii secundare condiţionale. În

aceste cazuri should şi would sunt

verbe modale, nu auxiliare folosite la

formarea condiţionalului.

- If you go to the exhibition, I can give

you a lift.

- If he isn’t here, he must be ill.

- If you speak English, please translate

this title for me.

- If he enjoys appreciation, he earned it

by hard work. (Present + Past)

- If he didn’t answer my letter, how can

I know about him? (Past – Present)

- If he comes, I shall know it. (Present -

Future)

- I should visit the fair if I could.

subjonctiv prezent (secundară)

subjonctiv perfect (secundară)

You would accept it at once if you

knew about it.

You would have accepted it at once if

you had known about it.

If you would call me, I should be

obliged to you.

I should tell him the truth if I should

meet him

The tenses in IF-CLAUSES Examples

Întrebuinţarea timpurilor în propoziţia

condiţională este aceeaşi în limba

engleză ca şi în limba română, cu

următoarele excepţii:

lb. română lb. engleză

dacă voi fi If I am

dacă voi fi fost If I have been

dacă aş fi If I were

dacă aş fi fost If I had been

I should go if I am invited.

I should stay if she has finished her

meal.

I should go if I were invited.

I should have gone if I had been

invited.

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106

Inversiunea în propoziţia condiţională se poate face când condiţionala secundară

introdusă de if conţine unul dintre verbele to be, to have, could sau should.

IF-CLAUSES IF OMITTED

If he were here, he would help us.

If I had time, I should go there.

If he had come yesterday, I should have

asked him about it.

If he should come tomorrow she would

know about it.

Were he here, he would help us.

Had I time, I should go there.

Had he come yesterday, I should have

asked him about it.

Should he come tomorrow, she would

know about it.

EXERCISES

I. Enlarge on:

a) The advantage of staging and participating in international fairs and

exhibitions;

b) The ITE‟s rendering services for the fairs and exhibitions staged in Bucharest;

c) The principles which make staging and participating in fairs and exhibitions be

a success for sure.

II. Build up sentences after the model below:

Model: If the fair (to be) a success they (to get) orders placed with them.

If the fair were a succes they would get orders placed with them.

If the fair had been a success they would have got orders placed with

them.

1. If products of several economic branches (to be) on display, the fairs and

exhibitions (to be) general. 2. If a certain branch of science, technique, agriculture

(to be represented) exclusively, the fairs and exhibitions (to be) specialized. 3. If

the exhibition (to last) longer, we (can get acquainted with) the technological

flow of these machinery. 4 If they (to carry out) proper studies in advance, we

(can leave) the exhibits on consignment or lease. 5. If the company (to reach)

previously an agreement with the acency on the range of exhibits, they (can set

up) a successful stand.

III. Change the conditional sentences omitting “if”:

1. If you should decide to stage a specialized exhibition with us we will

endeavour to give you full satisfaction. 2. If they had inquired about the audit

data, they wouldn‟t have experienced such troubles. 3. If they were to participate

in the fair, they would have to arrange with the agency for the range of exhibits.

4. If business should result, we can let you have first class references. 5. If they

had asked for information, we should have let them have it.

IV. Fill in the blanks with the required tense:

1. They (to reach) the top of the mountain before the dark if they (to start) earlier.

2. I (to come) and see you off if I (not to live) so far away. 3. If we (to have) no

luggage, we (to walk) home. 4. I (to meet) you if I (to know) of your arrival. 5.

Everything (to be) all right, if she (to be) here tomorrow. 6. If it (to stop) raining,

you (can) go for a walk. 7. We (to ship) the goods yesterday if we (to receive) the

telegram. 8. They (to reach) the town earlier if they (to walk) faster.

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LESSON THREE

TOURIST INDUSTRY AND TOURISTIC ACTIVITY

Foreign tourism is one of the most profitable forms of economic

relations.Development of international tourism like the expansion of world trade,

as a whole, has been extremely uneven. Tourism appears to be growing at

roughly the same rate as economic activity. The developed industrial countries

are roughly divided into tourist exporting countries such as West European

countries, Great Britain, France and Germany and also the United States and

Canada and tourist importing countries such as Italy, Spain, Greece, Switzerland

and Austria.

Foreign tourism and domestic tourism clearly can and for many countries

have already become a substantial source of national budget revenue, an industry.

The tourist industry may, like any other industries, be measured from the

point of view of inputs and / or outputs. The key inputs to the tourist industry are

considered to be public goods characterized by external effects to their use such

as transportation and land. Anything purchased by a tourist qua tourist may be

considered as part of this industry. The market basket of such tourist purchases

(and therefore the factors of production demanded in producing the goods and

services involved) varies among countries, within countries by income level and

over time. Changes in the mix of the tourist “market basket” and the markedly

different composition of this basket between countries and groups of persons

compound the problem of choosing a tourist industry yardstick.

Such a yardstick can be the international tourist that has been defined as

any person visiting a country, other than that in which he usually resides for a

period of at least 24 hours. Those persons visiting a foreign country for less than

24 hours have been defined “excursionists”. Tourists together with excursionists

comprise visitors – word that describes any person visiting a country other than

that in which he resides, for any other reason than following an occupation

remunerated from within the country visited. But the definition can be extended

to all tourists both domestic and international, by defining a tourist as anyone

who is away at least overnight from his residential place for any other reason

than that following an occupation remunerated from within the area visited.

On this basis, tourist nights spent in lodging accomodation would be a

measure of the quantity of tourist production. It would be reasonable to assume

that tourists who purchase lodging output are tourist production importers and the

countries that make available such lodging output are tourist production

exporters.

Accommodation output may be used as the best available yardstick for the

tourist industry. Accommodation output includes: a) hotels and similar

establishments(boarding, houses, inns and motels) and b) supplementary means

of tourist accommodation (youth hotels, recreation cetres for children, holiday

centres, camping sites, mountain huts and shelters, sanatoria and convalescent

homes, rented rooms and apartments).

The demand for tourism by nationals of each country can be thought of as

composed of a demand for tourism services within the country (domestic

tourism) and of tourism services provided to the nationals of the country by other

countries (international tourism).

The tourist sector is characterized by exceptionally strong mutual

relationships between formally independent enterprises. In a tourist resort or

centre there is a need for the presence in appropriate quantity and quality of

transport, hotel, catering and entertainment enterprises, tourist attractions like

tourism

tourist

foreign

tourism

tourist

industry

market basket

visitors

domestic

tourism

accomodation

tourist

production

tourism

services

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108

beaches, ski slopes, historical sites, museums, auxiliary services and shopping

facilities.

Tourism is a potential economic factor influencing the development of

international trade. It is a tertiary industry which creates prosperity through the

development of communications, transportation, accommodation, catering and

other consumer services. The expansion of foreign tourist travel is of a

considerable importance for the economic development of any country and it is a

way of consolodating contacts and a better understanding among nations.

VOCABULARY

roughly – în mare

revenue – venit (al statului)

qua – (prep)., ca

purchase – cumpărătură

yardstick – etalon

resort – staţiune

shelter – adăpost (aici) la munte

hut – colibă, cabană

lodging accommodation – cazare în hoteluri, motele

demand for tourism – cerere turistică

boarding houses – pensiune

camping site – loc de parcare

historical site – loc istoric

amenajări – arrangements, improvements

care se bazează – looking back on

instalaţii de traducere simultană – language monitoring equipment

GRAMMAR THE ADVERBIAL CLAUSE OF PURPOSE

(Propoziţia finală sau de scop)

Propoziţia finală sau de scop răspunde la întrebările why = (what for?), for what

purpose (= în ce scop?). Verbul în general este la subjonctiv dar se preferă

constucţiile cu infinitivul.

Rules Examples

I. Se introduce prin următoarele

conjuncţii:

a) that

b) so that

c) in order that

d) lest

e) for fear

I get up early that I may be in time at

the office.

Close the window so that it will be

warm.

They travel a lot in order that they

might see the world.

They wear an umbrella lest the clothes

should be spoiled.

They wouldn‟t let us climb the

mountain without a guide, for fear we

should get lost.

II. De cele mai multe ori propoziţiile se

introduc în limba engleză prin:

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109

a) infinitive

b) in order to

c) for…+ infinitive

I get up early to be in time at the office.

She left early in order to keep her

appointment.

They changed the train for the travel to

be shorter.

III. With a view to + -ing Our country‟s new hotels have been

built with a view to extending tourist

industry.

EXERCISES I. Enlarge on:

a) Tourism in the world – exporters of tourists, importers of tourists;

b) Foreign and domestic tourism as source of budget revenue;

c) Tourist industry measurement;

d) Tourist output;

e) Demand for tourism – its important factors;

f) Tourism as a potential economic factor in the development of international

trade.

II. Fill in the blanks, expressing a purpose, after the model below:

Model: They called them up…their friends not to be surprised at their arrival.

They called them up lest their friends should be surprised at their arrival.

They called them up in order that their friends might not be surprised at their

arrival.

They called them up so that their friends would not be surprised at their arrival.

1. They organized two trips in the mountains…they (not to be dissatisfied). 2. I

didn‟t send you my notes…you (not to read) them. 3. The fatherrang up his son…

he(not to forget) to buy theatre tickets. 4. He sent them a telegram… they (not to

be away) when they arrived.

Model: Put on your coat…

Put on your coat that you should not catch cold.

Put on your coat in order that you should not catch cold.

Put on your coat lest you should catch cold.

1. Let me know about the meeting... 2. Don‟t speak so loud... 3. Be careful while

packing this beautiful vase... 4. Hurry up... 5. Spell this word again... 6. When

setting off on a journey tourists never take much luggage... 7. I put the flowers

into a vase...

III. Translate into English:

1. S-au construit şi se construiesc hotele noi şi moderne pentru a asigura o bază

corespunzătoare unei industrii turistice moderne. 2. În vederea redeschiderii

sezonului turistic de iarnă se fac din ce în ce mai multe amenajări. 3. Noi unităţi

comerciale se vor da în funcţiune în apropierea hotelului pentru ca turiştii să-şi

facă cumpărăturile în zona hotelului. 4. Cazarea este considerată etalonul cel mai

eficient în vederea măsurării producţiei turistice. 5. A învăţat suficientă engleză

ca să poată citi cărţi în original. 6. S-au urcat pe tarasa hotelului ca să vadă plaja.

7. Ar fi bine să notezi aceste lucruri ca să nu le uiţi. 8. Filmul era atât de plicticos

încât am plecat printre primii.

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LESSON FOUR

FOREIGN TRADE COMPOSITION – DEVELOPMENT TRENDS

The physical composition of foreign trade, i.e. its structure by groups of

products, is a qualitative expression of Romania‟s participation in the

international economic collaboration. The evolution of the physical structure of

Romanian foreign trade has been brought about by the deep changes wrought in

the national economy.

Industrialization, technological progress, modernization of the production

pattern, are factors which had their impact on the mutations characteristic of

Romanian foreign trade. These mutations bear their stamp particularly on the

growing volume and share of exports of the mechanical engineering, chemical

and light industries.

These three branches are the most dynamic both in the world output and

in the world trade, their dynamism being confirmed by the Romanian economy.

At present, the group which prevails in Romanian exports is that of

machinery, equipment and means of conveyance, as a result of the achievements

scored in the industrialization and modernization of production.

High quotas have been held by a series of machinery and equipment

whose production has been developed not only to cover domestic needs, but also

to leave availabilities for export and which have faced the competition in the

world market.

It should be noted that Romania is a famous producer of oilfield

equipment and a good exporter of tractors. Moreover, the export product

coverage includes electronic computation techniques, precision engineering

telecommunication equipment and a large range of products of high technological

performances such as: universal lathes, automated and vertical lathes, sequential

programme machine tools, specialized machine tools, aggregate lines etc.

It is likewise highlighted the very speedy dynamics of chemicals,

fertilizers and rubber which triggered off a growing share of this group within

total exports. Within this group the pride of place is taken by the export of

fertilizers, soda ash, synthetic resins, black carbon, detergents, lacquers and

paints, carbide, synthetic rubber, medical drugs etc.

As for industrial consumer goods, they held an overwhelming share within total

exports. The range covers furniture, textile, glassware, fine household ceramics,

footwear and leather goods.

Agricultural products and foodstuffs hold a lower share within Romanian

exports than that of industrial products. From among this product coverage one

can mention meat and meat preparations, oil, vegetables, fruit, wine, dairy

products, honey etc.

Last but not least, fuels, mineral raw materials and metals make up a

group which continues to hold an important place within exports. It should be

noted that as a result of the development of the processing industry and given the

limited character of natural resources, Romania has made great investments and

efforts to locate and turn to account these resources. Romania imports crude oil

but exports oil products and the second place within the exports of this group is

taken by nonferrous rolled goods and pipes.

As far as the physical composition of imports is concerned, machinery

and equipment, fuel, raw materials and metals are to be considered. Despite the

fact that the mechanical engineering industry ensures a large share of the required

machinery and equipment it cannot cover nor it would be efficient to do so

because of the technological and scientific explosion, of the high rate

foreign trade

world output

machinery

equipment

world market

export

import

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111

industrialization drive, and of the greater participation of our country in the

international labour division.

Fuels, raw materials and metals account for a bigger share within

Romanian imports. This is a consequence of the shortage of certain natural

resources and of the necessity to develop specialization and co-operation in

production of non-ferrous rolled goods and pipes. We import crude oil, coke,

coking coal, iron ore, non-ferrous metals (cooper, nickel, tin etc.)

On the whole, reviewing the composition of Romanian exports and

imports it is obvious that Romanian foreign trade has undergone progressive

changes in its physical structure.

VOCABULARY

composition – (aici) structură

wrought – past şi part. de la work (inv. sau poetic) a-şi face loc cu greu (aici)

pattern – structură

impact – influenţă, înrâurire

mutation – mutaţie, schimbare

share – cotă

to prevail – a predomina

conveyance – transport

availability – disponibilitate

performance – randament

lathe – strung

sequential – secvenţial

to highlight – a scoate în relief

lacquer – lac

overwhelming – copleşitor

leather – piele, pielărie

fuel – combustibil

to devise - inventa, a descoperi

changes wrought – schimbări care au avut loc

to bear the stamp on – a purta amprenta

product coverage – gamă de produse

to trigger off – a declanşa, a impulsiona, a activiza

the pride of place is taken by – un loc de frunte este deţinut de

soda ash – sodă calcinată

black carbon – negru de fum

to account for – a justifica, a reprezenta

processing industry – industrie prelucratoare

to undergo changes – a suferi schimbări

rolled goods – produse laminate

ore – minereu

GRAMMAR

THE CAUSATIVE VERBS

(Verbele cauzative)

Causative Verbs Examples

a) HAVE – se foloseşte când altcineva

decât subiectul propoziţiei face

acţiunea.

b) MAKE – exprimă folosirea forţei

They had the mechanic repair the

machine.

We made them check these optical

natural

resources

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112

fizice sau determinarea cuiva să facă

acţiunea.

c) GET – exprimă o convingere

devices.

They got the company representative to

export the goods.

N.B. Verbul TO LET cu sens de to allow / permit (a permite) se poate folosi cu

aceeaşi structură ca aceea a verbelor to have şi to make deşi nu este verb cauzativ.

Verbul TO HELP cu sensul de to assist (ajuta) poate înlocui structurile

cauzative ale verbelor to have şi to make.

THE ADVERBIAL CLAUSE OF CAUSE

(Propoziţia circumstanţială de cauză)

Rules Examples

Propoziţia cauzală se introduce prin:

a) because;

b) for the reason that;

c) since

d) as;

He borrowed her case because he

didn’t have one of his.

He failed to ring me up for the reason

that he was really angry with me.

Since they had no trucks they had to

hire them.

As it is already late, you had better go.

EXERCISES

I. Enlarge upon:

1. The physical composition of the Romanian foreign trade. 2. The quotas held by

a series of machinery and equipment in Romania‟s exports. 3. The physical

composition of Romania‟s imports.

II. Supply with prepositions:

1. … the whole, reviewing the composition … Romanian exports and imports it

is obvious that Romanian foreign trade has undergone progressive changes … its

physical structure. 2. … the Research Programme there is a steady concern … …

expanding the country‟s own stock … raw materials; … devising new

technologies … reducing consumption. 3. Romania should become self-contained

… terms … energy and fuel.

III. Change because to because of in the following sentences. Make any other

necessary changes:

We don‟t feel like working at night because we are tired. 2. We don‟t feel like

working now because our assignments are difficult. 3. They didn‟t make any

efforts to process these materials because they were already reprocessed. 4. These

goods didn‟t hold a high quota in the exports because they were produced in a

limited range. 5. They didn‟t buy coking coal because the price was too high. 6.

They didn‟t manufacture the equipment because it wasn‟t efficient.

IV. Fill in the blanks with as, because, since, whereas, considering that; seeing

that; on the ground that:

1. I didn‟t go to the machine-tools exhibition … I was tired. 2. … their efforts

have not been successful yet, we shall persist. 3. … he never takes part in

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113

negotiations, how can be give a good answer in writing? 4. … they are late we

left for the station. 5. They rejected the goods … the quality was inferior to that

ordered. 6. … the technological and scientific explosion the machinery designing

changes very swiftly. 7. We didn‟t say anything … they were too tired.

V. Translate into English:

1. L-am determinat să participe la simpozionul ştiinţific. 2. Văzând că expoziţia

s-a închis, am vizitat muzeul de istorie. 3. M-a ajutat să-mi verific maşina. 4. I-au

angajat să repare maşinile. 5. I-au pus să ambaleze piesele de schimb pentru

strungurile cele noi. 6. Deoarece nevoile interne pentru cărbune au fost

satisfăcute, s-a putut îndeplini planul la export. 7. Deoarece sunt foarte ocupat, nu

te voi putea însoţi la expoziţie. 8. Dat fiind că şi-a amânat concediul, va putea

participa la şedinţă.

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LESSON FIVE

THE INTERNATIONAL MONETARY FUND

The International Monetary Fund is an organization of countries that

seeks to promote international monetary co-operation and to facilitate the

expansion of trade, and thus to contribute to increased employment and improved

economic conditions in all member countries.

To achieve its purpose the Fund has a code of economic behaviour for its

members, makes financing available to members in balance of payments

difficulties, and provides them with technical assistance to improve their

economic management. Romania adhered to the International Monetary Fund on

the 12 th

of December, 1972. Member countries undertake to collaborate with the

Fund and with each other to ensure orderly exchange arrangements and a stable

system of exchange rates, together with a multilateral system of payments that is

free from restrictions and thus promotes balance in the payments among

countries. Members are free to choose the form of exchange arrangements that

they intend to apply, subject to their obligations to the Fund and to its

surveillance of their exchange rate policies.

The Fund maintains a large pool of financial resources that it makes

available to member countries – temporarily and subject to conditions – to enable

them to carry out programmes to remedy their payments deficits without

resorting to restrictive measures that would adversely affect national and

international prosperity. Members make repayments to the Fund so that its

resources are used on a revolving basis and are continuously available to

countries facing payments difficulties. The policy adjustments that countries

make in connection with the use of Fund resources support their credit-

worthiness and thus facilitate their access to credit from other official sources and

from private financial markets.

Both the regulatory and the financing features of the Fund‟s policies

contribute to the promotion of adjustment of inbalances in members‟

international payments. These policies evolve in response to changing world

economic conditions and the needs of the Fund members. They apply equally to

all member countries, whether industrial or developing, whether their payments

are in deficit or surplus, and regardless of their economic system.

Membership in the Fund is a prerequisite to membership in the World

Bank (International Bank for Reconstruction and Development), and close

working relationships exist between the two organizations as well as between the

Fund and the General Agreement on Tariffs and Trade. The Fund is a specialized

agency within the United Nations system, co-operating with the U.N. on matters

of mutual interest.

The work of the Fund is carried out through a Board of Governors, an

Executive Board, a Managing Director, and a staff. Each member country is

represented by a Governor and an Alternate Governor on the Board of Governors,

which is the Fund‟s highest authority and which meets annually.

The Fund conducts a consultation with each member country – in

principle annually – to appraise the member‟s economic and financial situation

and policies. Consultations are primary means through which the Fund fulfils its

obligations to exercise surveillance of members‟ exchange rate policies. They

also help to keep the Fund in a position to deal promptly with members‟ requests

to use the Fund‟s resources and with proposed changes in exchange practices that

are subject to approval by the Fund. Members also provide the Fund with a

steady flow of information on their economies.

International

Monetary Fund

monetary

co-operation

economic

management

exchange rate

Fund

payment

financial

markets

economic

system

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115

The financial resources of the Fund are available under a variety of

permanent and temporary facilities to help members meet balance of payments

needs.

Purposes of the Fund

1. To promote international monetary co-operation through a permanent

institution which provides the machinery for consultation and collaboration on

the international monetary problems.

2. To facilitate the expansion and balanced growth of international trade, and to

contribute thereby to the promotion and maintenance of high levels of

employment are real income and to the development of the productive resources

of all members as primary objectives of economic policy.

3. To promote exchange stability, to maintain orderly exchange arrangements

among members, and to avoid competitive exchange depreciation.

4. To assist in the establishment of a multilateral system of payments in respect of

current transactions between members and in the elimination of foreign exchange

restrictions which hamper the growth of world trade.

5. To give confidence to members by making the general resources of the Fund

temporarily available to them under adequate safeguards, thus providing them

with opportunity to correct maladjustments in their balance of payments without

resorting to measures destructive of national or international prosperity.

6. In accordance with the above, to shorten the duration and lessen the degree of

disequilibrium in the international balances of payments of members.

VOCABULARY to trade – a face comerţ

employment – angajare

behaviour – comportament

to adhere – a adera

to undertake – a se angaja, a-şi asuma răspunderea

payment – plată

surveillance – supraveghere

pool – (aici) fond comun

adversely – nefavorabil

adjustment – adaptare, ajustare

creditworthiness – solvabilitate

promotion – promovare

to draft – a redacta

to amend – a revizui

membership – caliatea de membru

to oversee – a supraveghea

to appraise – a evalua, a estima

subscription – cotizaţie

to hamper – a împiedica

safeguard – garanţie

balance of payments – balanţa de plăţi

free from – fără, scutit de

subject to –în baza

to carry out – a duce la îndeplinire, a traduce în viaţă

on a revolving basis – prin rotaţie

to face payment difficulties – a fi confruntat cu dificultăţi financiare

to resort to – a recurge la

in response to – ca urmare a

balance of

payments

economic policy

exchange

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116

Board of Governors – Consiliul Guvernatorilor

Managing Director _ Director Administrativ

Alternate Governor – Guvernator Supleant

Executive Board – Consiliul Executiv

effective operation – administrare efectivă

flow of information – flux de informaţii

exchange depreciation – deprecierea ratei de schimb

in respect of – cu privire la

foreign exchange – devize

share – acţiune

bonds – obligaţiuni, titluri

stocks – obligaţiuni, hârtii de valoare, acţiuni

net proceed – venit net

national income – venit naţional

per capita income – venit pe locuitor

asset – activ, bun, profit

liability - pasiv

GRAMMAR THE AUXILIARY VERBS

(Verbele Auxiliare)

Rules Examples

Verbul TO BE :

I. ca verb noţional înseamnă:

1. to exist

2. to take place, to happen

3. to go (to visit, to attend) numai

cu timpurile perfecte

II. ca semi-auxiliar se foloseşte:

1. ca verb de legătură

2. ca parte a unui predicat verbal

pentru a exprima :

a) un aranjament reciproc

b) un ordin indirect (în vorbirea

indirectă)

c) ceva palnificat pentru viitor

d) ceva considerat de neînlăturat, posibil

sau potrivit

III. ca verb auxiliar se foloseşte

pentru a forma :

1. aspectul continuu

2. forma pasivă

3. ca răspuns la întrebări

4. întrebări disjunctive

There are some good libraries in our

town.

That seminar was last week.

I have been to see the exhibition.

It was already late by the time we

reached the camp.

Do not forget that we are to meet a

few minutes before we start on the trip

The teacher says that you are to learn

all these lessons for the written paper.

A new book on the subject is to

appear by the end of the month.

The rules are to be obeyed.

The days are getting shorter and

shorter.

They are taught two foreign

languages.

Is she here? Yes, she is.

He is not a student of this faculty, is

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117

he?

Verbul TO HAVE

I. ca verb noţional înseamnă:

1. to posses

2. to hold

3. to eperience

II. ca verb semi-auxiliar se foloseşte :

1. în expresiile : to have a look, to

have a swim, to have a smoke,

etc.

2. ca parte a unui predicat verbal

pt. a exprima datoria sau

obligaţia.

III. ca auxiliar se foloseşte pentru a

forma :

- timpurile perfecte

She has a good knowledge of English

and French.

He had a book in his hand.

I had difficulties in solving all those

problems.

Let me have a look at your exercise.

We had a long walk together.

You have to finish your work sooner.

She had to look after an old friend of

hers.

He told us he had seen the play.

Verbul TO DO

I. ca verb noţional înseamnă :

1. a face, a executa, a îndeplini, a

realiza

2. a conveni, a fi de ajuns

3. a termina, în timpurile perfecte sau

participiul trecut

II. ca verb auxiliar se foloseşte la :

1. construirea formei interogative şi

interogativ-negative a verbelor

2. accentuează ideea exprimată de

verb

She did that at a record time.

This will do for a day‟s work.

I have done with her.

Do they often come to see you?

Does he not speak French too?

He does assist them with their work.

Verbul TO LET

I. ca verb noţional înseamnă:

1. a lăsa, a permite

2. a închiria

II. ca verb auxiliar se foloseşte pentru

a forma :

- imperativul

Let me have a look at your work.

They are looking for an apartment to

let.

Let them come with you!

EXERCISES

I. Enlarge on:

a) The purpose of establishing the International Monetary Fund;

b) The means employed by the Fund to achieve its purposes;

c) The member countries‟ obligations to the Fund;

d) The Fund‟s responsibility to ensure the effective operation of the international

monetary system.

II. Ask questions to which the following sentences would be the answer: 1. The Fund maintains a large pool of financial resources temporarily and subject

to conditions. 2. Members make repayments to the Fund so that its resources are

used on a revolving basis. 3. Both the regulatory and the financing features of the

Fund‟s policies contribute to the promotion of adjustment of inbalances. 4.

Membership in the Fund is a prerequisite to membership in the World Bank.

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5. The Fund has the responsibility to ensure the effective operation of the

international monetary system. 6. The Fund‟s system of quotas is one of its

central features.

III. Fill in the blanks with the necessary auxiliary verb: to be, to have, to do,

to let:

1. They…receive a prize. 2. You translated better than she…3. What…you…if

they tell you to leave now? 4….you attend yesterday‟s demonstration? 5. I…to

finish my summary. 6. We…to meet either today in the afternoon or tomorrow

morning. 7. You…not careful enough. 8. I enjoyed translating the text through

I…to look up so many words in the dictionary. 9…them go if they want to. 10.

The I.M.F…an organization that seeks to promote international monetary co-

operation. 11. To achieve its purpose the Fund …a code of economic behaviour.

12. The Fund…based on an international treaty. 13. They…insist on facilitating

the expansion of international trade.

IV. Translate into English:

1. Am fost să ascult prelegerea. 2. Era timpul să hotărâm cumpărarea

materialului. 3. Urmează să ne întâlnim către seară. 4. Vor fi colaboratorii noştri

timp de mai multe luni. 5. Lucrează la acest material de aproape o lună. 6. Este

expert în probleme economice. 7. Li s-au dat toate datele. 8. Are întrebările

pregătite. 9. Te rog nu te supăra! 10. La început am avut greutăţi pe care am

crezut că nu le voi putea depăşi. 11. În curând va trebui să-mi aleg subiectul

lucrării de diplomă. 12. Mi-a spus că a participat la adunare. 13. Vă convine să ne

întâlnim mâine? 14. Odată lucrarea făcută voi putea să-mi iau câteva zile de

concediu. 15. Nu vin prea des pe la noi. 16. Să nu permiţi nimănui să ne

deranjeze. 17. Lasă-i să plece, au terminat ce aveau de lucru.

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LESSON SIX

ECONOMIC CO-OPERATION

Romania is a strong advocate of international co-operation in the

economic, technical, scientific and cultural fields.

In full consensus with her foreign policy, Romania takes an active part in

the world economic flow, considering trade and the economic, technological and

scientific collaboration as factors of the development of each country and of the

progress of the whole world, as a material support for a peaceful collaboration

among countries and peoples, for the establishment of a new international

economic order.

Romania is continuously enlarging its links with the neighbouring

countries, with all the other states. Acting in the spirit of peaceful coexistence,

Romania is also enlarging its co-operation with the developed and developing

capitalist countries, with all the sates of the world, regardless of social system,

actively participating in the world exchange of values.

The diversity of these relations is exemplified by Romania‟s participation

in GATT, in the IMF and in the World Bank and by the signature of a great

number of agreements covering various forms of co-operation. All forms of co-

operation aim at developing raw material and energy supplies, at offering access

to advanced technology and at stimulating our country‟s exports of goods and

technology.

Romania has entered partnerships abroad in the construction of industrial

units, provision of Romanian equipment and know-how in geologic exploration,

provision of turn-key projects, establishment of joint ventures and also in the

field of technical assistance.

The construction of industrial plants abroad is an important instrument of

export promotion for machinery and equipment. In the last years, Romania has

taken part in the construction of industrial units connected to be chemical

industry, petroleum, wood procesing and building materials, mechanical and

electrical engineering.

Romania‟s participation in joint ventures abroad have various purposes.

Some of them are related to production, others to promoting the export of

Romanian products.

These forms lay a solid and steadfast basis of the foreign economic

relations, allow for technology transfers, for technical assistance, and favour

inflows of capital and credits.

Production-oriented joint ventures deal with mining, agroindustries, the

exploitation of tropical hardwood, light industry, machine buildind, construction

materials, rubber, transports. Some companies are related to servicing and

assembling activities.

Commercial joint-ventures serve mainly marketing objectives. They are

important for establishing Romania‟s permanent presence in foreign markets.

Participation in commercial firms abroad enables Romanian products to be sold

through the already existing distribution networks, to keep adequate stocks of

spare parts and to perform essential servicing jobs. Romania has also increased its

exports and technical and consultancy services, particularly in chemicals, power

and petroleum refinery.

International economic and technical co-operation, within Romania has

also developed. Several joint ventures have been established operating in the

production and marketing of chemical fibres, electro-medical equipment,

feedstuff, passenger cars and others. Operating in the areas of advanced

co-operation

international

economic order

joint ventures

capital

market

exports

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120

technological requirements, the companies will contribute to increasing

Romania‟s export potential by providing new production lines and by upgrading

existing ones. Training programmes in these plants are to contribute to the

dissemination of technical and organizational know-how.

Romania places its relations with all states on the firm basis of the

principles of fully equal rights, respect for national independence – principles

widely acknowledged in the world as the only ones on the basis of which one can

develop fruitful collaboration among states, and a climate of international peace

and security.

VOCABULARY

advocate – susţinător

agreement – contract, înţelegere, acord

feedstuff – furaje

to upgrade – a îmbunătăţi, a ridica pe o treaptă superioară

dissemination – răspândire

to enter partnerships with – a se asocia cu

turn-key project – proiect predat la cheie

joint venture – companie mixtă

joint – în comun

distribution network – reţea de distribuţie

spare parts – piese de schimb

third markets – terţe pieţe

working meeting – întâlnire de lucru

GRAMMAR

THE CONJUNCTION

(Conjuncţia)

Conjuncţiile sunt cuvinte de legătură care nu au înţeles independent şi se

folosesc pentru a lega cuvinte, grupuri de cuvinte sau propoziţii într-o frază.

Conjuncţiile sunt invariabile.

Rules Examples

I. Din punct de vedere al formei conjuncţiile pot fi:

1. simple: and, or, if, when, that, since,

why, but, etc.

I know that you will do what you are

told.

I came earlier since you needed me.

2. compuse: although, otherwise,

however, therefore, notwithstanding,

besides, etc.

You have been there therefore you

can give us all the details.

3. complexe: as if, as though, as soon as,

as long as, so that, even if, as well as,

etc.

I shall join the party as soon as I

finish my work.

4. locuţiuni conjunctivale: in case that,

on condition that, provided that, in order

that, no matter how, etc.

He had to study for the exams, that is

why he could not go to the

mountains.

5. corelative: either…or, neither…nor,

both…and, no sooner…than, not…but,

not so…as, not…neither, not only…but

also, as…as, whether…or, though…yet,

etc.

The day was both cold and wet.

This summer we shall go either to the

mountains or to the seaside, we didn‟t

decide yet.

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II. Din punct de vedere al funcţiei lor conjuncţiile pot fi:

1. conjuncţii coordonatoare:

a) copulative: and, besides, as well as,

both…and, no less than, neither…nor,

nor…either, not either, not only…but

also,

b) adversative: but, but then, whereas,

while, however, still, etc

c) disjunctive: either…or, or, otherwise,

else, or else, etc.

d) cauzal-consecutive: for, therefore,

accordingly, consequently, that is why

I had a very busy day, besides I didn‟t

know you had bought the tickets for

the show.

The trip was both interesting and

pleasant.

He tried to explain but I didn‟t

understand.

The speech will be delivered in either

French or English.

It was getting late so she decided to

leave.

2. conjuncţii subordonatoare:

a) de timp: when, after, till, until, while,

all the time, whenever, as soon as, so

long as,

b) de loc: wherever, where, whence,

whether, as far as, etc.

c) de mod: as, as if, as though, so far as,

etc

d) de cauză: for, because, as, since, etc.

e) de scop: so that, in order that, for

fear, lest, so as, etc.

f) comparative: than, as if, as…as, not

so…as, etc.

g) concesive: although, in spite of,

notwithstanding that, even if, etc.

h) consecutive: so that, such…that, that,

etc

i) condiţionale: if, neither,

unless, on condition that,

provided, supposing, in case,

etc.

ii) subiective: that, as, whether,

etc.

k) predicative: that, if, whether, as if, etc.

l) completive: that, if, whether, where,

when, why, etc.

m) atributive: that, as if, etc.

I shall let you know as soon as I am

ready.

It was still daylight when we reached

the resort.

Wait for the holidays and you can go

wherever you like.

They behave as if they never heard of

it.

I couldn‟t go to the theatre because I

was too tired.

We didn‟t take that road for fear we

could have difficulties with our car.

I think the concert was not so good as

he said.

We continued our walk although we

felt tired.

She enjoyed staying there so much

that she decided to go there every

winter holidays.

Unless you stop speaking I can‟t

concentrate on my work.

I cannot say now whether I shall

accept the assignment or not.

The problem is whether they shall

have the time to rehearse or not.

He told me where I could fiind all the

necessary material.

He nodded as if he understood what

was all about.

EXERCISES

I. Enlarge upon:

1. Romania‟s position as regards economic co-operation.

2. The purpose of production – oriented joint ventures.

3. The purpose of commercial joint ventures.

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II. Join the following simple statements into one sentence using the joining

words in brackets:

1. Romania was one of the founding members of the Council for Mutual

Economic Assistance. It shares intensely in the work of this organization (not

only…but also). 2. Romania insists on fully equal rights. It insists on respect for

national independence (both…and). 3. Romania does not accept unequal rights. It

does not accept non-observance of national independence (neither…nor). 4.

Romania participates in joint ventures abroad. It participates in joint ventures

inside the country (both…and).

III. Place the adverb of indefinite time in brackets in the right place:

1. Romania has entered partnerships abroad (often). 2. Romania has been an

advocate of international co-operation (always). 3. Romania has been an advocate

of war (never).

4. Co-operation on equal terms is profitable for both parties (always). 5. Non-

interference in domestic affairs is spoken (often). 6. Renunciation of the use and

threat of force is not accepted by some countries (always). 7. Romania has upheld

its principles (often).

IV. Show the difference in meaning between the sentences in pairs:

1. Only the chairman objected to the last proposal. The chairman objected only to

the last proposal. 2. I don‟t particularly want to go there now. I particularly don‟t

want to go there now. 3. He said finally he hoped to bring the negotiations to a

satisfactory conclusion. He said he hoped finally to bring the negotiations to a

satisfactory conclusion. 4. As we had anticipated, the scheme didn‟t work out in

practice. The scheme didn‟t work out in practice as we had anticipated. 5. The

committee as a whole considered the situation wad good. The committee

considered the situation as a whole was good.

V. Supply suitable conjunctions:

1. We shall leave…by the 8 o‟clock train…in the afternoon. 2. …soon…she felt

better she resumed her work. 3. She…reads English…speaks it well. 4. …we

approached the town it grew darker…darker. 5. You did not tell me…I could find

the book. 6. I don‟t know…he will be able to come or not. 7. She behaves…she

didn‟t know what to do. 8. …I were you I should take advantage of their

knowledge of English. 9. She didn‟t come…she promised. 10. Do not

promise…you are prepared to help. 11. It is difficult…I never did such a work

before. 12. She speaks…she had been there. 13. I am not interested in the

show…I am very busy now. 14. Don‟t come…I call you. 15. I shall ring you

up…soon…I arrive in town.16. I shall come…there is something else to keep me.

VI. Supply if or unless:

1. You won‟t reach the railway station in time…you start now. 2. …I am

mistaken he was a professor of English. 3. …you decide to go you should let us

know. 4. You will not be able to finish your work in time…you work at least one

hour every day. 5. I should not have found out…you had not told me. 6. She will

fail…she asks a teacher to help her. 7. They will not come…you insist. 8. …I

were not sure I should not advise you.

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LESSON SEVEN

MARKETING – PAST AND PRESENT

Before you read (Înainte de a citi):

Try to answer these questions (încercaţi să răspundeţi la aceste întrebări):

1. What is marketing?

2. How did it develop?

3. What is the modern concept of marketing?

Try to define these terms as they are used in marketing (încercaţi să definiţi aceşti

termeni aşa cum sunt ei folosiţi în marketing): produce, producer, product,

production; consume, consumer, consumption; ultimate consumer; services;

distribution; transfer of ownership; medium of exchange; production oriented;

seller’s market (buyer’s market); consumer good; industrial good; target market;

channeling strategy; promotion strategy; pricing strategy.

All of this terms are used in the following reading (toţi aceşti termini sunt folosiţi

în textul care urmează).

As you read (În timp ce citiţi)

Read as quickly and smoothly as you can.

Read the main ideas, not details.

Do not stop to translate.

Do not stop to look up new words.

The history of marketing may be nearly as long as the history of man on

earth. In its earliest form, the “market” may have consisted of only two people.

Each knew that the other had something that he wanted at that time: some grain,

an animal, or a tool. The two people simply exchanged their goods. In order to

have a fair exchange, they both had to agree on the value of utility of what they

were offering to trade. But barter had its problems. If one man exchanged a cow

for 200 fish, he might not be able to use all 200 fish, and so he would loose both

his cow and the value of the fish he could not use. People then began to accept

certain objects in exchange for any product. They had to agree on the value of

these objects, which became the first money. So people began to specialize in the

production of goods for others‟ consumption, and others began to offer services.

An increasing complex marketing system was born.

As a society‟s total economy becomes more complex, so does the

function of marketing. Production becomes more highly specialized. Producers

and consumers become more widely separated, and so do the centres of

production and consumption. It is not very likely now that two people will meet

face to face for an exchange of goods. A huge distribution network is necessary

to move goods to consumers. Marketing, which had been defined as “the

performance of business activities that direct the flow of goods and services from

producer to consumer or user”, thus is crucial to all phases of business.

Marketing, even among the most highly industrialized nations, still has

characteristics that it had in the most primitive economy. It still involves having

the right goods (or services) at the right place at the right time for the right price

(“right”, here means “according to the needs or desires of the person who wants

the goods or service”). There must still be agreement on the value or utility of the

goods or services. For goods, there is still a transfer of ownership, which utilizes

a medium of exchange: money, or even a piece of paper that records the

transaction. There is, however, a major change in emphasis. In the 1920‟s, Henry

Ford could say about his automobiles “The customers can have any colour they

marketing

market

barter

goods

production

consumer

consumption

services

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124

want, as long as it is black”. This was an appropriate statement in a production-

oriented economy, or a seller‟s market. But today, the buyer‟s or consumer‟s

desires must be satisfied. The entire concept of marketing has changed in recent

years. The following chart contrasts the old and new concepts:

The old concepts of marketing The new concepts of marketing

emphasized: emphasizes:

technological research market research

creating a market identifying a market

the product the consumer

a narrow line of products a broad range of products

product performance customer needs and desires

selling as the majority activity selling all marketing activities as

parts of a system

sales profits customer satisfaction

goods as products goods, services, and ideas as

products

Marketing today is everywhere. The producer, or the consumer, may be a

person, a group, a firm, an institution, an organization, a government. The

product may be a consumer good, a head of lettuce, a pencil, a washing machine

– anything bought by the ultimate consumer for his own use. It may be an

industrial good, bought by a government or institution; to be resold; or to be used

in the production of other goods. A typewriter bought by a government agency, a

bed bought by a hospital, and raw cotton bought by a factory to make clothing are

industrial goods. The product could be a service, such as cutting hair, performing

a marriage, providing insurance or a hotel room. It may be an idea: “Don‟t drive

after drinking”, “Protect wild-life”, “Elect me president”.

Because this text is brief, it concentrates upon the marketing of consumer

goods. But similar principles are used in the marketing of industrial goods,

services, and ideas. The marketing environment is the same for all. For all, it is

necessary to gather market information, choose target markets, study consumer

behaviour, and develop strategies for production channeling, promotion and

pricing. All of these activities are parts of a single process that really begins and

ends with the consumer. Successful modern marketing begins with his needs and

desires, and it ends with his satisfaction, as he buys goods, uses services, or

accepts ideas.

VOCABULARY smoothly – cursiv

fair – right, just. If both people are happy in an exchange of goods, they feel that

the exchange is fair – corect, cinstit

barter – trade, exchange. In barter, goods change hands, but not money – troc

distribution network – reţea de distribuire

flow of goods – flux de mărfuri

pricing – stabilire a preţului

chart – schemă, diagramă, tabel, grafic

to emphasize – a accentua, a sublinia, a reliefa

a broad range – a gamă largă

target market – piaţa ţintă

brief – scurt

buyer

product

customer

sales profits

producer

target market

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chanelling – the action of conducting something (or somebody) in one direction

or another-canalizare

EXERCISES

I. Go back to Before you read.

Answer the questions and define the terms (reveniţi la “Before you read”.

Răspundeţi la întrebări şi definiţi termenii).

II. Which of these statements are true, according to the reading? Mark them

with X (Try to answer without looking back at the reading. Then check your

answers there). (Care dintre aceste afirmaţii este corectă potrivit textului?

Marcaţi-le cu X. Încercaţi să răspundeţi fără să vă mai uitaţi pe text. Apoi

verificaţi-vă răspunsurile uitându-vă pe text).

1. A market can consists of only two people.

2. A government can be a consumer.

3. Money is a medium of exchange.

4. The old idea of marketing emphasized customer satisfaction.

5. There is no marketing in an undeveloped economy.

6. A car can be a consumer good or an industrial good.

7. Ideas cannot be marketed.

8. The new concept of marketing emphasizes a broad product line.

9. Goods bought for resale are industrial goods.

10. In the 1920‟s, there was a buyer‟s market.

III. Answer these questions briefly (răspundeţi pe scurt la aceste întrebări):

1. How has marketing become more complex?

2. How is marketing similar in all kinds of economy?

3. Why isn‟t Henry Ford‟s statement apt today?

4. What are the differences between the old and new concepts of marketing?

5. How can the same article be either a consumer good or an industrial good?

6. How can a service be a product?

IV. The words listed here are from the reading (cuvintele reprezentate în

continuare sunt din text): value, system, network, crucial, characteristics,

primitive, appropriate, concept, firm, brief, principles, behaviour.

Choose a word from the list for each space in the sentences below. A

synonym (a word that has a similar meaning) is given in parentheses before

each blank. (Alegeţi un cuvânt din listă pentru fiecare din spaţiile goale din

propoziţiile de mai jos. Un sinonim apare în paranteză înaintea fiecărui spaţiu

liber).

1. A company should offer (wide) broad range of products.

2. The (company‟s)…„s (way of acting)…was contrary to (guiding ideas)…of

good management.

3. It‟s (absolutely vital)…for a marketer to have a (whole idea)…of the (worth,

importance)…of developing market strategy.

4. Goods follow a (complex path)…or…from producer to consumer.

5. (Qualities)…of a (beginning, undeveloped)…economy include the use of

barter.

6. The manager‟s (short)…statement to his salesmen was (apt, suitable)…; it

helped them correct their mistakes.

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CHAPTER FOUR – SUPLEMENTARY READINGS ENGLISH AND AMERICAN HOLIDAYS, LITERATURE AND

CIVILIZATION

Introducere Acest ultim capitol, „Lecturi suplimentare”,destinat tuturor studenţilor anilor I şi

II indiferent de specializare, vine să susţină ceea ce spuneam în cuvântul de

început care prefaţează această lucrare şi anume că limba engleză se poate învăţa

cu plăcere. Este un fel de bonus pentru cei conştiincioşi şi dornici să afle cât mai

multe despre civilizaţia engleză, fie că este britanică sau americană.

În acest capitol se găsesc cele mai importante sărbători din lumea anglo-saxonă,

unele dintre ele importate şi celebrate şi la noi: Hallowe‟en, Sfântul Valentin;

altele sărbătorite de toţi creştinii: Crăciunul, Paştele sau sărbătorite doar de

americani – Ziua Recunoştiinţei.

De asemenea, consider că învăţarea unei limbi străine nu se poate reduce doar la

aspectul strict pragmatic al acesteia, ci că trebuie să ne preocupe şi cunoaşterea

celor mai importanţi scriitori precum W. Shakespeare, care au marcat literatura

universală.

Celui mai cunoscut şi răspândit obicei britanic – ceaiul de la ora cinci – i s-a

acordat importanţa meritată. Şi nu în ultimul rând i s-a acrdat spaţiu uneia dintre

cele mai marcante figuri ale poporului american, preşedintele Thomas Jefferson.

Am speranţa că cele câteva aspecte selectate şi prezentate în acest capitol, vor

deschide dorinţa celor care le citesc, să cunoască şi alte aspecte ale civilizaţiei

britanice şi americane. Dacă da, atunci scopul acestui capitol a fost atins!

Obiectivele operaţionale ale acestui capitol sunt:

studenţii să ia cunoştiinţă cu viaţa şi opera a unuia dintre cei mai de

marcă reprezentanţi ai literaturii britanice şi universale, W. Shakespeare;

să cunoască originea unor sărbători americane binecunoscute;

să se familiarizeze cu unele obiceiuri britanice sau americane;

să afle cum celebrează englezii şi americanii cele două mari sărbători

creştine Naşterea şi Învierea Domnului;

să-şi însuşească terminologia folosită;

să creeze deprinderi de comunicare;

Capitolul patru este alcătuit din următoarele teme: 1. Hallowe‟en......................................................................................................127

2. Thanksgiving Day...........................................................................................129

3. Christmas.........................................................................................................131

4. St. Valentine‟s Day.........................................................................................134

5. Easter...............................................................................................................137

6. William Shakespeare.......................................................................................141

7 American Literature.........................................................................................144

8. Habits and ways – Tea....................................................................................146

Bibliografie selectivă: - Bantaş, Andrei (1991) – Essential English, Ed. Teora Bucureşti

- Gălăţeanu-Fârnoagă, Georgiana (1993) – Gramatica Limbii Engleze, Ed.

Omegapress, Bucureşti

- Hulban Horia & co.(1983) – Competenţă şi Performanţă-Exerciţii şi teste de

limba engleză, Ed. Ştiinţifică şi Enciclopedică, Bucureşti

- * * * - Speak English Nr. 4,5,6,7 / 1990; 2,3,5,6 / 1991

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HALLOWE‟EN

Are you afraid of witches and ghosts? If you are you had better stay

indoors on the night of October 31st. It is Hallowe‟en or the eve of All Saints‟

Day, supposed to be a night for witches and ghosts.

“From ghouls and ghosts

And long-legged beasts

And things that go bump in the night

Good Lord, deliver me”

Today Hallowe‟en is particularly popular among American children. They

dress up as witches and ghosts, put on frightening masks and carry pumpkin

lanterns in their hands. To make these they cut a lid, take out the inside of the

pumpkin, cut eyes, nose and mouth in one side and put a lighted candle in it.

Then they go out and knock on people‟s doors. When somebody opens the door

they say: “Trick or treat!” This means, “either you give us some sweets or we

play a trick on you”. The trick might be letting the air out of the tyres of the

person‟s car, or putting soap on the windows of the house. People usually say

“Treat” of course and give them sweets or a cake.

In England Hallowe‟en is not celebrated very much nowadays, although

some people have Hallowe‟en parties. English people also make lanterns from

pumpkins. They often play “Apple Bobbing” at these parties. It goes like this:

you put an apple in a bucket of water and then try eating the apple without using

your hands. It‟s extremely funny. Try it and you‟ll see!

VOCABULARY

hallow – (usually passive-hallowed) make regard as sacred

Hallowe‟en – 31st October, Eve of All Saints‟ Day

witch – vrajitoare

ghost - fantoma

ghoul – vampir, vârcolac

to deliver – 1. take letters, parcels etc. to houses, to the persons to whom they are

addressed, here 2. save (from)

to dress up – put on special clothes for a play, a fancy dress ball

pumpkin – dovleac

tyre – band of rubber around a wheel

nowadays – at the present time

to bob (-bb) – move up and down

EXERCISE

Fill in the blanks with one of the following words: hallow, Hallowe’en, witch,

ghost, ghoul, deliver, dress up, pumpkin, tyre, nowadays, bob.

1. ….. people live much longer than they used to.

2. Do you like to eat ….. pie?

3. May God ….. you from all evil.

4. Little children are fond of stories with ….. and dragons.

5. Do you believe in ….. ?

6. Both brothers ….. themselves ….. as pirates.

7. After watching a movie with graveyards and ….. little Tom was afraid to

sleep alone.

8. Your front ….. seem very used. You should buy new ones.

witch, ghost

Hallowe‟en

pumpkin

candle

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9. ….. is a most exciting evening for American children.

10. The heads of the swimmers were ….. on the water.

11. “Our Father which art in heaven, ….. be thy name”

REMEMBER: had better is used to express advice and would rather to express

preference! Here are some additional examples:

It‟s starting to rain. You had (you‟d) better take your umbrella.

Sally had better mind her own business.

She would (she‟d) rather go to the movies than to the theatre.

“Will you join us for a drink?” “Thank you, but I‟d rather go to bed, I‟m awfully

tired.”

GRAMMAR In English some Conjunctions are used in pairs and called Correlative

Conjunctions: either … or…: Either you give us some sweets or we play a trick

on you.

neither … nor…: Neither Paul nor Ned has come yet.

REMEMBER that either … or, neither …nor take a singular verb! But if one

subject is singular and another one is plural, the verb agrees with the nearest

subject. E.g. Neither Amy nor her parents are at home.

both … and : Both Brenda and her brother are fair-haired.

not only … but also : She is not only beautiful but also very kind. ( not only

may be used at the beginning of the sentence followed by inversion, for

emphasis: Not only is she beautiful but also very kind.)

EXERCISE

Fill in the blanks with either … or, neither … nor, both … and, not only … but

also.

1. … Linda … her sister looked lovely at the party.

2. I was so excited that I could … eat … sleep.

3. … was it dark outside … terribly cold.

4. … Bob … his brother is to blame.

5. They are … in the mountains … at the seaside.

6. Jane can … skate … ski very well.

7. A fur coat is … smart … soft and warm.

8. … your result … mine is wrong.

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THANKSGIVING DAY

Thanksgiving Day is one of the most important national and religious

American holidays. It is celebrated every year on the last Thursday of November.

The first Thanksgiving day was in 1621.

In 1620 about one hundred Englishmen, who wanted to seek their fortune

in the “New World”, sailed to America in a ship called the “Mayflowers”, who

were English Puritans.

After a two months‟ journey they landed on the east coast of North

America near Cape Cod, on a cold November day. There they founded the colony

of Plymouth, Massachusetts. Their life was hard, food was scarce and they

hunted wild turkeys and other animals in the woods. About fifty of the first

settlers died of hunger and illness during the first winter.

Next spring nature sprang to life again and so did the hopes of the settlers.

They started working the land, growing corn and pumpkins.

Their first harvest was a good one and the Englishmen decided to thank

God for it. That was the first Thanksgiving Day.

Nowadays Thanksgiving is a day of family reunion on which members of

a family come together from wherever they live to share a festive dinner. The

traditional Thanksgiving dish is turkey with cranberry sauce and vegetables, to

remind people of the wild turkeys the first settlers hunted. After that they often

have pumpkin pie. The table is beautiful decorated with apples, nuts, autumn

flowers and leaves.

In this merry mood of family reunion people remember the celebration of

the of the first Thanksgiving Day almost three hundred and eighty-five years ago.

Here is an English prayer said before meals: “For what we are about to receive/ O

Lord make us truly thankful.”

I. VOCABULARY thanksgiving – expression of gratitude, especially to God

to seek-sought-sought – to look for, to try to find (often abstract things-seek a

quarrel, seek one‟s fortune)

to land – to go, put on land (from a ship. Plane, helicopter etc.)

pilgrim – person who travels to a sacred place as an act of religious devotion

puritan – 1. Puritan (16th

and 17th

centuries in England) member of a division of

the Protestant church which wanted simpler forms of church ceremony. 2. person

who is strict in morals, religion, way of dressing, who considers some kinds of

fun and pleasure as breaking God‟s law

scarce – not existing in sufficient quantity (scarcely = almost not)

settler – colonist

harvest – cutting and gathering of cereals, vegetables, grass and fruit

dish – 1. (pl. the dishes) plates, bowls, cups, saucers used for a meal. 2. food

brought to table in or on a dish

cranberry – small, black berry

EXERCISE: Fill in the blanks with one of the following words: thanksgiving,

to seek, to land, pilgrim, puritan, scarce, settler, harvest, dish, cranberry (make

the necessary changes):

1. Yesterday I red an article about the early … in New Zealand.

2. During the Middle Ages … traveled to Canterbury to the tomb of

Thomas A. Becket.

3. Animals have become … in this region.

4. Although there was a storm the pilot … the plane safely.

religious holiday

puritan

turkey

settler

harvest

reunion

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5. His favourite …is steak and French fries.

6. In many Christian countries there is a church service of … after the …

has been gathered.

7. The reason I don‟t like him is because he is always … a quarrel.

8. Mother prepares a delicious … tart.

9. During Oliver Cromwell‟s time the … closed down the theatres.

Make the difference between to remind (somebody to do something;

somebody of something) – to cause somebody to remember to do something;

cause somebody to think of something, which is a transitive verb. E.g. Remind

me to post these letters, please. Jeff reminds me of his father.

and to remember – to have or keep in one‟s memory, which is both

transitive and intransitive; the antonym is to forget. E.g. I remembered to post

your letter.

Fill in the blanks with the correct form of to remind or to remember:

1. I always … to congratulate my friends on their birthday.

2. His face … me of a Greek statue.

3. I … she was wearing a pink dress the first time we met.

4. He often … the smallest details.

5. this song always … me of our first dance.

6. Please, … me to take these shirts to the cleaner‟s.

II. GRAMMAR Members of a family come together from wherever they live …

who, what, which, when, where, how + ever are all written as single

words (whoever, whatever etc.) and have two main uses in modern

English:

1. with the meaning of it doesn‟t matter who, which etc. E.g.

Whoever says that is a liar.

2. parenthethically (suggesting ignorance or indifference) E.g. I‟ll

come at 10 or 10.30, or whenever I can.

EXERCISE

Fill in the blanks with an appropriate ever form:

1. He comes from Uagadugu, … that may be.

2. Buy … dress you like best.

3. … says that is wrong.

4. You are certainly right, … others may say.

5. I‟ll tell you about it … you like.

6. He‟ll never succeed, … hard he tries.

7. Keep calm, … happens.

8. Take this bag, basket or … it is, and hang it up … you want.

1.After a three months‟ journey they landed…

Remember that the possessive form of the Genitive („s Genitive) is used mainly

with the names of human beings and some big animals: E.g. Jane‟s boyfriend, the

lion‟s mane etc.

But there are some exceptions to the rule in the case of certain accepted idioms,

mostly of time or measure. E.g. He went on a three day‟s holiday. Here is

today‟s broadcast. I live a stone‟s throw from here. I‟m at my wits‟ end. (not to

know what to do or say). She took the children out of harm‟s way. One may

admire it to one‟s heart‟s content.

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CHRISTMAS

December 24

th is Christmas Eve, when Christians throughout the world

celebrate the birth of Jesus Christ in a stable, in far-off Bethlehem. Long before

this date streets and shop windows are brightly decorated, people send Christmas

cards and buy Christmas presents.

In England Christmas is a dearly cherished holiday, possibly the most

important holiday of the year, an occasion for family reunion and rejoicing.

At Christmas, busy London streets like Oxford Street offer a fairy-tale

like, breathtaking show: about two miles of Christmas gifts attractively displayed

in shop windows, dazzling garlands of electric lighting, bright red holly and

cotton-wool snow. Not far from the two main streets, in Trafalgar Square, near

Admiral Nelson‟s statue passers-by stop to admire a huge Christmas tree ablaze

with coloured lights and decorations. It is an annual gift from the Norwegian

people and it seems that they try to make each year‟s gift a foot higher than its

predecessor.

Christmas Eve is a busy day for all the members of the family, a day of

preparation. The Christmas tree must be trimmed with tinsel, candles, crackers,

coloured lamps and balls. The house must also be decorated with branches of

holly and mistletoe – remember that you may kiss anyone standing under the

mistletoe! After helping decorate the house and the tree, children go out with

their friends to sing carols in the neighbourhood. The carol-singers receive

money and sweets and then, happy and contented, they go home. Before they go

to bed, children hang up their stockings for Father Christmas – or Santa Claus as

he is also called – to fill with with presents when he comes down the chimney

during the night. Some people go to church in the evening.

December 25th

is Christmas Day. Although they don‟t have to go to

school, children wake up earlier than usual to see what Father Christmas has

brought them. Adults also exchange presents, in some families after breakfast, in

others they open their gifts round the Christmas tree later in the day. Some people

also go to church in the morning.

After the excitement caused by the presents has calmed down a little,

everybody looks forward to the next big event: the Christmas dinner. Some

English families have the traditional Christmas dinner at mid-day, others in the

evening. It usually consists of roast turkey with potatoes and vegetables, mince

pies, fruit, nuts and, most important of all, Christmas pudding. The latter contains

a lot of dried fruit, a little flour, sugar, lemon peel, spices and eggs. It is served

hot, usually alight with brandy and with a rich sauce made of butter, brandy and

sugar. It is traditional to put a few silver coins into the pudding. Those who find

one of the coins in their piece of pudding are supposed to have a lucky year.

December 26th

is Boxing Day. According to custom it is the day of

presents given to people like postmen, delivery boys, servants etc., to express

thanks for service rendered throughout the year. Mainly it is another day to

celebrate and have fun with relatives and friends.

Although the days are short and cold, there is an atmosphere of

togetherness, warmth and cheerfulness in the air, so that everyone agrees to the

words of the old rhyme: “Christmas comes but once a year / And when it comes

it brings good cheer.”

VOCABULARY

to cherish – 1. care for tenderly; 2. keep alive (hope, feelings, ambition) in one‟s

heart

Christians

cherish

holly

carol

Father

Christmas

togetherness

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to display – to show; place so that there is no difficulty in seeing (goods in shop

windows)

dazzling – blinding (because of to much light, brilliance)

garland – circle of flowers or leaves, also of light bulbs used for ornament or

decoration

holly – evergreen plant with shiny, hard, dark-green leaves and, in winter, red

berries

ablaze – 1. on fire, in a blaze; 2. (fig.) shining, bright

to trim-trimmed-trimmed – decorate, ornament (with) – a decora

tinsel – shining, metallic substance made in strips and threads used for ornament -

beteală

mistletoe – parasite evergreen plant growing on fruit and another trees, with

white, sticky berries; it is used as Christmas decoration – vâsc

carol – song of joy or praise, especially a Christmas hymn - colind

to mince – cut meat into pieces (with a knife or a special machine) – a toca

mince pie – pie containing minced meat – plăcintă cu carne tocată

alight – on fire; (fig.) bright; cheerful

togetherness – feeling of unity, of intimacy

TO CELEBRATE CHRISTMAS: NO HOMEWORK; NO GRAMMAR; JUST

FUN AND MERRYMAKING! (Some jokes and carols)

Silent Night, Holy Night

Silent night! Holy night!

All is calm, all is bright;

Round you Virgin Mother and Child,

Holy Infant so tender and mild,

Sleep in heavenly peace,

Sleep in heavenly peace.

Silent night! Holy night!

Shepherds quail at the sight;

Glories stream from heaven afar,

Heav‟nly hosts sing Alleluia!

Christ the savior is born,

Christ the savior is born.

Silent night! Holy night!

Son of God, love‟s pure light;

Radiant beams Thy holy face

With the dawn of saving grace.

Jesus, Lord, at Thy birth,

Jesus, Lord, at Thy birth.

HERE ARE SOME FORMULAS TO WRITE ON CHRISTMAS CARDS:

Formal

“Hearty greetings for Christmas and good wishes for the coming year!”

“A joyous Christmas and peaceful New Year!”

“With Christmas greetings and all Good Wishes for the New Year!”

“Greetings of the season and best wishes for the New Year!”

“Season‟s Greetings!”

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Friendly

“Merry Christmas and lots of joy in the New Year!”

“Hope Christmas is extra special- just like you!”

“Merry Christmas

To those we love and see each day,

And other loved ones far away,

To all good friends

whose friendship means so much

And those with whom

we‟re somehow out of touch.”

“Christmas is that beautiful time when hearts are warmed by love and goodwill.

May your heart be touched with love and joy at this special time of year.

“May your Christmas dreams come true!”

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ST. VALENTINE‟S DAY

St. Valentine‟s Day, the 14th

of February, is lovers‟ day. People give

presents to the persons they love and send Valentine cards to them. This is a very

romantic custom. The cards have a tender message, a short love poem, or simply

“Will you be my Valentine?” printed on them. Usually, a Valentine card is not

signed. So, if you are shy and do not have any courage to tell a person that you

love him or her, you can send a card and let it disclose your feelings for you.

Hopefully, the other person will know who sent it and will do something to show

you that the feeling is mutual. On the other hand, he or she may not share your

love and give you the cold shoulder to make you understand it. Although it hurts,

at least you do not go on nourishing vain hopes and you can try to find someone

who will be thrilled to receive your Valentine cards.

Apparently, no one knows for certain where the custom of celebrating St.

Valentine‟s Day comes from, or when it actually started. It is believed that it was

brought to Britain by the Romans. Anyway, it was certainly celebrated in early

17th

century England, as Shakespeare‟s Ophelia, dazed with grief and madness

signs about it:

“Tomorrow is Saint Valentine’s day

All in the morning betimes,

And I a maid at your window,

To be your Valentine.”

“Hamlet”, Act IV, Scene 5

The custom was probably taken to America by the English settlers, as St.

Valentine‟s Day is very popular there as well.

The custom of sending Valentine cards is also mentioned by the Beatles

in one of their famous songs:

“When I grow older, losing my hair

many years from now,

Will you still be sending me a Valentine,

Birthday presents, bottle of wine?”

“When I‟m 64”

Why not send a Valentine card to the person you love this year? Here are

some examples of the kinds of poems usually printed on Valentine‟s cards:

“Honest to goodness,

Just betcha it’s true

No Valentine ever

Was nicer than you!” or

Roses are red

Violets are blue,

I am so happy

Because I love you.”

Of course you may select your Valentine text from any literary piece

which you find suitable. You may also use the lyrics of a song, old or new. What

can express more than this single line does “Nothing compares to you…”

Certainly, the selection of the writer or of the song will make it easier for the

person to guess your identity, but this may be exactly what you want.

So, it is up to you!

valentine

love

valentine

card

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VOCABULARY 1. custom = generally accepted and established behaviour among members of

a social group (either small or large, e.g. a nation); compare to habit =

something that an individual does regularly; (pl) customs = taxes paid to the

government for goods imported into a country

to disclose = permit to be seen, make known

mutual = (of love, friendship, respect, etc.) shared, exchanged equally

to give somebody the cold shoulder = to be unfriendly by taking no notice of

someone

nourish = 1. keep (somebody) alive and well with food; make well and

strong; 2. have or encourage (feelings)

vain = 1. without use, value or result; 2. having too high an opinion of one‟s

looks, abilities.

to thrill = to make someone experience an excited feeling (to be thrilled with

joy/horror/pleasure)

dazed = unable to think clearly

grief = deep or violent sorrow

betimes = early, in good time

betcha = colloquial for I bet you

EXERCISE

Fill in the blanks with one of the following words: custom(s), disclose,

mutual, nourish, vain, thrill, dazed, grief (make the necessary changes):

1. She was driven almost mad with … by the death of her father.

2. The stranger refused to … his name and address.

3. You mustn‟t … such hatred for him. Try to understand and forgive!

4. She … with joy when the handsome pop singer kissed her.

5. It is a … for English people to drink tea at 5 o‟clock.

6. Their love is … and they are extremely happy together.

7. Don‟t believe Paul! He always makes … promises.

8. The last time when we arrived at the airport the … officials were very

polite.

9. For a long time after the accident she felt …

2. To give somebody the cold shoulder = to be unfriendly with

Here are some additional idioms with shoulder: to lay the blame on the right

shoulders = to blame the person who deserves it; to rub shoulders with = to

mix with; to put one’s shoulder on the wheel = to make a big effort; to have a

chip on one’s shoulder = to be annoyed at something and to be looking for a

quarrel; shoulder to shoulder = united

EXERCISE

Fill in the blanks with one of the “shoulder” idioms:

1. Keep away from Roy; he …

2. I can‟t stand Bob; whenever I meet him I …

3. They worked … and managed to finish in time.

4. Don‟t try to blame me; find the person responsible and …

5. He likes … famous people.

6. At least from time to time you could …

GRAMMAR a) It was brought to Britain by the Romans.

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b) The Romans brought it to Britain. c) The custom … is also mentioned by

the Beatles. d) The Beatles also mention the custom.

Sentences a) is the PASSIVE of sentence b) and sentence c) is the PASSIVE

of sentence d).

Let us mention some general rules to turn the ACTIVE into the PASSIVE:

1. The OBJECT in the Active sentence becomes SUBJECT in the Passive

sentence

2. The SUBJECT of the Active sentence becomes OBJECT + BY in the

Passive sentence.

3. PREDICATE of the Passive sentence = verb TO BE in the tense of the

Active sentence verb + PAST PARTICIPLE (third form of the verb)

EXERCISE

Turn into the Passive:

1. An unseen hand opened the window.

2. Peter drinks coffee every day.

3. He took Betty to hospital an hour ago.

4. Daddy always watches TV in the evening.

5. He often eats bananas.

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EASTER

I am very happy today. Tomorrow is Easter and we are having guests. My

mother is busy in the kitchen. She is preparing the food and making a cake.

I go shopping with a long shopping list. The first shop I am going into is

the baker‟s. I usually buy bread and pastry from him, but today I am also buying

some buns and some biscuits. The bread is not very fresh, so I don‟t want to buy

any. Next, I go to the butcher‟s. We usually have lamb for Easter, so my mother

wants me to buy some. My mother doesn‟t have any flour and any coffee, so I get

some from the grocer‟s. They also sell butter, milk, cocoa, tea, sugar, cheese,

honey, jam and many other things, but I do not buy any because my mother still

has some at home. At the end, I am ready to go home. But what about some eggs?

They are very important, especially for Easter. I am buying some right now.

My mother is very pleased with my shopping and she is giving me some

cake to thank me for my effort. HAPPY EASTER!

COMMENTS

1. Some şi Any se traduc în româneşte cu nişte, ceva şi înseamnă un

anumit număr sau o anumită cantitate. Ele se folosesc înaintea substantivelor la

plural sau a celor care nu se numără, deci nu au plural. Când se folosesc cu

substantive la plural, some îl poate înlocui pe a, articolul nehotărât, care nu apare

niciodată la plural.

E.g. I have a biscuit. I am buying some biscuits.

2. Some se foloseşte, de obicei, în propoziţiile affirmative, iar any în cele

interrogative şi negative. Există, desigur şi excepţii, pe care le vom învăţa în altă

lecţie.

E.g. I want some butter and some jam.

Do you have any butter in your fridge?

No, I don‟t have any butter, but we have some margarine.

3. Aţi observat că în lecţie apar nişte cuvinte, urmate de un apostrof şi de

litera s, the baker‟s, the butcher‟s, the grocer‟s, care se traduc în româneşte cu

brutărie, măcelărie, băcănie. Forma respectivă este un genitiv şi arată că

prăvălia îi aparţine brutarului, măcelarului etc.

EXERCICES

1. Put some or any as required.

I want ... milk. Have you ... butter? I don‟t want to buy ... sugar. Do you want

... coffee? I have ... very good friends. Are ... of them here now? No, but ... of

them are coming tomorrow.

2. Turn the following sentences a) into the negative, b) into the

interrogative: I have some friends in England. He has some money in the bank. There are

some dogs in the street. She has some work to do. We know some very pretty

girls in town. In the morning I have some breakfast. For lunch, I have some

soup and some meat and potatoes.

3. Fill in the blanks:

We buy bread at the ... I go to the ... every day to buy some apples. You find

sugar and coffee at the ... My mother always buys good meat from the ...

When I have a cold, my brother buys me medicine from the ...

Easter

lamb

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4. Answer the following questions:

What do you usually have for Easter? Where does your mother buy bread?

Do you like apples? Are there any in your house now? Where do you buy

apples? Where do you usually find aspirine? What do you usually have for

breakfast? Is there any tea in the teapot?

5. Translate into English:

Mâine e ziua de Paşti. Mama găteşte în bucătărie. Ea face o prăjitură. Eu

merg la cumpărături. Vreau să cumpăr nişte unt şi nişte lapte. La băcănie nu

este unt şi nici lapte. Ei au ceva zahăr şi făină. De la aprozar vreau să cumpăr

nişte mere şi nişte banane. Sunt mere dar nu sunt banane. De la brutărie

cumpăr pâine şi nişte biscuiţi.

6. Translate into Romanian:

A Day On The Farm

Farmer Brown and his family live on a little farm in the country. Every

morning when the sun comes up, Farmer Brown goes out to the barn. He

milks the cows. He feeds hay to the horses. He scatters grain to the hungry

chickens.

7. Answer the questions:

Where do Farmer Brown and his family live? Where is the farm? When does

Farmer Brown go to the barn? What does he milk? What does he feed the

horses? What do the hungry chickens eat? Who scatters grain to them

OUR HOLIDAY IN SPRING

On Easter, Christians throughout the world celebrate the resurrection of

Jesus Christ. The symbolism itself inspires people with hope, confidence and the

wish to be better, making of Easter one of the most important and widely

celebrated church holidays.

Some time before Easter, and connected with it, there are four religious holidays:

Ash Wednesday, Quadragesima, Palm Sunday and Good Friday. As you may

come across them in various texts and literary works – „Ash Wednesday” is the

title of one of the poems written by T.S. Eliot, one of the most proeminent figures

in modern British literature - , it may be useful to know their significance. In

English, the period of fourty days before Easter is called Lent. During the

weekdays of Lent, religious persons observe a period of fasting and penitence.

Lent lily is another word for daffodil, the yellow spring flower you can see

growing in all British parks and gardens. Ash Wednesday is the first day of Lent,

Quadragesima is the first Sunday of Lent, Palm Sunday is the Sunday before

Easter and Good Friday is the Friday before Easter, the anniversary of the

crucifixion of Christ. On Good Friday people in England eat hot cross buns,

small, round cakes with spices in them and a cross marked on the top.

Easter is so very popular also because it marks the end of winter and the

beginning of spring. After the cold and dull winter days, nature springs to life

again at Easter time. Except for those who are fond of skiing and, even in April,

still look for snow on high mountain slopes, everybody is happy to be rid of

another dreary winter. Life is bright and coloured again, trees are in blossom and

flowers are in bloom. We feel more cheerful, fresher, vibrant with life and

warmth and we smile for no reason at all.

The things we usually associate the celebration of Easter with are the

Easter Bunny, Santa Clause‟s younger colleague, and eggs. There is a profusion

resurrection of

Jesus Christ

Good Friday

Lent

Ash Wednesday

Easter Bunny

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of them at Easter: real eggs dyed brightly and sometimes with amusing stickers

on them, wooden eggs, beautifully painted or carved and, best of all, sugar or

chocolate eggs.

At Easterwe send greeting cards to people we care and think about.

We may simply write „Happy Easter”, „A Special Wish at Easter”, or

„An Easter Wish For You”.

HAPPY EASTER !

I. VOCABULARY to observe = 1. see and notice; watch carefully

2. (here) pay attention to (rules, etc.)

to fast = go without food, or without certain kinds of food

(depending on the religion), especially as a religious duty

fasting = period of going without food

spice = substance used to give a special, aromatic taste to food

dull = 1. not clear or bright (color, sound, day, sky)

2. slow in understanding

3. uninteresting, not exciting

4. not sharp (knife)

to be/get rid of = be/become rid of

dreary = not clear or bright, depressing

profusion = abundance

to dye = colour, usually by putting into a liquid

to carve = 1. form something by cutting a piece of wood or stone

2. inscribe by cutting on a surface

EXERCISE

1. Fill in the blanks with one of the following words: to observe, to fast, spice,

dull, to get rid of, dreary, profusion, to dye, to carve (make the necessary

changes)

1. I hope this ... rain doesn‟t go on for days.

2. Aren‟t you permitted to eat any meat at all while ...?

3. I want to ... my white dress red.

4. The little boy is really talented. He ... a beautiful toy horse out of

wood.

5. Traffic rules should be strictly ...

6. There was a ... of white and red roses growing in front of her

house.

7. It‟s such a ... day. One should just lie in bed and sleep.

8. Orientals use a lot of ... in their food.

9. How on earth can we ... of Peter? He is so terribly boring.

2.„ As you may come across them in various texts and literary works ...”

Come across = find or meet by chance. Here are some other meanings of

COME + various prepositions : COME ABOUT = happen; COME OFF =

become detached or separated from; COME ROUND = 1. pay an informal

visit to; 2. regain consciousness; COME TROUGH = 1. recover from serious

illness, from risk of injury; 2. arrive (by telephone, radio etc.); COME TO =

recover consciousness.

dyed eggs

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140

EXERCISE

Fill in the blanks with COME + the correct preposition:

1. A button has ... my coat.

2. „Has the patient ... yet, nurse?” asked the doctor.

3. It was a terrible accident, but we ... with only minor injuries.

4. I ... this old brooch in one of mother‟s drawers; isn‟t it lovely?

5. „Uncle John has left his wife and has run away with a

policewoman.” „How extraordinary! How did that ...?”

6. Throw some cold water over her. That will soon make her...

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141

WILLIAM SHAKESPEARE

BRIEF INTRODUCTION TO HIS LIFE AND WORK

It is impossible to refer to William Shakespeare (1564 – 1616) without

using superlatives. He is not only the most prominent figure in Elizabethan

literature, but also the greatest playwright and poet in English, and possibly in

world literature.

Shakespeare enjoyed wide popularity in his lifetime and has been praised

ever since. Ben Jonson, his contemporary, calls him “sweet swan of Avon” and

considers him “not of an age, but for all time”. And Shakespeare‟s literary work

has indeed defied both time and geographical boundaries. His deep understanding

of human nature, his unimpaired art of breathing life into historical and imaginary

characters, his reflections upon life and the exquisite poetry of expression have

appealed to generation after generation of readers and theatre – goers throughout

the world.

Yet for all his glory and despite the effort of generations of scholars,

Shakespeare‟s life is still shrouded in mystery.

We know beyond doubt that a man named William Shakespeare existed.

He was born in a small English town, Stratford upon Avon, on April 23rd

1564, as

the son of John Shakespeare and Mary Arden. His parents were prominent figures

in Stratford and in time his family was granted a coat of arms.

The house Shakespeare was born in still stands today and it is visited by

tourists from all over the world. Shakespeare attended the local grammar - school

and at the age of 18 married Anne Hathaway, then 26. After the birth of their

three children, Susanna and the twins Hamnet and Judith, he went up to London

alone, to seek his fortune. There he became a Jack-of-all-trades, working as

stage-boy, prompter, actor, play-mender and finally as dramatist in his own right.

After over twenty years he returned to Stratford, to live the quiet life of an

apparently wealthy squire. There he died in 1616, on the day of his birth, April

23rd

. He is buried in the church of his native town and on his tomb there is an

epitaph supposedly written by Shakespeare himself:

“Good friend, for Jesus‟ sake forbear

To dig the dust enclosed here.

Blessed be the man that spares these stones,

And cursed be he that moves my bones.”

The inscription seems to have had the desired effect on the generations to

come, as it has prevented the removal of his remains from this quiet place to

London, to the somewhat more crowded “Poet‟s Corner” in Westminster Abbey,

where most prominent literary figures are buried.

Thus, all these evidences in Stratford make of William Shakespeare a

person in flesh and blood. In London however, where he spent most of his life

and created his work, there are so few records about him that he seems almost

like a myth.

After his death, his friends collected and published his plays in 1623, in

what is known as “The First Folio”

Shakespeare‟s name is now given to five long poems, 154 sonnets and 37

plays. His literary work can be roughly divided into three periods.

1. The First Period (1589 – 1600) is pervaded by an air of cheerfulness and

exuberance. It includes the poems, the sonnets, romantic and light-hearted

comedies: “The Taming of the Shrew”, “A Midsummer Night‟s Dream”,

“Much Ado about Nothing”, “As You Like It”, “Twelfth Night”; the

romantic tragedy “Romeo and Juliet”, which begins in a lively, merry

Elisabethan

literature

Stratford -

upon-Avon

poems

sonnets

plays

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142

mood that only gradually darkens to tragedy: and the historical or

chronological plays: “Richard III”, “King John”, “Richard II”, “Henry

IV”, “Henry V”, to mention only some.

2. About the year 1601 the mood of Shakespeare‟s dramatic work darkens

considerably. The plays of the Second Period are marked by gloom,

depression and violence, voicing the disillusionment of the Renaissance

humanists. Among them are the great tragedies “Hamlet”, “Othello”,

“King Lear”, “Macbeth”, and a comedy “Measure for Measure”, in which,

however, laughter is sarcastic and cynical, never light-hearted.

3. In the Third Period (1608 – 1612) the stress and turmoil of Shakespeare‟s

inner spirit seems to have calmed down. It includes plays of warmth,

serenity and reconciliation, in which old wrongs are righted in the end:

“The winter‟s Tale”, “The Tempest”. The exuberant laughter of his early

comedies has turned into an indulgent, thoughtful, almost detached smile.

Shakespeare is and will continue to be the enchanter who keeps our

imagination and our hearts under his spell.

VOCABULARY to defy = 1. resist openly

2. refuse to obey or show respect to

exquisite = of great excellence

to appeal to = 1. (somebody for something) make a serious request

2. attract, move the feelings of

to shroud = cover, hide

to grant = consent to give (favour, permission)

coat of arms = blazon

to go up to = enter a university or travel to a town, especially the capital

Jack-of-all-trades = workman knowing something of many trades

to forbear = refrain from

to spare = 1. refrain from hurting, destroying

2. (something for somebody) be able to give (time, money)

to remove = (somebody/something from) take off or away from the place

occupied; take to another place

to pervade = spread through every part of

gloom = 1. semi-darkness, obscurity

2. feeling of sadness and hopelessness

turmoil = trouble, agitation

spell = 1. words used as a charm, supposed to have magic power

2. attraction, fascination

EXERCISE

Fill in the blanks with one of the following words: to defy, to shroud, to

appeal to, exquisite, to spare, to remove, to pervade, gloom, turmoil, spell

(make the necessary changes)

1. The news of the doctor‟s death filled us with …

2. We were all under the … of Chopin‟s music.

3. During the elections the town was in a terrible …

4. Roy will get into trouble one of these days; he keeps … his superiors.

5. They always serve … food in this restaurant.

6. Do these modern paintings … you?

7. The house was almost completely … in darkness.

8. … your dirty hands from my paining at once!

Romeo and Juliet

Hamlet

The Tempest

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143

9. The general decided to … the lives of the prisoners.

10. The poem is … by melancholy and sadness.

GRAMMAR PASSIVE VOICE The house Shakespeare was born in ; Prepositions and

adverb particles must not be left out in the Passive.

ACTIVE: They will look after you well.

PASSIVE: You will be well looked after.

EXERCISE

Turn the following sentences into the Passive:

1. People must work for success.

2. Someone reads to the old lady every evening.

3. No one has slept in this room.

4. The manager has to look into this matter.

5. People will laugh at you if you wear that silly hat.

6. Peter has drunk out of his glass.

7. My friends speak well of Mark.

8. They will look for you everywhere.

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AMERICAN LITERATURE

Without ignoring the earliest literary activities of the colonies, the first

consequential works in American literature were, in a broader sense, The

Declaration of Independence and The Constitution. Minor in all the “main”

genres, American literature before and during the revolution excels in journalism

and essay-writing. All these (para-)literary production evince a firm clarity and

directness of expression, the ability to circumscribe truth with the utmost brevity

and austerity that betray a practical disposition of the mind and that still define

most of the greater literature America has produced up to now.

THOMAS JEFFRESON (1743 – 1826)

Jeffreson may be the most influential and persistent personality in the

American tradition. The governor of Virginia, an American minister, the first

American secretary of state and the third American president, Jeffreson published

eight titles (of which only one is what we usually call book), but he signed many

state papers, a few treaties, was the main contributor to The Declaration of

Independence and wrote an incredible 25,000 letters. Exploring and

experimenting in many diverse fields of knowledge, Jeffreson strained to gain an

understanding which he employed in the development of a new democracy in a

land of plenty. His words best voice the unaltered truth of his life: “I have sworn

upon the altar of God, eternal hostility against every form of tyranny over the

mind of man” THE DECLARATION OF INDEPENDENCE – In Congress, July

4, 1776 THE UNANIMOUS DECLARATION of the thirteen united STATES

OF AMERICA

When in the Course of human events it becomes necessary for one people

to dissolve the political bands which have connected them with another, and to

assume among the powers of the earth, the separate and equal station to which the

Laws of Nature and of Nature‟s God entitle them, a decent respect to the opinions

of mankind require that they should declare the causes that impel them to the

separation.

- We hold these truths to be self-evident, that all men are created equal, that they

are endowed by their Creator with certain unalienable Rights that among these

are Life, Liberty and the pursuit of happiness.

- That to secure these Rights, Governments are instituted among Men, deriving

their just powers from the consent of the governed.

- That whenever any Form of Government becomes destructive of these ends, it

is the Right of the People to alter or to abolish it, and to institute new

Government, laying its foundations on such principles and organizing its powers

in such form, as to them shall seem most likely to effect their Safety and

Happiness. Prudence, indeed, will dictate that governments along established

should be changed for light and transient causes; and accordingly all experience

has shown, that mankind are more disposed to suffer, while evils are sufferable,

than to right themselves by abolishing the forms to which they are accustomed.

But when a long train of abuses and usurpations, pursuing invariably the same

Object evinces a design to reduce them under absolute Despotism, it is their right,

it is their duty, to throw off such Government, and to provide new Guards for

their future security.

- Such has been the patient sufferance of these Colonies; and such is now the

necessity which constrains them to alter their former System of Government. The

history of the present King of Great Britain1 is a history of repeated injuries and

colony

Constitution

president

treaty

The

Declaration of

Independence

rights

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145

usurpations, all having in direct object the establishment of an absolute Tyranny

over these States. To prove this, let Facts be submitted to candid world.

- He has forbidden his Governors to pass laws of immediate and pressing

importance, unless suspended in their operation till his Assent should be obtained

/…/.

- He has dissolved Representative Houses repeatedly, for opposing with manly

firmness his invasions on the rights of the people. /…/

- He has made Judges dependent on his will alone, for the tenure of their offices,

and the amount and payment of their salaries.

- He has erected a multitude of New Offices, and sent hither swarms of Officers

to harass our people and eat out their substance /…/.

- He has affected to render the Military independent of an superior to the Civil

power.

- He is at this Time transporting large Armies of foreign Mercenaries to

compleat the works of death, desolation and tyranny, already begun with

circumstances of Cruelty and perfidy scarcely paralleled in the most barbarous

ages, and totally unworthy of the Head of a civilized nation /…/.

- A Prince, whose character is thus marked by every act which may define a

Tyrant, is unfit to be the ruler of a free people. Nor have we been wanting in

attentions to our British brethern2. /…/ They too have been deaf to the voice of

justice and consanguinity. We must, therefore, acquiesce in the necessity, which

denounces3 our Separation, and hold them, as we hold all mankind, Enemies in

War, in Peace Friends.

We, THEREFORE, the Representatives of the UNITED STATES OF

AMERICA in General Congress Assembled, appealing to the Supreme Judge of

the world for the rectitude of our intentions, do, in the Name of the good People

of these Colonies, solemnly publish and declare, That these United Colonies are,

and of Right ought to be FREE AND INDEPENDENT STATES; that they are

Absolved from Allegiance to the British Crown, and that all political connection

between them and the State of Great Britain, is and ought to be totally dissolved;

and that as Free and Independent States, they have full Power to levy War,

conclude Peace, contract Alliances, establish Commerce, and do all other Acts

and Things which Independent States may of right do.

- And for the support of this Declaration, with a firm reliance on the protection

of divine Providence, we mutually pledge to each other our Lives, our Fortunes

and our sacred Honour.

governor

United States

of America

free states

honour

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HABITS AND WAYS

TEA

The most popular beverage in the English speaking world has always

been and continues to be the TEA, even if the British like it very hot, while the

Americans prefer it iced.

The owner of a coffee – house in the City of London started serving tea

by the cup in the year 1657 and ever since the British have been “in love” with it.

The origins of the tea are lost in the remote history of oriental antiquity. One

legend speaks of the first cup of tea at 2037 B.C. when several tea leaves fell off

a tree into a pot of water which a Chinese emperor was boiling for drinking

purposes.

In Britain, tea drinking spread quickly. By less than fifty years after it was

introduced, it was the drink of aristocracy, literary men and soldiers. Tea drinking

became somewhat of a cult. In Queen Victoria‟s time, tea was part of the British

diet, the recognized beverage for church meetings as well as society parties. Since

then, the British and tea have become addicted to one another. There is a steady

rise in British tea consumption which is currently estimated at 2,000 cups per

year for everyone including little babies.

Like the Chinese and many other tea-drinking peoples, the British make a

kind of ritual of tea. The method of brewing is as rigorously hewed to as the

language of the marriage ceremony. The warmed pot is always brought to the

kettle, not vice versa. The freshly boiling water is pored on the leaves, one

spoonful for each person and one for the pot. Dissent arises over the use of milk

(not cream, not boiled). Some add milk to tea, others add tea to milk.

The British violently disagree with the American‟s tea-drinking habits. At

issue, of course, is the tea bag and the drinking of iced tea. The British regard the

American custom of suspending tea bags in water as near sacrilege. No real

Englishman would think of using tea bags except for camping or picnicking.

For millions of Americans, summertime is iced-tea time. Ironically, this

typically American beverage was invented by an Englishman. He has been trying

unsuccessfully to sell hot tea at the St. Louis World‟s Fair in 1904. When he iced

it people bought.

The natural affinity for tea of the British is at the origin of many proverbs,

sayings and set phrases. Here are some of them:

- Many estates are spent in the getting, since women, for TEA, forsook spinning

and knitting; and men, for PUNCH, forsook hewing and splitting.

- To take Tea in the kitchen (to pour tea from the cup into the saucer, and drink it

from this).

Phrases:

- it is not my cup of tea = it‟s not the sort of thing I like

- a storm in a tea-cup = a lot of fuss about something trivial

- to tell somebody‟s fortune from the tea-leaves in her cup

- tea-table conversation

To sum it all up, here is a quote of a Chinese mystic of the Tang Dynasty

who wrote: “The first cup of tea moistens my lips and throat. The second shatters

my loneliness. The third causes the wrongs of life to fade gently from my

recollection. The fourth purifies my soul. The fifth lifts me to the realms of the

unwinking gods”.

beverage

tea

cult

pot

tea bag

ice tea

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Bibiografie selectivă

- Bantaş, Andrei (1991) – Essential English, Ed. Teora Bucureşti

- de Blij, H.J.; Mueller, Peter O (2002) – Geography-realms, regions, and

concepts, John Wiley&Sons, Inc. U.S.A.

- Clawson, David L; Fisher, James S (1998) – World Regional Geography-A

development approach, Prentice Hall, New Jersey, U.S.A.

- Galiş, Livia & colaboratorii (1982) – Limba Engleză pentru învăţământul

superior economic, Ed.Didactică şi Pedagogică, Bucureşti

- Gălăţeanu-Fârnoagă, Georgiana (1993) – Gramatica Limbii Engleze, Ed.

Omegapress, Bucureşti

- Hulban, Horia & colab.(1983) – Exerciţii şi teste de limba engleză, Ed.

Ştiinţifică şi Enciclopedică, Bucureşti

- Leviţchi, Leon (1971) – Gramatica Limbii Engleze, Ed. Didactică şi

Pedagogică, Bucureşti

- Nicolescu, Adrian & colaboratorii (1980) – Culegere de texte pentru cursul

practic de limba engleză pentru secţia geografie-geologie, Tipografia

Universităţii din Bucureşti

- Quirk, Randolph; Greenbaum; S; Leech, G; Svartvik, J (1972) – A Grammar of

Contemporary English, Longman, London

- * * * (1970) - Dicţionar polyglot economic şi de comerţ exterior, Ed.

Ştiinţifică, Bucureşti

- Institutul de Lingvistică (1974) – Dicţionar Englez-Român, Ed. Academiei

Republicii Socialiste România, Bucureşti

- * * * - Speak English Nr. 1- 7/1990; 1-7/1991