Essential English Book

Contents
BASIC USERS Level A1 Breakthrough
LE S S O N 8 ............................................................................. 115
L E S S O N 1 ...................................................................................5
Phonetics: The Letters of the English Language.
The Phonemic Symbols of the English Sounds
Lexical topic: Every day Greetings. Forms of
Address. Personal Information
Grammar themes:The Indefinite Article.
Personal Pronouns.To Be
L E S S O N 2 ................................................................................17
Phonetics: English Vowel Sounds and
Combinations
Lexical topic: My Family
Grammar themes: The Definite Article.
Personal, Possessive, Demonstrative
Pronouns. To Have Got. Plural of Nouns.
Possessive Case of Nouns
Lexical topic: Shops and Shopping

Grammar themes: Modal Verbs Can/ May/ Must/
Need/ Have to. Indefinite Pronouns. Quantifiers
LE S S O N 9 ..............................................................................127
Lexical topic: Appearance and Character
Grammar themes: Clauses of Time and
Condition. Non-Continuous Verbs.The Adverb:
Degrees of Comparison. Place and Order in
the Sentence
L E S S O N 1 0 ......................................................................... 139
Lexical topic: At a Hotel
Grammar themes: The Present Perfect Tense.
The Present Perfect Continuous Tense
LE S S O N 1 1 ......................................................................... 151
Lexical topic: Everyday Services
Grammar theme: Indirect Speech (I)
L E S S O N 3 ............................................................................... 37
INDEPENDENT USERS B1! Threshold
Phonetics: English Consonant Sounds and

Combinations
Lexical topic: My House/Flat
Grammar themes: Numerals. Indefinite
Pronouns.The Construction "there is/are".
General, Alternative, Disjunctive Questions.
L E S S O N 1 2 ......................................................................... 163
Lexical topic: Healthcare
Grammar themes: The Simple Past Tense.
Complex Object
Prepositions of Place
L E S S O N 4 .....................................................
L E S S O N 1 3 ......................................................................... 175
59
Phonetics: English Intonation

Lexical topic: My Town
Grammar them es:The Imperative Mood.
Interrogative Words. Special Questions
BASIC USERS Level A2 Waystage
Lexical topic: Leisure Time

Grammar themes: Modal Verbs. The Past
Continuous Tense
LE SS O N 1 4 ......................................................................... 189
.7 7
L E S S O N 5 ............................................................................... 77
Lexical topic: Daily Routine. Telling the Time
Grammar themes: The Present Simple Tense.
The Use of the Article with Uncountable Nouns
L E S S O N 6 ............................................................................... 91
Lexical topic: Seasons and Weather
Grammar themes: The Present Continuous
Tense. The Adjective.The Degrees
of Comparison
LE S S O N 7 ......................................................... 101
Lexical Topic: Plans for Holidays
Grammar themes:The Future Simple Tense.
Means of Expressing Futurity. The Use of
the Article with Geographic Names
163
Lexical topic: Jobs and Working Opportunities

Grammar themes: The Past Perfect Tense.
The Past Perfect Continuous Tense.
The Future-in- the-Past. Sequence ofTenses
LE S S O N 1 5 .........................................................................2 03
Lexical topic: Law and Order
Grammar theme: Indirect Speech (II)
L E S S O N 1 6 .........................................................221
Lexical topic: Travelling
Grammar theme: Conditionals
LE S S O N 1 7 .........................................................................235
Lexical topic: People versus Nature
Grammar theme: The Passive Voice
Texts for Additional Reading............................................ 2 4 9
Grammar References............................................................26 9
List of Irregular Verbs............................................................3 1 9
List of Verbs with Prepositions........................................323
PHONETICS: The Letters o f the English

Language. The Phonemic Symbols o f the
English Sounds
LEXICAL TOPIC: Everyday Greetings.
Forms o f Address. Personal Information
GRAMMAR THEMES: The Indefinite Article.
Personal Pronouns. To Be
PHONETICS
The Letters of the English Language

This is the English alphabet. There are 26 letters in it. Listen and repeat after your
teacher the letters of the English alphabet.
A
ei/ /bi:/
N
si:
D
ili:
E
i:
F
G
H
1
/ef/ Afeia /eitJV /ai/
en/ // /pi:/ /kju:/ /a:/ /es/ /ti:/
u
/ju:/
J
thei
/kei/
L
el
M
em
/vi:/ /'dAblju:/ /eks/ /wai/ /zed/
The English alphabet starts with the letter A and finishes with the letter Z. It is always
written in the same order.This order is called "alphabetical order". We often write lists in
alphabetical order. For example, to write a list of countries in alphabetical order, we start
with countries that begin with the letter A, then with countries that begin with B, and
so on. For example:
Australia
Brazil
Canada
If more than one word begins with the letter A, we put them in order based on the
second letter, and then the third letter, and so on:
Algeria
Argentina
Belgium
Benin
Bermuda
We use alphabetical order for many things, for example:
dictionaries
indexes of books
telephone directories
The Phonem ic Symbols of the English Sounds

When writing English we use the 26 letters of the alphabet, though spoken English
nas roughly 44 different sounds. As it is not very easy only to use the letters of the
alphabet to show the pronunciation of English, there is a special system.
ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
i:
I
SflT
09
tEE r
90
G
P b
| IG
| ed
t
Di m e
u:
ae
C0T
19 ei
i
I.
a:
e
m
|n
fSEt
0UD0S
31
aiS
m
Hilo
Bo
m n
ao
Him
0IV E
Her y
There is a sys
tem which uses
group of symbols,
that is called tran
scription. Some
of these symbols
look the same as
letters and some
are very different.
You can use these

sym bols to w rite
out the pronunciation of words and in m any d ictio n ar
1
)
ies for English learners you w ill see the pronunciation
Hi v e
SlNDOW
0ES
w ritten out.
To show that what is written are sounds and not letters the transcriptions are written
between slashes, / /. For example, the pronunciation of the word p e t is written /pet/. In
this example the sound symbols look exactly the same as the letters. You can only tell we
are talking about pronunciation rather than spelling because of the / /. However, some
words look very different when you see their pronunciation. tj3 :tj is the word church.
That is why it is very useful to learn these symbols. You can't usually match the letters
in a word to the sounds of the word. Also, because most dictionaries for English learners
use these symbols you can work out the pronunciation of any word in the dictionary
without a teacher.
0INK
Six
ORT
CA@UAL
ffllLK
Ho
[0ELLO
Exercise 1 Put the following items into alphabetical order:

................................................................................
l.o lkp iuhnm b g
2. q a z x s e r h j u i o
3. I m k i h n y t v f r s
4. m k h g y x r t z a c
5.qw ertyhdvna
6. p j u o t y v f r d n m
7. z x c v b n g t r e d s
8.jkiuyhnbm vfr
9. c v t y u i e w q a s z
10. I p o g y u t r f d s x c
Exercise 2 Spell the following words:
1. RAINBOW
8. HELICOPTER
2. ARMCHAIR
9 . VEGETABLES
3. ELEPHANT
10. RADIANCE
4 . VIOLIN
11. ANTIBACTERIAL
5. WARDROBE
12. NATURE
6. UMBRELLA
13. FLOWER
7. COMPUTER
14. QUARTER
Exercise 3 Read and write the following English names in alphabetical order:
Ian, Victor, Ruth, Ann, Liza, Brian, Helen, Nancy, John, Carol, Ursula, Tom, Diana, Sally,
Quentin, William, Kevin, Mark, Gary, Oliver, Eric, Paul, Xavia, Yvonne, Zara
. ESS E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Write the words from the right in alphabetic order in the left:
......................................................Begonia
............................................................ Daffodil
........................................................Poppy
............................................................ Pansy
........................................................Jasm ine
............................................................Iris
..................................................... Lily
...........................................................Gladiolus
...................................................... Tulip
........................................................... Hyacinth
....................................................... Daisy
............................................................. Snowdrop
.......................................................Violet
............................................................Carnation
Exercise 5 In which order are these words in the dictionary? Arrange them
according to this order:
kick, kind, knight
2)
might, mantle, magic
...........................................................................................................
........................................................................................................
3> will, win, wipe..................... ............................................................................................................

4) and, at, all
............................................................................................................
5) punt, push, pulp
...........................................................................................................
6, fight, figure, fumble

7) tip, top, ticket...................... ............................................................................................................
8) rice, rag, rich....................................................................................................................................
9. bedroom, bite, bizarre .........................................................................................................
TO) chop, clip, click
,..............................................................................................
T l) dig, dug, digging
............................................................................................................
T2) hat, hair, hill....................... ............................................................................................................

T3) lamp, lick, luck................. ...........................................................................................................
14) oval, over, ostrich
...........................................................................................................
15) tail, tam e, talk...............................................................................................................................
Find nouns for each letter as follows:
Model: A is for apple.
is for ball.
is fo r ...
VOCABULARY
E v e ry d a y G re e tin g s: G ood m orn ing ! G ood afterno o n ! Good eve n in g ! Hello! Hi!
S h a k in g h a n d s
When meeting someone formally
for the first time, w e shake their
hand and say "How do you do?"
or "Pleased to meet you."
"How do you do?" isn't really a
question; it just means "Hello".
'/
'jH *
jb y w
5%
yl
When young people

meet informally
they sometimes say
"Give me five!" and
slap their hands
together (high five).
Le a v e -ta k in g : G ood-bye! (Good-) bye fo r now! Bye (then)! Bye now ! Bye-bye!
C heerio! So long! See you! See you later (to n ig h t / to m o rro w / on Satu rd ay /
n ext w eek)! Good night! Farew ell! (Please) give m y (kind) regards to . . . ! (Please)
rem em b er m e to ... ! G ive m y love to ...!
Fo rm s of D irect A d d re ss: H ello, Jack! G ood m orning Mrs. / M iss / Ms / Mr.
Mrs.
/m is iz /
Miss
Ms
Mr.
/m is/
/m iz /
/ m is ts /
a married
woman
an unmarried
woman
used mainly in writing when you don't

know if a woman is married or not.
a man
Getting th e attention of som eone you don't know : Excuse me, please. Look here!
Miss
/m is/
/ /
Sir
/S3:/
a woman of any age
an older woman to show respect
a man
Ma'am
Form al an d In form al G re e tin g s an d In tro d u ctio n s
Formal
Informal
Introducing
yourself
Introducing others
Responding
to an
introduction
On Leaving
How do you do?

My name is Mrs.
Green. What is
your name?
Mrs. Green, may 1

introduce my boss,
Mr. Brown?
Pleased to
meet you,
Mrs. Green.
Goodbye. It's
a pleasure to
have met you.
Good afternoon,
Jane Red. Let
me introduce
myself. 1am Mr
Green.
Jane, I'd like you to

meet John Black,
our salesman. John,
this is Jane Red.
Pleased to
meet you,
Jane.
Goodbye.
Nice to have
met you.
Hi. I'm Jane Red.
Jane, meet John, my

husband. John, this
is my friend Jane.
Hi, Jane.
How are
you?
Bye. It was
nice to meet
you.
Hello. I'm Kim.
Bob, 1don't think

you've met Kim.
May 1introduce you
to Kim? Kim, I'd like
you to meet Bob.
Hi, Bob. How

do you do?
How do you
do, Kim?
See you (later,

soon).
Later(very
informal)!
P e rso n al In fo rm atio n
Requesting Persona! information
Personal
- - ' ->
"-Giving
~
" : r- v , Information
;/ i / .. . - .
What's your surname (family name/

second name/ last name)?
My surname (family name/ second

name/ last) is White.
What's your name (first name)?
My name (first name) iS'GOrdon.
What's your patronymic (middle name)?
My patronymic (middle name) is George.
Where are you from? Where do you

come from?
i am from the USA. / i'm from Brazil.

1come from Canada.
What's your job/ profession/ trade/

occupation? / What are you? What do
you do?
I'm a teacher/driver/doctor.
What's your address?
45 Red Street.
What is your phone number?
My telephone number is 6754890
How old are you?
1am 20. / I'm 20 years old.
Are you married?
Yes, 1am. / No, I'm not.

No, I'm single/ divorced/ separated/
widowed.
What's your nationality? What nationality

are you?
I am Romanian, Russian, English,

American.
GRAMMAR
TH E IN D E FIN ITE ARTICLE

ar- t vowel (a, e, i, o, u)
a + consonant
a dog
a cat
a cow
a goat
a hat
a bout
BUT: a yard
a university
a union
an
an
an
an
an
an
*
ant
elephant
octopus
owl
Ostrich
umbrella
an hour
an heir(ess)
ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S I
Exercise 1 Add "a" or "an":

__________
... n otebo ok,... u niversity,... d u c k ,... iro n ,... computer, ...e a r, ...m o u s e ,... o n io n ,...
p la n e ,... e le p h a n t,... z e b ra ,... u m b rella,... leo p ard ,.. . tre e ,... armchair.
Exercise 2 Put a or an and complete the words: o-; p; a-; h; sh-; an-; la- an-; d-; In-;
do-; g-; e-; ai-; am-; le-:
............Iphin;
gg;
dian;
orse;
........... ark;
range;
rplane;
imal;
iraffe;
esk;
............rm;
........... en;
dybird;
gel;
........... bulance;
tter.
PERSONAL PRONOUNS
Singular
Plural
I
You
He
She
It
We
You
They
Exercise 3 Fill in the personal pronouns as in the example:

Model: M a ry -sh e
an eraser
you and Nick
a picture
a ball
a clock
Tom and Jane
a school
clowns
apples
a skirt
snakes
Mr. Brown
a book
a pencil
Jill and Meg
Bob and I
a car
a trumpet
sister and brother
Susan
Exercise 4 | Write as in the example:

Model:
Mr Black is a lion-tamer.
1. Sarah is a pianist.
2. Andrew is a driver.
3. Jerry and Billy are pilots.
4. Boris is a driver.
5. Mrs. White is an actress.
He is a lion-tamer.
6. Michael and I are chemists.
7. Oliver is a writer.
8. Johanna is a painter.
9. Mario and Tom are geologists.
10. Kim is a pupil.
Exercise 5 Choose the correct pronoun:

1) Is ... a teacher?
a) it
b) they
c) he
4) What is this? ... is a bookcase.

a) we
b) he
c) it
2) H ello ,... . am Brian,

a) he
b)l
c) she
5) Where is the book? .. is on the bed.

a) she
b) it
c) we
3)
Where is Mother? ... is in the kitchen.

a) it
b) he
c) she
6 ) . . . is a good girl,
a) she
b) I
c)
we
ESSENT I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
.a m busy.
a) we b) they
:
9) This is Nora
is my sister-in-law.
a) I
b) he
c) she
) I
. is a domestic animal.
a) they b) he
c) it
10) Where are your friends? ... are in the park,

a) they
b) we
c) you
0 BE
Affirmative
Long form
am
*ou are
- e is
She is
is
We are
are
ney are
Short form
I'm
You're
He's
She's
It's
We're
You're
They're
Negative
Long form
1am not
You are not
He is not
She is not
It is not
We are not
You are not
They are not
Interrogative
Short form
I'm not
You aren't
He isn't
She isn't
It isn't
We aren't
You aren't
They aren't
A m i?
Are you?
Is he?
Is she?
Is it?
Are we?
Are you?
Are they?
Short a n sw e rs
A m i/A re you tall?
Yes, 1am.
No, 1am not.
Is he/she/it at home?
Yes, he/she/it is.
No, he/she/it isn't.
Are we/you/they students?
Yes, we/you/they are.
No, we/you/they aren't.
r(erase 6 Fill in "am" "is" or "are":

... a teacher and you ... a student.
2. He ... a sailor and she ... a lawyer.
3. You ... a fireman and they ... engineers.
4. We ... pupils and you ... doctors.
5. He ... a mechanic and she ... a policewoman.
6. i ... afarm erand she . . . a chemist.
7. He .. . a policeman and she ... a painter.
8. You ... an artist and he ... a postman.
9. They ... singers and he ... a manager.
10. She ... a psychologist and he ... a surgeon.
Exercise 7 Fill in "am", "is" and "are":
UDil.
1 . 1... a pupil.
2. I t ... a bicycle.
3 .T h e y ... students.
4. I t ... a pencil.
5. He ... a boy.
6. You ... teachers.

7. She ... a nurse.
8. We ... doctors.
9 . 1... a sailor.
10. He ... a driver.
11
E SSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Exercise 8 Join the two parts of the sentences:

1 .1am
a) a book
b) Jane
2. He is
c) John
3. We are
d) an artist
4. She is
e) singers
5. It is
Exercise 9 Answer the questions:
1. Is it a fox? (yes)
2. Are they engineers? (no/singers)
3. Is it a cat? (no/a bird)
4. Am I a student? (yes)
5. Are we mechanics? (no/teachers)
6. Are you our friends? (yes)

7. Is she a nurse? (yes)
8. Are they actors? (no/workers)
9. Is he a postman? (yes)
10. Is it a horse? (no/ a zebra)
Exercise 10 Turn the sentences into interrogative:

1 .1 am in the park.
6. It is a crocodile.
2. He is at school.
7. We are at the theatre.
3. It is a lion.
8. They are at the university.
4. We are at the cinema.
9. Cleo is at school.
5. They are elephants.
10. She is at work.
COM M ON EXPRESSIO N S W IT H T H E V ERB TO B E

to be glad/happy
to be pleased
to be sad
to be sorry
to be absent
to be present
to be ill
to be healthy
to be well
to be hungry
to be thirsty
to be mistaken
to be angry (with) sb
to be on duty
to be in
to be out
to be fond (of)
to be eager
to be married
to be divorced
to be sleepy
to be free
to be busy
to be late (for)
to be ready (for) sth
to be sure/certain
to be surprised (at)
to be afraid (of)
___________
Exercise
11 Finish the sentences:
1. Helen is not ill. She is ...
2. Bob is not present. He i s ...
3. John is not glad. He is ...
4. My friend is not in. She is ...
5. He is not fond of dogs. He is ...
6 .1am not eager to have a mouse, lam ...

7. Boris is not busy now. He is ...
8. John is not married. He is ...
9. They are not comfortable here. They are.
10. Children are not hungry. They are ...
ES S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S 1
Exercise 12 T ran slate into En g lish :

1. Mama este suparata pe Jane, pentru ca ea intotdeauna Tntirzie la coala. /
, .
2. Tmi pare rau ca eti trist. / , .
3. Sint sigura ca John i Pamela sint divortati. / ,
.
4. Elsie este surprinsa ca el este deja gata de plecare. / ,
.
5. Copiii sint insetati i infometati. / .
6. Ei sint furioi ca sint bolnavi. / , .
7. Mi-e frica ca greeti. / , .
8. Profesoara este satisfacuta ca toti elevii sint prezenti i gata de lectie./
, .
9. Helen este dornica sa tie daca sint casatoriti. / ,
.
10. Meg este trista ca prietenul ei este tot timpul ocupat. / ,
.
CONVERSATION
Dialogue A Read, translate and reproduce the dialogue:
Mr. Grey meets Alice, one o f his students, and her husband in the street.
Mr Grey:
Alice:
Mr Grey:
Alice:
Michael:
Mr Grey:
Michael:
Mr Grey:
Alice:
Mr Grey:
Good morning, Alice.

Good morning, Mr Grey.
How are you?
I'm fine thanks, and you?
Not too bad, Mr Grey.
This is my husband,
Michael. This is Mr Grey,
my English teacher.
Pleased to meet you.
Pleased to meet you, too.
Where are you from?
I am from Great Britain.
What about you? Are
you from London?
No, I'm not, but I live in
London now.
Well, goodbye, Mr. Grey,
it was nice to meet you.
It was nice meeting you,
too.
13
!
ESSENT IAL ENGLI SH FOR C O M M I T T E D L E A R N E R S :
Peter meets his former classmate Richard and his cousin.

Peter:
Hello, Richard. Haven't seen you for ages! How are things getting on, old
chap?
Richard: Hi, Peter! I am so glad to see you again! I am quite well. By the way, Peter,
meet my cousin Mary. Mary, this is Peter, my former classmate.
Peter:
How do you do, Mary?
Mary:
How do you do, Peter?
Peter:
How old are you, Mary?
Mary:
I am nineteen (years old). And you?
Peter:
I am nineteen, too. Where are you from?
Mary:
I am from Moldova. And you? Are you from Scotland?
Peter:
Oh, yes, I am. I am from Edinburgh. What are you?
Mary:
I am an exchange student. I am interested in Scottish poetry and music.
Peter:
Awesome! I can give you a hand in your research. Let's go to the library
together.
Mary:
Thank you ever so much! Richard is very busy and he can't accompany me.
Peter:
Ok. I will call you tomorrow. So long then, Mary.
Richard See you, Peter.
& Mary
Dialogue Complete the dialogues:
1 )A : Let me introduce your new
coleague, Mr Reeves.
B: How do you do, Mr Reeves?
C: ....................................................
B: ....................................................
3) A:
:
A:
B:
A:
2)
4) A: .................................................................
: I am nineteen. And you?
A: .................................................................
A: .................................................
B: Fine, thank you. How are you?
A: ....................................................
B: See you.
5)
.................................................................
I am from Moldova. What about you?
.................................................................
What are you?
.................................................................
A: Good morning.
B: .................................
A: .................................
B: Just fine. And you?
A: .................................
Dialogue Unscramble the dialogue:

At a party
Jane:
Jane:
14
My name is Jane. Nice to meet you.

See you, Peter.
: ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
ja n e :
^ en
:
-:
- te r
Amsterdam? Really, are you German?

It's a pleasure. This is a great party!
I'm from London, but I'm not British.
Oh, you're Dutch. Sorry about that.
I'm from Amsterdam,
set er: My name is Peter. What's your name?
s * t e r That's very interesting. Spain is a beautiful country,
seter: No, I'm not German. I'm Dutch,
a r>e: Well, my parents were Spanish, so I'm Spanish, too.
S s te r That's OK. Where are you from?
..are: Thank you. It is a wonderful place.
Jane:
Hi!
êter:
Seter:
S e te r
Yes, it is. Where are you from?

No, what are you?
Bye, Jane.
Hello.
READING
About Myself
H i! I am Lisa Black. Lisa is my first name and Black is my surname. I am 16. I
im English and I am from London. I am a pupil. I am always very busy, but when
am free I like to read and dance. I am fond o f going to discos and parties with my
ends, Jane and Kim. We are o f the same age. Jane is Irish, she is from Ireland. She is
r.d o f reading and painting. Kim is Chinese, she is from China. She is always busy
her dog. My friends are very kind and lively. We are very happy to be together.
Read the text and correct the sentences as in the example:

Model:
1. Lisa
2. She
3. She
- Lisa
5. Kim
Lisa is 10.
Lisa is not ten. She is 76.
is German.
is from New Castle.
is eager to have a dog.
is a student.
is fifty.
6. Jane is a dancer.
7. Jane is fond of fishing.
8. Kim is French.
9. Kim is busy with her cat.
10. They are very sad to be together.
Retell the text from the 3rd person singular. You may start like this:
SneisLisaBlack....
Restore the questions:
.Jo b , is, your, what?
2. From, where, you, are?
3. Is, your, name, what, first?
4. Old, how, you, are?
5. Surname, your, is, what?
6. Number, is, phone, what, your?

7. Married, are, you?
8. Country, what, you, from, are?
9. Is, address, what, your?
10. What name your middle is?
15
ES S E N T I A L ENGLISH FOR C O M M I T T E D L E A R N E R S
COUNTRIES AND NATIONALITIES

Country
Nationality
Country
The USA
American
England
Moldova
Moldovan
Spain
Nationality
English
Spanish/a Spaniard
+ish
Romania
Romanian
Ireland
Russia
Russian
Poland
Polish
Canadian
France
French
Australia
Australian
Czechia
Germany
German
Holland
Dutch
Italy
Italian
China
Chinese
Hungary
Hungarian
Japan
Belgium
Belgian
Portugal
Canada
+an
+ch
+ese
Irish
Czech
Japanese
Portuguese
Exercise 4 Add the words in each group. The words already listed are clues:
Germany
Japan
French
Czech
Holland
The USA
English
Ireland
Moldovan
Chinese
Exercise 5 Work on the model:

Model: I/Russia
1. Sandro / Portugal
2. Mioara / Romania
3. Doris / Canada
4. Kim / Australia
5. Amelie / France
I am from Russia.
6. lanus / Poland
7. Robert / England
8. Luciano / Italy
9. Fanni / Hungary
10. Pierre / Belgium
CREATIVE WORK
Exercise 1 Introduce:
a) yourself to a
foreigner;
b) your friend Alan
to a foreigner.
"12053E~ Look at
the picture and make
up a dialogue:
16
I am Russian.
PHONETICS: English Vowel Sounds and

Combinations
LEXICAL TOPIC: My Family
GRAMMAR THEMES: The Definite Article.
Personal, Possessive, Demonstrative Pronouns.
To Have Got. Plural o f Nouns. Possessive
Case o f Nouns
PHONETICS
English Vowel Sounds

A vowel letter can represent different vowel sounds: hat /hast/, hate /heit/, all /:1/, art /
o:t/, any/e n i/.T h e same vowel sound can be represented by different vowel letters:/ei/
they, weigh, may, cake, steak, rain.
Open and closed syllables
Doen syllable: Kate /keit/,Pete /pi:t/, note /nout/, site /scut/, cute /kju:t/.
Ic s e d syllable: cat /kast/, pet /pet/, not /not/, sit /sit/, cut /kwt/.
rowels and vowel combinations
T V .ow els A, E, I, 0 , U, Y alone, in combination with each other or with R, W represent
: ~erent vowel sounds.
Sound
Letters
e,
ea
ie, ei
N
//
Examples
be, eve, see, m eet, sleep,
m eal, read, leave, sea, team ,
fie ld , b elieve, receive
Exceptions
bread, deaf,
d eath /e/;
great, b re a k /e i/;
frien d //
'
it, kiss, tip , pick, dinner,
m ach in e , ski,
system , busy, pity, su n n y
pizza /i:/
let, tell, press, send, end,
m etre /i:/
ea
a
b read, d ead , w e ath e r, leath er

late, m ake, race, able, stable, range,
strang e, paste, w aste,
le i/
/Jit/
a im , w a it, play, say, day,
said /sed/;
eig h t, w e ig h t, th ey, hey,
h eig ht, eye /a i/
ea
break, great, steak
key /i:/
u
ew
use, d uty, m usic, cute, huge,

few , d ew , m ew , new ,
eu
e u p h e m ism , feud, n eutral,
ai, ay
ei, ey
ue, ui
h ue, due, sue, suit

17
ESSEN T I A L ENGLISH FOR C O M M I T T E D L E A R N E R S
Sound
Letters
, 00
/u:/
ew
, ui
Examples
rude, rule, June,
do, move, room, tool,
crew, chew, flew, jew el,
blue, true, fruit, juice,
group, through, route
//
look, book, foot, good,

put, push, pull, full, sugar
/:/
or
aw,
-ought
al, all, wa-
more, order, cord, port,

law, saw, pause, because,
bought, thought,
hall, always, water
/D/
//
0
w(h)a
0
oa, ow
/01/
oi, oy
/:/
ar
a(s/t/th/l)
//
ou
//
/:/
neutral
sound //
U (gh)
-
er, ur, ir
-ear
Exceptions
guide, quite/ai/;
b u ild / 1/
work, word / 3 :/
shop, clock, long,

was, what, want, watch
go, note, open, old, most,
road, boat, low, own, bowl
how, now, town,

brown, down
power //
oil, voice, noise, boy, toy

army, car, party, garden, park,
father, calm, palm, drama,
last, class, dance, castle, half
out, about, house, mouse
ice, mild, find, kind, sigh, night,
my, style, apply, buy, guy
serve, herb, burn, hurt, girl, sir,
heard, earn, earnest, earth
war, warm,
ward / /
would, could,
should //
wind, window / 1/
heart, h earth /a:/ j
er, or {suff.) worker, driver, doctor, tractor,

ous
famous, various
Note 1:The letter Y

The letter Y can function as a vowel or as a consonant. As a vowel, Y represents the
vowel sounds / 1/, /ai/. As a consonant, Y represents the consonant sound /j/, usually at
the beginning of the word and only in the syllable before a vowel.
- / 1/ any, city, carry, funny, mystery, synonym;
- /ai/ my, cry, rely, signify, nylon, type;
/j/ yard, year, yes, yet, yield, you.

Note 2: The diphthongs /au/, /ai/, /ou/, /oi/, /ei/
A diphthong is one vowel sound that consists of two parts. The first part is the main
strong component (the nucleus), the second part is short and weak (the glide). A
diphthong is always stressed on its first component: /au /, /01 /. A diphthong forms one
syllable.
18
Q fV O C A B U L A R Y
Topical words and word combinations
Family:
Parents: father, mother
Siblings: brother, sister
Children: son, daughter
Grandparents: grandmother, grandfather
Grandchildren: granddaughter, grandson
Great-grandparents: great-grandfather, great-grandmother
Great-grandchildren: great-grandson, great-granddaughter
Relatives: uncle, aunt, nephew, niece, cousin, first cousin, second cousin
Relatives by marriage:
Spouse: wife, husband
Parents-in-law: mother-in-law, father-in-law, brother-in-law, sister-in-law, son-in-law,
raughter-in-law
Relatives in the second family:
Step-parents: stepmother, stepfather
Step-children: stepdaughter, stepson, stepbrother, stepsister, half-brother, half-sister
4ote! If your mother or father remarries, you can acquire a new fam ily and set of relatives,
-or example, if your father marries a second wife, she becomes your step-mother. Any
c~i dren she already has become your step-sisters or step-brothers,
r .our mother or father remarries and has children, they become your half-brothers or
vitf-sisters.
Marital status and related words: single, married, engaged, separated, divorced,
dower, widow, fiancee, fiance, engagement, engagement ring, bride, bridegroom,
.edding, wedding rings, honeymoon, divorce, ex-husband, ex-wife, alimony, child
: _ oport, girlfriend, boyfriend
~-'xs of the family:
N jclear family = mother, father and children, e.g. The traditional British family unit is a
- _clear family.
S ngle-parent / one-parent family = a fam ily which only has one parent (because the
ce rents are divorced, or because one of the parents has died), e.g. There are more and
-o re single-parent families in the UK.
-m ed iate family = your closest relatives, e.g. Only immediate family members
i "ended the funeral.
Extended family = your entire family, e.g. The wedding invitations were sent to the
e r : 'e extended family.
Close-knit family = a fam ily where the members have close relationships with each
::n e r, e.g.They are a close-knit family.
Dysfunctional family = a family where the members have serious problems with each
;c*er. e. g. He comes from a rather dysfunctional family.
* cod relative = a relative connected to you by "blood" rather than through marriage,
: Shes not a blood relative, but we're still very close.
ES S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S *
Vocabulary exercises
{ Add the words in each group. The words already listed are clues:
Family Relationships
M ale
Fem ale
Father
Parent
Daughter
Husband
R ela tion sh ip
Child
Wife
Sibling
Grandfather
Grandmother
Grandmother
Grandson
Grandchild(ren)
Aunt
Nephew
Grandparent(s)
Parent's sibling
Niece
Cousin
Aunt/Uncle's child(ren)
Mother-in-law
Step-child
Great-grandmother
Step-father
Match the words and definitions:
1 .Nephew
2. Mother
3. Son
4. Grandfather
5. Uncle
6. Cousin
7. Daughter-in-law
8. Husband
9. Sibling
10. Step-brother
11. Sister
12. Great-grandchild
13. Aunt
14. Parent
15. Father
20
a) a woman's partner in marriage

b) the father of one's father or mother
c) a brother of one's father or mother
d) the child of a person's grandchild
e) a person's brother or sister
f) a female who has given birth to offspring
g) a father or mother
h) a sister of one's father or mother
i) the child of one's aunt or uncle
j) the wife of one's son
k) a male parent
1) a son of one's stepmother or stepfather by a union witfij
someone other than one's father or mother respectively 1
m) a male offspring; a boy or man in relation to his parents
n) a son of one's sister or brother
o) a female person having the same parents as anotheperson
Exercise 3 Use the context in each sentence to help you to write the correct word:
T. Mike and George are brothers-in-law.
Mike's father-in-law is George's ...
George's sister is M ike's...
George's son is M ike's...
Mike's daughter is George's ...
George's wife is Mike's ...
2. Gordon and Lily are spouses.
Gordon's sister is Lily's ...
Lily's mother is Gordon's ...
Gordon's parents are Lily's ...
3. Susan and Sally are siblings.
Susan's daughter is ...
Sally's husband is Susan's ...
4. Doris is Brian's second wife. Bobby is Doris' son from her first marriage. Elizabeth is
Brian's daughter from his first marriage.
Bobby is Brian's...
Elizabeth is Bobby's ...
Doris and Brian's daughter is Bobby's ...
Brian is B ob b y's...
5. Andrew and Samantha are divorced.
Andrew is Sam antha's...
Find in the word search puzzle the words listed in theTopical Vocabulary:
N
21
ESSENTIAL ENGLISH FOR C O M M I T T E D L E A R N E R S
(p
GRAMMAR
TH E D EFIN ITE ARTICLE

THE
The book is green.
The elephant is huge.
The milk is fresh.
The sun, the sky, the earth
A / AN = 1 (ONE)
This is a book.
This is an elephant.
This is milk.
Put the pen on the table.

Exercise 1 Fill in the article where necessary:
1 .This is ... pen. It is my ... pen.
2. Have you g o t ... car?
3.This is ... g a rd e n .... garden is beautiful.
4 .This is ... flo w e r.... flower is red.
5. That is ... te ach er.... teacher is clever.
6. This is ... a p p le .... apple is delicious.
7. That is ... tre e .... tree is green.
8. He has g o t . .. b icycle .... bicycle is orange.
9. My ... friend has no ... computer.
10. She has two ... daughters and one ... son.
11. We have ... big family.

12. My son is ... pupil.
13. . . . sun is yellow and ... sky is blue.
14
Earth i s ... planet.
15. This is ... meat
meat is fresh.
16.This is ... um brella.... umbrella is red
17.This i s ... university.... university is gooc
18. 1 have ... hour left.
19. This is ... h o u se .... house is new.
20 . . . . moon is pale.
Exercise 2 Translate the following sentences into English:

1. Aceasta este carte. Cartea este interesanta. / . .
2. Dimineata aerul este proaspat. / .
3. Ea are pisica i un ciine. Pisica este gri i ciinele este negru. /
. - , - .
4. Carlos este pasionat de pictura. Desenele sale sint deosebite. / =
. .
5. Veriorul meu are bicicleta. Bicicleta este noua. /
. .
6. Soarele este rotund i galben. / .
7.Tavanul in camera este roz. / .
8. Aceasta este cutie. Cutia este pustie. / . .
9. Cartile sint in dulap. / .
10. Legumele din frigider nu sint proaspete. / .
11. Tabla este pe perete. / .
12. Aceasta este creta. Creta este la tabla. / . .
13. Acesta este un tort. Tortul este gustos. / . .
14. Acela este un copac. Copacul este verde. / To . .
15. Podeaua in clasa este maro. / .
16. Cerul este albastru. / .
17. Aceasta este unca. unca este proaspata. / . .
18. Acela este orez. Orezul este gustos./ . .
19. Acesta este zahar. Zaharul este dulce. / . .
20. Acela este gem. Gemul este acru. / To . .
ES S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
ntONOUNS
Personal
1
You
He
She
It
We
They
irs:Jute form its is no
Objective Case
Possessive
Me
You
Him
Her
It
Us
Them
My
Your
His
Her
Its
Our
Their
Possessive
Absolute form
Mine
Yours
His
Hers
_*
Ours
Theirs
longer used, being considered obsolete.
Fill in my, your, his, her, our or their:
5~e has got an umbrella. It's ... umbrella.

They have got a computer. It's ... computer.
-ou've got a family. It's ... family.
He's got a brother. He is ... brother.
se got a sister. She is .. . sister.
iVe have got an uncle. He is ... uncle.
She has got a brother. He is ... brother.
* iVe have got cousins.They are ... cousins.
: x j have got a pet. It's .. . pet.
: -ave got grandparents.They are ... grandparents.
1
Z
5
:
Finish the sentences. Use l/me/we/us/you/he/him/she/her/they/them:

it
ant to call him b u t ... doesn't want to c a l l ...
I They want to call me b u t . .. don't want to c a l l ...
3. We want to call them b u t . .. don't want to c a l l ...
- She wants to call him b u t ... doesn't want to call ...
5. They want to call her b u t . .. doesn't want to c a l l ...
. I want to see them b u t ... don't want to see ...
He wants to see us b u t . . . don't want to see ...
3. You want to see her b u t ... doesn't want to see ...
5 .1want to see her b u t .. . doesn't want to see ...
TO. We want to see him b u t ... doesn't want to see ...
Exercise 3 Put in it/them + me/us/him/her/them:
I want those copybooks. Please give ... to ...
2. He wants the book. Please give ... to ...
3. She wants the pencils. Please give ... to ...
- want the key. Please give .. . to ...
: 'h e y want the cassette-recorder. Please give ... to ...
: ie want the chairs. Please give ... to ...
- e wants the rubber. Please give ... to ...
* She wants the money. Please give ... to ...
* ~hey want the umbrella. Please give ... to ...
ML S~e wants those clothes. Please give ... to ...
23
'
11 . 1 want to see your fam ily album. Please show ... to ...
12. We are eager to meet your husband. Please introduce ... to ...
13. He is eager to have a hedgehog. Please buy .. . f o r ...
14. We are eager to meet your fiance. Please invite ... to ...
15. They are eager to meet your half-sister. Please introduce .. . to ...
Exercise 4 Put in my/our/your/his/her/their:
1 .This is ... brother. (I)
2 .That is ... sister, (he)
3. Those are ... parents, (they)
4. They are ... cousins, (we)
5. He is ... uncle, (she)
6. Is he . . . brother-in-law? (you)
7. Are they ... step-parents? (I)
8. Are we ... nieces? (they)
9. Is his d au g h ter... cousin or second cousin? (you)
10. Are they ... siblings o r ... sister's? (you)
11. How old is ... grandmother? (we)
12. Is ... step-mother kind and polite? (you)
13. . . . half-brother is very lazy, (she)
14. . . . mother's sister-in-law is very friendly.(l)
15. Is she ... half-sister? (he)
Exercise 5 Finish the sentences:
1. Do you know that girl? Yes, I know ... but I can't rem em b er... name.
2. Do you know that boy? Yes, I know ... but I can't rem em b er... name.
3. Do you know those pupils? Yes, I know ... but I can't rem em b er. . . names.
4. Do you know me? Yes, I know ... but I can't rem em b er... name.
5. Do you know her brother? Yes, I know ... but I can't rem em b er... name.
6. Do you know my parents? Yes, I know ... but I can't rem em b er... names.
7. Do you know his ex-wife? Yes, I know ... but I can't rem em b er... name.
8. Do you know my siblings? Yes, I know ... but I can't rem em b er... names.
9. Do you know my great-grandchildren? Yes, I know ... but I can't rem em b er... names.
10. Do you know Mark's step-parents? Yes, I know ... but I can't rem em b er... names.
Exercise 6 Fill in the gaps with the correct possessive pronoun:
1.This is Liz with ... husband Philip.
2 .This is Ann and John with ... children.
3. This is John with ... wife, Ann.
4 .This is Mark with .. . brother, Michael.
5. This is Ann with ... brother, Michael.
6. These are Diane and Robert with ... parents.
7 .These are Liz and Ted with ... grandparents.
8 .These are Bob and Margaret with ... great-grandchildren.
9 .These are Fred and Helen with ... grandchildren.
10. These are Jack and Grace with ... step-parents.
24
ESS E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Lwrrise 7 Choose the right variant:

?: :-.iS your/yours book?
. mine room is nicer than her/hers.
per hers essay is longer than my/mine.
ts n i s notebook your/yours?
1 e these our/ours test-papers?
i ~~*ese are their/theirs paintings.
s camera is my/mine. And that camera is their/theirs,
i t~i nk this is your/yours passport. Yes, it is my/mine.
- -ese photographs are m y/m ine.Those are her/hers.
I I : is your/yours room? Yes, it is our/ours.
1
I
i
4
T T T
Finish the sentences according to the model:
Model: He gives me his pen and I give him mine.

1. z .'e him ... dictionary and he gives me ...
1 : e her ...encyclopedia and she gives me ...
I h e g ves me .. . magazine and I g iv e ..........
* 'He give h e r ... diary and she g iv e s ..........
z e them ... record and they g iv e ..........
i 3ne g ves u s ... phone number and we g iv e ..........
j - g .e him ... address a n d ..........
Me g ve them ... letter a n d ..........
I --e . give you ... umbrella a n d ..........
I I I* e gives him ... ring a n d ..........
TO HAVE GOT
AFFIRM ATIVE
NEGATIVE
INTERROGATIVE
( i orm
Short form
Long form
Short form
li
I've got
1have not got
1haven't got
Have 1got?
.have got
You've got
You have not got
You haven't got
Have you got?
r e nas got
He's got
He has not got
He hasn't got
Has he got?
ISire -as got
She's got
She has not got
She hasn't got
Has she got?
got
IIIK got
It's got
It has not got
It hasn't got
Has it got?
Mn -awe got
We've got
We have not got
We haven't got
Have we got?
law. -ave got
You've got
You have not got
You haven't got
Have you got?
T ie . âve got
They've got They have not got
They haven't got Have they got?
~ ~1 Fill in the blanks with the appropriate form of the verb "to have got"
a big family.
6. We ... many aunts and uncles.
Z ~~ a father and a mother.
7 .They ... many cousins.
1 be
no brother, but he ... a sister.
8. You ... a step-brother.
4 - =-ancee ... many blood relatives.
9. She ... no nephews.
K J - 55 s:er-in-law.
10 . 1 ... a niece.
25
Exercise 2 Ask and answer questions:

Model: I/ a niece? (Yes)
1. He / grandparents? (No)
2. T h ey/so n s? (Yes)
3. They / daughters. (No)
4. He / a wife? (Yes)
5. She / a husband? (No)
Have I got a niece? Yes, I have/No, I haven't.

6. You / relatives? (Yes)
7. He / a grandson? (Yes)
8. We / a great-grandmother? (No)
9. W e / a cousin? (No)
10 . 1 / a stepsister? (Yes)
Exercise 3 First say and then write questions and answers as in the example:
Model: What has Jim got? He has got a sister, a guitar, a car, an aunt, a house.
She hasn't got a radio, a nephew or a niece.
Jim
a sister
+
Alan
Richard
Dan+Sue
a nephew
an aunt a radio
+
+
+
+
+
+
a car
+
a guitar
+
a house
+
+
+
Jackie
Bob
a niece
+
+
+
+
You
Translate the following sentences into English:
Ea are un ceas de mfna nou. / .
Ei au trei nepoti i doua nepotele. / .
Ei au matua? / ?
Mirele i mireasa au inele frumoase i scumpe. / .
.
5. Socrii ei au vila? / ?
6. Fratele ei vitreg are camera fotografka. / .
7. Voi aveti rude peste hotare? / ?
8. Veriorii ei inca nu au copii. / .
9. Ginerele lui are casa cu doua nivele. / .
10. Stranepotii lor au foarte multe jucarii de plu. /
.
1.
2.
3.
4.
D E M O N S T R A T IV E P R O N O U N S
This - this book (= the book here)
These - these books (= the books here)
I r r m r a l Put in this or th ese:
1 . . . . chair
6. . . . man
2___ chairs
7. . . . woman
3 . . . . boy
8. . . . pencils
4 . . . . girls
9 . . . . tables
10.. .. pupils
5 . . . . houses
26
That - that book (= the book there)

Those - those books(= the books there)
Exercise 2 Put in that or those:

__________
1. . . . picture
6. . . . l a mp
2. . . . c o mb
7_____bananas
3 . . . . scissors
8 . . . . computers
4. ...t r e e
9 . . . . sandwich
5 . . . . flowers
10. . . . cartoons
T S f f i E T T r a n s l a t e into English:
1. Acesta este varul meu. / .
2. Acela este fratele lui. / To .
3. Aceasta este sora mea. / .
Aceia sint strabuneii notri. / To .
5. Acela este cumnatul tau. / To .
5. Aceia sint parintii tai? / To ?
7. Acestea sint matuile noastre? / ?
3. Acetia sint unchii tai. / .
9. Aceasta este nepotica mea de la sora. / .
' 0. Acela este ginerele ei? / To ?
Aceea este logodnica lui? / To ?
12. Aceasta este familia mea. / .
' 3. Acela este nepotul meu de la frate. / .
- Acetia sint stranepotii votri. / .
' 5. Aceia sint nepotii (de la buneii) votri. / To .
PLURAL OF NOUNS
Most nouns form their plural by

adding "s":
2. Nouns ending in s, ss, sh, ch, tch, x

take "es" in the plural:
C'-ns ending in"o" take "es":
a girl - girls
a desk - desks
a computer - computers
a parrot - parrots
a ta b le -ta b le s
a snake - snakes
a bus - buses
a g la ss-g la sse s
a bush - bushes
a bench - benches
a watch - watches
a fox - foxes
a potato - potatoes
a tomato - tomatoes
BUT:
a photo - photos
a piano - pianos
a v id e o -v id e o s
a radio - radios
4. Nouns ending in a
consonant + = ies
BUT: nouns ending in a vowel
(a, e, i, , u) + = ys
a city - cities
a lady - ladies
a boy - boys
a toy - toys
5. Some nouns ending in f/fe = ves
a thief - thieves
a shelf - shelves
a knife - knives
a w olf - w olves
a wife - w ives
a leaf - leaves
a loaf - loaves
a calf - calves
BUT
a handkerchief - handkerchiefs
a roof - roofs
a chief - chiefs
a proof - proofs
6. Irregular Plurals
a man - men
a woman - women
a tooth - teeth
a foot - feet
a goose - geese
an ox - oxen
a child - children
a mouse - mice
a louse - lice
7. Nouns with the same form
a fish - fish
a deer - deer
a swine - swine
a sheep - sheep
8. Compound nouns
a) Hyphenated nouns form their
plurals by adding -s to the
principal word in the compound.
b) When there is no obvious principal
word, add -s (or -es) to the end of
the compound.
c) If a compound can be thought
to have two heads, both of them
tend to be pluralized when the first
head has an irregular plural form.
a mother-in-law - mothers-in-law
a lieutenant general - lieutenant generals
a court-martial - courts-martial
(or court-martials)
a daughter-in-law - daughters-in-law,
a half-moon - half-moons
a looker-on - lookers-on
a passer-by - passers-by
a forget-me-not - forget-me-nots
a toothbrush - toothbrushes
a man-child - m en-children
a manservant - m enservants
a woman doctor - women doctors
Luerasel Write the plural of the following nouns:

1LA pen.Ten .. .
6. A banana. Five ...
2 A house.Three ...
7. A chair. F o u r ...
I / dolphin.Two ...
8. An armchair. Seven
* 1 book. Six . . .
9. A tail. Nine ...
: 1 room.Two ...
10. A shirt. E i g h t ...
1
1
1
*
5.
Change the sentences into the plural:

~~e cat is in the garden.
6. The grandfather is in his study.
~~e skirt is on the chair.
7. It is a dog.
~_e book is under the table.
8. The cup is on the table.
~ mother is in the room.
9. It is in the kitchen.
cousin is at home.
10. The pencil is in the box.
Write the words in the plural. Put them in the correct column:
*3t2Co, chief, party, toy, book, brush, fly, bus, wife, radio, wolf, photo, match, knife, glass,
im tey oox, writer, sister-in-law, handkerchief, city, video, watch, page, text, baby, leaf,
e r e bush, cowboy, sandwich, glass, lady, thief, fox, Negro, class, banana.
-S
-es
-ies
-ves
...
Write the plural of the following nouns:

arer-in-law, passer-by, lady-doctor, merry-go-round, daughter-in-law, scholboy, son -%. toothpaste, man-servant, schoolgirl, woman-doctor, sister-in-law, brother-in-law,
s c o l bag, court-martial, man-child.
Change the sentences into
I
s is an English dictionary.
1 : _c the box on the shelf.
i '"Here is snow on the roof.
A -is soeech is very interesting.
5 ~~ere is a sheep in the field,
f
is a hungry w olf in the forest.
T fcf child is an industrious pupil.
<& -5 story is amazing.
: -t tnis knife on the table,
ere is a deer in the forest.
the plural:
11. A woman is equal to a man.
12 . 1 have a pain in my right foot.
13. Her tooth is white.
14. This ox is very dangerous.
15. Flave you got a golden fish?
16. My grandmother has got one fat goose.
17. The mouse is grey.
18. What colour is the leaf?
19. The louse is a small harmful in se ct.
20. The key is under the rug.
;?fdse5 Translate the following sentences into English:

Acestea sint fularele tale? / ?
j &menii au 32 de dinti. / 32 .
Bunica ta are multe gite? / ?
: : pierii au un serviciu foarte periculos. / .
Acesti medici sint germani? -Nu, ei sTnt francezi. / ? - ,
.
f t O ie . caii, boii sint animale domestice. / , , - .
1
2
3
1
' -
1
E SSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S H
7. Pisicile prind oareci. / .

8. Aceste femei au poete din piele. / .
9. Barbatii aceia sTnt juriti. / - .
10. Unde sint chibriturile? / ?
POSSESSIVE CASE WITH PEOPLE

We u s e 's with one person
e.g. Jane's umbrella.
We use s' with two or more people
e.g. The cooks' hat
BU T we use's with irregular plurals
e.g. the men's ties

e.g. the women's purses/handbags
Compound nouns + 's
e.g. my bother-in-law's computer
We u se 's after the last of two or more

names to show common possession
e.g. Robert and Olivia's apartment (They

live in the same apartment)
We u se 's after each name to show

individual possession
e.g. Victoria's and Albert's apartments.

(They live in different apartments)
We u se 's or just an apostrophe (') with

proper names ending in "-s"
e.g. Dickens's novels / Dickens' novels

e. g. Socrates's ideas / Socrates' ideas
We also use's with animals
e.g. The dog's food
POSSESSIVE CASE WITH THINGS

We use "of"with things
e.g. the roof of the house
Exercise 1 Underline the correct word, and then explain in your mother tongue:
1. My (mother's/ mothers') name is Helen.
2. His cousins'/ cousin's) names are John and Bob.
3. Our (children's / childrens') names are Cathy and Laura.
4. My (sister-in-law's / sister's-in-law) name is Johanna.
5. Our (grandfathers'/ grandfather's) names are Tony and Nicolas.
6. Look at (the trunk of that tree/that tree's trunk). It's dry.
7. He is my (sister's / sisters') husband.
8. He is my (friend's Nick's / friend Nick's) nephew.
9. The cat is on (the roof of the house / the house's roof).
10. (The tail of the cat / the cat's tail) is long.
Exercise 2 Make up word combinations
1. the mother/Nick
2. the children/Pete and Mary
3. the bottom/the page
4. the aunt/Robert
5. the great-grandparents/Michael
u sin g 's where possible:

6. the niece/Eugene
7. the name/her husband
8. the population/the world
9. the house/Jim's parents
10. the stepmother/my cousin

E SS E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Exercise 3 Replace, where possible, the nouns with the preposition of using the
n c triirtin n *
possessivei rn
construction:
1.The room of my nephew.
2 .The article of my brother-in-law.
3.The clothes of my daughter.
4. The eyes of the cat.
5. The toys of their grandchildren.
6. The engineers of our factory.
7. The car of the stepson.
8 .The book of his wife.
9. The computer of her father.

10. The legs of the chair.
11. The study of his uncle.
12. The walls of this room.
13. The bicycle of our father-in-law.
14. The son of my sister.
15. The floor of the bathroom.
Exercise 4 Translate into English:

1. Banii sint ai unchiului m e u ./ - .
2. Cartea matu$ii mele este foarte interesanta. / .
3. Marina cumnatului meu este moderna. / .
4. Camera veriôarei mele este confortabila. /
.
5. Vocea bunicii mele e blinda. / .
6. Rica lui Tom i Sally este studenta./ .
7. Marina surorii tale e roie. / .
lO c h ii fetei tale sint albatri. / .
3. Eu locuiesc In casa soacrei mele. / .
. Jucariile nepotilor sint noi. / .
1 1 .Revistele unchiului sint vechi. / .
12. lata doua compuneri a le T in e i./ .
13. Casa strabuneilor este mare i spatioasa. /
.
4.Povestea bunicului este lunga i am u zan ta./ .
1 5 . lata casele lui Toby i Emily. .
READING
The W hites
Every family is a castle. A happy family is when parents are happily married and
children are happily grown up. Lets become acquainted with the Whites - a closeknit family.
This is a typical family. They are probably like many of the families in England.
The Whites are extremely friendly and they are happy in their house, in a pleasant
Oxford suburb.
Bill and Julia White are husband and wife. They are both in their early thirties.
U S is 37. He is a loving father and husband. Bill is a professional musician. He is a
member of the local professional band.
--------..U .v
M ...Jnlll,n,u*---------
Julia is 34. She is a housewife, as they have three children, two girls and a boy. She
takes her marriage for granted. The three children are her wealth. They grow up in a
perfect family and they go on well together.
Two o f the children, Susan and Katherine, are twins. They are pupils. Susan and
Katherine are 14. Susan is kind and hard-working. She has good results at school.
Susan is always a top-student. Katherine is open-hearted, energetic and lazy by turns.
Nevertheless, both of them are loving daughters for their parents and good sisters for
their little brother, Robert.
Robert is a restless boy of 4. He is very naughty and funny sometimes. On the one
hand he is a real trouble-maker; on the other hand he is everybodys pet.
The parents are proud of their children and when they are sick and tired o f their
usual routine, their family is a shelter from any troubles and misfortunes.
A ctiv e V o ca b u la ry
Castle n - castel;
To be married - a fi casatorit; /, e. g. Is your sister married?
Opp. to be divorced
Let's= let us (is followed by the bare infinitive), e. g. Let's go to the cinema.
Extremely adv - foarte; , e.g. It is extrem ely difficult to find a good job.
Syn. very
Suburb n - suburbia; , e. g.They live in the suburbs.
Both - ambii; , e.g. We are both tired.
Note: both ... and = not only ... but also, e.g. Both his mother and father are doctors.
To become acquainted with somebody - a face cunotinta cu cineva;
-
Syn. to meet (col), to get acquainted with smb
Note: to acquaint sb with sb (or sth) -i face cunotinta cuiva cu cineva (sau ceva);
- -, , . g. The teacher is going to acquaint
Max with his new class-mates.
Syn. to introduce sb to sb/sth
Band n - trupa de muzicanti; , e.g. She is a singer with a band.
To take something for granted - a considera de la sine inteles;
, e.g. Her friend is always there (beside her) and she just takes him for granted.
Wealth n - avere, bogatie; , e.g. My uncle is a person of wealth and influence.
Syn. fortune
Opp. poverty
To grow up - a create, a educa; ,
Twins n - gemeni;
Kind adj - bun; (as a kind heart, face, gesture, action)
Note: to be kind to, e.g. My brother is very kind to animals.
Opp. unkind
Hard-working adj - sirguincios; , , e.g. The parents are happy
to have such hardworking children.
Syn. diligent
Opp. lazy
32
1
Nevertheless adv - totui, cu toate acestea; , -,

Restless a d j- neastTmparat, nerabdator; ,
Syn. agitated, impatient
Opp. restful
Naughty a d j- neastimparat, jucau;
Syn. playful, troublesome
Opp. polite, well-behaved, well-bred
On the one hand ... on the other hand - pe de parte ... pe de alta parte;
... , e.g.On the one hand the children would like to have a
pet, on the other hand they are not responsible enough.
Pet n - animal de casa, aici: favorit; , : , e.g.
She is the teacher's pet.
To be proud of - a fi mindru de; , e.g. Mother is proud of her children's results
at school.
Opp. to be asham ed of
to be sick and tired of - a fi obosit de; , e.g. Grandparents are never sick and
tired of their naughty grandchildren.
Routine n - rutina, obi$nuinta;
Shelter n - adapost; , e.g. People need food, clothes and shelter.
To be mistaken - a grei; , e.g. I am afraid, you are mistaken.
To consist of - a consta din; , e.g. My fam ily consists of four members.
To be alive - a fi in viata; , e.g. My greatgrandparents are still alive.
Opp. to be dead
To be as busy as a bee - a fi foarte ocupata;
To run the house - a face menaj; , e.g. Who runs the house in your family?
To be eager - a dori; , e.g. My daughter is eager to have a little pony.
Syn. to want
Most willingly - cu cea mai mare placere;
Transcribe
Castle n
a cq u ain ts
twin n
trouble-maker n
the following words and pronounce them:

typical adj
both adj
early adv
wealth n
restless adj
naughty adj
shelter n
ashamed adj
Exercise 2 Pronounce the following words, paying attention to the stress:

Close-knit, extremely, suburb, musician, professional, energetic, nevertheless, routine,
misfortune.
rue or False? Correct the wrong sentences:
1. Every fam ily is a house.
2. The Whites are from Poland.
3. The Whites are friendly and happy.
4. They live in a big city.
5. Bill and Julia are brother
and sister.
6. They are middle-aged people.
7. Bill is in his early thirties.
8. Bill is a loving parent.
Q
Q
Q
9. Bill is a musician by profession.

10. Julia is Katherine's mother.
11. Susan has got bad results at school.
12. Katherine is a lazy girl.
13. Robert is a calm boy.
14. The parents are ashamed
of their children.
["
15. The fam ily is a shelter for Bill
and Julia.
[
E SSEN T I A L ENGLISH FOR C O M M I T T E D L E A R N E R S
fllfflfflT Paraphrase the sentences writing the words that mean a) the same,
b) the opposite to the underlined words:
a) 1. Julia is satisfied with her marriage.
2. Bill is a qualified musician. He is a tender father.
3. Susan is the best student. She is generous and industrious.
4 .The children grow up in an ideal family.
5. The three children are mother's riches.
b) I.T h e children are unhappily grown up.
2. Susan has bad results at school.
3. Katherine is reserved, energetic and lazy by turns.
4. Robert is a calm boy of 4. He is obedient and serious.
5. The parents are ashamed of their children.
Exercise 5 i Join the two parts of the sentences:
1) The Whites are
a) very naughty and funny.
2) They live in
b) the local professional band.
3) The three children are
c) are twins.
4) Robert is
d) Julia's wealth.
5) A happy fam ily is
e) open-hearted, energetic and lazy by turns.
6) Bill is a member of
f) a pleasant Oxford suburb.
7) Susan and Katherine
g) like many of the families in England.
8) Katherine
h) in a perfect family.
9) The children grow up
i) always a top-student.
10) Susan is
j) when the parents are happily married.
a) Here is a letter from Elizabeth to her new penfriend. Read the letter
and supply the missing words:
Pleased
close
suburb
whenever
forties
proud o f
businesswoman
band
a canary
attention
business
hobby
Dear Beatrice,
I m very ... to have a penfriend. Its wonderful to have a ... person with whom to share
opinions and experiences. In this first letter let me tell you a few words about myself.
My name is Eliza. Iam sixteen years old. I am from a small town near New Jersey. My house
is situated in the ... o f the town and I like it very much because its spacious and comfortable.
My parents are in their... . They are kind and friendly. My father has his own ... and he is
a hard-working person. My mother is a very respectable .... Her company is a flourishing one.
I also have a sister. She is in Canada now. She is a student and we are ... her.
I am a pet lover and have a dog, a cat,..., and two fish. They need a lot o f ....I play with my
dog and cat every day. Music is my ... . I love rock and metal. My favorite ... is Queen. I have
lots o f CDs and I listen to them ... I have free time.
I hope youre not very busy and can reply quickly. I m looking forw ard to hearing from
you soon.
Best wishes,
Eliza.
b)
Look at the model above and write your own letter about your family and
address it to your friend.
''--..
! ES S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Exercise 7 1 Translate into English:

1. Cartea aceasta este foarte interesanta. / .
2. Cintareata este foarte mfndra de trupa ei. /
.
3. de parte, John este foarte energic, pe de alta parte, este foarte lene. /
, , , .
4. Ei sint fericiti in casatorie i au gemeni. / .
5. Mama mea are voce foarte placuta. / .
6. Sotii locuiesc in suburbie. / .
7. Mireasa i mirele sint in buna dispozitie. / .
8. Nelly nu-mi este ruda, dar cu toate acestea sintem foarte apropiate. /
, .
9. Copilul este plictisit de familia lui nefavorabila. /
.
10. Copiii trebuie sa creasca intr-o familie unita. / .
11. Logodnica este foarte fericita sa faca cunotinta cu parintii viitorului mire. /
.
12. Nepotul meu este favoritul intregii familii. / - .
13. Copiii sint bogatia parintilor. / - .
14. i ginerele i nora sint bine educati. / .
15.Veriorii mei sint foarte prietenoi i buni. /
.
1 CONVERSATION
Dialogue
a)
Use the boxed sentences to complete the dialogue:

She is an interpreter. My daughters name is Nina. My son's name is Mike.
He is a schoolboy. Yes, I have a wife, a son and a daughter.
A. Have you a family?
B . ...
A. What's your son's name?
B . ...
A. What's your daughter's name?

B . ...
A. What's her job?
B . . ..
b) Write a similar dialogue.

Dialogue Put the sentences in order. Read and reproduce the dialogue:
A: What's your name?
B: Yes, the whole family, except my
grandparents.
A: Where are you from?
: I have one sister. She is nine. She
goes to a grammar school.
A: How old are you?
B: I'm from New York.
A: How many brothers do you have?
B: He is a doctor.
A: How many sisters do you have?

B: She is my aunt.
A: What does your father do?
: I have two brothers. The elder one is 20.
He is at the University. The younger one is
17. He is in high school.
A: Does your whole fam ily live here?
B: I'm 2 4 .1was born on July 26,1973.
A: Are you related to Mrs. Rayburn?
B: My name is Richard Fulton.
Dialogue Read and reproduce the dialogue:

A: I think you are the only daughter in the family!
B: Oh, you are mistaken. Our fam ily is rather large. It consists of six members.
A: Oh, it's great! Are your grandparents alive?
B: They are. You see, though they are pensioners, they are full of life and energy. Granny
is as busy as a bee, running the house, cooking dinner for all the family. She has a
heart of gold.
A: What is your mother?
B: She is a journalist and she is always on business. Her work is very interesting. But my
little brother and I do not think so. We miss her badly when she is on business.
A: So, you have a little brother. He is everybody's pet, isn't he?
B: No doubt, he is. And I am sorry to say, he is sometimes a little naughty.
A: I am so eager to see him!
B: Come to my place and I'll introduce you to my people. They will be glad to have a talk
with you.
A: Most willingly.
(p
CREATIVE WORK
Exercise 1 Speak about your family to your classmates. (If you have a family photo
graph, you may wish to show it to them.)
1
Describe the Browns family from the picture:
Translate into
Romanian/Russian the following
quotations:
1. Family isnt about whose blood you

have. Its about who you care about.
Trey Parker and Matt Stone
2. Happy families are all alike; every
unhappy fam ily is unhappy in its own
way. Leo Tolstoy
3. fam ily is the school o f duties...
founded on love. Felix Adler
4. There is no friendship, no love, like
that o f the parent fo r the child. Henry
Ward Beecher
5. A fam ily is a place where minds come in contact with one another. Buddha
6. Human beings are the only creatures on earth that allow their children to come back home.
Bill Cosby
7. A brother is a friend given by Nature. Jean Baptiste Legouve
8. You leave home to seek your fortune and, when you get it, you go home and share it with
your family. Anita Baker
9. We never know the love o f a parent till we become parents ourselves. Henry Ward Beecher
10. As the fam ily goes, so goes the nation and so goes the whole world in which we live. Pope
John Paul II
PHONETICS: English Consonant Sounds and

Combinations
LEXICAL TOPIC: My House/Flat
GRAMMAR THEMES: Numerals. Indefinite
Pronouns. The Construction " th e r e is / a r e " .
General, Alternative, Disjunctive Questions.
Prepositions o f Place
PHONETICS
English Consonant Sounds

A consonant letter usually represents one consonant sound. Some consonants, for
example, c, g, s, can represent 2 different consonant sounds.
Consonant
b
d
f
g
h
j
1
m
n
P
q (qu)
r
s
Sounds
/s/
//
/d/
/f/
/g /
/eft/
/h/
/-/
/j/
//
/1/
/ /
//
//
/kw/
//
//
/S /
/z/
/V /
/w/
/ks/
/gz/
/z/
/z/
/ts/
Examples
baby, best, bite, about, buy, bring, blind, absent, number, robber
centre, cigarette, cycle, democracy, notice;
cake, come, cucumber, clean, scream, panic
day, dear, die, door, duty, lady, ride, hidden, admire, kind, ended
fast, female, five, forest, fund, fry, flight, often, deaf, cuff
game, get, ago, begin, gust, great, global, dog, giggle, egg;
general, manage, agent, suggest, giant, gin, Egypt, energy
hair, help, history, home, hotel, hunt, behind, inherit;
hour, honour, honest, heir, vehicle, Sarah
jam , Jane, jet, jelly, Jim , jingle, joke, John, June, just
Kate, kind, kill, kilogram, sky, blanket, break, take, look
late, lesson, live, alone, close, slim, please, file, all, old, table, nicely
make, men, mind, mother, must, my, name, form, summer
napkin, never, night, no, nuclear, funny, student, kindness
paper, person, pick, pour, public, repair, apple, keep, crisp
quality, question, quite, quote, equal, require;
unique, technique, antique, grotesque
rain, red, rise, brief, grow, scratch, truck, arrive, return, hurry
send, simple, song, system, street, kiss, lost, release;
cause, present, reason, advise, always, is, realism
task, tell, time, tone, tune, attentive, student, hotel, boat, rest
vast, vein, vivid, voice, even, review, invest, give, move, active
wall, way, west, wind, word, would, swear, swim, twenty, twice,
twist
exercise, exchange, expect, ex-wife, axis, fix, relax;
exam, exact, executive, exert, exist, exit, exult;
Xenon, Xerox, xenophobia, xylophone
zero, zoo, horizon, puzzle, organize, quiz, jazz, crazy;
pizza, mezzo, Mozart, Nazi, waltz
Note: The letter W

The letter W represents the vowel sound // in the diphthongs // and //: now,
how, owl, brown; low, own, bowl.
Consonant Combinations
..
....... 11.......... .......

Combinations
Sounds
cc
/ks/
//
accent, accept, access, eccentric, accident;

accommodate, account, accuse, occur, acclaim
ch
tch
/tf/
chain, check, chief, choose, church, teacher;

kitchen, catch, watch
ch (Latin, Greek)
ch (French)
//
/J/
character, chemical, Chris, archive, mechanic,

technical;
champagne, charlatan, chef, chic, cache, machine
ck
//
black, pick, pocket, cracker, rocket
dge
/d j/
bridge, edge, judge, knowledge, budget, badger
gh
/9/
/
/-/
ghost, ghastly, Ghana, ghetto;

cough, enough, rough, tough, laugh;
though, through, weigh, neighbour, bought,
daughter
gu
/g/
/gw/
guard, guess, guest, guide, guitar, dialogue;

language, linguistics, Guatemala, Nicaragua
Ph
/f/
phone, photograph, phrase, phenomenon,

biography
qu
/kw /
//
quality, question, quite, quote, equal, require;

unique, technique, antique, grotesque
sc
/s/
/sk/
science, scissors, scene, scent, scythe;

scan, scandal, scare, score, Scotch, scuba
sch
/sk/
/J/
38
Examples
school, scholar, scheme, schnauzer, schedule
sh
/J/
share, she, shine, shoe, fish, cash, push, flourish
th
/0/
/9/
thank, thick, think, thought, thunder, author, breath,

bath;
father, this, that, then, though, with, breathe
wh
/w/
/h/
what, when, where, which, while, why, whale, wheel,

white;
who, whom, whose, whole
xh
/ks/
/gz/
exhibition, exhumation, exhale;

exhaust, exhibit, exhilarate
"
y-ydwm-".
I nil
.....................
===
Combinations
with silent letters
Sounds
bt, pt
/t/
doubt, debt, subtle; receipt, pterodactyl
kn, gn, pn
//
knee, knife, know; gnome, sign, foreign; pneumonia,

pneumatic
mb, Im
//
lamb, climb, bomb, comb, tomb; calm, palm, salmon
PS
/s/
psalm, pseudonym, psychologist, psychiatrist
rh
//
rhapsody, rhetoric, rheumatism, rhythm, rhyme
wr
//
wrap, wreck, wrestle, wrinkle, wrist, write, wrong
Combinations
in the suffix
Sounds
ti, ci, si, su
/J/
nation, patient, special, politician, vicious, pension,

mission, Asia, sensual, pressure
si, su
/3/
vision, fusion, Asia, usual, measure, visual
Examples
Examples
| H VOCABULARY
Anatomy o f a house: a front door, a window, a wall, a porch, a roof, a balcony, an attic, a
chimney, a floor, a ceiling, a garage, stairs, a basement, a lift / an elevator, a cellar.
Rooms: a living room, a dining room, a bedroom, a nursery/ playroom, a hall, a study, a
bathroom, a kitchen, a lavatory/ loo/ toilet.
Furniture: a table, a chair, an armchair, a bookcase, a sofa, a bed, a cupboard, a chest of
drawers, a wardrobe, a shelf, a sideboard, a bedside table, a dressing table, a writingdesk, a stool, a divan-bed, a hall stand.
Facilities: electricity, central heating, water supply, air-conditioning, a telephone, a lift,
an alarm.
Miscellaneous: curtains, a carpet, a rug, a cushion, a lamp, a mirror, a wash-basin, a
shower, a sink, a refrigerator, a washing-m achine,TV set, a lampshade, a picture, a towelrail/ rack, a fireplace, a gas stove/ gas cooker, an oven, a coat-hanger.
Types of houses:
A cottage = a small simple house, esp. in a rural area.
A detached house = any house that is completely separated from its neighbours.
A bungalow = a one-storey house without a basement, sometimes with an attic.
A block of flats = a multi-unit dwelling made up of several (generally four or more)
apartments
A semi-detached house = a pair of houses joined together by a common wall.
A terraced house = a house that is situated in a long row of houses.
A penthouse = the top floor of multi-story building.
' !
ESSENTIAL ENGLISH FOR COMMITTED LEARNERS
An apartment = a relatively self-contained housing unit in a building which is often

rented out to one person or a family, or two or more people sharing a lease in a
partnership, for their exclusive use.
Note: a fla tesp. Brit
e. g. They have a furnished flat on the second floor.
an apartment esp. US
e. . I like my apartm ent in New York.
V o ca b u la ry e x e rcise s
Exercise 1 Put the listed words into the correct column:
A stool, a carpet, a wash-basin, a chair, a sideboard, a lamp, a cupboard, a mirror, a
table, a shower, an armchair, a sink, a refrigerator, a shelf, a washing-machine, a TV set, a
cushion, a towel-rail, a fireplace, a sofa, a gas stove.
Living room
Kitchen
Bathroom
Exercise 2
a)
Select the word which does not go with the rest of the list. Explain your choice:
1. A gas stove, a refrigerator, a washing-machine, a TV set.
2. A living room, a lavatory, a garden, a nursery.
3. A cupboard, a table, a stool, a drawer.
4. A roof, a basement, a hall, a window.
5. A towel-rail, a shower, an armchair, a wash-basin.
b)
Write a word that you would associate with each group of the words below:
1. A bed, a sofa, a stool, a sideboard.
2. A window, a door, a ceiling, a floor.
3. Central heating, a lift, running water, gas.
4. A cup, a plate, a cupboard, a sink.
5. A writing-table, a bookcase, a shelf, a lamp.
Exercise 3 f Try to guess what each word is:

a)
38
40
The vowels (a, e, i, o, u) have been removed from these words:

st_,._,rs
J L c
^_,,_,_,_,
c h ,^ r
f L _ ,r
G-j_.L-.ng
G^rp,_,t
c^shu_-_,n
k._,tch,_,n
t, I ,t
w ^rdr^b^
p,_-,ct_/,_,
Lm p
b^s^m ^nt
',
' 'l

b)
E S S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
5 i
The consonants have been removed from these words:

, J, ,p y
....
ôo^_,
i_,u,_J_,i,_,ul_,e
, .i. . .u, ,e
a,^*_^,ai,_,
, ii^_. .e. .
,_,a,^_,e,_.
Exercise 4 Match the words and the definitions:

1. A w a sh in g -m a ch in e
a) a piece o f fu rn itu re to keep books in
2. A writing-desk
b) a rack to hold towels on
3. A refrigerator
c) a room to sleep in
4. A gas stove
d) a boxlike container in a chest, table, etc., to keep things in
5. A bathroom
e) a piece of furniture to write on
6. A cupboard
f) a chamber to keep food, drink, etc., cool
7. A towel-rail
g) a room to take shower in
8. A drawer
h) an apparatus heated by gas to cook food on
9. A bedroom
i) a mechanical apparatus, to wash clothes in
10. A bookcase
j) a piece of furniture to keep cups and plates in
Find in the word search puzzle the words listed in theTopical Vocabulary:
Z
_
ESSENTIAL ENGLISH F OR C O M M I T T E D L E A R N E R S
GRAMMAR
NUMERALS
CARDINAL
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
O RDIN AL
twenty-one the first

twenty-two the second
thirty
the third
forty
the fourth
fifty
the fifth
sixty
the sixth
seventy
the seventh
eighty
the eighth
ninety
the
ninth
a (one)
the tenth
hundred
the eleventh
the twelfth
the thirteenth
the twenty-first
the fourteenth
the fifteenth
the sixteenth
the seventeenth
the eighteenth
the
the
the
the
the
the
the nineteenth
the twentieth
the twenty-second
the thirtieth
fortieth
fiftieth
sixtieth
seventieth
eightieth
ninetieth
the hundredth
Write in words the following cardinal numbers:

4 ,6 , 8, 13, 5, 10,12, 11, 17, 19, 20, 2, 7, 3,44, 39, 96, 47, 100, 88, 32, 11, 14, 58, 38
~ U S S 9 3 ~ Work on the model:
Model: How old is Mark? (45)
1.
2.
3.
4.
5.
How
How
How
How
How
old
old
old
old
old
are you? (18)

is your friend? (19)
is your sister? (25)
is your brother? (29)
is your cousin? (32)
Mark is forty-five (years old).

Mark is a man o f forty-five.
Mark is over forty.
6. How old is your great-grandfather? (96)
7. How old is your mother? (45)
8. How old is your father? (53)
9. How old is your niece? (5)
10. How old is your nephew? (13)
Exercise 3 i Answer the following questions:

1. How many seconds are there in a minute?
2. How many minutes are there in an hour?
3. How many days are there in a week?
4. How many weeks are there in a month?
5. How many days are there in a month?
6. How many days are there in a year?
7. How many months are there in a year?
8. How many days are there in November?
9. How many days are there in February?
10. How many students are there in your group?
Exercise 4 Supply the corresponding ordinal numbers:
1, 11,2, 12,3, 13,4, 14,5, 15,6, 16,7, 17,8, 18,9, 19, 1 0 , 2 0 , 3 2 , 4 4 , 5 6 , 7 9 , 6 4 , 7 6 , 88,
29, 37, 45.
42
Exercise 5 C om plete th e ta b le :
24
22
28
31
33
40
48
59
55
68
74
twenty-four
the twenty-fourth
81
92
95
40
12
14
I Name the days of the week and work on the model:
Model: Sunday
Sunday is the first day o f the week.
IT O ffifffl Name the months of the year and work on the model:
Model: August
August is the eighth month o f the year.
1 1 Answer the following questions:

1. When is your birthday?
2. When is Independence Day in the USA/ Moldova?
3. When was M. Eminescu born?
4. When was W. Shakespeare born?
5. What date is it today?
6. When is Christmas?
7. When is your mother's birthday?
8. When is your parents'wedding anniversary?
9. When is Halloween celebrated?
10. When is your best friend's birthday?
THERE IS / THERE ARE
singular
plural
AFFIRIVIATIVE
Long form Short form
There's
There is
There are
Short answers:
Is there?
Are there?
NEGATIVE
Short form
Long form
There isn't
There is not
There are not There aren't
INTERROGATIVE
Is there?
Are there?
Yes, there is. No, there isn't.

Yes, there are. No, there aren't.
43
Exercise 1 SWrite "there is" or "there are"

1
2
3
4
5
a table in the room.

a sofa in the living room.
a cupboard in the hall.
pictures on the wall.
a light switch in the hall.
6
7....
8
9 ....
10
keys on the table.

a mirror in the bathroom.
a nursery in the house.
three rooms in the flat.
a rug near the fireplace.
Make up sentences:
toys
water
There
There
There
There
There
is (some)
is a (an)
are (some)
aren't any
are no
on the floor.
on the chair.
maps
in the bread bin.
bag
in the bedroom.
lawn
on the chest of drawers.
bread
in the room.
night table
in the glass.
stuffed toys
in front of the house.
carpet
on the wall.
light switch
in the toy chest.
Exercise
3 Write "Is there" or "Are there"
___________
1....
2....
3
4
5
a window in the room?

an attic in the house?
a kitchen in the flat?
a cellar downstairs?
a fireplace in the living room?
6___ a standard lamp in the bedroom?

7___ flower-pots on the window-sill?
8
candles on the fireplace?
9 . . . . a carpet on the floor?
10. . . . a chair at the table?
Exercise 4 i Make up sentences using "there is""there are":

1. key/ in the keyhole
2. candles / on the fireplace
3. mirror / in the hall
4. set of dishes / in the kitchen
5. spoons / on the table
6. teapot / on the tray
7. soup / in the bowl
8. tablecloth / on the dining room table
9. napkins / under the plates

10. towels / on the towel rack
11. wall unit / in the living room
12. medicine cabinet / in the bathroom
13. rubber mat / on the floor
14. toothpaste / in the toothbrush
15. photographs / on the mantel.
Exercise 5 | Make the following sentences a) interrogative; b) negative:

1. There
2. There
3. There
4. There
5. There
6. There
is some water in the kettle.

are some books in the bookcase.
is some juice in the jug.
are some armchairs in the livingroom.
is some milk in the carton.
are some newspapers and magazines in the magazine holder.
ESS E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S 1
7. There is some coffee in the coffeemaker.

8. There are some blinds on the window.
9. There is some soap in the soap dish.
10. There are some fruit trees in the orchard.
A sk q uestio n s and w rite tru e an sw ers to th em :
M odel: cushions? Are there any cushions on your sofa? -Yes, there are some cushions.
1. Blanket?
2. Comb?
3. Chest of drawers?
4. Clock?
5. Pillows?
6. Dishwasher?
7. Cutting board?
8. Microwave oven?
9. Chairs?
10. Cartons of milk?
Exercise 7 G ive tru e a n sw ers to the fo llo w in g q ue stio n s:

1. Is there a fire escape in your block of flats?
2. Is there an intercom in your house?
3. Is there a security system in your house?
4. Is there a parking space in your neighbourhood?
5. Are there any balconies in your flat?
6. Is there an air conditioner in your bedroom?
7. Is there a rubbish chute in your block of flats?
8. Is there a door chain on your door?
9. Are there any mailboxes on the ground floor?
10. Is there an elevator in your house?
T ran sla te th e fo llo w in g sentences into En g lish :
1. in oficiu este un dulap cu carti? - Da, Tn oficiu este un dulap cu carti. /

? - . .
2. podea este un covor rou, mare i gros. / ,
.
3. In salon este canapea comoda. / .
4. In dormitor, ITnga pat, este noptiera. / , , .
5.Tn salon este garnitura de perete mare i maro. /
.
6. In biroul vostru este un pian? - Da, Tn cabinetul nostru este un pian negru i mare.
/ ? - ,
.
7. In antreu este un cuier? / ?
8. In camera copiilor sTnt draperii crem. / .
9. in mijlocul salonului este masa rotunda sau patrata? /
?
10. Masa de scris este vizavi de fereastra. / .
11. in dreapta uii de la intrare este oglinda cu masa mica sub ea. /
.
45
12. In salonul lor nu este televizor color. / .

13. In bucatarie este un aragaz. Aragazul este negru. / . .
14. In jurul mesei sint nite scaune. / .
15. In ulcior este ceva lapte? - Nu, ulciorul este gol. /
? - . .
16. pat este plapuma. Plapuma este moale. / . .
17. perete este un ceas. Ceasul este modern. / . .
18. In dulap sint haine. Hainele sint noi. / . .
19. In bucatarie este maina de spalat vesela. Marina de spalat vesela este a bunicii.
/ . .
20. aragaz sint ni$te cratite. Cratitele nu sint in dulap. /
. .
INDEFINITE PRONOUNS
Some + countable or
uncountable noun
(in affirmative sentences)
e.g. There is some milk in the
glass.
There are some tomatoes in
the fridge.
Some is also used in the

interrogative sentences
when we expect a "Yes"
answer or when we want to
make an offer or request,
e.g. Would you like some
juice?
Any + countable or
uncountable noun
(in questions and
negative sentences)
e.g. Is there any
lemonade in the bottle?
Are there any oranges
on the table?
Any is also used in
positive sentences but
it means "it does not
matter which",
e.g. Take any book you
would like to read.
Fill in the blanks with "a". "an", or "some1

1. . . . coffee
2 . . . . octopus
3. . . . alarm clock
4. .. . wardrobe
5 . . . . juice
6. .. . pillow
7. .. . union
8. .. . bath
9. .. . milk
10. ... fireplace
46
mmm
mmm
11. . . . curtains
12. . . . . armchair
13. . . . painting
14. . . . soap
15. . . . frying-pan
16. . . . salt
17. . . . uncle
18. . . . oven
19. . . . hour
20. . . . .iron
No is used only in
negations.
No = Not any
e.g. I have got no English
dictionaries.
I have not got any English
dictionaries.
'
' ' . - - .
ES S E N T I A L ENGLISH FOR C O M M I T T E D L f c ARNERS
Exercise 2 1 Fill in "some" "any" or "no":

1. She has ... valuable books in her house.
2. You may invite ... friend to dinner, I don't mind.
3. Philip wants ... help with his exams.
4. She has ... relatives. She is an orphan.
5. We need . . . cheese if we w ant to make a pizza.
6. There are . . . children in the yard because it is very frosty.
7. Would you like ... help?
8. There is . . . tea in the tea-pot, it is empty.
9. Will you have ... more roast beef?
10. You can borrow ... of my dresses.
11. She doesn't w a n t ... kitchen appliances for her birthday.
12. She needs ... new armchairs in the hall.
13. Have they ... children?
14. No, thank you. I don't w a n t .. . more sweets.
15. There is n 't... reason to complain.
16. There is ... flour in the house. Go and buy ...
17. Are there ... problems with your work?
18. Do you w a n t ... water?
19. Is there ... milk in the ink-pot? - No, there is n o t ...
20. Are there ... letters for me? - Yes, there are ...
Exercise 3 Translate the following sentences into English using "some""any", "no":
1. Noi nu avem oua $i faina. / .
2. Nick are nite timbre de valoare. / .
3. Tu ai veriori? / ?
4. nu am bani In geanta mea. / .
5. Din pacate, Susan nu are nici un prieten. / , .
6. Helen are nite creioane colorate./ .
7. Doreti ceai? / ?
8. Matthew are nevoie de putin timp pentru a rezolva aceasta problema dificila. /
, .
9. El nu are nici Tnsarcinare urgenta i poate sa-ti ofere putin ajutor. /
, .
. ai prune? Nu, am citeva mere. / ? ,
.
GENERAL QUESTIONS
This is a flat. Is this (that) a flat?
Yes, it is. Yes, it is a flat. / No, it is not. No, it is not a flat.
These are houses.

Are these (those) houses?
Yes, they are. Yes, they (these) are houses.

No, they are not. No, they (those) are not houses.
I am a student.
Am I a student?
Yes, I am. Yes, I am a student. / No, I am not. No, I am

not a student.
He is a teacher.
Is he a teacher?
Yes, he is. Yes, he is a teacher. / No, he isn't. No, he isn't

a teacher.
47
|#
You have a sister.

Have you a sister?
Yes, 1 have. Yes, 1 have a sister. / No, 1 haven't. No, 1

haven't a sister.
There is a book on the table.

Is there a book on the table?
Yes, there is. Yes, there is a book on the table.

No, there isn't. No, there isn't a book on the table
There are pencils in the box.

Are there pencils in the box?
Yes, there are. Yes, there are pencils in the box.

No, there aren't. No, there aren't pencils in the box.
ALTERNATIVE QUESTIONS
Is this a house or a flat?
it is a flat.
Is this a small or a big flat?
It is big flat.
Am 1a student or a pupil?
1am a student.
Is he a teacher or a doctor?
He is a teacher.
Have you got a sister or a brother?
1have got a sister.
Is there a book or a notebook on the table?
Are there pencils or pens in the box?
DISJUNCTIVE (Tag) QUESTIONS

This is a flat.
This is a flat, isn't it? This is not a flat, is it?
Yes, it is.
No, it isn't.
These are houses.

These are houses, aren't they?
These are not houses, are they?
Yes, they are.

No, they aren't.
1am a student.
1am a student, aren't 1?
1am not a student, am 1?
Yes, 1am.
No, 1am not.
He is a teacher.
He is a teacher, isn't he?
He is not a teacher, is he?
Yes, he is.
No, he isn't.
You have a sister

You have a sister, haven't you?
You haven't a sister, have you?
Yes, 1have.
No, 1haven't.
There is a book on the table, isn't there?

There isn't a book on the table, is there?
Yes, there is. Yes, there is a book on the

table.
No, there isn't. No, there isn't a book on the
table.
There are pencils in the box, aren't there?

There aren't pencils in the box, are there?
Yes, there are. Yes, there are pencils in the

box.
No, there aren't. No, there aren't pencils in
the box.
ESSEN TIAL ENG LISH
FOR COM M ITTED LEARN ERS
You have a sister.

Have you a sister?
Yes, 1 have. Yes, 1 have a sister. / No, 1 haven't. No, 1

haven't a sister.

Is there a book on the table?
Yes, there is. Yes, there is a book on the table.

No, there isn't. No, there isn't a book on the table

Are there pencils in the box?
Yes, there are. Yes, there are pencils in the box.

No, there aren't. No, there aren't pencils in the box.
ALTERNATIVE QUESTIONS
Is this a house or a flat?
It is a flat.
Is this a small or a big flat?
It is big flat.
Am 1a student or a pupil?
1am a student.
Is he a teacher or a doctor?
He is a teacher.
Have you got a sister or a brother?
1have got a sister.
Is there a book or a notebook on the table?
Are there pencils or pens in the box?
DISJUNCTIVE (Tag) QUESTIONS

This is a flat.
YeSj it is.
This is a flat, isn't it? This is not a flat, is it? No, it isn't.
These are houses.
These are houses, aren't they?
These are not houses, are they?
Yes, they are.

No, they aren't.
1am a student.
1am a student, aren't 1?
1am not a student, am 1?
Yes, I am.
No, 1am not.
He is a teacher.
He is a teacher, isn't he?
He is not a teacher, is he?
Yes, he is.
No, he isn't.
You have a sister

You have a sister, haven't you?
You haven't a sister, have you?
Yes, 1have.
No, 1haven't.
There is a book on the table, isn't there?

There isn't a book on the table, is there?
Yes, there is. Yes, there is a book on the

table.
No, there isn't. No, there isn't a book on the
table.
Yes, there are. Yes, there are pencils in the

There are pencils in the box, aren't there? box.
There aren't pencils in the box, are there? No, there aren't, No, there aren't pencils in
the box.
ESSENT I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S X
Exercise 1 A sk g en eral q u e stio n s:

1 .This is a white sofa.
2 .There is a dog in the room.
3 .There are curtains on the window.
4. They have a nice flat.
5. The children are at the kindergarten.
6. Father has his own study.

7. Mother is at work.
8. They are in the back yard.
9 .There are fruit trees in the orchard.
10. There is a lawn in front of the bungalow.
Exercise 2 Make up alternative questions:

1.The house is big.
2. The penthouse is expensive.
3.The living room is large.
4. There is a brown wall unit in my room.
5. There are clean plates in the cabinet.
6. We have a round table in the dining room.
7. There is a playground in front of our block of flats.
8. John has modern furniture in his semi-detached house.
9. There is a dark-green rug on the floor.
10. Jane has a small dollhouse.
Exercise 3 Add question tags to the following sentences:
1 .1 am a student.
2. The apartm ent is not large.
3.This is not a coffee table.
4. There is a peephole in the door.
5. There are not any children in the yard.
6 . 1 haven't a food processor.

7. We have an electric mixer.
8. There is no tea in the tea-pot.
9. There are some spoons in the drawer.
10. My daughter has a teddy bear.
Exercise 4 Ask general, alternative and disjunctive questions:

1. Our house is large.
2. There is blue ink in my pen.
3 .1 am a writer.
4. There are tw elve students in our group.
5. This is a nice painting.
6. They are in the yard.

7. We have a red car.
8. These are his textbooks.
9. Betty is in the hall.
10.The children are at school.
PREPOSITION OF PLACE
At
a specific place
On
a place that is physically on top
of a place
In
a place that is enclosed
or within boundaries
At the mall, at the ta

ble, at home, at work, at
school, at the universi
ty, at college, at the sta
tion, at an airport, at the
seaside, at the corner of
a street, at the back /
front of a building
On the table, on the floor, on the

wall, on a farm, on the left, on
the right, on the ground floor,
on the first, second,... floor, on
the way, on the chair, on the ra
dio, on television, on a horse, on
the corner of a street, on the back
/ front of a letter / piece of paper
In the city, in the box, in

the park, in the newspa
per, in bed, in hospital, in
the street, in the sky, in an
armchair, in a photograph,
in a picture, in a mirror, in
the corner of a room, in
the back / front of a car
COMMON PLACE PREPOSITIONS:

above
The picture is above the sofa.
across
My house is across the street.
against
The desk is against the wall.
around
My house is around the block.
at
Is your house of the end of the street?
at the back of
We are going to sit at the back of the theatre.
at the bottom of
The coins are at the bottom of the lake.
at the top of
The books are at the top of the shelves.
between
We sit between the two boys.
behind
The girls sit behind the two boys.
below
The picture is below the bookshelf.
by
in
The books are by the door.
inside
1live inside the big green house.
on the corner of
We live on the corner o f 3rd avenue.
1live in the big green and white house.

"
in the middle of
We live in the middle ofth e street.
near
1don't live near the supermarket.
next to
1live next to my best friend.
to the left of
The blue box is to the left o f the green box.
to the right of
The orange box is to the right o f the yellow box.
on
The sun heater is on the top of the building.
on the side of
There is a big sign on the side of the house.
on the top of
There is a man on the top of the roof.
on the other side of Do you see what is going on over there on the other side o f the roof?
opposite
The post office is opposite the bank.
outside
The car is outside the garage.
under
The blanket is under the pilow.
32 31 Fill in th e m issing p rep o sitio n s:

There are two windows ... my room. There are cream-coloured curtains ... the
windows. There is a writing-desk ... the window. There is a co m p u te r... it. There is also
a vase ... the table. There are always fresh flowers ... the vase. There is a c ha i r ... f r ont ...
the w riting-desk.... the r i ght... the window there is a standard-lamp. There is a c h e s t ...
drawers ... the flo o r... the standard lamp. There isa colourTV s e t ... the l ef t... the desk.
There is a sofa ... the TV set. There are many soft cushions ... the sofa. There is a big cosy
a rm c h a ir... the sofa. There is a square coffee table ... front ... the sofa ... the middle
... the room. There is an exquisite painting ... the w a l l ... the sofa. There is a round soft
c ar pet ... the floor.
50
Exercise 2 Complete the sentences:

1. To the left of the entrance d o o r ...
2. To the right of the entrance d o o r ...
3. On the r i ght ...
4. On the l ef t ...
5. In the corner of ...
6. In the middle o f ...

7. Upstairs ...
8. In the corner of the living room ...
9. In the kitchen ...
10. In the middle o f ...
Exercise 3 Translate the following sentences into English:

1. Apartamentul nostru este la etajul apte. / .
2. In apartamentul nostru sint trei camere, bucatarie, un antreu i baie. /
, , .
3. Draperiile de la fereastra sint verzi. / .
4. In mijlocul camerei, pe podea, este un covor rotund. / ,
, .
5. Linga peretele din stinga uii este un emineu. / , ,
.
6. Maina este in fata casei. / .
7. In spatele casei este gradina. / .
8. Intre fotolii este masa mica./ .
9. In coltul camerei este un dulap mare. / .
10. Deasupra emineului, perete, este un tablou dragut. / , ,
.
11. Sub masa este pisica alba. / .
12. Linga fereastra este un baiat. / .
13. Sub pat este minge roie. / .
14. pervaz sint cinci ghivece cu flori. / .
15. In baie sint multe prosoape. / .
READING
M y House
Hello, my name is Henry. I would like to tell you about my home. We live in a new
detached house in one of the greenest residential areas of our town in Green Street.
It is a four-room house. They are: a living room, my parents bedroom, and two
nurseries. There is also a kitchen and a bathroom. There are two spacious balconiesin the house. Our house has all modern conveniences: running water, telephone,
central heating, electricity and gas.
The rooms are light, though not very large. The windows face the yard in front of
the building and the view is wonderful as there are a lot of various fruit trees there.
Besides, there is a garage near our house.
The living room is rather large. In fact it is the largest room in our house. In
the living room there are two comfortable armchairs, a big sofa, a coffee table and
a nice thick carpet on the floor. Opposite the window there is a brown wall unit of
ESSENTIAL ENGLISH F OR C O M M I T T E D L E A R N E R S
modern design. There are a lot of nice things in it. The walls o f the living-room are
light-brown and there are some fine pictures on them. We are fond of entertaining
our guests here.
Now Id like to describe my room. It is tidy and cosy. My room has its advantages,
though it is not very large. The only window in my room is big and it is so nice to
look out of the window on a bright sunny day! The view is really great.
There is a white leather sofa and a blue writing table in my room. The writing table
has many small drawers to keep my text-books, pens, pencils, pencil sharpeners,
booklets, posters, pads, newspapers, magazines and other necessary knick-knacks
in. Near the writing-table there is a standard lamp with a light-blue silk shade. There
is a built-in wardrobe in the right-hand corner o f the room with coat-hangers to
hang clothes on. Opposite the wardrobe there is a bookcase full of books, journals
and newspapers. There is also a dark-blue carpet on the floor and a small coffee-table
in the corner with a cage on it for my parrot. Now you understand why I am so happy
to have a room of myself.
But the most popular place for all our family is the kitchen. We are not big eaters,
but the kitchen is a place where we can have a chat or discuss our problems. There
are four stools, a table, a cupboard, a sink with water taps, a fridge and a gas stove in
the kitchen. There are nice white curtains on the window and a thin brown carpet
on the floor.
I like my home very much and, please, pay me a visit!
Active Vocabulary
A detached house - casa separata (neunita cu alta casa);
A residential area - zona de locuit; , e.g. We live in a quiet residential area.
Spacious a d j- spatios; , e.g. The bedroom is light and spacious.
Syn. large
Conveniences n (pi) - comoditati; , e.g. There are all modern conveniences in
our house.
Light adj - luminos;
Opp. dark
Light-blue (-green, -brown) adj - albastru deschis (verde, maro) deschis; (, )
Opp. dark-blue
Though conj, adv - dei; , e.g. Pamela is fond of her nephews, though they are
sometimes very naughty.
Various adj - divers, diferit; , , e.g. There are various flowers
in front of our cottage.
Syn. different
Besides prep, adv - mai mult decTt attt, pe linga asta; , , e.g. What
other modern conveniences are there in your house besides running water?
Wall unit n - mobila de perete;
Tidy adj - curat; , e.g. I like everything to be neat and tidy in my house.
52
mm
Syn. neat, clean

Opp. untidy, dirty
Cosy adj - confortabil; , , e.g. My bedroom is a cosy little room. I feel
warm and cosy sitting by the fire.
Syn. comfortable
Advantage n - avantaj; , e.g. A detached house has its advantages.
Opp. disadvantage
Drawer n - sertar; , e.g. I keep the linen in my chest of drawers.
Right-hand corner - din partea dreapta;
Opp. left-hand corner
Coat-hanger n - cuier; -
Full of - plin de; , e.g. The bookcase is full of books.
Knick-knack n - lucru marunt (adesea de birotica); , ,
To have a chat - a conversa, a Tntretine conversatie; , e.g. I'd like to have a chat
with my friends.
Syn. to have a talk
To pay sb a visit - a vizita; , e.g. She often pays her relatives a visit on Sunday.
Syn. to visit
To be made of - a fi confectionat din; , e.g. The table is made of
wood. The dress is made of silk.
Rather (often + adjective) - destul de; , e.g. This is a rather modern house.
Downstairs a d v - jos, la parter; , e.g. Wait downstairs in the hall.
The living-room is downstairs.
Opp. upstairs, e.g.The bedroom, the children's room and the two bathrooms are upstairs.
Favourite adj - favorit, preferat; , e.g. My favourite place
in the house is the drawing-room.
Underneath a d v - de desubt; , , e.g.The toy is underneath the piano.
Dwelling n - locuinta; , , e.g. There are 55 dwellings in this district.
Mansion n - casa mare, imobil cu multe apartamente; , e.g.There are
many wonderful mansions in the country side.
Two-storeyed - cu doua etaje, , e.g. I'd like to have a new two-storeyed cottage.
Host n - gazda (barbat); , e.g.The host and the hostess are very polite and hospitable.
Hostess n - gazda (femeie);
I'd like = I would like - a dori; , e.g. I'd like to have my own room.
According to - dupa, conform; , , e.g. According to Mark, his
flat is the best one.
Taste n - gust; , e.g. The room is furnished with taste.
To one's taste - pe placul cuiva; , e.g.The house is designed according to my taste.
Proverb:Tastes differ. ( )
To wipe one's feet on sth - a terge incaltamintea de; , e.g. When I
enter my house I wipe my feet on the doormat.
To enter (No preposition) - a intra,
Syn. to come in
To be covered with - a fi acoperit cu; -., e.g. The sofa is covered
with a light-blue blanket.
The ground floor - parter; , e.g.The kitchen is on the ground floor.
To grow - a create; , e.g. My grandparents grow vegetables in the back garden
every year.
Transcri be the following words and pronounce them:
Detached house n
standard lamp n
telephone n
knick-knacks n
comfortable adj
guest n
drawer n
poster n
area n
various adj
wardrobe n
journal n
fridge n
curtains n
wonderful adj
stove n
tap n
corner n
carpet n
besides adv
rather adj
garage n
water n
kitchen n
sharpener n
Pronounce the fo llo w in g w o rd s, p aying attentio n to th e stress:

Residential, electricity, modern, conveniences, entertaining, describe, advantage,
newspaper, magazine, necessary, bookcase, popular, comfortable, underneath.
T T H ffffS T True or False? Correct th e w ro ng sentences:
1. Henry has a big flat.
2. It is in a green area of his village.
3. There are four rooms in his house.
4. There is only one nursery in Henry's house.
5. Henry's house has all modern conveniences.
6. The rooms are rather dark as they are not very large.
7. The windows face the street in front of the building.
8. Henry's room is the largest room in their house.
9. There are no books in Henry's room.
10.The writing table has many small drawers to keep clothes in.
11. There is small coffee-table in the corner with a cage on it for Henry's rabbit.
12. The living-room is the most popular place for the members of Henry's family.
13. The kitchen is a place where they can have a chat or discuss their problems.
14. Henry is very proud of his house afld he likes it very much.
15. The walls of the living-room are light-green and there are a lot of flowers on
them.
Exercise 4 1 Answer the following questions:

1. Is Henry's house in Yellow or Green Street?
2. Is it a detached or terraced house?
3. Are the balconies large or small?
4. Is the garage near or opposite the house?
5. Is the living-room the largest or the smallest room in the house?
6. Are the walls of the living-room light-blue or light- brown?
7. Are they tired or fond of entertaining the guests in the living-room?
8. Is the sofa in Henry's room blue or white?
9. Is the wardrobe in the left or in the right hand corner?
10. Are there white or pink curtains in the kitchen?
Paraphrase the sentences writing the words that mean a) the same, b)
the opposite to the underlined words:
a)
54
mmm
1. Most houses have all modern facilities nowadays.

2. Jerry's room is quite large.
3. We have an enormous garden in front of the house.
4. Nick's room is always clean.
5. We like to have a talk in the kitchen in the evening.
b)
1. We live in a business area.

2. Their rooms are dark.
3. There is a wall unit near the window.
4. Father's study is tiny.
5. There is a lawn behind the house.
Exercise 6 Make up as many word combinations as you can and use them in the
sentences of your own:
Cosy
Modern
Dirty
Clean
Soft
Thick
Warm
Spacious
Luxurious
Wooden
blanket
room
sofa
carpet
table
chair
Exercise 7 There are some words missing in Isabella's letter to her penfriend Nina.
a) Read the letter and supply the missing words:
Bricks and tiles
carpets
favourite
downstairs
house
upstairs
a semi-detached
curtains
high up
D ear Nina,
I am very glad to tell you that we have a n e w ... now. Let m e tell you about it. It is ...
house in a beautiful area o f our town. This new house is m ad e o f .... It is rather m odern.
There are fo u r room s in our house: one room downstairs an d three room s .... Our
livingroom, kitchen an d bathroom are ... The three room s upstairs are all bedroom s.
They all have . . . o n the floor, beautiful . . . o n the windows an d com fortable beds. Our
bedroom s are warm an d light.
My bedroom is m y ... p lace in the house. There is a computer, a wardrobe, a bookcase,
a beautiful m irror in my room . My bed is ... as there is a writing table underneath it.
There are a lot o f flow ers in my room. They are everyw here: on the window-sill, on the
shelves, on the table. I like my room very much.
Outside, there is a lawn surrounded by flow ers an d bushes.
We are very glad that we have such a nice p lace to live in.
I hope you are well and happy. Please write to m e soon.
Sincerely yours,
Isabella.
b)
Look at the model above, write your own letter about your house and address
it to your friend.
E SSEN T I A L ENGLISH FOR C O M M I T T E D L E A R N E R S
Exercise 8 Translate into English:

1. In zona noastra de locuit sint diferite case: moderne i vechi, cu un etaj i cu doua. /
: ,
.
2. Camera lui Alen este luminoasa, dei este mica. / ,
.
3. Dulapul de carti al unchiului este plin cu carti i reviste vechi, dar interesante. /
, .
4. Fotoliile din camera de zi sint confectionate din lemn scump. /
.
5. Draperiile din camera aceasta nu sint pe placul meu. /
.
6. La parter sint trei ferestre mari cu draperii roz. /
.
7. strada Manson sint 43 de locuinte. Toate sint destul de noi. /
43 . .
8. Cind intri in casa, trebuie sa-ti tergi incaltamintea de pre. / ,
.
9. Noi adesea discutam in fata1emineului. / .
10. in sertarele mesei sint intotdeauna multe lucruri marunte: pixuri, carioci, clame.
/ : , ,
.
CONVERSATION
Dialogue
a)
Use the boxed sentences to complete the dialogue:

What's your favourite room and why? How many rooms are there in your
house? It is in a modern district o f the town
A: Hi, Peter! I haven't seen you for ages!
B: It is because we have a new house n o w . ...
A: Oh, it is wonderful!
B: . . .
A: Just five.
B : ...
A: My room is my favourite one. it is not
very large but it is comfortable and light.
b) Write a similar dialogue.

Dialogue Put the sentences in order.
Read and reproduce the dialogue:
At a friend's house
A: What a beautiful house!
B: How many rooms are there upstairs?
A: Yes, it is
56
ES S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
B: It's very close to work, isn't it?

C: Yes, it is upstairs. It is small and warm . I like it very much.
A: It is large, isn't it?
A: Thank you. I am very proud of it.
B :T h e hall, the livingroom, the diningroom, the kitchen and the study are downstairs.
C: Is your room upstairs too?
A: Unfortunately there isn't. But there is a beautiful lawn in front of the house.
B: Not too much, just the necessary pieces.
A: Yes, it is. It is very convenient
A: Is there much furniture in your house?
B: Are there any parks near your home?
A :There are three bedrooms and a bathroom upstairs.
B: What rooms are there downstairs?
Dialogue Read, translate and reproduce the dialogue:
An Englishman is talking to a Polish student about housing in Great Britain
A: I am fond of British culture and civilization. I'd like to interview you on types of
houses. Could you give me a hand at it?
B: Yes, gladly. What's your first question?
A: Well, it is known that people in Britain prefer houses to flats. Why?
B: The British pride in ownership is well known.They respect privacy and independence.
A typical Englishman likes to live in his own house. A house, a garden and a place to
wash the car is a British ideal.
A: How many houses are owned by people who live in them?
: I am not sure but approximately 64 per cent.
A: What about the rest of the houses?
B: The rest is owned by public authorities and is rented.
A: What has a typical English house?
B: A typical English house has a front and a back garden.
A: It has two floors, hasn't it?
B: Yes, you are quite right.
A: What is there on the ground floor?
B :O n the ground floor, there is a hall, a toilet, a kitchen, a dining room and a living
room (very often with a bay window). A staircase with a wooden banister and
carpeted steps takes us from the hall to the private first floor with bedrooms and a
bathroom. The bathroom is very often
covered with a carpet.
A: What are British houses usually made
of?
B :T h e building material varies around the
country - red bricks, concrete, stone,
wood - but red brick contrast with
white window frames is quite usual.
A: That is really interesting. I hope to visit
Great Britain one day. Thank you.
: I am sure you will like it. Well, I have to
go now. Good-bye.
A: Bye-bye.
ESSEN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
CREATIVE WORK
Exercise 1 gW riteadialoguetellingyourdass-m atesorteacheraboutyourhouse/flat.
(If you have a photograph, you may wish to show it to them.)
Describe one of the given pictures below:
Exercise 3 Translate into Romanian/Russian the following proverbs and try to

interpret some of them:
1.
2.
3.
4.
5.
Home follows the family.

Home is where the heart is.
Home is where the hearth is.
Home is where you make it.
Love makes a house a home.
6. Theres no place like home.

7. An Englishmans home is his castle.
8. Home sweet home.
9. East or West home is best.
10. A home is in all hearts.
PHONETICS:
LEXICAL
GRAMMARTH
Interrogative W1
PHONETICS
E n g lish In to n atio n : Forew ord
Every language has its own intonation, or speech melody. Intonation helps to
recognize the language that you hear. Linguists distinguish several main types of English
intonation, where falling intonation and rising intonation are the two basic types. Other
main types of intonation include high fall, low fall, fall-rise, high rise, midlevel rise, low rise.
They are variations of the two basic types of intonation.
Intonation is based on several key components, such as pitch, sentence stress and
rhythm.
Pitch is the degree of height of our voice in speech. Normal speaking pitch is at
midlevel. Intonation is formed by certain pitch changes, characteristic of a given
language, for example, falling intonation is forme<tby pitch changes from high to low,
and rising intonation is formed by pitch changes from low to high.
Sentence stress makes the utterance understandable to the listener by making the
important words in the sentence stressed, clear and higher in pitch and by shortening
and obscuring the unstressed words. Sentence stress provides rhythm in connected
speech. Developing the ability to hear, understand and reproduce sentence stress is the
main prerequisite to mastering English intonation.
Intonation performs several important functions in English. The first function is
uniting separate words into sentences in oral speech. The second function of intonation
is distinguishing between types of sentences: statements, questions, commands,
requests, exclamations, etc. Also, intonation allows us to express emotions: finality,
confidence, interest, surprise, doubt, joy, pain, irony, etc.
Fallin g In to n atio n
Falling intonation is the most common type of standard unemphatic intonation in
English. It is used on the last stressed syllable of the sentence in statements (declarative
sentences), special questions, commands (imperative sentences), exclamatory sentences
and in the last part of alternative questions (after"or").
Statements
We live in \MOScow.
She is ten years \OLD.
They left for London \YESterday.
He doesn't have a \CAR.

I don't want to \CALL her.
I'd like a sandwich and a cup of \COFfee, please.
59
Special questions
Where do you \LIVE?
When did you \CALL him?
How much \IS it?

What time does he get \UP?
Commands
\STOP it! Sit \DOWN.
Close your books and \LISten.
Exclamatory sentences
How \NICE of you!
Hel\LO! Good \MORNing!
Alternative questions
Do you want or \COFfee?
What a wonderful sur\PRISE!
Would you like to go for a /WALK or would you rather

stayVHOME?
Falling intonation is used for asking and giving information in normal, quiet,
unemphatic style. At the same time, falling intonation conveys certain emotions, such as
completion, finality, confidence. Falling intonation sounds more categorical, confident
and convincing than rising intonation.
High fall
High fall is a variation of standard falling intonation. It is used for extra emphasis in
informal situations to show lively interest and friendliness in statements, for example,
in greetings, exclamatory sentences, etc. High fall starts higher than standard falling
intonation, the stress in it is stronger, and the stressed syllable is louder. Though this
type of intonation is common in everyday speech, language learners should use it with
caution and not too often because it is rather expressive and emphatic.
Oh \HI! I'm very glad to \SEE you!
Oh, come VON! It's very \EASy!
Rising Intonation
Rising intonation in English is a pretty complicated phenomenon. It can express
a number of various emotions, such as non-finality, incompleteness, surprise, doubt,
interest, suggestion, politeness, readiness to continue the conversation, lack of
confidence and even insecurity.
For the purpose of studying, we can say that rising intonation is used for the
emotions mentioned above, but you should understand that rising intonation in
different situations may sound differently, for example, the rising tone expressing
surprise may sound a little different from the rising tone expressing polite interest or
the rising tone asking to repeat.
Rising intonation is used in general questions, in dependent or introductory parts
of sentences, in the first part of alternative questions (before "or"), in direct address and
in enumerating items in a list.
General questions
Do you go there /OFten?
Would you please pass the /PEPper?
Was she glad to /SEE him?

Are you ready to /START?
Dependent parts of sentences

When I was walking in the /PARK, I saw a
couple of interesting \BIRDS.
If he /CALLS, ask him to \COME.
According to his /WORDS, he met that girl

at the \TENnis club.
All of a /SUDden, the girl started to \CRY.
Alternative questions
Would you like an /APple or a \PEAR?
Does he speak /ENGIish or \GERman?
Direct address
/TOM, could you /HELP me, please?
/SIR, you dropped your \NOTEbook.
Note: If direct address is at the end of the sentence, it may be pronounced with a rise or
just a stress on it:
Good \MORNing, /JANE.
GoodABYE, Tom.
Enumerating
/One, /two, /three, /four, \five.
She bought / bread, / cheese and to\MAtoes.
Tag questions
The choice of rising or falling intonation in tag questions depends on whether the
speaker is sure in getting an affirmative answer, for example:
It's a beautiful \TOWN, /ISN'T it? (The speaker
thinks that the town is beautiful but asks for
your opinion and confirmation.)
It's a beautiful \TOWN, MSN'T it?

(The speaker is sure that the town is
beautiful and expects you to agree.)
You don't speak \FRENCH, /DO you? (The

speaker thinks that you don't speak French
but is not completely sure and asks for
confirmation.)
You don't speak \FRENCH, \DO you?

(The speaker is sure that you don't
speak French and expects you to
agtee.)
Pay attention that falling intonation is always used in the first part of tag questions.
Also note that despite the fact that tag questions are asked to get confirmation and
agreement, the answer may be affirmative or negative.
High rise
High rise is a variation of standard rising intonation. It is used to express stronger
surprise or disbelief. High rise starts higher and ends higher than standard rising
intonation. High rise is rather expressive and emphatic and language learners should
use it with caution and not too often.
1. I'm extrem ely sorry, but I probably lost the book you gave me.
/WHAT? You lost my /BOOK? (Meaning: I can't believe it.)
2. Where's my purse? You were here.
Ex/CUSE me? (Meaning: I can't believe you said it and ask you to repeat it.)
Fall-rise
Fall-rise is often used instead of standard rising intonation in dependent or introductory
parts of sentences and signals non-finality and continuation of the utterance. The voice
first falls down and then goes up within one word, for example:
If we don't act very \ FAST, we may lose \ EVErything.
The article said that Dr. Alan \ SMITH was the only person who saw the \KILLer.
ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
VOCABULARY

Parts and Areas of Communities: area/ region, business area/ downtown, centre/ the
middle of an area, city centre/ the middle of a city, country area, outskirts, residential
area/district, rural area, seafront/ waterfront, suburb, town centre/ the middle of a town,
urban area, territory.
Shops and Stores: shop/store, baker's/bakery, bookstore, butcher's, chemist's/ drug
store/ pharmacy, department store, diary's, dry cleaner's/laundry/washhouse, fishm on
ger's /fish-shop, florist's, greengrocer's, grocer's, ironmonger's, jeweller's, stationer's,
sweetshop, tobacconist's.
Various Types of Buildings: cafe, car park, castle, cathedral, church, cinema, factory/
plant, fire station, hairdresser's, hospital, library, market/open-air market, museum,
office, office block, police station, post office, pub, railway station, recreation centre,
school, theatre, skyscraper, town hall, stadium, station/ base, university.
Means of transport: airplane, bus, metro/tube/underground/subway, minibus, motor
bike, trolleybus, tram, ship, car, taxi, bicycle/bike.
Miscellaneous: airport, amusement park, alley, avenue, boulevard, bus station, cross
ing/zebra crossing, crossroad, gas station, inhabitant/resident, lane, main street, park/
public garden/play area, pavement/side-walk/footpath, play ground, side street, square,
street corner, street light, traffic lights, zoo.
NOTE:
Village = a small group of houses in the country, larger than a hamlet but smaller than a town.
Town = a centre of population which is larger than a village and smaller than a city.
City = a large important town; strictly a town created a city by proclamation, on reaching
a certain size.
Capital = a large important town; strictly a town created a city by the chief city of a
country; seat of government.
Metropolis = the chief city of a country, usually, but not always the capital; a centre of
population, civilization, commerce, etc.
Megapolis/megalopolis = an urban complex, usually comprising several large towns.
Exercise 1 a)
Write the following names under each of these pictures: park, amus
park, theatre, restaurant, supermarket, library, police station, hospital, skyscraper, fire station
62
ESSEN T IA L EN GLISH LOR C O M M I T T E D L E A R N E R S
b) Say whether there are or not such buildings in your native town following the model:
Model: There is a cinema in my native town. / There are no cinemas in my native town.
Exercise 2 Make up as many words as possible using the letters from the following
words: supermarket, skyscraper, crossroad?
Exercise 3
a) Select the word which does not go with the rest of the list. Explain your choice.
1 . Theatre, cinema, amusement park, museum
2. Baker's, florist's, butcher's, greengrocer's
3. Pub, cafe, sweetshop, restaurant
4. Town hall, cathedral, hospital, post office
5. Crossroad, traffic lights, pavement, pedestrian
b) Write a word or a word combination that you would associate with each group
of words below:
1. District, suburb, seafront, outskirts
2. Department store, grocer's, jeweller's, stationer's
3. An avenue, a lane, a crossroad, a square
4. Car, ship, tram, airplane
5. Fire station, police station, post office, hospital
Exercise 4 Read the sentences and use the words to fill in the gaps:
sweetshop
pavem ent
hospital
greengrocer's
town hall
bookstore
department store
post office
skyscrapers
chemist's
station
cathedral
shops
zoo
park
1. Mayor's office is in the ...

2. There are t a ll... with many floors in big cities.
3. There is a public ... with lovely cherry trees in the centre of the town.
4. Excuse me, can you tell me where the n ea rest... is? I need some aspirin.
5. This is the .. . of Saint Peter? It is a Catholic one.
6 . Our town has a new . . . for ill people.
7 .Tourists can buy things in many ... in this town.
8. You must walk only on ... in this park.
9. Take the letters down to the .. . and mail them immediately.
10. Go to the ... to catch the bus.
11. There are a number of departments in our lo c a l...
12. There is a large .. . with a lot of exotic animals on that hill.
13. You can buy books and magazines in the bookstore over there.
14. There are a lot of fresh vegetables at the ...
15. The ... is children's favourite one.
Exercise 5 Match the words and the definitions:
a)
Shops and Stores

a) a shop which sells materials and equipment for building
b) a shop which sells various types of meat
3. jeweller's
c) a shop which sells tobacco goods such as cigarettes and cigars
4. butcher's
d) a shop which sells fruit and vegetables
1 . baker's
2 . fishmonger's
ESS EN T IA L EN GLISH I OR C O M M I T T E D L E A R N E R S
5. tobacconist's
e) a shop which sells candies and various sweet goods

f) a shop which sells bread and pastries
g) a shop which sells paper, pens and pencils and other writing materials
h) a shop which sells fish
i) a shop that sells rings, necklaces, earrings
j) a shop that sells flowers, plants
6 . greengrocer's
7. sweetshop
8 . ironmonger's
9. florist's
10 . stationer's
b)
Various Types of Buildings

a) a public office responsible for sending letters by mail
b) extrem ely tall building, usually in the city centre
c) a base for the police department
3. office
4. town hall
d) a stop for transportation by train
e) a workplace in a building
5. cinema
f ) a base for the fire department where fire engines and firemen work
6. post office
7. police station
g) a place or building where objects of historical, artistic, or sci
entific interest are exhibited
8. skyscraper
h) a place of worship for Christians
i) the building which houses a community's governmental agencies
9. museum
10 . railway station j) a place designed for the exhibition of films
1 . church
2 . fire station
Exercise 6
Find in the word search puzzle the following words:
AIRPORT, BANK, FACTORY, FIRE STATION, STADIUM, GAS STATION, HOSPITAL, LIBRARY,
THEATER, MUSEUM, PARK, PHARMACY, PLAYGROUND, POLICE DEPARTMENT, POST OFFICE,
RESTRAUNT, ROAD, SCHOOL, SKYSCRAPER, STREETLIGHT, SUBURB, SUPERMARKET, TAXI
M
s
Y
S
U
V
S
0
H
A
L
1
T
u
V
S
H
T
D
G
N
A
R
A
A
R
X
1
T
X
P
E
U
E
P
N
S
H
G
L
A
1
0
V
D
1
T
Y
1
E
J
R
E
L
F
Q
R
T
H
A
Y
p
X
E
W
0
R
A
A
T
M
S
P
0
U
R
G
P
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S
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F
P
S
S
P
0
M
0
F
A
1
S
P
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M
w
G
Y
R
P
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M
Q
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A
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L
W
R
A
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P
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0
1
X
P
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65
GRAMMAR
IM PERATIVE SENTENCES
(Don't)
Wash
Put
Take
Buy
Close
Let's (=!et+us)
Let's not
go
visit
cross
your hands.
the book on the table.
the map.
this book.
the door.
to the cinema,
him.
the street at the zebra crossing.
Make up positive imperative sentences. Ask your friend:
1 . to go to the butcher's.
2 . to show you the way to the theatre.
3. to take bus number 9.
4. to leave for New York with you.
5. to tell you the way to the nearest post-office.
6. to send a telegram to your sister today.

7 . to buy you a souvenir.
8 . to wake up.
9 . to open the window.
10 . to hurry up.
Make up negative imperative sentences. Ask your friend:
1 . not to
2. not to
3. not to
4. not to
5. not to
go sightseeing alone.
be late for the train next time.
smoke at the bus station.
go there alone.
^
park in front of the museum.
6 . not to meet you at the hotel.

7. not to cross the street.
8 . not to walk on the lawn.

9.nottotakephotographsintheHermitage.
1 0. not to play football in the street.
Translate the following imperative sentences:

1. Mergi de-a lungul strazii. / .
2. Cotete la dreapta i mergi in jos pe strada Pukin. /
.
3. Nu traversa strada linga farmacie. / He .
4. Mergi linga pare pina la strada Green./ .
5. Haide sa mergem la menajerie. / .
6 . Nu te grabi, ateapta-ma./ He , .
7. Hai sa-i scriem scrisoare bunicii. / .
8. Ajut-o batrina sa gaseasca autogara. /
.
9. Roag-osateintilneasca la coltul stra zii./ .
10. Cotete la stinga, mergi 50 de metri de-a lungul strazii pina la prima farmacie. /
, 50 .
I 7 Write 20 affirmative and 20 negative imperative sentences using the
verbs given below:
to
to
to
to
66
ask
cross
turn
get on
to
to
to
to
bring
stand
give sb a lift
wait
to
to
to
to
look (for)
go
catch
come
to meet
to miss
to show
to take
to
to
to
to
get off
walk
hurry
run
Exercise 5 Work on the model:

Model: to read this letter/l
Let me read this letter.
1 . to tell you the way to the airport/l.

2 . to go to the butcher's at once/we.
6 . to see you off to the railway station/we.
3. to help you to find the drugstores/l.

4. to explain you the map of the town/we.
5. to find a good hotel/I.
8 . to wait for you around the corner/we.
7. to meet you at the entrance to the theatre/l.

9. to take you to the zoo/l.
10 . to play hide and seek in the yard/we.
INTERRO GATIVE WORDS

jo b s/th ing s/
animals/actions
place
Who
What
Where
Whose
Which (one of)
people
Which
(one of)
time
quantity
When
How much
How long
How many
manner
How
reason
Why
What time
How often
Fill in the interrogative words:

1 . . .. paintings have you got?
2 . . .. are you? - Iam fine, thank you.
3. . ..
4. . ..
5 .. ..
6. . . .
7___ are they going? - To the

cinema.
8 ___ is she? - She is ill.
9 . . . . is your mother? - She is a
teacher.
10 ___ is he usually back from
work? - 5 o'clock p.m.
cousins have you got? - Two.

is your sister? -She is 15 years old.
is it by your watch? - It's half past four.
sweets would you like? -These ones,
please.
Exercise 2 Make questions for the following sentences:

1. Jane is at home
2. Robert has got five pets.
3. Jack is ready to go to the cinema at 6 p.m.
4. My full name is Diane Rose.
5. We are at the bus station.
6. There are a lot of magnificent edifices in our town.
7 .This coat is Mr. Sanford's.
8 . Mr. Black is busy tonight.
9. The sights of London are magnificent.
10. The main street is paved with stones.
.
.
.
.
.
.
.
.
.
.
is at home?
pets has Robert got?
is Jack ready to go to the cinema?
is your full name?
are we?
edifices in our town?
coat is this?
is Mr. Black tonight?
is magnificent?
is the main street paved with?
Exercise 3 Write questions to which the bold type words are the answers:
Her name is Sandra Dubois. She is from Paris, France. She is a sales manager. She
is 33 years old. She is married. Her husband is an accountant. They have got only
one daughter. Sandra is fond of reading books and listening to classical music. She
is a very pretty, smart and responsible person.
Exercise 4 Choose the right variant:

1 . . . . is your birthday? 9th May.
a) How
b) when
c) why
2
is that man? Our teacher of English.
a) Who
b) whose
c) which
3 ."... is this suitcase?""Sondra's".
a) Whose
b) which
c) where
4 . . . . is this dress?
a) How many
b) how much
c) how often
5 ."... is your uncle's name?""John".
a) How
b) why
c) what
6
is your house? The one with the grey door.
a) Which
b) where
c) when
7 . . . . is it? It's an animal.
a) Who
b) what
c) what kind of
8
is it? It's 10 o'clock.
a) How much
b) how many
c) what time
9
is the cheese? It's in the fridge.
a) What
b) where
c) how long
10
cars are there in the street? Twelve.
a)How many
b)how m uch
c) when
_ Exercise
_ _ _ _ _ _ _ _ _5_ j Put the words in the correct word order:
1. Are / football / these / whose / boots?
2. Got / you / how / money / much / have?
3. Books / how / got / many / have / you?
4. Umbrella / is / whose / this?
5. Sister's / your / what / is / name?
6 . Children / there / park / the / how / in / many / are?
7. You / why / always / are / late?
8. Pedestrians / how / are / many / traffic / there / lights / at / the?
9. Is / how / to / far / amusement / from / here / park / it / the?
10. Is / way / to / what / art / best / get / to / the / gallery/ the?
P R E P O S IT IO N S O F T IM E
IN
in the morning
in the afternoon
in the evening
in August (months)
in summer (seasons)
in 2010 (years)
in the 2 1 st century
AT
at 8 o'clock
at noon
at night
at midnight
at Easter
at Christmas
at the weekend
ON
on Fridays
on Wednesday
on Thursday (days)
on January 7th (dates)
on Monday morning
on a cold day
on a summer night
Exercise 1 Fill in "at", "on" or "in ":

1. The Browns live ... a beautiful cottage.
2 . . . . the weekend Peter is always busy.
3. Christmas is ... the 25th of December.
4. My nephew always has a nap ... the afternoon.
5. It's very h o t . .. summer.
6 . It's windy ... autumn.
7. My sister is ... the airport.
8 . There is a shop ... the block of flats.
9. Every block of flats ... this district has a lift.
10 . The air is clean ... the park.
Exercise 2 Choose the right variant:
1 . L o o k . . that new block of flats.

a) in
b) at
c) on
2. Pushkin Street is ... the centre of our town,
a) in
b) at
c) on
3. There is a l i f t . .. our block of flats.
a) in
b) at
c) on
4. His car is ... the corner of the street.
a) in
b) at
c) on
5. There are a lot of people ... the bus station,
a) in
b) at
c) on
6 . There is a monument to Gorky ... the square."
a) in
b) at
c) on
7. There are few big offices ... our street,
a) in
b) at
c) on
8 . There are al lot of nice flower-beds .. . the middle of the park,
a) in
b) at
c) on
9. Mr. White and his son are workers ... the same plant,
a) in
b) at
c) on
10. There is a shop ... the ground floor of that block of flats,
a) in
b) at
c) on
Exercise 3 Complete the sentences with "in", "on" or "at":
1. Susan is ... the airport.
2. St. Valentine's Day is ... February.
3.The party is ... Saturday.
4. Call me ... eight o'clock.
5. We have lunch ... noon.
6 . George is ... bed ... hospital.
7. There are pretty flowers ... the vase.
8. The market is open until 2 o'clock ... Tuesday.
9. Our wedding anniversary is ... August.
1 0 . . . . Mondays Freddie is very busy.
69
_ ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
READING
A Town
A town is a densely populated urban area, typically smaller than a city and larger
than a village. It has some local powers of government and a fixed boundary. There
are numerous blocks o f flats, houses, schools, kindergartens, shops on both sides of
the streets. Some o f them have even numbers and others have odd numbers.
Narrow roads or ways between buildings, hedges and fences are called lanes.
The main streets o f a town are long, broad, straight and lined with trees. They are
surfaced with asphalt or concrete. The public transport: buses, trolley-buses, m ini
buses run along the streets. People walk on hard-surfaced paths a little higher than
the road meant for pedestrians, called pavements. There are traffic-lights at crossings
where people cross the streets.
Most of the towns have residential, industrial and business areas. The residential
area is dedicated to buildings for living purposes. There are numerous plants and a
factory in the industrial area. The business area is full of banks and office centres. The
life in the business area is in full swing. People are in a hurry and always busy.
Every town has both modern and old districts. The houses that are situated in the
old districts are not multi-storied. They are old-fashioned models of traditional archi
tecture. The buildings from the modern districts are new and up to date. Most of them
are multi-storied. In big towns or cities there are very high buildings, called skyscrapers.
The main attraction o f any town is its centre. The most beautiful and important
edifices are here: the town hall, churches, cathedrals, universities, libraries, muse
ums, art galleries, hotels. All o f them are unique sights o f any town.
Shops o f all types and an open air-market are often placed in the town centre.
There are squares, gardens, parks in the downtown. That is why the whole area is
mostly free of traffic.
Today towns are very interesting places to live. There is a wide choice of entertain
ment such as theatres, cinemas, restaurants, amusement parks, and all kinds of sport
facilities. Every person has the opportunity to choose something to his or her liking.
Active Vocabulary
Densely adv - des; , e.g. His house is in a densely populated area.
Opp. - sparsely, e.g. The traffic is not so heavy in sparsely populated regions.
Powers of government organ de conducere; , e.g. The powers of
government are located in the townhall.
Boundary n - granita, hotar; , eg. The fence is the boundary between my
property and hers.
Even number - cifra para; , e.g. 4, 6, 8,10 are all even numbers.
Odd number - cifra impara; , e.g. 3, 5, 7, 9 are all odd numbers.
Narrow adj - ingust; , e.g. There are many narrow streets in our town.
Opp. - broad, wide
Hedge n - gard viu; , e.g.There is a very dense hedge around John's house.
Fence n - gard (in special de lemn); , e.g.The Sm iths'fence is very high.
Straight a d j - drept, direct;
Opp. - curved
To be surfaced with - a fi acoperit cu; , e.g. The front yard is surfaced

with asphalt.
Syn. - to be paved with
Asphalt n - aspfalt;
Concrete n - beton;
Plant n - uzina; , e.g. My grandfather is the head of the plant.
In full swing - Tn plina activitate; , e.g. The party is in full swing.
Old-fashioned adj - demodat; , e.g. There are a lot of old-fashioned
clothes in my granny's wardrobe.
Syn. - outdated,
Ant. - up-to-date, e.g. The equipment in schools is up to date.
Edifice n - cladire; , e.g.This museum is an imposing edifice from the 19th century.
Syn. - building
Unique adj - unic;
Syn. - exclusive
Sight n - obiectiv turistic; , e.g. The sights of Paris are unique.
Downtown n - centrul oraului; , e.g.There is a magnificent monument in
the downtown.
To sb's liking - pe gust; , e.g. I hope the meal is to your liking.
Transcribe the following words and pronounce them:
sky-scraper n
urban adj
sight n
Area n
edifice n
square n
numerous adj
powers n
church n
narrow adj
government n
theatres n
library n
cinemas n
broad adj
boundary n
kindergarten n
pavement n
restaurant n
straight adj
asphalt n
sport facility n
old-fashioned adj
hedge n
Exercise 2 Transcribe and pronounce the following words, paying attention to the stress:
Pedestrian, cathedral, museum, architecture, university, hotel, entertainm ent, amuse
ment park, opportunity, industrial, traditional, unique.
Exercise 3 True or False? Correct the wrong sentences:
1. A town is a sparsely populated area.
2. Narrow roads or ways between buildings arecalled lanes.
3.The main streets of a town are long, narrow, winding and lined with trees.
4. The streets of the town are surfaced with wood and stones.
5. There are traffic-lights at the street corners where people cross the streets.
6. The residential area is dedicated to business buildings.
7. The business area is always very noisy.
8. A very tall multi-storey building is called town hall.
9. There are many banks and hotels in the industrial area of the town.
10. There are no factories in the industrial area of the town.
1 1. There are old-fashioned and modern buildings in every town.
1 2. The main touristic attractions of any town are its outskirts.
13. All important edifices of a town are unique sights.
14. The downtown is mostly free of traffic.
15. It is very boring to live in towns nowadays.
Exercise 4 A n sw er th e fo llo w in g q ue stio n s:

1. Is a town larger or smaller than a city?
2. What kind of roads are called lanes?
3. How are the main streets of a town?
4. What are the streets surfaced with?
5. What public transport runs along the streets?
6. Who are the pavements meant for?
7. What is there at the crossings?
8 . What are residential, business and industrial areas dedicated to?
9. How is life in the business area? Why?
10. How is life in the residential area? Why?
11. What is the main attraction of any town? Why?
12. What edifices are situated in the centre of the town?
13. How are the buildings in the old districts?
14. How are the buildings in the modern districts?
15. Are towns interesting places to live today? Why?
~ Paraphrase the sentences writing the words that mean a) the same,
b) the opposite to the underlined words:
a) 1. There is a town hall in every centre of the town.
2. The pedestrians walk safely on the pavements.
3. The streets are not paved with asphalt in all villages.
4. The building of the commercial centre is a real attraction of our town.
5. They have an exclusive opportunity to visit Great Britain.
b) 1.There are many wide lanes in the historical parts of the town.
2. The towns are sparsely populated nowadays.
3. Let's drive on the side street of the city. It is so beautiful!
4. There is a modern hotel on the outskirts of our town.
5. Don't buy this house! It is an up-to-date model of architecture!
Make up as many word combinations as you can and use them in
sentences of your own:
Busy
Dirty
Clean
Overcrowded
Modern
Wonderful
Quiet
Street
Area
Town hall
Park
Shop
2 5 Janet is fond of travelling. In Janet's letter to her penfriend, Vicky, about

Glasgow, some words are missing.
a)
Read the letter and supply the missing words:

Parks
stadium
theaters
museums
galleries
collections
periods
shops
amusement
Dear Vicki,
You know that I am fon d o f travelling. Let me tell you about one o f my favourite cities,
Glasgow. It is Scotlands largest city. There is plenty to see and to do here.
Art and culture are important in Glasgow life w here... and ...a r e in abundance - most with
free admission. But Glasgows favourite building is Kelvingrove, the magnificent Glasgow Art
Gallery and Museum. The internationally significant... are wide-ranging, covering natural
history, arms, art from a variety o f ... and much more.
The city centre ... are a big attraction. Well known streets are full o f pedestrian arcades
where shopping is a real pleasure.
There is a wide choice of... in Glasgow. There are many nightclubs, cinem as,... in Glasgow.
The city has a big fo o tb a ll.... The major events in the football season are the games between
the two clubs: Celtic and Rangers.
For a large city, Glasgow has a great number o f ... and green spaces. The most fam ous o f
these is Glasgow Green.
In fact Glasgow has something to suit people o f all tastes and ages.
I want you to visit Glasgow once.
Sincerely yours,
Janet.
b) Write your own letter in the same way about your favourite town and address it
to your friend.
Exercise 8 Translate the following sentences into English using the Vocabulary of
the lesson:
1. China este tara des populata. / - .
2. Havuzul din centrul oraului nostru este foarte frumos. /
.
3 .Turitii sint pasionati de obiectivele turistice din Londra. /
.
4. Constructia noii co!i este in plina activitate. /
.
5. Din pacate, nu toate strazile orajului nostru sint acoperite cu asfalt. / ,
.
6. Strazile Romei vechi sint inguste, iar cele ale Romei moderne sint largi. /
, - .
7. Manastirile Moldovei sint objective turistice unice din toata lumea. /

.
8. Faleza oraului Los Angeles este aglomerata tot anul. / ca .
9. Familia Grey are vila cu un design modern in suburbia oraului. /
.
10. strada Oxford sint multe magazine: florarie, tutungerie, papetarie, cofetarie,
patiserie f\ laptarie. / : ,
, , ,
.
11. colile i universitatile sint centre educationale ale oricarui ora. /
.
12. La statia de pompieri i oficiul postal sint multi lucratori noi. /

.
13. In parcul de distractii al oratului sTnt multe posibilitati de agrement. /
.
14. Pietonii sTnt foarte atenti la semafor cTnd tree strada. / , .
15. Oraele mari nu sint placul meu. / .
CONVERSATION
Asking directions
Excuse me, is this the right way to . . .
Excuse me, where is ( the ). . . ?
Is there a ... nearby?
How do you get to ( t he ) . . . (from here)?
How do I get to ( t h e ) . .. ?
Can you tell me how to get to ( t he). . . ?

Can you give me directions to ( the ). . . ?
What's the best way to get to (t he). . . ?
Is it far from here to ... ?
Giving directions
(First) go down this street ( f o r ...) blocks.
It is (four) blocks away.
Cross the street and turn right at the corner.
It is about (two) miles.
Go straight as far as the traffic lights.
(Then) turn left/right at the traffic lights.
(After that) go straight on ... Street until you get to the ...
Go straight on as far as the crossroads.
Keep walking until you get to ...
It's on the left / on your left.
It's at the end of the street.
I think it must be somewhere round here.
Get on / Get o f f ...
You have to change (buses/trams) a t ...
Is the . .. far from here?
D ia lo g u e A R ead, tra n sla te an d act th e d ia lo g u e s:
Asking the Way
A: Excuse me, could you tell me the way to the Grand hotel? Is it anywhere over here?
B: Yes, sure. Go down this street three blocks straight ahead.There is a hospital at the
corner. Turn right at the traffic lights.
A: Is it far from the hospital?
B: Not very far. Just go straight and then take the third turn to the left. There is a
supermarket there.
A :Thanks a lot. Is there a bus?
B: No, there is a trolley-bus. But go there on foot. All the trolley-buses are packed. It's
rush hour.
A: Thank you. I can get on the trolley-bus on my way back. Is there a trolley-bus going
to the centre from there?
74
ESSENTIAL ENGLISH FOR COM MITTED LEARN ERS

: Sure. It's a number 5 trolley-bus. The stop
is just in front of the hotel entrance. It will
take you a quarter of an hour to get to the
centre from there.
A: Thank you. It's very nice of you to help me.
B: No thanks at all.
A: Good luck.
Looking for the Art Museum
A: Excuse me.
B: Yes, Ms.
A: Do you know the area?
B: Yes, quite well.
A: Am I going the right way to the Art
Museum? I am a stranger here.
: I am afraid not. You are going in the wrong direction. It is on Regent Street
A: What street is this?
B: It is Baker Street.
A: How far is Regent Street from here?
B: It is completely in the other part of the city.
A: Oh, dear!
B: Don't worry.Take it easy. I will show it to you on the map.
A: Oh, how kind of you.
BrTake Bus 10 and get off on Main Street. Go straight as far as the traffic lights and
then turn to the left.
C: All right.
A: Cross the street and keep walking until you get to the National Bank. You can't miss
it as it is a very imposing edifice.
A: How far is the museum from the bank?
B: It's a few minutes' walk. Reach the corner of the bank and you will see the Art
Museum on your right.
A: You have helped me so much. Thanks a lot.
B: Most willingly. Take care.
D ia lo g u e a) W rite th e boxed se n te n ce s to co m p le te th e d ia lo g u e :
Could you tell me how to get to the nearest florist's? Are the flowers always fresh there?
Thanks a lot. Excuse, are you local?
A:...
B: Yes, why?
A : ...
B :There is a flower shop in King Street. Go
straight on, turn right outside the hotel,
then continue along the street.
A : ...
B :Yes, certainly.
A : ...
B : Good luck.
b)
Write a similar dialogue.
D ia lo g u e Put th e se n te n ce s in order. Read an d re p ro d u ce th e d ia lo g u e :

A: As I am keen on religion I'd like to see the cathedrals and the churches.
: I am afraid we have lost our way. Let's ask somebody to help us.
A: Thank you.
B: What would you like to see above all?
A: I hope so.
B: Oh, here it is.
C: Oh, yes, it's just off the square.
A: This is an ancient city. There are many places worth seeing here.
: I wonder if it is possible to take photographs.
A: Excuse me, sir. We are going to St. Nicolas cathedral. Is it the right way to it?
CREATIVE WORK
Exercise 1 Make up dialogues on the following situations:

1. You are in a foreign city. You have lost your way and you are asking for directions to
go to the airport.
2. Your friend has just arrived to your native town. He is calling you to ask the way to
your place. Explain it to him.
3 .Think of a sight that you once visited in a foreign country. Advertise that place to
your friend giving concrete directions how to reach it
Exercise 2 Translate into Romanian/Russian the following quotations and try to
interpret some of them:
1. City wits, country humorists. Mason Cooley

2. Todays city is the most vulnerable social structure ever conceived by man. Martin
Oppenheimer
3. No city should be too large fo r a man to walk out o f in a morning. Cyril Connolly
4. Knowledge and power in the city; peace and decency in the country. Mason Cooley
5. The city is not a concrete jungle, it is a human zoo. Desmond Morris
6. A great city is not to be confounded with a populous one. Aristotle
7. This City is what it is because our citizens are what they are. Plato
8. A great city is that which has the greatest men and women. Walt Whitman
9. The life o f our city is rich in poetic and marvelous subjects. We are enveloped and steeped
as though in an atmosphere o f the marvelous; but we do not notice it. Charles Baudelaire
10. A city becomes a world when one loves one o f its inhabitants. Laurence Durrell
BASIC USERS A2 Waystoge

LEXICAL TOPIC: Daily Routine.
Telling the Time
GRAMMAR THEMES: The Present
Simple Tense. The Use o f the Article
with Uncountable Nouns
Lesson
Warming up
1. Define the word "routine". What does it associate with?
2. Think about 5 things that you consider important and necessary to do every day.
3. What do you usually do in the evening?
4. What do you think are the odd jobs you usually do around the house?
5. Ask your fellow-student to tell you his/her daily schedule (describe a typical daily
routine)
Vocabulary
Topical w o rd s, w o rd co m b in a tio n s an d co llo ca tio n s
to begin = to start to end
to wake up
to get up
to leave for sth./to leave sth for sth.
to do one's morning exercises
to switch on * to switch off
to do sth. to (the) music
it takes tw enty minutes to do sth.
to put on * to take off
to take a shower/a bath = to have a
shower/a bath
to dry oneself on a towel
to clean one's teeth, shoes, clothes, room
to wash oneself/one's face/hands
to comb one's hair
to do one's bed * to make one's bed
to have breakfast
to have dinner = to dine
to have supper
to listen to sth.
to look through sth.

it doesn't take me long to do sth.
to go by bus, by train, by plane, by
boat
to go on foot
to be in time
to be on time
to be over
to be full of
reading - room
group - mates
to prepare for
to work at
to do one's homework
to be through = to finish
to be in = to be at home
to have a rest = to rest
to go to bed
to fall asleep * to stay awake
Find someone in class who:
does morning exercises to (the) music; takes a bus to get to the University; walks on
foot; is an early bird; does his/her homework in the library; reads a book before going
to bed; has dinner at the University canteen; goes to sleep at midnight; does sports
everyday; goes shopping every week.
Fill in the missing words using the prompts given below:
music, to clean, towel, to go, asleep, to come, rest, to listen to, to watch, ready, to go, to wash,
shower, to dry, late
1. Mary is not up yet; she is still . . . . 2. The classes are over. I am ... to go home. 3 . 1
intend to have a h o t . . . . . . . my teeth and got o bed. 4. If you want to have a . .. , let's go
for a walk. 5. After I . .. my hands I . .. them on a towel. 6. 1like to do my flat t o
7. In
the evening we u su a lly. . . the radio o r . . . TV programmes. 8 . Sometimes we ... to see
our friends or our friends .. . to see us. 9. Do you usually sit u p.. . or do you ... to bed
early? 10. If the water feels cold you must rub yourself with the . . . .
Form as many sentences as you can using the following expressions:
It takes
me
you
him
her
us
them
you
Helen
me
Richard
It doesn't us
take
them
Ann
Laura
him
How long
does it take
an hour
tw enty minutes
half an hour
a quarter of an
hour
to do morning exercises
to do homework
to get to the bus stop
to have dinner
to take a bath
to have tea
to clean the room
long
to get to work
to prepare supper
to do the room
to fall asleep
to prepare for the seminar
to clean the carpet with a vacuum-cleaner
to take a shower
to clean one's teeth
Mary
George
you
them
her
to do the flat?
to get home?
to have a shower?
to get to the bus-stop?
to wash oneself?
B Make up 10 sentences using the words, word combinations and collocations

from the vocabulary.
1 Say what you (your mother, your friend) do/does in the morning (in the
afternoon, in the evening, every day).
1 Fill in the missing verbs using the prompts given below. Choose from the
following:
brush, buy, catch, fall asleep, find out, finish, get dressed, get home, get up, go to, go off, have
breakfast, visit, have lunch, have a break, have a shower, leave home, lie, listen to, meet,
phone, pop into, read, set, start work, turn off, wake up, watch TV, have, go to bed
I usually .. . at 7.00 when my alarm clock . . . . I . . . i t . .. straight away and then usually just
... there in bed for another five or ten minutes before I finally .... I go to the bathroom,
. . . . . . . my teeth and then ... .
I usually ... cornflakes, toast, a boiled egg and coffee at about 7.40. While I ... I normally
... the news on the radio.
1. .. at about 7 .5 0 .1always ... Mr. Smith at the newsagent's on my way to the station to
... a daily newspaper.
1. .. the eight o'clock train to work and usually .. . the newspaper on it.
1. .. at 9.00 and ... at 5.00. At 11 o'clock w e ... for tea or coffee and I always ... at 12 .30.1
usually go with some friends to an Italian restaurant just round the corner.
I ... from work at about 6.00 and ... at 7.00. Most evenings I stay at home and .. . .
Sometimes, I . .. my friends at the pub o r ... the cinem a.Twice a week I . . . my m otherfor
a chat and to ... how everyone is.
I nearly always ... at 11.00 or 11.15 on weekdays, and the last thing I do before I . . . is to
... the alarm clock for the next day.
Telling Time in English

Read the short description below:
I usually get up at a quarter past seven - that's seven fifteen in the morning. I have
breakfast at eight o'clock and then take the bus to work at half past eight. I usually arrive
at work at a quarter to nine. Sometimes, the bus is late and I arrive at about nine. My
morning is usually pretty busy and I like taking a coffee break at tw enty to eleven if
possible. I then work to lunchtime at noon. In the afternoon, I usually have another
break at three fifteen. I usually finish work at a quarter to five and arrive home around
six in the evening. At night, I usually go to bed at eleven o'clock.
Look at the rules for telling time in English:
1. Jn English we use o'clock only at the full hour, or we may use sharp,
e.g. It's eight o'clock/It's eight sharp.
2. In English we use past to say times after the hour until half past, or 30 minutes
past the hour.
e.g. It's seven (minutes) p a st 6 (6.07).
3. We use to to say times before the hour from 31 minutes until the full hour,
e.g. It's twenty-five minutes to seven (6.35).
4. In English we use half for 30 minutes,
e.g. It's half past five. /It's five and thirty.
79
mm
o'clock
five to...
five past...
ten to...
ten past...
quarter
to...
a quarter
past...
5. We use a quarter for 15 minutes.

We may have
a quarter past... and a quarter
to...
e.g. It's a q u a rte r p a st four (4.15).
Its a q u a rter to seven (6.45).
6. When speaking about the differen ttim eso fth ed ay we often use:
in the morning, in the afternoon,
in the evening.
7. Be careful! In English we use at
night NOT in the night
half past...
Instruments for measuring and indicating time are among the oldest human
inventions:
SUNDIAL. The shadow shows the time. It was widely used in

ancient times but it requires the sun to shine and doesn't work
during the night.
HOURGLASS ( SANDGLASS ).Th e sand

moves slowly from the top half to the
bottom in exactly one hour.
M ECANICHAL CLOCKS. The dial is the front part

of the clock where the numbers and the hands are
Hands: this clock has three hands, the little hand
(hours), the big hand (minutes) and the second hand
CUCKOO CLOCK. A little wooden

bird comes out every hour and imitates
the call of the cuckoo.
An ALARM CLOCK often makes

an awful noise when it's time
to wake up.
80
mm
m
jOOb. riSftfa.
A famous striking clock BIG BEN, it sounds the hours on a bell.
DIGITAL CLOCK
Look at the watches and tell the time:
What time is it? (say it in words):

3 . 1 0 - ...
9 . 1 5 - ...
10 .0 0 - . ..
4.45-...
1 . 55 - ...
12.05-...
7.50-...
6.25-...
11.40-...
8 .3 0 - ...
7.15-...
12.30-...
2 .3 8 - ...
5.53-...
3.14-...
4 .07-...
8. 1 2 6. 2 8 9.425.4581

GRAMMAR
Put the verbs in the Present Simple Tense:
A. 1. Mary (to collect) cassettes. 2. Tom and Sue (to buy) two comics. 3. Uncle George
(to go) to the doctor's once a month. 4. Our friends usually (to play) football in the park.
5. My mother (to go) shopping twice a week. 6 . He (to call) my name. 7. They (to wake)
up at 6 o'clock. 8 . Carol always (to tell) the truth. 9. She always (to help) Tom with his
homework. 10. My sister (to live) in a big house. 11.The children (to eat) hamburgers. 12.
Bill (to have) got nine posters. 1 3 . 1(to be) at home. 14. The swimming pool (to open) at
9:00 and (to close) at 6:30 every day. 15. It (to take) me an hour to get to work.
B. I (to get) up at 6 o'clock, (to do) my bed and (to go) to the bathroom. My sister (to get
up) at half past six. She also (to do) her bed and while I (to be) in the bathroom, she (to
switch) on the Mp3-player and (to do) her morning exercises. I (to wash), (to clean) my
teeth and (to comb) my hair. Then my sister (to go) into the bathroom. She (to take) a
shower, (to clean) her teeth and (to brush) her hair. My father (to be) already up and he
(to make) breakfast for our family. My mother usually (to have) a cup of tea in bed and
then she (to get) up, too. After breakfast my sister and I (to get) our school bags ready
for school. They (to be) very heavy. Our bus (to leave) at 7 sharp and so we always (to
leave) the house at a quarter to seven. Then my father (to leave) home for work. My
mother (to stay) at home, (to tidy) up the house and (to do) the laundry. Later on she
(to go) shopping and (to buy) lots of delicious things. We all (to have) lunch at 2 o'clock.
I (to do) my homework after lunch and my sister (to do) her homework, too. When we
(to finish) our homework, we (to go) out and (to play) with our friends. I sometimes (to
help) my mother about the house, or surf the Net, or help my father design his website.
We often (to have) supper together. After supper I (to watch) TV in my parents' bedroom
and my sister (to watch) TV in the lounge. At 9 o'clock I (to go) to my bedroom and my
sister (to go) to her room. I always (to read) a good book before I (to go) to sleep. My
sister sometimes (to learn) her English vocabulary in bed or (to write) the words on a
piece of paper.
Make the following sentences negative:
1. He (to like) his job, it's boring. 2. They (to live) in a small flat. 3. She (to study) German.
4 . 1 (to eat) in the morning. 5. He (to work) at home. 6. We (to use) computers. 7. He (to
walk) to work, he always drives. 8 . Mr. Bean (to teach) Spanish. 9. They (to like) classical
music. 10. You (to carry) an umbrella. 11.The planes (to fly) over the beach very often. 12.
The boy (to wash) his hands before meals. 13. Albert (to jum p) high. 14. They (to draw)
the map of England. 15. Nick (to catch) fish every week.
T U T Make the following sentences interrogative:

1. George never eats meat. 2. We usually spend summer at the seaside. 3. Kate often
goes swimming. 4. Simon never does his homework. 5 . 1seldom dance at discos. 6. She
comes home at half past five. 7. The children sleep in that room. 8. Father comes home
late. 9. He rides his horse twice a week. 10. She always matches her gloves to her bag. 1 1.
Ann tries to speak Spanish. 12. The baby cries when it is hungry. 13. Michael sometimes
watches football matches. 14. Nancy dyes her hair once a month. 15. She is always late
for work.
^/ e s s e n tia l E n g lish
for co m m itted lea r n er s
Give positive or negative short answers:

1. Do you drive a car? 2. Does your sister speak English? 3. Do you live in a city? 4.
Do you often have a cold? 5. Does your cousin play a musical instrum ent? 6 . Does
it rain a lot in your country? 7. Do you drink much milk? 8 . Do Jane and Mark love
music? 9. Do you usually have lunch at home? 10. Does your fam ily watch TV in the
evening? 11. Does your m other make delicious cakes? 12. Do you ride a bicycle? 13.
Do you study chem istry? 14. Does your friend speak French? 15. Do you plant trees
in spring?
Ex. 5 Write questions to the following statements:
1.1 wash my hair every day. (How often?). 2.Nick lives in Moldova. (Where?). 3.We watch
TV in the evening. (When?). 4.They have lunch at home. (Where?). 5.Ann gets up at 7:30.
(What time?). . sister watches movies a lot. (How often?). 7.They go to work by bus.
(How?).8 . My sister always has eggs for breakfast. (What?). 9.His mother irons his shirts.
(Who?). 10.She resembles her mother. (Whom?)
Ex. 6 Ask general, alternative, disjunctive and special questions:
1. Tom attends tennis competitions twice a year. 2. Sally speaks three languages. 3. We
like to play chess in the evening. 4. I am always short of time in the morning. 5. Ann
spends her free time reading books. 6. 1seldom write to my parents. 7 .1have dinner at
home. 8 . Tom works as a programmer. 9 . 1go to the cinema once a month. 10. People
often do silly things. 11. Our car breaks down very often. 12. You always listen to the
latest news in the evening.13. We still have a lot of time. 1 4 . 1am not afraid of snakes. 15.
He bullies his sisters.
\ fffl Make up questions using the following words:
1 . does / what / up / get / she / time / usually? 2 . do / breakfast / does / what /often / she
/ before? 3. for / does / have / always/ breakfast / she / what? 4. to / how / she / work /
does / go? 5. she / does / what / evening / do / the / in? 6. bed / time / does / to / what
/ she / go? 7. old / how / does / mother / visit / often / she / her? 8. normally / where /
weekends / do / spend / our / we? 9. does / the floor / take / to hoover / long / it / how /
you? 10 . doesn't / relaxe / she / at / weekends / she?
Ex. 8 Ask questions to which the italicized words are the answers:
1 .1 leave for the University at eight o'clock. 2. My friend goes to the University by bus. 3. It
takes me three hours to do my homework. 4. My sister vacuums her room once a week. 5.
Our fam ily listens to the latest news in the morning.6 . 1take a shower every morning. 7 .1
brush my hair with a comb. 8 . He dries himself on a towel. 9. Mary prefers to work in the
library. 10. Father always asks about my studies.
Ex. 9 Put the verbs in brackets into the Present Simple Tense. Learn the poem by
heart:
83
M Y OLD DAD
We never (see) him in the morning.
And he always (come) home late.
Then he (sit) and (read) the newspaper
And (do) the crossword while he (eat).
He never (help) us with our homework,
But he (teach) me how to swim.
And he (teach) me to be patient.
I guess I (learn) a lot from him.
My old dad...
He was one of the good guys.
He (be) nobodys hero.
But he (be) special to me.
Every summer he (go) to Blackpool
Except when he (be) unemployed.
He (love) to sit and watch the sunset
That (be) one thing we both (enjoy).
He (be) always very gentle.
Nothing ever (make) him mad.
He (be) never rich or famous
But I (be) probd of my old dad.
My old dad...
Ex. 10 Arrange the following nouns into two groups: countable nouns, uncount
able nouns. Say which can be used with an indefinite article:
Apple, literature, sugar, ball, music, sea, news, dress, tomato, soup, mountain, advice,
friendship, foreigner, money, class, shop, poetry, corner, ice, artist, sentence, subject,
mistake.
Countable nouns
Ex. 11
Uncountable nouns
Point out countable nouns by using an indefinite article:
N ote: Remember that uncountable nouns in their general sense never take any article.
1. He is ... honesty itself. 2. ... iron is ... metal. 3. .. . knife is made of ... metal. 4 . 1
w a n t . .. glass of ... milk. 5. ...m o n e y isn't everything. 6. We can write ... letter in ...
ink or with ... pencil. 7 .1pref er. .. book o f ... poetry to stories o f . .. adventure. 8. Can
you give me ... piece of ... advice? 9. No news is ... good news. 1 0 . . . . kindness is ...
good quality. 1 2 . There is ... curiosity in her look. 1 2 . 1 don't f e e l . . . sympathy towards
this man. 13. W h a t ... beautiful music! 1 4 . . . . knowledge is ... power. 1 5 . . . . health is
better than .. . wealth.
Ex. 12 Translate into English:

a)1. Nu-mi place sa calatoresc cu mult bagaj. 2. Nu avem prea multa mobila in camera. 3.
Nu uit niciodata de sfaturile m am ei.4. Aceasta mobila este mai moderna. 5. Ce informatie
imi poti da? 6. Muzica este viata ei. 7. Urmeaza -mi sfatul i vei reui. 8 . Unde sint banii?
9. Cunotintele inseamna putere. 10. Bunelul niciodata nu bea cafea.
1. . 2. . 3.
. 4. . 5.
? 6. - . 7.
. 8. ? 9. . 10.
.
b) 1. Maria se plimba prin pare in fiecare seara. 2. De obicei, ascult ultimele tiri in timpul
dejunului. 3. Citim ziare in fiecare zi. 4. Unde traiete verioara ta? 5. Duminica, de obicei,
familia mea ia prinzul acasa. 6. Imi place sa citesc reviste engleze, iar frateiui meu ii place
sa rezolve cuvinte incruciate. 7. Acest profesor vorbete ase limbi. 8 . La Londra deseori
ploua. 9. Intirzie des la lectii? - Da, el rar vine la timp. 10. Copiii fac ordine in camera de
doua ori pe saptamina. Ei terg praful, uda florile, aerisesc camera i curata covorul cu
aspiratorul.
1. . 2.
. 3. () . 4.
. 5. . 6 .
, . 7.
. 8 . . 9.
?- , . 10.
. , ,
.
<* READING
My Daily Program m e
My name is Ann. I am 18 years old. I am a first-year student at the University. My
working day begins early. The alarm-clock wakes me up at half past six and then it
is time for me to get up. I have a lot o f things to do before I leave for the University.
First of all, I open the window to let the fresh air in. After that I do my morning
exercises. I usually switch on the CD-player because I like to do them to the music.
It takes me about twenty minutes.
Later I put on my dressing-gown and slippers and go to the bathroom, where I
take a shower, dry myself on a towel, brush my teeth, wash my face and hands and
comb my hair. At seven sharp I go back to my bedroom to dress, do my bed and put
on my make-up. I am ready to have breakfast at a quarter past seven. I usually have
bread and butter, cheese or eggs, jam and coffee for breakfast. During breakfast I
often listen to the latest news on the radio or look through the newspapers.
It doesnt take me long to have breakfast. At half past seven I leave home for the
University. Sometimes I go to the University by bus, sometimes I go on foot. I am
never late. I always come to the University in time. I am in the classroom ready to
begin my class when the bell goes at eight oclock.
As a rule, we have three or four classes a day. Our classes are over at half past
twelve or at two oclock. After classes I usually go to the University canteen to have
dinner. It is always full of students. Then I go to the University library and work in the
reading-room. My fellow-students and I often meet there because we like to prepare
for our seminars together. There are always students there who read different books
and articles, work at their reports or just do their homework for the following day.
When I am through with my homework I go home. I usually walk home,
because it is very pleasant to stroll through the park after a busy and productive
day at the University. W hen I come home my family is already in. At seven oclock
we have supper together. During supper we talk about my studies. After that I help
my m other in the kitchen and have a short rest or watch TV. Then it is time for me
to go to bed. I put on my pajamas and make my bed. I usually go to bed at eleven
oclock. Tired but happy I fall asleep.
lE x .li Find in the text English equivalents to the following words and word
combinations:
Student in anul intii, devreme, deteptator, a se trezi, a se scula, a pleca, in primul
rind, proaspat, dupa muzica, am nevoie de, ciupici, a face du, a se terge cu prosopul, a
se spala pe dinti, a se pieptana, fix, a se machia, a fi gata, a asculta ultimile tiri, a rasfoi
ziarele, cu autobusul, pe jos, la timp, a se sfiri, aglomerat, colegi de grupa, obosit dar
fericit, a imbraca, a merge la culcare, unftepaus scurt.
, , , , , ,
, , , , , ,
, , , (), ,
, , , , ,
, , , , ,
, , .
Ex. 2 Answer the following questions:
1. What time does Ann get up as a rule? 2. Does she do morning exercises? 3. How
long does it take Ann to do her morning exercises? 4. What does she usually do in the
bathroom? 5. What time does she usually have breakfast? 6 . What does she usually
have for breakfast? 7. What does she usually do during breakfast? 8. What time does
she leave home for the University? 9. How does she get to the University? 10. Ann
always goes on foot, doesn't she? 11 .When does Ann come for classes? 12. How many
classes a day does she usually have? 13. What does she do when the classes are over?
14. Where does she usually have dinner? 15. Why does Ann go to the library? 16. What
do students do in the reading-room? 17. Why does Ann have a stroll through the
park? 18. Where is Ann's fam ily when she comes home? 19. What time do they have
supper? 20. What does Ann do before she goes to bed?
I Ex.3 i Agree or disagree with the following statements. Use one of the expressions:
I quite agree with you. O f course. Yes, indeed. Idisagree with you. I'm afraid you are mistaken.
On the contrary.
86
mmm
mmm
ESS EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
T. Ann's mother usually wakes her up in the morning. 2. Ann does many things in
the morning. 3. She often opens the door to let the fresh air in. 4. Ann does morning
exercises to the music. 5. Ann usually takes a shower in the evening. 6. Ann doesn't
have time to look through the newspapers. 7. Ann always goes on foot to the
University. 8 . The bell for classes goes at nine o'clock. 9. The University canteen is
rarely full of students. 10. When Ann comes home her family is still out.
1 Give synonyms to the following words and collocations:
to go on foot, to be at home, to start, to dress, to brush one's teeth, to finish, to brush
one's hair, to get ready, to put on, to be over.
Give antonyms to the following words and collocations:
to end, to stay awake, to make one's bed, to put off, to switch off, to come home, to
begin, to be empty, to be out, a fresher.
1 Fill in the blanks with articles (if necessary):
1 .1 usually have .. . sandwich f o r ... lunch. 2. When ... day is nice we have ...re s t in
... garden in front of our ... house. . to ...blackboard and write ... Exercise
12. 4. When I am free I usually read ... English magazines in ... living-room. 5. After
... dinner, mother washes ... plates and ... glasses. 6. Doctors say that ... morning
exercises are good for everybody. 7. He always leaves ... home for ... work in time.
8. . . . lot of ... students read ... books and . . . articles, work at ... reports or do ...
homework in ... library. 9 .1leave ... home a t . .. half past seven. 10. A f t e r . . . classes I
have ... short rest.
*
Fill in the blanks with prepositions or adverbs (if necessary):
Mike is a University student. He goes ... the University every day. .. . the morning
his mother wakes him . . . . He gets .. . , washes and shaves. Then he has breakfast.
He often has bacon and eggs, coffee and a toast ... breakfast. He does not look ...
newspapers ... the morning, he looks th e m
the evening. Mike usually l ea ves ...
the University . . . a q ua r te r. .. eight. He usually goes ... foot. Mike often has lunch ...
the University canteen. He often stays ... the reading-room ... 8 p.m. He goes .. . bed
. . . eleven o'clock.
CONVERSATION
&
1
Read, translate, entitle and reproduce the following dialogue:
Richard:
Mary:
Richard:
Mary:
What time do you get up as a rule?

Generally at about six o'clock.
Why so early?
Because I have to get breakfast ready for my family and get myself ready for
work.
Richard: What do you usually cook for breakfast?
Mary:
Well, my family likes to have a substantial breakfast; so I boil eggs, slice bread
and sausage for sandwiches, make toasts, cook porridge and make tea for
my children and coffee for me and my husband.
Richard:
Mary:
Richard:
Mary:
I see you have quite a lot to do since early morning.

That's true, but it is no trouble at all.
Do you get up so early on week-ends as well?
Why? Of course not. I like to sleep late on Sundays and have a good rest.
Fill in the blanks with the missing remarks. Reproduce the dialogues:
a) Do you usually have breakfast at home?
What do you have for breakfast?
Do you prefer tea or coffee in the morning?
Do you take sugar or milk in your tea?
b) What time do you usually leave home for the University?
Do you go on foot or take a bus?
Does it take you long to get to the University?
c) Do you often go to the library after classes?
What do you usually do in the reading-room?
A
Do you do it yourself or with your group-mates?
d) When do you generally come home in the evening?
What about your family? Are your parents already in?
What do you usually do?
<1M Think of the questions to which the following sentences are the answers:
a ) ........................................................................................................... ?
Generally at eight sharp, but we seldom have the first class.
?
Normally four classes a day, but on Tuesdays and Thursdays we have five.
b ) .......................................................................................................... ?
I usually have lunch at the University canteen.
?
I often take vegetable soup for the first course, meat or fish for the second
course and apple juice, if I am not pressed for time.
?
If I am pressed for time, I just have a bite.
88
E S S E N T I A L E N G L I S H F OR C O M M I T T E D L E A R N E R S
c } ......................................... ! ........................................................................................ ?
I rarely go straight home. More often I stay in the reading-room.
?
I usually do my homework, read books, make reports or prepare for
seminars.
d).................................................................................................................................... ?
I am always full of plans for the week-end.
?
No, I don't. I like to sleep late.
?
On Saturdays I help my mother do the work about the house. On Sundays I have a
good rest.
S tu d y th e fo llo w in g p hrases w ith th e verb "to h ave + noun " and m ake up
sen ten ces o f y o u r ow n:
10
To have breakfast (lunch, dinner, supper, coffee, tea, milk)

to have a talk (a class, a meal, a walk, a rest, a smoke, a bath, a swim, a snack, a bite)
M ode!: We have breakfast at h alf past seven, as a rule.
He doesn't have a smoke before breakfast.
Do you usually have tea in the morning?
M ake up a d ialo g u e on one o f th e fo llo w in g situ atio n s:
a) Ask your friend when he/she usually gets up, if he/she does morning exercises, if
he/she makes his/her breakfast, at what time /she leaves the house, how long it
takes him/her to get to the University, if he/she goes on foot or takes a bus.
b) Your mother asks you about your studies. She wants to know when your classes
begin, how many classes a day you have, what you usually do at your English class,
when the classes are over and what you do after classes.
c) You and your fellow-students are in the library. You propose him/her to do the
homework together and after that prepare for the seminar on English literature.
Discuss what you have to do for the following day and what you have to prepare for
the seminar.
d) Ask your friend what he/she usually does on Sunday; if he/she stays in town or
goes to the country, if he/she gets up early or sleeps late, how he/she spends his/her
free time, if he/she goes to the cinema or theatre, if he/she has fun with friends.
e) Ask your friend what subjects he/she studies at the University. You also like to know if
he/she takes part in extra-curricular activities and what kind of work he/she does there.
W ork in p airs / g rou ps. Choose a point and fin d out as m uch as you can
ab o u t w h a t yo u r fellow - stu d e n t does. R ep ort it to th e class:
a) in the morning
b) at the University
c) after classes
d) on week-ends
e) at the library
89
E S SEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
CREATIVE WORK
1 Choose a topic and give an account of:
1 . your own daily programme;

2 . your mother's or your father's week-days;
3. your friend's week-end.
1 Describe the picture:
Ex.3
b)
a)
Choose a proverb which can be applied to your daily round.
Make up a conversation with your fellow-student to finish it with this proverb:
1. Never put o ff till tomorrow what you can do today.

2. As you make your hed, so you must lie on it.
3. The early bird catches the warm.
4. A stitch in time saves nine.
5. Early to bed, early to rise makes a man healthy, wealthy and wise.
90
mmm
LEXICAL TOPIC: Seasons and Weather

GRAMMAR THEMES: The Present
Continuous Tense. The Adjective.
The Degrees o f Comparison
WARMING UP
The flow ery Spring leads sunny Summer,

A n d yellow Autum n presses near.
Then in his turn comes gloomy Winter,
Till smiling Spring again appear.
by Robert Burns
1. Which is your favourite season?

2. What are the advantages and disadvantages of your favourite season?
3. What do you usually do on a rainy/sunny day?
4. What traditional weather predictions do you know?
5. Do you know any non-traditional ones?
| VOCABULARY
Topical words, word combinations and collocations
to shine brightly
on the bank of the river
to be out-of-doors
flakes of snow
to stay indoors
to make a snowman
to put forth/to shoot out
to throw snowballs
to be in blossom
to get wet through
to break into blossom
to get wet to the skin
to be in bloom
to clear up
to pick flowers
to warm up
to gather berries and mushrooms
, to set in
to pick field flowers
to hold out
to travel by car
a change in the weather
to go to the seaside
whatever the weather
to go to the mountains
a clap of thunder
to bask in the sun
to rain cats and dogs
to smell sweet
a spell of good weather
to do gardening
to get stiff/numb with cold
V o ca b u la ry ex e rcise s
Ex.1 Group the words below into two columns: the first containing words that de
scribe fine weather and the second containing words that describe bad weather:
Beautiful, awful, terrible, dry, cold, sunny, warm, windy, rainy, frosty, foggy, damp, lovely,
marvelous, bright, soft, mild, filthy, nasty, wretched, beastly, dreary, dull, chilly, stormy.
Fine weather
Bad weather
91
E S S E N T I A L E N G L I S H FOR C O M M I T T E D L E A R N E R S
IJIfrI Match the word with its definition:
1 . blizzard
2 . sleet
3. gale
4. mist
5. breeze
6 . hurricane
7. flood
8. lightning
9. thunderstorm
10 . thunder
1 1 . hail
1 2 . snow
13. shower
14. drizzle
15. downpour
n il
a) frozen raindrops which fall as hard balls of ice;

b) a very strong wind;
c) large amount of water that covers an area that is usually dry;
d) a cloud over the ground that makes it difficult to see far;
e) the loud noise that you hear during a storm;
f) a severe snowstorm;
g) a powerful flash of light in the sky;
h) a gentle wind;
i) soft, white flakes, frozen water that fall down, like rain;
j) snow and rain which falls down when it is very cold;
k) a brief fall of rain;
1) a violent storm;
m) fine dense rain;
n) a storm with thunder and lightning;
o) a heavy fall of rain.
Fill in the missing words listed below:
breeze, fog, shower, hurricane, lightning, hot, get wet through, cold, overcast, flood, freezing,
heavily
1. The palm trees are swaying in the ... . 2. The ... is tearing the roofs off the
houses. 3. Heavy rain causes ... .4 . We see forked ... in the sky as the storm gets
closer. 5. In England the w inters are n e v e r . .. enough to freeze the rivers and the
sum m ers are seldom ... . 6 . Wait until the ... is over, otherw ise you w i l l ..................... 7.
Street accidents are frequent in the . . . . 8 . The sky is ... when there are dark clouds
over it. 9. It snows hard. It keeps on ... .10. What w eather are we having today? It
is raining . . . .
I f l f j Combine the following phrases to make up questions and answer them:
What do we call the weather when:
- the sun shines brightly?
- the wind blows?
- we can't see anything in the street?
- we can't see the sky because of the clouds?
- it is raining?
- it is 10 degrees below zero?
- it is 30 degrees above zero?
- the snow and ice are melting?
- there is very little rain?
- it is full of strong winds, heavy rain and dark clouds?
Give the opposite of the italicized words:
1. People hide in the shade when it is hot. 2. The lakes thaw in spring. 3 . 1hate heat. 4.
What a dull day! It makes me feel sad. 5. Put on your coat. A chilly wind is blowing. 6.
The weather is rather rainy in this part of the continent. 7. People throw faded flowers.
8 . Children enjoy frosty weather. 9. The air is close in the room. Open the window,
please. 10 . The country has a severe climate.
92
mmm
E S S E N T I A L E N G L I S H FOR C O M M I T T E D I EARNER'S
: T ran slate th e fo llo w in g w o rds and group them into:

a) flowers according to the season:
daisy, daffodil, buttercup, pansy, poppy, rose, lily of the valley, petunia, forget-me-not,
tulip, violet, thistle, clover, chrysanthem um, snow-drop.
b) trees and fruit-trees:
oak, apple-tree, quince, birch, peach-tree, maple, ash, pear-tree, willow, poplar, cherrytree, fir-tree, pine, plum-tree, lime, nut, apricot-tree, chestnut, beech, acacia
c) sedentary and migratory birds:
pigeon, swallow, woodpecker, swan, pheasant, sparrow, crow, owl, wren, stork, duck,
cuckoo, nightingale, dove, robin.
d) fruit; vegetables; berries:
plum, cucumber, watermelon, raspberry, grapefruit, onion, pea, strawberry, carrot,
turnip, cherry, cabbage, pear, apple, tomato, beet, potato, bilberry, bean, peach,
garlic, watermelon, pumpkin, grapes, cranberry, radish, gooseberry, pepper, apricot,
quince, currant.
ffm
Translate these weather forecasts:
1. Romania: moderate north winds, partly cloudy in the south and on the Black Sea coast.
2. Low countries: fog early and late; sunny periods. 3. Storms and showers in the coastal
area tomorrow. 4. Scotland: strong winds, snow in the morning, later foggy and rainy. 5.
Cloudy, south winds, rain at times. 6. London: rain in the morning, later sunny periods.
7. Chiinau: rainy periods with lightning and thunder. 8 . Cold. Sleet or snow showers. 9.
Mostly dry; near average temperatures. 10. Some mist and fog at first; sunny later.
Complete the following sentences:
1. Let's stay at home, Kate.There is a thunderstorm approaching. Look, ... . 2 . 1hope
the weather turns fine because . . . . 3. It's pouring. What a pity I don't have my umbrella
with me, now.. . . 4. The air is remarkably fresh because . . . . 5. I don't like autumn
because ... , 6 .W hen the thaw sets in, it is extremely unpleasant to walk because ... .7.
I'm sick and tired of nasty weather. It's raining all day long. I think . . . . 8 . If anyone asks
you what an Indian Summer means, you should say t h a t ... . 9 . What is the weather
forecast for tomorrow? They say . . . . 10. The weather is changing. I'm sure we ... .
Supply as many words as possible suiting the following situations:
1. It seems a ... day. 2. It's raining . . . . 3. W h a t . .. weather! 4. We're in for a spell of ...
weather. 5. The heat is . . . . 6. It looks like . . . . 7. There is a very ... wind blowing. 8 . The
... season of all. 9. The trees ... little buds. 10. The ... month of the year.
Change the following statements into exclamatory sentences according to
the models:
Model I: The weather is rainy today.
What rainy weather it is today!
It is such rainy weather today!
The weather is so rainy today!

How rainy the weather is today!
1. The evening is lovely today. 2. The night is chilly. 3. The day is bitterly cold. 4. The
gust of wind is terrible. 5. The heat is oppressive today. 6. The summer is hot. 7. The day
is bitterly cold. 8 . August is a hot, dry month. 9. The air is stuffy. 10. The day is gloomy.
93
ESS EN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
Model II: It is raining fast.

How fast it is raining!
It is raining so fast!
1. It is stuffy in here. 2. It is getting cold. 3. The rainbow is beautiful. 4. It is getting
foggy. 5 .The heat grows oppressive. 6. The air is remarkably fresh. 7. The sky is cloudy.
8. We are getting numb with cold. 9. The wind is cutting. 10. The day is misty.
Model III: We are having a fine day.
What a fine day we are having!
We are having such a fine day!
1. The country has a mild climate. 2. We are having sunny weather. 3. The weather is
nasty today. 4. We are having changeable weather. 5. We are in for fine weather. 6. We
are in for a spell of good weather. 7. We are in for a terrible storm. 8 . It is a ringing frost.
9. It's pelting rain. 10. It's loud and frightening thunder.
Translate the following sentences into Romanian/Russian. Pay particular
attention to the use of the word weather and the verbs that follow:
1. She is going out when the weather lets up. 2. If the weather holds out we can go
fishing later. 3. The weather forecast announces warm and sunny weather till the
weekend, but then the weather may break. 4 . 1want to mend the roof before the cold
weather sets in. 5. What is the weather like outside? 6 . The weather map shows a ridge
of high pressure coming in from the Atlantic. 7 . 1always watch the weather after the
news. 8 . Homeless people sleep on the streets in all weathers. 9. You look a bit under
the weather. 10. We are staying inside till the weather clears up.
GRAMMAR
1 Write the following adjectives in the comparative and superlative degrees:

a) sharp, long, short, young, few, warm , cold, light, dark, nice.
b) big, hot, thin, wet, sad, fat, red, tall, high, fast.
c) busy, easy, dirty, dry, merry, grey, nasty, heavy, happy, pretty.
d) wonderful, beautiful, hopeful, interesting, pleasant,favourite,expensive, intelligent,
difficult, dangerous.
e) good, bad, much, far, many, little, old, late, near.
1 Transform the following general questions into tag ones. Let another
student express disagreement. Use the suggested formulas:
Far from it! Not at all! Certainly not! Surely not! Not in the least! Nonsense!
Model: Teacher: Are winter days as long as summer days?
St. 7: Winter days are as long as summer days, aren't they?
St. 2: They certainly aren't. Winter days are not so long as summer days.
They are shorter than summer days.
1. Is the temperature in winter in England as low as in Moldova? 2. Is March as cold
as December? 3. Are south winds as severe as north winds? 4. Are trees in winter as
beautiful as in autumn? 5. Is spring as rich in fruit as summer? 6 . Is summer as rainy as
autumn? 7. Are there as many birds in Moldova in winter as there are in spring? 8 . Is
the fog in summer as thick as in autumn? 9. Is a tulip as sweet-smelling as a rose? 10.
Is the wind in autumn as piercing and cold as the wind in winter?
Ex.3
Use the correct form of the adjectives given in brackets:
1. Spring is (pleasant) than summer, but summer is (pleasant) of all the four seasons
of the year. 2. January is (cold) winter month. 3. In spring the days become (long) and
the sun shines more brightly. 4. The climate of England is (mild) than that of Moldova.
5. February is (short) month of the year. 6. Spring in Great Britain is (dry) season. 7.
Summer days are (long) than winter ones. 8. May is (warm) of the three months. 9.
Autumn is (rainy) season. 10. The Western part of Britain is (wet) than the Eastern.
(Wet) and (cold) are the islands round Scotland.
Ex. 4 Respond to the statements, using the comparative and superlative degrees
of comparison. Express agreement or disagreement. Make use of:
I fully agree with you; Right you are; Quite so; I disagree with you on that point; Nothing o f
the kind; I differ from you.
1. On the 22nd of December we have the shortest night. 2. When summer sets in, the
weather becomes warmer and the days grow longer. 3.The climate of Moldova is wetter
than that of Great Britain. 4. There are 12 months in the year. February is the shortest.
5. The climate of Bucureti is severer than that of London. 6. People don't like spring
because everybody feels tired and weak. 7. Autumn is the driest season of the year. 8 .
On the 21st of June we have the shortest day. 9. In spring birds fly to warmer countries
because it gets colder. 10. Autumn is the richest season in fruit and vegetables.
Ex. 5 Write the ing-form of the following verbs:
to run, to catch, to sit, to drop, to stop, to fish, to tie, to get, to cut, to sing, to shut, to
shoot, to slip, to swim, to ride, to shine, to skate, to rise, to win, to die, to dye, to dig, to
play, to fly, to dry, to try, to put, to say, to lie, to ski.
Ex. 6 Use the verbs in brackets in the Present Continuous Tense:
1. The snowflakes (to fall) thick and fast. 2.The snow (to lie) on the ground, on the
bare branches of the trees, on the roofs of the houses. 3. The cars (to splash) mud
over passers-by. 4. Look! The storks (to fly) to warm countries. 5. The yellow leaves
(to lie) on the ground. 6. It (to get) colder and colder every day. Autumn (to set) in.
7. Spring (to set) in. The nature (to awake) from her winter sleep. The trees (to turn)
green, fresh leaves (to appear), the rays of the sun (to warm) the earth. 8 . Migratory
birds (to return) from the South. 9. The forest fires (to rage) out of control for weeks
now. 10. The volcano (to erupt) again.
Ex. 7 Paraphrase the following sentences using the Present Continuous Tense:
Model: Teacher: I refuse to wait for them in this rain any longer.
Student: I am not waiting for them in this rain any longer.
1 .1refuse to answer your questions any more. 2. The student refuses to help her in her
work. 3.The aunt refuses to meet them at the station. 4 .They refuse to visit us this summer.
5 .The visitor refuses to drink strong coffee. 6. She refuses to get up early in the morning.
7 .1refuse to have supper at this hour. 8. Jane refuses to go to the party in this dress. 9.
They refuse to spend the weekend indoors. 10. The neighbour refuses to mow the lawn.
Ex. 8 Ask all types of questions:
1. Cold weather is setting in. 2. Distant peals of thunder are indicating the approach
of a thunderstorm. 3. Dark clouds are drifting over the sky. 4. The heat is growing
oppressive. 5. We are having a bitter frost this winter.
Choose the right form of the verbs given in brackets:
1. It (snows, is snowing) day and night. 2. it (looks, is looking) like rain. Low black
clouds (cover, are covering) the sky. 3. We (have, are having) a speli of unseasonably
wet weather. 4. The weather (turns, is turning) colder and colder. 5 .1(stay, am staying)
outdoors as often as the weather allows. 6. The weather (closes, is closing) in, that's
w hy the climbers are taking shelter. 7. Stormy weather (prevents, is preventing) any
play. 8 . She (swims, is swimming) in the river every day, whatever the weather. 9. The
air (gets, is getting) stuffy, when the weather (becomes, is becoming) hot. 10. A heavy
downpour or a hailstorm usually (makes, is making) the air cool down very quickly.
Translate into English:
1. Prognoza meteo anunta vTnt puternic i ploi abundente. 2. Copiii se distreaza cTnd
fac bulgari de zapada in zilele cu ninsoare. 3. Econornia statului depinde de conditiile
climaterice favorabile. 4. Ea nu se simte azi Tn apele sale. 5. Cerul e senin. Nu pare sa
pioua azi. 6 . Timpul primavara e schimbator. Mai bine (You'd better) ia umbrela. 7. Ma
bucur ca lucrez astazi Tn Tncapere. Afara e senin, dar insuportabil de naduitor. 8 . Se
pare ca cerul se Tnnoreaza. Fiti gata pentru zi cu ploaie i vTnt. 9. Verile Tn Africa sTnt
caiduroase i uscate. 10. Ploaia torentiala cauzeaza inundatii.
1. . 2.
, . 3.
. 4. . 5. .
, . 6. .
. 7. . ,
. 8 . , .
. 9. . 10.
.
REA D IN G
S e a s o n s a n d W e a th e r
There are four seasons in the year: spring, summer, autumn and winter. Winter is
the coldest season of the year. It often snows and there is much snow on the ground.
It gets dark early in the evening. It gets light late in the morning. We have the shortest
days and the longest nights in winter. Winter is a good time for sports. Children like
to go sledging, skating and skiing, to make snowmen and to throw snowballs.
Spring is the nicest time o f the year. It is spring now. The sun is shining more
brightly in the blue sky and the weather is becoming gradually milder. The days are
getting longer and the nights shorter. The nature is awakening from its long winter
sleep. It is thawing. The ice is breaking, the snow and the icicles are melting. Little
streams are running along the streets. The grass is beginning to shoot, the buds
are showing on the trees, the first flowers are appearing everywhere. The birds are
returning from warm countries. Everything is fresh and beautiful. Everybody enjoys
the beginning o f spring because it is the season o f hope and happiness. Most people
96
say that it is the best season o f the year. At the beginning of spring it is still cold, but
at the end o f it, it gets much warmer. Sometimes it rains, but the rain is warm and
pleasant. O f course it is much warmer in spring than in winter, but it is not so warm
as in summer.
Summer is the hottest season of the year. It gets light early in the morning and
dark late in the evening. It has the longest days and the shortest nights. Its the farmers
busy season - he has a lot of work to do in the field. He is as busy as a bee. He cuts
the grass and makes the hay. It is also the time for holidays. Most people prefer to
spend a lot of time in the open air. They often go to the seaside or to the mountains.
The weather is wonderful in summer, but sometimes it rains and there is thunder,
lightning and hail.
Autumn is the m ost beautiful season o f the year. It is still warm and the woods
turn yellow, red and brown. They look very beautiful. The leaves begin to fall from
the trees. Little by little the days become shorter and the nights get longer. It gets
colder and colder day by day. The wind blows and the sky is heavy. It is not so cold as
in winter yet, but we know that winter is coming. It is more pleasant to stay indoors
than to be outside.
1 1 Find in the text English equivalents to the following words and word com
binations:
Anotimp, se lumineaza, somn, in aer liber, putin cite putin, bulgare de zapada, mai
stralucitor, se sparge, mult mai cald, ca albina, a cadea de pe copaci, vintul sufla, om
de zapada, treptat, a cosi, se trezete, muguri, tunet, a se ingalbeni, a nu iei din casa,
gheata, cel mai bun, a fi ocupat, turturi, a se plimba cu sania, zapada, devreme, iarba,
a usca finul, grindina, a se topi, tari calde, zi dupa zi, proaspat, a petrece, fulger, cer
noros, inceput, placut.
, , , , -, , ,
, , , , , ,
, , , , , ,
, , , , , , , ,
, , , , , , , ,
, , , .
Answer the following Why questions:
1. Why is summer the hottest season of the year?
2. Why is summer the farmer's busy season?
3. Why do people like summer?
4. Why is autumn the most beautiful season of the year?
5. Why is it more pleasant to stay indoors in autumn?
6 . Why is winter the coldest season of the year?
7. Why is it difficult to get up in the morning in winter?
8. Why do children like winter?
9. Why is spring the nicest season of the year?
10. Why do you think spring is the time of hope and happiness?
ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S 1
Ex.3
Fill in the blanks with articles (if necessary):
1. Summer is ... lovely s ea so n. ... days are longer than ... nights. It's .. . hot or warm.
There is ... sunshine. Sometimes it rains. 2. W h a t ... beautiful weather we are having!
3 . . . . November is ... month of f o g s . . .. London fog "as thick as pea-soup" is ... thing
to remember. When it comes there is ... light on ... streetlamps. 4. One can h e a r ...
fog-signals on the Thames and ... railways, and ... trains are late. 5 . . . . gentle breeze
is stirring ... tiny young leaves. 6. . . . air is chilly when it is unpleasantly cold. 7. When
... weather becomes h o t , . . . air gets stuffy. 8 . W h a t . .. chilly day! 9. How beautiful ...
maple is! In a l l . .. park there is no other tree whose leaves are so bright and pretty. 10.
All through ... w i n t e r ... sight o f ... green pine cheers ... passers-by.
Ex. 4
Fill in the blanks with prepositions or post-verbal adverbs:
It is time ... winter to come. The little birds are f a r ..., for they are afraid ... the cold.
There is no green g r a s s ... the fields, and there are no pretty flowers ... the gardens.
Cold w in te r,... its snow and ice, is setting . . . .
... the f o o t . .. an old oak tree some sweet violets are still ... blossom."Dear old oak,"
they say, "winter is coming; we are afraid ... the cold.'"Do not be afraid, little ones,"
says the oak. "Close your yellow eyes ... sleep and trust me. You always make me glad
... your sweetness. Now it is my turn to take care ... you."
So the violets close their pretty eyes and go to sleep; they know that they can trust the
kind oak tree. And the great tree softly drops red leaves ... them.
The cold winter comes ... its sleet and blizzard, but it cannot harm the little violets.
Safe ... the friendly leaves ... the old oak they sleep ... the warm rains ... spring come
and wake them again.
Ex. 5 Guess what season is described in each of the passages and give your reasons:
a) The weather is cooler, and by and by the leaves change colour, and fall off. Apples
and pears are now ripe. Most birds fly away to warm er countries, only the sparrow
and a few others remain. A thick fog covers the ground. It rains and drizzles. It is
muddy. There are many puddles and pools in the streets. A piercing wind blows.
b) It is very close, and the heat is almost unbearable; then dark clouds gather in the
sky. It lightens and thunders, and shortly a heavy downpour or a hailstorm makes
the air cool down.
c) There are no sharp frosts during the night. The nightingale, swallow, cuckoo, and
other birds build their nests, lay and hatch their eggs and rear their young ones. The
new crop is shooting. Nature looks full of promise.
d) It is the season of blizzard and sleet, of snowstorm and ice.The rivers and lakes are frozen.
Snow lies on the ground, on the bare branches of the trees, on the roofs of the houses.
Ex. 6 Correct the sentences if it is necessary:
1. Fruit trees break into blossom in August. 2. The sky is cloudless when it is raining. 3.
Violets and lilies of the valley are autumn flowers. 4.ln autumn nature awakes from its
long winter sleep. 5. Little stream flows merrily when it is 10 degrees below zero. 6. How
bitterly cold it is when it is 25 degrees above zero! 7. The snow lies deep in September
in Great Britain. 8 . Winter is the season of ploughing and sowing. 9. Birds lay eggs in
autumn. 10. It lightens and thunders in winter. 1 1 . Spring is the season of harvesting.
12. Summer yields to winter. 13. Autumn is the season of the first fruits and vegetables.
14. The snowflakes are green and the grass is white. 15. The sun rises in the west.
E S S E N T I A L E N G L I S H F OR C O M M I T T E D L E A R N E R S
& CONVERSATION
1 Read, translate, entitle and reproduce the following dialogues.
***
Muggy day today, isn't it?
Yes, it is. There is hardly a cloud in the sky. Look! Not a leaf is stirring.
There is hardly a breath of air. I fear a thunderstorm is coming.
Right you are. The sky is overcast and the sun is going in.
Yes, it looks like rain. And I have no umbrella with me.
We'd better take shelter before it begins to pour.
***
Harry:
What's the morning like?
Steve:
Bitterly cold, the temperature must be well below freezing point.
Harry: Right you are! The puddles are all frozen hard and there is a very keen chilly
wind blowing.
Steve:
I'm not going out in that case. I prefer to stay indoors.
***
Edward: Look out of the window, it's snowing! Quite thick flakes are falling. It's driving
in people's faces like a regular blizzard.
Alice:
Do you think it's going to lie?
Edward: I rather hope so.
***
Jane:
Is it thawing?
Helen: I don't think it is going to last. The slush is awful. I can't stand the mud.
Jane:
Well, anyway it's not so bad as when the snow gets frozen on top and you
slide all over the place in all directions.
Bob:
Linda:
Bob:
Linda:
Bob:
Linda:
Make the necessary substitutions for the italicized parts:

***
Alex:
Mike:
Jane:
Sue:
Mark:
Josh:
It's a nice day today, isn't it?

Yes, it is.
(beautiful, awful, dry, cold, sunny, warm , windy, rainy, frosty, foggy, damp,
lovely, marvelous, bright, stormy)
***
What's the weather like?
It's wonderful. Not a leaf is stirring and the sky is blue.
(splendid, glorious, lovely, warm , marvelous, bright, sultry, stuffy, awful,
cloudy)
***
What weather are we having this week-end?
We are having fair weather all week-end.
(clear, stormy, rainy, marvelous, dry, sunny, wonderful, foggy, nice, hot)
Complete the missing parts of the dialogue:

A: Isn't it a terrible day today?
B: (he agrees and says that it is really raining cats and dogs. Then he adds that his
friend looks wet to the skin.)
A: Oh, yes. I'm really wet through.
B: (he asks him where his umbrella and raincoat are)
A: You see, the weather forecast says dry and very warm. Anyway it is pelting rain.
I don't think it is going to last.
B: (he agrees saying that indeed this shower is not going to last)
A: Let's go to a cafe and wait till the rain stops.
B: (he agrees saying that it's a good idea and a pleasant way to idle the time away)
Ex. 4 Make up short bits of conversation using the situations given below:
1. Look out of the window and say what the weather is like.
2. An outing to the forest in autumn.
3. Find a picture representing your favourite season. Describe it.
4. Compare the climate of Moldova with the climate of another country (up to your choice).
5. A thunderstorm is coming.
Ex.1
c r e a t iv e w o r k
Make up situations using the suggested word-combinations:
1. "Indian Summer": warm ; a soft carpet of dying leaves; nature is slowly falling asleep;
still green; yellow; quite red; soft breeze; stir the air; the sky seems; yellow, red
leaves; paths, parks, gardens
2. "A Frosty Day": the snow lies on the ground; frozen into a thick crust; bare trees; to
slip and fall; the frost is breaking; icicles hang from the roofs; on the glassy surface;
the roads become slushy and slippery; it often sleets; a violent cutting North wind
3. "A Snowstorm": the sky is pale grey; it contipues freezing; snowy; to blow; as hard as
it can; a piercing wind; chilly; to snow heavily; severe frost; low clouds; it keeps on
snowing; great flakes; the snow lies deep; what nasty weather; bitterly cold
4 ."A Spring Day": mild; the sunrays are bright; the air smells of the damp earth; the
river is in flood; to look fresh; new and joyous; the young buds; it clears up; a shower
comes down; the birds twitter and bathe in the puddles; a rainbow; the icy sheet on
the rivers cracks; in blossom.
Describe the pictures:
Memorize these
proverbs. Try to find
their Romanian/Russian
equivalents.
Build a little story round each
proverb to illustrate it:
1. Every cloud has a silver

lining.
2. Everything is good in its
season.
3. After rain comes fair weather.
4. Make hay while the sun
shines.
5. It never rains but pours.
100

it
'
I
LEXICAL TOPIC: Plans fo r Holidays
GRAMMAR THEMES: The Future Simple
Tense. Means o f Expressing Futurity.
The Use o f the Article with Geographic
Names
U p WARMING UP
1. Do you like to go sightseeing? Why?
2. What objects and places may be points of interest?
3. What services do Travel Agencies render (provide)?
4. What kinds of museums do you know?
5. Do museums have any educational value? Give your reasons.
VOCABULARY
Topical w o rd s, w ord co m b in a tio n s an d co llo catio n s
journey
palace
trip
exhibits of a museum
cruise
tourist
travel
sightseer
excursion
to see sb. off
to like/to be fond of travelling
to take leave of sb.
to take a trip
to arrive at (in)
to go on a trip (a voyage, an excursion)
to travel light
to globetrot
a single / return ticket
to set out on a journey
to book tickets
to apply for a visa
in advance
to do the sights
to make a reservation
to go sightseeing
a time difference of ... hours
to do the town (the museum)
to have jetlag
to make a tour of
luggage (baggage)
to roam about a city
hand luggage(baggage)
to wend one's way
to check one's luggage
to go round a city
to leave on the dot/on time
to be famous for sth.
to keep to schedule
place of interest
to be behind/to fall behind schedule
memorial
to board (a train, a ship, a plane)
castle
to get off/to alight from (a train)
101
V o c a b u la ry ex e rcise s
1 Match the word with its definition:
A travel
a short journey made by land, water or air.

a journey for pleasure, during which you visit several different
A journey
towns, areas.
A voyage
ic
lb
Atrip
a journey made by water.

any kind of movement by land, by sea or by air, often in foreign
or remote parts.
A cruise
A tour
a journey by boat for pleasure.

a travel from one place to another, chiefly by land.
IfW lT Fill in the missing words using the prompts given below:
travel, tour, journey(2), package tour, voyage, lost and found office, "bed and breakfast",
cruise, layover, trip
1. He is coming home after years of foreign . . . . 2. A . .. is one that includes air, hotel,
and often food. 3. We're going on a 10-day bicycle ... of Romania. 4. The tim e the
passengers have to wait at an airport for the connecting flight is called a ... .5 .
"When you plan a business .. . , it's better to travel by air.""Oh, no! I prefer a railway
... ." 6 . A group of students are planning on a ... round Europe. 7. A ... is a private
home which takes in guests. 8 . Mary is always dreaming of a M editerranean
Well,
maybe some day she will make one. 9. If you lose something at an airport, you will
find it at the airport's ... 10. We are thinking of making a b o a t ... down the Thames
this summer.
Fill in the chart below. Consult the map if necessary:
How can you get from ...?

France to Italy
Ireland to Moldova
Greece to Russia
Spain to Portugal
Great Britain to the USA
Hungary to Romania
Bulgaria to Turkey
102
mmm
m m
by car
by boat
by plane
on foot
Fill in the table. Look up in the dictionary for correct pronunciation:

Country
Language
Bulgaria
People
Nationality
the Bulgarians
the Canadians
Bulgarian
a Canadian
Chinese
a Frenchman
Poland
a Greek
the Italians
Italian
Japanese
a Japanese
Polish
a Pole
Portuguese
Russian
Scotland
Switzerland
Polish
the Portuguese
Russian
a Scotsman
Spanish
French
the Germans
Greek
Italy
Canadian
Chinese
France
German
Adjective
Scottish
the Spaniards
Spanish
the Swiss
Swiss
the USA
An American
Ex. 5 Answer the following questions:

1. What is the fastest way to travel?
2. What is the slowest way to travel?
3. What is the most expensive way to travel?
4. What is the least expensive way to travel?
5. What is the safest way to travel?
6 . What is the most dangerous way to travel?
7. What is the most comfortable way to travel?
8. What is the least comfortable way to travel?
9. What is the most popular way to travel?
10. What is the least popular way to travel?
Ex. 6 Fill in the missing words using the prompts given below:
bus terminal, aircraft, catch/get on/board, disembark, quay/dock, liner, trip, depart/leave,
land, bridge, driver's seat, pilot, corridor/aisle, train, port, platform, voyage
103

ES S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S I
.
By rail
By bus/coach
station
By air
By sea
airport
bus
catch/get on
get off
passenger train
get off
get off/disembark
departure gate
departure gate
coach/bus
passenger
airplane
jet/
flight
depart/leave
take off
arrive
engine
engine driver
embark
get on/board
journey
arrive
ship
sail
dock
cockpit
bus driver
aisle
captain
aisle
gangway
Choose the correct alternatives:

1.We will have to (book/make) a hotel and to buy our plane tickets. 2. I'm leaving
tomorrow, that's w hy I'm going to (pack/stack) my suitcases. 3. Travel agents often
ask you whether you w ant to buy traveller's (insurance/policy). 4. When you arrive
in a new country, you have to go through (custom s/ custom) at the airport. 5. Our
tour (guide/conductor) is amazing! He knows so much about the city. 6 . Travelling
first- (level/class) is very expensive. 7. Are you here on vacation? No. I'm here on
(affairs/business). 8 . We plan to do some (sightseeing/see-sights) w hile we're in
Chicago. 9. I always leave my luggage in a (locker/lock) at the train station. 10. Is
the room air-(cold/conditioned)? 11. During sum m er m onths, it is wise to make
(reservations/reserves) well in advance. 12. This room is too dark. Do you have
any rooms that are (brighter/lighter)? 13. Where is the (nearest/close) post office?
14. Do you have any free room? No, we're fully (booked/baked). 15. Is breakfast
(included/inclusive)?
-,
I ESSENTIAL ENGLISH FOR C O M M I T T E D L E A R N E R S I

:-4?;1 Work in pairs. Look at the words below and group them according to words
that are used to talk about theatre/cinema, restaurant/bar, hotel, shopping center,
museum:
Aisle, a la carte, box office, cafe, cash desk, circle, guided tour, cloakroom, course,
opening hours, department store, display, escalator, exhibit, foyer, interval, menu,
reservation, row, scenery, sculpture, service, shelf, snack, stage, stalls, stroll, till, tip,
waiter.
I- Translate the following sentences:
1 .1 always get great deals on hotels because my friend is a travel agent. 2. It is often
very expensive to travel during peak season. 3. My friend wants to buy train tickets,
but the ticket office is closed. 4. You have to check in at the airport two hours before
your flight. 5. Is there anything worth seeing in this part of the city? 6 . How far is the
museum from here? 7. Children over 12 have to pay full price. 8 . How much is the
entrance fee to the museum? 9. This card will allow you to ride all the buses and the
subways. 10. I'd like to cancel my reservation for tonight. 11. How long does the trip
to Bucharest take? 12. The Eiffel Tower is one of Paris's main attractions. 13. You don't
have to buy tickets in advance. You can buy them on the train. 14. In most cases,
passengers have to show a boarding pass before they get on a plane. 15. When
travelling to some places in the world, you might have to get vaccinations that will
protect from certain diseases.
<tt>
GRAMMAR
if f w r Supply the required articles for nouns in the following sentences, paying
particular attention to geographic names:
1 . . . . weather o v e r ... Baltic is worsening every hour. 2 .This captain is passing through
... Bosphorus and ... Dardanelles w i t h o u t ... aid of . .. pilot. 3. Sipping ... cup of ...
coffee Mr. Roberts is looking out o v e r . .. Lake of Geneva. 4. His ship is not safe. It will
sink in ... Pacific. 5. It is ... story o f . .. writer who goes on ... voyage to ... South Seas.
6. He is reading a book a b o u t . .. headwaters o f . .. Amazon. 7
Asia Minor is ... part
of ... Asia between ... Black Sea and .. . Mediterranean Sea. 8 . They are going to stay
in .. . Venice f o r . . . fortnight. 9. He is going on ... cruise down ... Adriatic. 10. He is
staring out across ... Nile a t ... distant hills.
Choose the correct answer. Use the if necessary:
1. Which country lies between Mexico and Canada? (Venezuela/ El Salvador/ United
States)
2. What is the name of the sea between England and France? (Mediterranean Sea/
English Channel/French Sea)
3. Which is the largest continent? (Africa/ South America/ Asia)
4. What is the name of the ocean between America and Asia? (Atlantic/ Pacific/ Indian
Ocean)
5. What is the name of the mountain chain in Romania? (Alps/ Andes/ Carpathian
Mountains)
105
ES S EN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
6 . Which river flows through Vienna, Budapest, and Belgrade? (Rhine/ Danube/Volga)
7. Which country is Stockholm the capital of? (Norway/ Denmark/ Sweden)
8 . Which is the third largest city in the Netherlands? (Am sterdam / Hague/
Rotterdam)
9. What joins the Atlantic and the Pacific Oceans? (Suez Canal/ Panama Canal)
10. What is the name of the sea between Africa and Europe? (Black Sea/ Red Sea/
Mediterranean Sea)
i m i Correct the sentences if it is necessary:
1. We will visit Canada and United States this year.
2. South of England is warm er than north.
3. We are going to Spain for our vacation and will swim in Mediterranean.
4. Tom will visit many countries in western Europe.
5. There are many different languages spoken in Far East.
6 . Nile is the longest river in Africa.
7. London lies on Thames.
8 . Mount Kilimanjaro is south-east of Lake Victoria.
9. Hawaiian Islands are in the middle the Pacific Ocean.
10. Part of New York is situated on Long Island.
f f lt l Replace the infinitives in brackets by the Future Simple. Make the sentences
negative and interrogative:
1. You (to be) in Rome tonight. 2. He (to catch) the train. 3. You (to need) a visa
to go to Spain. 4. They (to arrive) at about 6 p.m. 5. Passengers (to check) in two
hours before their departure tim e. 6 . You (to transfer) to a city bus when you arrive
at the station. 7 . 1think I (to choose) a budget tour to Paris on this trip. 8 . You (to
catch) a taxi outside the hotel lobby. 9 . 1am sure there (to be) seats available on the
train. 10. We (to reach) our destination by 3 p.m. 11. Mr. Smith (to miss) the train to
M anchester. 12. It (to take) you half an hour to get to Trafalgar Square. 13. The flight
attendant (to ask) you to fasten your belts. 14. You (to see) the science museum on
the right side of the street. 15. The plane (to gather) speed for the take-off.
Make up sentences using the table. Translate them:
11
You
Ann
Mary and Sam
We
Mike and 1
My family
They
The Smiths
am
is
are
going
to make a tour of Bucharest

to roam about Sochi
to book tickets in advance
to take leave off sb's friends
to check in
to stay at a hotel
to check out
to arrange accommodation for sb's friends
to enjoy oneself during the holidays
to kick back during the vacation
to board the plane
to take hand luggage
to check one's luggage
to fill in the form
ES SEN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S .
Say w h at you th in k is going to happen in th ese situ atio n s:
M odel: Terry is picking up the receiver/to call the taxi.

Terry is going to call the taxi.
Terry will call the taxi.
Terry is picking up the receiver
to call the taxi
to cancel booking
to phone the Travel Agency
We are looking at the plane
to take off
to touch down
to land
to gather speed
I am packing my things
to make a two-day trip
to set off for a journey
Susan is wearing comfortable shoes
to see the places of interest
to have a stroll round the city
The Browns are planning on a holiday
to enjoy themselves
to kick back
to lie on the beach
II
Make up sentences using will:

1. Ask someone to book tickets in advance.
2. Refuse to pay the pass.
3. Offer to pay the fare.
4. Propose to help you to pack your luggage.
5. Ask someone to see you off to the station.
6. Invite someone to join you on a hiking trip.
7. Ask someone to cancel booking.
8. Refuse to pay extra money for your luggage.
9. Invite someone to the dining car.
10. Ask someone to tell how long the trip to Kiev takes.
131^:1 Complete these sentences with a suitable question tag, negative question
or reply question:
1 . it a lovely day?""Yes, it is."
2. Let's go n o w , . .. ?
3 .' bored.""... ? I'm enjoying myself."
4 ."I don't like to hitch-hike,... ?""l do."
5 .There will be enough time before we take off, ...?
6. "You are going to the Customs a r e a , . . . ?""Yes, I am."
7. The porter is taking your lu g g ag e,... ?""Yes, he is."
8. Because of bad weather condition the bus will fall behind sch ed u le,... ?
9. "The plane is keeping to sch ed u le,... ?""Yes, it is."
10. The customs officer is checking Helen's l uggage,... ?
H I ! The sentences below express future actions. Read and say which of them
express a promise, a prediction, a refusal, an invitation, an intention, a warning, an
offer, a request, a decision at the moment of speaking:
107
1. I'll join you on your trip. 2. The teacher we'll take the class on an excursion to the
monastery at the end of the academic year. 3. Will you post this for me if you are going
out? 4. If you don't hurry you'll miss your flight. 5. No, thank you, I won't come with
you. 6. I'm sure you'll really enjoy the trip. 7. Will you come with us to the concert? 8 .
Look at that plane, it's going to touch down. 9. I'll carry your bag if you like. 10. His
train is in the station, so he'll be here any minute. 11. I'll give you a lift into town if
you are ready. 12. You'll be late if you don't hurry up. 13. Shall I help you pack your
suitcase? 14. He'll call the agency, I'm sure. 15. Will you help me look for my passport?
H HM Complete the sentences using a suitable tense. There may be more than
one answer. Choose from the verbs below:
come, leave, remind, catch, eat, stay, visit, fly, go
1 . This evening we .. . at a Chinese restaurant in town. 2 .The coach ... at eleven on
Saturdays. 3 . 1 ... the nine o'clock train to town. 4 .They ... to the USA in May. 5. If he
forgets, ( yo u) ... to book tickets in advance? 6 . . . . you ... to have a holiday this year? 7.
They ... Rome and Florence on the trip. 8 . 1. .. the ten o'clock flight to Moscow. 9. They
usually ... for at least a fortnight. 10. This time they . . . fora week.
U l B i Find the mistakes and correct them:
1. Where you usually go on your holidays?
2. Hugh going to pack tonight.
3. There is a time difference of 10 hours. You have jetlag, by all means.
4. My fam ily prefer the mountains to the sea.
5. They are going to rent a car?
6. We are plan to visit as many places as possible on our tour.
7. Travelling by air is the fast and most convenient way.
8. The Blacks is going to make a reservation for the next week.
9 .1 am looking forward to the trip, am I?
10. You need to check out 30 minutes before the take-off.
1 Open the brackets. Use the Present Indefinite Tense, the Present Continuous
Tense, the Future Indefinite Tense or the construction 'to be going to':
Dear Mother,
Todays the big day. We (to leave) on the ten oclock flight from Heathrow and (to arrive) in
Madrid at twelve. When we arrive we (to take) a taxi to the hotel and (to get) freshened up.
Then we (to go) out for a stroll to get the feel o f the city. We havent made very many definite
arrangements because we want tofeel free. Peter (to go) to a football match on Saturday. And I (to
go) to the opera on Friday to see "Carmen". I hope we (to find) some good places in the evenings
where we can go and listen toflamenco music. Peter says he (to want) to have a go at dancing it but
I think he only (to try) to embarrass me. Theres supposed to be a really good flea market on Sunday
morning where I can find some bargains o f all sorts. I hope I (to find) some unusual souvenirs
there. Were especially lookingforward to tasting some o f the local food in the restaurants.
One place I really want to get to see (to be) the Prado art gallery. There (to be) a lot o f very
fam ous paintings there, including works by Velazquez and Goya. Peter isnt so keen, hes more
interested in contemporary art and (to want) to go to see Picassos Guernica. We probably (to
visit) the galleries on Monday morning then go fo r a stroll round the city in the afternoon.
I ll phone you as soon as I get back home.
Love from Mary.
E S S E N T I A L E N G L I S H FOR C O M M I I E E D L E A R N F R S

1. Va trebui sa confirm ati rezervarea cu 24 de ore inainte de decolare. 2. Va
scriu pentru a rezerva cam era cu sala de baie. 3. Unde intentionezi sa pleci
vacanta viitoare? 4. Petru pleaca m iine. Vei veni sa-l petreci? 5. Com pletati foaia
de Tnregistrare, va rog. 6 . Probabil, ca voi veni la Londra Tntr-una din zile luna
viitoare. Am sa te sun sa-ti spun cTnd voi veni. 7. In cit tim p pot ajunge acolo?
8 . Aveti aer conditionat Tn cam ere? 9. Te Tntorci Tn aceeafi zi? Nu. Probabil, voi
petrece noaptea acolo. 1 0 . Im i puteti spune frecventa plecarii trenurilor? Desigur,
de doua ori pe ora.
1. 24 . 2. ,
. 3.
? 4. . ? 5.
, . 6 . ,
. , , . 7.
? 8 . ? 9.
? . , . 10. ,
? , .
(jQ) READING
Plans for Summ er Holidays
Modern life is impossible without travelling. Thousands o f people travel every
day either on business or for pleasure. There are various means of travel. Some
people like to travel by train, boat or plane; others prefer to hitch-hike or just make
a journey on foot.
O f course, travelling by air is the fastest and the most convenient way, but it is
the m ost expensive, too. Travelling by train is slower than by plane, but it has its
advantages. You can admire the scenery of the country you are travelling through.
Modern trains have very comfortable seats. There are also sleeping cars and dining
cars which make even the longest journey enjoyable. Speed, comfort and safety are
the main advantages of trains and planes. That is why many people prefer them to all
other means. Travelling by car is very convenient. You neednt reserve tour tickets,
nor carry heavy suitcases. You can stop wherever and whenever you wish and spend
at any place as much time as you like.
As for me there is no travel so fine as by sea. This year my family is planning
to go on a cruise on the Black Sea. We will take the ship from the Romanian
seashore and namely from the port o f Constanza. I hope the ship will have many
decks. Though I am not much of a sailor, I love the sight o f a ship. It looks like
a huge floating city. It will be very delightful to be out at sea and stroll along the
deck. Mother says she is going to sit in a deck-chair and feel the soft breeze on
her cheeks and take the sun. Father will have to go to the Travel Agency and settle
everything.
109
Our cruise will last two weeks. On our way we will call at several ports. On the
Bulgarian seashore we will call at Varna, Bourgas and Nesebar. Then will follow the
Turkish shore with a stay at Istanbul where we will enjoy an unforgettable cruise
along the Bosphorus, the beautiful strait that divides Europe from Asia. In the
Crim ea we will call at the Russian port o f Sochi and the Ukrainian ports o f Yalta
and Sevastopol. The stays will be quite sufficient to give us the opportunity of going
on city tours and sight-seeing. Besides we will have a guide who will tell us many
interesting things about the places we are going to visit. I am looking forward to
the beginning o f summ er holidays as I am sure it is going to be a lot of fun and
quite enjoyable.
11 Find in the text English equivalents to the following words and word com
binations:
Posibilitate de a calatori cu trenul; a calatori cu avionul; a face autostop; pe jos; pe
mare; a Tua vaporul; litoral romanesc; punte; marinar; un ora plutitor uria; a fi in
largul marii; a se plimba de-a lungul; ezlong; a se bronza; a aranja totul; a vizita citeva
porturi; calatorie pe mare; strimtoare; a da posibilitate; a face turul ora$ului; vizitarea
obiectivelor turistice; a atepta cu nerabdare; a fi amuzant; placut.
; ;
; ; ; ; ;
; ; ; ;
; ; ; ; ;
; ; ;
; ; ; ;
.
Answer the following questions:
1. What means of travel do you know? 2. Which means of travel do you prefer? 3.
How do people like to travel? 4. What is the fam ily planning to do this year? 5. Where
will they go? 6 . They will take the ship from the Ukrainian seashore, won't they? 7.
What is Mother going to do on the ship? 8 . Where will Father have to go? 9. How
long will the cruise last? 10. What will they do on their way? 11. What ports are they
going to call at? 12. What opportunity will they have? 13. Who will tell them many
interesting things? 14. What is he/she looking forward to? 15. How is the cruise
going to be?
il^ l Read the text carefully and find words which mean: a) the same, b) the
opposite:
a) different, way, to move round, to tan, gentle, enough, to wander, a stopover, to
arrange, snail-like, rapidity, landscape, to like better, for enjoyment, vast, lovely, a
gentle wind, to book.
b) strong, insufficient, fast, slowness, danger, tiny, disagreeable, inconvenient,
uncomfortable, disadvantage, cheap, possible, for pleasure.
110
mmm
-------------
Paraphrase the italicized words using the vocabulary of the text:
1. The landscape of central and west Wales is beautiful in autumn. 2. She is looking
at the flowers waving in the gentle wind. 3. We need to book well in advance for
Christmas. 4. They'll move round by train across Eastern Europe. 5. The tourists will
wander around the museum for an hour or so. 6. People with fair skin usually don't tan
very easily. 7. The president will have a two-day stopover in Hong Kong. 8. The gentle
wind will clear the mist. 9. What is the m ost snail-like means of travel to your mind? 10.
Kate likes better travelling by train.
J jH
Fill in the blanks with prepositions or post-verbal adverbs:
1. I often travel .. . business and rarely . . . pleasure. 2. John never goes ... foot, he
always goes ... car. 3. When travelling ... a country don't forget to take photos. 4.
Mary prefers riding a c a r ... a bicycle. 5 .Take a s tro ll... the river. 6 . . . . their way ... the
hotel the tourists often lose their way. 7. Students are really looking forward ... their
vacation. 8. It is dangerous to b e
sea ... a storm. 9. It is the porter who usually
carries the passengers' luggage ... the Customs area ... inspection. 10. The plane is
falling ... schedule because ... heavy head winds.
CONVERSATION
I f l l l Read, translate and reproduce the following dialogues:
Vacation Plans
Pete: Hey Mark. I have a question I'd like to ask you.
Mark: Yes. Go ahead.
Pete: Well, I'm thinking about going to Great Britain this summer and I need some
advice. You're the best person I know to answer my questions since you're English.
Mark: Thank you. What do you want to know?
Pete: You see, I am going on a week's tour of London that's why I think I'll be
pressed for time, and therefore I would like to manage to visit the most
important places of interest.
Mark: Well, let me think. If you are interested in historical spots then I suggest you
visit Westminster Abbey, the Tower of London and St. Paul's Cathedral. If
you are keen on arts then I recommend you to visit the British Museum, the
Museum of Natural History and the National Gallery. And if you are eager to
see the landmarks of London then I advise to visit Big Ben and London Bridge.
So, it's up to you to decide.
Pete: Thank you very much indeed. I will take your advice and try to visit all these
places.
Mark: Don't mention it. Have a nice trip and take care.
Travel Arrangements
Travel Agent: Freedom Travel. How can I help you?
Caller:
Yes, I'd like to make a flight reservation for the twenty-third of this
month.
111
Travel Agent: Okay. What is your destination?

Caller:
Well. I'm flying to Helsinki, Finland.
Travel Agent: Okay. Let me check what flights are available. And when do you wish to
return?
Caller:
Well, I'd like to catch a return flight on the twenty-ninth. Oh, and I'd like
the cheapest flight available.
Travel Agent: Okay. Let me see. That's flight 1070 from Salt Lake City to New York,
Kennedy Airport, transferring to flight 90 from Kennedy to Helsinki.
Caller:
And what are the departure and arrival times for each of those flights?
Travel Agent: It leaves Salt Lake City at 10:00 a.m., arriving in New York at 4:35 p.m.,
then transferring to flight 90 at 5:55 p.m., and arriving in Helsinki at
8:30 a.m. the next day.
Caller:
All right. And I'd like to request a vegetarian meal.
Travel Agent: Sure, no problem. And could I have your name please?
At the Customs
Customs Officer:
Mr. Brown:
Customs Officer:
Mr. Brown:
Customs Officer:
Mr. Brown:
Have you got anything to declare, sir?

No, nothing in particular. Do I have to declare my camera?
No, that's all right, sir. Could you open your briefcase, please?
Sure. No problem.
Go through the green channel, please.
Thank you.
Put the following dialogue into correct order. Role-play it.

Sam:
Clerk:
Sam:
Clerk:
Sam:
Clerk:
Sam:
Clerk:
Sam :
Clerk:
Sam :
Clerk:
Sam:
Clerk.
I'd like a round-trip ticket to Bucharest, please.

70 lei with a valid student ID.
Well, it's 2.30 now. I'll take one for the 3.00.
11 p.m.
Visa. Here you go.
What time? Buses leave every hour on the hour.
Thanks a lot.
That'll be 90 lei.
Here is my student ID.
Sign here. The bus leaves from gate 11.
And what time does the bus arrive in Bucharest?
You're welcome. Have a good trip.
Do you have a student discount?
Cash or charge?
Fill in the dialogue below with the correct preposition of time. Use at, in, on:
Mary:
Michael:
Mary:
Michael:
Mary:
Michael:
Hi Michael! When are you going to Europe?

I arrive in London ... April, 23rd.
Wow! I'll be in London ... the same day!
That's great.
When does your flight arrive?
... 8.00 in the morning.
Mary:
Mine, too.
Michael: Do you want to meet for lunch?
Mary:
Sure! Sounds great! I'll meet you ... noon at Grand Palace.
Michael: How long will you stay in London?
Mary:
About a week. I'm going to Istan b u l... May. What about you?
Michael: I'm going to Warsaw ... May, 6th.
Mary:
When are you returning to Moldova?
Michael: I'll be back .. . autumn.
Mary:
So will I. When is your flight?
Michael: It's ... September 28th.
Mary:
So is mine! When do you arrive in Chiinau?
Michael: My flight lands ... 5.00 p.m.
Mary:
My flight arrives ... 4.45. I'll meet you at the airport bar. Maybe we will share
a taxi.
m t l Choose a word to fill in the remarks. Make up a dialogue using as many re
marks as possible.
blocks, get, souvenirs, to tell you the truth, recommend, available, destination, transfer,
catch, departure
1. W e ll,........................... . the trip isn't that great. 2. You w ill need to ... to a different
plane in Budapest. 3. Walk down this s t r e e t ... and then turn right. 4. Be sure to be
at the gate at least 30 m inutes before ... .5 . She w ants to ... a taxi from the airport
instead of a bus. 6. Are there any seats . . . on an earlier flight? 7. What is your ...
on this trip? 8. Which hotel do you ... based on price? 9. Can you tell me w here I
can ... some inform ation about the trip? 1 0 . 1w ant to buy a few ... for my kids on
the trip.
T2SF Make up a dialogue about:

1.The places of interest of your native town/village
2. Sightseeing in Chiinau (Washington, Paris, Moscow)
3. Your plans for the weekend.
CREATIVE WORK
J f U l a Finish the following letter. Supply a suitable Purpose and Conclusion:
Dear Ann,
Thank you so much fo r sharing impressions about your recent trip to the USA. I am greatly
fascinated by the places o f interest you are describing in your letter. The photos o f the sights are
just wonderful.
You are asking about my opinion o f a great holiday. Well, I think any holiday is a fun and
relaxing experience which allows a temporary escape from the stress o f home and work. As fo r
the means o f travelling, so they are various. Some people like to travel...
I am looking forw ard to receiving your letter.
Truly yours, Violet.
Make up situations about future intentions. Use the suggested word

combinations:
1. to spend one's holidays at the seaside, to travel by air, to swim and bathe, to lie in
the sun, to be fond of mountaineering, to make friends with somebody;
2. to make up one's mind, to hit the road, to head for, on the bank of the river, to go
boating, to go fishing, to sunbathe, to travel by car, to pick flowers.
~
Write a letter to your friend about:

V.
a) where you are planning to go; b) what you are going to do; c) how you are going to
spend your coming holidays. Think about addresses, greeting, opening and closing
remarks, conclusion.
114
Describe the picture
LEXICAL TOPIC: Shops and Shopping

GRAMMAR THEMES: Modal Verbs
Can/ May/ Must/ Need/ Have to.
Indefinite Pronouns. Quantifiers
WARMING UP
1. Do you like shopping around?
2. How often do you go shopping?
3. When shopping what do you look for?
a) value of money; b) good quality; c) customer service; d) product image; e) other
4. Do you prefer designer branded or unbranded clothes?
5. What types of clothes do you go for?
a) casual clothes;
b) smart clothes;
c) elegant clothes;
d) others
VOCABULARY
shop (Br. E) store (Am. E)
cheap
shopping area, mall
expensive, dear
shopping trolley, bag
price, at the price of

discount, at a discount
department store
shop window
sale, to be on sale
window display
counter
fitting room
cash-desk, cashier's desk
to fit
to be a misfit
salesman (saleswoman), shop-assistant
to try on
shopping queue, line
to suit, to become
to match, to go with
to do shopping
to come into fashion
to go shopping
to be out of fashion
shopping spree
all the vogue
bargain
up-to-date
to buy, to purchase, to shop for
to wear well
to sell
to deliver goods
to afford to buy sth.
to display goods
to be in full stock
to run short of sth.

to stock up
to be out of stock
to be well-stocked
customer, shopper
to run out of sth.
Add the missing information:
1. baker's
2....
3. bookshop (UK), bookstore(US)
4. confectioner's (UK), sweetshop (US)
5....
6. delicatessen (deli)
7....
8. fishmonger's
9. greengrocer's
10....
11....
I f f ;
...
cleans clothes.
sells various food items.

sells hard goods, materials and equipment
for building such as nails, screws, etc.
sells paper, pens and pencils and other

writing materials.
sells cigarettes and cigars.
15....
116
sells medicines and toiletries.
...
...
12. newsagent's
13. optician's
14....
sells various types of meat.
Where can you buy
a box of chocolates?
a dozen of red roses?
a bar of perfumed soap?
some tomatoes and some broccoli?
half a dozen of whole-wheat rolls or a loaf of rye bread?
pipe tobacco or a good cigar?
some envelopes?
a couple of steaks?
a hammer and some one-inch nails?
a piece of salmon?
What can you buy at
the optician's?
the jeweler's?
the record shop?
the chemist's?
the pet shop?
the shoe shop?
the electrical store?
the haberdasher's?
the tailor's?
the tea shop?
Read th e idiom s from colum n A and find th e ir exp la n a tio n in colum n B:
1. an anorak
2. to buckle down
3. to put on one's thinking cap
4. hot under the collar
5. mutton dressed as lamb
6. to fit like a glove
7. to take one's hat off to sb
8. to keep one's shirt on
9. to be in sb's shoes
10. to roll up one's sleeves
11. to wear the trousers
12. to pay through the nose
13. to shop around
14. to shop till you drop
15. to talk shop
a) to be dressed too young for one's age

b) not to lose one's temper
c) to fit very well
d) to be in sb's position or place
e) to be the boss of a fam ily or a household
f) to prepare to work hard
g) to pay too much for sth.
h) to put in a lot of effort into doing sth
i) to visit a number of shops to compare prices
j) to be very angry
k)to go on an extrem ely long shopping trip
I) a dull person, a bore
m) to discuss one's business or profession
n) to admire or respect someone
o) to start to think seriously about how to solve a
problem
n t i Translate the following sentences. Pay attention to the use of the idioms:
1.He's got hundreds of old Japanese robots that he insists on showing to anyone who
visits. He's such an anorak. 2. Students realize before the exam that it is tim e to buckle
down to some real work. 3. The economy is in a mess, it's time for everyone to put
his thinking cap on. 4. She will get very hot under the collar if I tell her that there is a
scratch on her car. 5. In her mini skirt and short tank top, she looks like mutton dressed
as lamb. 6. The dress fits her like a glove. 7. He always works so hard at his English;
you have to take your hat off to him. 8. Stop shouting, keep your shirt on! 9 . 1hear he
is very ill, I would hate to be in his shoes. 10. We'll finish the job quickly if we all roll
up our sleeves. 11. His wife is always telling him what to do. You can tell who wears
the trousers in their house. 12. He will end up paying through the nose for that car.
1 3 . 1always shop around before I buy something. 14. Ann is such a shopaholic. She
always shops till she drops. 15. He is very boring; all he does all day is talking shop.
Choose the appropriate answer:
1. Do you have this shirt in a smaller/ b ig g e r...?
a) proportion
b) number
c) size
2. Could you please ... (put aside) these trousers for me? I will be back in 20 minutes
to pay for them.
a) sell
b) buy
c) hold
3 .1love shopping right afterThanksgiving because there are big ... in every store,
a) marks-up
b) sales
c) shows
4. A ... is a big shopping center with lots of stores, restaurants, etc.
a) mole
b) mall
c) male
5. Most stores give you the option of paying cash, by debit card, or by ...
a) card of credit
b) credit card
c) deposit
117
6. What a nice blouse! Yeah, I'm going to ....

a) try it on
b) try on it
c) try it
7. Hey, you must buy that hat. I t ...!

a) looks good on you b) looks well on you
c) look good on head
8. A person who has no ... is someone who doesn't understand, or has bad taste in
fashion.
a) fashion feel
b) fashion sense
c) fashion intelligence
9. The ... is where you try on clothes,
a) fitting
b) fighting
c) trying
10. Can I help you find something? No, thanks. We're j u s t ....
a) walking
b) browsing
c) shoplifting
11. We have a special ... in the store this week - buy one item, get another one at
half-price.
a) promotion
b) promulgation
c) promise
12. Does this s k i r t . . . any other colours?
a) have in
b) come with
c) come in
13. In some countries you may ... with the seller (try to lower the price),
a) barter
b) bargain
c) talk
14. There is a nice suit in a window ... of a men's clothing store,
a) display
b) presentation
c) show
15. When you walk into the store, the ... asks you if you need help finding something,
a) worker
b) sales clerk
c) customer service
Ex. 5 Fill in the missing words using the prompts given below:
reasonable, cash, fit, cheap, check, tight, expensive, credit card, baggy, money
a) If a thing costs a lot of money then it is .. . . But if it is on sale then it is usually .. . .
A . . . price is the price that you expect to pay for something.
b) When you pay for something, if you have enough ... in your pocket you can pay
with ... . If you don't, you can put it on y o u r ... or write a ...
c) If you gain weight, your clothes may be a little ... . On the other hand, if you lose
weight, they may be a little .. . . If your clothes ..., then they are not too big and they
are not too small.
Circle the word which is different from the other words about shopping:
1. a) shop
2. a) client
3. a) bakery
4. a) suitcase
5. a) stock up
6. a) window shopping
7. a) pharmacy
8. a) receipt
9. a) window
10. a) kiosk
b)
b)
b)
b)
b)
b)
b)
b)
b)
b)
magazine
customer
hotel
basket
buy in bulk
browsing
prescription
credit card
cellar
stall
c) boutique
c) shop assistant
c) butcher's
c) bag
c) buy wholesale
c) looking around
c) chemist
c) cash
c) shelves
c) deli
d) store
d) cashier
d) bookshop
d) trolley
d) waste
d) shoplifting
d) drugstore
d) cheque
d) freezer
d) mall

Ex. 7 Choose a word or phrase to complete the text:
tag, label, cashier, bargain, receipt, exchange, take back, try them on, fit, advice, shop
assistant, credit card, cheque, select, cash, refund, size, sale
If you want to go shopping there are a number of things you have to consider. If
you wish to find a ... you must go to a .... The only problem with a sale is that it is
sometimes hard to . . . something once you buy it. Many stores also refuse to give a ...
on anything you have bought. If you are looking for clothes, make sure to .. . , check
the ... to make sure that it is a good .. . . Another good idea is to look at the ... and ...
to see instructions for washing. It is always a good idea to also ask t h e
for the ...
.... Finally, when you go to the ... you can usually pay b y
o r . .. if you don't have
the .. . . Never forget to get the ...!
Ex. 8 Fill in the blanks with the verbs given below in the proper form:
to fit, to suit, to become, to match, to go with, to look
1. The yellow blouse ... you marvelously. 2. I'm afraid this hairdo d o esn 't... me. 3. You
... quite a beauty in this frock. 4. This dress ... you nicely. 5 .1want a hat to ... this coat.
6. What colour shoes ... best ... my suit, do you think? 7. To my mind, the shade ...
perfectly w e l l ... your eye colour. 8. You ... swell in this outfit of yours. Everything
9. The dinner j a c k e t . .. you perfectly. You ... so smart in it! 10. The dinner j a c k e t ... me
pretty well but the trousers are too small.
Ex. 9 Translate into Romanian/Russian:
summer wear, underwear, footwear, tableware, garments, household appliances,
perfumery, sanitary goods, toiletries, groceries, pottery, antique, confectionary,
canned goods, sporting goods, stationary, knitwear, frozen goods, ready-to-serve
goods, linen
Ex. 10 Translate the following sentences into English:
1. E tim pul m erelor acum i pretul este mic. 2. La piata poti cumpara unele produse
la un pret redus. 3. Pe drum spre casa treci pe la alim entara i cum para: un kilogram
de zahar tos, magiun de piersici, un pachet cu unt i sticla cu lapte. 4. Trebuie sa
merg dupa cum paraturi astazi. 5. Cel mai mult imi place sectia de electrocasnice
in acest magazin. 6. De doua luni, caut geanta ca sa-mi asortez acest costum.
7. Trebuie sa ne grabim. Curind magazinul se va inchide. 8. lata cele mai recente
modele. 9. Asemenea costume sint acum la moda. 10. La alim entara este pemanent
cam e proaspata in vinzare.
1. . 2.
. 3.
: , ,
. 4. . 5.
. 6.
. 7. . . 8.
. 9. . 10.
.
1 19
E S S E N T IA L EN GLISH FOR C O M M I T T E D L EA R N E R S
GRAMMAR
1 1 Read and translate the sentences paying attention to the modal verbs:
1. In the evening you can see a lot of people in the supermarket. 2. How many times a
week need you go shopping? 3. Can we buy in the supermarket all we need? 4. My sister
must go to the department store today, because her mother's birthday is tomorrow.
5. When we go shopping we need a shopping trolley to put our purchases. 6. His wife
must be in the leather goods department. 7. I am afraid I can't go to the women's
clothes department with you. 8. May I go shopping after ten? 9. Who can help me with
my bags? 10. We have to buy a lot of things today. 11. All the shop assistants must
wear uniforms. 12. Jack has to bring some bread and butter. 13. She may give him the
present later on. 14. Must I buy vegetables as well? 15. May I see those shoes, please?
I11W Fill in the blanks with: can, may, must, need, have to:
1 . . . . I have the receipt, please? 2. If Debbie isn't home yet, she ... be in the coffee shop.
3.You . . . be kidding.This thing ... not be so cheap. 4. A raincoat... be suitable for more
than one season of the year. 5. Televisions are on sale today and we ... buy one in very
reasonable installments. 6. You ... not accept a credit note for faulty goods. 7 . . . . I bring
this back if it doesn't fit? 8. You ... follow the washing instructions if you don't want
your sweater to shrink and the colour to run. 9. They ... control their own budgets. 10.
... I suggest this dark blue jacket? 11. With a shopping list, we ... avoid several costly
mistakes. 12. We ... make certain we get everything we ... and avoid extra trips to the
store. 13 . . .. I pay by credit card? 14. A reasonable sho p p er... keep his expenses down
to a minimum. 15. It is defined in the constitution that all citizens . . . pay their taxes.
1 Make up 10 affirmative, interrogative and negative sentences using the
modal verbs.
Ififf! Read and translate the following sentences paying attention to the
indefinite pronouns some, any, no and their derivatives:
1. If you have no money to go shopping I can lend you some. 2. You can find practically
nothing you want in this shop. 3. Your sister is buying some pencils, so you may take
any you like. 4. My father wants to drink some coffee but there isn't any. 5. Do you
have anything to add to the shopping list? 6 . 1am going to the supermarket because
I want to buy som ething. 7. Nobody is in the men's department. 8. Is there anybody at
the cashier's desk? 9. Somebody is at the entrance of the sports goods department.
10. What fruit is there in the fridge? There is nothing, it is empty.
1 Use the corresponding compound of some, any, no in the following sentences:
1 .1 shall have ... to wear with my black jacket, if I take the grey hat. 2. Can I help you
with ... ? 3 . 1want you to g e t . . . for me from the shop. 4. "Is there ... to your liking?"
"Yes, this pair of shoes." 5. Will you buy a pound of flour and a tin of whipped cream?
I want to bake ... .6 . Don't tell me what you want, just write everything down or I'll
forget 7. Would you like ... else? Yes, a packet of biscuits and two bars of chocolate.
8. "Is ... helping you?""No,. . . . I'm looking for a blazer in size 44." 9. "How do you like
this navy-blue one?""lt's nice. But I'd pref er. .. quieter, grayish-blue, perhaps." 10. "I'm
afraid, we have ... like that in stock at the moment."
120
mm
Ex. 6 Fill in the blanks with many, much, little, a little, few, a few, quite a few:
1 .There is no olive oil left, could you bring ... ? 2 .The tea is not sweet enough, I want
.. . sugar. 3 .There are ... apples and ... grapes in the fridge. 4. My mom usually puts ...
butter in the cake. 5.There is too ... salt at home, you needn't buy more. 6. Look, he has
bought .. . oranges. 7 . 1can see ... packets of biscuits here, let's go to another shop.
8. Mary has b o u g h t . .. bottles of water, so we need more. 9 . . . . brands of chocolates
are available in this shop. 10. ... shop assistants do not know the ingredients of the
products they sell. 11. Women need ... money to buy designer clothes. 12
people
are aware that there are ... counterfeit clothes on the market. 13. I've g o t . .. designer
shoes, my friends say it's a unique collection. 1 4 . 1 need .. . more time to pay for my
purchases. 15. It is quite difficult to find ... cheap things in this supermarket.
1. Pot sa las gentile aici i sa le iau putin mai tirziu? 2.A dori nite roii dar sa nu fie
prea coapte."Acestea sint tocmai de care aveti nevoie, sintfoarte tari.''3. Nu mai avem
piine. Va trebui sa treci pe la brutarie i sa cumperi doua franzele. 4. Nu trebuie sa
mergem dupa cumparaturi saptamina aceasta. Mai avem inca produse. 5. Este ceva pe
placul tau? 6. Vreau sa-mi cumperi ceva. 7. Nu te lasa ademenit de oferte, pentru a nu
cumpara lucruri de care nu ai nevoie. 8. Pot sa va ajut? Cautati ceva anumit? 9.Trebuie
sa fiu la magazin Inainte de deschidere. Astazi vor fi oferte mari la electrocasnice.
10. Pentru a fi bine imbracat (to be well-dressed), ai nevoie de ceva mai mult decit
colectie de pulovere, fuste, pantaloni i pantofi. 11 .In acest magazin puteti procura
multe lucruri utile. 12. Din pacate, nu am atit de mult timp ca sa merg cu tine dupa
cumparaturi. 13. Putini barbati prefera sa faca singuri cumparaturi. 14. Destul de multe
marfuri au fost considerate rebut, aa ca mai bine mergi la alt magazin. 15. Ai nevoie
de putina rabdare ca sa gase$ti ceva in depozitul acesta. 16. Adauga putina sare i
salata va fi mai gustoasa. 17. Fusta aceasta e putin ifonata. 18. Nu mai avem zahar
acasa, poti sa cumperi putin? 19. Numai franzela aceasta nu este suficient pentru noi
toti, poti sa cumperi vreo citeva? 20. Mi-am procurat geanta putin extravaganta.
1. ? 2. "
, ."" , ,
." 3. .
. 4. . .
5. - ? 6. , - . 7.
, . 8.
? - ? 9.
. . 10.
, , , ,
. 11. .
12. , , .
13. . 14.
, . 15.
, - . 16.
. 17. . 18. ,
? 19. ,
? 20. ,
.
121
READING
Nothing but the Best
Gloria Ford always likes the best.

Why buy anything that isnt the best? she often says to her friends. If you like
nice things, have them. Thats what I always say.
Gloria never shops in the big shops. She always goes to the small good shops
that sell things only to rich people.
She is in the dressing room of one of those good shops now. She tries one dress,
then another.
No, she says to the shop girl. I dont like any of these. Dont you have anything else?
I dont think so, says the girl. But shall I go and see?
When the girl goes out, Gloria looks at the time.
I must be quick, she thinks. I have to meet Elsie at one. Elsie is an old friend.
Poor Elsie! She knows nothing about good things of life. All those children! And that
house full of dirty old books!
The girl comes back with a dress over her arm. I have this dress, she says. But
its a lot of money. Two hundred and fifty pounds!
That doesnt matter if its good, says Gloria. Help me put it on. Then Ill see.
It is a red dress with flowers.
The flowers are blue - the same colour as your eyes, says the girl.
Ill take it, says Gloria. And Ill keep it on now. Just put my old dress in my bag,
will you?
Elsie is waiting outside Selfridges. She is staying and looking at the windows of
the big shop. They are having nice dresses she thinks.
There is only one dress she doesnt like - a red dress with blue flowers. The
colours are much too strong. It isnt a lot of money. Only twenty-one pounds. But
the question Elsie asks herself is: Who wants a dress like that?
She turns away and looks down Oxford Street. As she looks, the answer comes to her.
Gloria! she cries and moves quickly to her friend. Youre looking as pretty as
always! The flowers are the same colour as your eyes. Nothing but the best for you!
The two women walk away, arm in arm.
I J l l Find in the text English equivalents to the following words and word
combinations:
A nu ti nimic despre; a proba rochie, apoi alta; daca-ti plac lucrurile frumoase,
cumpara-le; a privi la vitrinele magazinului; mereu spun aa; doar cel mai bun; aceeai
culoare; culorile sint prea stridente; nu-mi place nici una; voi ramine imbracata in ea;
la brat; nu conteaza; ajutati-ma sa ma imbrac.
; , ;
, ; ; ;
; ; ;
; ; ; ; .
12 2
A n sw er th e fo llo w in g q ue stio n s:
1. Who is Gloria Ford?
2. What does she often say to her friends?
3. Why do you think Gloria never shops in the big shops?
4. Why does she always go to the small shops?
5. Where is she now?
6. What does she do?
7. Why does Gloria look at the time?
8. Who is Elsie?
9. What does the girl bring?
10. What kind of dress does the girl bring?
11. Why do you think Gloria keeps the new dress on?
12. What is Elsie doing while she is waiting for Gloria?
13. Does she like the red dress with blue flowers on display? Why?
14. What does Elsie say when she sees Gloria?
15. Do you think Gloria and Elsie are true friends? Why?
Make up questions to which the following sentences might be the answers:
1. She always goes to the small "good" shops that sell things only to rich people.
2. She knows nothing about good things of life.
3. Elsie is waiting outside Selfridges.
4. The colours are much too strong.
5. The two women walk away, arm in arm.
Read the text carefully and find words which mean:
a) the same thing as:
to ponder, to be fond of, pleasant, wealthy, fast, identical, frequently, fitting room,
finest, attractive, shop assistant, to purchase
b) the opposite of:
ugly, poor, seldom, new, to take off, different, worst, unpleasant, to sell, to hate, enemy,
slow, clean, to buy
Fill in the blanks with prepositions or post-verbal adverbs. Translate and
retell the text:
Buying Food
At the week-ends, when she has more time to spare, Elinor Lloyd does her
shopping ... the big food stores ... town, for she can buy a l o t ... goods more cheaply
there than ... her local grocers. Accompanied by her husband or her daughter she
walks ... the supermarket and other large food stores looking ... bargains. The goods
tidily lay ... trays and long shelves. There is plenty of room ... the customers to walk
. . . . The shelves are well stocked ... a very wide selection ... goods - everything ...
quick frozen food ... washing pow der,... shoe polish ... new-laid eggs, from tinned
fish ... toothpaste. Elinor walks ... sh e lf... shelf and fills her wire basket.
from "Everyday English" by Drozdova
123
SSfflS
CONVERSATION
Read, translate and reproduce the following dialogues:
***
Clerk:
May I help you?
Karen:
Yes. Do you have these shoes in size seven?
Clerk:
I'm not sure. If you can't find them on the rack, they may be out of stock. But
let me look in the stockroom.
Karen:
Thanks. I'd like to try on a pair ifyou have them.
Clerk:
I'll be right back.
***
Spencer: Doris, do you want to go to the mall with me?
Doris:
I'd love to but I'm broke.
Spencer: So am I, but I like browsing through the music store there.
Doris:
Are you sure you only want to browse?
Spencer: Yeah. I like to listen to new albums there. I don't have money to buy them,
but I can go there and listen. You know you don't have to pay for listening.
Doris:
Right you are. Let's go.
Saleswoman: Hi, are you being helped?
Karen:
No, I'm not. I'm interested in some scarves.
Saleswoman: All our scarves are in this section. What do you think of this one here?
It's made of silk.
Karen:
Hm, it looks nice, but I'd like to have something warm for the winter.
Saleswoman: Maybe you would like a heavy wool scarf. How about this one?
Karen:
I think that's what I want. How much is it?
Saleswoman: It's .. . seventy-five dollars plus tax.
Karen:
It's a little expensive. Do you think it's possible to get a discount?
Saleswoman: Hm, since you like it so much, how about a 10 percent discount. That's
the best I can offer.
Karen:
That's good. Could you wrap it up for me?
Saleswoman: Sure. Is there anything else I can get for you?
Karen:
No, that should be it. Thank you.
B E f Make the necessary substitutions and reproduce the dialogue:
Clerk:
I really like that jacket! (suit, blouse, dress, shirt, skirt) It looks good on you.
Customer: I don't know. It's more expensive than the other one. (not so stylish as, not
fashionable as, longer than, much brighter than, looser than)
Clerk:
But it makes you look thin, (you look good in it, it suits you, it fits you like a
glove, it goes well with your pants, it matches your shoes) I'll tell you what:
I'll give you a 10% discount. (13%, 15%, 25%, 30%, 19%)
Customer: All right I'll take it. How much is it?
Clerk:
With tax, the total comes to $48.50. ($38.62, $22.99, $30.87, $44.45, $28.87)
How would you like to pay?
Customer: I'll put it on my credit card, (write a cheque, pay in cash, pay by credit card).
Put the following dialogue into correct order. Role-play it:
124
Clerk:
With tax, the Silver Jims come to $47.00 and the Cool Walkers come to $39.00.
Shopper: That's great. I need some dress shoes. What do you have on sale?
Clerk:
Well, we have Silver Jims and Cool Walkers.
Shopper:
Clerk:
Shopper:
Clerk:
Shopper:
Clerk:
What do you recommend?

Alright, here's your receipt. Have a nice day.
What's the difference in price?
Welcome to Kenny's Shoes. We're having a sale on dress shoes.
So that's about an $8.00 difference.
Well, Silver Jim s are more fashionable and higher quality. Whereas, Cool
Walkers are not so expensive and they are more comfortable.
Shopper: I'll take the Cool Walkers.
Clerk:
How would you like to pay?
Shopper: I'll put it on my credit card.
Clerk:
That's right.
Shopper: Thanks.
n t l Complete the dialogues with relevant words or phrases:

In th e L a d ie s'W e a r D e p a rtm e n t
Shop assistant: Hello, can I . . . you?
Customer:
I . . . for a pair of jeans.
Shop assistant: W h a t . .. do you take?
Customer:
Twenty-nine.
Shop assistant: We have some very nice blue jeans here. They're ... this week.
Customer:
Well, I actually ... black jeans.
Shop assistant: That's okay. We ... have them in black.
Customer:
Where can I . . . them on?
Shop assistant: The ... room is over there. (The customer tries the jeans on.)
Customer:
They're ... big.
Shop assistant: Would you like a ... size?
Customer:
Y es,
(The customer tries the jeans on.)
Customer:
These .. . rather well. But I think I look .. . in them . Don't you think?
Shop assistant: Not at all. These jeans . . . you very well.
Customer:
Well, I think I ... a blue pair. (The shop assistant brings a pair o f blue
jeans and the customer tries the jeans on.)
Customer:
They are very ... and I don't like blue jeans, anyway. Do you m in d ...
me another pair in black?
Shop assistant: No, not at all.
In th e M en's W ear D e p a rtm e n t
Customer:
.. . I need a shirt.
Shop assistant: Short-sleeved o r .. .-sleeved?
Customer:
Short-sleeved, please.
Shop assistant: W h a t . .. do you take?
Customer:
I ....
Shop assistant: I think you are size 40. Here is a nice checkered shi rt .. . . to try it on?
Customer:
. . . , please. (The customer tries the shirt on.)
Shop assistant: ...
Customer:
Yes, i t . . . . Where is the cash ... ?
Shop assistant: It's over there. I . . . the shirt there for you.
Translate the dialogue into English:
Chris:
Doris:
Doris, Highland Mall propune reduced mari in acest week-end. Vrei sa mergi?
N-am chef. Sint obosita.
ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S I
Chris:
Doris:
Chris:
:
Am putea doar privi la expozitiile din vitrine, nu-i aa?

Doar sa privim? Vai, e plictisitor.
Atunci merg singur.
, Highland Mall .
?
: . .
: , ?
: ? .
: .
Ex. 6 Make up a dialogue on the suggested situations:
1.You are going on a vacation and you need to do some shopping before you go.
Decide what things you will need to buy and at what stores you will have to go to
buy them.
2. Husband and wife are doing shopping for a week's supply of food. They are in the
supermarket and are discussing their needs.
3.Tw o friends are in a gift shop. They are deciding upon which gift to choose as a
birthday present for their mutual friend.
CP CREATIVE WORK
1 ^ 1 Speak about:
a) your first purchase
b) your most successful and satisfying shopping
outing
c) the most disastrous shopping tour in your life
Ex. 2 Write a shopping list and the amount of
money to spend for each of the following people:
a) a teenager who walks to the store
b) a housewife buying a week's supply
c) a camper preparing for a hiking trip
Describe the picture:
Read the text and write about your
(imaginary) online shopping experience:
Online Shopping
Online shopping is really becoming popular around the world, and I have a friend that
does all o f her buying online. She says she can find
whatever
sheneeds from online stor
and communities like Walmart, eBay, and Amazon.
Inmany cases,traditional storeshave
a limited selection o f products on display whereas an online store often has a wider selection
o f goods from which to choose. My friend also says she can also look up product reviews and
compare prices much easier from her house than travel from store to store. Equally important,
she can shop when it is convenient fo r her since online stores never close. This saves her time,
and she doesnt have to deal with long lines.
126
v\4\VV
LEXICAL TOPIC: Appearance and
Character
GRAMMAR THEMES: Clauses o f Time
and Condition. Non-Continuous Verbs.
The Adverb: Degrees o f Comparison.
Place and Order in the Sentence
WARMING UP
1. What do you pay attention to when meeting a person for the first time?
2. What people do you like to communicate with?
3. What people do you try to avoid?
4. Which is more important for you: a person's exterior or his interior world?
5. Do you consider yourself a likeable person?
VOCABULARY
Top ical w o rd s, w ord co m b in a tio n s an d co llo catio n s

A p p e a ra n ce
Age: teenaged, in his teens, in his early/mid/late twenties, middle-aged, elderly
Build: well-built, thin, slender, slim, lean, graceful, plump, stout, overweight, bulky, fat
Cheeks: rosy, plump, hollow, pale
Chin: round, pointed, protruding, double, square, firm, determined
Complexion: pale, florid, fresh, healthy, dull, dark, tanned
Eyes: black, green, hazel, brown, grey, blue, round, narrow, almond, slanting, bright,
shiny, intelligent, mischievous
Eyebrows: bushy, arched, thin, thick, curling
Eyelashes: long, short, curving, false
Face: round, oval, square, long, thin, chubby, pale, pretty, ugly, good-humoured, plain,
expressive
Features: plain, ordinary, attractive, charming, regular/ irregular, delicate
Gait (walk): light, firm, heavy, shuffling
Hair: long, short, thin, thick, curly, wavy, smooth, straight, balding, red, grey, white,
golden, ash-blond, silvery, dark, fair, brown, chestnut, salt and pepper
to do one's hair
to dye one's hair
to grow one's hair
to have one's hair cut
to have a fringe
to pin up one's hair
to plait one's hair
to wear one's hair short/long; shoulder-length; close-cropped; in plaits; in a bun; in a
ponytail; loose over one's shoulders
Height: tall, short, average/middle-sized, just over five feet, under six feet
127
1 ES S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
Lips: thin, thick, full, well-cut, fleshy, moist

Nose: flat, straight, turned-up, snub, hooked, crooked, aquiline, bulbous
Special features: freckles, wrinkles, a dimple, a scar, a beauty spot, whiskers, a beard, a
moustache
Teeth: white, even, uneven, tiny, straight, false
Character
Possessing intellectual ability: intelligent, bright, clever, smart, shrewd, able, gifted,
talented, brainy
Lacking intellectual ability: stupid, foolish, half-witted, simple, brainless, dumb
M iscelanious:cheerful - gloomy
considerate, caring - jealous, envious
easy-going - bad-tempered
extroverted, sociable - introverted
friendly - quarrelsome
generous - greedy
honest - dishonest
industrious, hard-working - lazy
kind - cruel, wicked
modest - show-offish
neat - untidy
optimistic - pessimistic
polite, well-bred - impolite, rude, ill-mannered
reliable - unreliable
responsible - irresponsible, careless
sensitive - insensitive
sincere - insincere
sociable - unsociable
What does he/she look like?
Whom does he/she resemble?
What is he/she like?
Give Romanian/Russian equivalents to the following:
1. mischievous almond hazel eyes
2. turned up nose
3. pointed chin
4. short, curly, dark hair
5. shoulder-length wavy hair
6. good-humoured round face
7. slanting eyes
8. skinny figure
9. deep scar
10. short curly fringe
11. a man with a long moustache
12. charming smile
13. wrinkled face
14. expressive features
15. silvery hair
State the adjectives that go along with the given nouns:

1. Face
2. Hair
3. Eyes
4. Complexion
5. Hair colour
6. Lips
7. Nose
8. Cheeks
9. Eyebrows
10. Chin
Divide the adjectives written below into three categories: a) adjectives

describing a person's appearance; b) adjectives describing a person's character; c) adjectives
describing other qualities:
Attractive, boring, educated, fragile, independent, unhappy, famous, noble, greedy,
bouncy, lonely, modest, smart, slim, attentive, stupid, short, progressive, small,
cheerful, firm, stern, gloomy, tidy, poor, ugly, slow, sad, serious, lovely, thin, tall, dull,
wise, wicked, free, great, young, lazy, honest, curious, careless, brave, fat, shy, polite,
strong, pleasant, clever, mysterious.
Read the following text and use it to describe the appearance of each
member of your family:
It is always difficult to speak about ourselves, still in certain situations we have to
introduce ourselves, regarding our biography, members of the family, friends and so
on. First of all I would like to speak about my family, my parents, who play a great role
in molding my character, but not my opinion and thoughts.
My father \s tall. He has large hands and his feet are size 45. He has short, dark, curly
hair and a small beard. He's a cheerful person and when he laughs, you can see even
white teeth. He wears spectacles (glasses) and you can't see his eyes, but I know they
are steel gray. He's 43. He usually wears jeans and checked shirts or sweaters. But for
work he wears a suit and a tie and looks every inch a teacher.
My mother is a very different person. She's short and plumpish. She has small hands
and feet. She has long, strong, fair hair. She has dimples and rosy cheeks. She has long
eyelashes which she darkens with mascara. She likes pink nail-varnish, high-heeled
shoes and fashionable clothes. Her favourite colours are red and light blue. She is 41.
My 20-year old sister likes to be well-dressed. She uses lots of make-up, is always
going to the hairdresser's and has fantastic hairstyles. She's tall and slim, with slender
arms and elegant legs. Her full lips are always red. She's open-minded and nice. She is
married and has a baby.
My baby nephew is still just a toddler; he can't speak yet, but he's very selfish and
bores me.
My boss is an elderly man, rather short and stout. His hair is grey and thin and he's
bald on top. He's clean-shaven. He has a double chin. He's always well-dressed: a
white shirt, a dark suit with a matching tie and black leather shoes. He's a serious and
punctual man, who never talks too much.
Divide the following qualities into negative and positive ones:
Fussy, curious, considerate, friendly, pessimistic, responsible, inquisitive, cheerful,
cool, proud, intelligent, envious, honest, reliable, lively, modest, stern, industrious,
generous, jealous.
.
Use the words below to describe what your friends, fellow- students and
teachers are like:
1. Cheerful, active, curious, broad-minded, hard-working, careful, worried, secretive.
2. Practical, sensible, independent, strong-minded, tough, careless, aggressive.
3. Sensitive, gentle, naive, imaginative, ambitious, crafty, dull, boring.
4. Generous, loyal, self-controlled, modest, tolerant, friendly, trusting, moody.
5. Shy, intelligent, reliable, confident, energetic, stubborn, show-offish.
GRAMMAR
|
Put the verbs in the required Present Tense:
1. When we (to speak) about somebody's figure, face, hands, feet we (to mean) his
or her appearance. 2. Some (to have) dim ples in their cheeks when they (to laugh).
3. She (to understand) that he is not so good, but she (to love) him. 4. Harry (to love)
partying, meeting people and talking to them . He's so outgoing 5. What I (to like)
best about my friend Jam ie is how responsible he (to be). 6. He never (to leave) me
alone in my worst moments. 7. He only (to see) his side of things. He's so narrow
minded. 8. Julie (to be) very sm art she (to speak) three languages: English, French
and Spanish. 9. Probably you (to understand) now that she is not the proper person
you need. 10. Now, I (not to know) w hat he (to w ant), he is so stubborn.
Supply the correct Present Tense and explain your choice:
1. You (to believe) in God? 2. George is a vegetarian. He (not/to eat) meat. 3 . 1(not to
know) what to give my brother for his birthday, he's so scrupulous. 4. Who (to be) that
eccentric man who (to stand) in the doorway? 5. You (to want) to see my brother? Yes,
I do. 6. Michael is very bright, he knows a bit of English, too, but he (to have) little time
for it now. 7. You can't (to talk) to Jim m y now. 8. He just (to see) some specialists at the
moment. 9 . 1(not to believe) you are right, but you always (to ignore) my arguments.
10. This purse (to belong) to you? Oh, yes. I always (to forget) it somewhere, I (to be)
so absent minded.
111 Complete the sentences with the words given below, defining which part of
speech they belong to:
Carefully, awfully, bitterly, firmly, completely, hardly, hardly ever, harder, incredibly, rarely,
responsively
1. As he is a very determined man he does his work . . . . 2 . 1am . .. disappointed with
this young man. 3. Nick is very lazy; He... comes in time. 4. She is very self-assured
that's why she speaks v e ry ... . 5. Nobody knows what kind of person he is, because
he is . . . introverted. 6. We can't get married now. We ... know each other. 7. Tom is so
friendly today; as a rule he behaves v e ry ... 8. He is not very popular, anyone likes him.
9. We used to be good friends, but w e . .. see each other now. 10. Ann is very diligent;
she w o rks... than most of her friends.

Choose the right form from the brackets. Adjective or adverb:
1.Tom looks (sad/sadly) today. 2. Sam looks at me (sad/sadly). 3. Susan plays the piano
very (good/angrily) as I am very (noisy/noisily) today. 4. Be (quiet/ quietly) please.
5. Speak (quiet/quietly). 6. She speaks (perfect/perfectly). 7. Alice and Tom are very
(happy/ happily) married. 8. Sue is (terrible/ terribly) upset about losing her job. 9 . 1
don't think he trusts me(complete/completely). 10. I'm very determined I can confront
any difficulty quite (easy/easily). 11. Give my best wishes to your parents. I hope they
are (good/well). 12. I'm so frail I try (hard/hardly) to remember his name but I can't.
13. She drives the car (careful/carefully). 14. She is a (careful/ carefully) driver. 15. The
children behave (awful/awfully) today.

jU IH
Change the sentences so that the adjective becomes an adverb:
Model: He's a quick worker.

He does his work quickly.
1. She's a careful doctor. 2. She's a neat typist. 3. He's a careless worker. 4. She's a
smooth dancer. 5. They're quick athletes. 6. She's a slow runner. 7. He's a loud talker. 8.
He's an awkward dancer. 9. He's an ingenious person. 10. He's a clever speaker.
Add the intensifiers to the sentences. The first intensifier should go with the
adjective, the second with the adverb:
Model: That pretty girl types carefully. + stunningly, very
That stunningly pretty girl types very carefully.
1.That pretty girl also types carefully, (very, amazingly) 2 .That placid man works hard,
(seemingly, terribly) 3. That winning smile of hers convinced him quickly.(completely,
very) 4. That beautiful blonde works hard, (really, astonishingly) 5. That high voice of
hers got his attention quickly, (piercingly, very) That quiet fellow pursues his goals
energetically, (apparently, quite) 7. That old man works quickly, (terribly, amazingly)
8. That pretty girl is smiling at us charmingly, (strikingly, very) 9. Kevin is clever and
shrewd ( extremely, very). 10. Robin looks upset and troublesome. What's the matter
with him? (terribly, quite).
lT1i Put the adverbs in the required column:
Always, yesterday, here, fast, easily, last year, now, usually, often, there, everywhere,
sometimes, carefully, seldom, tomorrow, badly, beautifully, somewhere, once, away,
perfectly, abroad, somehow, sometime, sweetly, today, out, late, early.
HOW?
(adverbs of manner)
WHERE?
(adverbs of place)
WHEN?
(adverbs of time)
HOW OFTEN?
(adverbs of frequency)
?H:i Form adverbs from the given adjectives:

Quick, slow, good, hard, lazy, friendly, sorrowful, bright, quiet, clever, sudden, bad,
early, daily, easy, fast, late, usual, brave, happy, monthly, sad, wide, heavy, dangerous,
angry, careless, possible, high, terrible.
Choose the necessary adverb or adjective:
1. Please, speak (quiet/quietly). I'm trying to listen to the radio. 2. Karl drives very
(good/well), but Jan is a (bad/badly) driver. 3. John Harper's books are wonderful.
The characters are always (interesting/interestingly). 4. It's hard to understand Kate
because she speaks so (quick/ quickly). 5 . 1 really like Mary because she's always so
(polite/ politely). 6. Be (careful/ carefully) on the highway because a lot of people drive
very (dangerous/ dangerously). 7. What an (awful/ awfully) song! Turn the radio off.
8. She speaks English (fluent/fluently). 9. Nick's English is(fluent/fluently). 10. Every
chapter of this writer ends (dramatic /dramatically).
' Form the comparative and superlative degrees of the following adverbs:
Nearly, early, brightly, pleasantly, well, badly, quickly, late, carefully, easily, silently, hard,
selfishly, ambitiously, moody, shy, indecisively, critically, imaginatively, impetuously,
adventurously, reserved, considerate, tolerantly, truthfully, responsible, realistically.
131
M
mm
; Write the correct form of the verbs in brackets to complete the following
time clauses:
1. She will be more beautiful when she (to cut) her hair. 2. When my skin (to get) dry I
will use a lotion. 3. We will have to dye the hair when it (to get) gray. 4. My Dad will trim
his beard when it (to grow) too long. 5. When she (to hear) she's a nice looking girl she
will be very happy. 6. By the time Mary (to reach) perfection she will be operated on
several times. 7. As soon as I (to see) a wrinkle on my face I will consult a specialist. 8.
By the time you (to darken) your eye-lashes we will be late. 9. As soon as you (to find)
green eye shadows, please buy them . 10. The hairdresser will ask you many questions
before she (to do) your hair. 11. You will look and feel much better after you (to
spend) some tim e in the spa salon. 12. After you (to shave) you will definitely use this
aftershave. 13. When I (to have) more money I will use the best make-up. 14. As soon
as I (to wear) fashionable clothes I will feel happier. 15. Your eyes won't be expressive
until you (to use) these eye shadows. 16. I'll stay with you till the hairdresser (to finish)
your haircut. 17. As soon as you (to understand) the danger of overusing mascara
you'll look younger. 18. You will become a man of character as soon as you (to grow
up). 19. We'll not be the best of friends until you (to be) more sincere. 20. It won't be
safe to use this powder until it (to be) tested.
Write the correct form of the verbs in brackets to complete the conditional
clauses:
1 .1 will look more attractive if I (to get rid) of these freckles. 2. If I wear a wig nobody
(to recognize) me. 3. If I (to take) a hot, relaxing bath my skin will be smooth. 4. If you
(to pin up) your hair you will look more mature. 5. I'll use a natural HENS toothpaste if I
(to want) my teeth white and healthy. 6. If a person (to be) bad-tempered nobody will
communicate with him. 7. If you (to dream) to be a success you will have to work hard.
8. You won't be a successful person unless you (to study) a lot about business ethics.
9. Young girls will never give up smoking unless they (to understand) it worsens the
complexion. 10. Unless you go in for sports you (to be) fat.
I f l h i Write the correct form of the verbs in brackets to complete the conditional
and time clauses:
1. If I am not b u sy , I (go) to the party tonight, your guests are always so intelligent and
smart. 2. If she (to travel) abroad on business, she always calls me every day, she's very
responsible. 3. If I eat dairy products, I (to get) red spots on my skin, I'm very allergic. 4. If
you give up smoking, you (to save) a lot of money, be more practical. 5. If the results of
the test are favourable, you (to become) the leader of the group. 6. If she studies hard,
she (to pass) the exam, she is quite capable. 7. Even if she studies hard, she (not to pass)
the exam, she is quite incapable. Q .M soon as you arrive, (to give) me a call, you know
I'm so sensible. 9. If you help us We (to finish) our work in time, we know you are hard
working. 10. What she (to do) if she wins a lot of money, she is so impractical? 11. They
will go to the park if the weather (to be) fine. 12. I'll phone you when I (to go) home. 13.
She'll start reading the book when she (to have) more free time. 14. Peter will go for a
walk after he (to do) his English. 15. I'll pass my exam if I (to work) hard. 16. I'll send you
a letter if you (to give) me your address. 17. She'll meet her at the station when she (to
arrive). 18. We'll talk to him if he (to come) in time. 19. They will help him if he (to want).
20. It will take them several hours if they (to go) straight ahead.
ES S EN T IA L EN GLISH FOR COMMITTED LEARNERS i
5 Translate into English:

1. Sint sigura ca ea ne aude acum, deoarece se uita spre noi. 2. Din cite $tiu, ea este cea
mai talentata fata din grupa, are un potential mare, e deteapta i ambitioasa, i pe
linga toate e foarte eleganta i stilata. 3. El tocmai cumpara citeva cadouri pentru ea.
4. Acum, cind are mustata, el seamana foarte mult cu tatal sau. 5. Ceie doua fete doar
pretind ca sint prietene,in realitate ele se urasc. 6.Te deranjeaza franchetea mea?"Cred
ca, da. Omului de rind nu-i place intotdeauna sa auda parere sincera." 7. Daca aflu ca
este gelos, nu ma marit cu el. 8. Cind face pe eful, este atit de stupid. 9. Numai cum
vine blonda cea frumoasa, invit-o. 10. Cind vorbeti cu el, pare a fi incredibil de talentat.
1. , , . 2.
,
, , , , .
3. . 4. , ,
. 5. , ,
. 6. ?
, . -
. 7. , , . 8.
, . 9.
, . . ,
.
READING
English C haracter
Foreigners have many ideas about what the English are like. For example, some
people consider that the English are always cold and reserved, which means that
they dont talk much to strangers, dont show much emotion and never say anything
personal about themselves. If the English people are making a journey by train,
they will try to find an empty compartment. If they have to share a compartment
with a stranger, they may travel many miles without starting a conversation. If a
conversation starts, personal questions like How old are you? or even What is
your name? are not easily asked. Questions like Where did you buy your watch?
or What is your salary? are impossible. Then, the English people are famous for
their habit o f politeness. It is considered polite to give up ones seat to a woman who
is standing, to open a door for her, to carry things for her, and so on. M ost British
people expect the person in front of them to hold the door open for them. People
think you are rude, if you dont do this. Most British people queue when they are
waiting for a bus or expecting to be served in a shop. Besides, the English are famous
for their sense o f humour and great love for animals. And, of course, the English
people are fond of sports. Many continentals think life is a game; the English think
cricket is a game. To many Englishmen cricket is both a game and a standard of
behaviour. When they consider something unfair, they say That isnt cricket.
The traditional love o f the English people for tea is well known. They like to drink
tea with milk. They have their five-oc lock tea not only at home or in offices, but
also in tea-rooms and tea-shops, which can be found in every town. And, certainly,
the English themselves have plenty of ideas about what they are, for example being
independent, proud and faithful to their national traditions and customs. These are
some of the general things which foreigners consider to be best-known qualities of
the English, although this nation of many millions consists o f different people, each
o f which has his individual and unique character.
W. Rimmer "English Language and People"
m dLm Find in the text English equivalents to the following words and word
combinations:
Englezii sint totdeauna reci i retrai (rezervati), a face calatorie cu trenul, a gasi un
com partiment iiber, se considera politicos, a ceda locul sau cuiva, simtul umorului,
afectiune pentru animale, a considera ceva incorect, poate fi gasit in orice ora, sint
devotati traditiilor nationale, fiecare din cei, un caracter unic, natiune de multe
milioane, a sta in rind.
, ,
, , - , ,
, - ,
, , ,
, , .
1 Answer the following questions:
1. What ideas do foreigners have about the English?
2. Why do some people think that the English are always cold and reserved?
3. What are the English people famous for?
4. What is considered polite to do in England?
5. Are the English famous for their love for animals or for food?
6. What are the English people fond of?
7. What does cricket mean for most Englishmen?
8. What tea do the English prefer?
9. When and where do the English people have their tea?
10. What ideas do the English people have about themselves?
111 Correct the sentences if it is necessary:
1. The English enjoy talking to strangers. 2. The English people may travel many
m iles w ithout talking to anybody. 3. The English are fam ous for their curiosity. 4.
Most British people expect the others to be polite and considerate. 5. To many
Englishm en football is both a game and a standard of behaviour. 6. The traditional
love of the English people for beer is well known. 7. Most Englishm en prefer to
drink tea with m ilk. 8. The English usually have their tea at 6 o'clock. 9. The English
people welcom e everything new and unusual. 10. All Englishm en possess the
same characters.
i n t i Fill in the blanks with articles (if necessary):

1. ...yo u n g woman in .. . picture has ... long wavy hair and ... big mouth with ...
white even teeth. 2. Paul always wears . . . beard but now he is wearing ... moustache.
3. Margo is .. . stout girl, she is ... teenager. 4. The baby is loveable. It has ... round
blue eyes, . . . button nose and .. . mouth that is always smiling. 5. Who is ... short
dark-haired man standing a t ... door? 6. ...b e s t friend of mine is ... very intellectual
boy. And his manners are .. . most polite in our class. 7. - Does Alice always wear her
hair in ... pony-tail? - No, sometimes she makes ... braid. 8 . 1think her grandfather is
... kind old man with . . . sense o f . . . humour. 9
elderly woman, dressed in ... black
skirt and ... white blouse, is watching ... healthy-looking children, who are playing in
.. . garden. 1 0 . . . . young man is very good-looking, even . . . old clothes he wears sit
very well on his body.
1 Put in the required article where necessary and retell the text:
In ...n a tio n of many millions of... people there are different kinds of them : good
and bad, honest and dishonest, happy and unhappy. However, we can talk about some
general things
best-known quality of ...En g lish , for example, is to be reserved. ...
reserved person is one who does not talk very much to... strangers, does not show
m u ch ... emotions. He never tells you anything about himself. If ...Eng lish people are
making . . . journey by... train, they will try to find ... em pty compartment. If they
have to share . . . compartment with ...stranger, they may travel many miles without
starting .. . conversation. If ... conversation starts, personal questions like "How old
are you?"or even "What is your name?"are not easily asked. Questions like "Where did
you buy your watch?" or "What is your salary?"are impossible.
Fill in the blanks with prepositions (if necessary):
I'm not a very sociable person. ... my mind, it's not necessary ... people to have
a lot . . . friends ... order to be happy. It's enough, as I think, to have one or two
friends who are able to understand you and to support you ...hard situations. So,
there are few people whom I can call friends. We have much .. . common and we
enjoy .. . com m unicating ... each other. One of my friends is Nataly. She is eighteen.
I can say that she is a beautiful, smart girl. She left ... school 2 years ago and now
she is a second year s t u d e n t . .. the University. Nataly wants to be a journalist. She
studies well because she is greatly interested ... her future profession. Nataly is a
hardworking girl too. Nataly does not have much free tim e but if she has, she likes
to spend i t . . . a good company, consisting ... her university friends. When we gather
together we like to listen . . . music, both classical and modern, to watch new films
and discuss . . . them . I enjoy talking ... her a lot because, as she is fond ... reading,
she knows many interesting facts ... famous people. We trust each other so much
that I can tell ... her ... my troubles and I am sure that Nataly would help me and
give me a piece ... good advice. Nataly is an intelligent and open-minded person.
She has a deep and genuine i nterest... people and inquiring m ind.This is necessary
... her as a future journalist. I'm happy to have such a good friend as Nataly.
Ex. 7 Characterize the English people the way you see them.
135
mm

ESS EN T IA L ENGLISH FOR COMMITTED LEARNERS
| ? p CONVERSATION
1*1
Read, translate, entitle and reproduce the following dialogues.
Two friends, Val a n d Andrew , are d iscu ssin g Val's n e w girl-friend.

Andrew:
People say you have got a new girl-friend. What does she look like?
Val:
She's very beautiful, with dark gray eyes and curly blond hair.
Andrew:
How long is her hair?
Val:
Her hair is very long; it goes down to the middle of her back.
Andrew:
Oh, how nice! How tall is she?
Val:
Quite tall. She's my height.
Andrew:
And is she plump, slim, average weight, obese?
Val:
She's slim, like a model. And she has a great figure.
Andrew:
And she's in her early twenty's, right?
Val:
Yes, she's the same age as me.
Andrew:
What kind of clothes does she usually wear?
Val:
She almost always wears black jeans and T-shirts to University.
Andrew:
Does she wear glasses?
Val:
Yes, sometimes she wears small gold rimmed glasses, but usually she
wears contacts. Why all the questions about my girl friend?
Andrew:
Just curious. Besides, I think that's her over there across the street.
Val:
Where? I don't see her.
Andrew:
Under that big tree.
Val:
Right. She's the most beautiful girl on E a rth ...

###
Mary:
Hi Jane. Can I ask you a favour?
Jane:
Certainly, you may ask anything.
Mary:
Could you pick my brother up from the airport tomorrow at 11am. I am

working tomorrow.
Jane:
Sure. What does he look like?
Mary:
Well he's tall with dark hair. He's wearing a thick moustache and a beard.
By the way, he's in his mid-twenties.
Jane:
And what's he like?
Mary:
Well, he's pretty easy-going, good sense of humour but he's a bit shy with
people at first. Oh, yeah, one other thing. What are the best places to take
him?
Jane:
Well what are his preferences?
E S SEN T IA L EN GLISH FOR COMMITTED LEARNERS
Mary:
Well he's a bit boring sometimes. He really doesn't like much, but he is
fond of arts.
Jane:
Look. You're in London you can do loads of things. Take him to see the
British Museum and the National Gallery, or just go out inthe city centre.
Mary:
Yeah, of course. Anyway, thanks I owe you one.
Jane:
I'll make sure I don't forget it...

I Fill in the gaps:
Gilles:
Hey, w hat are you looking at?
Nora:
Oh, these? They're pictures from my trip back home last month.
Gilles:
Let's have a look. So, who's this?
Nora:
Gilles:
Your sister looks nothing like you. You're fair and she has dark hair and
dark eyes. Now, you look much more like your cousin.
Nora:
Gilles:
You don't give yourself enough credit. Why do you think every one of your
guy friends is interested in you? Hey, who's the little guy?
Nora:
Gilles:
Oh, my Gosh, he's so cute. That pudgy face, curly hair, and big eyes! He's
adorable.
Nora:
Describe your friends / fellow-students / some famous people. The others
will try to guess who you are describing.
l o f l You meet your friend after:
a) a disease;
b) a span of time;
c) holidays;
d) plastic surgery
Describe him/her.
11 Dramatize a conversation about him/her. Use conversational phrases:
How to ask for an opinion. What do you think of/ab o ut...? How do you fin d ...?
How to express an opinion. Speaking personally, I t h i nk . .. In my opinion/ From
my point of v i e w . . . If you ask me/ If you w ant my opi ni on. .. As far as I am able to
judge...
How to agree with the opinion: I'd go along with you on that. I take your point. I
entirely agree with you. That's exactly how I see it. Perhaps, you are right.
E S S EN T IA L EN GLISH FOR COMMITTED LEARNERS
'
- ,.
Q j CREATIVE WORK
I*l4 i Describe people's character and try to guess their characters:
Express your opinion on the following adages:

1. The best index to a person's character is (a) how he treats people who can't do him
any good, and (b) how he treats people who can't fight back. Abigail Van Buren
2. Character is like a tree and reputation like a shadow. The shadow is what we think
of it; the tree is the real thing. Abraham Lincoln
3. Parents can only give good advice or put them on the right paths, but the final
forming of a person's character lies in their own hands. Anne Frank
4. Clothes and manners do not make the man; but, when he is made, they greatly
improve his appearance. Henry Ward Beecher
5. Waste no more time arguing what a good man should be, be one. Marcus Aurelius
138
'
L
# #
2?
LEXICAL TOPIC: At a Hotel

GRAMMAR THEMES: The Present Perfect
Tense. The Present Perfect Continuous
Tense
Lesson
1
WARMING UP
1. When do people stay at hotels?
2. Do you know any rules and regulations to be followed when people stay at
hotels? List them .
3. What things do you expect to find in a room of a good hotel?
4. Do hotels o f the 21st century differ from those of the 19th century? Which are the
differences?
5. Have you ever put up at a hotel?
VOCABULARY
to make arrangem ents about a room
to reserve a room
hotelier
hotel-keeper
J
receptionist
desk clerk
cham berm aid / maid
valet
bellboy
lift boy
porter
head waiter
vacant rooms
double/single room
twin-bedded room
luxury suite
standard room (Std)
de luxe
fam ily room
to have som ething free
to fill in an arrival card/form
to extend a stay
room service
charge an extra percent

to fill in a breakfast order
to sign a bill
order for laundry
to make a telephone call
to dial a number
to book a call
to put somebody through
garden view (GV)
mountain view (MV)
with a sea view (SV)
additionafbeds or cots (cribs A.E.) can be provided
to be newly furnished
to be decorated in contemporary style
ample wardrobe space
on-the-spot facilities
to check in / out
roof heliport
key-coded card
* escalator parking lot
room delivery system
com plim entary water
139
dSBSb
9 ES S EN T IA L EN GLISH FOR COMMITTED LEARNERS I
I'm afraid we're full at the m oment.

Do you know w ho the m anager of the Europe Hotel is?
I recom m end you to stay at the Consul Hotel.
W hen the young couple started on a trip th ey took eight suitcases along w ith them .
They are going to build a 20-storey hotel in that street.
This hotel accom m odates tw o thousand guests.
A laundry and dry-cleaning service is available.
V o c a b u la ry e x e rcise s
Match the words and their definitions:
1) hotelier
2) valet
3) porter
4) twin-bedded room
5) de luxe
6) luxury suite
7)to put somebody through
8) to dial a number
9) to check in / out
10) room service
a) a hotel room having twin beds

b) of a very high quality, high standard of comfort
c) to connect somebody by telephone
d) to use a telephone by turning the dial or pushing
buttons to call a number
e) a person who owns or manages a hotel
f) a service provided in a hotel, by which guests can
order food and drink to be brought to their rooms
g) to register as a guest at a hotel / to pay one's bill and
leave a hotel
h) a person whose job is carrying people's luggage
and other loads, eg. in railway stations, airports,
hotels, markets, etc.
i) a hotel employee (a man's personal male servant
who looks after his clothes, serves his meals, etc.)
j) a set of rooms in a hotel
1 Fill in the missing words using the prompts given below:

Checking out, room rate, a reservation, dial, inform, room service, a single room, a call, fill
in, credit card.
Brian:
Reception clerk:
Brian:
Reception clerk:
Brian:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Good m orning. I'd like to check in.

Do you have .. . w ith us?
Yes, I do. I m ade a reservation by phone last night.
Your nam e, please?
Brian M itchell from San Francisco.
Would you spell your name, please?
M as in "Marry", I as in "Isaac", T as in "Tommy", as in "Charley", H as
in "Harry", E as in "Edward", double L as in "Lucy".
Okay. Let me see. You have a reservation f o r ... . Is that correct?
Perfectly correct.
Have you already decided how m any nights to stay?
At least until Wednesday. But I may stay longer than that. When
should I ... you about it?
Let us know about your decision Tuesday night. You can give us ...
until 11 p.m.
1 ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
Reception clerk:
Brain:
All right. What's the .. . ?

75 dollars per night. Please, ... the registration card. Print your
name and home address.
Should I sign my name?
Put your signature right here. Okay, will you pay cash or by ... ?
By credit card. Do you need it right now?
You can give me your credit card before ...
By the way, w hat's the checking out tim e?
One o'clock in the afternoon.
Thank you. I have some additional questions.
I'll be glad to answ er them .
What a b o u t ... ?
Room service is available from 6 a.m. to 10 p.m. You can ... your
order from the telephone in your room.
W here is your restaurant?
The restaurant is on the 1st floor. We also have a coffee shop. It's
right here in the lobby.
Thank you for the inform ation.
You are w elco m e. A b ellboy w ill help you w ith your luggage.
Your room is num ber 1215. Enjoy your stay.
Thanks.
1 Remember the following rules and regulations when stopping at a hotel:

People alm o st alw ays stay at hotels w hen th ey travel. It is advisable, therefore,
to rem em ber the fo llow in g:
T h e first thing to do is to book a room in advance either by e-mail, telephone or
telegram. Otherwise you may arrive at the hotel and be told that there are no vacant
rooms.
O n arrival at the hotel go to the reception desk in the lobby and confirm your
reservation. The clerk will then give you a registration form to fill in and sign (the
form is filled in block letters). In smaller hotels you simply sign the visitor's book and
give your permanent address.
At large hotels you may ask for any service by telephone. You tell the operator if you
wish to be called at a certain time, you call room service when you want a meal or
drinks sent up to your room, valet or maid service if you need something (a suit or
dress) cleaned or pressed.
Let the hotel management know in advance the day and time of your departure.
11 Match the beginning of the following sentences with their corresponding
ending:
1) The payment for the hotel is
made
2) There is a unique checkinghour at the hotel
a) give the key to the floor-keeper.

b) with the fire.
141
ESSENTIAL ENGLISH FOR C O M M I T T E D L E A R N E R S I
3) If you keep m oney and

jew elry in your room
4) At the request o f the
guest and w ith the
ad m inistration's approval
visitors can
5) W hen leaving the room the
guest must
6) T hey w ill have to repay the
damage
7) The coupons for the hotel
8) You are not perm itted
9) Visitors should be careful
10) The guests should not have
c) according to the price-list.

d) if anything is broken or damaged.
e) it is 12 o'clock.
f ) it is your own responsibility and not of the
hotel.
g) stay in the guest's room from 8 a.m.
till 11 p.m.
h) should be delivered to the reception-desk.
i) big luggage in their room.
j) to have som e strangers in the room while
you are absent.
I Arrange the actions of the hotel guest in the appropriate order:

To sign in; to put up at; to pay in advance; to reserve a room in advance; to call the
cham berm aid; to register at a hotel; to fill in an arrival card; to sign out; to press the
push-button; to settle the bill.
I Define the duties of the following members of the hotel staff:
The m anager; the reception clerk; the porter, the bell-boy; the cham berm aid; the
attendant; the lift-boy; the stew ard; the desk-clerk; the boot-boy.
GRAMMAR
1 Give the Past Participle of the following regular and irregular verbs:
To be, to play, to run, to have, to stay, to introduce, to begin, to bring, to come, to

press, to give, to leave, to put, to see, to arrive, to receive, to call, to send, to speak,
to take.
1 1 Read and translate the following sentences:
1. We have already booked a room there. 2. Mr. White has already filled in his
registration form. 3. My parents have never paid a special fee for registration. 4.
The Browns have already stayed for a fortnight at this hotel. 5. Have they opened a
large indoor swim m ing pool recently? 6. The guest hasn't decided yet whether to
engage a single or double room. 7. Are you hungry? - No, I am not. I have already
had my dinner at the restaurant. 8. The m anager has been very busy lately. 9. Has
she ever been to Brazil? - Yes, she has been there tw ice. 10. Have you ever stopped
at this inn?
i S J K Make up 10 sentences using the Present Perfect Tense and the vocabulary
of the lesson.
142

If lB b Make the necessary substitutions and reproduce the dialogues:
1. A: I haven't settled the bill yet. Have you?
B: No, I haven't settled it either.
(A: had lunch, shaved, called the bellboy; B: had it, shaved, called him)
2. A: What's Peter doing?
B: He's writing a letter.
A: Has he called the chambermaid yet?
B: Yes, he has.
(A: settled the bill, packed all the things, had dinner)
3. A: I met M ary yesterday
B: How is she? I haven't seen her lately.
A: She is fine.
(A: Peter, Alice, John; B: this month, recently, this week)
4. A: Peter has ju st come back from London.
B: Oh, has he? How did he like it? I have never been there.
(A: Paris, Madrid, New York)
5. A: Have you seen Mr. Brown today?
B: Yes, I have just seen him. He has ju st gone for a walk.
(A: Mr. White, Mr. Jones, Mr. Green; B: left the restaurant, paid for the room, put up
at the hotel)
W i Read and translate. Make the sentences interrogative and negative:
1. The doorbell has been ringing for some tim e. Why don't you open the door? 2.
The hotel porter has been helping the visitors w ith their luggage since m orning.
3. I have been w aiting for the cham berm aid for half an hour. 4. How long have
they been staying at the Basarabia Hotel? 5. The tourists have been exam ining
the lobby of the hotel for 5 m inutes. 6. Patricia has been filling in the arrival card
for half an hour. 7. My parents have been arranging their stay at the hotel for two
hours. 8. The guest has been pressing the push-button for 10 m inutes. 9. We have
been calling the steward for 20 m inutes. 10. Mary has been trying to register at the
hotel for a week.
l i f l H i Add since or for to the following sentences:
I . T h e y have been repairing this h o t e l . . . winter. 2. We have been dreaming of staying
at this h o t e l . . . a long tim e. 3. These tw o guests have been waiting for the m an a ge r ...
half an hour. 4. The child has been drinking orange juice in the b a r . .. ten minutes. 5.
It has been raining .. . yesterday afternoon. 6. You have been explaining this problem
to the lift b o y . . . tw enty minutes. 7 .The chambermaid has been dusting the furniture
. . . a quarter of an hour. 8. We have been watching TV ... 7 o'clock. 9. The visitors have
been having their lunch . . . 12 o'clock. 10.The bell boy has been carrying our luggage
... five minutes.
I f lU Translate the following sentences into English using the Present Perfect or
the Present Perfect Continuous Tense:
1. Parintii mei tocm ai au venit de la hotel. 2. De cit tim p ateptati m anagerul? 3.
Oare Jack a term inat deja prinzul? Au trecut doar zece minute de cind i l-am dat. 4.
Ai Tncercat vreodata sa rezervezi camera din tim p? 5. Fratele meu com pleteaza
form ularul de sosire de la ora 8. 6. Femeia de serviciu de la hotel face ordine in
camera de mai bine de ora i nu a term inat inca. 7. Ei privesc televizorul de vreo
doua ore, dar nu i-au term inat inca tem ele. 8. De cind discutati cu managerul
aceasta problema? 9. De cind stati la hotelul Moscova? 10. De cind ateptati in hoi?
De la ora noua dim ineata.
1. . 2.
? 3. ?
, . 4. -
? 5. 8 . 6.
, . 7.
, . 8.
? 9.
""? 10. ?
.
READING
A. Hotels of the Past

Let me get that straight, Christine said. Are you saying that a hotel isnt
responsible legally for anything its guests may do - even to other guests?
Yes, I have read somewhere that the law is quite clear on that. In fact, it goes
back to the English inns, beginning with the fourteenth century.
Tell me please about it.
1 give you the shortest version. It started when the English inns had one great
hall, warmed and lighted by a fire, and everyone slept there. W hile they slept it was
the landlords business to protect his guests from thieves and murderers.
That sounds reasonable. And the same thing was expected of the landlord
when smaller chambers began to be used, because even these were always shared by
strangers.
W hen you think about it, Christine remarked, there wasnt much privacy.
That came later when there were individual rooms, and guests had keys. After
that the law looked at things differently. The innkeeper protected his guests from
robbers. But beyond this he had no responsibility, either for what happened to them
in their rooms or what they did.
So I have realized that the key made the difference.
It still does, Peter said. The law hasnt changed. W hen we give a guest a key its
a legal symbol, just as it was in an English inn.
144
A W '-
ES S EN T IA L EN GLISH FOR COMMITTED LEARNERS
B. Hotels of the Future

Its more a project o f what hotels are going to be like in a few years.
The first thing we intend to simplify will be Reception, where checking in will
take a few seconds at the most. The majority o f our people will arrive directly from
air terminals by helicopter, so a main reception point will be a private roof heliport.
Secondly therell be receiving points where cars and limousines can drive directly to
a lobby, the way we do it now.
Guests with reservations will have a key-coded card. Theyll insert it in a frame
and immediately be on their way by individual escalator section to a room. I f a room
isnt ready well have small portable way stations. These will be cubicles with a couple
of chairs, wash basin and space for luggage, just enough to freshen up after a journey
and give some privacy. People can come and go, as they do with a regular room, and
my engineers are working on a scheme for making the way stations mobile so that
later they can go directly to the allocated space.
For those driving their own cars therell be parallel arrangements, with coded,
moving lights to guide them into personal parking stalls, from where other individual
escalators will take them directly to their rooms. In all cases baggage will be rooted
into rooms, actually arriving ahead o f the guests.
Similarly, all other services will have automated room delivery systems - valet,
beverages, food, florist, drugstore, newsstand; even the final bill can be received and
paid by room conveyor. And incidentally, apart from other benefits, Ill destroy the
tipping system from which we suffer along with our guests for years. My building
design and automation will keep to a minimum the need for any guest room to be
entered by a hotel employee.
All this, and more, can be accomplished now. Our remaining problems, which
we try to solve, are principally of co-ordination, construction, and investment.
after A rthur H ailey, "The Hotel"
Find in the texts English equivalents to the following words and word
co m b in atio n s:
Hotel; stapinul hotelului; a proteja de hoti i ucigai; legea; a privi lucrurile; responsabilitate; citiva ani inainte; inregistrarea; bagaj; bauturi.
; ; ; ;
; ; ; ; ;
.
! Answ er the following questions:

1. What were old English inns like?
2. Who protected the guests from thieves?
3. W hat happened w hen sm aller cham bers began to be used?
4. What are the responsibilities of the landlord since the introduction of individual
rooms with keys?
5. What does the hotel key symbolize for the guests?

6. What will be simplified in the new project first?
7. How will guests reach their rooms?
8. W here will guests w ait if their rooms are not yet ready?
9. W hat arrangem ents w ill there be for those driving their own cars?
10. In w hat way w ill other services be improved?
l U l s Correct the sentences if it is necessary:

1.The law, in fact, goes back to the English inns, beginning with the fifteenth century.
2. At the beginning English inns had a small hall and everyone slept there.
3. While the guests slept it was the landlord's business to protect them from thieves
and murderers.
4. When smaller chambers began to be used they were always shared by strangers.
5. When there were individual rooms and guests had keys the law looked at things
differently.
6. Few people will arrive directly from air terminals by train, so the main reception point
will be a private roof heliport.
7.The rooms will have no chairs, no wash basin, no space for luggage and no privacy.
8. The baggage will be rooted into rooms, actually arriving ahead of the guests.
9. All services will have automated room delivery systems, that is valet, beverages, food,
florist, drugstore, newsstand and even the final bill can be received and paid by room
conveyor.
10.The remaining problems we don't plan to solve are principally of co-ordination,
construction and investment.

We took a cab from the Union Station to the Ramada Inn. The hotel was within
... walking distance from ... station but Bruce had ... very heavy suitcase. The cab
had no ... meter. The cabbie said that fares were determined by taxi fare zones. Later
Bruce explained that Washington was .. . exception, n o t ... rule. In most cities, he said,
cabs had meters.
At the hotel we checked in without any problems. ... desk clerk confirmed my
reservation f o r ... double room. We filled out registration forms and got our key. The
bellman took Bruce's suitcase up. I wondered how much I should pay him. Bruce said
... one-dollar tip would be OK.
Our room was n o t . .. room but a suite. In fact, it was ... whole apartm ent with ...
kitchenette, ... refrigerator and even ... bar. On my bedside table I found ... Bible.
Bruce said there was one in every hotel room. Can you imagine that?
G S T Fill in the blanks with the prepositions listed bellow:

On, of, with, to, at, because, with, for, of, with
The Moskva is one ... most modern hotels ... Bulgarian Black Sea coast at the Zlatni
Pyassatsi resort. Visitors ... the Moskva Hotel can have a fine holiday ... the sea-shore,
... the sea is here only 20 yards away and the beach is fine.The 13-storey hotel overlooks
the sea. It has all modern conveniences,... 157 rooms and 13 suites.The rooms have
beautiful balconies ... a view ... the sea and lounging chairs ... guests and sunbathing.
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ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S 1
There is a cigarette stand, a post office counter, information and foreign exchange
desks, as well as a free parking space. The nearest eating place is the Kriva Lipa
restaurant. Here the guests can find a wide choice ... dishes and old wines. There is a
dance f l o o r ... a first-class jazz band, as well as a fine bar.
The hotel's position ... the beach, the natural forest and the mountains make it a fine
holiday place.
Ex. 6 Fill in the missing words listed below:
Hotels, passport, services, relatively, expensive, a restaurant, surroundings, possessions,
implies, come true, reception, travelers, food, accommodation, offer, staff, types, photo,
concierge, price
Hotels are a type of accommodation in which guests rent a furnished room by the
night. This is usually a more ... option than hostels or guest houses. Today, many ... of
hotels are available f o r . .. Budget hotels offer a basic standard o f ..., often much like a
hostel, where en suite baths may cost extra. Boutique hotels are a .. . new category of
small, unique and often luxurious .. . that still offer a relatively good ... Luxury hotels,
as the name ... , are in the business of making d r e a m s . .. with rich . .. , delicious ... and
... to provide for every guest's caprice.
In a way, hotels seek to make guests homes away from home. Hotels will usually
offer a 24 h o u r ... so that travelers may check in at any time, and will usually require a
... for the safety of all guests. In addition to private rooms, hotels often . . . : a TV set, a
radio, tea and coffee facilities in-room, en-suite bathrooms,. . . , a bar, a guest lounge
with library, a gym for guest use, possibly with a swimming pool and sauna, laundry
and dry cleaning services and . . . services.
Hotels are usually cleaned to a very high standard and kept secure with a variety of
security . . . and cameras. To ensure your personal safety and that of y o u r . .. it is wise
to carry a photo and to keep y o u r ... and wallet/purse with you at all times.
Ex. 7 Retell the content of the texts.
CONVERSATION
a) Read, translate, entitle and reproduce the following dialogues:
Client:
Taxi driver.
Client:
Taxi driver:
Can you recommend me a good hotel?

Why, yes. I advise you to stay at the Basarabia. It's a new modern hotel
accommodating about 400 guests; very comfortable rooms furnished
in modern style; air-conditioning, hot and cold running water in every
bedroom.
Well, it suits me. And what about other facilities for the guests? Are there
any?
I hope so. I hear they have recently opened a large indoor swimming
pool. There is also a nice ballroom on the ground floor. I think you will
find many other special attractions.
147
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
Customer:
Clerk:
148

***
I'd like to have a double room with bath for a day or two.
Have you made any reservations?
In a way yes. I rang up my friend and he promised to do his best to book
accommodation with you.
Let me s e e. .. What is your name?
My name is John Brown.
Well, everything is all right. Be so kind as to register. Here is an arrival
card. We have kept number 247 for you, second floor.
***
My name is Murphy. I have booked a room here.
I'm sorry, sir, but unfortunately we are all packed full. With many
delegates arriving now to the international conference of teachers,
accommodation is scarce at any town hotel. You should put up with this
fact.
But I don't w ant to put up with this fact, I mean to put up at your hotel,
sir. Can I see the manager?
Certainly, sir... But you needn't make a fuss. Don't worry so much.
We shall try to do something for you. Some reservations have been
cancelled but the rooms are not very nice.
What are those rooms like?
All singles, no shower, no telephone.
***
You are signing out today, aren't you?
Yes, I shall only pack my things and come to the office to settle the hotel
bill. Make it ready, please.
Shall I send the porter to help you with your luggage?
Yes, surely. I want my luggage to be sent to the airport.
As you like, sir... Just a minute, Mr. Smith. Where are we to forward your
letters?
Well, I'm leaving for home and you have my permanent address, haven't
you?
***
Have you filled in your registration form, Mr. Black?
Oh yes, here you are, sir.
May I have your passport? It is to be taken to the police for registration.
You will have to pay a special fee for it.
I know. What are your residential and transient rates?
They are 1 euro and 1 dollar correspondingly.
I shall pay the residential tariff, shan't I?
Certainly, transient rates are paid by transient guests and you will stay
for a fortnight which enables us to count you for a resident.

Agree or d isag ree w ith th e follow ing statem en ts. G ive your rea so n s:
1. A porter is a person w ho keeps the rooms in order.
2. It isn't good to reserve a room by telegram .
3. The rates for th ose w h o stop for a night or tw o are low er than for those who
stay at a hotel longer.
4. If a guest w ants his breakfast in his room, a desk-clerk or a m anager w ill bring
it to him .
5. When a national or international congress takes place in the town it is usually
very easy to get hotel accom m odation.
Make up short stories using these statements:
1. You are a g uest at a h otel. You w a n t to be aw aken ed at 8 a.m . You ring up
the desk clerk.
2. Leaving the hotel you ask the desk clerk to have your bill ready for you. When
you see the bill, you are surprised. It is not w hat you expected.
3. You arrive at the hotel where you have reserved a room in advan ce (by te leg ram ).
The reception cle rk says your nam e tells him nothing.
4. You are leaving the hotel and you w ant your luggage to be taken dow n. You ring
the desk clerk.
5. You are flyin g to Edinburgh to m o rrow w h ere you w ill be spend ing a fe w
days. T h ey recom m end you to stay at the Castle Hotel. Wishing to make a
reservation you phone the manager.
T f l Work w ith your partner. D iscuss or d ram atize the follow ing situatio n s:
1. Late at night you arrive at the hotel w h ere you have reserved a room . The
sleep y reception clerk says he can't find your reservation and the hotel is fu ll.
He says you had better wait till tomorrow morning. Some guests are supposed
to sign out at 10 a.m .
2. You have been staying at the hotel for 5 days and found that it isn't a v er y
h ap p y p lace to stay in. E ve ryth in g here is g ettin g on you r n erves - the
ch am b erm aid s shou t lou d ly early in the m orning, th ey don't chang e bed
linen in tim e, the steward is careless, the desk-clerk never does w hat you ask
him to . You w a n t to sign out b ut you hav e paid in advance for 10 days.
CREATIVE WORK
7Write in details the way a person should put up at a hotel.

f t ! Write short stories using these statements:
1. You phone a hotel receptionist. You want to book rooms for yourself, your sister, her
husband and two children for a tw o weeks' holiday in June.
2. Describe the feelings when your friend or you came to a big city and could find no
accommodation. What did you do?
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E S S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
3. Imagine that you have just arrived at a small resort town and are looking for a
room to rent. W hat questions will you ask the landlady?
4. You arrive in London and go to a sm all hotel in Kensington. Describe all that
happens, w hat you say from the tim e you go through the door till the tim e when
you find yourself in your room. Then describe the room.
5. W elcom e a foreign guest to your city, tell him about the room you reserved for
him and about the plans for the next day.
Ex.3
LEXICAL TOPIC: Everyday Services

GRAMMAR THEME: Indirect Speech (I)
Lesson
WARMING UP
1. What labour-saving devices have you got at home and why did you buy them?
2. Have you ever had a bad experience with any household appliance?
3. What Personal Service Establishments are there in your town and what service do
they provide?
4. Can you imagine your life without everyday services? Why not?
VOCABULARY
Topical words, word combinations and
Labour-saving devices
electric appliances
indispensable in the household
to save a lot of time and labour
the latest model
moderate/ reasonable price
light in weight
noiseless
dishwashing machine
washing machine
sewing machine
vacuum cleaner/hoover (Br. E)
freezer
refrigerator/fridge
electric floor polisher
dough-mixer
blender / mixer
coffee-grinding machine / coffeegrinder
microwave oven
all purpose electric kitchen appliance
potato-peeler
vegetable-cutter
electric lights go out
to change the bulbs
to mend the fuses
multiple service establishment
minor alterations and repairs
to put on patches
to mend rips and tears
to rip the seams of a garment
to press creased clothing
to iron
to sew (sewed, sewn) a button on
to wrinkle at the waist
collocations
to be baggy at the knees
to be tight in the shoulders
hosiery
to darn socks
to shrink (shrank, shrunk)
to develop and print snapshots
to keep perfect time
to be 5 minutes fast / slow
skin treatment
skin irritation
massage
at the hairdresser's / at the barber's
hairdo
haircut/clipping
to have one's hair clipped
hairdryer
to trim
to have one's beard / moustache trimmed
to cut/ pare/ trim one's nails
to do / manicure one's nails
to file one's nails
to have one's toenails cut
to have the skin on one's feet softened
chiropody / pedicure
to trim one's hair at the back and sides
close shave/ clean-shaven
close/ narrow shave
safety/ straight razor
shaving brush
at the shoemaker's
to be worn down
to want repairing
to heel a pair of shoes
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ES S EN T IA L ENGLISH FOR COMMITTED LEARNERS
s P S S 1
Vocabulary exercies
1
Study and memorize the following information:
Public Service
Establishm ent Offering It
People Offering It
Laundering & ironing
laundry
launderette
laundromat
laundress
dry cleaning & dying
dry cleaner's & dyer's (shop)
dry cleaner
dyer
shoe repair
shoemaker's (shop)
shoemaker
watch repair
watchmaker's (shop)
watchmaker
TV/DVD/radio repair
TV/DVD repair shop/ service
TV repairer
motor & car service
motor repair's
garage (service)
mechanic
document copying &

printing/ typing
Xerox office
typist
Xerox machine operator
hairdressing &
m anicuring/
chiropody (pedicure)
hairdresser's
barber's
manicurist's
chiropodist's
hairdresser
barber
manicurist
chiropodist
making clothes
tailor's (shop)
tailor, dressmaker
taking photos
photographer's
photographer
*11 Fill in the missing words using the prompts given below:
Manicure, latest style, tender, prosperous, appearance, dyed, rely, bald patch, hanging in
strands, becoming, shampooed and set, hairdo, trimmed, a knot, bleeding
At the Hairdresser's
Mary:
Darling, I hope you haven't forgotten about the party we were invited to
last week?
John:
Certainly not, my dear. I was just going to remind you of it.
Mary:
You needn't remind me of such things, John. But you can't expect me to
go to the party looking like that.
John:
What's wrong about y o u r...? I think you look quite nice.
Mary:
That's man all over! He calls it nice with my h a i r . . . and my fingers that
need a . . . .
John:
I dare say you are right, Mary. As to me, I need a shave badly. Look herelThere
is nothing to worry about. We have plenty of time yet before the party.
(No sooner said than done. Mary goes to a hairdresser's.)
Hairdresser: Good afternoon, madam. Would you sit here, please? What would you
like?
Mary:
I want my h a i r ...
Hairdresser:
Mary:
Hairdresser:
Mary:
Very well, madam. Could I help you to put on this cape?

Shall I lean over?
Yes, please. Would you like a colour rinse or tinting?
No, thank you. . . . hair is not very much in fashion now. My hair is
naturally auburn. So, after washing it'll look fine.
Hairdresser: All right. Now I'll just dry your hair and set it. Do you prefer this .. . ?
Mary:
Oh, no. It may be beautiful but the trouble is there are so many women
going about with this hair style. They look so much alike that one can't
tell them apart.
Hairdresser: Well, would you like to have it done in ... at the back? I'm sure it'll look
nice on you, madam.
Mary:
I am not sure, but, good, I ... on you.
(Meanwhile John is having a talk with a barber.)
Barber:
Good afternoon, sir. What can I do for you?
John:
I want a shave and a haircut.
Barber:
Yes, sir.
John:
Be careful, my skin is very ....
Barber:
Don't worry, sir. It happened only once that I cut a customer. He jerked
his head and I cut his cheek. But I soon stopped the . . . Would you like a
hot towel massage?
John:
Yes, please. I want to have my moustache and beard ...
Barber:
Very good, sir. Now, for the haircut. How short would you like it?
John:
Not too close. Don't take too much off on the top.
Barber:
I see. Your hair is getting rather thin.
John:
Yes. Soon I'll have a splendid ... on my top. Just think of it, once I used to
have a mop of hair really: How time flies!
Barber:
May I advise you to change your parting? Would you like it on the right
side, sir?
John:
Good.
(An hour later John and Mary meet at home.)
John:
Oh, Mary, you are a regular beauty with this new ... It's awfully ... to you!
Mary:
It is, isn't it? Aren't you a darling too? Looking so young and .. . I'm sure
all the girls at the party will fall in love with you at first sight.
1- Match the word with its definition:
1.
electric appliance a) a type of oven that cooks food very quickly using very short
electric waves instead of heat
2. noiseless
b) the action of pressing and rubbing someone's body with
your hands, to help them relax or to reduce pain in their
muscles
3. vacuum cleaner
c) treatm ent for feet and toenails, to make them more
comfortable or beautiful
4. microwave oven d) an electric machine that you use to mix liquids and soft
foods together
5. to iron
e) without making any sound
6. hosiery
f) a machine that blows out hot air for drying hair
E S S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
7. massage
8. hairdryer
9. pedicure
10. blender
g) a piece of electric equipm ent such as a cooker or washing

machine, used in people's homes
h) a general word for tights, stockings or socks, used in shops
and in the clothing industry
i) to make clothes smooth using an iron
j) a machine that cleans floors by sucking up the dirt from
them
Match the beginning of the following sentences with their corresponding

ending:
1. Good afternoon, gentlemen,
2 .1just want to look at patterns of cloth,
3. Will you just look through
4 . 1like that;
5. Now what style do you want,
6 .1got a suit that might have been made
for me 7. Now about the trousers,
8. If you go into the next department
with this assistant
9. You are lucky, getting out of it,
10. Will you just step into the fittingroom
a) will it wear well?

b) it fits perfectly.
c) do you like them wide?
d) are you being attended to?
e. but ready-made suits won't fit my
figure at all.
f) he will show you our stock.
g) and the fitter will measure you?
h) I want a new suit.
i) single-breasted or double-breasted?
j) this book of patterns?
1 Supply the suitable words from the list below:.

Shoeblack, tailor, photographer, mender, locksmith, watchmaker, hairdresser, client, dyer,
electrician
1. A person whose trade is the making of outer clothes is called ...
2. A person who makes controls or repairs electric wiring, appliances and machinery
is called ...
3. A person who makes and repairs locks, etc. is called ...
4. A person whose trade is dyeing is called ...
5. A person who cuts and dresses men's and women's hair is called ...
6. A person who repairs, puts right, restores to a good condition, as a shoemaker,
watchmaker, locksmith, etc. is called ...
7. A person who visits a service establishment to get his things repaired, fixed or
restored is called ...
8. A person who stands in a public place and, for a small fee, cleans the shoes of
passers-by is called ...
9. A person who cleans and regulates watches is called ...
10. A person who develops and prints photos is called ...
Complete the sentences using the pattern below:
1. A suit, if crumpled, has to be ironed.
2. Shoes and boots, if worn down, have to be ...
3. Woolen clothes, if stained, have to be ...
4. Dresses and shirts, if shrunk, have to be ...

5. Clothes, if out of fashion, have to be ...
6. A coat, if torn, has to be ...
7. A button, if come off, has to be ...
8. Sleeves, if very long, have to be ...
9. A household appliance, if out of order, has to be ...
10.Trousers, if short, have to be ...
1
Explain in English the meaning of the following words:
Express shoe-repairer's, a camera, the barber, shaving lotion, permanent wave, a selfservice laundry, to take one's measurements, a floor polisher, a spray, a rental office.
GRAMMAR
m ill Change the following statements from Direct into Indirect Speech:
1. Mary says: "I can never find anything suitable in the stores."
2. Mother says: "If you like we can call in at the tailor's this afternoon."
3. Peter says: "My suit is terribly worn."
4. My brother says: "I am in a hurry for my coat - I'm leaving tomorrow."
5. Father says: "They have a pattern of that cloth here."
6. Bob says: "They have some very good new tweed suiting in brown and grey."
7. Irena says: "We have a fine range in ready-to-wear clothes."
8. Tom says: "This pattern seems to be right."
9. Jack says: "You can make me a suit of that cloth"
10. Barbara says: "I think double-breasted style seems more fashionable at present."
11. Sue says:"Ready-made suits won't fit my figure at all."
12. They say:"W e don't do light-coloured clothes express service."
13.The grandfather says:"I will take my coat to the cleaner's."
14. My aunt says: "You haven't taken the buttons off."
15. His cousin says: "My parents are sending the suit to me this afterno on."
If lM i Change the following questions from Direct into Indirect Speech:
1. She asks: "Is your uncle James a good cook?"
2. He asks:"Have you good ready-made suits?"
3. They ask: "Does your brother fix electric devices himself?"
4. Fred asks: "When can I come to try on the trousers?"
5. My grandmother asks:"Can you imagine your life without everyday services?"
6. John asks: "When is your fitting?"
7. His girlfriend asks: "What Personal Service Establishments are there in your town?"
8. Our neighbor asks: "Have you ever had a bad experience with any household
appliances?"
9. Her uncle asks: "Do you have a pair of scissors?"
10. Her friend asks: "What can you say about shoemaker's shops in your town?"
11. The hairdresser asks: "Do you have your hair set regularly?"
12. The husband asks: "How long does it take the dry cleaner's to clean a suit?"

13. The shop-assistant asks: "Would you try the pants on?"
14. The photographer asks: "Are you good at photography?"
15. My brother asks: "Is photography your hobby?"
16. Helen asks: "Where do you have your hair set?"
17. The mother asks: "Do you manage to do all the work by yourself?"
18.The laundress asks: "Who helps you with the washing up?"
19.The client asks:"Does it sit well on the shoulders?"
20. The mechanic asks: "What is the capacity of your washing machine?"
W S*1 Change the following requests from Direct into Indirect Speech:
1. She says: "Remove the stain with petrol."
2. They say: "Come this way, please,"
3.Ted says: "Show me your new TV set, John?"
4. Ann says: "Make the dress half an inch longer."
5. My brother says: "Come next Friday for a final fitting."
6. Her sister says: "Go to the cleaner's first."
7. Their friends say: "Don't use too much soap with the coloured clothes."
8. Alice says: "Come and pick up your shoes tomorrow."
9. Jack says: "Develop and print this film."
10. Henry says: "Give me two films for this camera."
11. Brain says: "Take your receipt."
12. Jane says: "Don't complain about your new washing machine."
13. George says: "Come and see the new camera today in the afternoon."
14. Jim says: "Show me a vacuum cleaner that is light in weight"
15. Tom says: "Don't switch on the mixer. It needs mending."
READING
The Changing Pattern of O ur Life
Sometimes when we switch on our automatic washing machine or vacuum

cleaner we think o f the days when all the household chores took hours and hours to
be done.
Much preparatory work had been done on the washday, for example, as there was
no tap water and no gas heater.
W hen I think o f the washdays o f my grandmothers childhood in the 1920 s, I
see long lines o f white bed linen, clothes, baby clothes; and rows o f towels, tea towels
and other small articles lying on the green grass to bleach in the summer sunshine.
The rain water was collected from the roof of our farmhouse into a tall barrel and
transferred to the washing boiler. This was often a Saturday afternoon task for my
father as it needed someone tall and strong to bucket the water from one to the other.
On Mondays at 7.30 a.m. the fire got going under the boiler and in about half an
hour the washing began.
The new electric appliances have changed the pattern o f our home life completely:
the washing, cleaning and cooking take much less time.
ESS EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S 1
Now the daily routine is constantly changing due to the fact that more laboursaving devices have been introduced into our lives.
But the new devices have made the household work more sophisticated. One
should know how to use all these electric appliances, how to make them work so
that they dont break very often and dont give us much trouble. What things must
we get first: an electric toaster, a hoover, a refrigerator or a washing machine? And
how shall we make use o f our leisure time now when we have more and more free
time?
If W li Find in the text English equivalents to the following words and word com
binations:
Aspirator; lucru de rutina; apa de la robinet; copilarie; lingerie de pat; lucruri; a se
inalbi; aparate electrice; datorita faptului; a folosi; a se strica; a face probleme; frigider;
timp liber.
; ; ; ; ;
; ; ; , ; ;
; ; ; .
ItlW Answer the following questions:
1. Why did the household chores take hours and hours to be done in the past?
2. Did it take much time to do the washing in the country in the 1920's? Why?
3.What do you imagine when you think of the washdays of your grandmother's
childhood?
4. Whose task was to collect water? Why?
5. How much time does it take you to do the washing now?
6. What has changed the pattern of our home life completely?
7. What labour-saving devices have been introduced into our lives?
8. Why have the new devices made the household work more sophisticated?
9. Do women know how to make use of their leisure time now?
10. How much time does it take you to do the rooms?
Ifm
Correct the sentences if it is necessary:
1. In the past all the household chores took little time to be done.
2. Little preparatory work had been done on the washday, for example, as there was
tap water and gas heater.
3.The rain water was collected from the roof of our farmhouse into a tall barrel and
transferred to the washing boiler.
4. This was often a Monday afternoon task for my brother.
5. On Mondays at 7.30 a.m. the fire got going under the boiler and in about half an
hour the washing began.
6. Nothing has changed the pattern of our home life.
7. Now the daily routine is constantly changing due to the fact that more laboursaving devices have been introduced into our lives.
8. The new devices have made the household work easier.
9. These electric appliances break very often and give us much trouble.
10.The first thing we must get is a washing machine.
157
mm
m m ,m

Y esterd ay's Lu x u ry Is Today's N ecessity
Helen:
Mary:
John:
Helen:
John:
Mary:
John:
Mary:
Helen:
John:
Mary:
Helen:
Mary:
Helen:
Mary:
Jonh:
Mary:
How do you manage to do all the work by yourself, Mary, with a fam ily of
four?
Well ,. . . housework keeps me, busy, you know. As soon as one job is finished
there is another waiting to be done. The children are too small to help.
Don't forget to say that I do my share. I'm always willing to lend ... hand.
Oh, John, I haven't seen you doing much housework.
Oh, haven't you? Who helps with .. . washing up? Who mends anything that
gets broken? And when the electric lights go out who changes ... bulbs or
mends ... fuses? I think I do my share.
Yes, he's very useful, Helen. Besides, he helps with ... children.
And I must admit that housekeeping is much easier than it used to be. Times
have changed. Now we don't think what blessing electricity is. We soon
become accustomed to new things and take them for granted. Nobody
thinks of electricity as ... luxury now. Yesterday's luxury is today's necessity.
I don't know what I should do without my vacuum cleaner, washing machine
or refrigerator, to say nothing of television and ... telephone.
Will you show me your TV set, John?
It's ... new model. With ... very stylish silvery body and ... liquid-crystal color
800x600 dot resolution TFT screen. ... resolution is not large but we like its
design; and Mary says it suits our interior and it's wall mountable.
That's true. We have no reason to regret. And now let me show you my new
washing machine. We've purchased it in .. . credit. And I like it so much!
Is it so special?
Yes! First of all it uses less energy than most other machines of its class. Then
you know how much I hate ironing. So, ... innovative steam programme
continuously sprays steam and gently rotates ... drum to remove effectively
creases and odours from ... fabric between washes.
And what is ... capacity?
This machine has ... large 8kg capacity drum to allow you to wash bigger
loads and bulkier items at one go.
It has 9 different washing programmes!
But still... It's ... pity that no one has invented ... ironing machine yet.
Fill in the blanks with the prepositions listed below:

On, out, for, on, in, on, under, for, on, in
At th e Tailor's
William:
Tailor:
William:
Tailor:
William:
I have called to be fitted on for my suit.

Oh, yes! Will you come this way, please, and I'll send ... your suit? Will you
try ... the coat and waistcoat! How does that feel?
Yes, it's not bad. I think this sleeve is r a t h e r ... the short side - could you
lengthen it?
Yes, it is a bit short; I'll make it half an inch longer.
The coat's t i g h t . .. the armpits.
& ' v 4 1?
--
ESSEN T IA L EN GLISH F OR C O M M I T T E D L E A R N E R S
Tailor:
William:
Tailor:
William:
Tailor:
William:
Tailor:

Yes. I'll let i t . .. a little there and take i t . .. at the waist; it is rather too full
there. Apart from that, I think it is very good.
Does it sit w e l l . .. the shoulders? I am always difficult to fit there.
Yes, it sits quite cozily there.This is the lining we are putting . . . ; d o y o u like
it?
Yes, I think that will look very well; when will you have finished?
Can you call next Friday ... a final fitting? It will be finished then, but we
can see if any further alterations are needed.
Very good. Have a nice day then. And see you . . . Friday.
Have a nice day too, sir, and thank you.
Fill in the missing words listed below:
Dryer, suit, first, launderette, morning, soap, cleaner's, crowded, dress, empty, waste time,
this, clothes, machines, spots
The Dry Cleaner's and the Launderette
Jane:
Sheila:
Jane:
Sheila:
Jane:
Sheila.:
Jane:
Sheila:
Jane:
Sheila:
Lady:
Sheila.:
Lady:
Sheila:
1
We ought to go to the cleaner's first.

No, we ought to go to the launderette . . . , oughtn't we? It's nearer. We don't
want t o . . . .
Yes, you are right but it's usually very .. . , isn't it?
Yes, but there must be at least 2 empty . . . . Here's the ...
The machines that are next to the ... are empty, aren't they?
No, those are full. These two are ... Now remember. You mustn't use too
muc h. . . and you mustn't put bleach in with the coloured ...
Yes, I know. You sound the same as Mum.
Sorry. I think I ought to go to the ... now. We haven't got much time.
Yes, you are right. We oughtn't to waste time.
Is it possible to have this ... cleaned by this afternoon?
Yes, madam.
Is it possible to have my . . . done, too? There are a few ... on the jacket.
No, we can't do the suit by ... afternoon. Can you collect it tomorrow ...?
Yes, I can.
Read the following text and choose the correct alternatives:

History of Photography
George Eastm an, a Rochester bank clerk, becam e interested/interesting

in photography in the late 1870s. He spent three years developing a dry-plate
process for photography. After obtaining patents for the process and for a m achine
to produce/use large num bers of the plates, he form ed the Eastm an Dry Plate
Com pany in 1881. Three years later, Eastman introducted/introduced a new film
system using paper coated w ith gelatin and wound on a roll. With roll holders
adopted/adaptable to most existing plate cam eras, the system was an im m ediate
success, in 1884 the com pany changed/exchanged its name to Eastman Dry Plate
and Film Com pany.
In 1888 the company discharged/launched the first easily portable camera, priced
at $25 and holding enough rolled film for 100 exposures. To develop/design the film;
159
ESSEN T IA L EN GLISH FOR COMMITTED LEARNERS
owners sent the entire camera to Rochester, where the film was processed and new film
inserted in the camera. Eastman called it the Kodak camera, inventing/discovering the
name by trying combinations of letters starting and ending with K, which he considered
"a strong, incisive sort of letter". The company advertised the camera with the slogan
"You push the button, we do the rest."With its small size and ease/easy of use, the Kodak
camera introduced a revolution in photography, helping to open the hobby to masses
of amateur/professional photographers.
: Retell the content of the text The Changing Pattern o f Our Life.
CONVERSATION
| Read, translate, entitle and reproduce the following dialogues:
Client:
Shoemaker:
Client:
Shoemaker:
Client:
Shoemaker:
Client:
Shoemaker:
Client:
Shoemaker:
Client:
Client:
Tailor:
Client:
Tailor:
Client:
Tailor:
I would like to have these shoes repaired. As you see my heels worn
down.
Yes, new heels are to be put on.
Will you repair the shoes while I wait?
I'm very busy now. You can pick up your shoes tomorrow.
At what time?
Anytim e.
How much will it cost?
$6. What's your name, please?
Peter Brown
All right. Here's your sales slip.You'll pay tomorrow when
getting the
shoes.
Thank you.
Do you do alternations?
Yes, we do.
I'd like to have these pants shortened.
All right. How many inches?
Not more than two.
Would you try the pants on? I'd like to see them on you. Our fitting room is
to the left.
Client: Okay. Just a minute. When can I pick up my pants?
Tailor: They will be ready on Monday.
***
Photographer: Good morning. May I help you?
Yes. I'd like to have this film developed and printed.
Client:
Photographer: Okay. Anything else?
Please, give me two film s for this camera.
Client:
Photographer: Here you are. 4 dollars and 35 cents.
When will my pictures be ready?
Client:
Photographer: It will take us five days. Here's your receipt.
Client::
Mechanic:
Client::
Mechanic:
Client:
Mechanic:
Client:
I'm afraid I've got a complaint to make about my washing machine.

I'm sorry to hear it. What's the matter with it, exactly?
Well, when I turned it on yesterday, there was a blue flash and then it
just stopped. So I haven't been able to finish the wash.
I see. And is it still under warranty?
Yes, we bought it about two months ago.
All right. I'll come and see it today in the afternoon. What's your
address?
22 Oxford street. Thank you very much. I'll be waiting for you.
Make up dialogues using the following clues:

a) Complaint about a refrigerator. Nature of com plaint: sudden peculiar noise, motor
cut out, had to cook and eat all the frozen food. When bought: three months ago.
b) Complaint about a gas cooker. Nature of complaint: automatic tim er is broken,
hermostat has stopped working, too; yesterday's dinner was ruined. When bought:
six months ago.
c) Complaint about a television set. Nature of complaint: making strange buzzing
sound for tw o days, smell of burning last night, had to switch off - fam ily missed
favourite show of the w eek. When bought: ten days ago.
In pairs, discuss which of the following devices and electric appliances:

is the most useful
# saves the most time
wastes the most time
is largely a waste of money
* you would choose if you could only have one of them.
1. Colour flat screen TV
2. Fridge
3. Electrical knife
4. Steam Generator Ironing
5. Home Phone
6. Hairdryer
7. The LG steam washing machine
8. Canon Photo Printer
9. Camera
10. Laptop.
H T W i w h at will you do if:

1. You need some photos to renew your passport;
2. Your hair looks untidy;
3. Your dress fits you badly but still you want to wear it;
4. Your watch glass has got cracked;
5. Your watch is fast;
6. You have some butter stains on your new jacket;
7. Your coat is creased;
8. Your hair seems too straight for me;
9. The sleeves of your jacket are frayed;
10. Your coat button has come off.
I ESS EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S I !
Q j| CREATIVE WORK
8 Write in details your visit to the tailor's.
! Describe the pictures below:
Ex.3 Write short stories using these statements:
1. Everyday services have given us the possibility to be less busy about the house.
2. Womens work is never done. As soon as one job is finished there is another waiting to
be done.
3. Housekeeping is much easier than it used to be. Times have changed.
4. Nowadays we dont think what a blessing electricity is. We take it fo r granted.
5. Give an imaginary account o f how you decided to have an evening dress (trouser-suit,
coat) made to measure.
162
mm
INDEPENDENT USER B1 Threshold
W W W
LEXICAL TOPIC: Healthcare

GRAMMAR THEMES: The Simple Past
Tense. The Complex Object
Lesson
12
WARMING UP
1. Do many people consider themselves healthy nowadays?
2. Which are the factors that make our health better/worse?
3. For which problems will you go to a doctor?
4. How do you take care of your own health?
VOCABULARY

first aid kit
rash
to be (un)conscious
pharmacy; pharmacist
insect bite
to have a heart attack
prescription
pain reliever/killer
bruise
to have an allergic reaction
cut
to get an electric shock
cold tablets/pills/capsules
sunburn
to get frostbite/burnt
cough syrup
blister
swollen finger
to overdose on drugs
throat lozenges
to feel dizzy
eye drops
cough
to feel nauseous
nasal spray
sneeze
to throw up/vomit
ointment
headache
to have a bloody nose
sore throat
toothache
to have a running nose
nasal congestion
earache
to have
fever/temperature
stomachache
to be fit and healthy
cold/flu
backache
to be good/bad for one's health
ear infection
waiting room
to be in good/poor health
measles
insurance card
to make an appointment
mumps
examining room
to check blood pressure
allergy
blood pressure gauge
to take the temperature
diabetes
blood test
to look in the throat
asthma
syringe
to examine the eyes
(tuberculosis)
thermometer
to draw blood
heart disease
heating pad
to get an X-ray
high blood pressure
to be injured/to be hurt
ankle
163
mm
E S S E N T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
1 1 Guess what the duties of the following members of the hospital staff are:
Physician, radiologist, ophthalmologist, nurse, surgeon, anesthesiologist, dietician,
orderly, dermatologist, immunologist.
a) What services are rendered in a Dental Clinic? Make up sentences using the
following words:
Dental assistant, cavity, drill, filling, orthodontist, braces, to give a shot of
anaesthetic, to drill a tooth, to fill a cavity, to pull a tooth.
Translate and memorize the following collocations:
b) HEALTH SERVICE may be: free; national; com m unity; public; fam ily; excellentgood; bad; poor; declining.
- HEALTH can be: excellent;full; perfect; delicate;failing;fragile; ill; poor;general; mental.
- People can: enjoy; have; look after; maintain; improve; promote; recover; regain;
nurse sb. back to; damage; harm; ruin; undermine; destroy; risk HEALTH.
- People can: appear; be (born); feel; look; seem; become; keep sb; remain; stay; be
perfectly/ fairly/ quite/ apparently/ mentally/ physically HEALTHY
1. Am programare la medic. 2. Am programare la ora zece. 3. Cum va numiti? 4. Va rog,
luati locTn sala de ateptare. 5. Medicul vine imediat. 6. Cu ce va pot ajuta? 7. Am tot timpul
dureri de spate. 8. Am adesea dureri de cap. 9. Va rog sa va dezbracati. 10. Va fac injectie.
1. . 1. . 3. ? 4.
, . 5. . 6.
? 7. . 8. . 9.
, . 10. .
Choose the appropriate answer:
1.
The doctor had three ... of nose-bleeding in the same day.

a) aspects
c) examples
d) illnesses
2 . had a very bad cold and couldn't stop . . . .
(a)
b) snoring
c) spitting
d) yawning
a) sneezing
3. The doctor examined him carefully and .. . influenza.
a) concluded b) decided
c) diagnosed
d) realised
4.$ome diseases ... quickly from one person to another.
a)\catch
b) get about
c) move
d) spread
5. It was a minor illness and he soon g o t ... it.
a) around
b) on with
d) up to
f(c)
d over
6 . 1 can never touch lobster because I am ... to shellfish,
a) allergic
b) infected
c) sensible
d) sensitive
7. My grandmother is very old and is n o t ... very good health,
a) from
b) in
c)
c) on
on
8. You keep sneezing. You must have c a u g h t___
a) a cold
b) a cough
c)
Iness
c) aa headache
headache
Iness
9. The teachers at school w e n t . .. with flu one after anotner.
a) down
c) out
d) under
10. He ... a rare disease when he was working in hospital,
a) caught
b) infected
c) suffered
d)took
Match correctly:
a)
1 .1keep getting headaches.
2 . 1can't get into my clothes.
3 . 1can't sleep at night.
4. My eyes are often sore and I sneeze
a lot.
5. I'm going to Nepal on business.
6. I've got a bad stomach.
7 .1feel much better now, doctor.
8. I've got a terrible cough.
9. I've burnt my mouth.
1 0 .1feel so dizzy today.
a) Good, you needn't come back for a

month.
b) Sit down for a while.
c) Don't drink such hot tea.
d) You ought to walk more.
e) You should have a few injections.
f) You shouldn't eat so much fried food.
g) You really must lose some weight.
h) You should have some allergy tests.
i) Perhaps you should have an eye test,
j) You really must stop smoking.
1. Why are you sneezing?

2. Why are you crying?
3. Why are you yawning?
4. Why are you stammering?
5. Why are you coughing?
6. Why are you bleeding?
7. Why are you sweating?
8. Why are you shivering?
9. Why are you shaking?
10. Why are you hiccoughing?
a) I'm terrified by this story.

b) I've cut myself with a bread-knife.
c) I ate too quickly.
d) Cigarette smoke irritates my throat.
e) You are hurting me.
f) I have a bad cold.
g) I'm very cold.
h) It's too warm in here.
i) Your dog has frightened me.
j) I'm bored with this lecture.
b)
Fill in the English translation of the word(s) in brackets:

1. Diana was seriously ill some time ago. She is still weak but her health is ...
(imbunatate^te/) rapidly and no doubt she will be all right soon.
2. His injuries are so serious that he may . . . (/) an invalid for the rest
of his life.
3. His eyesight is poor, so he has to w e a r... (ochelari/).
4. She decided not to marry and to ... (dedice/ ) her whole life to helping
the mentally retarded.
5 .1 have recently read about a youth who ... (a salvot/cnac) four children from
drowning.
6 .1went for the doctor about my cough and he prescribed some (tablete/).
7. It was quite a bad cut and it was bleeding, so I put on a ... (pansamerit/).
8 .1hurt my wrist yesterday playing football and today it's ... (umflata/o).
9 .1think he has fainted! Quick, someone, call an ... (ambulanta/ ).
10.There is nothing a doctor can do about the common cold, there's no known ...
(tratament/).
Choose the appropriate variant:

1. He treats children's diseases.
a) an orthopaedist
b) a paediatrician
c) a pathologist
2. He corrects deformities of the body.

a) an orthodontist
b) an orthopaedist
c) a pathologist
ES S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S 1
3. He is a medical doctor who specialises in the diseases of the eyes,

a) an oculist
b) an optician
c) an orthopaedist
4. He makes your eyeglasses,
a) an oculist
b) an orthopaedist
c) an optician
5. He specialises in the disorders of the mind,

a) an internist
b) a psychiatrist
c) a physiotherapist
6. His speciality is taking and interpreting X rays,

a) a neurologist
b) a radiologist
c) a general practitioner
7. He specialises in diseases of the nervous system,

a) a cardiologist
b) a dermatologist
c) a neurologist
8. He treats diseases of old age.
a) a pediatrician
b) a cardiologist
c) geriatrician
9. He specialises in skin diseases,

a) a pathologist
b) a dermatologist
c) a geriatrician
10. He brings children into the world,

a) a surgeon
b) an obstetrician
c)
s s
a pediatrician
Choose words from the group below to complete the sentences:
Dizzy, feverish, queasy, rash, runny, seedy, sore, swollen, to cough, to vomit
1 .1haven't taken her temperature yet but her face is flushed and she seems ...
2. It's hard to describe. I feel generally ... Can you prescribe a tonic?
3. When I stand up the room seems to be going round. I feel really ...
4. I'm not in pain but the glands in my neck seem to be ...
5. I've got a tickle in my throat. I can't stop ...
6 . 1feel a bit queasy. I think I'm going to ...
7. I've come out in a ... all over my chest and arms. I think I may be allergic to strawberries.
8. It's like being sea-sick. I fe e l... w henever I move about.
9. My throat is awfully ... I hope it's not another bout of tonsillitis.
10. I've got a ... nose. I suppose it's a cold coming on.
GRAMMAR
E U
Write the Simple Past of the following irregular verbs:
Watch, clean, stop, treat, cure, arrive, visit, return, cook, yvalkj work, look, like, iron, play,
stud/, loye, open, close, start, water, clitfib,nstqy, call, kiss, tidy, wash, b in d , pronounce,
cough,s neeze, hiccup, listen, prefer/help, plan,Answer, type, post? _heal,. remember,
reme
inject,
. ; I
.
0f e
n i
.
i
_
I
rr^~
inhale, exhale, wait,pperat^jpyold, examine, test, breathe, suffer, prescribe, infect, rinse,
hospitalize, sprain, drown, swallow, overdose, bruise, cjyojse, faint, fill in, pull out.
Iti
Id/
/id/
111
Use the verbs in brackets in the Simple Past tense. Make them interrogative and
negative:
Model: George liked taking medicines. Did George like taking medicines? Yes, he did.
No, he didn't.
He didn't like taking medicines.

7
1. My friend (to sprain) his wrist and ankle yesterday.
~,
2. The doctor (to listen) to the patient's chest and (to prescribe) sbme pills.
3. After the party the boys (to suffer) from a splitting headache.
4. The baby (to cough and to sneeze) last week.
5 .1 (to breathe in) ddeply, when I (to visit) the doctor the other day.
6. The dentist (to fill in) my tooth and (to save) it in such a way.
7. Last weekend we (to rest) in the forest, and (to cook) some mushrooms.
8. Mrs. Brown (to want) to become a nurse when she was younger.
9. The surgeon (to operate) on the patient, thus saving his life.
10. When I was a student I (to hate) visiting doctors, so I (to treat) m yself with
herbs.
a n w i a) Write the Simple Past of the following irregular verbs:
Put, take/eel, catch, go, come, break, cut, drink, have, be, lose, make, meet, read, run, see,
sit, tell, write, get, think, eat, shake, Jetie, hurt, send, do, find, blow, bleed ,jft, say, burn,
throw up
b) Use the verbs in brackets in the Simple Past tense. Make them interrogative and
negative.
Model: Mary went to the doctor two hours ago. Did Mary go to the doctor two hours ago?
Yes, she did. No, she didn't. She didn't go to the doctor two hours ago.
1. The old woman (to feel) giddy the day before yesterday.
2. The girl (to say) she was going to faint.
3. The children (to find) it hard to swallow after eating so much ice cream.
4. The man (to keep) sneezing all the time yesterday.
5. The boy (to have) a running nose last week.
6. The man's voice (to be) awfully hoarse 2 days ago.
7. When I (to be) sick, my mother (to take) my temperature 3 times a day.
8. The doctor (to tell) me to hold my breath for a moment the other day.
9. When the boy (to break) his leg the nurse (to give) him some pain killers.
10. The patient (to shake) the medicine before using it.
1 Write the text in the Simple Past tense:
I'm a very w eak boy, so my parents often take me to see the doctor. As a rule I have
a sore throat, a headache, and a running nose. O f course I don't like it, but there's
nothing to be done. We take all the necessary papers and go to the clinic. First of all
w eap p roach the receptionist and tell her about my problem, and then she advises
us w hat doctor to see. Most of all I like to visit the physician, because he exam ines
me very thoroughly: he looks into my mouth to see my throat and tongue, then
he listens to my chest, and later he tells me to run the analyses. After he gets the
results he makes the diagnosis and prescribes me the necessary treatm ent. He
writes a prescription and we all go to the drugstore w here we buy everything we
need. As soon as we com e home, I im m ediately go to bed. I take my m edicines
regularly and get w ell. But I know that when I grow up I'll be a very strong and
healthy boy.
i t H g Write the verbs in brackets in the required tense:

a) 1. What cure you (to suggest) for a bad cold? 2. After graduation he (to return) to
his village where he (to become) a dentist. 3 .Th e doctor (to hesitate) to practise
the new treatm ent. He (not to be sure). 4. You (to get) the best start in business
as a medical man, if you (to decide) to become a dentist, or an eye specialist, or
even a surgeon. 5 . 1(to hear) you (to com plain) about pains in the stom ach. You
(to see) a doctor. 6 .1often (to go) to consult my fam ily doctor. As a rule I (to come)
to the clinic, (to approach) the receptionist, (to take) my m edical chart and (to
go) to my doctor. He usually (ask) me how I (to feel), then (to exam ine) me, and
if necessary (to prescribe) m edicine. 7. It (to be) necessary for you (to see) an eye
specialist. 8. The child (to get) frightened at the sight of the doctor. 9. I (not to
understand) w hy she (not to want) us (to know) about her pregnancy. 10. You
ever (to operate) on patients? Yes, I (to remember) about my first operation. I (to
be) so worried about the patient. But you (to know) the saying "All (to be) well
that (to end) well."
b) One morning Philip (to feel) his head swim, and he (to go) back to bed. There, to
his great surprise he (to discover) he (to be) ill. When the landlady (to bring) his
breakfast, he (to say) he (not to be) well. He (to ask) for a cup of tea and a toast.
A few minutes later Griffiths (to come in). They (to live) in the same house, (to be)
both medical students, but (not to be) close friends. Griffiths (to drop) to inquire
about Philip's health.
"I (to hear) you (to fall) ill. I (to think) I (to come) and (to see) if I can be of any
help. What you (to complain) of?"
"Nonsense", (to say) Philip."There (to be) nothing the matter with me. I (to wish)
you wouldn't bother because of me."
"But it (not to be) any trouble. You'd better (to let) me (to take) your temperature."
Griffiths (to insist). He (to sit) beside Philip, and (to talk) brightly for a moment.
Then he (to take) the therm om eter and (to look) at it.
"Now, (to look) here, old m an, you m ust (to stay) in bed. You (not to need)
(to send) for a doctor. I (to run) to the hospital and (to bring) old Deacon. He
(to have) a look at you. He (to exam ine) you, and he (to be) sure to cure you
w hatever you (to get)."
Philip (to know) the old doctor, whom all the Students (to treat) with great
respect. But Griffiths (to be) most insistent:
"Here, (to drink) some hot tea". And he (to put) the cup to Philip's lips. "Now (to
go) to sleep and I (fetch) the old man."
In an hour he (to be) back with Doctor Deacon.
from "On Human Bondage" by W. S. Maugham, adapted
Make up sentences using the words from the table below:
/, You, they, we,

the boys, his
friends
He
She
Mary
The girl
The doctor
The chemist
The receptionist
The pediatrician
The cardiologist
want /wanted
advise/ advised
expect/expected
me
you
him
wants
wanted
advises
advised
expects
expected
her
it
us
them
Pete
the nurse
the child
the boy
the patient
to air the room,

to get bed rest/ a check up.
to drink fluids,
to change one's diet.
to exercise.
^
_ / ,___
t to take medicine/one s pulse,
not., . . . .
,
M
to inject a drug.
to go to an optician.
to buy a first-aid kit.
to make an appointment.
to check one's blood pressure.
to run a blood test

1. Peter vrea ca John sa-l viziteze la spital cit mai des. 2. Noi vrem ca parintii sa ne permita
sa facem ce dorim. 3. Cardiologul m-a sfatuit sa incetez sa fumez. 4. Asistenta medicala
m asfatuie sa folosesc acest unguent antibacterial. 5. Chirurgul i- sfatuit pe pacienti
sa stea in pat dupa interventia chirurgicala atft de complicate. 6. Oculistul m-a sfatuit
sa-mi procur pereche de ochelari cit mai curind posibil. 7. Medicul ORL l-a rugat sa
deschida gura mai larg, ca sa-i poata examina gitul. 8. Noi dorim ca ea sa ia regulat
pastilele prescrise de medicul de familie. 9. Eu nu vreau ca fratelui meu sa-i fie atft de
tare frica de injectii. 10. Ea vrea sa nu-mi fie frica sa fiu exarninat de specialitii de la
policlinica. 11. Medicul de la Salvare m-a sfatuit sa-mi masor tdnsfunea cel putin data
fn zL 12,, Mama i- sfatuit sa doarma mai mult, ca sa-i refaca puterile. 13. Ei vor ca de
data adeasta sa nu-mi iau certificat de boala. 14. Ele nu vor ca asistenta medicala sa le
masoare temperatura. 15. Eu nu te sfatuiesc sa-ti tratezi ochii la aceasta clinica.
I . , . 2.
, , . 3.
. 4.
. 5.
. 6.
. 7. , .
8. , ,
. 9. , . 10. ,
( ) .
I I .
. 12. ,
. 13. , . 14.
, . 15.
.
ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S ?
READING
Read the selection and say what was wrong with Simon Baker.
Simons First Visit to a D octor

Simon Baker is a little boy from a small Scottish village. Its difficult for his family
to get a doctor, because the closest hospital is 20 kilometers away. Last month Simon
caught a cold. He felt sick for three days, so his mother wanted to bring him to
a doctor. She kept him in bed and gave him medicines every day. Still, he didnt
feel any better. On the third day, he developed a fever. At that time, Simons parents
decided to phone the doctor in order to make an appointment.
The receptionist asked some general questions about the symptoms o f Simons
disease and recommended them to come as soon as possible. There was no time
to lose, and as his parents didnt have their own car, they asked some friends to
take them to hospital. At hospital Simon tried to sleep, and he put his head in his
m others lap. From time to time he looked for the doctor, but he didnt really want
to see him. Simon was always afraid o f doctors and hospitals. Up to that time, he
was very healthy, so he didnt meet many doctors and nurses. As he waited, he grew
more afraid. He saw several patients who suffered from different diseases. Some were
sneezing, shivering or had various allergic reactions. A pale little girl couldnt even
breathe as she had a severe asthmatic attack. The family waited for an hour until the
nurse invited them in.
The doctor apologized for the delay, but there were too many emergencies that
day. Simons parents described to the doctor the symptoms of the boys illness. The
doctor examined the boy carefully. He took Simons temperature, listened to his heart
and lungs with the stethoscope, and held the boys wrist to feel his pulse. Fortunately
the doctor found the problem rather quickly. The cold went to Simons ears, and
he developed an ear infection. Although it wasnt a serious disease, it caused the
pain and the fever. The doctor prescribed Simon some ear drops, cold tablets, cough
syrup, throat lozenges and vitamins. Simon was happy not to get any injections- they
are too painful. The doctor gave Simons parents a prescription and they handed it
in at the chemists.
After taking the pills and following the doctors instructions for several days
Simon felt much better, though he had to keep his bed for five more days.
a) Clarifying details:
1. Who is Simon?
2. What happened to Simon last month?

3. What did Simon's mother do to help her son before taking him to hospital?
4. When did Simon's parents decide to phone the doctor?
5. What was the receptionist's advice?
6. How did Simon and his parents get to hospital?

7. How did Simon feel at hospital?
8. What did he see around while waiting for the doctor?
9. Did the doctor come quickly?
10. What was the reason for the doctor's delay?
11. What caused the boy's pain and fever?
12. Was the boy's disease serious?
13. Did the doctor prescribe medicines or injections for the boy?
14. How long did Simon have to keep his bed?
15. Simon strictly followed the doctor's instructions, didn't he?
b)
Understanding deeper:
1. Why is it so difficult to get a doctor for Simon Baker's family?

2. Why did Simon's parents phone the doctor only on the third day?
3. Why did the receptionist recommend the fam ily to come at once?
4. Why was Simon so much afraid of doctors and hospitals?
. 5. Why did the Bakers wait so long for the doctor?
6. Why did the doctor examine the boy so carefully?
7. Why did the doctor prescribe so many various medicines?
8. Why was Simon so happy not to get injections?
9. Was the doctor a real professional?
10. Why did the fam ily follow the doctor's instructions so strictly?
1 1 Correct the sentences if it is necessary:
1. Simon Baker is from a large industrial Scottish city.
2. Simon caught a cold a month ago.
3. On the third day he developed a terrible cough.
4. His parents immediately called the doctor.
5 .The receptionist advised them to wait a little more.
6. Simon was very happy to appear at hospital.
7. At hospital Simon put his head on his mother's knee.
8. There were no other patients at hospital.
9. The fam ily didn't have to wait for the doctor.
10.The doctor didn't explain the cause of the delay.
11. The doctor made the diagnosis rather quickly.
12. The boy's disease was incurable.
13. The doctor gave Simon's parents a prescription for various medicines.
14. Simon was disappointed not to get any injections.
15. After taking the pills for some days the boy felt much worse.
Put the sentences in correct order:
1. At hospital the boy felt very nervous, as he didn't meet a lot of doctors before.
2. The boy's mother tried to cure Simon herself, but he grew worse.
3.The Bakers live in a small village very far from the nearest hospital.
4. While waiting for the doctor, Simon saw a lot of other patients.
5. The boy finally recovered.
6. The parents decided to ask for the professional help.
171
mm
......... '...............
7. After examining the boy thoroughly the doctor found the cause of the pain and
the fever.
8. The doctor prescribed various medicines for the boy.
9. Once Simon Baker caught a cold.
10. For five more days Simon took the prescribed pills and stayed in bed.
11. An hour later the nurse invited Simon and his parents in.
12. The family's friends took the boy to hospital.
13. Simon's parents described to the doctor the symptoms of the boy's illness.
14. They were advised to come to hospital immediately.
15. Simon was glad that he didn't have to get any injections.
1
a) Fill in the blanks with prepositions (if necessary):

1. Sara was taken . . . hospital.
2 .Tom suffered ... bad headaches.
3 .1have a pain ... my back.
4. John died ... cancer.
5. Susan got worse so they s e n t... a doctor.
6. In some countries admission .. . hospital is free.
7. George didn't want to be ... hospital for so many days.
8. After the accident we rushed the victim s .. . to the nearest hospital.
9. It's so pleasant to come o u t .. . h o sp ital.. . good health.
10.10. What do you know ... your friend's state ... health?
b) Fill in the blanks with articles (if necessary):
1. If I need ... serious treatment I have to go to . . . hospital.
2. Parents told ... d o c to r.. . symptoms o f ... boy's illness.
3. It is difficult to make ... appointment with this physician.
4. The doctor listened very carefully to ... complaints o f . . . patient.
5 . . . . measles is ... infectious disease.
6. My mother took me to . . . doctor the other day.
7. A t ... breakfast he complained a b o u t... headache.
8 .The receptionist gave us ... early appointment.
9. Simon hated going to ... doctor's when he was ... younger.
1 0 .1 0 .1took . . . aspirin, but it didn't help.
d J W i Retell the story as if you were:

a) Simon
b) Simon's mother
c) The doctor
CONVERSATION
***
Jane:
I hear you've been ill.
Cathy: Well, I had the flu for a couple of weeks, but I'm fine now.
Jane:
You're looking well. By the way, did you hear about Mrs. Jackson?
172
Cathy:
Jane:
Cathy:
Pearl:
Susan:
Pearl:
Susan:
Pearl:
Susan:
Doctor:
Patient:
Doctor:
Patient:
Doctor:
Patient:
Doctor:
Patient:
Doctor:
John:
Mike:
John:
Mike:
John:
Mike:
John:
Mike:
John:
Mike:
John:
Mike:
No. What about her?

She had such a bad case of the flu that they had to take her to the hospital.
Oh, I'm so sorry to hear that!
***
Oh, Susan, w hat happened to you? It looks like blood ...
Yea, it's bleeding quite a bit.
How did you get the cut, anyway?
Well, I have prepared the dinner, then I remembered about the salad .. . and
I cut the finger on the vegetable knife.
Poor you! Don't forget to put a plaster on it. Let me help you.
That's so kind of you. Thanks.
***
Hi. Come on in and have a seat. Now what seems to be the problem?
I have a rash on my arm.
How long have you had the rash?
It's been about a week.
Are you taking anything for it?
I put some cream on it but it doesn't seem to be helping.
I see. Are you allergic to any medications?
Not that I know of.
I'm going to give you a prescription for some ointment. I want you to apply
it three times a day. You should also avoid scratching your skin. And it's
important to use as little soap as possible. Make an appointment to see me
next week if it doesn't get better over the next few days.
***
Hi, Mike. How are you doing?
Not so good.
What happened?
I was running for a bus and I hit my foot on something on the pavement and
fell over.
Oh, no. Are you all right? Haven't you hurt yourself?
What can I say . . . After I fell I tried to get up, but I couldn't move. It was
incredibly painful, but fortunately there were few pedestrians around to
help me.
That's lucky. Have they called an ambulance?
Yeah! The ambulance took me to hospital, and they immediately brought
me to the em ergency room. The em ergency medical technician examined
me, took my temperature and blood pressure, drew some blood for analyses,
and made me put on a hospital gown.Then they invited the X-ray technician
who took me to the radiologist. They X-rayed my legs and hands.
You haven't broken anything, have you?
Thanks God, no. I only hurt my leg, bruised my left arm, and I also had a
black eye.
You . . . a black eye ... can't believe it! But you are fine now, aren't you?
Right. I'm fine, only my eyes are also swollen ...
b) T ran sla te :
Doctor: Good morning. Please have a seat here. What's the problem?
Patient: Am durere de stomac insuportabila.
.
Doctor: Do you have a fever?
Patient: Da.
.
Doctor: Do you have any other symptoms?
Patient: Da, mi-e rau.
, .
Doctor: You mean you feel nauseous?
Patient: Da, Tmi vine sa vomit. i acum am de asemenea i ameteli.
. .
.
Doctor: When did the symptoms start?
Patient: Azi-dimineata. Aseara am mincat ceva.
. -.
Doctor: All right. Please take off your clothes to the waist and lie down there. Just
tell me if it hurts when I do this.
Patient: Nu doare. Au, acolo doare.
He . , .
Doctor: Okay. Let's hope it's just indigestion, but we'll need to run some diagnostic
tests to be sure. We'll run a blood test and we'll also need a urine sample.
Patient: Puteti sa-mi dati ceva chiar acum?
- ?
Doctor: Yes, I'll give you a prescription for indigestion tablets.
c)
Compose a short dialogue based on the following data:
Your friend feels sudden sharp pains in the stomach. He asks you for help. Ask him
about his exact symptoms, call an ambulance and explain to them what the problem is.
CREATIVE WORK
1 E x . l l Describe the picture below:
L Ex. 21 Express your opinion on
the following proverbs:
1. Medicines are not meant to live

on.
2. A sound mind in a sound body.
3. Each man is a creator o f a temple
called the human body.
4. Health is the first and the greatest
o f all blessings.
5. Wisdom is to the soul what health
is to the body.
17 4
LEXICAL TOPIC: Leisure Time

GRAMMAR THEMES: Modal
Verbs. The Past Continuous Tense
Lesson
13
WARMING UP
1.
2.
3.
4.
What do people need vacations and holidays for?

What do you like doing when you are free?
What are some pleasant places to go to in your native town/village?
What are the most common leisure interests in your country?
VOCABULARY
Topical w o rd s, w o rd co m b in a tio n s an d co llo catio n s

to watch a movie
to relax
to go to a ball game
to sleep in
to go to the circus
to play cards
to go sightseeing/to do the sights
to play computer games
to do the town/museum
to go out to eat
to see a concert
to go dancing
to rent a video
to go downtown
to surf the Internet
to have a party
to visit friends
to go to the beach
to visit the exhibition
to go on a picnic
to stay home
to be interested in: jogging, cycling, motor racing, parachuting, gliding, horse riding,
horse racing, abseiling, mountaineering
to attend: opera, ballet, drama, operetta, puppet, variety, children's theatre
to get tickets for the performance
to book the seats
Typical questions
A.
Are you free this Friday?

What are you doing this weekend?
Are you busy tonight?
Do you have time after class?

B.
Do you want to go to a movie?

How about having dinner together?
There's a concert at the Lincoln Center. Do you want to go?
Why don't we go bowling?
Possible answers:
1. Sure! Do you want to do something?
I'm free all weekend.
I'm open this evening.
I don't have anything scheduled.
2. Sorry, I have plans this weekend.
I'm going to (Las Vegas) with (my friends).
Unfortunately not. I have something else scheduled.
Not really. (I'm kind of busy tonight.)
3. I'm not free on Friday, but I do have time on Saturday.
I'm going to be out of town, but I'll be back next weekend.
I have something planned. How about tomorrow?
I'm busy today. How about some other time?
4. Sounds good.
Good idea.
That would be fun/great.
When/where should we meet?
V o ca b u la ry ex e rcise s
y^ f k l - Match the questions with the appropriate answers:
Are you busy on Saturday evening?
How about having lunch together?
Do you have time before your English
courses?
Would you like to visit the local museum
of modern art?
Are you free this Sunday?
There's a concert in the town centre.
Would you like to go?
What are you doing this weekend?
Why don't we go on a picnic next week?
Do you have time to join me for the
today's matinee?
Do you want to go to the disco?
Sure! Do you want to do

something?
Not really. I'm kind of busy tonight.
Sounds nice.
Certainly. I am open this afternoon.
I'm going to San Francisco with my
friends.
That would be great.
Not a bad idea.
Unfortunately not.
Sounds wonderful.
I'm not free on Saturday, but I do
have time on Friday.
I Put each of the following words in its correct place in the passage below:
Lifeguards, depth, waves, shallow, horizon, beach, drown, dive, currents, cliffs
Many people's idea of relaxation is to sit on a sandy ... gazing at the broad ... or
watching the ... roll in one after the other. But the sea can be dangerous and every
year hundreds of bathers . . . either when they are carried out to sea by strong ...
or simply because they can't swim and find them selves out of their ... with their
feet no longer touching the bottom. And hundreds more have to be rescued by ....
If you w ant to ... into the sea, from rocks or some other high point, make sure it's
deep enough. If it's ... , you could seriously injure yourself. And finally, if you decide
to walk along the high ... overlooking the beach and the sea, don't go too near the
edge.
1 Choose the appropriate variant:
1. Mr. Brown ... guests to dinner almost every week.
a) amuses
b) claims
c) greets
d) has
2. Mr. B e n n e t... that only his bar sells real French wine.
a) brags
bjcrows
c) exults
d) rejoices
3. Our restaurant can . . . for parties of up to 300 people.
a) cater
b) deal
c) handle
d) supply
4. Drop in for a .. . to eat!
a) bit
b) bite
c) nip
d)sip
5. Mr. Richardson invited his guests to an expensive restaurant. However, he fe lt... at ease,
a) ill
b) painful
c) sick
d) unwell
6 .The little country hotel served them a meal fit f o r ...
a) a king
b) a lord
c) an emperor
d) a queen
7. Lobster is an expensive ... in most restaurants.
a) chaser
b) delicacy
c) flavour
d) spice
8. All the food in this little restaurant is ...

a) handmade
b) home-based
c) home-made d) self-made
9. The ... at that new restaurant is excellent.
a) attention
bjattending
c) care
d) service
10. A new restaurant has opened here which specialises in Chinese ...
a) cook
b) cuisine
c) feeding
d) kitchen
Organize the words and word combinations below according to the arts
that they describe. Certain words can belong to more than one category:
I.
Literature 2. Sculpture 3. Theatre 4. Music 5. Painting 6. Cinema
Drama, piano, audience, work of art, statue, flute, bronze, opera, colourfilm , to applaud,
sculpture, applause, scenery, monument, seat, success, ballet, tragedy, horror movie,
dress circle, classical, to draw, gallery, cinema-goer, museum, stage, operetta, sound,
feature film, stalls, violin, concert, comedy, to compose, performer, balcony, box, to
act, character, to paint, fiction, screen.

1 Put each of the following words or phrases in its correct place in the passage
below:
Farms, pace, unpolluted, national parks, relaxed, cultivated, rural, remote, wildlife,
villages
Away from the urban problems of the city lies the .. . peace and quiet of the
countryside.The air is more likely to be clear and ... , the . . . of life is slower, and the
people living in small ... are more .. . and friendly. Some land is . . . and you'll see
crops growing, as well as animals grazing, on the . . . Some areas of particular natural
beauty are designated as .. . by the government, and here ... can live and move about
safely. It is in places ... from the noisy cities that you can experience the true beauty
of nature.
afffifa Match the names of these films/movies with their types:
1. a soap opera
2. a western
3. a documentary
4. a historical film
5. a crime film
6. a horror film
7. a com edy
8. a tragedy
9. a science fiction film
10. a musical
a) a film about people and events in the past.

b) a film about space travel or life in an im aginary future
c) a film about crim inals and detectives
d) a film w ith lots of m usic and dance.
e) a film about the facts and problems of definite people
which is broadcast several days a week
f) a film about cowboys and life in the Wild West.
g) a serious film with a sad ending especially one in which
the main character dies.
h) a funny film w ith a happy ending
i) a film in w hich m ysterious and frightening things
happen.
j) a film giving real facts about som ething.
f lu GRAMMAR
Use the following sentences in the negative and interrogative forms of the
Present, Past and Future tenses:
1 .1can go hiking in the mountains every week.
2. We can see beautiful landscapes from the top of a hill.
3. Tourists can visit foreign countries only if they have a visa in their passports.
4. Students can go to the Historical Museum on weekends for free.
5. At each turn of the path you may come upon something new and unexpected.
6 .1may visit St. Paul's Cathedral while in London.
7. Tourists may get lost in forests if they are not careful.
8 . 1may ask a policeman in case I can't find the street I need.
9. A good guide must explain the sights to the tourists
10. Any tourist must be very cautious abroad.
11. Students must learn geography if they want to travel.
12. Climbing high mountains must be very hard.
13. My friends may think about a splendid trip to Russia.

14. People must be very cautious on board a ship.
15. Children can get into trouble bathing in a stormy sea.
Make up a short dialogue as shown in the model:
-
May I go out, Mom?

Yes, you may, go ahead. (No, you may not. Water the flowers first)
May I walk the dog, Dad?
Yes, please. (No, you needn't. I've already walked it)
Use the correct form of the modal verbs CAN, MAY, MUST and their equiva
lents TO BE ABLE TO, TO BE ALLOWED TO, TO HAVE TO in the required tense:
When I was a little girl my parents used to talk a lot about hiking, though I ... to
understand what it exactly meant. When I ... read I checked up in the dictionary.
A hike, as English dictionaries say, is a long walk or march in the country, for pleasure
or exercise. And to go hiking is to go for a walk of this kind. I found out that if a person
wanted to see the real countryside he/she ... to spend part of their summer hiking. I
.. . say many people think it's the best way to see the country. I knew a man who ... to
do about five kilometers an hour or even more. But generally speaking, I advised him
not to be in a hurry, so that he ... enjoy his hiking trip. Hiking is a good thing as you
.. . to worry about luggage, tickets, trains and other things. What people ...n e e d is
just a knapsack with a few things necessary for a hike. And if they are still very young
to travel independently, they ... by their parents to go hiking. I am quite certain i t ...
be fun.
I j f c w Put the verbs in brackets in the necessary forms:
Jane: Is that you Jim? I'm afraid I (not to be able) to meet you at 6.30. It (to have) to be
later than that.
Jim: What? You (to mean) you are going to be late again?
Jane: Jim , please, it (not to be) my fault. I (to have to) work an hour overtime this
evening and then after work I (to be able) to go home.
Jim :
It's always something, isn't it? You (to remember) we (to go) to a movie after
dinner?
Jane: I know. I'm afraid, we (have to) miss it this evening, that's all. We (to be able) to
set it some other time.
Jim : Oh, no, we won't. Tonight's the last night.
1 Join the sentences using when, or while. Put the verbs in brackets into the
Past Simple or Past Continuous tenses:
1 .1 (to burn) a lot of calories. I (to ride) my bike.
2. Pete (to visit) the National Gallery. George (to visit) the British Museum.
3. My mother (to travel) by bus. My father (to go) by train.
4. Mrs. Smith (to book) tickets. Mr. Brown (to approach) her.
5. We (to listen) to Carmen. My friend (to go) to the ballet.
6. Mary (to play) computer games. Gina (to enter) the room.
179
mm
mm
7. My group mates (to watch) a horror film. I (to go) skiing.

8. Alina (to wait) for the beginning of the competition. Lola (to swim).
9. Andy (to read) the local newspaper. The train (to arrive).
10. Several boys (to box). The rest (to watch) them fighting.
I f l F l Put the verbs in brackets either into Past Simple or Past Continuous:
a. Mr. Jackson (to come) home at 8p.m. His wife and children (to be) at home. Mrs.
Jackson and his daughter Jane (to be) in the kitchen. Mrs. Jackson (to make) tea,
while Jane (to lay) the table. His son David (to be) in the sitting room. He (to read)
a book, as he's fond of reading. All this (to be) quite normal, but Mr. Jackson (to
understand) something (to be) wrong about the house. He (to be) going to ask his
wife, when he (to see) that the TV (not to work). As they all (to be) fond of watching
television, it (to look) very weird. And he also (to remember) that the final baseball
game (to be) due that evening. When the fam ily (to sit) at the table Jane (to tell) her
father about the problem- the TV (to be) out of order. All members of the family
(to be) the fans of the local baseball team, and they (to look) forward to seeing
the finals for the whole season. What bad luck! But Mr. Jackson (to know) exactly
what to do, while the other members of the family (to try) to find a way out. He (to
suggest) going to the nearest pub, and watching the game there. What a relief for
the whole family!
b. Last year I (to be) in London, and I (to witness) an amazing case. Two cars (to go)
along Baker Street. An Englishman (to drive) Rolls-Royce and a foreign student (to
drive) a Mercedes. The Englishman (to drive) very carefully and slowly. As for the
student, he (not to drive) carefully, he (to look) at a beautiful girl, who (to walk)
along the street. The girl (to wear) a short skirt and (to carry) a heavy bag. The traffic
lights (to turn) green. A dog ( to sit) besides the traffic lights, while a cat (to sit) on
the opposite corner. Suddenly the dog (to see) the cat. And it (to run) across the
road. The English driver (to see) the dog, and he (to manage) to break quickly. The
Mercedes (to crash) into the Rolls-Royce. The girl (to see) the accident, and (to run)
to the telephone box. While she (to dial) the number, the drivers (to quarrel). But
the police (to come) immediately.
'rifrJUvt Put the verbs in brackets in the required tense form:
I (to remember) our Thanksgiving on the farm. When I (to grow) up, we (to live) on
a farm near the town. There (to be) many other relatives who (to live) near us. Every
year they would all (to come), from other farms and from the town, (to be) with us. We
would work for days (to prepare) for the holiday. Mother and the girls (to clean) every
part of the house, while father and the boys (to clean) the garden. We would get all the
extra rooms ready for the relatives. Then the washing (to begin). Mother (to wash) all our
best clothes, while we- the girls- (to wash) up. The men (to cut) extra wood for all the
cooking, for we (to have) an old wood-burning stove. I never (go out) when father (to
kill) the biggest turkey, and then he'd clean the bird. Our favourite time (to be) when we
all (to drive) into town. While the girls (to buy) various kinds of food, the boys (to look)
for drinks. We also (to buy) in town the food that we (can, not, produce) on the farm, like
coffee and sugar.
180
On Thanksgiving m orning the wom en (to get) up early (to start) cooking. While
the wom en (to prepare) for cooking, the men (to bring) in the wood. M other (to
stuff) the turkey w ith bread and onions, and then she (to roast) it. W hile Aunt Ellen
(to make) a dozen pum pkin pies, Aunt Ann (to pick) autum n flow ers from the garden
for the centre of the table. She also (to be) responsible for decorations. I rem em ber
how one year I (to forget) to bring in the vegetables to eat w ith the turkey and the
pies.The older children (to help) set the table, w h ile the tw in babies (to play) in their
high chair. But I (to like) to play w ith the cat, w hile I (to wait) for som ebody to give
me pieces of food. All this tim e our old dog (to lie) under the warm stove, w hile the
cat (to play) w ith us, children. I (to be) convinced, it (to be) the happiest period of
my life.
Ex. 8 Answer the following questions using the word-combinations from the
brackets:
a. Pete and Mary were on the same ship sailing around the world. They got acquainted,
fell in love, and got engaged on board the ship. Being very curious you ask them the
following questions.
1. How did you meet your fiancee? (travel on the sea)
2. What were you doing before you approached her? (watch her)
3. When did you approach her? (have a cup of coffee)
4. What was she doing when you approached her? (talk to the barman)
5. What was the barman doing? (pour coffee)
6. How did you impress Mary? (sing karaoke)
7. When did you propose? (walk on the deck)
8. When did she reply? (dance)
9. When did you tell your parents about the engagement? (write an email)
10. What were your parents doing when you told them the news? (watch TV)
b. Say what people were doing at the time mentioned?
1. What was Tim doing at 7 a.m.? (do morning exercises)
2. What were the children doing all Sunday afternoon? (play football)
3. What was your friend doing at 8 last night? (go to the disco)
4. What were your family doing the whole Saturday? (sunbathe on the bank of the
river)
5. What were John and Jack doing in the afternoon? (fish)
6. What was Ann doing at 5 p.m. today? (play computer games)
7. What were you doing at 9 in the morning yesterday? (listen to music)
8. What were the boys doing the whole day yesterday? (play chess)
9. What was your mother doing when you came home in the morning? (to wait)
10. What was your teacher doing when you paid her a visit? (correct test papers)
"EST Translate into English:

1. Ai putea face rost de bilete la concertul de miine? 2. Eu pot sta acasa i sa privesc
televizorul toata seara. 3. Pot sa mergi duminica la plaja cu prietenii mei? 4. Puteti lua
DVD- ul pentru saptamina. 5. Sudentii nu trebuie sa joace carti la ore. 6.Turitii au
fost nevoiti sa rezerveze bilete din timp, ca sa aiba posibilitate sa vizitezeTeatrul Mare.
7. Vom fi nevoiti sa ne schimbam planurile pentru weekend. 8. Tn timp ce oaspetii

vizitau obiectele turistice, stapinii pregateau petrecere. 9.Toata ziua copiii se scaldau
i se bronzau pe malul lacului. 10. Cind mama s-a intors acasa, Peter cauta informatia
necesara pe Internet.
1. ? 2.
. 3.
? 4. DVD- . 5.
. 6. ,
. 7.
. 8. ,
. 9. .
10. ,
.
READING
Read the selection and say why the Madison family were glad to be home.
Its No Picnic
M ost people have different hobbies, which help them to relieve stress and forget
about everyday work and problems. Those who live in the country may like to go
to a big city and spend their time visiting m useum s and art galleries, windowshopping and dining at exotic restaurants. City-dwellers can spend a quiet holiday
by the sea or in the mountains, with nothing to do but walk and bathe and laze in
the sun.
There are many kinds of leisure activities which people enjoy doing but all of
them, depending on sex, age and place o f living, have their own favourite way of
spending pastime.
Maybe thats why it is so hard for the M adison family to make the right choice.
They often cannot decide what to do and where to go on weekends. For example,
Lily is fond o f skating in winter time. In summ er she likes swimming and jogging.
Nick is always ready to go fishing, snow or rain. Its his favourite pastime. His
wife, Carm en is a home sort. She prefers staying at home on weekends. She likes
watching television and knitting, especially when theres nobody around. As for
Silvia and Danny they spend their weekends in different ways. They may either go
to the cinema, or to the theatre, or to the disco. Sometimes they go for a camping
weekend.
But the week before last the M adisons were unanimous. They all agreed to go to
the country on a picnic. On Saturday everybody got up early in the morning. Nick
went out to get the car ready. Meanwhile his wife and Silvia were making sandwiches.
Soon everything was ready. Silvia packed the sandwiches into a basket and Danny
took it down and put it into the car.
182
mm*
A quarter o f an hour later they were ready to go. But Nick couldnt start the
engine. He tried again and again without success. It took him nearly half an hour to
find the trouble. At last they drove off. The weather was fine. The sun was shining
brightly and everybody was in high spirits. Nick was joking ...
Soon they found a nice place at the riverside. The women wanted to sunbathe
while Danny and Nick were fishing. In the afternoon they had their tea and
sandwiches ...
It was getting dark when they decided to go back. But Nick wasnt able to start
the engine again. Everybody was worried. Besides, the weather was changing. It was
getting cold and it started raining. Nick had to waste almost an hour to repair the
engine.
They got home very late at night. Everybody was tired, but glad to be home.
n
i l Answer the following questions:
a) Clarifying questions:
1. How do different hobbies help people?
2. In what way do people, living in the country, spend their free time?
3. How do city-dwellers relax?
4. What does people's favourite w ay of spending past time depend on?
5. The Madisons always know where to go on weekends, don't they?
6. What is Nick's hobby?
7. What is the best pastime for the women of the Madison family?
8. How do Silvia and Danny spend their weekends?
9. When did the Madisons decide to go on a picnic?
10. Who was preparing food for the picnic?
11. How much time did it take Nick to start the engine?
12. How did the Madison fam ily feel themselves when they drove off?
13. Was everybody worried or excited when Nick couldn't start the engine?
14. The fam ily returned home late at night, didn't they?
15. How did the Madisons feel when they got home?
b) Understanding deeper:
1. Why do people's hobbies differ?
2. Why does a certain type of leisure activity become a person's favourite one?
3. Why is it so hard for the Madison fam ily to make the right choice where to go on
weekends?
4. Why were the Madisons unanimous the week before last?
5. Why was it the women's duty to prepare sandwiches for the picnic?
6. Nick knew everything about cars, didn't he?
7. How would you define Nick's character?
8. Why did men and women relax differently at the riverside?
9. Why was everybody worried when Nick couldn't start the engine in the evening?
10. Were the Madisons more tired or happy when they got home?
I41M Correct the sentences if it is necessary:

1. Hobbies remind people of their everyday work and problems.
2. People, living in the country, often visit the nearest towns and cities in their spare
time.
3. City-dwellers prefer active types of leisure activities.
4. A person's favourite way of spending pastime depends only on his mood.
5. There is no problem for the Madisons to decide how to spend their weekends.
6. Lily is fond of having her weekends somewhere out.
7. Nick is always ready to stay at home with his wife on weekends.
8. The week before the last the Madisons were unanimous.
9. On Friday evening everybody was busy getting ready for the trip.
10. Nick started the engine at once.
11. When they got to the riverside it began to rain.
12. It was rather boring at the riverside.
13. In the afternoon they decided to go back.
14. Nick had to spend all the night repairing the engine.
15.The Madisons were upset to get home so late at night.
1 Put the sentences in correct order:
1. Everybody was tired but happy.
2. When they drove off the weather was rather nice.
3. But Nick again had to spend a lot of time to repair the engine.
4. Finally the family arrived home very late at night.
5. The previous week all the members of the Madison fam ily decided to spend their
day off in the countryside.
6. Because of that they set off half an hour later.
7. All the day the fam ily was having a pleasant time at the riverside.
8. Everybody was worried as the weather was getting worse.
9. Unfortunately in the morning Nick had to waste a lot of time to understand what
was wrong with the car.
10. It was early evening when they decided to return home.
Iflfcl a) Fill in the blanks with prepositions (if necessary):
The traditional love ... English people .. . tea is well known. They like to drink tea
. . . milk. They have their five-o'clock tea not only ... home o r ... offices, but also ...
tea-rooms and tea-shops, which can be found .. . every town. A nation is born ... its
land, its history, its art, its traditions and its institutions. These things work together to
make people what they are. B u t ... all, a nation is made up ... people, and although
there are things they all share, a ll.. . those people are different. We can say there is still
a "British nation,"and one ... the most characteristic features ... Englishmen is their
traditions, which they respect, and which they have k e p t... centuries. The traditions
don't only accumulate the experience and wisdom .. . many generations, but they
bring some stability ... the rapidly changing world.
184
mmm

In ... su m m e r.. . ever growing number of people lie in ... sun and feels ... warmth.
Even more important, they love ... way .. . sun makes them look. They may not even
be too happy lying for hours on .. . beach, but when they are back a t ... office, they
can expect some reward f o r ... boring hours; their colleagues are likely to ask them
where they got that beautiful tan.
Before 1920 a suntanned skin was considered very unattractive. Women tried to
protect their skin using ... sunshades because being pale meant that you were rich
and didn't have to work.
Today, however, ... suntans are fashionable because their meaning has changed.
They indicate that you are ... member o f ... happy few who spend ... lot of their time
on ... holiday beaches.
1
Retell the story as if you were:
a) Nick
b) Carmen
c) Silvia
a)
CONVERSATION
Read, translate, entitle and reproduce the following dialogues:
***
Allen:
Bob:
Allen:
Bob:
Allen:
Bob:
Allen:
Bob:
Allen:
Bob:
David:
Ruth:
David:
Ruth:
David:
Hi, I'm glad I've run into you.

Why? What's up?
What about going on a hike this weekend?
All weekend?
Well, just Saturday and Sunday.
I'm not sure. I can be gone all weekend. I promised to help my sister to move
on Saturday.
How about Sunday, then? We could start early in the morning.
I might be able to do that. Tell you what. Let me check and I'll call you at home
tonight.
Great! I'll talk to you later.
So long!
***
Did you say you're going to take a vacation next month?
Yes, my fam ily and I are going to New York for a week. We want to visit the
museums and see some places.
I envy you. I wasn't able to take a vacation for a long time. I wish I could get
away for a while.
You can take a vacation some time soon, can't you?
No, I must say, there's too much work to do. Maybe next year, though.
Pamela: I really enjoyed the movie!

Scott:
I did, too. At first I thought it was going to be a drag, but then it really got
good.
Pamela: What part did you like best?
Scott:
Oh, I don't know. I guess the scene that grabbed me the most was the one
in which the old man was dying.
Pamela: I liked that one, too. In fact, I cried.
Scott:
To tell the truth, I had a few tears in my eyes.
Pamela: Now what?
Scott:
How about a coke and a hamburger?
Pamela: Super!
Ann:
Betty:
Ann:
Betty:
Ann:
Betty:
Ann:
Betty:
b)
Listen! Somebody's playing the piano.

Yeah, it sounds nice, doesn't it? I wish I could play a musical instrument.
Don't you play the violin?
No, but my sister does. Actually, she's pretty good at it.
By the way, do you play bridge?
No, I don't play any card games. But I know how to play chess. How about you,
Ann?
Well, I happen to be one of the best chess players around.
O.K. Let's play, then. We'll see who's the best!
Translate:
***
A: Ma scuzati. Puteti sa ne faceti poza cu aparatul acesta?
. He ?
: Sure. Which button do I press to shoot?
A: Pe acesta.
.
: Do I have to focus it?
A: Nu, aceasta e camera fotodigitala. Tot ce aveti de facut este sa mcadrati i sa
apasati pe buton.
, . , ,
.
: All right. Say "cheese".
A: Multumesc mult.
.
: My pleasure.
186
I ESS EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S

ie e rv a tio n s clerk: Northwind Airways, good m orning. May \ he\p you?
Q en tu l:
Da. Aveti vreun zbor / vreo cursa catre Sydney martia viitoare,
dupa-amiaza?
. ?
Reservations clerk. One moment, please... Yes. There's a flight at 16:45 and one at
18:00.
Clientul:
Perfect. Puteti sa-mi spuneti cit costa un bilet tur-retur? sa stau
trei saptamini.
. ?
.
Reservations clerk: Economy, business class or first class ticket?
Clientul:
La clasa economic, va rog.
, .
Reservations clerk: That would be 346.
Clientul:
OK. Pot sa fac rezervare?
. ?
Reservations clerk: Certainly. Which flight would you like?
La zborul / cursa de la 16:45, va rog.
Clientul:
16.45, .
Reservations clerk: Could I have your name, please?
Clientul:
Numele meu este Mary Jones, se serie M-A-R-Y J-O-N-E-S.
, --- -----3
Reservations clerk: How would you like to pay, Ms. Jones?
Pot plati la biroul Dvs. din aeroport, cind imi ridic biletul?
Clientul:
?
Reservations clerk: Yes, but you will have to confirm this reservation at least two
hours before departure time.
Inteleg.
Clientul:
.
Reservations clerk: Now you have been booked, Ms. Jones. The flight leaves at 16:45,
and your arrival in Sydney will be at 9:25 a.m., local tim e. The
flight number is NWA 476.
Va multumesc.
Clientul:
.
)

A group of classmates want to spend the weekend together, but they cannot decide
what to do, and where to go.
187

CREATIVE WORK
U ll
Describe the pictures below:
Ex. 2 Comment on the following adages:
1. A good rest is half the work. Proverb
2. When you like your work every day is a holiday. Frank Tyger
3. He enjoys true leisure who has time to improve his souls estate. H. D. Thoreau
4. The more we do, the more we can do; the more busy we are, the more leisure we have.
William Hazlitt
5. Leisure is the Mother o f Philosophy.
188
LEXICAL TOPIC: Jobs and Working

Opportunities
GRAMMAR THEMES: The Past Perfect
Tense. The Past Perfect Continuous Tense.
The Future-in-the-Past. Sequence o f Tenses
'7*
Lesson
14
WARMING UP
1. Why do people work?
2. What jobs do you think are the most prestigious nowadays?
3. What would you like to be?
4. What qualities should a person possess to move up the career ladder?
VOCABULARY
job
experience
to take a job
occupation
qualification(s)
to recruit
profession
apprentice
to earn one's living
trade
trainee
to do something for a living
a regular job
apprenticeship
to run a firm
a full-time job
training
to work in shifts
a part-time job
training course
to work overtime
working hours
prospects
to get a rise
flexitime
pay
to be promoted
worker
pay slip
to give somebody notice
skilled worker
wages
to hand in one's notice
staff
salary
to lose one's job
commuter
continued payment of wages
to sack somebody
employee
bonus
to fire somebody
employer
fringe benefits
to dismiss somebody
vacancy
wage cut
to be made redundant
application
wage demand
to leave one's job
application form
period of notice
to resign
applicant
unemployment
to retire
CV (curriculum vitae)
unemployment benefit
to quit
reference(s)
dole money
to be unemployed
short-list
to apply for a job
to be out of work
job interview
to fill in
to be on the dole
ESSENTIAL ENGLISH F OR C O M M I T T E D L E A R N E R S 1 1
I S
Identify:
a) the verbs or verbal phrases with the definitions given below:
a) to give up a job or position by telling your employer that you are leaving
b) to be in charge of a firm
c) to leave your job or stop working because of old age or ill health
d) to get an increase in the money you are paid for the work you do
e) to be asked to leave a job, usually because you have done something wrong or
badly, or sometimes as a way of saving the cost of employing you
f) to submit an application for a job or position
g) look for and hire personnel
h) to lose your job because your employer no longer needs you
i) to be given a formal letter or statement saying that you will or must leave your job
at the end of a particular period of time
j) to get money paid by the state to an unemployed person
b) the nouns or noun phrases with the definitions given below:

a) additional payment to an employee as an incentive or reward
b) a person who works for a firm or department
c) a person being trained for a job
d) summary of one's education and experience; resume
e) a system in which employees work a particular number of hours each week or
month but can choose when they start and finish work each day
f) a position to be filled
g) a person who travels into a city to work each day, usually from quite far away
h) oral examination of an applicant for employment
i) advantages offered in addition to salary (life insurance, retirement scheme, company
car, etc.).
j) a person or firm who employs people
IfV l Match the following jobs with the corresponding activities and working
p laces:
Accountants
Bakers
Barbers
Barmen/women
Butchers
Chambermaids
Chefs
Dentists
Doctors
Fishmongers
Flight attendants
Flair dressers
Judges
Lawyers
look after people's animals

operate on sick people
prepare and sell meat
prepare and cook food
look after people's teeth
look after people's health
prepare and sell fish
look after the finances
cut and style people's hair
type letters, organise meetings
clean and tidy rooms
bake bread
look after patients
serve drinks
work in a bakery
work at the barber's
work in a pub or restaurant
work in a kitchen
work in a hospital
work in an office
work in a restaurant
work in an airplane
work in a law court
work in a hotel or train station
work in a hairdressing salon
work in a hospital
work in a hotel
work in a veterinary surgery
ES S EN T IA L EN GLISH F OR C O M M I T T E D L E A R N E R S
Nurses
Opticians
Porters
Receptionists
Sales Assistants
Secretaries
Surgeons
Vets
Waiters/Waitresses
judge and sentence people

defend and prosecute people
look after people's eyesight
serve people food and drinks
meet and greet visitors
carry people's bags
sell goods
look after passengers
cut men's hair
work
work
work
work
work
work
work
work
work
in a hospital or surgery
at the reception desk
at the optician's
in a law court
at the fishmonger's
in a shop
in an office
at the butcher's
at the dentist's
Choose words from the group below to complete the job application letter:
85c, competitive, application, time, strive for, look forward to, programmer, key, full, resume
16 Prescott Street
Bristol BS2 6DP
November 29, 2008
Mr. George Halliwell
Personnel Manager
SkyNet Company
87 Green Road
Hatfield, CA 08065
Dear Mr. Halliwell
I am w ritin g to apply f o r the ... position advertised in the Times Union. A s
requested, I am enclosing a completed jo b ... my certification, my resume and three
references. The opportunity presented in this listing is very interesting, and I believe
that my strong technical experience and education w ill make me a very ... candidate
tor this position. The ... strengths that I possess f o r success in this position include:
I have successfully designed, developed, and supported live use applications; I ...
continued excellence; I p ro vid e exceptional contributions to custom er service f o r all
customers. W ith a ... degree in Com puter Program m ing, I have a ... understanding o f
the fu ll life cycle o f a software development project. I also have experience in learning
and excelling at new technologies as needed.
Please see my ... fo r additional inform ation on my experience.
I can be reached anytim e via my cell phone, 123-456-789.
Thank yo u f o r y o u r ... and consideration. I ... speaking w ith you about this
employm ent opportunity.
Yours sincerely,
H en ry M itch ell
m
Fill in the English translation of the word(s) in brackets:
In times of high unemployment there are usually very many .. candidati/

when a ... vacansie / is advertised. Sometimes large numbers
of people ... complecteaza / and send off ... cereri / for
a single job. It is no unusual, in fact, for hundreds of people to .. . inainta cereri/
191
to a firm for one post. This number is reduced to a ... lista /

of perhaps six or eight, from whom a final choice is made when they all attend
an ...interviu / . Very possibly the people interviewing will be interested
in the ... calificativele/calificarile/ the candidates gained at school
or university and what ... experienta / they have had in previous jobs. They
will probably ask f o r . . . referinte/ scrisori de recomandare/ written
by the candidates'teachers and employers.
I f lU a) From the verbs below make nouns describing people by adding -er, -or,
-ar to the end and making any other necessary spelling changes:
Direct, interpret, translate, operate, act, edit, announce, control, investigate, ski.
b) From the nouns below make other nouns describing people by adding -ist or
-ian to the end and making any other necessary spelling changes:
Electricity, psychiatry, piano, magic, history, flower, language, politics, science,
archaeology
(J p GRAMMAR
1 1 Write the Past Participle of the following verbs:
To take, to employ, to fire, to dismiss, to sack, to discharge, to leave, to lose, to resign,
to quit, to give up, to let go, to retire, to earn, to run a firm, to make redundant, to
notice, to apply, to demand, to claim, to evaluate, to submit, to experience, to reward,
to update, to offer, to recruit, to enclose, to strive for.
You met one of your classmates whom you hadn't seen for many years. You
both agreed that many things were different. Complete the sentences using the
verbs in parentheses:
Model: Most o f our classmates were no longer in town. They had left long ago.
1.The headmaster of the school was no longer there. He (to be promoted).
2. Our favourite Math teacher wasn't teaching any more. He (to be appointed)
headmaster.
3. Pete wasn't unemployed any more. He (to enter) upon office.
4. My former girlfriend wasn't employed. She (to be fired).
5. George was at work. He (to have) already his day off.
6. Anna wasn't at work. She (to be) on her sick-leave.
7. The manager wasn't in. He (to cease) working there.
8. Gabrielle knew about the redundancy. She (to have) her notice.
9. Mary hoped to get a job. She (to apply) for a new position.
10. Willy didn't' have tim e to talk to us. He (to have) planned his day already.
Read the situation, then write a sentence using the verb in the correct
tense-form:
Model: The two employees came to work. One had a bruised cheek, and the second had
a broken finger. ( T h ey /t o fight the fire /to try to save /a child) They had been
fighting the fire trying to save a child.
ESSEN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S I
1.Tom was working on the computer. He was feeling very tired. (He/ to work hard on
a new project/all night) Tom ...
2. When the Head of the Department entered the office the secretary was missing,
but there were lots of documents on her desk. (She/to type/ all night long)
S h e ...
3.The clerks left the building of the company. They had worked very hard and felt
tired) (They/to do accounting/from morning till the end of the working day.)
T h e y ...
4. When the applicant came to the interview at 4 p.m., he was surprised not to find
anyone there. (They/ to interview the applicants/ from morning till midday).
T h e y ...
5. The lift wasn't working, but Mr. Smith had to reach the last floor, (to climb the stairs).
Before he reached the last floor, he ...
6. When the partners-to-be came to the Conference room half an hour later, all the
journalists were already there. (The press/ to wait for the Company representatives).
The p re ss...
7. George and Missy were working on a new business plan, but could not invent
anything original. (They/to think/ for hours/ in vain). They ...
8. The President's personal assistant had arranged to meet a potential client in a
restaurant. He arrived and began waiting, but the partner hadn't showed up. (He/
to wait for 20 minutes/before /to leave). He ...
9. Mr. Brown was getting late for a very important meeting, but there was a terrible
traffic jam He had to hurry, otherwise he could lose the contract. (He/to run/ up the
street/as fast as he could/to be on time) He ...
10. The president began the press-conference. After about 5 minutes one of the
journalists suddenly began walking towards the speaker. (Security/to wait/ for 2
minutes before /to stop him). Security ...
Read the letter. Put the verbs in brackets in the correct tense-form:
D ear G eorg e!
You kn ow th a t ea ch tim e I h a v e a p r o b le m y o u (to be) the only p erso n read y to
listen to m e. You s a id on ce y o u (to help), o r a t least ad v ise w h a t to do. A s f a r as y ou
know m y fu tu r e lo o k e d exciting. A fter I (to organ ize) th at brillian t p resen tation I w as
p ro m o ted to a m a n a g e r s p osition in ou r com pany. It (to be) a p r o u d m o m en t f o r m e
becau se y ou n g em p loy ers w ere n ot usually offered lead ersh ip p osition s. I h a d so m an y
opportu n ities f o r success o r p ro m o tio n in m y career!
Since this co m p a n y (to belon g) to a n ation w id e chain , m y fu tu r e lo o k e d bright. I
even (to ta k e) a b a n k cred it a n d I b ou g h t a lot o f n ew clothes, a n d also a n ew car! H ow
silly I w as! I th ou g h t I (to m an ag e) to return the cred it w ithin a year.
O ne o f m y n ew du ties as m a n a g er w as to m a k e sure all the clerks (to co m e) to w ork
on tim e. So, ev ery m orn in g I w as the fir s t to b e there. There w as a y ou n g g en tlem a n
there, w h o w as alw ays late, bu t h e w as so h a n d so m e, th a t I m afraid , I h a d fa lle n in
love with h im b efo re I (can ) realize it. A n d as y o u (to u n d erstan d ) I h a d n ev er rep orted
his bein g la te ... I thou ght n o b o d y kn ew a b o u t it, bu t a la s ... A fter s o m e b o d y (to report)
it to the vice-president, m y p r o b lem s began. E arly the n ext m orning, the p h o n e (to ring)
a n d the an gry v oice on the o th e r en d told m e to co m e to the bosss office im m ediately.

H e (to tell) m e I h a d m a d e a m a jo r m istake. N o excu ses w ou ld b e accep ted o r tolerated!
It w as m y responsibility to report!
L o o k in g back, I realize th at losing m y j o b w as difficult, bu t n ot the en d o f the world.
T here w ere v alu ab le lessons fr o m bein g fir e d th at (to im prove) m y later p e r fo r m a n c e
as an em p loy ee a n d a leader. I (to learn ) the im p ortan ce o f b ein g b etter organ ized,
listening carefu lly a n d askin g g o o d questions. I w ill use m y fa ilu r es as learn in g tools to
help m e g row stronger.
I w ou ld ap p recia te i f y o u visit m e, o r a t least w rite soon.
Love, A n n a
Use the verbs in italics in Future-in-the Past. Make all the necessary
changes:
John, a friend of mine sent me a letter and wrote about his intention to get a new
job. As far as I know he has great plans for the future. He will strive for excellence, no
matter what happens. John will look through all the papers and will read all the ads in
them. As soon as he finds the best he will write his CV.Then he will enclose his letter of
intent, and will m ailthe letter. He hopes he w illg ettb e new position and will earn a lot
of money. I will be happy for him
1 Rewrite the following sentences using the verbs in the past tense:
1. My boss says he has just phoned the Company's headquarters.
2. The secretary says the Director left for the meeting 2 hours ago.
3.The head of the Sales Department declares the sales rate has recently increased
greatly.
4. The employees say they will go on strike if the President doesn't increase their salary.
5 .The old President says it is very difficult to run a big company nowadays.
6. Mr. Watson says he will recruit the new staff himself.
7. The bookkeeper says the clerks have already got their yearly bonuses.
8. The reporter mentions that millions of people have faced a job loss due to world
economic crisis.
9 .The journalists say that losing an income is not a reflection on your worth as a
person.
10. The Financial Times considers that many people will take important and useful
steps to manage their finances during this difficult time.
11. She says he handed in her notice at work.
12. Mr. Ford says he decided to set up a new firm.
13. One of my colleagues says the Rockefellers lost most of their fortune.
14. She says that after work she usually collapses because she's done so much there.
15. The porter says he will drive the car to the entrance after the reception.
1 1 Rewrite the following sentences using the verbs in the past tense:
1. George says he is sure the new head of the Personnel Department, John Bingley
wii! manage it very well.
2. He affirms John has made good progress in compiling a new database.
3. He adds the new database is quite efficient.
ES S EN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
4. John Bingley promises the database will help to find any employer in no time.
5. He also adds he has already tested it and it works perfectly.
6. George says he will try to make friends with Mr. Bingley.
7. He also says Mr. Bingley worked in the USA.
8. John Bingley says he updated the database there as well.
9. He says he decided to quit and start working overseas.
10. He says he submitted his CV and was employed.
:1 Use the appropriate form of the verbs in brackets:
1. Peter (to enter) the company headquarters and (to ask) where and whom he (can)
hand in a letter to.
2. The secretary (to point) him to the far end of the hall, and (to tell) him that when he
(to pass) a door there, he (to find) the person he needed.
3. She also (to add) that person (to be) responsible for the company's correspondence
and he (to read) it.
4. Peter (expect) to see a young man wearing glasses, but when he (to open) the door
he (to see) a beautiful lady.
5 .The lady (to enquire) what she (can) do for him.
6. He (to reply) he (to need) to hand in a letter, and (to ask) if she (to be) in charge of
delivering the mail.
7. The lady (to say) she (to be) the right person, and (to add) she (to deliver) the letter
whom it was addressed to.
8. Peter (to leave) the letter on the table, (to wish) a nice day and (to go) out.
9. He (to think) he (to deliver) all the letters addressed to that company.
10. Peter (to dream) he (to get acquainted) with that lady, and perhaps they (can) (to
go) out in the evenings.
1.
Managerul era sigur ca administratia nu a primit demersul meu. 2. Inginerul se
plingea ca timp de ase luni este omer. 3. S-a adeverit ca numai trei pretendenti
au reuit sa treaca convorbirea cu succes. 4. Directorul intreprinderii a garantat ca
toti angajatii vor primi premii de sarbatori. 5. Din cauza unei situatii economice
dificile, mai mult de jum atate din colaboratorii companiei au fost concediati. 6.
Consiliul de directori al corporatiei a anuntat ca toti angajatii vor fi nevoiti sa lucreze
suplimentar. 7. Administratia universitatii a cerut ca toti profesorii sa audieze cursurile
de perfectionare. 8. Activind In calitate de functionar timp de 15 ani, Domnul Brown
a deschis afacere personala. 9. Ministrul muncii a declarat ca deschiderea noii
Tntreprinderi va permite aparitia unor noi locuri de munca. 10. Cind directorul a intrat
in biroul sau, el a vazut ca secretara deja a indeplinit insarcinarea i a adunat toti
specialitii principali de la intreprindere.
1.
, . 2.
, . 3. ,
. 4.
, . 5. ,
. 6. ,
ESSENTIAL ENGLISH F OR C O M M U T E D L E A R N E R S
. 7. ,
. 8.
15 ,
. 9. ,
. 10.
, ,
.
READING
Read the selection and say how Paul Combs succeeded in becoming a rich man.
The Career Ladder

W hen Paul Combs left school he applied for a job in the accounts department
o f a local engineering company. They offered him a job as a trainee. He didnt earn
very much but they gave him a lot of training and sent him on the training courses.
Paul worked hard at the company and his prospects looked rather good. After
his first year he had got a good pay rise and after two years he had been promoted.
After six years he had already been in charge o f the accounts department with five
other employees. Paul seemed to be successful both at work and in his personal
life. His wife, a charm ing young woman named Page, was very ambitious for her
husband and greatly wished him to move as quickly as possible up the social
ladder.
However, by the time Paul was 30, he had decided he wanted something new and
exciting. He was keen to turn his lifelong dream of working abroad into reality, so
he resigned from his work and started looking for a new job with a bigger company.
After a couple of months he had managed to find a job with an international business
organization which involved a lot of foreign travel. He was very excited about the
new work and at first he really enjoyed travelling, but after about six months, Paul
Combs started to dislike the constant moving around, and after a year he hated it; he
hated living in hotels, and he missed his wife a lot while travelling. Besides, he never
really made any friends in the new company and his boss was constantly finding
fault with him.
Unfortunately his work was not satisfactory either and finally he was sacked a
year later. After that, Paul found things much more difficult. He was unemployed
for over a year. His wife left him for another more successful and much wealthier
businessman. He had to sell his car to be able to pay alimony and was to move out of
his new house, leaving it to his former wife. Things were looking bad and in the end
Paul had to accept a part-time job on a fruit and vegetable stall in a market.
To his surprise, Paul loved the market. He had made lots o f friends and enjoyed
talking with his clients. In this way he got acquainted with Jane, a pleasant middleaged woman, who soon became his second wife. After two years of hard, but
satisfactory work, Paul had taken the stall. Two years later he opened a second stall,
and after ten years he had fifteen stalls. A year ago Paul retired at the age o f sixty, a
very rich man.
1. What was Paul's first job?
2. What were advantages and disadvantages of being a trainee?
3. How long did it take Paul to resume the charge of the accounts department?
4. What was Page's attitude to Paul's career?
5. When did Paul feel that he wanted something new and exciting?
6. What did he do to realise his lifelong dream?
7. Did Paul enjoy his second job?
8. For how long was Paul unemployed?
9. How did Paul's unemployment influence his personal life?
10. What job did Paul have to accept?
11. Did Paul love the market?
12. How did Paul get acquainted with his second wife?
13. How many stalls did he have after ten years?
14. At what age did Paul retire?
15. What made Paul a very rich man?
1. Why did Paul's prospects at his first job look rather good?
2. Why was Paul put in charge of the accounts department?
3. Why was Page so ambitious for her husband?
4. Why did Paul resign from his first job?
5. Why was Paul dismissed from his second job?
6. Why did Page leave Paul?
7. Why did Paul remain without his car and his new house?
8. Why did Paul agree to accept a part-time job on a fruit and vegetable stall in a
market?
9. Why did Paul love working at the market?
10. Why did Paul finally succeed in making a career?
I7TM Correct the sentences if it is necessary:
1. After school Paul Combs applied for a job in the accounts department of a local
telephone company.
2. Paul neglected his work at the company.
3. After six years he was still an ordinary employee.
4. Paul's wife Page urged Paul to pursue his career.
5. At the age of forty Paul decided he wanted something new and exciting.
6. He started working for an international business organization.
7. Almost immediately Paul began to dislike his new job.
8. Paul had a lot of friends among his colleagues.
9. Three years later Paul was sacked.
10. After that he was unemployed for over a year.
11. Page left Paul for a taxi-driver.

12. Soon Paul remained without his car and his new house.
13. Finally Paul had to accept a part-time job on a meat stall in a market.
14. There he got acquainted with his second wife.
15. A year ago Paul retired at the age of sixty-five, a very rich man.
1. Six years later he was the boss of the accounts department with five other workers
under his authority.
2. As Ms. Combs was out of work for over a year his wife left him.
3. Besides his boss was constantly finding fault with him and a year later Paul was told
to leave the company.
4. Paul Combs started his working career as a trainee in the accounts departm ent of a
local engineering company.
5. Paul's business was flourishing and when he retired at the age of sixty, he was the
proprietor of fifteen stalls.
6. Paul's wife, Page, was eager for her husband to get a high social status and income.
7. Seeing no way out, Paul started working several hours a day on a fruit and vegetable
stall in a market.
8. Soon Paul's excitement about the new job disappeared and he began to dislike the
constant moving around and living in hotels.
9. However, at the age of thirty Paul left the local engineering firm and after some
tim e joined an international business organization which involved a lot of foreign
travel.
10. To Paul's surprise he enjoyed working at the market and after two years he owned
the stall and married one of his clients.
I like to work ... my h a n d s;... other words, I like manual work. I have never wanted
to be a white collar worker, as I would be bored .. . office work. So I have been taken
.. . as an apprentice in a factory ... two years to learn to be a machine-operator. I work
with a group of men ... a foreman who tells us what to do, when we can go ... the
canteen ... lunch or take a tea break and so on. Labour relations are quite good and
the management spend a lot of time . . . the shop floor mixing ... the workers. I've got
no com plaints.
I do general work in .. . small office. I deal with all ... correspondence coming into
and sent from ... office and file these letters alphabetically in ... big metal filing
cabinets near my desk. I answer ... telephone and give callers ... information they
want. If ... manager wants to dictate a letter, I take it down in shorthand on my pad
and type it on my computer. O f course it's important that we always have enough
paper and envelopes and so on, and it's one of my jobs to buy ... stationery when we
need it. I don't know what they'd do without me!
a) Paul
b) Page
c) Jane
1 98
^
a)
CONVERSATION
Read, translate, entitle and reproduce the following dialogues:
***
This a class in 'Introduction into Business'in a prestigious Business School

Professor:
Could you tell me who is called 'a boss'?
Studen tl:
Yes, sir.'A boss'is the person who employs the staff and who is in charge
of people at work.
Professor:
Yes, that's right. Well, now the next question: which are the responsibilities
of'a m anager'and'a director'?
Student 2:
Someone whose job isto manage part orall of a company or organization
is called a manager. A director is one of the committee of top managers
who controls a company.
Professor:
Good. What do'executives'and'adm inistrators'deal with?
Student 1:
If I'm not mistaken,'an executive'is someone who has an important job
as manager in a company or business. As for'administrators', their job
deals with the management and organization of a company, institution,
etc.
Professor:
Right. These are very important positions. By the way, who knows what
'clerks'do?
Student2:
May I try? They keep records or accounts in an office.
Professor:
OK. And now the last one: what does'a public relations officer'do?
Student 1:
Let me see ... it's not as easy as I thought fir s t ...
Student 2:
If I'm not mistaken-'a public relations officer'is responsible for explaining
to the public what an organization does, so that they will understand it
and approve of it.
***
Interviewer:
Andrew:
Interviewer:
Andrew:
Interviewer:
Andrew:
Interviewer:
Andrew:
Interviewer:
Andrew:
Hello, please take a seat! So, you've applied for the part-time position,
haven't you?
Yes, I have.
Can you tell me what made you reply to our advertisement?
Well, I was looking for a part-time job to help me through college. After I
had read the ad, I decided it was high time to start writing the application
le tte r... and I think that I'd be really good at this kind of work.
Do you know exactly what you will have to do as a shop assistant?
Well, I imagine I will help customers, keep a check on the supplies in the
Store and prepare the shop for business.
Right, but you will also be responsible for keeping the front of the store
tidy. What sort of student do you regard yourself to be? Did you enjoy
studying while you were at school?
I suppose I'm a reasonable student. I enjoy studying subjects that
interest me. Before I successfully passed all my exams I had studied real
hard.
Have you got any previous work experience?
Yes. I worked part-time at a takeaway in the summer holidays after I had
attended a special training.
Interviewer: Now, do you have any questions you'd like to ask me about the position?
Yes, of course. Could you tell me w hat hours I'll have to work?
Andrew:
Interviewer: Sure. We open at 9 a.m., but you would be expected to arrive at 8.30
and we close at 6 p.m. You would be able to leave then. I suppose I have
asked you all I wanted to. Thank you for coming along to the interview.
Thank you. When will I know if I have been successful?
Andrew:
Interviewer: We'll be making our decision next Friday; we'll give you a call.
b) Translate:
Pete:
George:
Pete:
George:
Pete:
George:
Pete:
George:
Pete:
George:
Pete:
George:
Pete:
)
Hi, George, nice to see you again! How are you doing?
Salut, Peter, l-mi pare bine sa te revad. Eu sint bine, multumesc. Dar tu?
, . . , .
?
I'm fine, thanks, but rather busy!
Chiar aa? Cu ce te ocupi?
? ?
I study business at Harvard School of Business and have a lot to stu d y...
i ce ai re s u lt sa Tnveti pina acum? Eti student de 2 saptamTni, nu-i aa?
? 2 , ?
Right. I have already learnt quite a few things. For example about the
difference between salary and wage.
i care e diferenta? Dupa mine sTnt sinonime.
? -, .
How wrong you are! 'Salary' is the money that you receive as payment
from the organization you work for, usually paid to you every month.
But 'wage' is the money you earn that is paid according to the number of
hours, days or weeks that you work.
E foarte interesant, dar e cam dificil sa Tntelegi d iferen ta... Poate sa ma
Tnscriu i eu la cursurile de busines? Tti imaginezi - ambii vom fi oameni de
afaceri?
, . . . ,
? ,
.
What a good idea! And you will also learn about the word 'perk' which
means something that you get legally from your work in addition to your
wages, such as goods, meals or a car.
Perfect! sa scriu scrisoare de intentie i un CV relevant. Ma ajuti?
! .
?
Certainly.

You are the president of a large Sales Company. You have an opening in the
company at the managerial level. The personnel director/manager has just stepped
into your office. Tell him about the type of person you want to fill the vacancy.
CREATIVE WORK
Describe the picture below:
fcffo Write your own CV. Follow the model below:

Christopher Jones
24 Mansfield Drive, Chedlee,
Manchester, M23 4DJ.
Tel: (0161) 234 1234
chrisj@email.com
PROFILE:
A Mathematics student who is keen to find a position as a Trainee Accountant. Reliable,
trustworthy, numerate and meticulous. Worked for a firm of chartered accountants last
Summer and gained a good understanding of what is required of an accountant. Able
to work on own initiative or as part of a team and can deal with administrative duties
competently.
EDUCATION:
2006 - 2009 BSc (Hons) 2.2 (expected) in Mathematics at the University of Warwick.
Subjects studied: Business Studies, Computer Studies, Calculus, Geometry & Topology
and Catastrophe Theory.
1999 - 2006
Chedlee High School.
3 GCE A Levels: Mathematics [A], Economics [B], Chemistry [].
6 GCSEs: Mathematics [A*], English Language [A*], Chemistry [A*], Economics [A*],
Physics [B], Geography [].
EXPERIENCE:
Summer 2008 JOHNSON & STEVENS
Administrative Assistant
A vacation job working fora large firm of accountants. Responsibilities and achievements:
Assisted the Senior Partner who was conducting audits on major companies in the area.
Handled incoming telephone calls to the Senior Partner from other companies and
members of the public.
Organised and maintained the Senior Partner's filing system.
Typed reports on an IBM Compatible PC using the WordPerfect word-processor.
Devised a new filing system to maintain the files held by the department.
Solved users PC problems including sorting out spreadsheets, explaining how to use
complex features in word-processing packages.
Summer 2007 CHEDLEE COMMUNITY CENTRE
Co-ordinator
A vacation job at a com munity centre for the elderly. Responsibilities and achievements:
Organised a local advertising drive that increased the number of elderly people coming
to the centre by 20%.
Organised games for people attending in the afternoons.
Escorted some of the elderly people to and from the centre.
COMPUTER SKILLS:
IBM Compatible PCs running Microsoft Windows, MS-DOS, WordPerfect, Word for
Windows, Lotus 1-2-3 and Microsoft Visual C.
ADDITIONAL INFORMATION:
Driving Licence: Full, clean.
INTERESTS:
Interests at the University of W arwick included organising a charity quiz for RAG, which
raised 5000. Badminton, cinema and theatre.
REFEREES:
Professor William Jackson, Department of Mathematics, The University of Warwick,
Coventry, CV4 7AL.
Mr Jack Lord, Personnel Manager, Johnson & Stevens, 124 High Street, Chedlee,
Manchester, M23 3LD.
WARMING UP
1. What are the laws created for?

2. Have you ever violated order? If yes, what were the consequences?
3. How strict should the law be with people who drink and drive?
4. Would you agree that our society is law-abiding?
VOCABULARY
Topical w o rd s, w o rd co m b in a tio n s an d co llo ca tio n s

advocate
authority
bail
oarrister
oriber
rdbery
ourglary
"ijacking
corruption
court
Court of Appeal
crime
criminal
criminal offence
custody
Defence Counsel
aetective inspector
detention
death sentence
drug offence
evidence
expert
fine
gun
nearing of a case
injury
in open court
in the dock
jail
judge
jury
ju ry box
ju ry man
juvenile crime
juvenile detention home
kidnapper
kidnapping
law
lawyer
misdemeanour
obvious clue
precedent
prison
regulation
robber
robbery
scene of crime
search for evidence
serial killer
shoplifter
solicitor
suspicion
swindling
swindler
traitor
trial
weapon
witness
victim
guilty
innocent
to accept one's guilt
to allege
to bail smb. out
to be accused of sth.
to be acquitted
to be arrested
to be captured
to be caught
to be charged with murder
to be fined
to be found guilty
to be rescued
to be sustained
to bribe
to commit a further offence
to declare the punishment
to follow sb
203
mm
E S S E N T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S
to
to
to
to
to
to
hear a case
identify
kidnap
kill
murder
pay off damages
to
to
to
to
to
to
plead not guilty

prevent
pronounce the sentence
pursue
reach an understanding
rob
to
to
to
to
to
seek a solution
set a precedent
steal
swindle
testify
V o c a b u la ry e x e rcise s
Ifi Choose the correct variant:
1) This was one of the few crimes he did n o t...
a) achieve
b) commit
c) make
d) perform
2) The police are .. . the town for the stolen car.
a) combing
b) investigating
c) looking
d) seeking
3) The ... are still holding tw elve people hostage on the plane.
a) bandits
b) guerrillas
c) hijackers
d) kidnappers
4) He was changed with a (n ). . . of currency regulations.
a) break
b) breach
c) disrespect
d) observance
e)
The man jum ped out of the window and committed ... death.
f) homicide
g) murder
h) suicide
5) Why don't the police take . . . measures against crime?

a) affective
b) effective
c) efficient
d) ineffective
6 )"Thieves will be ..."
a) liable
b) lifted
c) persecuted
d) prosecuted
204

7) The police car raced down the street with the .. . blaring.
a) alarm
b) bell
c) gong
d) siren
8) The tourist's camera was ... because he had brought it into the country illegally.
a) bereaved
b) confiscated
c) deprived
d) extorted
9) Look, Officer. I'm not drunk. I'm as ... as a judge.
a) calm
b) clear
c) sober
d) steady
10) He said he would sue us, but I don't think h e 'll.. . his threat.
a) achieve
b) bring about
c) carry out
d) perform
11)The thieves ... the papers all over the room while they were searching for the
money.
a) broadcast
b) scattered
c) sowed
d) strayed
12) The police caught the th ie f...
a) in black and white
b) in the red
c) red-handed
d) true blue
13) He offered me $ 500 to break my contract. That's ...
a) blackmail
b) bribery
c) compensation
d) reward
14)The policeman asked if I thought I could ... the man who stole my car if I looked
at some photos.
a) certify
b) identify
c) justify
d) verify
Put the following actions in the proper order.
If you commit a crime you may be:

1 .accused
2. arrested
3. charged
4. convicted
5. interrogated
6. paroled
7. sent to prison
8. suspected
9. tried
H I ! Choose the word or phrase that best keeps the meaning of the original
sentence if it is substituted for the underlined word:
1) A smiling face often disguises the mind and the heart of a villain.
a) a foolish man
b) a lying man
c) an unhappy man
d) a wicked man
2) At the first accident seemed to be trivial.
a) critical
b) momentous
c) significant
d) unimportant
3) There was no trace of poison in the coffee the chemist analysed.
a) colour
b) indication
c) smell
d)taste
4) The frown on the judge's face showed that he was displeased.
a) look of anger
b) look of delight
c) look of fear
d) look of surprise
5) The night was so foggy that the murderer was easily able to escape his pursuers.
a) messy
b) mild
c) misty
d) moist
6) The driver tried to avert the accident by bringing the car to a sudden stop.
a) cause
b) control
c) minimize
d) prevent
7) The indecisive man was readily persuaded to change his mind again.
a) abruptly
b) easily
c) hardly
d) subtly
8) The officer compelled the prisoner to do exactly as he wished.
a) allowed
b) beseeched
c) forced
d) hired
9) The judge sentenced the convicted man.
a) gave a pardon to
b) gave high praise to
c) passed judgem ent upon
d) sympathised with
10) It is useless to attempt to flee from every danger. Some risk must be taken.
a) hide oneself
b) protect oneself
c) run away
d) stay away
i n t i Form a noun from the verb in brackets after the sentence:
1. The policeman wanted to see the motorist's driving . . . . (license)
2. He made a complete ... of the accusation against him but no one believed him.
(deny)
3. The police think that she committed the murder but they have no ... (prove)
4. I'm not sure, but I have a .. . that he was the boy who had stolen my bike, (suspect)
5. At the end of the five-day . . . he was found guilty and sent to prison, (try)
6. The police car crashed into a traffic-light while it was in . . . of a stolen car. (pursue)
7. He was arrested f o r ... of illegal drugs, (possess)
8 ."Capital ..."m ean s the death penalty, (punish)
9. The police questioned him for three days until he finally made a ... (confess)
10. Seven illegal immigrants are held in ... at the port, (detain)
11. She was sentenced to three years'.. . (imprison)
12. If you send us a ... of the missing property, we'll try to find it. (describe)
13. His ... to drugs nearly killed him. (addict)
14. She did not get the money honestly and legally. She got in by .. . (deceive)
15. His dirty appearance made a bad .. . on the judge, (impress)
Put each of the following words or phrases in its correct place in the passages
given below:
a) walkie-ta/fc/e, join, plain clothes, detective, police force, rank, policeman, uniform
Alan is now old enough and tall enough to ... the . . . At first, of course, he'll be an
ordinary .. . of the lo w e st... He'll wear a ... and go out in the streets keeping in touch
with the police station with his ....T h e n he'd like to be a ... in ... investigating serious
crime.
b)
guards, tap, bullet-proof, armoured vehicles, bug, kidnappers, couriers, security firm,
private detectives
I run a ... which offers a complete range of security services. We have ... with special
. . . windows to transport money and other valuable items. We can supply trained ...
to protect exhibits at art shows and jew ellery displays. We can advise you if you think
someone is trying to . . . your phone o r . . . your private conversations at home or in the
office with hidden microphones. We have ex-policemen whom you can hire as ... and
sp e cia l... to deliver your valuable parcels anywhere in the world. We can protect you
or your children against possible ...
GRAMMAR
Put the following Imperative sentences into Indirect Speech using next
verbs: ask, tell, remind, order, warn, urge, beg, advise, invite, suggest, offer.
Model A: Pete, be attentive! - She asked Pete to be attentive.
1. Officer, arrest the criminal!
2. Sergeant, interrogate the suspect!
3. Mr. Judge, punish the offender, please!
4. Witness, accuse this crook!
5. Ann, obey the rules, please!
6. Students, read the Penal Code, please!
7. Young man, park your car in the parking lot only!
8. Policemen, follow that thief!
9. Law enforcement officer, catch the vandals, please!
10. Mary, cash checks only in banks!
11. The Jury, take the right decision!
12. Attorneys, represent your clients' interests in court!
13. Judge Brown, send these lawbreakers to prison, please!
14. Ms. White, plead guilty!
15. Lieutenant, take the wrongdoer in!
Model B: Andy, don't break the law! - Mr. Smith advised Andy not to break the law.
1. Don't steal, George!
2. Don't threaten young girls, Sam!
3. Don't kill the dog, James!
4. Don't take people for ransom, Ben!
5. Don't willfully destroy people's property, Tom!
6. Don't marry illegally, w hile being married already, Samuel!
7. Don't capture that guy, officer!
8. Don't park the car here, young lady!
9. Don't attack people, Harry!
10. Don't convict me, Judge Anderson, please!
11. Don't rise the prices, Andy, it's illegal!
12. Don't ban death penalty, Senator!
13. Don't rob banks, young men!
14. Don't drive drunk, Cole!
15. Don't use drugs, students!
208
1
I ESSENTIAL ENGLISH FOR COMMITTED LEARNERS
Last w eek you met Andrew, a form er classm ate. He told you a lot about
his job as d etective inspector. Tell your colleagues about it. Use the following
verbs: mention, say, tell, stress, inform, notify, state, declare, boast, announce, let
know.
Model A: I'm a very good specialist. - He mentioned he was a very good specialist.
1. I'm the best detective inspector in the city.
2 .1investigate the most serious offences.
3 .1have many officers working for me.
4. My wife interrogates wrongdoers every day.
5. She has solved a very mysterious felony recently.
6 .1have already reported about it.
7. I'm going to become very famous one day.
8. Some people are breaking the law right now.
9 .1have been terrifying criminals for years.
10. One of the crooks has been hiding for years.
Model B: The burglar broke into a house yesterday. - He stressed (that) the burglar had
broken into the house the day before.
1. My investigation office was located in the suburbs last year.
2 .1didn't have so many clients a year ago.
3 .1met once a pickpocket who could steal without being caught.
4 .1worked here with the best criminologists in the country.
5 .1had an accident the day before yesterday.
6. My wife said she had already found the solution of this difficult case.
7 .1had witnessed in court before I met you.
8. My colleagues were writing a report when I left the office.
9. Once I caught a smuggler who was trying to bring some illegal goods into the
country.
10. He was hiding three large emeralds in his briefcase.
Model C: The victim will report the crime tomorrow morning. - He told me (that) the
victim would report the crime the next morning.
1 .1will question three teenagers tomorrow.
2 .1will also send them to prison, if necessary.
3. But I assume, the judge will only fine them over speeding.
4 .1hope he will punish them during the next hearing.
5. My wife says she will try to do everything to send to jail next week.
6. One day, I will become more famous than Sherlock Holmes.
7. My son will become a policeman after he graduates from the Police Academy in a
year.
8. My daughter will be a traffic warden next month.
9. A spy will be heard in High Court next Friday.
10. I'm certain this murderess will be sentenced to life imprisonment next week.
209
Put the following general (Yes/No) questions into Indirect Speech. Use the
following verbs: ask, want to know, be curious, inquire, question, want to find out, be
interested,
Model: Did you know the name o f the abuser? - He inquired if he had known the name
o f the abuser?
1. Do terrorists try to enforce their political demands by carrying out or threatening
acts of violence?
2. Does a racketeer make money by dishonest methods such as threatening people
or using force?
3. Did an arsonist set fire to Mary's property last week?
4. Is a soldier who leaves the army without permission called a deserter?
5. Am I the embezzler who steals money from my own company?
6. Was that person the shoplifter who took the cigarettes without paying for them?
7. Have the robbers taken your property illegally using violence?
8. Has the poacher hunted illegally on the Writhers' property?
9. Had the hooligans caused much damage in this public place?
10. Will the forgers continue to make false money and documents nowadays?
11. Do muggers attack and rob people especially in public places?
12. Does an assassin kill for political reasons or reward?
13. Does the fraud pretend to be what he's not?
14. Has the pickpocket stolen all your money today?
15. Had that famous smuggler brought into the country these forbidden goods?
Put the following special (Wh-) questions into Indirect Speech. Use the
following verbs: ask, want to know, be curious, inquire, question, want to find out, be
interested
Model: Why do you look so terrified, Betty? - He inquired why Betty looked so terrified.
1. What does a judge do in a courtroom?
2. Where do prosecution attorney work?
3. How does the ju ry decide w hether the defendant is guilty or not?
4. Why has the accused committed this terrible crime?
5. Who chose this attorney?
6. Why did he go to a law school?
7. When will they go to prison for this offence?
8. Why had these children bullied each other?
9. Who has kidnapped these little girls?
10. How long has he been scaring this neighbourhood?
11. When did the robber attack these people?
12. Why do the police defend us round the clock?
13. When will he pronounce the verdict?
14. How often does a common detective deal with organized crime?
15. Which crime is considered a serious one?
Put the following into Indirect Speech:
1. The geography teacher told us the Earth (to be) round.
2 .1 read in a magazine that Tower Bridge (to be) very beautiful.
3. Those people remarked Tony Morrison (to be) a Nobel Prize laureate.
4 .1 learnt that the Earth (to rotate) round the sun in the astronomy class.
5. Father told me London (to be) the capital of England.
6. My friend read the sun (to rise) in the East.
7. We understood at last that the English Channel or La Manche (to separate) the UK
from the continent.
8. He said Encyclopedia Britannica (to compile) much useful information.
9. He said the Philippines (to consist) of several islands.
10. They told me newly born babies (to feel) when their mothers (to be) around.
H l g Fill in "say" or "tell" in the right tense-form:
1. The policeman ... that the boy was alive.
2. The victim . . . me she was very tired.
3. Jim .. . to me about the process.
4. My c lie n t... he was pleased with our investigation.
5. One of the prisoners ... he ... (not) anyone my secret.
6. Stop ... lies to me!
7. Could you, p le a se ,... me your name?
8 ."I haven't stolen this money,"she ... the policeman.
9. The judge ... he would hear the case later.
10. The m a t.. . me he wasn't looking for trouble.
11.The g ir l. . . she couldn't remember anything.
12. Mary ... to me she would arrive next week.
13. They ... us they had caught the drunken driver already.
14.The children . . . their parents about a strange man.
15. She . . . to me she wanted to be secretary in court.
Render the following dialogues in Indirect Speech:
Policeman:
Man:
Policeman:
Man:
Policeman:
Man:
Judge:
Man:
Judge:
Man:
Hey, what are you doing here?

I'm looking forTrouble.
What did you say?
I'm looking forTrouble.
Then, follow me, please!
As you say, sir.
Why were you arrested?
A policeman asked me:"What are you doing here?". I answered:"l'm
looking for trouble." Then he ordered: "Follow me!" So, I followed
him.
Well, he was right to arrest you. It looks that you were looking for
trouble.
Oh, but 'Trouble' is the name of my dog!
Police officer:
You're Mr. Larry Hughes, a store detective, aren't you?
Mr. Larry Hughes: Yes, sir; that's correct.
Police officer:
Could you tell us in your own words what happened on Thursday,
April 1st?
211
mm
Mr. Larry Hughes: Yes, sir. I was in the men's clothing departm ent when I saw that
man trying on a jacket. He was looking at himself in the mirror,
when I noticed a tag hanging from his back pocket of his pants.
It was our shop's price tag. He put the jacket back on the rack and
moved away. I followed him, hoping he would pay for the shirt, but
he never did. So, I stopped him and asked for the receipt. He didn't
have one, so I called the police.
Police officer:
Are you sure it was this man?
Mr. Larry Hughes: Yes, sir. I'm absolutely certain.
Police officer:
Thank you. No further questions. You are free, Mr. Larry Hughes.
***
Police officer:
Did you steal the shirt from the store Mr. Earful?
The suspect:
No, I didn't. I bought it the day before.
Police officer:
So you had bought the shirt on March 31 ? Is that right?
The suspect:
Absolutely, sir. I was wearing it because I was looking for a suitable
jacket. I had been trying on different jackets trying to find the best.
Then I saw Mr. Larry Hughes, he was staring at me, and following
me around. I didn't know he was the store detective.
Police officer:
Continue, please.
The suspect:
I decided to leave the shop, but he stopped me and later called the
police. So, I'm here.
Police officer:
Are you sure you are telling the truth?
The suspect:
Yes, sir.

1. Martorul era sigur ca l-a vazut pe banuit la locul crimei. 2. Aparatorul a declarat
ca clientul sau nu era vinovat. 3. Locuitorii oraului ii faceau griji daca ucigaul/
criminalul in serie a fost prins. 4. Politia a declarat ca jaful de la banca a avut loc seara
tirziu. 5. Juriul/juratii au declarat verdictul ca banuitul era vinovat de furt. 6. Judecata
a decis ca piritul trebuie sa despagubeasca reclamantului toate daunele. 7. Ministrul a
asigurat cetatenii ca coruptia va fi nimicita/lichidata cat mai curand posibil. 8. Partile
au convenit ca cea mai buna decizie este de a propune solutii reciproc avantajoase. 9.
Procurorul a reamintit instantei ca infractorul a incercat sa fuga de la locul crimei. 10.
Notarul I- sfatuit pe batrin sa se gandeasca bine daca vrea sa includa toti motenitorii
in testamentul sau.
1. , .
2. , . 3.
, . 4. ,
. 5. , ,
. 6. ,
. 7. ,
. 8. ,
. 9.
, . 10.
,
.
212
ES S EN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S H
( J / READING
*ead the selection and say if the boy had really committed the crime or not.
Thicker Than W ater

The police record registered Benjy Bleskers age as seventeen. He looked younger.
Vernon Wedge wasnt deceived by it; he had seen too many innocent, baby-faced,
icy-hearted killers.
When Vernon walked into the prison ward, Benjy asked him for a cigarette.
Vernon hesitated and then offered the pack. Benjy lit up and dropped a mask over
his boyish features.
Are you the lawyer my father man hired?
Thats right. My names Vernon Wedge.
When do I get out o f here?
You dont, not until the trial.
Whens the trial?
Dont rush it, Vernon said. We need every minute o f delay we can get. Dont
think this is going to be easy.
Benjy leaned back. I didnt cut that guy, he said evenly. I didnt have anything
to do it with. I swear I didnt kill him !
Take it easy. Im not making any accusation, thats the courts job. Now sit back
and relax. Im going over the story, from the police side, and then you can tell me
where theyre wrong. Every little thing, understand?
Benjy swallowed hard. Then he nodded.
It was ten minutes to midnight on June 21st, Vernon said watching him. You
and two other guys were walking down Thurmond Street; you came out of a movie
house. Kenny Tucker came out of a corner apartment building. You ran into each
other, and there was a fight. The next thing that happened, you and your friends
started running down the street. Kenny fell down and tried to get to his house. There
were two people on the steps. They saw you running. They saw Kenny die, right in
front of them. He had an eight-inch cut in his stomach. Ten minutes later, the cops
caught up with you in your fathers store on Chester Street. The knife was still in your
pocket. Vernon paused.
I didnt cut him, the boy said firmly. All the rest o f that story is true. But I dont
know who cut Kenny.
All right, Vernon said reluctantly. So we Plead Not Guilty. Ill do everything I can.
Vernon came to the courtroom on opening day with a heart as heavy as his brief
case. Surprisingly, the first day didnt go badly.
But it was his only good day. On the second afternoon Wickers, the prosecuting
attorney, started calling in the witnesses for the prosecution. It was the third witness
who did the most harm.
213
No, Benjy isnt a bad kid, he said thoughtfully. But he has a temper. And he
never forgave Kenny Tucker for the beating he had given him.
Then, in your opinion, the prosecuting attorney said triumphantly, this might
have been murder? Not just a sudden fight, but a cold-blooded -
Vernon was on his feet, shouting objections. The judge took his side at once, but
the impression on the jury was made.
The fourth day was the worst of all. Wickers, waving the knife under Benjy
Bleskers nose, made him admit that it was his, admit that he was never without it, and
admit that he had it in his pocket - maybe even in his hand - the night of the killing.
One more day and the trial would be over.
Monday morning came. Vernon Wedge stood up and addressed the judge.
Your Honour, something occurred over the weekend which I consider o f great
importance to this case. I ask the courts permission to introduce new evidence.
What sort of evidence, Mr. Wedge?
Its a demonstration, your Honour. In my opinion it will clearly establish my
clients guilt or innocence.
Vernon faced the jurors.
Ladies and gentlemen, this is the knife which was in the hands of Benjamin
Blesker the night of the murder. This clean, shiny knife can still tell a story of guilt or
innocence. For as every biochemist knows, there is a test to show whether an object
made of porous metal has ever been touched with even one drop of blood. I intend
to prove once and for all whether I have been defending an innocent boy or a lying
murderer. I propose to put this knife in the solution. If it turns pink you must punish
Benjamin for his guilt. If it remains clear you must do what is fair, and set him free.
Slowly Vernon brought the knife down.
You cannot make the test, the judge said. Its against the rules.
The jury was out less than an hour. When they returned, they declared that
Benjamin Blesker was innocent.
When Vernon was congratulating the boy and his father, Benjy looked dazed and
the happiness in old Bleskers face looked more like sadness.
Now theres something we have to do, Vernon said. Something to satisfy us all,
What do you m ean? asked Mr. Blesker anxiously.
Vernon looked at the boy. Benjy wouldnt meet his eyes.
I still dont know the truth and neither do you. Only Benjy here knows it.
He held out his hand.
Give me the knife, Mr. Blesker. Were going to make the test the judge didnt allow.
Blesker picked up the knife. He touched it thoughtfully.
O f course, he said.
Then slowly he drew the knife across the back of his hand. He looked at the
bleeding cut sadly, indifferently, and then handed the weapon to Vernon.
Make your test, the father said. Make your test now, Mr. Wedge.
And as Vernon stared at him, he took his sons arm, and they left the room together.
After Henry Slesar
im
A n sw er th e fo llo w in g q ue stio n s:
1. How old was Benjy Blesker?
2. Did he look his age?
3. Who hired Vernon Wedge?
4. How did Benjy behave in the presence of Vernon Wedge?
5. What was Benjy accused of?
6. Did Benjy admit that he was guilty?
7. What was the harm the third witness for the prosecution did?
8. What impression did the prosecuting attorney manage to produce on the jury?
9. What happened on the fourth day of the trial?
10. What sort of evidence did Vernon Wedge want to introduce?
11. Was Vernon Wedge allowed to perform the demonstration?
12. What was the jury's decision?
13. Did Benjy and his father look happy after the boy had been declared innocent?
14. What did Vernon consider necessary to do after the trial have been over?
15. Did Vernon manage to find out the truth?
1. What was Vernon's attitude to his client Benjy Blesker?
2. Why did Benjy persist in alleging that he "didn't cut that guy"?
3. Why did Vernon come "to the courtroom on opening day with a heart as heavy as
his briefcase"?
4. Why did the prosecuting attorney feel trium phant during the four days of the
trial?
5. Was Vernon Wedge really eager to perform the test or did he foresee the judge's
reaction?
6. Why weren't Benjy and his father eager to celebrate the victory?
7. Why was it so important for the defending attorney to know the truth?
8. Why did the father cut his hand?
9. What would the further relationship between Benjy and his father be?
10. How would you interpret the title of the story?
a<TM4 Correct the sentences if it is necessary:
1. Benjy Blesker looked older than it was registered by the police.
2. Vernon Wedge believed at once that his client was innocent.
3. Benjy was very sorry about what had happened.
4. Vernon Wedge was sure that he would easily win the case.
5. On the fourth day the prosecuting attorney managed to persuade the ju ry that
Benjy was guilty.
6. On Monday the court allowed Vernon Wedge to introduce new evidence.
7. It took the ju ry more than a day to give a verdict of guilty.
8. Vernon W edge, Benjy and his father were ve ry happy to hear the ju ry's
decision.
9. The lawyer didn't care at all if Benjy was really guilty or not.
10. After the trial Benjy and his father thanked Vernon Wedge heartily.
1. Mr.Blesker took the knife and made a deep cut in his hand.
2. On the fourth day of the trial Wickers, the prosecuting attorney, made Benjy
adm it that he had the knife in his pocket, maybe even in his hand, on the night
of killing.
3. Benjy kept insisting that he was innocent.
4. Vernon Wedge, the defending attorney, didn't quite believe Benjy's words that he
hadn't killed Kenny Tucker with his knife.
5. Although Vernon came to the courtroom on opening day with the heart as heavy
as his briefcase, the first day of the trial didn't go badly.
6. Benjy Blesker was arrested by the police for the accusation of the unpremeditated
murder.
7. The lawyer, startled by Mr.Blesker's action, watched him and Benjy leaving the room
together.
8. The judge didn't allow Vernon to make the test, as it was against the rules.
9. Benjy was seventeen, but he looked much younger.
10. An hour later the ju ry declared that Benjamin Blesker was innocent.
11. Vernon was eager to perform the test which was not allowed by the judge as he
wanted to know himself whether he was defending a falsely accused boy or a
lying murderer.
12. On the second day of the trial the third w itness for the prosecution did the
most harm, alleging that some weeks earlier KennyTucker had had a fight with
Benjy.
13. Vernon Wedge told Benny the story of his crime as it was presented by the police.
14. Vernon Wedge, Benjy and the boy's father met after the trial.
15. On MondayVernon W edgeaskedthecourt's permissionto perform ademonstration
that would clearly establish his client's guilt or innocence.

It was very hot ... the small court-room and everybody was feeling sleepy. ... a
tiring morning, the clerks were anxious to get off to lunch and even the judge must
have felt happy when the last case came up ... the court. A short, middle-aged man
with grey hair and small blue eyes was now standing ... h im .The man had a dazed
expression on his face and he kept looking ... as if he was trying hard to make ... what
was going ...
The man was charged .. . breaking ... a house and stealing a cheap watch. The
witness who was called did not give a very clear account ... what had happened.
He insisted that he had seen a man outside the house one night, but when he was
questioned further, he admitted that he was not sure whether this was the man. The
judge thought ... the m a tte r... a short time and then he said that as there was no
real proof, the man could not be found guilty ... any crime. He said that the case was
dismissed ... lack ... evidence and then rose to go.The prisoner looked very puzzled.
It was clear that he had not understood a thing. Noticing this, the judge paused ...
a moment and then the man said suddenly, "Excuse me, sir, but do I have to give the
watch back or not?"
:'

A policeman was sent to investigate .. . disappearance of some property from ...
hotel. When he arrived, he found that the hotel staff had c a u g h t.. . boy in one of ...
rooms with .. . camera and some cash. When ... policeman tried to a rre s t... boy, he
became violent and ... policeman had to handcuff him. A t . .. police station ... boy
could not give . . . satisfactory explanation for his actions and .. . police decided to
charge him with ... theft of the camera and cash. They took his fingerprints, locked
him in . . . cell and detained him o ve rn ig h t.. . . next morning he appeared in ... court
before ... magistrate. He t o o k . .. oath and pleaded not guilty.Two w itnesses,... owner
of the property and ... member of the hotel staff gave ... evidence. After both sides of
... case had been heard ... boy was found guilty. He had to p a y . . . fine of 250 and he
was given ... sentence of three months in . . . prison suspended for two years.

a) Vernon Wedge
b) Benjy Blesker
c) Mr. Blesker
Present the story "Thicker Than Water" as for a newspaper article.
CONVERSATION
Barrister for the defence:
Police constable Wilkins:
You were on duty on the night of November the tenth?

Yes.
Where were you at 2.30 A.M.?
I was in the High Street.
Did you see anyone in the High Street at that time?
Yes, I did.
Can you tell the Court whom you saw?
I saw the prisoner.
Where was the prisoner when you saw him?
He was outside the post office.
Could you see w hat he was doing?
He was climbing out of a broken window of the post office.
How far from the post office were you when you saw the
accused?
Police constable Wilkins: About 50 yards.
Barrister for the defence: You said it was 2 .3 0 . A.M. How could you see what the man
was doing at that distance?
Police constable Wilkins: It was a moonlight night.There was a full moon.
Barrister for the defence: Did the prisoner run away when he heard you coming?
Police constable Wilkins: He didn't hear me coming.
Barrister for the defence: Didn't hi hear you coming? Police constables wear very
heavy boots, don't they?
Yes, they do.

Were you wearing heavy boots on that occasion?
I was.
The High Street has stone pavements, I believe.
Yes.
Heavy boots make quite a lot of noise on stone pavements?
Yes, they do.
But the accused did not run away. Do you really believe that
he didn't hear you coming?
Police constable Wilkins: He didn't hear me coming. I caught him just as he climbed
out of the window.
Barrister for the defence: Do you expect the jury to believe that you could not be
heard and that there was no time for the accused to run
away?
Police constable Wilkins: I was on a bicycle at that time. Rubber tyres do not make
noise.
After A. S. Hornby

Mr. Meredith: You know, George, I had a rather unpleasant experience yesterday...
Mr. Thomson: Really? What happened?
Mr. Meredith: When I came out of my office I didn't find my car. I immediately phoned
the police, I was sure someone had stolen it.
Mr. Thomson: How awful! Nowadays it's not a rare case . . . One must be very cautious
while leaving the car.
Mr. Meredith: You know I have a brand new Mercedes ...
Mr. Thomson: Yea, the black one! It cost you a fortune!
Mr. Meredith: But it turned out, however, that it was my wife who had taken it to do
some shopping.
Mr. Thomson: You should be kidding! Didn't she let you know?
Mr. Meredith: Can you imagine- NO! She had forgotten to give me a call.
Mr. Thomson: I can imagine how you felt!
Mr. Meredith: I was rather worried because I had left some important papers in the
car. If they had disappeared, I would have lost my job.
Mr. Thomson: That should be a very good lesson for you! Never leave anything
important in the car when you leave it!
Mr. Meredith: Right!
***
Andy: Do you think we should be tougher on crime?
Bill:
Well, it depends on what you mean.
Andy:For example, we could bring back the death penalty for murder, give longer
prison sentences for lesser offences and lock up juvenile offenders.
Bill:
Those really sound like Draconian measures. Firstly, what do you do about
miscarriages of justice if you've already put innocent people to death?
Andy: You'd only use capital punishm ent if you were absolutely sure that you had
convicted the right person.
218
Bill:
Andy:
Bill:
Andy:
Bill:
But, there've been many cases of wrongful conviction where people have
been imprisoned for many years. The authorities were sure at the time, but
later it was shown that the evidence was unreliable. In some cases, it'd been
fabricated by the police.
Well, no system of justice can be perfect, but surely there's a good case for
longer prison sentences to deter serious crime.
I doubt whether they could act as an effective deterrent while the detection
rate is so low. The best way to prevent crime is to convince people who
commit it that they're going to be caught. It doesn't make sense to divert all
your resources into the prison system.
But if you detect more crimes, you'll still need prisons. In my reckoning, if
we could lock up more juvenile criminals, they'd learn that they couldn't get
away with it. Soft sentences will merely encourage them to do it again.
Yes, but remember that prisons are often schools for criminals. To remove
crime from society, you really have to tackle its causes.
b) Translate:
***
Police: New York Police Department. Can I help you?
Victim: Sper ca da. Cineva a spart ua apartamentului meu.
, . - .
Police: Where do you live?
Victim: Strada Stradford, blocul 25 apartamentul 79.
, 25, 79.
Police: When did you discover the burglary?
Victim: Imediat ce am ajuns acasa de la serviciu - cu vreo 3 minute in urma.
- 3 .
Police: Was anything stolen?
Victim: Din pacate da. Au disparut oate bijuteriile mele, de asemenea calculatorul i
DVD-ul.
, . ,
.
Police: How did they get in?
Victim: Se pare ca au spart geamul de la bucatarie.
, .
Police: An officer will be round in about half an hour. Please don't touch anything.
***
Ariel:
Ben:
Ariel:
Ben:
Have you heard anything about the burglary at the Smiths?

Da! Noutatea a fost atit de nesteptata.
. ... ....
Well, they may hope for getting back the stolen things, as the police have
detained a man suspected of committing the crime.
Vai, ce bine! Sint sigura ca in caz ca se dovedete ca el a furat lucrurile din
casa, el va fi pedepsit cu privatiune de libertate.
, . , ,
, . .
219
ES S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S S
Ariel:
Yes, if he is found g u ilty .... The fact is that so far the accused denies his guilt
and says he can easily set up his alibi.
Ben:
Sa speram ca totul va fi bine.
.
A rie l: How right you are!!! And let's hope that we'll have a safe neighbourhood...
c) Compose a short dialogue based on the following data:

Two friends were having a walk in the park. All of a sudden they heard a loud cry for
help. The boys run immediately to the place the noise came from. They saw a young
woman on the ground who was pointing to a man running away with her purse. The
boys chased the criminal and caught him. Later they reported to police.
f t CREATIVE WORK
lm
Describe the picture below:
If llh Comment on the following adages:
1. Poverty is the mother o f crime. Marcus Aurelius

2. No man is above the law and no man is below it; nor do we ask any mans permission
when we ask him to obey it. Obedience to the law is demanded as a right; not asked as a
favor. Theodore Roosevelt
3. You cannot make men good by law: and without good men you cannot have a good
society. C. S. Lewis
4. The law an eye fo r an eye makes the whole world blind. Mahatma Gandhi
5. Punishment presses hard onto the heels o f crime. Horace
LEXICAL TOPIC: Travelling

GRAMMAR THEME: Conditionals
Lesson
WARMING UP
1. Do many people like to travel? Why?
2. If you had a chance to make the voyage of your dream, where would you go?
3. Would you prefer a long journey or a short trip?
4. What country is considered to be a real paradise for tourists?
VOCABULARY

by air
airport
beach
by/on/get o n (off) a/ bicycle
bike)/m otorbike
by/on/ get o n (off) a/bus
coach)
bus station
by/on /get o n (off) a boat
(ship)
cam p
by/ in /get into (out of) / car
(taxi)
charter flight
check-in (desk)
coach station
coast
countryside
cruise
departures /arrivals boards
destination
excursion
noliday-m aker
hotel
inform ation office
cinerary
flight
journey
lake
landing
hand) lu g g a g e
Wain/ m inor road
motel
m ountain(ous)
p ackage holiday
p a sse n g e r
b y \o n / get o n (off) a/ plane
port
by rail
railway station
river
route
schedule
(by) sea
(at the) seaside/ seashore
self-catering holiday
stream
suitcase
sin gle (one-w ay) /return
(round-trip) ticket
ticket office
tim etable
tour
tourism
tourist
by/ o n /get o n (off) /a train
travel age nt
traveler
trip
tube/ subw ay/ u n d e rg ro u n d
vacation
vacationer
valley
vo y a g e
w ood(y)
(youth) hostel
to arrive in/at
to be/feel/ get airsick/
carsick/ seasick
to board (a boat/ a plane)
to book/ b u y a ticket (to
L o n d o n / fo r train)
to c h a n g e at Bucharest for
Berlin
to check in
to delay (a flight)
to fly
to get/ g o on board
to g o c a m p in g
to g o to T okyo via B udapest
to g o sightse ein g
to g o th ro u g h (custom s /
lu g g a g e inspection/passport
control)
to hitch-hike
to keep to /to be behind
schedule
to land
to m ake (to confirm / to
cancel) a b o o k in g
to register (w eigh) lu g g a g e
to take off
to travel
to sail
to set off
221
ESSEN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S I
| Put in the following words into the text:
Trip, speed, arrives, train, goes, slowly, smooth, windows, easy, world, fast, travelling, ride, hard
I love .. . on any vehicle t h a t .. . fast. The Bullet Train in Japan is really very ...! It is so ...;
you hardly notice its ... It's extrem ely punctual, but if i t . . . late, you can get your money
back. You can see very well out of the train . . . and admire Mount Fujiyama. Some people
take i t . . . and enjoy the .. . , eating a meal . . . , while the train moves quickly across the
country. Others like to work .. . before they get to the office.The .. . is highly regarded
throughout the ... A . .. on the Bullet Train is really an experience.
! Choose the appropriate variant:
Let's g o to China!
STA TRAVEL
China-the country you've always wanted to do but didn't think you could. Over the (1)
... five years this mysterious country has opened its borders to individual travellers. So
now you have a chance to ( 2 ) . . . for yourself what China is ( 3 ) . . . before the age of mass
tourism begins. With STA Travel there are tw o ways ( 4 ) . . . visit China:
Fully independent travel
We'll arrange your visa but you make your own arrangements for hotels and travel
on public (5) . . . in China. This can be the cheapest form of travel. (6) .. . , you must be
prepared for difficulties particularly if you don't speak ( 7) . . . language. Your visa lasts for
one month but you can ( 8 ) . . . it extended if you want to stay longer.
Fully guided tours
We run several tours in China designed for travellers who want (9) ... taken care of.The
price includes the visa as well as the services of an English-speaking (10) . .. for each group.
D) coming
1. A )n e xt
B) last
C) recent
D) see
2. A) watch
B) look
C) realise
D) like
B) similar
C) so
3. A) as
4. A) of
C) for
D) by
B) to
D) ways
C) systems
5. A) transport
B) tickets
D) similarly
B) however
C) personally
6. A) possibly
D) the
C )th a t
7. A) any
B) this
D) do
B) make
C) ask
8. A) have
D) nothing
B) everything
9. A) something
C) anything
B) officer
C) agent
D) guide
10. A) host
a d rift Put the following words into the correct sentences. Use each word once only:
Scenery, country, highlands, countryside, visas, bush, fortress, parking, skies, plane
1. The main difference between the English and French ... is that in England most
fields and meadows are bordered by hedges, giving the impression from a distance
of a large patchwork quilt.
2 .The fog was so dense that o u r . . . couldn't take off.
3. In Australia, the name given to the wild, uncleared area of the country is the ...
4. The famous Tower of London was built as a .. . by William the Conqueror.

5. One of the most beautiful and unspoilt areas of Britain are the ... of Scotland.
6. The ... would rather travel by train to the mountains than go by bus.
7. If I had to choose, I would much prefer to live in the ... than in a town.
8. Many people choose Switzerland for their holidays because of its b eau tifu l...
9. The hotel does have .. . facilities but the space is limited.
10. Russia doesn't demand that Moldovan citizens should have . . . to enter the country
and neither does the Ukraine.
What do you call people from these places?
Model: En g la n d ?-th e English
1. Britain?
6. France?
2. Ireland?
7. Japan?
8. Germany?
3. Greece?
4. Korea?
9. China?
5. Spain?
10. Denmark?
Russia7 - the Russians

11. Switzerland?
12. America (the U.S.)?
13. the Netherlands?
14. Moldova?
15. Scotland?
16. Australia?
17. Austria?
18. Sweden?
19.Turkey?
20. Iceland?
E X T Fill in the blanks with the right words:

Embark, deck-chairs, gangway, waves, seasickness, boar, stormy, cruise, stewards, cabins
A holiday-trip by ship is a .. . . When passengers go on to a ship we say that they .
or board the ship. When you want to leave o r . . . the ship you have to use the gang
plank, o r .. . . Holidaymakers on board can sit in . .. . They sleep in .. . . Passengers are
served food by the . .. . W h en it's ... weather the surface of the water begins to move.
These movements of the water are called . .. . When the waves are very high many
people suffer from ....
T Match two words to make a word combination:
to cancel
to hit
to stop
to change
to fill in
to book
to confirm
public
ticket
train
dining
check-in
declaration
to register
to board
an air pocket
a booking
tickets
luggage
the plane
a flight
form
shop
control
journey
lounge
desk
passport
duty-free
departure
for refueling
trains
a declaration
office
car
transport
GRAMMAR
I^Hl Put the verbs in brackets into the correct tenses (cond.2):
1 .1 would see you off if I (to know) you were leaving.
2. Mary would go to Canada if she not (to be) afraid of cold weather.
3. Mr. Brown would buy you the ticket if you (to ask) him.
4. The children would fly by plane if they not (to be) airsick.
5. Thomas wouldn't get lost in the mountains if they (to have) a map.
6 .1would learn foreign languages if I (to be) you.

7. If the travel agent knew about our priorities he (to arrange) everything.
8. If I were you I (to go) to Hawaii for the honey moon.
9. If I went to Rome I (to visit) all historical places.
10. If Mrs. Smith liked travelling she (to choose) the ship.
11. If Brad played American football he (to leave) for the USA.
12. If they were in better shape, they (to climb) that mountain quicker.
13. We would go by train if we (to get) tickets.
14. If you went to Latin America you (to sleep) under a mosquito net.
15. The tourists would catch the bus if they (to take) a taxi.
16. If I didn't oversleep I (to arrive) on time to the airport.
1 7 . 1would go to Kiev hitch-hiking if I (to decide) to start travelling.
1 8 . 1wouldn't forget to book tickets in advance if I (to be) you.
19. My father would travel by land if he (to decide) to go to India.
20. If I registered the luggage I (to board) on time.
Put the verbs in brackets into the correct tenses (mixed co n d .1 ,2):
1. If this country had a better climate more tourists (to visit) it.
2. Unless I have enough money, I not (to rent) a luxurious automobile.
3. If you were smarter, you (to confirm) your booking.
4. The students (to reach) their destination if they were more persistent.
5. Unless you (to have) a seat by the window you won't see that beautiful landscape.
6. If I (to be) younger I would travel by boat.
7. You would go on business abroad if you (to work) in our travel agency.
8 .They won't catch the train unless they (to hurry).
9. My parents will cancel their voyage if they (to find out) about my decision.
10. They will give us a lift if we (to ask) them.
11. Should they require refueling, they (to land) in the nearest airport.)
12. If he (to declare) everything, he will get through the customs very quickly.
13. Unless the crew (to be) on board, the passengers won't be allowed on board the plane.
14. If we (to have) poor weather conditions, no planes will take off.
15. If I (to be) braver I would work as a flight attendant.
16. They will delay the flight unless the weather (to improve).
1 7 . 1would read the schedule myself if I (to know) English.
18. Should you need anything (to push) this button, please.
19. They won't check in until everyone (to arrive).
20. The tourists (not to be allowed) on desk the ship until the storm is over.
Put the verbs in brackets into the correct tenses (cond.3):
1. If I (not to know) something, I would have approached the first information office.
2. They would have admired mount Fujiyama if they 9 (to visit) Japan.
3. If I had lacked money I (to work) as a porter in a 5 star hotel.
4. But for that clerk's help, I (not to be able) to fill in that declaration form.
5. They would have met us at the station if they (to get) our telegram on time.
6. If they had been more careful they (to hear) the announcement.
7. If there had been a long queue to the ticket office, I (to buy) it on-line.
8. If I (to go) to India I would have visited Taj Mahal.
224
# #
9 .1(to travel) by DELTA if the tickets had been less expensive.

10. If Merriam (to be) to France she would have enjoyed the view from the Eiffel Tower.
11. But for the thick fog we (to see) that mountain much better.
12. If the visibility (to be) better, the flight wouldn't have been delayed.
13. If the natives (to speak) Spanish not so quickly, we would have understood at least
something.
1 4 . 1would have gone to Greece, if I (to be fond of) ancient culture.
15. If they (to know) where the Customs was, they would have passed the passport
control sooner.
1 6 . 1would have fasten my seat belt if I (to fly) overseas.
17. If I had had to wait for quite a long time in the airport I (to shop) in the Duty-free area.
18. But for the taxi, I (to be late) for the departure.
19. The girl wouldn't have turned the wrong street, if she (to listen) more attentively
to my directions.
20. If I hadn't so foolishly lost our tickets we (to be) on board that beautiful ship.
H itt Rephrase the following complex sentences introducing condition:
1 .1will give you a lift provided you are late for the train. If you ...
2 .1will borrow you my car, so you must be more careful. I f l . . .
3. I'm sorry I didn't catch the pane. If only I . ..
4. You will learn a lot aboutTurkish cuisine when you go toTurkey. U n lessyou...
5. The guide explained to us how to climb the rocks and not hurt ourselves. But for the
guide's...
6. When we need advice where to spend our vacation, we will ask her. Should we. . .
7 .1will go to the Red sea and dive to see the coral colonies there. Ifl. . .
8. When he goes to Australia he will see lots of exotic animals. Unless he. . .
9. The driver mixed up the historic data. As he hasn't read the new edition of the guide
book. If only the driver ...
1 0 . 1will climb Everest when I visit Nepal. Unless I ...
1 Translate into English:
1. Daca a fi citit mai mult, a fi tiut ca calatoriile sTnt benefice pentru sanatate. 2.
Daca a fi tiut ca calatoriile sint atit de utile, a fi vizitat multe tari straine. 3. Daca a
fi vizitat multe tari straine, a fi cunoscut mult mai bine istoria i geografia. 4. Daca
a fi cunoscut mai bine istoria $i geografia, a fi fost un student eminent. 5. Daca a fi
fost un student eminent, a fi obtinut premiul Tntii la Victorina - calatorie pe Marea
Mediterana. 6. Daca a fi obtinut premiul TntTi la victorina, a fi avut posibilitatea sa
calatoresc pe mare. 7. Daca a fi avut posibilitatea sa calatoresc pe mare, a fi fost mai
sanatos. 8. Daca voi avea destui bani, voi pleca Tn America de Sud. 9. Daca voi pleca
Tn America de Sud, voi vedea monumentele faimoase ale popoarelor Maya i Atzec.
10. Daca voi vedea aceste monumente, le voi povesti colegilor mei despre ele. 11.
Daca a povesti colegilor despre locurile vizitate, ei ar afla mai mult despre civilizatiile
antice. 12. Daca ei ar afla mai mult despre civilizatiile antice, ei ar avea dorinta sa
calatoreasca mai mult. 13. Daca ei ar avea dorinta sa calatoreasca mai mult, noi cu totii
am avea de citigat. 14. Daca macar unii studenti i-ar putea permite sa calatoreasca,
viata de student ar fi mai interesanta. 15. Daca plata pentru calatorii ar fi accesibila
pentru studenti, ei ar fi foarte fericiti. 16. Eu neaparat voi procura ofoaieturistica, daca
primesc bursa. 17. In locul tau eu a-i studia preturile pentru biletele de avion. 18. Noi
nu vom vedea Cascada Niagara pina cind nu vom obtine viza pentru SUA. 19. Daca
n-ar fi fost ghidul atit de experimentat, noi am fi rasturnat luntrea. 20. Eu a rezerva
locuri la hotel din timp in locul tau.
1. , ,
. 2. , ,
. 3. ,
. 4. ,
. 5. ,
- . 6.
, . 7.
, . 8.
,
. 9. ,
. 10. ,
. 11. ,
. 12.
, . 13. ,
. 14. ,
. 15. .
READING
Read the selection and say if Mr. and Mrs. Beaseley have come to a compromise.
It Happened Near a Lake

Mr. Beaseley was fifty. He was shaving and he was looking at his face in the glass.
Im older, he thought. But what do I care? I dont care, except for Maria. And
how old shes getting, too! He finished his dressing and hurried down the stairs.
He thought anxiously that he was probably late for breakfast. Immediately after
breakfast, he had to open his shop; and that always kept him busy until ten oclock at
night. He never made much money although he worked so long. Sometimes during
the day Maria came into the shop and showed him his mistakes. She did this even
when there were people there. He found a little comfort every morning when he
opened the newspaper. When he read it, he could escape from his dull life. For a
short time he could forget it. On Fridays he enjoyed him self more than on other
days. On Fridays he received his copy of the other paper, Wonders o f Science. This
paper showed him one way out o f his terrible and hopeless life. W ith Wonders of
Science he escaped from the dull house into a splendid country. On this particular
morning, splendid news came to Mr. Beaseley in his own home. It came on fine
paper in a long envelope from a lawyer.
Believe it or not, my dear, Mr. Beaseley said to his wife. Someone has died. Ive
been left four hundred thousand dollars.
226
mmm
What? she said where? Let me see! Dont keep the letter to yourself like that!
Give it to m e!
Go on! said he. Read it! Push your nose into it! Do you think it will help you?
Oh! she cried. The money has made you rude already!
Yes, he said thoughtfully. Ive been left four hundred thousand dollars. Four
hundred thousand!
Well be able to have a flat in New York, she said, or a little house in Miami.
You may have half the money, said Mr. Beaseley. You may do what you like
with it. I myself intend to travel.
Mrs. Beaseley heard this remark without pleasure. He belonged to her. She never
liked losing anything that belonged to her. She always wanted to keep everything,
even old and useless things. So you want to leave m e! she cried.
I want to see other places, unusual places, different places, about which I have
read in Wonders o f Science. I have offered you half the money because you like city
Me. You like high society, but I prefer to travel. If you want to come with me, come.
She did not hesitate much. I will, she said. And dont forget Im doing it for your
sake. I have to keep you on the right path. When youre tired of wandering about with
t o u t mouth open, well buy a house. Well have a flat in New York and a house in Miami.
So Mrs. Beaseley went angrily with him. She hated it; but she would bear anything
I d take away some happiness from her husband. Their journeys took them into deep
ibrests. On sunny islands they took huts by the sea. There the tide brought offerings
their door in the mornings. They found shells on the sand or creatures o f the sea.
Mr. Beaseley was glad, but his wife preferred bottles o f wine to shells. She dreamed
every day of a flat in New York; or she thought o f a little house in Miami. She tried
endlessly to punish the man because he kept them from her. W hen a beautiful bird
settled on a branch over her husbands head, she gave a terrible cry. Then the bird
flew away before Mr. Beaseley had the time to examine it. W hen he tried to watch
an interesting animal, she pretended to have something in her eye. So he had to look
into it and get the thing out. Usually he found nothing.
She was determined to stay in Buenos Aires for a long time. Her hair had to be
arranged; she also needed some better clothes, and she wanted to go to the races.
Mr. Beaseley agreed because he wanted to be just. They took rooms in a comfortable
hotel. One day, when his wife was at the races, Mr. Beaseley met a little Portuguese
doctor. Soon they were talking happily together.
They discussed some of the strange creatures which lived in South America.
*1 have recently returned from the River Amazon, said the doctor. The lakes are
terrible. In one of them there is a very strange creature. Science knows nothing about
it, but the Indians have seen it. It is immensely big. It lives in the water and has a very
long neck. Its teeth are like swords.
Mr. Beaseley was delighted. I must go there! he cried I must talk to those
Indians. If theres a monster in the lake, I would like to see it. Could you come with
me and show the way?
The doctor agreed, and everything was arranged without delay. Mrs. Beaseley
returned from the races and learnt of the new plan without much joy. She was told
227
mm
that they were going to start almost immediately. The two men explained that they
would live near the unknown lake. They would spend their time among the Indians.
She was not pleased, and she insulted the little doctor. He only gave a polite reply
to her hard words. He had no need to worry. He was going to be paid highly for his
help. Mrs. Beaseley complained loudly all the way up the river. She told her husband
that there was no monster in the lake. She mentioned that the doctor was not an
honest man. Although her husband often suffered from this kind o f remark, he was
hurt and felt ashamed in front o f the Portuguese.
The little party reached the lake after many days on the river. How do we know that
this is the right place? Mrs. Beaseley said to her husband. She was watching the doctor,
who was talking to some Indians. It is probably any lake. Its not a special one. What
are those Indians saying to him? You cant understand a word. Youre ready to believe
anything, arent you? Youll never see the monster. Only a fool would believe that story
Mr. Beaseley gave no reply. The doctor continued his conversation with the
Indians, and they gave him some useful news. They told him about a hut which was
near the lake and which no one was using. The little party found this hut after great
efforts, and they stayed in it for several days. Mr. Beaseley watched the lake every
day, but never saw the monster. In fact, he saw nothing at all. Mrs. Beaseley was very
satisfied with this result of their long journey, but she always looked angry.
One day she spoke severely to her husband. I wont longer bear this kind o f life,
she said. Ive allowed you to drag me from one place to another. Ive tried to watch
you and take care o f you all the time. Ive travelled hundreds of miles in an open boat
with Indians. Now youre wasting your money on a man who only wants to trick you.
We will leave for Para in the morning.
You may go if you wish, said he. Ill write you a cheque for two hundred
thousand dollars. Perhaps you can persuade an Indian to take you down the river in
a boat. But I will not come with you.
We shall see, she said. She had no wish to leave her husband alone. She was
afraid that he might enjoy himself. He wrote out the cheque and gave it to her.
She got up early the next morning and went outside the hut. She decided to have
breakfast alone, and walked angrily towards some trees. It was her intention to get
some fruit from the trees; but she had not gone far when she noticed a mark on the
sand. It was the mark of an immense foot nearly a yard wide. The toes seemed to
have sharp nails, and the next footprint was ten feet away.
Mrs. Beaseley looked without interest at the marks which the monster had left.
She was only angry at the thought of her husbands success. She was angry because
the Portuguese had been telling the truth. She neither cried out in wonder, nor called
to the sleeping men. She only gave a kind o f bitter laugh.
Then she picked up a small branch which was lying on the ground. The monsters
footprints had never been seen before by a European, but she rubbed it out with the branch.
When this had been done thoroughly, she smiled bitterly. There was now no sign of the
mark, and so she looked for the next one. She wiped that mark off the sand too. Further
on she saw another, and then one more. She rubbed both out. Then she saw another,
moved towards it, and rubbed it out. She continued in this way, holding the branch with
228
mmm
both hands. In a short time she had rubbed out every mark down to the edge of the lake.
The last footprint was partly in the water. The monster had clearly gone back to the lake.
Mrs. Beaseley rubbed out the last mark with pleasure, and then stood up straight.
She looked back towards the hut. She said some words to her husband, who was
asleep up there. I will tell you about this, she said, when we are far away. We
shall be living at Miami, and you will be an old man. You will never have seen the
footprint or the monster. Youll be too old to do anything then.
At that moment there was a sound in the water behind her. She was seized by a
set o f teeth. The Portuguese doctor had described these teeth very well: they were
exactly like swords. After she had given one short cry, she was pulled under the
water. Her cry was not heard by either o f the men.
A short time later Mr. Beaseley awoke. He saw that his wife was absent. He went
to talk to the doctor, and mentioned the fact; but the doctor knew nothing and went
to sleep again. Mr. Beaseley went outside and looked round for his wife; but he could
see nothing. He returned to his friend.
I think my wife has run away, he explained. Ive found her footprints. They
lead down to the lake. I suppose she saw an Indian in his boat. Perhaps he has taken
her away from here. She was threatening to leave yesterday. She wants to take a small
house in Miami.
That is not a bad place, the doctor replied; but probably Buenos Aires is a
better one. This monster is a great disappointment, my dear friend. Let us go back to
Buenos Aires. I will show you some things there that will surprise you. They are very
different from anything here, of course. Youre a very good companion, said Mr.
Beaseley. You make even life in a city seem attractive.
If you get tired of it, the Portuguese said, we can always move on. I know some
wonderful islands, and they have splendid people on them. We can visit them after
we leave the cities.
After John Collier
ESP Answer the following questions:

1. How old was Mr. Beaseley?
2. How did he earn his living?
3. What was Mr. Beaseley's"little comfort"?
4. What was Mr. Beaseley's and Mrs. Beaseley's reaction to the lawyer's letter?
5. Where did the Beaseleys'journeys take them?
6. What did Mrs. Beaseley constantly try to punish her husband for? How was she
doing that?
7. What astounding story did the Portuguese doctor tell Mr. Beaseley?
8. Was the journey to the lake an easy one?
9. Did Mrs. Beaseley persuade her husband to leave the lake?
10. What did Mrs. Beaseley see on the sand early the next morning?
11. What did she feel while looking at the marks?
12. How did Mrs. Beaseley appear at the edge of the lake?
13. When and where was she going to tell her husband about what she saw and did
that morning?
229
14. What happened to Mrs. Beaseley?

15. How did Mr. Beaseley explain the sudden disappearance of his wife?
b)
1. Why didn't Mr. Beaseley care that he was getting older?

2. Why did Mr. Beaseley enjoy himself on Fridays more than on other days?
3. Why did Mr. Beaseley offer his wife half the money that he had got?
4. Why did Mrs. Beaseley decide to accompany her husband in his travels?
5. Why did Mr. Beaseley agree with his wife's intention to stay in Buenos Aires?
6. Why was Mr. Beaseley so eager to see the monster?
7. Why wasn't the Portuguese doctor offended when Mrs. Beaseley kept insulting him
during the journey?
8. Why was Mrs. Beaseley so satisfied that her husband didn't see any monster
although he watched the lake every day?
9. Why did Mrs. Beaseley rub out the monster's footprints?
10. Why did Mr. Beaseley so readily agree with the doctor's suggestion that they
should go back to Buenos Aires?
Correct the sentences if it is necessary:
1. Mr. Beaseley was sixty years old.
2. He enjoyed his work and adored his wife.
3. Mr. Beaseley was unexpectedly left six hundred thousand dollars.
4. Mr. Beaseley intended to spend all his inheritance on travelling.
5. His wife decided to follow him in his journeys, although she hated it.
6. Mr. Beaseley met a little Japanese doctor.
7. Mr. Beaseley's wife persuaded the doctor to show the monster to her husband.
8. It was Mrs. Beaseley who saw the marks which the monster had left.
9. She was happy to tell her husband that the monster really lived in the lake.
10. Mr. and Mrs. Beaseley spent many wonderful years travelling together.
1
1. While wiping off the marks of the monster's feet Mrs. Beaseley approached the
edge of the lake and disappeared in it forever.
2. Early in the morning Mrs. Beaseley saw the huge footprints, left by the monster.
3. Mr. Beaseley's wife treated him very badly.
4. Being sure that his wife had left for Para and disappointed by the absence of the
monster, Mr. Beaseley decided to enjoy the pleasures of city life in the doctor's
company.
5. As Mrs. Beaseley didn't want her husband to escape from her, she accompanied
him everywhere.
6. One morning Mr. Beaseley suddenly found out that he had inherited four hundred
thousand dollars.
7. One day Mrs. Beaseley finally lost all her patience and declared angrily that she
would leave for Para the next morning.
8. During their journeys Mrs. Beaseley tried endlessly to spoil her husband's pleasure.
9. Mr. Beaseley's wife wanted to buy a flat in New York or a little house in Miami.
239

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1 E S S E N T I A L E N G L I S H FOR COMMITTED LEARNERS
10. Mr. Beaseley was a fifty-year-old shopkeeper, who had never made much money
or done anything unusual or interesting.
11. When the Beaseleys were in Buenos Aires, a little Portuguese doctor told Mr.
Beaseley about a very strange creature living in one of the faraway lakes up the
river Amazon.
12. Mr. Beaseley at once decided to start out for that lake and asked the doctor to join
him.
13. Mr. Beaseley firmly decided to spend the money on travelling to interesting places.
14. They stayed near the lake for several days, but saw no traces of a monster.
15. Mr. Beaseley tried to escape from his dull life by reading about the wonders of
science.
Ex. 4
D ear M other an d Father,

I feel very excited ... the thought th a t... another week I will be ... you again ... holiday. I
am enjoying my stay... England very much indeed. My teachers and my fellow-students are all
very nice ...m e but as they say ... England, There is no place like home.
I am leaving here early ... Saturday, 24th, and so I will be ... home somewhere about lunch
time. The train starts from Calais ... 22.30 p.m., so I think I will be sleeping ... the train all
through the night and ... 5 oclock ... Sunday I will have finished my train journey. The train
arrives ... Rome ... 4.55. I will be very excited, and when I see you ... the platform, I think I
will cry.
How are you all... hom e?I hope you all keep well. I cant say how much I want to see you all
again. Can you meet me ... the station, as I have a lo t ... luggage? Will Enrico and Marchello
meet me? Or will the whole fam ily be there? Saturday cant come too soon!
Love and all good wishes,
Sophia.
... travelling is one of .. . ways of discovering new countries. Millions of people
all over . . . world are fond of travelling. They travel to see other countries and ...
continents, to discover different ways of life, to meet different people and to practice
... foreign languages. It goes without saying that ... travelling broadens ... mind.
While travelling we can see and learn ... lot of things that we can never learn staying
a t ... home and watching .. . TV or reading ... books. What may attract tourists to ...
Moldova? Some foreign people come to Moldova to get acquainted with Moldovan
culture, with Moldovan cuisine, customs and ... traditions. Moldova has always been
... country of mystery attractive for foreigners. There are ... lots of villages and towns
in Moldova famous for t h e i r . .. specific crafts. Tourists are especially attracted by ...
Moldovan orthodox cathed rals,... churches and ... monasteries.
-1 Retell the story as if you were:
a) Mr. Beaseley
b) Mrs. Beaseley
c)The Portuguese doctor

a)
CONVERSATION
R ead , tra n sla te , e n title an d re p ro d u ce th e fo llo w in g d ia lo g u e s:
Paul:
Railway Station
Paul:
Railway Station
Paul:
Railway Station
Paul:
Railway Station
Paul:
Railway Station
Paul:
Railway Station
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist.
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
Receptionist:
Mrs Ryefield:
What time does the next train to London leave?

Clerk: At 16:35, from platform 8.
Is it a direct train to London?
Clerk: No, you have to change trains at Birmingham.
I see. One ticket to London, please.
Clerk: Single or return, sir?
Single, please.
Clerk: 64 pounds, please.
Here you are.
Clerk: Here's your ticket and change, sir.
Thank you ever so much.
Clerk: You are welcome.
Good afternoon, San Felice Hotel. May I help you?

Yes. I'd like to book a room, please.
Certainly. When for, madam?
March the 23rd.
How long will you be staying?
Three nights.
What kind of room would you like, madam?
Er... double with bath. I'd appreciate it if you could give me a room with
a view over the lake.
Certainly, madam. I'll just check what we have availab le... Yes, we have
a room on the 4th floor with a really splendid view.
Fine. How much is the charge per night?
Would you like breakfast?
No, thanks.
It's eighty four euro per night excluding VAT.
That's fine.
Who's the booking for, please, madam?
Mr and Mrs Ryefield, that's R-Y-E-F-l-E-L-D.
Okay, let me make sure I got that: Mr and Mrs Ryefield. Double with
bath for March the 23rd, 24th and 25th. Is that correct?
Yes, it is. Thank you.
Let me give you your confirmation number, it's: 7576385. I'll repeat that:
7576385. Thank you for choosing San Felice Hotel and have a nice day.
Goodbye.
Goodbye.
Rent-A-Car Clerk: Good morning. May I help you?

Mary Jones:
I'd like to rent a car, please.

Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Mary Jones:
Rent-A-Car Clerk:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Johnny:
Adrianne:
Okay. Full-size, mid-size or compact, ma'am?

Full-size, please. What's the rate?
78 dollars a day with unlimited mileage.
And I'd like to have insurance just in case.
Is there an additional driver?
No.
If you want full coverage insurance, it will be 8 dollars per day. It
includes collision damage waiver and personal accident insurance.
All right. I'll take it.
Here is our brochure, ma'am. E r r . .. full-size .. . OK. Please choose a
model in this section.
How about this one?
All right. How many days would you like to use it?
Just one day.
May I see your driver's license and credit card please?
Is the international driving license fine?
Yes, it is. Thank you. Please fill in this form. Can you check this box,
and put your initials here and again here.
Hi, darling. I'm in Paris at last...

How good of you to phone. I was so worried. You should have called at
least 2 hours ago.
I'm sorry, but I have just checked in, and trying to recover from a terrible
flight.
Why? What's up?
I guess you remember I came to the airport 2 hours before the departure
tim e ...
Sure.
So, I found my terminal, checked in and went to look for my gate.
That's common experience...
Right, but we boarded later than scheduled. The plane took off a couple
of hours late.
Why?
Because of bad weather in Heathrow area.
I see why you sound so upset and tired. If the weather had been better
your flight wouldn't have been delayed.
. . . and then over the Channel we hit more bad weather. We had to fasten
our seatbelts.
But on board the plane passengers must follow the flight attendants'
instructions. It's necessary for safety purposes!
Right! At least I watched a new movie and had a good meal and some soft
drinks.
That's the pleasant p a r t ...
In several hours we landed in Paris. When Iclaimed my luggage it wasn't
there, but to be honest they found it and sent it to the hotel.
Congratulations .. . Relax and have fun. Take care ...

b) T ra n sla te :
Receptionist:
Daniel Adams:
Receptionist:
Daniel Adams:
Receptionist:
Daniel Adams:
Receptionist:
Daniel Adams:
Receptionist:
Daniel Adams:
Receptionist:
Daniel Adams:
Good morning. May I help you?

Da, a dori sa parasesc hotelul. Numele meu este Adams, camera
312. Poftim cheia.
, . .
313. .
One moment, please, s i r . . . . Here's your bill. Would you like to check
and see if the amount is correct?
Pentru ce sint cele 14 lire?
14 ?
That's for the phone calls you made from your room.
Pot sa platesc cu cecuri de calatorie?
?
Certainly. May I have your passport, please?
Poftim.
.
Could you sign each cheque here for me?
Sigur.
.
Here are your receipt and your change, sir. Thank you.
Va multumesc. La revedere.
. .
C o m p o se a sh o rt d ia lo g u e b a se d on th e fo llo w in g d a ta :
You are in charge of organizing a trip to the Carpathian Mountains. Talk to several
colleagues and ask them about their preferences.
U H CREATIVE WORK
Comment on the following
adages:
1. The world is a book, and those who do

not travel, read only a page. St. Augustine
2. Mans heart away from nature becomes
hard. Standing Bear
3. The poetry o f the earth is never
dead. John Keats
4. To sit in the shade on a fine day and
look upon verdure is the most perfect
refreshment. Jane Austen
5. A man travels the world in search o f what he needs and returns home to find it. George
Moore
234
9
LEXICAL TOPIC: People versus Nature

GRAMMAR THEME: The Passive Voice
;\\\v
Lesson
0 WARMING UP
1. What that nature mean for people?
2. What are the most dangerous kinds of pollution?
3. Why does hum anity destroy its own habitat?
4. How can you or your com munity prevent flora and fauna species from becoming
endangered?
VOCABULARY

acid rain
air pollution
animal welfare
atmosphere
avalanche
catastrophe
dim ate
conservation
damaging effect
desert
dirt
drought
dust
earthquake
ecology
ecosystems
endangered species
energy
environmental issues
environmental policy
evolution
exhaust fumes
extinct species
'amine
fertilizer
~ood
ferestfire
global warming
greenhouse effect
hurricane
industrial waste
landslide
natural disaster
(non)-renewable resources
nuclear
oil-slick
ozone layer
ozone hole
pesticide
poison(ous)
pollution
protected animal
rainforest
radiation
severe weather
sewage
soil
storm
tidal wave
tornado
toxic waste
tsunami
typhoon
volcanic eruption
wild life
to affect
to be aware
to be exposed to
to be harmful
to chop down
to contaminate
to cut down
to destroy
to die out
to diminish
to disappear
to dispose (of)
to dry up
to dump
to harm
to menace
to plant
to preserve
to prevent
to protect
to pollute
to purify
to recycle
to save
to threaten
to throw away
to waste
235
mm

Fill in the gaps to form a compound noun or phrase:
1
layer
2. . . . r a i n
3. t o x i c . . .
4. environm ental.. .
5. o i l . . .
6 . . . . welfare
7. v o lc a n ic . . .
8. greenhouse .. .
9
life
10
fumes
11. severe ...

12. . . . ef fec t
13. protected ...
14. e x t i n c t ...
15. land...
U t l Put each of the following words in its correct place in the passage:
Helicopters, famine, drop, starve, flood, starvation, drown, drought, cutoff, rains
If a country has no rain for a long time, this dry period is called a . . . . In countries
dependent on their agriculture, this can lead to a period o f ..., when there is not enough
food and people a ctu ally. . . (die of hunger).They die o f . . . . When i t . .. very heavily and
the land is under water, this is called a . . . . In this situation people and animals can . . . .
Sometimes ... have to ... food supplies to people in areas which are . . . .
I f * ! Choose the appropriate variant:
1) I didn't know that species offish was s t ill___
a) extant
c) extinct
b) extent
d) extinguished
2) Most African countries have now ... the killing of elephants.
a) banned
c) prevented
b) dismissed
d) refused
3) Animals should not be locked in cages; they should be in their n o rm al___
a) environment
c) position
b) home
d) residence
4) There is a large ... for rare tropical birds in the National Park.
a) aviary
c) reserve
b) cage
d) zoo
5) Many species of animals today are . . . .
a) endangered
c) risky
b) in risk
d) under danger
6) A bird ... has been established on this island.
a) asylum
c) refuge
b) haven
d)sanctuary
7) Much of our knowledge about the prehistoric animals comes from the study o f . . . .
a) artifacts
c) relics
b) fossils
d) ruins
8) Unless we can prevent people from hunting snow leopards, the species w i l l . . . .
a) die out
c) extinguish
b) drop out
d) fall out
9) Unless stricter hunting laws are introduced, seals will soon b e ___
a) archaic
c) extinct
b) defunct
d) obsolete
10) My friend is a keen amateur___

a) natural historian
c) naturist
b) naturalist
d) nature-lover
Put the following stages of the life-cyde of a plant in the correct order:
1. First,
2. Next,
3. Soon,
4. Subsequently,
5. Meanwhile,
6. Later,
7. Then,
8. Afterwards,
9. Eventually,
10. Finally,
a. flowers appear.
b. the fruit forms.
c. leaves also start to sprout.
d. the plant decomposes
e. the plant dies.
f. pollination takes place
g. roots begin to develop.
h. the seed begins to swell
i. the seed is sown.
j. the seed needs water.
Match the words with their definitions:

1. endangered species
2. oil-slick
3. global warming
4. to preserve
5. to menace
6. extinct species
7. to pollute
8. fertilizer
9. acid rain
10. to recycle
a. rain that contains harmful chemicals from factory

gases and that damages trees, crops and buildings
b. the species that may soon no longer exist
c. to keep sb/sth alive, or safe from harm or danger
d. to add dirty or harmful substances to land, air, water
e. the increase in temperature of the earth's atmosphere
f. to treat things that have already been used so that they
can be used again
g. a substance added to soil to make plants grow more
successfully
h. to be a possible danger to sb/sth
i. types of plants, animals, etc. no longer in existence
j. an area of oil that is floating on the surface of the sea
111 If people want to look after the environment, there are certain things they
should and shouldn't do. Complete these two lists in suitable ways:
People should:
People shouldn't:
.. . tropical rainforests.
... the ozone layer.
. . . more trees.
... trees for firewood.
. . . water and energy.
.. . animals and environment.
. . . paper, bottles and clothes.
.. . soil.
. . . the pollution of water, air and land.
.. . toxic waste at sea.
Ex. 7 Complete the sentences below with the appropriate words:

Charging, conserve, walk, recycling, air-conditioning, energy, bicycle, train, lights, cycle,
batteries, degrees, coach
1)To save e_________ turn off lights, television and computer when not in use.
2) To _______ water, take short showers and turn off the tap when brushing your teeth.
237
mm
'
i 1H i 11
SS
I H B 1 ; HU I H H i 1
3) Don't drive when you can w

,
or use public transport.
4) Unplug your mobile phone as soon as it has finished
.
5) Use rechargeable b
instead of throwaway ones w henever possible.
6) Turn down the central heating by one or two d
.
7) Travel by t
or
instead of taking domestic flights.
8) When on holiday - rent a b
rather than a car.
9) Turn the I
and a
-
off when you leave your hotel room.
10) Instead of throwing things away, reduce garbage by r
as much as possible.
1
Choose the correct word:
It's always good to be aware o f certain environmental concerns. We all live on this planet
and have to take care o f it. Here's an exercise to help you practice talking about the
environment and some o f the problems that many o f us face every day.
1. Exhaust fumes cause a lot of recycling/pollution especially in big cities.
2. Everyone should learn to conserve/converse (= save) energy. Using lights/lamps
only when needed is a good say to do this.
3. Nancy is concerned /cornered about pollution.This is w hy she walks to work instead
of driving.
4. Baking/biking is much healthier than driving, and it doesn't pollute the air.
5. David conserves water by not letting it run/jog when he's not using it.
6. I'd like to conserve w ate r... But I feel dirty if I don't bath/show er three times a day!
7. Many unethical companies dum p/give their waste into rivers.
8. Sm og/ smoke, which is partly caused by exhaust fumes from cars, is a very big
problem in many big cities across the world.
9. Dirty/ acid rain occurs when pollution in the air is absorbed by water droplets in
clouds.
10. Oil soil/spills pollute sea water and kill marine life.
Grammar
Make up sentences putting the verb 'to b e' in the following tense forms of
the Active Voice:
1. Present Simple. 2. Past Simple. 3. Future Simple. 4. Present Continuous. 5. Past
Continuous. 6. Present Perfect. 7. Past Perfect. 8. Future Perfect.
m in i Put the following into the Passive Voice:
A)
Present Simple Passive

Human activity (to consider) harmful for the ocean.
People (to worry) about the environment.
Pollution (to generate) by a series of causes.
Environment (to destroy) humans.
Harmful radiation from the sun (to stop) by the ozone layer.
Raise of the world temperature caused by increase of carbon dioxide (to call)
global warming.
7. Volunteers whose aim is conservation of natural resources (to refer) to as greens.
1.
2.
3.
4.
5.
6.
8. Air (to pollute) mainly by smoke from factories and car exhaust fumes.
9. An increase of the carbon dioxide in the atmosphere (to cause) by cutting down
tropical rainforests.
10. The existence of a hole in the ozone layer (to prove) by scientific research.
B) Past Simple Passive:
1. Oceans (to pollute) by dumping industrial wastes in rivers and seas.
2 .The acid rain we had yesterday (to cause) the smoke from numerous factories.
3.The Amazon (to surround) by tropical rainforests a couple of years ago.
4. The chemical CFC (to use) in aerosol cans.
5. All the bottles, cans and books I had (to recycle) last week.
6. Hundreds of trees (to plant) in this park last year.
7. Nature so (to damage) in this region, that it is almost a desert now.
8. Chlorofluorocarbon (to call) CFC when it was invented.
9. Smog maximal levels (to exceed) in London at the beginning of the 20th century.
10. In India elephants (to consider) endangered species a couple of years ago.
C) Future Simple Passive
1. In several years Styrofoam still (to believe) one of the most unnecessary pollutants.
2. Scientists claim that in the nearest future 50% of all toxic wastes (to produce) by the
photographic industry.
3. The problem of pollution (to look at) on three levels: local, regional, and global.
4. Smog problems in large cities still (to cause) by exhaust fumes as long as we don't
control the import of used cars.
5. Global environmental problems (to resolve) only by international agreements.
6. The effects of the eruption of a volcano in the Pacific (to feel) round the world.
7. The quantity of the fumes that bleach out into the atmosphere (to limit) due to the
efforts of the greens.
8. Serious health problems (to condition) by pollution if urgent measures are not
taken.
9. Thousands of animals (to kill) if we continue to cut down the forests.
10. Plastic, aluminum, glass and paper (to collect) in different containers in the next
semester.
Put the following into the Present or Past Continous Passive:
1. Hundreds of plants (to destroy) now.
2. The law on banning fishing (to take) at the moment.
3. Large areas of tropical forests on the globe (to cut) all the time.
4. Huge numbers of air fresheners and hairsprays (to buy) by women all over the
world now.
5. Progress in solving environmental problems (to make) all the time.
6. What are you doing here? My bottle of perfume (to refill) in this shop now.
7 .The old trees (to pull up) in that park when we came there.
8. Far more money (to spend) on sprays when I was younger.
9 .1 could barely breathe the other day, a huge fire (to make) in your garden.
10. Several recycling plants (to build) in your city when I last visited you.
239
ill
Put the following into the Present, Past or Future Perfect Passive:
1. This area (to clear) from trees already.

2. The water just (to purify).
3. A grant recently (to offer) to our NGO to collect the litter from the streets.
4. The volunteers just (to warn) about the waste storing facility.
5. The materials already (to recycle).
6. In Japan the problem of waste disposal (to cut down) long before 1975.
7 .The damage caused by cutting down trees (to educe) in Brazil before special
instructions (to issue).
8. Whole forests (to burn down) before the firefighters managed to arrive.
9. Lots of energy (to use) to turn the wood pulp into paper before new technologies
(to invent).
10. The Earth (to call) the Blue Planet long before people conquered space.
11. The Planet (to cover) by huge clouds of smoke before the greenhouse effect were
identified.
12. The solution against the GE (to find) by the year 2025.
13. The oceans (to clean) by the end of the century.
14. The language signals of the dolphins (to decipher) by the time my grandchildren
grow up.
15. The blue whale (to exterminate) by the time hunting is banned.
Put the following into the Passive Voice:
1.The com munity of living organisms and the physical environment in a particular
area (to call) ecosystem.
2. The term 'ecology' (to coin) by the biologist Ernst Haeckel in 1866.
3. Ecology (to consider) a very important field of investigation for many years.
4. Applied ecology (to concern) with the management and conservation of habitats
and consequences and control of pollution.
5. Officially designated endangered species recently (to list) by the International
Union for the Conservation of Nature.
6. Javan rhinoceros (to think) to be a vivid example of an endangered species.
7. Only 50 alive animals (to see) in the wilderness.
8. Unless active steps (to take) mountain leopards will be gone forever.
9. The harmful effect of byproducts of human activity on the environment (to know)
worldwide.
10. The greenhouse effect (to cause) by pollution.
11. Enormous clouds of ash (to eject) into the atmosphere after the eruption of
Vesuvius.
12. The concentration of carbon dioxide in the atmosphere (to estimate) to have risen
by 25% in the nearest future.
13. Research proved that instability and harm to the ecosystem on the Earth (to
condition) by the introduction of contaminants into the environment.
14. The world's worst polluted places (to list) online next week.
15. Last year, the ten worst polluted places (to locate) in China, India, Russia, Peru and
(the) Ukraine.
I E S S EN T IA L EN GLISH FOR C O M M I T T E D L E A R N E R S I
1 1 Put the verbs in brackets into the Passive Voice:
Dear Sophia!
As fa r as you know I adore travelling! This year wasnt an exception. As soon as the tour
(to buy) and the tickets (to book) I started dreaming about the Caribbean.
On board the ship I met a very interesting person who told me a lot o f things about the
environment and the ecological problems humanity are facing now. For thousands o f years
animals (to hunt), fish (to catch), forests (to cut) and plants (to wipe out). The land (to
farm ). As a result lots o f species (to exterminate). When the land (to over-farm) the top soil
turns to dust. Very sad, isnt it?
As I am writing this letter at least thousands o f trees (to cut) and many animals (to kill).
We must do something to save the flora and fauna, otherwise we will all regret very soon.
Hopefully, it is not too late yet.
Write to me, please what you think about the environmental issues I ve mentioned.
I m still enjoying my stay here. When I m back, more details (to provide).
Love, Annie.
8 Use the verbs in brackets in the correct tense form and voice:
- (to agree) that words are fascinating?
- Absolutely!
- One of the most delightful groups of words (to be) the collective names of animals.
Some phrases (to make) good sense if the animal's habit (to know), others can (to
understand) by only consulting a dictionary.
- Great! Could you (to give) some examples, please?
- Do you know how 'a group o f lions'(to call)? No? It (to name) 'a pride o f lions' because
of the lion's regal bearing. Let's (to take) another example: 'a group ofgeese' (to call)...
- I know- it is called 'a gaggle o f geese'. We must also say 'a colony o f ants, a school o f
fish, a flock o f birds and a parliament o f owls'.
- Good! Some (to be) pretty funny, aren't they? For example we say 'a conspiracy o f
ravens' or 'a murder o f crows'.You (to know) that the English language is idiomatic?
- Can you guess what (to mean) by the following expressions? 'Snake in the grass', 'no
spring chicken' or 'to be a dead duck'?
- I doubt, but I can try... well, it isn't as easy as it (to seem )...
- OK, I'll tell you: the first (to mean) 'a low and deceitful person', the second- not young',
and the third means 'to have failed, to be finished'.
- Hadn't you told us, w e would have never guessed.
- Some other examples must (to discuss) as well. For example: 'to chicken out' means
'to lose one's courage'; 'every dog has its day' (to use) to express 'everyone will get a
chance', 'to bear down on someone (to stand for) 'to put pressure on someone'; 'to rat
on someone' (to signify) 'to report someone's bad behavior, to tattle someone', and the
last one. Do you know what (to denote) by 'to cry wolf'?
- Yes, it's when you hear the wolves (to howl).
- Ha, ha, ha.. .
- No, it stands for 'to raise a false claim/alarm, when there is no true threat'.
- All right. So much for today! Please, learn the new meanings you (to discover) today.
U lM g Read, translate, pay attention to the underlined verbs in the Passive Voice.
Express your opinion using passive constructions:
There are several views on Global Warming. Some claim it exists, others on the contrary say
it is a lie! The text below contains information supporting the 2nd opinion.
There is no global warming period???
Many scientists claim: "Yes, global warming is with us."There is no evidence whether
such claims should be supported. Anyone who tells you that scientific research shows
warming trends - is wrong. There is no global warming!
Scientific research through U.S. Government satellite and balloon measurements
shows that the temperature is actually cooling - very slightly - 037 degrees Celsius.
Because of modern science and improved equipment, this "coolinq"trend has been most
accurately documented over the past 18 years. Ironically, that's the same period of time
the hysteria has grown over dire warnings of "warming."Changes in global temperatures
are natural. In examining that there is more evidence to prove the basis for a conclusion
that changes in climate are more related to an increase in the temperature of the Sun
rather than influence of people. There is no proof that temperature is affected bv anything
that man has done. In fact, recent severe weather has been directly attributed to a natural
phenomenon called E l Nino. It causes ocean temperatures to rise as tropical trade winds
actually reverse for a time. The resulting temperature changes cause severe storms,
flooding and even draught on every continent on earth. It's com pletely natural. E l Nino
has been wreaking its destruction across the globe since long before man appeared.
How about the reports that the polar ice cap is melting? Well, yes it is. In fact, it has
been for about a million years or so. We are at the end of the ice age in which ice covered
most of North American and Northern Europe. Yet our world is being flooded with
the terrible predictions of Global Warming. We are being warned of killer heat waves,
vast flooding and the spread of tropical diseases. Ocean levels are rising they tell us.
Hurricanes and tornadoes have already become more violent, floods and droughts have
begun to ravage the nation, we are warned.
Any change in temperatures, or an excessive storm or extended flooding is looked upon
as a sure sign that environmental Armageddon is upon us. Diabolical environmentalists
are using the natural E l Nino phenomenon to whip people into a Global Warming
hysteria. People are being deceived, and the deceit knows no bounds.The United Nations
released a report at the end of 1996 saying Global Warming was a fact, yet before releasing
the report two key paragraphs were deleted from the final draft. Those tw o paragraphs,
written by the scientists who did the actual scientific analysis said:
1."None of the studies cited above has shown clear evidence that we can attribute
the observed climate changes to increases in greenhouse gases."
2."No study has positively attributed all or part of the climate change to man-made causes."
Global warming is the greatest trick ever perpetrated on the people of the world!
After Andrew Gavin Marshall
Translate into English::
1. Pina la mijlocul secolului al XXI-lea majoritatea padurilor tropicale vor fi taiate. 2.
Savantii au ajuns la concluzia ca numeroasele catastrofe naturale sint provocate de
activitatea omului. 3. Zborurile deasupra Europei au fost suspendate din cauza norilor
242
i e s s e n t ia l E n g lis h fo r c o m m i t t e d l e a r n e r s
dei de cenua vulcanica. 4. Apa potabila trebuie sa fie purificata inainte de a fi utilizata.
5. Toate cruazierile turistice spre insule sint anulate din cauza pericolului de tsunami. 6.
Legumele i fructele organice (ecologic pure) sint cultivate doarin dteva regiuni ale tarii.
7. Sute de animale marine afectate de deversare de petrol au fost salvate de voluntari. 8.
In prezent, energia solara este tot mai mult folosita in industrie. 9. Ecosistemul unic este
grav afectat din cauza interventiei umane. 10. Primarul oraului a asigurat locuitorii ca
zeci de arbori i arbuti vor fi plantati in curind pe strazi, in parcuri i scuaruri.
1.1-.2.
,
. 3.
- . 4.
. 5. . 6.
. 7. ,
, . 8.
. 9.
- .
10. ,
, .
READING
lea d the selection and say why the weather is so unpredictable nowadays.
Weird Weather
Every generation thinks the weather isnt what it used to be. Its hotter or colder,
drier or wetter now than it was in Grandfathers day. But nowadays maybe the
dimate is really changing. The season of this year has brought a winter (or a summer,
depending on your relationship with the equator) that entered the record books. New
York City, the self-proclaimed Capital of Everything, was virtually shut down by its
worst blizzard in nearly half a century. And that was only one instance of freakish
weather around the turn of the year. There was record snow in Japan, record heat in
Argentina, record cold in Scotland. Weird weather brought floods to Italy, Indonesia,
South Africa and southern France. It produced a cold wet summer in Australia and
a spell of warm snowless winter in the Austrian Alps. For some, the weather was
pure joy, providing a midwinter sunbath or a once-in-a-lifetime glimpse o f snow.
For others, the extremes o f global climate were annoying, expensive or tragic. At
least 147 people died in the South African floods, caused by torrential rain. In central
Mexico, a foot of snow killed as many as 20 million migrating monarch butterflies.
A growing body of scientific evidence suggests that extreme weather - cold or hot,
wet or dry - is a result of global warming, itself a consequence o f air pollution. If so,
global warming has a lot to answer for: the hurricanes that devastated the Caribbean
the previous year, Britains worst drought in this century, the heat wave that killed
1 ES S EN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
more than 800 people in the American Midwest, the warm temperatures in Siberia
and lack of snow in Alaska, the drought that parched northeastern Brazil - and the
rain that was lashing southern Brazil. Climate change is a slow and intermittent
process, but in some parts o f the world, a pattern seems to be emerging: summers
that are hotter and drier than usual, winters that are colder and wetter.
A relatively small variation in temperature can have drastic results. Scotland,
where winter temperatures dont normally dip below freezing for long, was hit by
a severe cold snap in December. Water mains froze solid and burst open when a
thaw arrived. Half a million Scottish homes were left without water. The normally
lush Argentine pampas went dry the previous year, suffering the worst drought
in history. The plains became tindery, and fires were burning out o f control over
thousands o f acres. W ere dealing with very low humidity, record high temperatures
and practically zero chance o f rain in the immediate future, said Fernando Marcus,
a top official in the national parks. The drought reduced the regions grain harvest
by about 30 per cent, and thousands of cattle died of starvation. In the 62 years Ive
lived here, its never been like this, said Ramon Navas, who owned a small ranch 200
miles west o f Buenos Aires. His pasture dried out, and he kept his cattle alive with an
unusual diet: unsalted, unbuttered popcorn.
As always, outlandish weather was a curse for some and a blessing for others.
Unusually low temperatures in northern Europe coated roads with ice. But it also
froze Hamburgs Alster Lake for the first time in four years, and about 500,000 people
turned out to skate or slide on the ice. Down in the Austrian Alps, record highs were
recorded: World Cup ski events had to be cancelled because there was no snow.
In central Mexico, many people were delighted with the first real snow to fall
in decades. On New Years weekend, roads leading out o f Mexico City were choked
with sightseers. Some built snowmen in the backs o f their pickup trucks and drove
them jubilantly through the streets of the capital until they melted. Working-class
teenagers like 18-year-old Nancy Francilliano, had never seen snow and had no
expectation o f ever getting to the ski slopes of Colorado. She said she cried when
she first saw the snow because it was the most wonderful thing Id ever seen in my
life - fascinating, precious - and I realized I might not ever see it again. Learning
to throw a snowball, she added, was very cool. It was a sense o f wonder that many
weather-weary people around the world wish they could share.
After Russell Watson
U M i Answer the following questions:
1. What was the weather like in Grandfather's day?
2. What were the examples of freakish weather around the turn of the year?
3. What were the tragic consequences of torrential rains in South Africa?
4. What does a growing body of scientific evidence suggest?
5. Which disasters is global warming responsible for?
244
6. Climate change is a slow and constant process, isn't it?

7. What weather pattern appears to be emerging in some parts of the world?
8. What drastic results can a relatively small variation in temperature have?
9. How did Ramon Navas, the owner of a small ranch 200 miles west of Buenos Aires,
manage to keep his cattle alive?
10. What problems did outlandish weather bring to northern Europe?
11. What joys did the same weather bring to Europeans?
12. What delighted so many people in central Mexico?
13. What was Nancy Francilliano's reaction when she first saw the snow?
14. How would weather-weary people respond to Nancy'happiness?
15. Are you frightened or fascinated by the weather vagaries nowadays?
b)
1.Why was the weird weather pleasure for some people and annoyance or even
tragedy for others?
2. Why did 20 million migrating monarch butterflies die in central Mexico?
3. Why does the author consider that namely air pollution is the reason for freakish
weather?
4. Why are summers generally becoming hotter and drier while winters are getting
colder and wetter?
5. Why were half a million Scottish homes left without water?
6. Why did thousands of acres of the Argentine pampas burn out?
7. Why did northern Europe bless and at the same time curse unusually low
temperatures?
8. Why were the roads, leading out of Mexico City, chocked with sightseers on New
Year's weekend?
9. Why did Nancy Francilliano have no expectation of ever getting to the ski slopes of
Colorado?
10. Why wouldn't many people around the world share Nancy's sense of wonder?
IOWT Correct the sentences if it is necessary:

1. Every generation believes the weather is different than it was in Grandfather's day.
2. There have been a lot of instances of freakish weather around the turn of the year.
3. Forall people such unpredictable weather hasbrought only purejoyand happiness.
4. Scientists suppose that extreme weather is a result of global warm ing, itself a
consequence of ultraviolet radiation.
5. Although climate change is a slow and intermittent process, in some parts of the
world a pattern seems to be emerging: summers that are colder and wetter than
usual, winters that are warm er and drier.
6. Even a small variation in temperature can have serious consequences.
7. Scotland was hit by a severe cold snap in February.
8. The drought in the normally lush Argentine pampas reduced the region's grain
harvest by about 25 per cent.
9. In southern Mexico, many people were happy to enjoy the first real snow to fall in
decades.
10. For 16-year-old Nancy Francilliano the snow was the most wonderful thing she'd
ever seen in her life.
1 Insert the missing words or phrases and reproduce the passage below:
Scottish, temperatures, wet, decades, pollution, snap, World Cup, weather, rain, weary,
extreme, curse, variation, cold, drought, blessing, global, thousands, snow
It's in human nature to com plain about the ... affirm ing that it used to be much
better earlier. But current scientific evidence proves that ... w eather - ... or hot,
... or dry is a result of ... w arm ing, w h ich, in its turn, is caused by air ... Namely
global warm ing is the reason for the warm ... in Siberia and the lack of .. . in
Alaska, for the ... that parched northeastern Brazil and the . . . that was lashing
southern Brazil.
The fact is that even a slight... in temperature may lead to disastrous consequences.
For example, because of severe cold ... in December half a million ... homes were left
without water, while in Argentina ... of cattle died of starvation, caused by the terrible
drought.
As usual, the outlandish weather is a .. . for some and a ... for others. If in the
Australian Alps ... ski events were cancelled because there was no snow, in central
Mexico many people were delighted with the first real snow to fall in . . . . For sure, a lot
of weather - ... people around the world wish they could share the joy and happiness
of the Mexicans.
H !fT

Over many years, hundreds ... pesticides and other chemicals have run ... rivers and
accumulated .. . the soil. This threatens the animal species that feed . . . plants and
other animals. Equally dangerous are the "ghost" nets - discarded or lost fishing nets that d r i f t ... the oceans, trapping and killing fish, seabirds, seals, dolphins, and turtles.
Furthermore, industrial gases trapped ... the atmosphere pollute the air and cause
global warming, changing the environments .. . species.
From ... earliest times, hunters have caused ... extinction of species. From ... Stone
Age up to ... 18th century, mainly large animals were hunted to ... extinction. But with
.. . invention of guns, hunters targeted ... smaller animals and birds. This accelerated
... rate of extinction, especially of birds. Today, in theory, ... hunting is regulated
in most countries; however, it remains . . . major threat to ... survival of many birds
and animals. Commercial hunting for .. . ivory, skins, and other products continues
to cause .. . extinction of species. In ... 21st century, ... scientists predict that plant
species, such as ... rare orchids and cacti, will become endangered from ... hunting
and collecting.
Present your impression of the passage as if you were
a. an environmentalist
b. a person living in one of the countries affected by the weird weather
c. an expert in modern technologies
246
mmm
CONVERSATION
a)
Read, translate, entitle and reproduce the following dialogue:
Reporter:
Expert:
Reporter:
Expert:
Reporter:
Expert:
Reporter:
Expert:
Reporter:
Expert:
Reporter:
Expert:
Reporter:
b)
Nowadays we often hear the words 'harmful effects of civilization on

nature'. Do you know what is meant by these words?
I suppose that quite many negative consequences of human activity
are reflected by this phrase. First of all it is pollution - the damage to
the air, sea, rivers and land caused by chem icals, waste and harmful
gases.
What is considered to be the principal source of pollution?
Without any doubt, the biggest polluter today is the car.
Quite right. Exhaust fumes are the main cause of bad air quality, which
can make people feel ill and have difficulty breathing.
I want to add something. The greenhouse effect is also caused by
exhaust fumes along with the gases which are produced when coal is
burned in power stations to make electricity.
Do you know other examples of people's negative influence on nature?
Sure! The problem of acid rains is becoming more and more actual, as
they can damage trees, rivers and even buildings.
What are they caused by?
It is acknowledged that acid rains are provoked by the acid from factory
smoke, and quite often they lead to deforestation, which is one of the
most vivid consequences of people's everyday activity.
I have never heard this term before. What is it meant by deforestation?
This word is used to describe the disappearance of forests and as a result
of many wild species from large parts of the world's surface.
There are far too more harmful effects of people on the surrounding
world that we have mentioned today. Think about possible solutions.
Translate:
Solutions
Moderator: Last time, the most urgent environmental problems have been pointed
out. Is there any way for them to be solved?
Student 1: M-am gTndit mult la tipurile de transport, care ar fi inofensive pentru
mediul Tnconjurator. De exemplu, electromobilele i bicicletele pot fi
folosite Tn oraele mari chiar i acum.

. ,
.
Moderator: It is a very practical suggestion which can be followed by everybody.
What other ideas do you have?
Student 2: Sursele alternative de energie sint discutate pe larg Tn prezent. Energia
vTntului, a soarelui i a apei sTnt considerate sigure pentru natura, dar
ele sTnt dificil de produs.
247
Moderator:
Student 3:
Moderator:
c)
; ' '

. ,
, .
I hope that in the nearest future these kinds of energy will dominate.
We failed to mention the most wide-spread solution to the problem
that is being discussed by us.
Desigur! Aceasta este utilizarea deeurilor activitatii umane. In lo
sa aruncam sticla, hirtia i metalele, ele potfi transportate la uzine
specializate i prelucrate acolo. .
.
, ,
.
That's right. But the simplest solution is not to litter the place where
you live, study or work.

Together with your group-mates you have to participate in the debates with the topic
"The earth we abuse and the living things we kill will, in the end, take their revenge; for in
exploiting their presence we are diminishing our future". Discuss your discourse for the
debates.
<3> CREATIVE WORK

i f l l l Describe the pictures below:
Ex. 2 Express your opinion on the following adages:
1. The nation that destroys its soil destroys itself. Franklin D. Roosevelt
2. Modern technology Owes ecology An apology. Alan M. Eddison
3. We never know the worth o f water till the well is dry. Thomas Fuller
4. We cannot command Nature except by obeying her. Francis Bacon
5. The goal o f life is living in agreement with nature. Zeno
248

TEXTS FOR ADDITIONAL READING

GRAMMAR REFERENCES
LIST OF IRREGULAR VERBS
LIST OF VERBS WITH PREPOSITIONS
Texts for additional reading

THE FACULTY OF PHILOLOGY
1. Jo u rn a lism
Journalism is the craft of conveying news, descriptive material and comment via a
widening spectrum of media. These include newspapers, magazines, radio, television, the
internet and even, more recently, the mobile phone. Journalists - be they writers, editors
Of photographers, broadcast presenters or producers serve as the chief purveyors of
information and opinion in contemporary mass society. According to the BBC journalist,
Andrew Marr,"News is what the consensus of journalists determines it to be."
From informal beginnings in the Europe of the 18th century, stimulated by the arrival of
mechanized printing - in due course by mass production and in the 20th century by electronic
communications technology - today's engines of journalistic enterprise include large
corporations with global reach. The formal status of journalism has varied historically and still
varies vastly from country to country. The modern state and hierarchical power structures in
general have tended to see the unrestricted flow of information as a potential threat, inimical to
their own proper function.
Censorship, governmental restriction or even active repression of individual journalists
and non-state organs of communication continue to cause, intermittent friction in most
countries. Few formal democracies and no authoritarian governments make provision for
protection of press freedom implied by the term Fourth Estate.
The rapid rise of Internet technology, in particular the advent of blogging and Social
networking software, further destabilize journalism as traditionally understood and its
practitioners as a distinct professional category. Combined with the increasing leakage of
advertising revenue from pre-existing journalistic media into the internet, the full impact of
the arrival of the citizen journalism - potentially positive as well as negative - is yet to be seen.
2. Th e Role o f Jo u rn a lism in a D e m o cracy
In the 1920s, as modern journalism was just taking form, the writer Walter Lippmann and
the American philosopher John Dewey debated over the role of journalism in a democracy.
Their differing philosophies still characterize a debate about the role of journalism in the
society and the nation state.
Lippmann understood that journalism's role at the time was to act as a mediator
or translator between the public and policy making elites. The journalist became the
middleman. When elites spoke, journalists listened and recorded the information, distilled it,
and passed it on to the public for their consumption. His reasoning behind this was that the
public was not in a position to deconstruct the growing and complex flurry of information
present in modern society, and so an intermediary was needed to filter news for the masses.
249
Lippmann put it this way: "The public is not smart enough to understand complicated,
political issues". Furthermore, the public was too consumed with their daily lives to care about
complex public policy. Therefore the public needed someone to interpret the decisions
or concerns of the elite to make the information plain and simple. That was the role of
journalists. Lippmann believed that the public would affect the decision-making of the elite
with their vote. Meantime, the elite (i.e. politicians, policy makers, bureaucrats, scientists,
etc.) would keep the business of power running. According to Lippmann, the journalist's role
was to inform the public of what the elites were doing. It was also to act as a watchdog over
the elites, as the public had the final say with their votes. Effectively that kept the public at
the bottom of the power chain, catching the flow of information that is handed down from
experts/elites.
Dewey, on the other hand, believed that the public was not only capable of understanding
the issues created or responded to by the elite; it was in the public forum that decisions
should be made after discussion and debate. Dewey believed that journalists should do
more than simply pass on information. He believed they should weigh the consequences
of the policies being enacted. Over time, his idea has been implemented in various degrees,
and is more commonly known as"community journalism."
This concept of communityjournalism is at the centre of new developments in journalism.
In this new paradigm, journalists are able to engage citizens and the experts/elites in the
proposition and generation of content. According to Dewey, conversation, debate, and
dialogue lie at the heart of a democracy. While Lippmann's journalistic philosophy might be
more acceptable to government leaders, Dewey's approach is a better description of how
many journalists see their role in the society. Americans, for example, may criticize some
of the excesses committed by journalists, but they tend to expect journalists to serve as
watchdogs on government, businesses and other actors, enabling people to make informed
decisions on the issues of the time.
3 .T h e E le m e n ts of Jo u rn a lism
There are nine elements of journalism according to the book The Elements o f Journalism,
written by Bill Kovach and Tom Rosenstiel. In order for the journalists to fulfill their duty of
providing people with information they need to be free, self-governing and must follow
these guidelines:
1. Journalism's first obligation is to the truth.
2. Its first loyalty is to the citizens.
3. Its essence is discipline of verification.
4. Its practitioners must maintain an independence from those they cover.
5. It must serve as an independent monitor of power.
6. It must provide a forum for public criticism and compromise.
7. It must strive to make the significant interesting and relevant.
8. It must keep the news comprehensive and proportional.
9. Its practitioners must be allowed to exercise their personal conscience.
In the new edition of the book (April 2007), there was added one additional element, the
rights and responsibilities o f citizens to make it a total of ten elements of journalism.
In the UK, all newspapers are bound by the Code o f Practice o f the PressComplaints
Commission. This includes points like respecting people's privacy and ensuring accuracy.
However, the Media Standards Trust has criticised the PPC, claiming it needs to be radically
changed to secure public trust o f newspapers. There are several professional organizations,
universities and foundations that recognize excellence in journalism in the USA.
250
4. Jo u rn a lism E th ics an d S ta n d a rd s
Journalism ethics and standards comprise principles of ethics and of good practice
as applicable to the specific challenges faced by professional journalists. Historically and
currently, this subset of media ethics is widely known to journalists as their professional
'code of ethics" or the "canons of journalism" The basic codes and canons commonly appear
in statements drafted by professional journalism associations and individual print, broadcast,
and online news organizations.While various existing codes have some differences, most
share common elements including the principles of - truthfulness, accuracy, objectivity,
impartiality, fairness and public accountability - as these apply to the acquisition of
newsworthy information and its subsequent dissemination to the public.
Like many broader ethical systems, journalism ethics include the principle of'limitation of
narm". This often involves the withholding of certain details from reports such as the names
of minor children, crime victims' names or information not materially related to particular
news reports release of which might, for example, harm someone's reputation.
Some journalistic Codes of Ethics, notably the European ones, also include a concern with
discriminatory references in news based on race, religion, sexual orientation, and physical or
mental disabilities. The European Council approved in 1993 Resolution 1003 on the Ethics
of Journalism which recommends journalists to respect the presumption of innocence, in
particular in cases that are still sub judice. The primary themes common to most codes of
journalistic standards and ethics are the following.
Reporters are expected to be as accurate as possible given the time allotted to story
preparation and the space available, and to seek reliable sources.
Events with a single eyewitness are reported with attribution. Events with two or more
independent eyewitnesses may be reported as fact.
Corrections are published when errors are discovered
Defendants at trial are treated only as having "allegedly" committed crimes, until
conviction, when their crimes are generally reported as fact (unless, that is, there is
serious controversy about wrongful conviction).
Opinion surveys and statistical information deserve special treatment to communicate
in precise terms any conclusions, to contextualize the results, and to specify accuracy,
including estimated error and methodological criticism or flaws.
5. Taste, D e ce n cy a n d A cce p ta b ility
Audiences have different reactions to depictions of violence, nudity, coarse language, or
to people in any other situation that is unacceptable to or stigmatized by the local culture
or laws (such as the consumption of alcohol, homosexuality, illegal drug use, etc.). Even
with similar audiences, different organizations and even individual reporters have different
standards and practices. These decisions often revolve around what facts are necessary for
the audience to know.
When certain distasteful or shocking material is considered important to the story, there
are a variety of common methods for mitigating negative audience reaction. Advance
warning of explicit or disturbing material may allow listeners or readers to avoid content
they would rather not be exposed to. Offensive words may be partially obscured. Potentially
offensive images may be blurred or narrowly cropped. Descriptions may be substituted
for pictures; graphic detail might be omitted. Disturbing content might be moved from a
cover to an inside page, or from daytime to late evening, when children are less likely to be
ivatching.
There is often considerable controversy over these techniques, especially concerning the
fact that obscuring or not reporting certain facts or details is self-censorship that compromises
objectivity and fidelity to the truth, and which does not serve the public interest. For example,
images and graphic descriptions of war are often violent, shocking and profoundly tragic. This
makes certain content disturbing to some audience members, but it is precisely these aspects
of war that some consider to be the most important to convey. Some argue that "sanitizing" the
depiction of war influences public opinion about the merits of continuing to fight, and about
the policies or circumstances that precipitated the conflict. The amount of explicit violence and
mutilation depicted in war coverage varies considerable from time to time, from organization to
organization, and from country to country.
Reporters have also been accused of indecency in the process of collecting news, namely
that they are overly intrusive in the name of journalistic insensitivity.
T H E FA C U LTY O F PED AG O G Y, PH YC H O LO G Y
A N D S O C I A L A S S IS T A N C E
1. T h e O rig in s o f P sy ch o lo g y
While the psychology of today reflects the discipline's rich and varied history, the origins
of psychology differ significantly from contemporary conceptions of the field.
From its earliest beginnings, psychology has been faced with a number of different questions. The
initial question of how to define psychology helped establish it as a science separate from physiology
and philosophy. Additional questions that psychologists have faced throughout history include:
What topics and issues should psychology be concerned with?
^What research methods should be used to study psychology?
Should psychologists use research to influence public policy, education, and other
aspects of human behaviour?
Is psychology really a science?
Should psychology focus on observable behaviours, or on internal mental processes?
While psychology did not emerge as a separate discipline until the late 1800s, its earliest
history can be traced back to the time of the early Greeks. During the 17th-century, the French
philosopher Rene Descartes introduced the idea of dualism, which asserted that the mind
and body were two separate entities that interact to form the human experience. Many other
issues still debated by psychologists today, such as the relative contributions of nature vs.
nurture, are rooted in these early philosophical traditions.
So what makes psychology different from philosophy? While early philosophers
relied on methods such as observation and logic, today's psychologists utilize scientific
methodologies to study and draw conclusions about human thought and behaviour.
Physiology also contributed to psychology's eventual emergence as a scientific discipline.
Early physiology research on brain and behaviour had a dramatic impact on psychology,
ultimately contributing to the application of scientific methodologies to the study of human
thought and behaviour.
During the mid-1800s, the German physiologist Wihelm Wundt was using scientific
research methods to investigate reaction times. His book published in 1874, Principles of
Physiological Psychology, outlined many of the major connections between the science of
physiology and the study of human thought and behaviour. Later he opened the world's first
psychology lab in 1879 at the University of Leipzig. This event is generally considered the
official start of psychology as a separate and distinct scientific discipline.
Behavioural psychology, also known as behaviourism, is a theory of learning based upon

rie idea that all behaviours are acquired through conditioning. Conditioning occurs through
rrteraction with the environment. According to behaviourism, behaviour can be studied in
a systematic and observable manner with no consideration of internal mental states. There
two types of conditioning:
1. Classical conditioning is a technique used in behavioural training in which a naturally
occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired
with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes
id evoke the response without the presence of the naturally occurring stimulus. The two
dements are then known as the conditioned stimulus and the conditioned response.
2. Operant conditioning (sometimes referred to as instrumental conditioning) is a
method of learning that occurs through rewards and punishments for behaviour. Through
operant conditioning, an association is made between a behaviour and a consequence for
that behaviour.
Major thinkers in behaviourism are: Ivan Pavlov, B.F. Skinner, Edward Thorndike, John B.
Watson, Clark Hull.
Many critics argue that behaviourism is a one-dimensional approach to behaviour and
drat behavioural theories do not account for free will and internal influences such as moods,
droughts, and feelings. Behaviourism does not account for other types of learning, especially
earning that occurs without the use of reinforcements or punishments.
People and animals are able to adapt their behaviour when new information is introduced,
even if a previous behaviour pattern has been established through reinforcement.
Behaviourism is based upon observable behaviours, so it is easier to quantify and collect
data and information when conducting research.
Effective therapeutic techniques such as intensive behavioural intervention and discrete
dial training are all rooted in behaviourism. These approaches are often very useful in
changing maladaptive or harmful behaviours in both children and adults.
3. G e n e tic e p iste m o lo g y
According to Jean Piaget, genetic epistemology "attempts to explain knowledge, and in
particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the
psychological origins of the notions and operations upon which it is based". Piaget believed
he could test epistemological questions by studying the development of thought and action
in children. As a result Piaget created a field known as genetic epistemology with its own
methods and problems. He defined this field as the study of child development as a means of
answering epistemological questions. His exploration of genetic epistemology is divided into
four different stages:
1. the sociological model of development,
2. the biological model of intellectual development,
3. the elaboration of the logical model of intellectual development,
4. the study of figurative thought.
Stage I . T h e Sociological Model of Development
Piaget proposed that children moved from a position of egocentrism to sociocentrism.
For this explanation he combined the use of psychological and clinical methods to
create what he called a semiclinical interview. He began the interview by asking children
standardized questions and depending on how they answered, he would ask them a
253
m
A m
A
; I ES SEN T IA L ENGLISH FOR C O M M I T T E D L E A R N E R S
series of nonstandard questions. Piaget was looking for what he called "spontaneous
conviction" so he often asked questions the children neither expected nor anticipated.
In his studies, he noticed there was a gradual progression from intuitive to scientific and
socially acceptable responses. Piaget theorized children did this because of the social
interaction and the challenge to younger children's ideas by the ideas of those children
who were more advanced.
Stage 2. The Biological Model of Intellectual Development
In this stage, Piaget described intelligence as having two closely interrelated parts. The
first part, which is from the first stage, was the content of children's thinking. The second
part was the process of intellectual activity. He believed this process of thinking could be
regarded as an extension of the biological process of adaptation which has two pieces:
assimilation and accommodation. Because the two are often in conflict, they provide the
impetus for intellectual development. The constant need to balance the two, triggers
intellectual growth.
Stage 3.The Elaboration of the Logical Model of Intellectual Development
In the model Piaget developed in stage three, he argued the idea that intelligence develops
in a series of stages that are related to age and are progressive because one stage must be
accomplished before the next can occur. For each stage of development the child forms a
view of reality for that age period. At the next stage, the child must keep up with earlier level
of mental abilities to reconstruct concepts. Piaget concluded intellectual development as an
upward expanding spiral in which children must constantly reconstruct the ideas formed at
earlier levels with new, higher order concepts acquired at the next level.
Stage 4. The Study of Figurative thought
Piaget studied areas of intelligence like perception and memory that aren't entirely
logical. Logical concepts are described as being completely reversible because they can
always get back to the starting point. The perceptual concepts Piaget studied could not be
manipulated. To describe the figurative process, Piaget uses pictures as examples. Pictures
can't be separated because contours cannot be separated from the forms they outline.
Memory is the same way. It is never completely reversible. During this last period of work,
Piaget published books on perception, memory, and other figurative processes such as
learning during this last period.
4. W hat Is P e rso n a lity ?
Almost everyday we describe and assess the personalities of the people around us.
Whether we realize it or not, these daily musings on how and why people behave as they do
are similar to what personality psychologists do.
While there are many different theories of personality, the first step is to understand
exactly what is meant by the term personality. A brief definition would be that personality
is made up of the characteristic patterns of thoughts, feelings, and behaviours that make a
person unique. In addition to this, personality arises from within the individual and remains
fairly consistent throughout life.
Some of the fundamental characteristics of personality include:
* Consistency - There is generally a recognizable order and regularity of behaviours.
Essentially, people act in the same ways or similar ways in a variety of situations.
Psychological and physiological - Personality is a psychological construct, but
research suggests that it is also influenced by biological processes and needs.
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Impact behaviours and actions - Personality does not just influence how we move
and respond in our environment; it also causes us to act in certain ways.
Multiple expressions - Personality is displayed in more than just behaviour. It can also
be seen in out thoughts, feelings, close relationships, and other social interactions.
There are a number of different theories about how personality develops. Different
schools of thought in psychology influence many of these theories. Some of these
major perspectives on personality include:
Type theories are the early perspectives on personality. These theories suggested
that there are a limited number of "personality types" which are related to biological
influences.
Trait theories viewed personality as the result of internal characteristics that are
genetically based.
Psychodynamic theories of personality are heavily influenced by the work of Sigmund
Freud, and emphasize the influence of the unconscious on personality.
Behavioural theories suggest that personality is a result of interaction between
the individual and the environment. Behavioural theorists study observable and
measurable behaviours, rejecting theories that take internal thoughts and feelings into
account. Behavioural theorists include B. F. Skinner and John Watson.
Humanist theories emphasize the importance of free will and individual experience in
the development of personality. Humanist theorists include Carl Rogers and Abraham
Maslow.
5. T yp es o f N o n verb al C o m m u n icatio n
According to experts, a substantial portion of our communication is nonverbal. Every
day, we respond to thousands of nonverbal cues and behaviors including postures, facial
expression, eye gaze, gestures, and tone of voice. From our handshakes to our hairstyles,
nonverbal details reveal who we are and impact how we relate to other people.
Scientific research on nonverbal communication and behaviour began with the 1872
publication of Charles Darwin's The Expression o f the Emotions in Man and Animals. Since
that time, there has been an abundance of research on the types, effects, and expression of
unspoken communication and behaviour. While these signals are often so subtle that we are
not consciously aware of them, research has identified several different types of nonverbal
communication.
1. Facial Expression. Facial expressions are responsible for a huge proportion of
nonverbal communication. While nonverbal communication and behaviour can vary
dramatically between cultures, the facial expressions for happiness, sadness, anger, and fear
are similar throughout the world.
2. Gestures. Deliberate movements and signals are an important way to communicate
meaning without words. Common gestures include waving, pointing, and using fingers to
indicate number amounts.
3. Paralinguistics. Paralinguistics refers to vocal communication that is separate from
actual language. This includes factors such as tone of voice, loudness, inflection, and pitch.
4. Body Language and Posture. Posture and movement can also convey a great deal
on information. Research on body language has grown significantly since the 1970s, but
popular media have focused on the over-interpretation of defensive postures, arm-crossing,
and leg-crossing, especially after the publication of Julius Fast's book Body Language.
5. Proxemics. People often refer to their need for "personal space," which is also an
important type of nonverbal communication. The amount of distance we need and the
amount of space we perceive as belonging to us is influenced by a number of factors

including social norms, situational factors, personality characteristics, and level of
familiarity. For example, the amount of personal space needed when having a casual
conversation with another person usually varies between 18 inches to four feet. On the
other hand, the personal distance needed when speaking to a crowd of people is around
10 to 12 feet.
6. Eye Gaze. Looking, staring, and blinking can also be important nonverbal behaviours.
Looking at another person can indicate a range of emotions, including hostility, interest, and
attraction.
7. Haptics. Communicating through touch is another important nonverbal behaviour.
There has been a substantial amount of research on the importance of touch in infancy
and early childhood. Harry Harlow's classic monkey study demonstrated how the
deprivation of touch and contact impedes development. Baby monkeys raised by wire
mothers experienced permanent deficits in behaviour and social interaction.
8. Appearance. Our choice of colour, clothing, hairstyles, and other factors affecting
appearance are also considered a means of nonverbal communication. Research on colour
psychology has demonstrated that different colours can invoke different moods. Appearance
can also alter physiological reactions, judgement, and interpretations.
THE FACULTY OF LAW

1. C ivil R ig hts
A Civil Rights attorney has the responsibility of defending the written rights guaranteed
to all citizens of the United States. These rights include freedom of speech, freedom to
vote, freedom of the press, freedom of assembly, freedom from slavery, and the right to
be treated fairly in public places. These rights are to be given to all people regardless of
ethnicity, gender, age or whether or not they have been previously engaged in servitude,
sexual preference, or physical and intellectual limitations.
Civil Rights Lawyers act on behalf of people who feel their Civil Rights have been violated.
There are entire law firms dedicated to enforcing the civil rights of African Americans,
immigrants, people who have been discriminated against because of their gender or their
sexual preference, because they are handicapped in either a physical or intellectual way. The
usual recourse of such legal action for a Civil Rights lawyer is to act on behalf of a person who
has been discriminated against.
The Attorney General has a Civil Rights division within his office as the overseer
of regulations having to do with Civil Rights actions, and civil rights law firms are the
civilian representation of claims of uncivil acts of discrimination. The Federal Bureau of
Investigation examines claims of discrimination. Depending on the type of complaint
filed, the appropriate division of Civil Rights within the Attorney General's offices will be
contacted and investigations will proceed from there. Once it has been established then the
appropriate department takes the proceedings into consideration and evidence gathering,
testimonials and other indications of discrimination will be taken into account.
Civil rights departments can perform interventions if applicable. There are different
statutes of Civil Rights that encompass individual's rights ranging from voting to housing to
institutionalized persons. Civil rights attorneys are invested with the power and responsibility
to help people in the United States achieve the freedom they receive automatically as a
citizen of the country.
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2. C rim in al D e fe n se A tto rn e y
A criminal defense attorney is a lawyer that defends a person or persons when they are
accused of breaking the law. There are multiple types of criminal attorneys ranging from murder
to internet fraud, to DWI (driving while intoxicated). Criminal defense attorneys negotiate with
prosecuting attorneys and do their best to get the kind of sentence that best benefits their
dient. Criminal defense lawyers also hire investigators to research the charges and testify on
oehalf of the defendant against witnesses who may have testified in a less truthful manner.
Federal criminal defense lawyers defend suspects in federal cases in federal courts,
federal court processes are similar to state court processes except that federal situations
can be more costly and difficult to defend due to the caliber of prosecuting attorney.
There are federal defense offices with the appropriate attorneys available for individuals
unable to secure proper representation. Federal defense cases are specialized cases that
'equire experience with the federal legal system and grand juries. Federal criminal defense
attorneys must be familiar with the sentencing guidelines so that they can properly advise
their clients as to what will happen to them if convicted.
DUI (driving under intoxication) defense attorney works in a specialty area of law. Drunken
driving defense lawyers require specialized knowledge of scientific data concerning the influence
of alcohol on a person, as well as knowledge of evidence procedures, search and seizure, legal
counsel requirements, and interrogation procedures. The procedures and operation of testing
equipment such as breathalyzers and hospital equipment are also necessary.
Sexual abuse criminal defense attorneys defend men and women who are arrested on
suspicionsandevidenceof sexual misconduct with children or adults. Some defense attorneys
are reluctant to take on clients with sexual charges against them as they fear it may diminish
their reputation. Defense attorneys of persons charged with sexual harassment, sexual
assault or sexual misconduct with a child find it difficult to get good legal representation in
some cases and so therefore there are sexual assault criminal defense attorneys who make
it a mission to help people who otherwise might be discriminated against in a court of law.
3. Family Law
Family law attorneys deal specifically with laws having to do with family matters. There
are multiple facets to each instance of required representation and knowledge of individuals
and their family histories are necessary. Family law lawyers must interview each family
member involved, or mediate for families, so that agreements can be made in an amiable or
restructuring way.
The most common family law attorneys are the divorce lawyers. But other aspects of family
law are represented as well: child support claims and stipulations, custody and who gets
custody, visitation and length of visitation. Adoption proceedings, who can adopt, the rights
of fathers, mothers, and the different statutes of each state, paternity and how it is determined,
domestic abuse charges, who was abused, spousal abuse, child abuse, sexual abuse and the
court's rulings, annulments of marriages and what are considered avoidable marriages, are all
represented by the family law attorney. The knowledge and representation of the family law
attorney determine how these cases are decided by the courts and for what reasons.
4. E ld e r Law
Elder law attorneys are specialized attorneys who take special interest in laws that
affect older people and their families. Medications and pharmaceutical companies,
nursing homes and hospitals, long term health care plans and the need to keep fees at
manageable rates are some of the topics that elder law lawyers research and consider.
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Elder care lawyers help families and older persons plan for their future. They have plans
for payment of nursing home fees and medication fees. Elder law also helps individuals and
families create living wills and family estates.
Limited power guardians are people that, under elder law statutes, can help an older
person run his household, or do whatever a court sees fit. If a person is unable to pay the
bills but is still able to make rational decisions then limited guardianship will encompass bill
paying. The guardianship is meant to supplement what the older persons can do and keep
them safe.
5. T ru sts, E sta te s, W ills an d P ro b ate
Estate planning attorneys advise clients on living wills, death wills and transfer of wealth
from one generation to another. Well versed in tax laws, elder care laws and the general laws
of family and real estate law, trust lawyers help individuals and families plan for the care of
themselves or their loved one if he or she should become disabled and not be able to make
their own decisions. Estate attorneys also plan for probate court and the taxes that will result,
such as death tax, inheritance tax, or gift tax.Trusts and living wills, brokerage accounts and
past debts incurred by the deceased are all under the guidance of trust attorneys.
Probate is a term that refers to the proving of the existing will. Probate is a process that
allows property which was once owned by a recently deceased person to be passed along to
a predetermined person as stated in a formal document drawn up by a will attorney. Hiring
a probate attorney is necessary if the inheritors of funds or properties from estates want the
court proceedings to go smoothly.
Wills and estates have the ability to enable persons still to care for their families after
they die. These formal documents allow for the proper dispersal of funds, properties and
also make provisions for who will care for dependent children in case parents die before
the children are grown-ups. If there are no children or other relatives and there is wealth
to be given, the deceased charity or foundation of choice can be stipulated as beneficiary
(recipient) of funds. Wills and trusts also allow for designating executors to supervise the
carrying out of specific wishes in a will.
THE FACULTY OF ECONOMICS

1. G lo b a l F in an cial C risis o f 2 0 0 8
The global financial crisis of 2008-2009 is an ongoing major financial crisis. It became
prominently visible in September 2008 with the failure, merger or conservatorship of several
large United States-based financial firms. The underlying causes leading to the crisis had
been reported in business journals for many months before September, with commentary
about the financial stability of the leading U.S. and European investment banks, insurance
firms and mortgage banks consequent to the subprime mortgage crisis.
Beginning with the failures of the large financial institutions in the United States, it rapidly
evolved into a global crisis resulting in a number of European bank failures and declines
in various stock indexes, and large reductions in the market value of equities (stock) and
commodities worldwide. The crisis has led to a liquidity problem and the de-leveraging of
financial institutions especially in the United States and Europe, which further accelerated
the liquidity crisis. World political leaders and national ministers of finance and central
bank directors have coordinated their efforts to reduce fears but the crisis is ongoing and
continues to change, evolving at the close of October into a currency crisis with investors
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transferring vast capital resources into stronger currencies such as the yen, the dollar and the
Swiss franc, leading many emergent economies to seek aid from the International Monetary
Fund. The crisis was triggered by the subprime mortgage crisis and is an acute phase of the
financial crisis of 2007-2008.
2. B a n k Run
A bank run (also known as a run on the bank) occurs when a large number of bank
customers withdraw their deposits because they believe the bank is, or might become,
insolvent. As a bank run progresses, it generates its own momentum, in a kind of self-fulfilling
prophecy: as more people withdraw their deposits, the likelihood of default increases, and
this encourages further withdrawals.This can destabilize the bank to the point where it faces
bankruptcy.
A banking panic or bank panic is a financial crisis that occurs when many banks suffer
runs at the same time. A systemic banking crisis is one where all or almost all of the banking
capital in a country is wiped out. The resulting chain of bankruptcies can cause a long
economic recession. Much of the Great Depression's economic damage was caused directly
by bank runs. The cost of cleaning up a systemic banking crisis can be huge, with fiscal costs
averaging 13% of GDP and economic output losses averaging 20% of GDP for important
crises from 1970 to 2007.
Several techniques can help to prevent bank runs. They include temporary suspension
of withdrawals, the organization of central banks that act as a lender of last resort, the
protection of deposit insurance systems such as the U.S. Federal Deposit Insurance
Corporation, and governmental bank regulation. These techniques do not always work: for
example, even with deposit insurance, depositors may still be motivated by beliefs they may
lack immediate access to deposits during bank reorganization.
3. S yste m ic B an k in g C risis
A bank run affects just one bank. A banking panic or bank panic is a financial crisis that
occurs when many banks suffer runs at the same time. In a systemic banking crisis, all or
almost all of the banking capital in a country is wiped out.
Systemic banking crises are associated with substantial fiscal costs and large output losses.
Frequently, emergency liquidity support and blanket guarantees have been used to contain
these crises, not always successfully. Although fiscal tightening may help contain market
pressures if a crisis is triggered by unsustainable fiscal policies, expansionary fiscal policies
are typically used. In crises of liquidity and solvency, central banks can provide liquidity to
support illiquid banks. Depositor protection can help restore confidence, although it tends to
be costly and does not necessarily speed up economic recovery. Intervention is often delayed
in the hope that recovery will occur, and this delay increases the stress on the economy.
Some measures are more effective than others in containing economic fallout and
restoring the banking system after a systemic crisis. These include establishing the scale of
the problem, targeted debt relief programs to distressed borrowers, corporate restructuring
programs, recognizing bank losses, and adequately capitalizing banks. Speed of intervention
appears to be crucial; intervention is often delayed in the hope that insolvent banks will
recover if given liquidity support and relaxation of regulations, and in the end this delay
increases stress on the economy. Programs that are targeted, that specify clear quantifiable
rules that limit access to preferred assistance, and that contain meaningful standards for
capital regulation, appear to be more successful. Government-owned asset management
companies are largely ineffective due to political constraints.
4. S to ck M arket C rash
A stock market crash is a sudden dramatic decline of stock prices across a significant
cross-section of a stock market. Crashes are driven by panic as much as by underlying
economic factors. They often follow speculative stock market bubbles.
Stock market crashes are in fact social phenomena where external economic events
combine with crowd behaviour and psychology in a positive feedback loop where selling
by some market participants drives more market participants to sell. Generally speaking,
crashes usually occur under the following conditions: a prolonged period of rising
stock prices and excessive economic optimism, a market where Price to Earnings ratios
exceed long-term averages, and extensive use of margin debt and leverage by market
participants.
There is no numerically specific definition of a crash but the term commonly applies to
steep double-digit percentage losses in a stock market index over a period of several days.
Crashes are often distinguished from bear markets by panic selling and abrupt, dramatic
price declines. Bear markets are periods of declining stock market prices that are measured
in months or years. While crashes are often associated with bear markets, they do not
necessarily go hand in hand. The crash of 1987 for example did not lead to a bear market.
Likewise, the Japanese Nikkei bear market of the 1990s occurred over several years without
any notable crashes.
5. C u rre n cy C risis
A currency crisis, which is also called a balance-of-payments crisis, occurs when the value
of a currency changes quickly, undermining its ability to serve as a medium of exchange or a
store of value. It is a type of financial crisis and is often associated with a real economic crisis.
Currency crises can be especially destructive to small open economies or bigger, but not
sufficiently stable ones. Governments often take on the role offending off such attacks by
satisfying the excess demand for a given currency using the country's own currency reserves
or its foreign reserves (usually in Euros, United States Dollar or United Kingdom Pounds).
Recessions attributed to currency crises include the 1997 Asian Financial Crisis and the
Argentine economic crisis (1999-2002).
The currency and sovereign default crises that have occurred with increasing frequency
since the Latin American debt crisis of the 1980s have inspired a huge amount of research.
There have been several 'generations' of models of currency crises.
The 'first generation' of models of currency crises starts with the paper of Krugman (1979).
Krugman argues that a sudden speculative attack on a fixed exchange rate, even though it
appears to be an irrational change in expectations, can result from rational behaviour by
investors who correctly foresee that a government is running an excessive deficit. The deficit
causes the government to run out of funds to back its currency at the fixed rate; investors are
willing to continue holding the currency as long as they expect the exchange rate to remain
fixed, but they flee the currency en masse when they anticipate that the peg is about to end.
The 'second generation' of models of currency crises starts with the paper of Obstfeld and
Rogoff (1986). In these models, doubts about whether the government is willing to maintain
its exchange rate peg lead to multiple equilibria, suggesting that self-fulfiling prophecies
may be possible, in which the reason investors attack the currency is that they expect other
investors to attack the currency.
'Third generation' models of currency crises have explored how problems in the banking
system interact with currency crises, and how crises can have real effects on the rest of the
economy.
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THE FACULTY OF TECHNICS, PHYSICS,

MATHEMATICS AND INFORMATICS
1. In fo rm atics, C o m p u te r S cie n ce an d In fo rm atio n T e ch n o lo g y
Informatics is the science of information, the practice of information and processing,
and the engineering of information systems. Informatics studies the structure, algorithms,
behaviour, and interactions of natural and artificial systems that store, process, access and
communicate information. It also develops its own conceptual and theoretical foundations
and utilizes foundations developed in other fields. Since the advent of computers,
individuals and organizations increasingly process information digitally. This has led to
the study of informatics that has computational, cognitive and social aspects, including
study of the social impact of information technologies. Computer science deals with the
theoretical foundations of information and computation, and of practical techniques for
their implementation and application.
Computer science or computing science (sometimes abbreviated CS) is the study of
the theoretical foundations of information and computation, and of practical techniques for
their implementation and application in computer systems. It is frequently described as the
systematic study of algorithmic processes that create, describe, and transform information.
Computer science has many sub-fields; some, such as computer graphics, emphasize the
computation of specific results, while others, such as computational complexity theory, study
the properties of computational problems. Still others focus on the challenges in implementing
computations. For example, programming language theory studies approaches to describe
computations, while computer programming applies specific programming languages to solve
specific computational problems, and human-computer interaction focuses on the challenges
in making computers and computations useful, usable, and universally accessible to people.
The general public sometimes confuses computer science with careers that deal with
computers (such as the noun Information Technology), or think that it relates to their own
experience of computers, which typically involves activities such as gaming, web-browsing,
and word-processing. However, the focus of computer science is more on understanding the
properties of the programs used to implement software such as games and web-browsers,
and using that understanding to create new programs or improve existing ones.
Information technology (IT) is "the study, design, development, implementation,
support or management of information systems". Information technology is a general term
that describes any technology that helps to produce, manipulate, store, communicate, and/
or disseminate information.
2. M ichael Jo h n C ald w e ll G o rd o n (F e b ru a ry 2 8 ,1 9 4 8 )
Michael John Caldwell Gordon is a contemporary British computer scientist. Gordon
was born in Ripon, Yorkshire, England. He gained his Ph.D. at the University of Edinburgh in
1973 with the thesis entitled Evaluation and Denotation o f Pure LISP Programs. He has worked
at the Cambridge University Computer Laboratory since 1981, initially as a Lecturer and
moving to Reader in 1988 and Professor in 1996. He was elected a Fellow of the Royal Society
in 1994, and in 2008 a two-day research meeting on Tools and Techniques for Verification of
System Infrastructure was held there in honour of his 60th birthday.
Mike Gordon led the development of the HOL theorem prover. The HOL system is an
environment for interactive theorem proving in higher-order logic. Its most outstanding
feature is its high degree of programmability through the meta-language. The system has a
wide variety of uses from formalizing pure mathematics to verification of industrial hardware.
There has been a series of international conferences on the HOL system. The first three
were informal users' meetings with no published proceedings. The tradition now is for an
annual conference on a continent different to the location of the previous meeting. From 1996
the scope broadened to cover all theorems proving in higher-order logic.
3. A le x a n d e r G rah a m Bell (M arch 3 ,1 8 4 7 - A u g u st 2 ,1 9 2 2 )
Alexander Graham Bell was an eminent scientist, inventor, engineer, and innovator
who is credited with inventing the first practical telephone.
Bell's father, grandfather, and brother had all been associated with the work on elocution
and speech, and both his mother and wife were deaf, profoundly influencing Bell's life work.
His further research on hearing and speech led him to experiment with hearing devices
which eventually culminated in Bell being awarded the first U.S. patent for the telephone in
1876. In retrospect, Bell considered his most famous invention an intrusion on his real work
as a scientist and refused to have a telephone in his study.
Many other inventions marked Bell's later life, including groundbreaking work in
optical telecommunications and aeronautics. He also worked in medical research and
invented techniques for teaching speech to the deaf. The range of Bell's inventive genius is
represented only in part by the 18 patents granted in his name alone and the 12 he shared
with his collaborators. These included 14 for the telephone and telegraph, four for the photo
phone, one for the phonograph, five for aerial vehicles, four for hydro airplanes, and two for
a selenium cell. In 1888 he was one of the founding members of the National Geographic
Society and became its second president. He was the recipient of many honours. The French
Government conferred on him the decoration of the Legion d'honneur (Legion of Honour),
the Academie frangaise bestowed on him the Volta Prize of 50,000 Francs, the Royal Society
of Arts in London awarded him the Albert medal in 1902, and the University of Wurzburg,
Bavaria, granted him the Degree of Ph.D.
Bell married Mabel Hubbard on July 11,1877.He died in Baddeck, Nova Scotia in 1922. In
2004, Alexander Graham Bell was nominated as one of the top 10 "Greatest Canadians" by
viewers of the Canadian Broadcasting Corporation.
4. A lb e rt E in ste in (M arch 1 4 ,1 8 7 9 - A p ril 1 8 ,1 9 5 5 )
Albert Einstein was a German-born theoretical physicist. He is widely regarded as one
of the greatest physicists of all times. He formulated the special and general theories of
relativity. In addition, he made significant contributions to quantum theory and statistical
mechanics. While best known for the Theory of Relativity (and specifically mass-energy
equivalence, E=mc2), he was awarded the 1921 Nobel Prize for Physics for his explanation
of the photoelectric effect in 1905 (his "wonderful year" or "miraculous year") and "for his
services to Theoretical Physics".
Following the May-1919 British solar-eclipse expeditions, whose later analysis confirmed
that light rays from distant stars were deflected by the Sun's gravitation as predicted by the Field
Equation of general relativity, in November 1919 Albert Einstein became world-famous, an unusual
achievement for a scientist.The London Times ran the headline on November 7,1919:"Revolution
in science - New theory of the Universe - Newtonian ideas overthrown". Nobel laureate Max Born
viewed General Relativity as the "greatest feat of human thinking about nature"; fellow laureate
Paul Dirac called it "probably the greatest scientific discovery ever made". In popular culture, the
name"Einstein"has become synonymous with great intelligence and genius.
5. Sir Isaac N ew ton

(December 25,1642 - March 20,1727 by the Julian calendar in use in England at the time;
or January 4,1643 - March 31,1727 by the Gregorian calendar)
Sir Isaac Newton was an English physicist, mathematician, astronomer, philosopher,
and alchemist; who wrote the Philosophiae Naturalis, Principia Mathematica (published
on July 5, 1687), where he described universal gravitation and, via his laws of motion, laid
the groundwork for classical mechanics. Newton also shares credit with Gottfried Wilhelm
Leibniz for the development of differential calculus.
Newton was the first to demonstrate that the same natural laws govern both earthly
motion and celestial motion.
He is associated with the scientific revolution and the advancement of heliocentrism.
Newton is also credited with providing mathematical substantiation for Kepler's laws of
planetary motion.
He would expand these laws by arguing that orbits (such as those of comets) were not only
elliptic; but could also be hyperbolic and parabolic. He is also notable for his arguments that
fight was composed of particles. He was the first to realize that the spectrum of colours observed
when white light was passed through a prism was inherent in the white light, and not added by
the prism as Roger Bacon had claimed 400 years earlier. Newton also developed Newton's law of
cooling, describing the rate of cooling of objects when exposed to air; the binomial theorem in
its entirety; and the principles of conservation of momentum and angular momentum. Finally,
he studied the speed of sound in air, and voiced a theory of the origin of stars.
Newton's laws of motion and gravity provided a basis for predicting a wide variety of
different scientific or engineering situations, especially the motion of celestial bodies. His
calculus proved vital to the development of further scientific theory. Finally, he unified many
of the isolated physics facts that had been discovered earlier into a satisfying system of
laws. For this reason, he is generally considered one of history's greatest scientists, ranking
alongside with such figures as Einstein and Gauss.
THE FACULTY OF MUSIC AND MUSICAL PEDAGOGY

1. Jo h a n n S e b a stia n B ach (M arch 2 1 ,1 6 8 5 - Ju ly 2 8 ,1 7 5 0 )
Johann Sebastian Bach is considered by many to have been the greatest composer in
the history of western music. Bach's main achievement lies in his synthesis and advanced
development of the primary contrapuntal idiom of the late Baroque, and in the basic
tunefulness of his thematic material. He was able to successfully integrate and expand upon
the harmonic and formal frameworks of the national schools of the time: German, French,
Italian and English, while retaining a personal identity and spirit in his large output. Bach is
also known for the numerical symbolism and mathematical exactitude which many people
have found in his music - for this, he is often regarded as one of the pinnacle geniuses of
western civilization, even by those who are not normally involved with music.
Bach spent the height of his working life in a Lutheran church position in Leipzig, as both
organist and music director. Much of his music is overtly religious, while many of his secular
works admit religious interpretations on some levels. His large output of organ music is
considered to be the greatest legacy of compositions for the instrument, and is the measure
by which all later efforts are judged. His other solo keyboard music is held in equally high
esteem, especially for its exploration of the strictly contrapuntal fugue; his 48 Preludes and
Fugues (The Well-Tempered Clavier) are still the primary means by which these forms are
taught. His other chamber music is similarly lofty, the sets for solo violin and solo cello being
the summits of their respective genres. Bach's large-scale sacred choral music is also unique
in its scope and development, the Passions and Minor Mass having led to the rediscovery
of his music in the 19th century. His huge output of cantatas for all occasions is equally
impressive. Finally, his large output of concerti includes some of the finest examples of the
period, including the marvellous Brandenberg Concertos.
2. Lu d w ig v an B e eth o ve n (b ap tize d D e ce m b e r 1 7 ,1 7 7 0 - M arch 2 6 ,1 8 2 7 )
Ludwig van Beethoven was a German composer of classical music, who lived
predominantly in Vienna, Austria. Beethoven is widely regarded as one of history's supreme
composers who produced notable works even after he completely lost his hearing. He was
one of the greatest figures in the transitional period between the Classical and Romantic
eras in music. His reputation has inspired composers, musicians, and audiences who were
to come after him. Among his most widely-recognized works are his Fifth, Sixth and Ninth
symphonies (the latter containing the Ode to Joy"); Piano Concerto No. 5 (Emperor"); a
Violin Concerto; the Pathetique, Moonlight and Appassionata piano sonatas; and the Fur Elise
bagatelle. Beethoven's first music teacher was his father, a musician in the Electoral court at
Bonn. Ludwig's mother died when he was 17, and for several years he was responsible for
raising his two younger brothers. Beethoven moved to Vienna in 1792, He quickly established
a reputation as a piano virtuoso, and more slowly, as a composer.
Beethoven's career as a composer is usually divided into Early, Middle, and Late periods. In
the Early period, he is seen as emulating his great predecessors Haydn and Mozart, at the same
time exploring new directions and gradually expanding the scope and ambition of his work.
Some important pieces from the Early period are the first and second symphonies, the first six
string quartets; the first two piano concertos, and the first twenty piano sonatas, including the
famous Pathetique and Moonlight.The Middle period began shortly after Beethoven's personal
crisis centering around deafness.The period is noted for large-scale works expressing heroism
and struggle; these include many of the most famous works of classical music. Middle period
works include six symphonies, the last three piano concertos and his only violin concerto,
five string quartets, the next seven piano sonatas including the Waldstein, and Appassionata,
and Beethoven's only opera, Fidelio. Beethoven's Late period began around 1816 and lasted
until Beethoven died in 1827. The Late works are greatly admired for and characterized by
their intellectual depth, intense and highly personal expression, and experimentation with
forms (for example, the Quartet in Sharp Minor has seven movements, while most famously
his Ninth Symphony adds choral forces to the orchestra in the last movement). This period
includes the Missa Solemnis, the last five string quartets and the last five piano sonatas.
Beethoven continued working on his music until he died in March 1827. His last musical
sketches belong to the composition of a string quintet in Major.
3. Igor S tra v in sk y (Ju n e 1 7 ,1 8 8 2 - A p ril 6 ,1 9 7 1 )
Igor Fyodorovich Stravinsky was a Russian composer, considered by many in both the
West and his native land to be the most influential composer of the 20th century music. He
was an essentially cosmopolitan Russian who was named by The Time magazine as one of
the 100 most influential people of the century. In addition to the recognition he received for
his compositions, he also achieved fame as a pianist and a conductor.
Stravinsky was born in Oranienbaum (renamed Lomonosov in 1948), Russia and brought
up in Saint Petersburg. His father, Fyodor Stravinsky, was a bass singer at the Mariinsky
264
mmm
I , , ,1 1 :
, E S S E N T I A L E N G L I S H FOR C O M M I T T E D L E A R N E R S
Theater in Saint Petersburg. Despite his enthusiasm for music, his parents expected him to
become a lawyer.
Stravinsky travelled to Paris, then he moved to Switzerland and the USA. In the USA at first
Stravinsky took up residence in Hollywood, but he moved then to New York. He continued
to live in the United States until his death in 1971; he became a naturalized citizen in 1945.
Stravinsky's compositional career was notable for its stylistic diversity. He first achieved
international fame with three ballets: "The Firebird" (1910), Petrushka (1911/1947), and
T h e Rite of Spring" (1913). After this first Russian phase he turned to neoclassicism in the
1920s. The works from this period tended to make use of traditional musical forms (concerto
grosso, fugue, symphony) and paid tribute to the music of earlier masters, for example J.S.
Sach, Verdi, and Tchaikovsky.
In the 1950s he adopted serial procedures, using the new techniques over the final
twenty years of his life to write works that were briefer and of greater rhythmic, harmonic,
and textural complexity than his earlier music.
He also published a number of books throughout his career, almost always with the aid of
a collaborator. In his 1936 autobiography, Chronicles of My Life, written with the help of Alexis
Roland-Manuel, Stravinsky included his infamous statement that "music is, by its very nature,
essentially powerless to express anything at all."With Roland-Manuel and Pierre Souvtchinsky
he wrote his 1939-40 Harvard University Charles Eliot Norton Lectures, which were delivered
in French and later collected under the title Poetique musicale in 1942 (translated in 1947 as
Poetics of Music).
He died at the age of 88 in New York City and was buried in Venice on the cemetery
island of San Michele. His grave is close to the tomb of his long-time collaborator Diaghilev.
Stravinsky's professional life had encompassed most of the 20th century and modern
classical music styles, and he influenced composers both during and after his lifetime. He
has a star on the Hollywood Walk of Fame at 6340 Hollywood Boulevard and posthumously
received the Grammy Award for Lifetime Achievement in 1987.
4 Fre d d ie M ercu ry (S e p te m b e r 5 ,1 9 4 6 - N o vem b er 2 4 ,1 9 9 1 )

Freddie Mercury was a singer and the lead vocalist of the British Rock band Queen. He
was born in Stone Town, Zanzibar to Bomi and Jer Bulsara. His parents were Parsis from the
sate of Gujarat in western India. Freddie's father was an accountant for the British Colonial
Office in Zanzibar. Freddie was educated at St. Peter's boarding school near Bombay, India,
where he had his first musical training (Grade V piano). His first onstage performance was
also at St. Peter's, with his five-member school band, the Hectics. It was at St. Peter's where
he picked up the name 'Freddie'; soon even his parents addressed him by that name.
After spending his formative years in India, Freddie and his family fled to England because of a
pevolution in Zanzibar. He was 18 when he arrived in England. There, he pursued a Diploma in
Art and Graphic Design at Ealing Art College, following in the footsteps of PeteTownshend.This
knowledge was to come in useful when he designed Queen's famous crest.
With a wide vocal range and a somewhat operatic technique, he was one of the most
versatile and technically accomplished singers to work in the pop idiom. He was the
composer of many of Queen's hits, including"Bohemian Rhapsody", "Somebody to Love"and
*We Are the Champions".
Freddie's songwriting was unique, demonstrating influence from a variety of sources,
and a strong individual sense of melody, harmony, and complex orchestration. In several
of his most well-crafted and popular tunes he provided all of the vocal tracks, resulting in a
smooth controlled sound that was at the time unprecedented.
He was well known for his extravagance and hedonism, but also for his kindness and
generosity. He died of AIDS on November 24,1991, in London, and was cremated at Kensal
Green Cemetery; the wherabouts of his ashes are unknown. The remaining members of
Queen founded The Mercury Phoenix Trust and organized The Freddie Mercury Tribute
Concert.
Mercury appears in the 2002 List of "100 Greatest Britons" (sponsored by the BBC and
voted for by the public).
Freddie possessed a very slight tenor voice, he was able to produce very sharp sounds,
but also quite grave sounds. Mercury had an enviable voice range, with the superb extension
of three and a half octaves.
Mercury left 100,000 to his chef, and left his 18-million house to his friend Mary Austin.
5. E lv is A aro n P re sle y (Ja n u a ry 8 ,1 9 3 5 - A u g u st 1 6 ,1 9 7 7 )
Elvis Aaron Presley was an American singer, musician and actor. He is a cultural icon,
often known simply as Elvis; also "The King of Rock 'n' Roll", or simply "The King".
Presley began his career as one of the first performers of rockabilly, an up-tempo fusion
of country and rhythm and blues with a strong back beat. His novel versions of existing
songs, mixing "black" and "white" sounds, made him popular - and controversial - as did
his uninhibited stage and television performances. He recorded songs in the rock and
roll genre, with tracks like "Hound Dog" and "Jailhouse Rock" later embodying the style.
Presley had a versatile voice and had unusually wide success encompassing other genres,
including gospel, blues, ballads and pop. Today, he is the only performer to have been
inducted into four separate music halls of fame.
In the sixties, Presley made the majority of his thirty-three movies - mainly poorly
reviewed musicals. 1968 saw a critically-acclaimed return to live music, followed by
performances in Las Vegas and across the U.S. Throughout his career, he set records for
concert attendance, television ratings and recordings sales. He is one of the best-selling
and most influential artists in the history of popular music. Though known to have health
problems later in life, his death - aged 42 - shocked his fans worldwide.
His funeral was a national media event. Hundreds of thousands of fans, the press and
celebrities lined the streets hoping to see the open casket in "Graceland"or to witness the
funeral. U.S. President Jimmy Carter issued a statement.
Presley was buried at Forest Hill Cemetery, Memphis, next to his mother. After an attempt to
steal the body, his - and his mother's - remains were reburied at"Graceland"in the Meditation
Gardens.
THE FACULTY OF AGROECOLOGY

AND NATURAL SCIENCES
1. R o b e rt B row n (D e ce m b e r 2 1 ,1 7 7 3 -J u n e 1 0 ,1 8 5 8 )
Robert Brown, Fellow of the Royal Society, was a Scottish botanist who made important
contributions to botany largely through his pioneering use of the microscope. His
contributions include the discovery of the cell nucleus and cytoplasmic streaming; the first
observation of Brownian motion; early work on plant pollination and fertilization, being the
first to recognize the fundamental difference between gymnospermeand angiosperms;and
some of the earliest studies in palynology. He also made numerous contributions to plant
taxonomy, including the erection of a number of plant families that are still accepted today;
and numerous Australian plant genera and species.
2. Jo h n W alker (1 7 3 0 -1 8 0 3 )
John Walker was a Professor of Natura History at the University of Edinburgh from 1779
1803. He was a protege of the chemist William Cullen and a colleague of Dugal Stewart,
Joseph Black and several other Edinburgh professors who shaped the intellectual milieu
of the Scottish Enlightenment. During his long career, he became a distinguished chemist,
ootanist, mineralogist and geologist, as well as being a minister in the Church of Scotland.
He was a founding member of the Royal Society of Edinburgh. He was elected as Moderator
of the General Assembly of the Church of Scotland in 1790. Many of his students went on to
Become leading scientists in nineteenth century Scotland, England, Ireland, and America.
3. C h risto p h e r C o lu m b u s (1 4 5 1 M ay 2 0 ,1 5 0 6 )
Christopher Columbus was an explorer and trader who crossed the Atlantic Ocean and
reached the Americas in 1492 under the flag of Castilian Spain. He believed that the earth
was a relatively small sphere, and argued that a ship could reach the Far East via a westward
course.
Columbus was not the first person to reach the Americas, which he found already
oopulated. Nor was he the first European to reach the continent as it is widely acknowledged
today that Vikings from Northern Europe had visited North America in the 11th century and
set up a short-lived colony, LAnse aux Meadows.
Columbus landed in the Bahamas and later explored much of the Caribbean, including
toe isles of Cuba and Hispaniola, as well as the coasts of Central and South America. He never
reached the present-day United States, although he is generally regarded by Americans as
toe first European to reach "America."
Columbus remains a controversial figure. Some - including many Native Americans
- view him as responsible, directly and indirectly, for the deaths of tens, if not hundreds,
of millions of indigenous peoples, exploitation of the Americas by Europe, and slavery in
me West Indies. Others honour him for the massive boost his discoveries gave to Western
expansion and culture. Italian Americans hail Columbus as an icon of their heritage.
It has generally been accepted that he was Genoese, although doubts have persistently
Been voiced regarding this. His name in Spanish is Cristobal Colon, in Portuguese Cristovao
Colombo and in Italian Cristoforo Colombo. Columbus is a Latinate form of his surname.
The Latin roots of his name can be translated "Christ-bearer, Colonizer." Columbus signature
eads Xpo ferens ("Bearing Christ")
Columbus claimed governorship of the new territories (by prior agreement with the
Spanish monarchs) and made several more journeys across the Atlantic. While regarded by
some as an excellent navigator, he was seen by many contemporaries as a poor administrator
and was stripped of his governorship in 1500.
4. D m itriy Iv an o v ich M e n d e le e v (F e b ru a ry 8 ,1 8 3 4 - F e b ru a ry 2 ,1 9 0 7
Dmitriy Ivanovich Mendeleev was a Russian chemist. He is credited as being the primary
creator of the first version of the periodic table of elements. Unlike other contributors to the
table, Mendeleev predicted the properties of elements yet to be discovered.
Mendeleev was born in Tobolsk, Siberia. He was the 13th surviving child of 17 total. As a
child, he was fascinated by the glass which was created at the factory his mother owned, and
for a time, the young Mendeleev worked there. At the age of 13, after the death of his father
and the destruction of his mother's factory by fire, Mendeleev attended the Gymnasium in
Tobolsk.
In 1849, the poor Mendeleev family relocated to St. Petersburg, where he entered the
Main Pedagogical Institute in 1850. After he graduated, an illness that was diagnosed as
tuberculosis caused him to move to the Crimean Peninsula on the northern coast of the
Black Sea in 1855. While there he became chief science master of the local gymnasium. He
returned with fully restored health to St. Petersburg in 1857.
Between 1859 and 1861, he worked on the capillarity of liquids and the workings of the
spectroscope in Heidelberg. In 1862 Mendeleev became Professor of Chemistry at the Saint
Petersburg Technological Institute and the University of St. Petersburg. In 1865 he became
Doctor of Science for his dissertation "On the Combinations of Water with Alcohol".
Though Mendeleev was widely honoured by scientific organizations all over Europe,
including the Copley Medal from the Royal Society of London he resigned from St. Petersburg
University on August 17,1890. In 1893, he was appointed Director of the Bureau of Weights
and Measures. Mendeleev also investigated the composition of oil fields, and helped to
found the first oil refinery in Russia.
Mendeleev died in 1907 in St. Petersburg, Russia from influenza.The Mendeleev crater on
the Moon, as well as element number 101, the radioactive mendelevium, are named after
him.
5. R ich ard H en d e rso n (born in 1945)
Richard Henderson, Fellow of the Royal Society is a Scottish molecular biologist and
pioneer in the field of electron microscopy of biological molecules. Starting in 1975 with
Nigel Unwin, Henderson studied the structure of the membrane protein bacteriorhodopsin
(bR) by electron microscopy. In 1990 Henderson published an atomic model of bR by
electron crystallography in the Journal of Molecular Biology.This model was the second ever
atomic model of a membrane protein. The techniques Henderson developed for electron
crystallography are still in use. More recently, Dr. Henderson has devoted his attention to
single particle electron microscopy and was an early proponent of the idea that single
particle EM is capable of determining atomic resolution models for proteins, explained in a
1995 paper in Quarterly Reviews of Biophysics. Currently, cryo-EM of single particles seems
poised to achieve this goal.
Henderson was educated at Boroughmuir High School and Edinburgh University (B.Sc
Hons in Physics, 1st Class). He completed his PhD research under the supervision of David
Blow at the Medical Research Council Laboratory of Molecular Biology and received the
degree from Cambridge University in 1969. He has worked at the Medical Research Council's
Laboratory of molecular Biology (MRC LMB) in Cambridge since 1973, and was its director
between 1996 and 2006. He was elected a Fellow of the Royal Society in 1983, and has been
awarded numerous prestigious prizes.
268
THE PRESENT SIM PLE/IN D EFIN ITE TENSE

Affirmative
Negative
In terro g ative
(+)
(-)
do not write/
don't write
(?)
(-/?)
D o I/you write?
D o I/you not write?

D on't I/you write?
Negative/Interrogative
: 1/You
write
He/
she/
it
writes
does not write/

doesn't write
Does he/she/it write?
Does he/she/it not write?

D oesn't he/she/it write?
We/
you/
they
write
do not write/
don't write
Do we/you/they
write?
D o we/you/they not write?

D on't we/you/they write?
intrebuinfari
Exemple
a. pentru a reda actiuni obinuite sau care
1usually wear a coat in autumn. [De obicei port haina
se repeta in m od regulat; asemenea tipuri

actiuni sunt, de regula, insotite de
adverbe sau locutiuni adverbiale precum:
always - intotdeauna, usually - de obicei,
often -adesea, sometimes - uneori, never
-niciodata, everyday - in fiecare zi, on
Sunday - duminica (in ziua de duminica),
once a year - data pe an etc.
toamna, (obinuinta)]
He often reads The Times. [El citefte adesea The
Times, (repetabila)]
He always drinks milk in the morning. [El bea
intotdeauna lapte dimineata, (obinuinta)]
U ndergrounds go every fifteen minutes. [Metrourile
circula la interval de cincisprezece minute, (repetabila)]
M y do g never attacks strangers. [Cainele meu
niciodata nu ataca strainii, (obi$nuinta)]
b. pentru a exprima actiuni cu caracter de
M y grandfather is short-sighted. [Bunicul este miop.]

His brother speaks two foreign languages. [Fratele
adevar general, referitoare la persoane sau

fenomene ftiintifice, definitii, reguli etc.;
lui vorbefte doua limbi straine.]
Water contains both O xygen and Hydrogen. [Apa

pentru a exprima starea (fapte care
" neschimbate lunga perioada de
jtimp) sau actiuni cu caracter permanent,
care nu se raporteaza la timp;
4 pentru actiuni care au loc in m od
evident in m om entul vorbirii, dar care nu
pot fi redate prin prezentul c o n tin u u ;
contine atat oxigen, cat si hidrogen.]

1work in a hospital. [Lucrez intr-un spital.]
M y elder brother lives in Bucharest. [Fratele meu mai
mare locuie$te in Bucureti],
The butcher's lies on your way to school. [Macelaria
se afla in drum ul spre coala.]
1don't understand w hat's the matter with you. [Nu
inteleg ce se intampla cu tine.]
D o you see m y hat anywhere? [Vezi palaria mea pe
undeva?]
e. cu valoare de viitor, pentru a exprima: - M y friend comes back next week. [Prietenul meu se
optiune viitoare apropiata (ca inlocuitor
at viitorului), situatie existenta $i in limba
omana;
intoarce saptamana viitoare.]
269
'
E S S E N T I A L E N G L I S H FOR C O M M I T T E D L E A R N E R S I
Intrebuintari
- actiune viitoare planificata sau serie
de actiuni care fac parte dintr-un program
(turistic, in special) ori actiuni viitoare
independente de vointa noastra, deoarece
sunt determinate de un orar, program,
mersul trenurilor etc.;
- in propozitiile circumstantiate de timp, ca
inlocuitoral viitorului;
- in propozitiile co n d itio n a l;
f. cu valoare trecuta: - in vorbirea curenta,

in locul perfectului prezent, cu verbe ca: to
hear, to forget, to learn, to understand,
to win, to tell, to write .a., pentru a se
scoate in evidenta urmarile din prezent ale
unor actiuni intamplate in trecut;
Exemple
We leave lai at 10 p.m. and reach Bucharest at
dawn. We leave again at 9.30 and arrive in London
at noon. [Plecam din lai la ora zece noaptea i
ajungem la Bucureti in zori. Plecam din nou la 9.30
$i ajungem la Londra la amiaza.]
The academic year starts in October. [Anul
universitar incepe in octombrie.]
I shall tell you the truth when you come back. [Tti voi
spune adevarul cand te Tntorci/ te vei intoarce.]
We w on't go to the concert if you come too late. [Nu
vom m erge la concert daca vii/vei veni prea tarziu.]
1 hear he is back, (in loc de'T have heard") [Aud ca
s-a intors].
You win! That's nice! (in loc de "you have won") [Ai
caftigat! Frumosl]
1hear he is getting better and better, (in loc de "1
have heard") [Aud ca-i este din ce in ce mai bine.]
- pentru a exprima actiuni trecute, dar

urmarindu-se in acela?i timp revigorarea
actiunii sau povestirii;
(Se mai nume$te siprezentul istoric".)
One day, the little Prince goes into the arm oury
and there he finds the sword of his late father. [Intr-o
zi, micul print intra in sala de arme $i acolo gasefte
sabia raposatului sau tata.]
It is late at night but Darwin goes on with his
experiments. [Este noaptea tarziu, dar Darwin Tfi
continue experientele.]
g. in explicatii, demonstratii, directiuni
The curtain rises.The back door opens and a young

man steps in. [Cortina se ridica.] Ua din spate se
deschide $i intra un tanar.]
You pick up the receiver and drop a coin into the
slot. W hen you hear the signal, you dial the number.
[Ridici receptorul i introduci moneda. Cand auzi
tonul, formezi numarul.]
Here comes the postman! [(lata ca) vine potaull]
scenice, comentarii sportive sau exclamatii

introduse de here sau there;
(Se mai nume$te iprezentul instantaneu"
|i indica faptul ca actiunile sunt vazute ca
desfaûrandu-se in totalitate in momentul
vorbirii.)
h. pentru citarea, reproducerea exacta a

cuvintelor cuiva in cadrul vorbirii directe.
The tourist said to the clerk: "1 want to change

my m oney into pounds sterling." [Turistul i- spus
functionarului:"Doresc sa-mi schim b banii Tn lire
sterline."]
People say, "He that travels far knows much." [Se
spune:Acela care calatore$te departe $tie multe."]
TH E PRESENT CONTINUOUS / PROGRESSIVE TENSE

TO BE (Present Simple) +V-ING
Affirm ative
Negative
Interrogative
(+)
(-)
(?)
(-/?)
am writing
am not writing
Am 1writing?
Am 1not writing?
Aren't 1writing?
You
are writing
are not writing/

aren't writing
Are you writing?
Are you not writing?

Aren't you writing?
is writing
is not writing/
isn't writing
Is he/she/it
writing?
Is he/she/it not writing?

Isn't he/she/it writing?
He
/she/it
We/
you/
they
Affirmative
Negative
Interrogative
Negative/interrogative
(+)
(->
(?)
(-/?)
are writing
are not writing/

aren't writing
Are we/you/ they

writing?
Intrebuintari
Are we/you/they not writing?

Aren't we/you/they writing?
Exemple
a. pentru a reda actiune de durata, in curs de

desfajurare in m om entul vorbirii (prezent);
What are you looking for? [Ce cauti?]

W hy are you wearing that thick frock? [De ce
porti rochia aceea groasa ?]
You may not take that book. M y mother is
b. pentru a reda actiune care are loc pentru reading it. [Nu poti lua cartea aceea. 0 cite$te
perioada limitata de tim p in prezent sau intr-o
perioada apropiata de prezent, fara ca aceasta
sa aiba loc chiar in m om entul vorbirii;
mama mea.] (Actiunea poate avea locacum", in

m omentul vorbirii - mama cite$te chiar in acest
m om ent - sauacum "are un sens mai larg -mama
cite$te cartea, dar nu in acest moment.)
c. pentru a reda actiune accidental;!,

Martin usually drives to his work but today he is
intamplatoare, temporara, care are loc pentru walking. [De regula, Martin merge la serviciu cu
perioada limitata de timp in prezent;
marina, dar astazi merge pe jos.]
d. pentru a exprima actiune viitoare

apropiata i planificata in prezent;
e. impreuna cu adverbe sau locutiuni

frecventative de timp, cum ar fi: always/
forever - intotdeauna, constantly - mereu,
all the time - tot timpul .a pentru a indica
actiune care se repeta $i care il deranjeaza sau
il supara pe vorbitor;
Our sons are coming to see us this afternoon.

[Fiii no$tri vin sa ne vada in aceasta dupa-amiaza.]
"What are you doing tom orrow ?" "1am leaving
for Paris."[Ce faci maine?"Plec la Paris."]
He is always playing the piano at this time of
night. [Intotdeauna cinta la pian la ora asta din
noapte.]
M y ne ighbours' children are constantly making
this terrible noise. [Copiii vecinilor mei fac mereu
zgom otul acesta groaznic.]
1never drink coffee when 1am reading the

newspaper. [Nu beau niciodata cafea cand citesc
actiunile respective se remarca d o a rin anumite ziarul.]
situatii sau imprejurari.
1will not com e if you are studying for your
exams. [Nu voi veni daca inveti pentru examene.]
f. in propozitii c o n d itio n a l $i temporale, cand
While my father is reading the newspaper my

desfa$oara concomitent in momentul vorbirii, se mother is cooking in the kitchen. [Tn tim p ce tata
folosejte prezentul continuu in ambele propozitii. citefte ziarul, mama gate$te In bucatarie.]
Note: Pentru a exprima doua actiuni care se
THE PRESENT PER FEC T TENSE

TO HAVE (Present Simple) +V (-ed)/ (part.ll)
Affirmative
1
You
He/she/
It
We/
you/
they
Negative
Interrogative
(-/?)
(+)
have worked/
written
(-)
have not worked/
haven't written
(?)
Have I/you
written?
Have I/you not written?

Haven't I/you written?
has worked/
written
has not worked/

hasn't written
Has he/she/it
written?
Has he/she/it not written?

Hasn't he/she/it written?
have worked/
written
Have not worked/

haven't written
Have we/you/
they written?
Have we /you/ they not

written?
Haven't we/you/they written?
271
fntrebuintari
a. pentru actiuni recent consumate, fara a
fi specificat timpul cand au avut loc, dar ale
caror rezultate sau consecinte sunt legate de
momentul prezent prin efectele lor;
/ofa: Cand accentul se plaseaza nu pe

actiunea in sine fi consecintele sale, ci pe
timpul cand aceasta s-a consumat, se folosefte timpul trecut. Astfel, faceti comparatie
intre schimbarile de sens ce decurg din
folosirea unuia sau altuia dintre cele doua
timpuri verbale (perfect prezent sau trecut).
b. pentru actiuni recent tncheiate, actiuni ce

s-au consum at cu putin inainte de momentul
prezent; Asem enea actiuni sunt adesea
insotite de adverbul just - tocmai, chiar.
Exemple
Emma has taken her pills and now she is m uch
better. (The effects can be seen.) [Emma fi-a luat
pastilele fi acum se simte mult mai bine.] (Efectele
pot fi vazute.)
1have broken my arm. (Everybody can see that.)
[Mi-am rupt bratul.] (Oricine poate vedea asta.)
Emma took her pills two hours ago. (The past time
expression requires a past tense.) [Emma fi-a luat
pastilele acum doua ore. (Locutiunea adverbiala de
timp cere un tim p trecut.)]
1broke my arm yesterday. (The adverb of past
time requires a past tense.) [leri mi-am rupt bratul.
(Adverbul de tim p trecut cere folosirea timpului
trecut.)]
The guests have just arrived. [Oaspetii tocmai au
sosit.]
M ark has just come in. [Mark tocmai a intrat.]
/ofd: In situatia In care se mentioneaza timpul

cand s-a consum at actiunea (adverbe sau
locutiuni adverbiale trecute), se folosefte, ca
fi ?n cazul anterior, timpul trecut. Comparati,
de asemenea, variantele de la timpul trecut cu
cele in care s-a folosit perfectul prezent.
The guests arrived yesterday. (The action is

already finished.) [Oaspetii au sosit ieri. (Actiunea
este deja terminate.)]
M ark came in ten minutes ago. (The action is also
finished; M ark is in the house now.) [Mark a intrat
acum zece minute. (Actiunea este, de asemenea,
terminate; Mark este in casa acum.)]
c. pentru actiuni care au inceput in trecut
The weather has been cloudy lately but now

the sun is shining again. [A fost innorat in ultima
vreme, dar acum soarele stralucefte din nou.]
fi care iau sfarfit in m om entul vorbirii (in

prezent);
Aceasta situatie se intalnefte foarte frecvent
in propozitiile in care apare verbul to be - a
fi, precum fi in propozitiile al caror sens este
negativ, in ultima situatie, se specifica adesea
fie durata actiunii redata prin perfectul
prezent (cu ajutorul lui for) [timp de], fie
m om entul din trecut cand aceasta a inceput
(cu ajutorul lui since [din momentul]),
m om ent m arcatin diferite feluri: printr-un
verb la timpul trecut, un substantiv etc.
1haven't cleaned the room for a fortnight (but

I'm cleaning it now). [ N-am facut curat in camera
de doua saptamani (dar fac curat acum)]
1haven't seen you since you moved to Bucharest/
our graduation (but 1can see you now). [Nu te
am vazut de cand te-ai mutat la Bucure$ti/de la
absolvire (dar te vad acum).]
d. pentru a exprima actiune care a inceput

Horace has been in hospital for two months. (He
in trecut fi care continua inca in momentul
is still in hospital.) [Horace este in spital de doua
prezent, existand posibilitatea ca aceasta
luni. (El este inca in spital.)]
sa continue fi in viitor; in aceasta situatie,
The Plaskells have lived in this house since 1995.
perfectul prezent se folosefte fie cu prepozitia (Since is a preposition; the Plaskells still live there.)
for, care se refera la durata actiunii, durata
[Familia Plaskell locuiefte in aceasta casa din 1995.
care debuteaza intr-un m om ent din trecut fi
(Since este prepozitie; familia Plaskell inca locuiefte
se extinde pana in m om entul prezent, fie cu
acolo.)]
since, care poate fi - depinzand de situatie The Plaskells have lived in this house since they
conjunctie, prepozitie sau adverb fi care se
came here from Bucharest. (Since is a conjunction;
refera la m omentul precis din trecut cand a
the Plaskells still live in that house.) [Familia Plaskell
inceput sa se desfafoare actiunea redata de
locuiefte in aceasta casa de cand a venit aid de la
perfectul prezent, actiune care continua inca
Bucure^ti. (Since e ste conjunctie; familia Plaskell
in prezent fi care se poate extinde fi in viitor.
inca locuiefte in casa aceea.)]
I ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
Intrebuintari
E xem p le
Nota: Cand actiunea in sine Ti pierde

tangentele cu m omentul prezent, se folose$te
timpul trecut, actiunea redata de verb fiind
actiune Tncheiata deja in m om entul prezent.
A se compara in acest sens diferenta de sens
ce rezulta din folosirea celor doua timpuri
verbale in acelaiji context.
Horace was in hospital for two months. (He is no

longer there.) [Horace a fost in spital doua luni. (El
nu mai este acum acolo.) ]
The Plaskells lived in this house for two years.
(They either do not live there any longer or all
of them are now dead.) [Familia Plaskell a locuit
in aceasta casa (timp de) doiani. (Fie ca ei nu mai
locuiesc acolo, fie ca nici un m em bru al familiei
Plaskell nu mai este in viata.)]
e. pentru a reda actiune care s-a consum at

in cadrul unui interval de tim p ce se extinde
dintr-un m om ent trecut, darinca neincheiat
in m om entul vorbirii (care include, deci,
$i m omentul vorbirii), actiune care poate
continua i in viitor. Asem enea actiuni sunt
insotite cel mai frecvent de adverbul de
timp today - astazi i de toate locutiunile
adverbiale de tim p care incep cu this, cum
sunt: this morning/ afternoon/evening/
week/ month/ year/summer/holiday etc.
-in aceasta dimineata/dupa-amiaza/seara/
saptamana/ luna/ an/ vara/vacanta etc.
1 haven't seen the m anager this morning. (It is not

12 o'clock yet, so 1still have time to see him.) [Nu
l-am vazut pe director in dimineata aceasta. (Nu
f. pentru a reda actiuni obinuite, repetate sau

frecvente, care au avut loc pana in m omentul
prezent - fara a ne interesa m omentul precis
din trecut cand acestea au inceput -, actiuni ce
se pot repeta in prezent i posibil $i in viitor;
Asem enea actiuni sunt insotite, de regula, de
adverbe sau locutiuni adverbiale de timp care
indica frecventa, cum sunt: often - adesea,
seldom - rar, always - intotdeauna, usually
-de obicei, (quite) frequently - (destul
de) des, never - niciodata, ever -vreodata,
customarily - in m od obi$nuit, all the time tot timpul, repeatedly - in m od repetat etc.
I Nota: Aceste adverbe sau locutiuni adver
biale se pot folosi $i cu timpul trecut al
verbelor, cand actiunea in sine a inceput $i s-a
term inal in trecut. Aa cum se poate vedea din
exemple, diferenta de sens dintre cele doua
variante (cu perfect prezent sau cu timpul
trecut) este foarte mare, iar folosirea incorecta
a unui tim p poate genera confuzii regretabile.
este inca ora 12, a$a ca inca mai am timp sa-1 vad.)]
dar:
I didn't see the m anager this morning. (It is later
than 12.) [Nu l-am vazut pe director in dimineata
aceasta. (Este trecut de ora 12.) ]
1 haven't met him this afternoon. (It is not 6 p.m.
yet, so 1still have time to meet him.) [Nu l-am
Tntalnit in aceasta dupa-amiaza. (Nu este inca ora
18, a$a ca am inca tim p sa-l intalnesc.)] dar:
1didn't meet him this afternoon. (It is later than
6 o'clock p.m. so 1missed the chance of meeting
him) [Nu l-am intalnit in aceasta dupa-amiaza.
(Este trecut de ora 18, a$a ca am pierdut ansa de
a-l intalni.)]
I have often visited my grandparents in summer.

(M y grandparents are still alive, I continue to visit
them during sum m er and I will do so as long as
they and I live.) [Vara/in timpul verii imi vizitez
adesea bunicii. (Bunicii mei inca traiesc $i eu
continuu sa-i vizitez in tim pul vietii, atata vreme cat
ei $i eu suntem in viata.)]
I often visited my grandparents in summer.
(Either my grandparents are now dead or I have my
ow n reasons of not g o in g there any longer.) [Vara/
in timpul verii mi-am vizitat/lmi vizitam adesea
bunicii. (Fie ca bunicii mei sunt acum decedati, fie
ca eu am propriile mele motive sa nu mai merg
acolo.)]
Dora has always liked children. (Dora is alive, she
still loves them and, probably, she will love them as
long as she lives.)
[Dorei i-au placut intotdeauna copiii. (Dora
traiete, inca ii plac copiii fi-i vor placea cat tim p va
trai.) ]
Dora always liked children. (Dora liked children as
long as she lived but she deceased long ago.)[Dorei
i-au placut intotdeauna copiii. (Dorei i-au placut copiii
cata vreme a trait, dar ea a murit de mult.)]
intrebuintari
g. in propozitiile temporale, pentru a reda conform regulii de concordanta a timpurilor
- anterioritatea actiunii din temporala fata de
regenta sa;
h. in propozitiile co n d itio n a l, pentru a reda

- conform regulii de concordanta a timpurilor
- anterioritatea actiunii din conditionala fata
de regenta sa.
Exempte
You will see the Remicks' house after you have

crossed that bridge. (You must first cross the bridge
and only afterwards you can see the house.) [Vei
vedea casa familiei Remick dupa ce vei traversa
podul acela. (intai trebuie sa traversezi podul $i doar
dupa aceea vei vedea casa.)]
1can't think of buying a new car unless 1have
paid all my debts. (First, 1have to pay all my debts
and only then 1can think of buying a new car.) [Nu
ma pot gandi sa cum par ma$ina noua daca nu
mi-am platit/nu-mi platesc toate datoriile. (Tntai
trebuie sa-mi platesc toate datoriile i abia dupa
aceea ma pot gandi sa cum par majina noua.)]
T H E PRESENT PER FEC T CO NTINUOUS/PROGRESSIVE TENSE

TO HAVE (Present Perfect) + V-ING
W B k
1
You
He
she/
it
We/
you /
they
Affirmative
(+)
have been
writing
Negative
t
(-)
have not been
writing/
haven't been writing
Interrogative
Have I/you been
writing?
(/+)
Have I/you not been writing?
Haven't I/you been writing?
has been
writing
has not been writing/

hasn't been writing
Has he/she/it been Has he/she/it not been

writing?
writing?
Hasn't he/she/it been writing?
have been
writing
have not been

writing/
haven't been writing
Have we/you/they
been writing?
Intrebuintari
Have we/you/they not been

writing?
Haven't we/you/they been
writing?
Exemple
Perfectul prezent continuu este folosit pentru a indica actiune continua, neintrerupta, desfajurata
intr-o perioada care se extinde dintr-un m om ent trecut pana Tn m om entul prezent. (Aspectul
nedefinit al aceluiaji timp verbal pune accentul pe repetabilitatea, obijnuinta sau consecinta unei
actiuni in aceeai perioada.) Astfel, perfectul prezent continuu poate indica:
a. actiune de durata inceputa

in trecut $i care continua fara
intrerupere, pana in m omentul
prezent, existand posibilitatea ca
aceasta sa se extinda $i in viitor;
She has been waiting for an hour but her students haven't
finished their papers, yet. (She began waiting an hour ago, she
is waiting at the m om ent and, probably, she will be still waiting.)
[Ea afteapta de ora, dar studentii ei nu i-au terminat inca
lucrarile. (A inceput sa atepte acum ora, afteapta inca in
m omentul prezent i, probabil, inca va mai ajtepta.)]
b. actiune continua care a

inceput in trecut $i care tocmai
s-a terminat in prezent (in
m om entul vorbirii);
W hy are you so late? 1have been shopping for the last two
hours."
(1 went sho p ping tw o hours ago, 1was doing that activity for
two hours but now I'm back because 1finished the job.)
[De ce ai intarziat atat?"
Am facut cumparaturi in ultimele doua ore."

(Am plecat la cumparaturi acum doua ore i am facut acest lucru
timp de doua ore, dar acum m-am intors pentru ca am terminat
de facut cumparaturile.)]
intrebuintari
. actiune repetata frecvent
Exemple
She has always been using m y telephone this year. (Her using
my telephone irritates me in the highest degree.)
[Mi-a folosit telefonul in permanenta in acest an. (Faptul ca il
foloseste ma irita extrem de mult.)]
care il irita sau il supara pe

vorbitor ori provoaca mirarea sau
reproul acestuia.
Nota: Este bine sa se retina faptul ca, dei in limba romana perfectul prezent (ambele aspecte) se
traduce, in majoritatea cazurilor, printr-un timp trecut, in limba engleza el apartine - oricat ar parea
de ciudat - grupului de timpuri prezente.
TH E PAST SIM PLE/IN D EFIN ITE TENSE

Regular Verb V+ed
Irregular Verb V/Form II
Affirmative
1
You
He/she/it
We
You
they
Negative
Interrogative
(+)
worked
wrote
(-)
did not work
did not write
didn't write
(?)
Didyou /1 /he/ she/it
work/ write?
worked
wrote
did not work/write

didn't work/write
Did 1/ you/he/she/it
work/write?
Intrebuintari
a. actiune care a inceput f i s-a incheiat intrun m om ent trecut, cand: - timpul actiunii este
indicat prin adverbe sau locutiuni adverbiale de
timp de tipul: yesterday - ieri, the day before
yesterday - alaltaieri, last year /month/ week/
summer etc. -anul/ luna/ saptamana/ vara
trecuta etc., in 1995 - in 1995 .a.;
- timpul precis cand a avut loc actiunea nu este
mentionat, dar contextul indica foarte clar ca
aceasta s-a consum at intr-un m om ent trecut;
- se pun intrebari in legatura cu timpul cand s-a
consum at actiunea;
b. actiune care s-a repetat in trecut, actiune
care este insotita, de regula, de adverbe de timp
nedefinit sau frecventa de tipul: often - adesea,
seldom -rareori, always - intotdeauna, some
times - uneori. Asem enea situatii pot fi redate i
cu ajutorul lul would sau used to.
(-/?)
Did l/you/he/she/it not
work /write?
Didn't l/you/he/she/it
work/ write?
Did l/you/he/she/it not
work/ write?
Didn'tl/you/he/she/it
work/ write?
Exemple
He left the village last month. [El a plecat din
sat luna trecuta.]
Did Frank pass his exam yesterday morning? [ia promovat Frank examenul ieri dimineata?]
1started to learn English two years ago. [Am
inceput sa invat engleza acum doi ani.]
1bought this dictionary in London. [Am

cumparat acest dictionar la Londra.]
H ow did you catch that big trout? [Cum ai
prins pastravul acela mare?]
When did you reach C hicago? [Cand ai ajuns la
Chicago?]
What time did you get up? [La ce ora te-ai sculat?]
They often met each other on Sundays. [Se
intalneau adesea in zilele de duminica.]
1always lent him money. [Intotdeauna i-am
imprumutat bani.]
She would/used to spend a lot of m oney on
books. [Cheltuia/Obi$nuia sa cheltuiasca
multime de bani pe carti.]
. succesiune de actiuni trecute;
He usually got up at 7, shaved himself, got

dressed and went to his office. [De regula, (el) se
scula la 7, se barbierea, se imbraca $i pleca la
birou.]
Exemple
Intrebuintari
d. alte intrebuintari: - in propozitiile temporale,
Jane told me she would give me a call as soon

cand cele doua actiuni sunt simultane, iar verbul as she came back. [Jane mi-a spus ca-mi va da un
din regenta este la viitorul-in-trecut; in acest caz telefon imediat ce se intoarce/se va intoarce.]
are valoare de viitor;
|
Hank said: "1 want to leave at once."
- pentru a reprezenta timpul prezent din
Hank said (that) he wanted to leave at once.
vorbirea directa in vorbirea indirecta (conform
[Hank a spus: Vreau sa plec imediat." Hank a
regulii de corespondenta a timpurilor), caz in
spus ca vrea sa piece imediat.]
care are valoare de prezent.
Nota: Dupa cum se poate observa, trecutul simplu din limba engleza se traduce in limba romana
tot printr-un timp trecut (imperfect, perfect com pus sau perfect simplu), dar, a$a cum s-a aratatin
punctul (d), el poate reprezenta fi timpul prezent (in vorbirea indirecta) sau viitorul (in propozitiile
temporale).
TH E PAST CONTINUOUS/PROGRESSIVE TENSE

TO BE (PAST SIMPLE) + V-ing
Affirmative
Negative
Interrogative
(+)
(-)
(?)
(-/?)
was writing
was not writing
Was 1writing?
Was 1not writing?

Wasn't 1writing?
You
were writing
were not writing/

weren't writing
Were you
writing?
Were you not writing?

Weren't you writing?
He/
she/
it
was writing
was not writing/

wasn't writing
W as he/she/it
writing?
Was he/ she/ it not writing?

W asn't he/ she/ it writing?
We/
you/
they
were writing
were not writing/

weren't writing
Were we/you/
they writing?
Were we/ you/ they not writing?

Weren't we/ you/ they writing?
Exemple
Intrebuintari
a. desfa$urarea treptata, gradata a unei
actiuni, atunci cand nu este insotita de
adverbe sau locutiuni adverbiale de timp;
b. actiune care a inceput inaintea unui

m om ent dat in trecut i care a continuat
probabil fi ulterior m omentului respectiv;
The clouds were scattering. [Norii se impraftiau.]

Night was setting in. [Se innopta.]
At 7.30yesterday morning Sarah was having a
shower, [leri, la 7.30 dimineata, Sarah facea duf.]
(Actiunea se afla in plina desfafurare; Sarah a inceput
actiunea inainte de 7.30 fi a continuat fi dupa aceea.)
This time last Saturday we were having a chat.
[Sambata trecuta, pe la ora aceasta, discutam/
taifasuiam.]
W hen I arrived, my m other was knitting. [Cand am
redata prin trecutul simplu, pentru a indica ajuns, mam a tricota.] (incepuse sa tricoteze inainte
de a ajunge eu fi a continuat sa tricoteze fi dupa
faptul ca actiunea trecuta continua a
inceput inaintea acesteia i, mai mult decat aceea.)
probabil, a continuat ulterior; (Se aseamana W hen Mrs.Pitt got home, her son Hank was digging
in the garden. [Cand doam na Pitt a ajuns acasa, fiul ei
cu situatia (b), doar ca m om entul trecut
Hank sapa in gradina.]
este inlocuit printr-o actiune trecuta.)
c. im preuna cu alta actiune trecuta
intrebuintari
d. impreuna cu alta actiune trecuta con
tinue, pentru a reda simultaneitatea desfaurarii am belor actiuni;
Exemple
While 1was practising the violin, my father was
repairing our old car. [In timp ce eu exersam la
vioara, tata repara vechea noastra marina.] (Cele
doua actiuni se desfaôara simultan.)
e. im preuna cu adverbe sau locutiuni

adverbiale frecventative (always - intot
deauna, all the time - tot timpul etc.),
pentru a indica actiune repetata frecvent
in trecut, care l-a iritat pe vorbitor;
Matt was always calling me up at midnight. [Matt

ma suna intotdeauna la telefon la miezul noptii.]
She was always coming late, [intotdeauna intarzia.]
f. trecutul continuu se folosejte de ase

menea in vorbirea indirecta, in locul
prezentului continuu (conform regulii
de corespondenta a timpurilor), avand
echivalenta de prezent;
Hal said: "1 am watching TV." (direct speech) [Hal a

spus:Privesc televizorul."] (vorbirea directa)
Hal said (that) he was watching TV. (indirect speech)
[Hal a spus/spunea ca privea/privete televizorul.]
(vorbirea indirecta)
g. se folosete cu valoare de viitor, pentru

a exprima un aranjament cu caracter viitor
foarte apropiat, vazut din perspective
trecutului. Aceasta functie a trecutului
continuu se intalnefte in special in
conversatii.
As she was leaving for Paris the next day at dawn,

M aggie went to bed earlier than usual that night.
[Deoarece pleca/urma sa piece la Paris chiar in zorii
zilei urmatoare, M a ggie s-a culcat mai devrem e decat
in m od obi$nuitin noaptea aceea.]
(Decizia de a pleca a fost luata ceva mai inainte.)
THE PAST PER FEC T TENSE

TO HAVE (PAST SIMPLE) + V+ed/V(Part.ll)
Interrogative
(+)
had written
worked
(-)
had not written/
worked hadn't written
(?)
Had I/you
written/ orked?
Had I/you not written/worked?

Hadn't I/you written?
He/
she/
it
had written
worked
had not written/

hadn't written
Had he/she/
it written/
w orked?
Had he/she/it not written/

w orked?
Hadn't he/she/it written?
We/
you/
they
had written
worked
had not written/

hadn't written
Had we/you/
they written/
w orked?
Had we/you/they not written/

w orked?
Hadn't we/you/they written?
Affirmative
1
You
Negative
intrebuintari
a. actiune trecuta, inceputa $i incheiata
inaintea unui m om ent trecut, m om ent
marcat printr-un adverb de tim p trecut sau
locutiune adverbiala;
b. actiune trecuta, inceputa $i incheiata

inaintea altei actiuni trecute, redata printr-un
verb la trecut (propozitia al carei verb este la
trecut constituie regenta propozitiei al carei
verb este la mai-mult-ca-perfect);
. actiune care a inceput inainte de
momentul vorbirii din trecut - m om ent ce
poate fi mentionat sau nu i care:
(-/?)
Exemple
Mike had not come back at the end of the last
week. [Mike nu se Tntorsese la sfar$itulsaptamanii
trecute.]
Ann thought that her friends had already eaten
their supper. [Ana credea ca prietenii ei cinasera
deja.]
I ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S 1
Exemple
Intrebuintari
- continua inca in acel moment, specificandu- W hen 1met him in 1982 he had been a sailor for
ten years and he w as very pleased. (He was still a
se, prin diverse compliniri, fi perioada de
sailor in 1982.) [Cand l-am tntalnitm 1982, era maricand dureaza;
nar de zece ani fi era foarte multumit. (in 1982 era
inca marinar.).]
- tocmai s-a terminat cu foarte putin tim p
inaintea respectivului m om ent din trecut;
W hen we reached there his sister told us that he

had just gone out. [Cand am ajuns acolo, sora lui
ne-a spus ca el tocmai ieise.]
d. in propozitiile temporale, pentru a

exprima anterioritatea actiunii propozitiei
temporafe fata de aceea din regenta sa,
atunci cand in regenta este folosit viitorulin-trecut, conform regulii de concordanta a
timpurilor;
Itold M ary that I would tell her my opinion after

I had seen the film. (First I had to see the film and
only afterwards I could tell her my opinion.) [l-am
spus Mariei ca-i voispune parerea mea dupa ce voi
vedea filmul, (intai trebuia sa vad filmul fi abia dupa
aceea ii puteam spune parerea mea.)]
e. in vorbirea indirecta, pentru a reda trecutul She said: "I visited my friends last month."
She said she had visited her friends a month
sau perfectul prezent din vorbirea directa.
before.
The tourist said to the clerk:"I have never changed
m oney in a bank."
The tourist told the clerk that he had never
changed m oney in a bank.
T H E PAST PER FEC T CO NTINUOUS/PROGRESSIVE TENSE

TO HAVE (Past Perfect)+V-ing
Affirmative
Negative
Interrogative
Negative/Interrogative (-/?)
(+)
had been
writing
(-)
had not been writing/
hadn't been writing
(?)
Had I/you been
writing?
He/
she/
it
had been
writing

hadn't been writing
Had he/she/it
been writing?
Had he/she/it not been

writing?
Hadn't he/she/it been
writing?
We/
you/
they
had been
writing

hadn't been writing
Had we/you/
they been
writing?
Had we/you/they not been

w riting?
Hadn't we/you/they been
writing?
I
You
Intrebuintari
Had I/you not been writing?

Hadn't I/you been writing?
Exemple
Mai-mult-ca-perfectul continuu subliniaza continuitatea sau progresul unei actiuni trecute, anterioara
unui m oment sau unei alte actiuni trecute. Se folosefte pentru a reda:
a. actiune care a inceput inaintea

unei alte actiuni trecute - mentionate
printr-un verb la timpul trecut - fi
care s-a desfafurat in continuu
pana cu putin tim p inainte de acel
m om ent sau care s-a terminat in acel
m om ent trecut;
We had just been leaving the house on thatTuesday

w hen the postm an brought us the news about his car crash.
[Tocmai plecam de acasa in ziua aceea de marti, cand
poftaful ne-a adus vestea despre accidentul sau de mafina.]
1had been waiting there for several hours when she finally
arrived. (As soon as she arrived 1had no reasons to wait any
longer.) [Afteptam de cateva ore, cand, in cele din urma,
a sosit ea. (Imediat ce ea a sosit, nu mai aveam motive sa
aftept.)]
Intrebuintari
b. actiune desfajurata neintrerupt,
Exemple
Since her graduation in 1990 she had been working hard to
care a inceput inaintea unui m om ent buy herself a new house. [De la absolvire, din 1990, muncea
trecut sau a unei alte actiuni trecute
$i care continue inca in acel moment,
cu posibilitatea de a continua i dupa
aceea; (Mom entul trecut al actiunii
este de regula marcat printr-o
complinire adverbiala sau printr-o
alta actiune trecuta.)
cu ravna ca sa-i cumpere casa noua.]

W hen our skiers reached Innsbruck, it had been snowing
for a week. [Cand schiorii nojtri au ajuns la Innsbruck,
ningea de saptamana.]
c. in vorbirea indirecta, inlocuiejte
Jane said to her teacher:"! have been studying Spanish

for five years." Jane told her teacher that she had been
studying Spanish for five years.
perfectul prezent continuu din

vorbirea directa.
TH E FU T U R E SIM PLE/IN D EFIN ITE TENSE

Will+verb (without to)
Affirmative
1
We
You/He/
she/lt/they
Negative
Interrogative
(-/?)
(+)
shall/will write
(-)
shall/will not
shan't/ won't)
write
(?)
Shall/will I/we
write?
Shall/will I/we not write?

Shan't/won't I/we write?
will write
will not write/

w on't write
Will he/she/it/
they write?
Will he/she/it/they not write?

W on't he/she/it/they write?
Intrebuintari
a. in propozitii independente, pentru a reda
actiune sau stare viitoare mai apropiata sau
mai indepartata in tim p fata de momentul
vorbirii, situarea in timp sau perioada
desfaurarii acesteia fiind uneori precizata,
alteori nu;
b. pentru a reda actiune viitoare probabila

- dar careia vorbitorul ii acorda un inalt grad
de certitudine - in subordonatele completive
verbale directe, dupa verbe sau locutiuni precum:
to think, to believe, to hope, to wonder, to
suppose, to be sure, to be afraid etc.;
c. pentru a reda actiune viitoare in
regentele:
- propozitiilor temporale (subordonatele
circumstantiate de tim p au verbul la prezent
sau perfect prezent, depinzand de m omentul
cand a avut loc actiunea: in acelafi timp sau
anterior actiunii din regenta; este bine sa se
revada $i paragrafele in care s-au exemplificat
aceste situatii, in cadrul timpurilor prezent $i
perfect prezent);
- propozitiilor co n d itio n al, propozitiile
subordonate c o n d itio n a l com portandu-se
similar subordonatelor temporale.
Exemple
Miriam will come to see me next year. Miriam va
veni sa ma vada anul viitor.
He will tell me the news tomorrow. El imi va
spune ve$tile maine.
M y sister will be your teacher, (soon) Sora mea iti
va fi profesoara. (in curand)
1suppose he will come back soon. Presupun ca (el)
se va intoarce curand.
He is sure (that) his son will pass all his exams. (El)
este sigur ca fiul sau ii va trece toate examenele.
They will give us a call as soon as they reach

home, (simultaneous actions) Ne vor da un
telefon imediatce vor ajunge/ajung acasa, (actiuni
simultane)
1shall tell you my opinion after 1have read the book.
(First 1have to read the book and only afterwards 1
tell you my opinion.) Iti voi spune parerea mea dupa
ce voi citi/citesc cartea. (Tntai trebuie sa citesc cartea i
doar dupa aceea iti spun parerea mea.)
We shall stay indoors if it rains tomorrow. Vom
ramane in casa daca vaploua/ploua maine.
He will finish the experiments soon if he has been
working so much. El va termina experientele in
curand daca muncete aja de mult.
TH E FU T U R E CO NTINUOUS/PRORESSIVE TENSE
WILL BE+V(ING)
Affirmative
1
We
(+)
shall/will be
writing
You/He/ will be writing

she/
It/ they
Negative
Interrogative
(-)
shall/will not
(shan't/won't) be
writing
(?)
Shall/will I/we be
writing?
(-/?)
Shall/will I/we not be
writing?
Shan't/won't I/we be
writing?
will not be
writing/
w on't be writing
Will he/she/it/
they be writing?
Will he/she/it/they not be

writing?
W on't he/she/it/they be
writing?
intrebuintari
a. actiune sau stare care se va afla in
curs de desfa$urare, in progres, intr-un
anum it m om ent din viitor;
b. actiune sau stare care se va afla in

desfa$urare intr-un interval de timp viitor;
in asemenea cazuri se intelege ca acti
unea respective s-a desfajurat incontinuu,
neintrerupt, pe parcursul intregii durate.
Exemple
What will you be doing at 7 'clock on Sunday
morning? Ce faci/vei face duminica dimineata la ora 7?
This time next summer 1 shall be bathing in the cool
waves of the Atlantic. Vara viitoare pe vremea aceasta
voi face baie in valurile racoroase ale Atlanticului.
TomorrowTerry will be studying for his exams all day
long. Maine Terry va Tnvata pentru examene toataziua.
Tomorrow between Wand 17 a.m. 1 shall be washing
my car. Maine intre orele 10 $i 11 dimineata imi spal/voi
spala maina.
. actiune viitoare planificata;
Next Sunday we shall be visiting our friends in Leeds.

(We have already planned this visit.) Duminica viitoare
ne vom vizita prietenii din Leeds. (Am planificat deja
aceasta vizita.)
d. actiune viitoare de rutina, care se
Mark will be meeting Gary tomorrow. (Mark and Gary

are probably colleagues, so it is more than natural to
meet each other everyday.) M ark il va intalni pe Gary
maine. (Mark $i Gary sunt probabil colegi, a$a ca este
mai mult decat firesc sa se intalneasca in fiecare zi.) dar:
M ark is meeting Gary tomorrow, (a deliberate future
action; Gary or Mark or both have arranged to meet
each other.) M ark se intalne$te/se va intalni cu Gary
maine. (0 actiune viitoare deliberate; Gary ori M ark sau
am andoi au stabilit sa se intalneasca.)
desfa$oara in cursul obi$nuit al evenim entelor; cand actiunea este deliberate,

se folosete, de regula, prezentul
continuu, care, aa cum s-a vazut, poate
exprima el insui actiune viitoare. Nu
exista totu$i diferenta majora intre cele
doua timpuri verbale $i, foarte adesea,
oricare dintre ele poate fi folosit.
e. in regentele propozitiilor temporale,

pentru a indica:
- actiune in desfa$urare in viitor, care se
suprapune cu alta actiune viitoare;
- actiune viitoare care se desfa$oara in
paralel, simultan cu alta actiune viitoare.
When you come back 1shall be sleeping. Cand te vei

intoarce/te intorci, eu voi dormi.
While you are shopping 1shall be w alking the dog.
In timp ce tu vei face/faci cumparaturi, eu voi plimba
cainele.
Nota:\n propozitiile temporale din exemplele de la punctul (e) s-a folosit timpul prezent, conform
regulii de concordanta a timpurilor.
E S S E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S
TH E FU T U R E PER FEC T TENSE

WILL HAVE+V(Part.ll)/V+ed
1
We
You/He/
she/
It/
they
Affirmative
Negative
(+)
shall/will
have written
(-)
shall/will not
(shan't/won't)
have written
(?)
Shall/will I/we
have written?
Shall/will I/we not have written?

Shan't/won't I/we have written?
will have
written
will not have

written/
w on't have
written
Will he/she/
it/they have
written?
Will he/she/it/they not have

written?
W on't he/she/it/they have written?
Intrebuintari
a. pentru a reda actiune viitoare care
a inceput $i s-a Tncheiat inaintea unui alt
m om ent viitor, mentionat fie prin adverbe
sau locutiuni adverbiale viitoare de timp, fie
printr-o alta actiune viitoare;
Interrogative
Negative/In terrogative
(-/?)
Exemple
In a few months Jack will have taken his Ph.D.
degree, in cateva luni, Jack Ti va fi luat doctoratul.
When 1reach Bucharest 1shall have driven more
than 500 miles. Cand voiajunge la Bucureti, voi fi
parcurs cu majina mai mult de 500 de mile.
b. pentru a reda actiune viitoare care a

By the end of this month 1shall have been your
inceput inaintea unui alt m om ent viitor i care guest for a whole year. Pe la sfar$itul lunii, se va
continua fi in acel moment, specificandu-se
implini un an intreg de cand va sunt oaspete/va
totodata $i perioada de cand dureaza.
voi fi fost oaspete de un an intreg.
TH E FU T U R E PER FEC T CONTINUOUS /

PROGRESSIVE TENSE
Affirmative
1
We
You/
He/
she/
It/
they
Negative
Interrogative
(+)
shall/will have
been writing
(-)
shall/will not
(shan't/won't)
have been writing
(?)
Shall/will 1/
we have been
w riting?
will have been

writing
will not have been Will he/she/it/

writing/
they have been
w on't have been
w riting?
writing
(-/?)
Shall/will I/we not have been
writing?
Shan't/won't I/we have been
writing?
Will he/she/it/they not have
been writing?
W on't he/she/it/they have been
writing?
Intrebuintari
Exemple
Viitorul perfect continuu exprima actiune

viitoare care a inceput inaintea unui alt m om ent
viitor $i care se extinde pana la acesta i probabil
chiar ulterior acestuia.
Punctul de referinta din viitor este de regula
mentionat fie prin adverbe sau locutiuni
adverbiale de tim p marcand viitorul, fie printr-o
alta actiune viitoare.
By the end of the academic year she will have

been teaching in this university for twenty years.
(She will probably continue to teach in the same
university.)
La sfar$itui anului universitar, ea va fi predat
la aceasta universitate de douazecide ani.
(Probabil ca ea va continua sa predea la aceeai
universitate.)
ESSENT I A L ENGLISH FOR C O M M I T T E D L E A R N E R S
intrebuintari
In asemenea situatii este mentionatS, de
asemenea, fi durata actiunii.
Exemple
When m idnight is striking 1shall have been
studying for ten hours.
(1 will probably g o on studying after midnight,
too.)
Cand va bate miezul noptii, se vor fi
implinit zece ore de cand TnvSt.
(Voi continua probabil sS TnvSt fi dupS miezul
noptii.)
NotS: in propozitiile temporale, conform regulii de corespondents a timpurilor, nu se poate folosi

un tim p viitor.
SEQUENCE OF TENSES AND REPO RTED SPEECH

Sequence of Tenses (Concordanta timpurilor)
C oncordan ta tim purilor este un fen o m en caracteristic limbii engleze. C oncord an ta tim purilor
Tnseamna d ep end e nta tim pului gram atical al predicatului din su b o rd a n a tS de tim pul gramatical
al predicatului din propozitia principals. D acS predicatul din propozitia principals este la unul
din tim purile trecutului, atunci fi predicatul din su b o rd o n a tS va fi folosit la unul din timpurile
trecutului.
P ropozitia p rin c ip a ls
Past Simple
P ro p o zitia su b o rd o n a tS
Past Simple
Past Continuous
Past Perfect
Future-in-the Past
1. 1knew that they had an English lesson every Tuesday.

Eu ftiam cS ei au lectie de en glezS in fiecare marti.
2 .1knew that they were having an English lesson then.

Eu ftiam cS ei au lectie de englezS.
3 .1knew that they had already had an English lesson.

Eu ftiam cS ei deja avu sese lectie de englezS
4 . 1knew that they would have an English lesson the next day.
Eu ftiam cS ei vo r avea lectie de en glezS miine.
Future-in-the Past se form eazS cu ajutorul verbului auxiliar Should (pentru I perso an S singular
fi plural) fi Would (pentru celelalte p ersoan e sin gu la r fi plural) fi infinitivul verbului de bazS fSra
particula to. In lim ba en glezS co n te m p o ra n S vorbitS exists tendinta de a utiliza Would la toate
persoanele.
1. We thought he would go in for painting.

Noi credeam cS el va studia pictura.
2. We knew that I should tell him about our decision.

Noi ftiam cS eu ii voi sp u n e lui despre decisia noastrS.
Indirect Speech (Vorbirea indirecta)

La trecerea vorbirii directe Tn indirectS se petrec urm Stoarele schim bSri:
a) propozitiile enuntiative se Tntroduc cu ajutorul conjunctiei that, care deseori se omite.
He says, They will write a testpaper" - He says (that) they will write a testpaper.
b) pron u m e le personale fi posesive se sch im b S d u p S sens:
She says: I've just seen your elder brother." - She says (that) she has just seen m y elder brother.
c) daca verbul to say este urmat de un com plem ent indirect, atunci el se inlocuiejte cu verbul to tell.
She has said to me, I'm awfully busy." -She has told me that she is awfully busy.
Daca verbul in propozitia principals este folosit la Past Simple, Past C ontinuous sau Past Perfect, atunci
verbul din vorbirea directa trebuie sa fie Tnlocuit in corespundere cu regulile concordantei timpului.
Direct Speech
Present Simple
Present Continuous
Past Simple
Present Perfect
Future Simple
Reported Speech
Past Simple
Past Continuous
Past Perfect
Future-in-the- Past
La trecerea din vorbire directa in indirecta, urm atoarele p ro n u m e dem onstrative $i adverbe de
tim p i loc se inlocuiesc cu urm atoarele echivalente:
!
Reported Speech
Direct Speech
This-these
Now
Today
Yesterday
The day before yesterday
Tomorrow
The day after tom orrow
Next week (month,year)
Last week (year)
He
said,
He said
to me
Direct Speech
"Mary is reading a book now."
"1 read a book yesterday."
"I'll read a book tomorrow."
"1 have read a book this week."
That-those
Then
That day
The day before
Two days before
The next day;the following day
In a day's time
The following (the next) week(month,year)
The previous week (year); a year (a week) before
He said
that
He told
me that
Reported Speech
Mary was reading a book then.
He had read a book the day before.
He would read a book the next day.
He had read a book that week.
Nota: La trecerea vorbirii directe in indirecta Past Sim ple i Past C o n tin u o u s pot ram ine fara nici
schim bare daca este indicat m o m e ntul infaptuirii actiunii.
She said, "I met m y friend when I was coming home from school."- She said that she met her friend
when she was coming home from school.
He said, "George Bush visited Russia in 2006"- He said that George Bush visited Russia in 2006.
Reported Questions
(Intrebarile la vorbirea indirecta)
1. La trecerea intrebarilor din vorbirea directa in vorbirea indirecta, au loc un ir de schim bari.
O rdinea cuvintelor (topica cuvintelor) caracteristica intrebarilor trece in cea caracteristica
propozitiilor enuntiative, adica verbul-predicat se folosejte d u p a subiect. Pronum ele
dem onstrative i posesive se schim ba d u p a sens.
2. Daca in propozitia principals verbul-predicat este folosit la tim pul trecut, atunci in intrebarea
indirectS este necesar sS urm Sm regulile concordantei tim pului.
3. La trecerea intrebSrilor generale la vorbirea indirectS ele se alipesc la propozitia principals cu
ajutorul conjunctiilor if i whether, care se traduc in lim ba rom anS - daca.
4.lntrebSrile speciale se introduc in vorbirea indirectS cu ajutorul cuvintelor interogative
corespunzStoare.
ESSENT I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S 1

He asked Bill, Who wrote a letter to me yesterday?" - He asked Bill who had written a letter to him the
day before.
She asked Ben, How old is your son?"-She asked Ben how old his son was.
Direct Questions
Reported Questions
General Questions
She
asked
me,
"Is your friend a doctor?"

"Is it raining now?"
"Have you written your essay?"
Did they like the new film?"
"Will she come to school
tomorrow?"
May 1speak to you after
dinner?"
She
asked
me
If
whether
my friend was a doctor,

it was raining then.
1had written my essay,
they had liked the new film,
she would come to school the next
day.
she might speak tome after dinner.
Special Questions
He
asked
me
What are you reading now?"

"What languages does Mary
know?"
"Whom did you talk to
yesterday?"
"When will you write your
essay?"
"Where are they now?"
what 1was reading then,

what languages Mary knew,
whom 1had talked to the day before,
when 1would write my essay,
where they were then.
He asked me
5. Daca vorbirea directa este introdusa cu ajutorul verbului to say in vorbirea indirecta el este
inlocuit cu verbele to ask, to wonder, to want to know, etc.
He said, "Pete, when are you leaving?" - He asked Pete (he wondered, he wanted to know) when he
was leaving.
Reported Commands and Requests

(Ordinele fi rugamintile in vorbirea indirecta)
Direct Speech
She said
to me,
"Go to school tomorrow."

"Take the book and read
the new story."
"Don't buy any bread
today."
"Please help me."
Reported Speech
She
asked me
told me
ordered me
to go to school the following day.

to take the book and read the new
story.
not to buy any bread that day.
to help her.
1. O rdinele ji rugam intile se introd uc in vorbirea indirecta cu ajutorul verbelor to ask - a ruga, to
tell - a spune, a porunci, to order - a ordona.
Trebuie sa tinem cont de faptul ca verbele to tell, to ask, to order sunt intotdeau na urmate
de com p lem e nt indirect, la care se refera ordinul sau rugam intea.Tn cazul cind propozitia, care
introduce vorbirea indirecta nu contine co m p lem e nt indirect, se folosejte p ro n um ele posesiv
ce tine de context.
He said,"Don't make noise, please" - He asked me not to make noise.

Nota: Verbul to order se folosete destul de rar, deoarece el este foarte categoric.
2. Verbul la m od ul im perativ este inlocuit cu infinitivul. Form a negativa se form eaza cu ajutorul
negatiei not (to g o - not to go).
3. Pronum ele dem onstrative, adverbele de tim p i loc sunt inlocuite in co re spu nde re cu regulile
concordantei tim pului.
MODUL SUBJONCTIV
TH E SUBJUN CTIVE MOOD
In lim ba engleza contem porana, subjonctivul i-a pierdut m ulte din trasaturile caracteristice
unui m o d verbal in d e p e n d e n t (care d isp u n e de form e proprii), functiile sale caracteristice fiind
preluate de alte m oduri sau categorii verbale.
Subjonctivul exprim a fie actiune posibila - atunci a n d aceasta este proiectata in viitor, fie
! actiune im probabila, nerealizata - atunci cind aceasta ar fi trebuit sa se desfajoare intr-o anum ita
perioada trecuta i prezinta d o u a tipuri de forme: sintetice (exprimate, de regula, printr-un sin gu r
cuvint) si analitice (exprim ate prin cel putin d o u a cuvinte).
Subjonctivul sintetic (The Synthetical Subjunctive)
Subjonctivul sintetic este rem iniscenta a m o d ulu i verbal existent in engleza veche, in lim ba
engleza con tem poran a el fiind inlocuit in m ulte situatii prin form ele subjonctivului analitic.
Subjonctivul sintetic d isp u n e de form a pentru tim pul prezent (subjonctivul prezent) i de
doua form e pentru tim pul trecut: subjonctivul trecut $i subjonctivul trecut II (numit, de asem enea,
si subjonctivul mai-mult-ca-perfect).
Subjonctivul prezent (The Present Subjunctive)

Subjonctivul prezent, tim p verbal caracteristic limbii engleze vechi, de$i astazi este m ult mai
rar folosit, apare totusi in limbajul juridic, jurnalistic sau tehnico-stiintific, precum si in engleza
americana. In m o d curent, subjonctivul prezent este inlocuit prin form ele subjonctivului analitic
sau prin infinitiv.
Forma
! Subjonctivul prezent este identic ca form a cu infinitivul scurt al verbului.
I, You, He, She, It, We, You, T hey speak/live/be etc.
Folosirea subjonctivului present
Intrebuintari
Exemple
Subjonctivul prezent se foloseste:
A. in propozitii principale cu caracter

independent, avind configuratia unor
expresii sau structuri fixe, prin care se
exprima dorinta, urare, speranta
etc. (Formulaic Subjunctive). Adesea,
in asemenea propozitii exclamative se
invoca puterile supranaturale.
Long live friendship/democracy! etc.Traiasca prietenia/

democratia! etc.
God bless you!
Dom nul sa te aiba in paza sa!
Curse this heavy rain!
Blestemata (sa) fie ploaia asta afurisita/ Naiba s-o ia de
ploaie afurisita!
Be it so!
A$a sa fie!
B.in diverse tipuri de propozitii subordonate introduse prin that (Mandative Subjunctive), cind in
propozitia regenta" se exprima presupunere, cerinta, posibilitate, necesitate, dorinta etc.:
a. in propozitiile completive directe,

dupa verbe ca: to suggest - a sugera,
to insist - a insista, to wish - a dori,
to desire - a dori, to demand - a cere,
to urge - a indemna, to propose
- a propune, to recommend - a
recomanda, to order - a com anda etc.;
We suggest that everybody leave the room at once.

Sugeram ca toata lumea sa paraseasca imediat incaperea.
We desire that your wife be nominated the principal of
our school.
Dorim ca sotia ta sa fie numita director al colii noastre.
intrebuintari
b. in propozitii subiective, dupa
expresii impersonale precum: it is
(im)possible/essential/necessary/
advisable etc. - este (im)posibil/
esential/necesar/recomandabil etc.;
Exemple
It is impossible that his resignation be accepted.
Este imposibil ca demisia lui sa fie acceptata.
It is necessary that all of you come and finish the
experiment.
Este necesar ca toti sa veniti $i sa terminati experienta.
c. in propozitii atributive apozitionale;
Debbie made the suggestion that we leave on that very

day.
Debbie a sugerat sa plecam chiar in ziua aceea.
d.Tn propozitii conditionale, cind se

exprima presupunere in prezent;
That, if the information be true, is a very serious crime.

Daca informatia este cumva adevarata, acesta este un
delict foartegrav.
e. in propozitii concesive
T ho u gh everybody condemn Jane 1will still love and trust

her.
Chiar daca toata lumea condamna pe Jane, eu inca voi
iubi si voi avea incredere in ea.
1shall go on that trip even though 1spend all my money.
0 sa merg in excursia aceea, chiar daca imi voi cheltui toti
banii.
Nota: In functie de situatie, subjonctivul prezent se traduce in limba romana prin m odul conjunctiv
(subjonctiv), conditional sau indicativ, insotit adesea de calificari adverbiale.
Subjonctivul trecut
(The Past Subjunctive)
Forma
Subjonctivul trecut coincide ca form a cu form a de trecut sim plu a verbelor, cu exceptia
verbului to be - a fi, care, in lim ba engleza scrisa, prezinta form a were la toate persoanele. In
vorbire insa exista tendinta ca i verbul to be sa se co m p o rte ca toate celelalte verbe, adica sa
ia form ele de trecut ale indicativului: was pentru persoanele I i a lll-a sin gu la r ji were pentru
celelalte persoane.
I, You, He, She, It, We, You, T hey asked, wrote, w ere etc.
sa intreb/sa scriu/sa fiu etc.
Subjonctivul trecut prezinta $i form e de aspect continuu, care se form eaza din were la toate
persoanele $i PARTICIPIUL PREZEN T al verbului de conjugat.
I, You, He, She, It, We, You, T hey w ere asking/w riting/speaking etc.
Folosirea Subjonctivului trecut
Intrebuintari
Exemple
Subjonctivul trecut se foloseste in diverse tipuri de propozitii subordonate:
a. in propozitii conditionale, dupa if,

suppose, supposing etc.
Susan w ould tell me if George left any m essage for

me.
Susan mi-ar spune daca George ar lasa vreun mesaj
pentru mine.
Supposing that you missed the train, what w ould
you do?
Presupunindca pierzi/ai pierde trenul, ce-ai face?
Intrebuintari
Exemple
b. in propozitii completive directe, dupa

verbul wish;
1wish you stayed with me for a while.

A$ dori/vrea sa stai cu mine un timp.
Linda wishes you came hom e at once.
Linda ardori sa vii acasa imediat.
c. in subordonatele de m od comparative,
dupa as if, as though;
She was quite calm as if she knew the answer.

Era relativ liniftita, de pared $tia raspunsul.
d.in subordonatele concesive, dupa even if,
Even though he lived in this street, we should not

see m uch of him.
Chiardaca ar loeui pe aceasta strada, nu l-am vedea
prea mult.
even though;
e. in subordonatele subjective, dupa

expresia it's (high) time -este (de mult)
timpul sa...";
It's (high) time you left for school.

E (de mut) timpui sa pleci la coala. (Este cam tirziu.)
Nota: Dupa expresia it's (high) time se
It's time for you to leave for school. (It is the proper
time to do that.)
Este timpul sa pleci la $coala. (Este ora potrivita sa
pleci.)
poate folosi, de asemenea, si constructia

FOR + C O M PLE M E N T + INFINITIV LUNG, cu
oarecare diferenta de sens, dupa cum se
poate observa.
f. dupa W O U LD RATHER/SOONER + SUBIECT, M y daughter studies German but 1would rather she
studied English.
atunci cind persoana care isi exprima
Fiica mea studiaza germana, dar eu a$ prefera sa
preferinta nu este subiectul actiunii care
studieze engleza.
urmeaza.
Note: 1. W O U LD RATHER/SOONER + SUBIECT
|+ SUBJONCTIV TRECUT poate avea ca
echivalent constructia W O U LD PREFER +
C O M PLEM EN T + INFINITIV LUNG.
M y daughter studies German but 1would prefer

her to study English.
Fiica mea studiaza germana, dar eu a$ prefera (ca
ea) sa studieze engleza.
Cind subiectul lui W O U LD RATHER/ SO O N ER

este acelasi cu subiectul actiunii care
jurmeaza, W O U LD RATHER/SOONER este
urmat de un infinitiv scurt.
1would rather/sooner watch TV than walk the dog.

A$ prefera sa ma uit la televizor decit sa plimb
cainele.
Subjonctivul mai-mult-ca-perfect
(The Past Perfect Subjunctive)
Forma
Form a de subjonctiv m ai-m ult-ca-perfect coincide cu aceea de m ai-m ult-ca-perfect a
indicativului i se foloseste in diferite tipuri de propozitii subordonate, cam in aceleai cazuri ca
Subjonctivul trecut.
I, You, He, She, It, We, You, They had written/spoken/lived etc. sa fi scris/vorbit/trait etc.
Folosirea subjonctivului mai-mult-ca-perfect
Intrebuintari
Exemple
Subjonctivul mai-mult-ca-perfect se foloseste in diverse tipuri de propozitii subordonate:
a. in propozitii subordonate
co n dition al, dupa if, unless etc.;
Doris w ould have come with us // she had been ready in time.
Doris ar fi venit cu noi, daca ar fi fost gata la timp.
287
ESSENT I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S '
intrebuintari
Exemple
b. in propozitii completive directe, 1wish 1had been present at the meeting.
dupa verbul wish, pentru a exprima Af dori sa fi fost la intalnire/Ce pacat caAmipare rau ca nu am
regretul fata de neindeplinirea unei fost la intilnire.
actiuni in trecut;
c. in propozitii subordonate com

1remember him as ifl had met him yesterday.
parative introduse prin as if/though; Mi-1 amintesc ca j/ cum/deparca l-af fi intalnit ieri.
d .in propozitii subordonate
concesive dupa even if/though.
Even if/though 1had known her address 1w ouldn't have

written to her.
Chiar daca i-af fi ftiut adresa, nu i-af fi scris.
Note: 1. Subjonctivul trecut, d en um itin unele gramatici subjonctiv prezent (Present Subjunctive),
i subjonctivul mai-mult-ca-perfect (2.1.3.), care apare in unele gramatici sub denumirea de
subjonctiv trecut (Past Subjunctive), sunt considerate formele m oderne ale subjonctivului sintetic.
2. Avandu-se in vedere identitatea formala dintre subjonctivul trecut fi trecutul indicativ, precum fi
aceea dintre subjonctivul mai-mult-ca-perfect fi tim pul mai-mult-ca-perfect al indicativului, multe
gramatici, in problemele legate de sintaxa frazei, se folosesc, pentru simplificarea terminologiei, de
denum irea detimp trecut"fi, respectiv, de aceea demai-mult-ca-perfect", chiar fi atunci cind, in
m od evident, este vorba de subordonata care cere folosirea subjonctivului.
Subjonctivul analitic
(The Analytical Subjunctive)
Subjonctivul analitic este m ult mai frecvent folosit in engleza co n tem po ra n a britanica d ed t
form ele sale sintetice. In esenâ, subjonctivul analitic se form eaza astfel:
VERB M O D A L
IN FINITIVU L PREZEN T al verbului d e conjugat
V ERB M O D A L
IN FIN IT IV U L PERFECT al verbului d e conjugat
Trebuie sa se retina totodata faptul ca, in aceste c o n stru c ts verbul m odal fi-a pierdut total sau
partial valoarea sa m odala, functiile sale red ucindu-se la acelea ale unui auxiliar sau semiauxiliar,
fapt pentru care, in m ulte gramatici, form ele subjonctivului analitic sunt num ite ECH IVALEN TI Al
SU BJO N C T IV U LU I (SU BJU N C TIV E EQU IVALENTS). In functie de form a sa, subjonctivul analitic se
folosefte atat in propozitii principale, cat fi, mai ales, in propozitii subordonate.
Folosirea subjonctivului analitic
May
MAY
M IG H T
Might
IN FIN IT IV PREZEN T (SCURT)
IN FIN IT IV PERFECT
Aceasta form a a sub jonctivului se folosefte atat in propozitii principale, cat f i secundare. Cand
verbul predicat din propozitia regenta este la un tim p prezent, in secundara se poate folosi atat
may, cat fi might, urm at de form a sa de infinitiv prezent sau perfect. In acest caz, folosirea lui
might indica u n grad m ai m are d e nesiguranta decat may.
It is possible that he may come later.
Esteposibil/Sepoate {ca el) sa vina mai tirziu.
It is possible that he might come later.
S-arputea (ca el) sa vina mai tirziu.
Daca verbul din propozitia regenta este la trecut, in m o d obligatoriu se va folosi might, urmat
de infinitivul prezent sau perfect.

He spoke loud ly so that e v e ry b o d y might hear him.
Vorbea tare ca sa-l auda toata lumea.
Exemple
tntrebuinfari
A. in propozitii principale exclamative, prin May ours be a happy marriage!
Fie ca mariajul nostru sa fie fericit!
care se exprima speranta, credinta,
Oh, that they might arrive here in time!
urare, dorinta etc.
0, de-ar ajunge aici la timp!
B. in propozitii subordonate de diferite tipuri:
We hope they may come here a little later.
a. in propozitii completive prin care se
Speram ca ei sa vina aici putin mai tirziu.
exprima teama sau speranta, dupa to
hope - a spera, to be afraid -a se teme, to They were afraid the building might collapse.
Se temeau sa nu se naruie cladirea.
fear-ase teme etc.;
Send them a telegram so that they may know about

b. in propozitiile subordonate finale (de
scop) introduse prin that, so that, in order your intentions.
Trimite-le telegrama ca sa-ti cunoasca intentiile.
that, cind se va folosi: - M AY + INFINITIV,
George gave me the dictionary so that 1might finish
cind verbul din regenta este la imperativ,
sau prezentul ori viitorul indicativului;
- MIGHT + INFINITIV, daca verbul din
propozitia regenta este la trecut;
the translation.
George mi-a dat dictionarul ca sa termin traducerea.
Whoever he may be, he has no right to behave like that.

c.in propozitiile subordonate concesive
introduse prin though, although, however, Oricine ar fi, nu are dreptul sa se com porte astfel.
Whatever the reason m ight be, your resignation is not
whatever, whoever, no matter etc. De
retinut faptul ca in limba romana traducerea
subjonctivului in acest context variaza.
d .in propozitiile subordonate subiective
afirmative, dupa expresiile: it is/ was
possible/ probably/likely etc.
accepted.
Oricare arfi motivul, demisia nu-ti este acceptata.

It is very likely that she may recover soon.
Este foarte probabil ca ea sa-fi revina in curind.
It was possible that she might overhear your
conversation.
Era posibil/Seputea ca ea sa va auda din intimplare

conversatia.
It was possible that they might have told the truth.
Era posibil/Se putea ca ei sa fi spus adevarul.
Nota: In propozitiile interogative ?i

negative, aceste expresii sunt urmate de
subjonctivul cu should.
Was it possible that they should have told the truth?

Era posibil ca ei sa fi spus adevarul ?
Should
SHOULD
INFIN ITIV PREZEN T (SCURT)

IN FIN ITIV PERFECT
Este form a de subjonctiv analitic cu frecventa foarte m are atat in engleza scrisa, cat i in cea
vorbita i se folosete adesea in locul subjonctivului sintetic in diverse tipuri de propozitii:
Intrebuintari
a. in propozitii subiective, cerut de:
- expresii impersonale formate cu
ajutorul unor adjective de tipul: it is/
was necessary/ important/impossible/

imperative/ strange/ unusual/ natural/
(un)fortunate/ unbelievable/ surprising/
obvious/ remarkable/ advisable etc.;
Exemple
It is necessary that he should accept such an offer.
Este necesar ca el sa accepte asemenea oferta.
It is unbelievable that lie should have disappointed
you so much.
Este de necrzut ca el sa te fi dezamagit atat de mult.
' ' " ' I M ' i '.... ^ . . !
- expresii impersonale formate cu ajutorul

unui substantiv de tipul; it is/ was a pity/a
shame/a surprise/ a wonder etc. ;
It is a shame that Linda should behave like that.

Este ru$ine ca Linda sa se comporte astfel.
Note:
It is necessary for him to accept such an offer

(acuzativ cu infinitiv)
It is unbelievable that he has disappointed you
(perfect prezent, indicativ)
1. In vorbirea obifnuita, subjonctivul, in

asemenea situatii, este substituit prin
constructii infinitivale sau prin timpurile
m odului indicativ.
2. Se poate folosi, de asemenea, in
propozitii conditionale, pentru a sublinia
caracterul ipotetic sau intimplator al
actiunii.
If the postm an should arrive earlier, tell him I'll be

back by 10.
Daca cumva/Daca se intimpla ca po^tajul sa soseasca
mai devreme, spune-i ca ma intorc pe la ora 10.
If they should begin without you, what w ould you
do?
Daca cumva/Daca se intimpla ca ei sa inceapa fara
tine, ce-ai face?
b.in propozitii subordonate finale (de scop)

negative introduse de: lest, in case (that),
Jake spoke the truth for fear (that) he should be
for fear (that);
Jake a spus adevarul de teama sa nu fie pedepsit.

They locked the doors lest the thieves should break
into the house.
Au incuiat u$ile ca sa/de teama sa nu patrunda hotii
in casa.
punished.
The board requested that the competition should

start at 8 o'clock sharp.
Comisia a cerut ca intrecerea sa inceapa la ora opt fix.
Her husband suggested that she should go back to
order, to settle, to arrange, to agree, to
her room and telephone the police.
suggest, to insist, to propose, to request, Sotul i- sugerat sa se intoarca in camera i sa
telefoneze la politie.
to demand etc.;
c. in subordonatele completive directe,
cerut de verbe indicind porunca, un

ordin, hotarare, cerinta, sugestie,
propunere etc., precum: to command, to
d. in propozitii completive prepozitionale,

dupa constructii adjectivale exprimind
diferite sentimente ale vorbitorului, de
tipul: to be glad/happy /anxious/ sorry/
pleased/ surprised/ annoyed etc.;
e. in propozitii subordonate concesive

introduse prin though, although, who
ever, however, whatever etc., pentru a
reda actiune nesigura, ipotetica ;
f. in propozitii atributive apozitionale,

dupa substantive precum: idea, reason,
supposition, decision, desire, thought,
proposal, demand etc.;
290
# #
Cliff was glad that his friends should see him playing
football.
Cliff era bucuros ca prietenii sa-l vada jucind fotbal.
I was anxious that my mother should learn about
my great success.
Eram nerabdator ca mama sa afle de marele meu
succes.
However hard he should try, he will not m end the
fuse.
Oricitarincerca, nu va repara siguranta electrica.
Though he should make every effort, he can't finish
the experiment today.
De$i depune toate eforturile, nu poate termina astazi
experimentul.
His desire that he should be a witness in this case
took everybody by surprise.
Dorinta lui de a fi martor in acest caz i- luat pe toti
prin surprindere.
Susan's proposal that we should spend the
weekend in the country was a stupid idea.
Propunerea Susanei de a ne petrece sfar$itul de
saptamina la tara era idee nefericita.
ESSENT I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S I
intrebuinfari
g. in subordonatele temporale.
Will
Exemple
John was recom m ended to stay indoors till his
temperature should go down.
Lui John i s-a recomandat sa stea in casa pina cand ii
va scadea temperatura.
She was advised to go on with the experiments till
she should reach satisfactory results.
A fost sfatuita sa continue experientele pina cand va
obtine rezultate satisfacatoare.
Would
W ILL
W O U LD
INFIN ITIV P REZEN T (SCURT)

INFIN ITIV PERFECT
Se folosejte, de regula, ca alternative a altor form e de subjonctiv:
intrebuintari
a. in propozitiile subordonate finale: W ILL+
INFINITIV PREZENT (SCURT), ca alternative a
subjonctivului cu M AY + INFINITIV PREZENT
(SCURT);
W O U LD + INFINITIV PREZENT (SCURT), ca
alternative a subjonctivului cu M IGH T +
INFINITIV ori SH O U LD + INFINITIV;
Exemple
Stop talking so that everybody will hear me/
may hear me.
Terminati cu vorba ca sa ma auziti cu totii.
She was hurrying lest he would/might/ should
be late.
Se grabea ca sa nu intirzie.
Nota:'\r\ acest context, sunt preferabile celelalte forme de subjonctiv.

b. in propozitiile completive directe, W O U LD +
INFINITIV se folosete dupa verbul wish pentru a
se exprima scepticismul in privinta realizarii unei
actiuni in viitor.
1wish he would come home earlier. (But I'm

almost sure he won't.)
A j vrea sa vina acasa mai devreme (dar sunt
aproape (sigura) ca nu va veni).
Nota: Formele SH O U LD sau W O U L D urmate de INFINITIV pot fi ambigue, ele putand exprima un
subjonctiv, m odul conditional prezent, un viitor-in-trecut sau valoare modala, de aceea contextul
are un rol major in stabilirea functiei acestora.
Can
Could
INFINITIV PREZEN T (SCURT)
Aceasta form a de subjonctiv se folosete in propozitiile su b o rd o n a te finale ca varianta la

form a cu M A Y /M IG H T + INFINITIV. Spre d eosebire de ultima forma, care are un caracter mai oficial
?i indica un grad mai m are de incertitudine, subjonctivul cu C A N / C O U L D + IN FINITIV se folosete
in special in vorbire i prezinta actiunea ca fiind reala.
Intrebuintari
[-in propozitiile
subordonale
finale
Exempie
1will tell you the story so that you can/could understand its importance.
iti voi spune povestea ca sa-i intelegi importanta.
Jane took a taxi so that she could reach the station in time and catch the last
train.
Jane a luat un taxi ca sa ajunga la timp la gara ji sa prinda ultimul tren.
M ODAL VERBS
V e rb e le m o d al-d efe ctiv e
Verbele m odal-defective constituie clasa relativ restrinsa de verbe, avind trasaturi specifice
care le d e o se b e sc de restul verbelor. Ele indica modalitatea", adica anum ita atitudine a
vorbitorului fata de enunt.
Exemple
Caracteristici
Verbele modal-defective
- nu au forma de infinitiv lung (le lipse$te
particula infinitivala to);
- nu pot fi urmate de verbe la infinitivul lung (cu
exceptia lui ought to, to be to, to have to);
- sunt defective", adica nu au toate formele
verbale $i, deci, nu pot fi conjugate la toate
modurile si timpurile; ele au doar forma de
infinitiv scurt (care este totodata $i forma de
prezent) si cel mult forma de trecut, iar altele
prezinta alte forme (cea de conditional prezent
sau trecut, de exemplu);
Can - could - a putea, a fi in stare

Must - a trebui. You tw o may leave now.
Voi doi puteti pleca acum. He ought to pay them
a visit. Ar trebui sa le faca vizita.
can - could - a putea (forma de prezent si trecut)
must - a trebui (are doar forma de prezent)
should - ar trebui (prezinta forma de
conditional)
Nota: Formele de care dispun pot fi folosite
You may not take my umbrella.
pentru a reda mai multe timpuri verbale, In

functie de determinarile ce apar in cadrul
enuntului.
Nu poti/Nu ai permisiunea sa-miiei umbrela

(timpul prezent)
In that case she may leave tomorrow.
In acest caz, poate/va putea pleca
maine (timpul viitor, datorita adverbului
tomorrow - maine)
la timpul prezent, persoana a lll-a singular, nu

primesc desinenta -s;
He can read English quite Well.

El citeste/poate citi destul de bine englezeste.
-form eaza interogativul, negativul si interogativnegativul ca verbele auxiliare (nu este necesara
prezenta auxiliarului to do), exceptie facand
doar have to;
Must 1go there?

Trebuie/Este necesar sa merg acolo?
Do you have to leave so soon ?
Trebuie/Este necesar sa pleci a$a de curand?
You may go to bed now.
Poti/Ai permisiunea sa mergi la culcare acum.
Jack has been permitted to go on that trip.
Lui Jack i s-a permis sa piece in excursia aceea.
Ann had been allowed to walk the dog
- la unele forme care le lipsesc, precum $i

la m odurile si timpurile verbale compuse,
verbele m odale sunt inlocuite de alte verbe sau
construct cu caracter modal, care dispun de
toate caracteristicile verbale si pot fi folosite la
before she went to school.
orice m od $i timp. Aceste expresii se num esc
M O D A L EQUIVALENTS ECHIVALENTI M O D A L I sau Anei i se permisese/i se daduse voie
sd plimbe cainele inainte sa piece la scoala.
INLOCUITORI Al VERBELOR MODALE.
Can - Could
Prezent
Trecut
Echivalent modal
CAN
COULD
TO BE ABLETO
TO BE CAPABLE TO
Can are sensul: a putea (sa)",a fi in stare (sa/de a)",a fi capabil (sa/de a)",a avea posibilitatea
(sa/de a)"s.a.

M od a lu l can - could prezinta form a C A N pentru toate persoanele de la m o dul indicativ tim pul
prezent, cu form ele C A N N O T sau C A N 'T (forma contractata) pentru negativ i form a C O U L D
pentru toate persoanele de la m o d ul indicativ, tim pul trecut sau conditional prezent (a? putea"),
cu form ele C O U L D N O T sau C O U L D N 'T (forma contractata) pentru negativ.
Intrebuintari
Exemple
A. CAN, forma de prezent, urmata de un infinitiv nedefinit sau perfect, poate avea sensulpot sa",
sunt capabil/in stare sa",stiu sa"etc. si poate reda :
a. abilitatea sau capacitatea fizica
sau intelectuala de a efectua
anumita actiune;
I think I can give up that idea.

Cred ca pot renunta la idee.
I can solve the exercise without your help.
Pot rezolva/Stiu sa rezolvexercitiul fara ajutorul tau.
b. posibilitatea (in propozitii

afirmative) sau imposibilitatea (in
propozitii negative) savarsirii unei
actiuni;
I can give you som e m oney in case of need.

Iti pot da niste bani la nevoie.
Aunt Nelly cant climb that m ountain at her age; she's
almost 70.
M atusa Nelly nu poate urea m untele cela la varsta ei; are
aproape 70 de ani.
c. neincrederea sau scepticismul in
Can his story be true ?

E cu putinta ca povestea lui sa fie adevarata ?
1cannot believe he has quitted his job.
Nu pot crede ca si-a parasit slujba.
privinta indeplinirii unei actiuni (in

propozitiile interogative si negative);
d. uimirea, indignarea sau indoiala in H ow can you trust him any longer ?
privinta savarsirii unei actiuni (in pro Cum de mai poti avea incredere in el ?
pozitiile interogative si exciamative); H ow can he be so rude ?
Cum poate fi asa de nepoliticos!
It can't be so cold today! It's already May!
Nu poate fi asa de frig astazi! Este deja luna mai.
e. permisiunea (in propozitiile
afirmative si interogative) sau
interdictia (in propozitiile negative)
in vorbirea familiara, cand
inlocuieste m odalul may; cerere
sau rugaminte politicoasa.
Note:
1. Can este intraductibil atunci cand
"Can 1take your car this m orning?"

"Yes, you can. 1don't need it today."
Pot lua masina ta in dimineata asta?"
Da, potis-o iei. Nu am nevoie de ea astazi."
He cant leave today; he hasn't finished his job here, yet.
Nu poate pleca astazi; nu si-a terminat inca treaba aici.
Can you wait a little? Mr. Smith will be back in ten minutes.
Puteti astepta putin? Dl Smith se va intoarce in zece minute.
W hy are you speaking so loud ? 1can hear you all right.
De ce vorbesti asa de tare? aud perfect.
este urmat de un verb al perceptiei,

in acest caz el reprezentand
im preuna cu verbul respectiv
prezentul continuu al acestuia.
2. Este bine de retinut ca timpurile
com puse ale modalului can sunt
formate cu ajutorul inlocuitorilor sai:
have/has been able/capable to

pentru perfectul prezent, shall/will
be able/capable to pentru viitor,
had been able/capable to pentru
mai-mult-ca-perfect etc.
You will be able to swim if you take som e sw im m ing

lessons.
Vei putea inota daca vei lua lectii de inot.
Sharon hasn't been able to cope with such a difficult task.
Sharon nu a putut/nu a fost in stare so faca fata unei sarcini
atat de dificile.
293
intrebuintari
E xem ple
B. COULD este forma de trecut (,,puteam",am putut"etc.) sau cea de conditional prezent (as
putea") si poate reda:
a. abilitatea sau capacitatea fizica

sau intelectuala de a fi savarsit
actiune in trecut;
b. cerere, rugam inte sau

solicitare politicos formulata (in
propozitii interogative) ;
Formularea cu ajutorul lui could
este mai politicoasa decat aceea cu
ajutorul lui can.
c. posibilitatea (in propozitii
afirmative) sau imposibilitatea (in
propozitii negative) savarsirii unor
actiuni in trecut;
Tony could speak English at the age of nine.

Tony putea vorbi/stia sa vorbeasca englezeste la varsta de
noua ani.
Could you post this letter for me, please ?

Ati putea/Ati vrea sa puneti scrisoarea intr-o cutie postala,
va rog ?
Could 1have a look at these stamps, please ?

As putea/pot sa ma uit la timbrele acelea, va rog?
In m y youth such little houses could be seen almost
everywhere in this town.
In tineretea mea, asemenea casute puteau fi vazute aproape
pretutindeni in acest oras.
You couldn't buy such a fast car years ago.
Cu ani in urma, nu puteai cumpara masina atat de rapida.
d. neincrederea sau scepticismul

in privinta unei actiuni trecute (in
propozitii interogative $i negative);
Could you really see M a d o nna in flash and blood ?

A fost intr-adevar cu putinta/posibil s-o vezi pe M ad onna in
realitate ?
The situation couldn't be that bad as he claimed.
Situatia nu putea fi atat de rea cum pretindea el.
e. uimirea, indignarea sau indoiala

in privinta savarsirii unei actiuni in
trecut (in propozitii interogative si
exclamative) ;
H ow could you do that to him ? Cum de i-ai putut face asa

ceva?
H ow could he make such a promise ? Cum de-a putut face
asemenea prom isiune ?
The questions you had to answer couldn't be so difficult!
Intrebarile la care trebuia sa raspunzi nu puteau fi atat de
grele!
f. permisiunea in trecut (in propozitii W hen 1w as a student 1could use my father's car whenever
afirmative i interogative) sau
1needed it.
interdictia in trecut (in propozitii
Cand eram student, puteam/aveam permisiunea sa
negative) in vorbirea familiara, ca
echivalent al lui was/were allowed/
permitted to.
Note:
1. Could urmat de un infinitiv
folosesc masina tatalui meu ori de cate ori aveam nevoie.

1couldn't enferthe conference hall without a special I.D.
Nu am putut intra/nu mi s-a permis sa intru in sala de
conferinte fara legitim ate speciala.
You could go and pay them a visit; they love you so much.
Ai putea merge sa le faci vizita; ei te iubesc foarte mult.
nedefinit capata valoare de

conditional prezent.
2. Could urmat de un infinitiv
perfect reda ideea nerealizarii unei
actiuni in trecut.
294
1d o n 't believe a word of it! Sam couldn't have made such a

foolish mistake.
Nu cred un cuvant! Sam nu ar fi putut face/ putea so fi
facut greseala atat de prosteasca.
May - Might
M IG H T
TO BE ALLO W ED TO
TO BE PERMITTED TO
M o d a lu l may - might are intelesul dea putea", in sensul dea avea perm isiunea sa",a avea
voie sa",a i se perm ite sa".a.
La prezent, toate persoanele au form a MAY, pentru negativ prezentand form a M A Y N O T sau
M A Y N 'T (forma contractata); la trecut, toate p ersoanele au form a MIGHT, iar pentru negativ
prezinta form a M IG H T N O T sau M IG H T N 'T (forma contractata).
El poate fi urm at de infinitivul nedefinit, co n tinuu sau perfect al verbelor notionale/principale.
A. MAY, urmat de infinitivul nedefinit si foarte rar de infinitivul perfect, are sensul depot",am
permisiunea sa",Tmi este m gaduit sa"saueste posibil/cu putinta sa"etc. si poate exprima:
a. permisiunea, situatie in care poate fi

inlocuit de echivalentele m odale to be
allowed to sau to be permitted to;
You may invite/are permitted to invite your guest in.

Poti/Ai permisiunea sa-ti inviti oaspetele in casa.
Note:
"May Icome in ? " "Yes, you may."

Pot infra?" Da, poti (intra)."
1. Raspunsurile afirmative la propozitie

interogativa in care se cere permisiunea
sunt formulate cu ajutorul lui may.
2. Un raspuns negativ se poate formula
fie cu ajutorul lui may not sau mayn't,
fie cu ajutorul lui must not sau mustn't,
prima varianta exprimand un refuz destul
de categoric ca tonalitate, cea de-a doua
indicand interdictie categories.
b. rugSm inte sau cerintS mai politicos

formulatS decat aceea cu ajutorul lui can;
"May I come in ?""No, you may not/mayn't (come

in).""No, you must not/mustn't (come in).",,Pot
intra?"
Nu, nu poti/nu se poate/nu ai voie (sa intri)."
M ay I take your umbrella ?
. cerintS mai politicos formulatS decat
Pot/imi dai voie/imi permiti sS iau umbrela ta?

You may try again tomorrow!
aceea cu ajutorul rriodului imperativ;
fncearcS din nou maine!
d. posibilitate cu oarecare nuantS de
It may snow later.
incertitudine sau de indoialS, caz in care

may poate fi inlocuit cu maybe, perhaps,
it is possible si poate fi urmat atat de un
infinitiv nedefinit, cat si de un infinitiv
perfect;
Se poate/Este posibil sS ninga mai tarziu.

He may have met her at som e party.
Se poate/Este posibil ca el s-o fi intalnit la vreo
e. un repros;
You may at least give her a call if you d o n 't feel like
go in g there.
Poti mScar sa-i dai un telefon dacS n-ai chef sS mergi
acolo.
f. incertitudine, nesigurantS sau pre-
May that w om an be the person we are looking for?

Poate fi femeia aceea persoana pe care cSutSm ?
Barry may be mistaken in all respects.
E posibil/Se poate ca Barry sa se insele in toate
supunere, in acest caz putand fi urmat de

infinitivul nedefinit, continuu sau perfect;
petrecere.
privintele.
Our children may be sleeping now.
Copiii nostri poate cS dorm acum. (Actiunea poate fi
in curs de desfasurare in acest moment.)
ESSENT IAL ENGLI SH LOR C O M M I T T E D L E A R N T R S I
Intrebuintari
g. interdictie in propozitii negative,
precum si in anunturile oficiale.
B. MIGHT, folosit candva ca trecut al lui

may, atat in propozitii principale, cat si
secundare, si-a pastrat aceasta acceptie
in limba engleza contem porana do a rin
propozitiile secundare, cerut acolo de
regula corespondentei timpurilor.
Might se foloseste insa foarte frecvent
si in diverse situatii ca echivalent al
conditionalului prezent al lui may (as
putea",,,ai putea"etc.) si poate exprima:
Exemple
Children under 10 may not enter/are not allowed
to/are not permitted to enter.
Este interzis accesulcopiilor sub zece ani./Copiii sub
zece ani nu pot /'nfra./Copiilor sub zece ani nu li se
permite intrarea.
Father said (that) we might play chess.
Tata a zis ca putem juca sah.
I had warned you (that) he might object to your
proposal.
avertizasem ca el se poate opune propunerii tale.
a. rugam inte sau cerinta politicoasa

care, fata de aceea exprimata cu ajutorul
lui may, implica un mai mare grad de
incertitudine in privinta indeplinirii ei;
Might 1use your car today ?

M-as putea folosi de masina ta astazi?
b. posibilitate cu nuanta mai pronuntata de incertitudine decat situatia in care

se foloseste may, caz in care el poate fi
urmat de un infinitiv nedefinit sau continuu
(cand ne referim la actiune prezenta) sau
de infinitivul perfect (cand se fac referiri la
actiune trecuta);
The weather might get colder in the afternoon.

Dupa-amiaza vremea s-ar putea sa se raceasca.
Although it's m idnight John might still be studying.
c. reprosul, supararea sau indignarea in

privinta unei actiuni prezente (cand ii
urmeaza un infinitiv nedefinit) sau a unei
actiuni trecute (cand este urmat de un
infinitiv perfect);
Desi este miezul noptii, s-ar putea ca John sa mai

Tnvete inca.
They might have called us up earlier.
S-ar putea ca ei sa ne fi sunat mai devreme.
You might at least watch your language when you
are speaking in the presence of a lady.
Ai putea macarsd-f/supraveghez/limbajul cand
vorbesti in prezenta unei doamne.
It was pretty late. You might have given Sarah a lift.
Era destul de tarziu. Ai fi putut s-o conduci pe Sarah
cu masina.
d. incertitudinea, nesiguranta sau presupunerea, folosirea lui might implicand un

caracter mai pronuntatal sentimentelor
decat variantele in care se foloseste may.
Might poate fi urmat in acest caz atat de
un infinitiv nedefinit (cand ne referim la
actiune prezenta), cat si de infinitivul
perfect (cand se fac referiri la actiune
trecuta).
Must
Prezent
MUST
Echivaienti modali
TO
TO
TO
TO
HAVE TO
BE OBLIGED TO
BE C O M PELLED TO
"W h o might that handsom e youn g man over there

be?""He might be Mr. Albright's youngest son."
Cine ar putea fi tanarul acela dragut de a co lo ?"
,,S-ar putea sa fie fiul cel mai mic al dom nului
Albright."
Where have you been? They might have noticed
your absence.
Unde ai fost ? S-ar putea ca ei sa-ti fi observat
absenta.
M o d a lu l must are sensul dea trebui",a fi necesar" i are aceeaji form a la toate persoanele la
tim pul prezent, form a de negativ fiind M U S T N O T sau M U S T N 'T (forma contractata).
intrebuintari
a. necesitatea sau obligatia; adesea, folo
sirea lui la persoanele a ll-a si a lll-a capata
nuanta imperative;
Nota:'\n aceasta acceptie, must poate fi
substituit - cu anum ite diferentieri de nuanta
- de to have to.
- Must exprima obligatia, necesitatea pe
care im pune vorbitorul, in tim p ce to have
to indica o b ligate exterioara, impusa de
anumite imprejurari, cerinte, ratiuni etc.
La persoana 1, aceasta diferenta este mult
atenuata si foarte adesea se poate folosi atat
must, cat si have to. Se recomanda, totusi,
folosirea lui must atunci cand este vorba
despre obligate extrem de importanta sau
urgenta si folosirea lui have to atunci cand
actiunea are caracter de obisnuinta, este
repetata frecvent.
MUST poate exprima:

b. probabilitate - ce are aproape caracterul
unei certitudini, deductie, concluzie sau
necesitate logica, fiind, de regula, tradus prin
trebuie sa",probabil ca";
Must poate fi urmat in acest caz si de un
verb la infmitivul perfect, cand reda
probabilitate, concluzie logica in prezent, cu
referire la actiune trecuta.
Exemple
1must finish m ending my shoes now.
Trebuie sa termin de reparat pantofii acum.

You must com e hom e before midnight.
Trebuie sa vii acasa inainte de miezul noptii.
You must g o shopping today. (This is the speaker's
demand.)
Astazi trebuie sa faci cumparaturi. (Este cerinta
vorbitorului.)
You have to g o sho pp ing today as we have guests
invited for dinner. (Circumstances im pose that.)
Trebuie sa mergi la cumparaturi astazi pentru ca
avem oaspeti invitati la cina. (Circumstantele impun
acest lucru.)
1must be at the airport in half an hour to catch the
9 o'clock plane.
Trebuie sa fiu la aeroport in jumatate de ora ca sa
prind avionul de ora 9.
1have to walk the d o g twice a day.
Trebuie sa plim b cainele de doua ori pe zi.
Jane must feel fine am ong her old friends.

Probabil ca Jane se simte foarte bine printre vechii
ei prieteni.
They have already reached hom e.They must have
driven very fast.
Ei au ajuns deja acasa. Au condus probabil/Trebuie
sa fi condus foarte repede.
sens negativ se reda cu ajutorul lui can't sau
Sam can't be back today if he stopped in Bucharest.

Sam nu se poate intoarce astazi daca s-a oprit in
cannot.
. interdictie, adm onestare severa sau un
You must not cross the street when the traffic light
sfat.
show s red.
Nota: 0 deductie sau concluzie logica in
Bucuresti.
Nu trebuie sa traversezi strada cand semaforul are

culoarea rosie.
You must not behave like that in the presence of
the grown-ups! You are my ow n children.
Nu trebuie sa va comportatiin felul acesta in
prezenta adultilor! Sunteti propriii mei copii.
You mustn't miss such a favourable chance!
Nu trebuie so pierzi sansa atat de favorabila!
Nota: Raspunsul pozitiv la intrebare

formulata cu must se reda tot cu must,
indicandu-se necesitatea sau obligatia de a
indeplini actiunea respective, dupa cum un
raspuns negativ se reda prin mustn't (cand
se exprima prohibitia de a efectua respective
actiune) sau prin needn't ori don't have to
(atunci cand nu exista obligativitatea actiunii
ori nu este necesar sa se finalizeze respective
actiune).
"Must we attend the meeting, too ? "-"Yes, you

must."
"No, you needn't/don't have to."
Trebuie so participam si noi la intalnire ? "
Da, trebuie."Nu, nu este cazul/nu este nevoie."
"Must 1read Great Expectations in English ? "
"Yes, you must." "No, you needn't/don't have to."
Trebuie so citescMarile Sperante in limba
engleza?"Da, trebuie." Nu, nu este necesar/nu
este nevoie."
297
Shall - Should
Prezent
SHALL
Prezentul conditional
SHOULD
M o d a lu l shall are sensul detrebuie", la ne gativ avand form a SH A L L N O T sau S H A N 'T (forma
contractata).
Should, ca verb modal, reprezinta form a de conditional prezent a lui shall (i nu form a sa de
trecut) $i are sensul dear trebui",s-ar cuveni",ar fi cazul/bine". Form a de ne gativ este S H O U L D
N O T sau S H O U L D N 'T (forma contractata).
Exemple
Intreb uinta ri
A. SHALL, ca verb modal, poate reda:

a. comanda, un ordin sau obligatie (la
persoanele a ll-a si a lll-a singular si plural);
Aceasta intrebuintare este considerate astazi
invechita si ca atare este evitata in limba
engleza moderna. Se pastreaza do a rin
docum entele oficiale, regulamente, ordine,
dispozitii, statute etc, in engleza obisnuita
saumai putin oficiala" shall fiind inlocuit cu
must, to have to sau to be to.
Each candidate shall be present at 8 o'clock sharp,

(regulation)
Fiecare candidat trebuie sa fie prezent la ora 8 fix.
(regulament) dar:
The regulation says that each candidate must/has
to/is to be present at 8 o'clock sharp, (in less formal
English)
Regulamentul spune ca fiecare candidat trebuie/
este necesar/urmeaza sa fie prezent la ora 8 fix.
b. in propozitiile interogative sau interogatii

negative, shall se traduce, de regula, prinsa"
si se foloseste pentru:
- a solicita un sfat;
H ow shall 1cook the trout ?

Cum sa gatesc pastravul ?
- a cere sugestie;
Shall 1wear this red dress tonight?

Shall we wait for you at the station ?
Sa te asteptam la gara ?
Shan't 1make you another coffee ?
- a formula oferta politicoasa.
Sa nu-ti mai fac cafea?
B, SHOULD, ca verb modal, poate reda :

a. obligatie sau datorie morala;
You should pay a visit to your parents. You haven't

seen them for three years.
Ar trebui sa faci vizita parintilor. Nu i-ai vazut de
trei ani.
b. forma eleganta, politicoasa de constrangere;
You should read all Dickens' novels and not only

Great Expectations.
Ar trebui sa citesti toate romanele lui Dickens si nu
doar Marile Sperante.
You should drink more fruit juice.
Ar trebui sa bei mai mult sue de fructe.
You should mend the fuse. We have no light in the
c. necesitatea logica de a se infaptui

anumita actiune, care adesea ia forma unui
sfat sau a unei recomandari;
house.
Ar trebui sa repari siguranta. Nu avem lumina in

casa.
d. presupunere, ceva la care se asteapta
Sam left his office tw o hours ago. He should be at
vorbitorul.
home now.
Sam a plecat de la birou acum doua ore. Ar trebui
sa fie acasa acum.
I ESSENTIAL ENGLISH FOR COMMITTED LEARNERS

i
Intrebu
Nota: Dupa cum se poate observa din
exemplele de mai sus, should urmat de
INFINITIVUL SCURT are inteles de prezent,
iar atunci cand este urmat de un INFINITIV
PERFECT reda actiune trecuta care nu a fost
realizata.
Exemple
You should speak to him today/tomorrow.

Ar trebui sa-i vorbesti astazi/maine.
They should have invited the Smiths, too.
Ar fi trebuit sa invite si familia Smith.
Will - Would
Prezent
Trecutul sau Prezentul conditional
WILL
WOULD
Will are mai m ulte intelesuri m odale, cel mai frecvent fiind sensulvreau", vrei" etc.; la negativ
are form a W ILL N O T sau W O N 'T (forma contractata).
Would, ca verb modal, reprezinta fie form a de trecut a lui will, fie pe aceea de conditional
prezent a aceluiaji verb, form a de negativ fiind W O U L D N O T sau W O U L D N 'T (forma contractata).
A.WILL, ca verb modal, poate exprima:

a. un ordin oficial (sinonim cu must sau to You will stay in school till you have finished all the
experiments.
be to), indicand faptul ca vorbitorul este
sigur ca ordinul va fi respectat intocmai; in Ramaneti/Trebuie sa ramanetim scoala pana cand va
aceasta acceptie se foloseste cu deosebire terminati toate experientele.
in regulamente, dispozitii sau ordonante
oficiale etc.);
b. dorinta, decizia vorbitorului in combinatie cu verbul to have la persoana 1, in
I'll have another glass of red wine.

Vreau/Doresc inca un pahar cu vin rosu.
propozitii afirmative, cand are functie

accentuata si se reda, de regula, prin
,,vreau",doresc";
c. refuzul de a realiza anumita actiune

(in propozitii negative), situatie in care
vorbitorul il accentueaza atunci cand il
rosteste;
d. cerinta politicoasa (in propozitii inte

rogative) la persoana a ll-a;
e. invitatie (in propozitii interogative) la

persoana a ll-a ;
You will never listen to my advice.

Nu vrei niciodata sa-miasculti sfatul.
1will never go there again.
Nu vreau/Refuz sa mai merg acolo vreodata.
Sandy says she won't come to my party.
Sandy zice ca nu vrea/refuza sa vina la petrecerea
mea.
Will you repeat the question, please?

Vreti sa repefaf/intrebarea, va rog?
Will you come tom orrow at noon?
Vreti sa veniti maine la amiaza?
Will you have som e more coffee?
Mai vreti putina cafea ?
Will you come to my birthday party tonight?
Vreti sa venitidiseara la petrecerea zilei mele de
nastere?
f. in propozitii interogative, la persoana

a ll-a, pentru a afla decizia sau dorinta
interlocutorului.
What will you have for supper, M elody?

Ce vrei/dore$ti sa servesti la cina, M elody?
Won't you go out for a walk?
Nu vrei sa iesi sa te plimbi?
. WOULD, ca verb modal, se foloseste pentru a exprima:

a. un refuz (in propozitii negative, cand
are valoare de trecut al lui will);
Gary wouldn't say where he can be found.

Gary n-a vrut/a refuzat sa spuna unde poate fi gasit.
b. tenacitatea, perseverenta de a realiza

anumita actiune;
Bill warned you, but you would go there.

Bill te-a avertizat, dar tu ai tinut mortis sa mergi acolo.
. cerere formulata politicos (in propozitii
Would you write your name and address on the

envelope, please ?
Ati vrea sa va scrieti numele si adresa pe plic, va rog?
interogative);
d. invitatie (in propozitii interogative);
Would you come to lunch tomorrow ?

Ati vrea sa veniti la pranz maine ?
e. un ordin, comanda sau instructiune

formulata intr-un mod politicos.
Would you ask those children to g o away, please ?

Ati vrea sa rugati copiii aceia sa piece, va rog ?
Ought to
M o d a lu l ought to prezinta aceeafi form a pentru toate persoanele, fiind urm at de infinitivul
lung. Are sensul de:ar trebui sa",s-ar cuveni/ cadea sa" ar fi de datoria... sa".
Form a de negativ este O U G H T N O T TO sau O U G H T N 'T (forma contractata).
Intrebuintari
Exemple
M odalul OUGHT TO poate reda:
a. obligatia sau datoria, amintita subiectului sub forma unui sfat (nu intervine
vointa sau autoritatea vorbitorului ca in
cazul lui must si nici nu exista autoritate
exterioara ca in cazul lui have to); in
aceasta situatie, ought to este sinonim cu
should si, adesea, la remarca formulata
cu ought to, se poate raspunde cu
You ought to/should study more for your exams.

Ar trebui sa studiezi mai mult pentru examene.
He ought to/should pay them a visit.
Ar trebui sa-i viziteze.
"You ought to read the novel before watching the film."
"1 know 1should."
Ar trebui so citesti romanul inainte de a vedea filmul."
Stiu ca ar trebui."
should.
b. un sfat sau recomandare;
You ought to/should wear glasses.

Ar trebui so porti ochelari.
c. un repros sau dezaprobare (in pro
You oughtn't to/shouldn't talk to your parents like

that!
N-ar trebui so vorbesticu parintii tai in felul acesta!
pozitii negative);
d. presupunere sau probabilitate,

cand poate fi urmat fie de un infinitiv
lung, fie de un infinitiv perfect.
Nota: Atunci cand este urmat de un

infinitiv perfect, ought to exprima
datorie sau obligatie care nu a fost
indeplinita (in propozitii afirmative) ori un
repros sau dezaprobare in legatura cu
actiune savar$ita in trecut (in propozitii
negative). In ambele situatii, ought to
este sinonim cu should.
After so m uch training he ought to win the

competition.
Dupa atata antrenament, ar trebui so castige
competitia.
Alan ought to have told us the truth (but he didn't).
Alan ar fi trebuit so ne spuna adevarul (dar n-a
facut-o).
You oughtn't to have punished them (but you did it).
N-ar fi trebuit sa-ipedepsesti (dar ai facut-o).
Need
Prezent Need
Ca verb m odal (el poate fi $i verb principal), need are d o ar form a de prezent i poate fi urm at
de un infinitiv nedefinit sau perfect, avand sensul deeste nevoie/necesar/cazul (ca)"sau, sim plu,
trebuie", fiind sin o n im cu have to. Form a de negativ este N E E D N O T sau N E E D N 'T (forma
contractata). Se folosete in propozitii interogative, negative i interogativ-negative.
Intrebuir
NEED se foloseste:
a. in propozitii interogative, intelegandu-se faptul
ca persoana careia ii este adresata intrebarea este
cea interesata de realizarea sau nerealizarea actiunii,
dar ca, in m od evident, vorbitorul se asteapta la un
raspuns negativ. In aceasta situatie, need si must au
acelasi inteles.
"Need I read the whole novel in only

three days?" (sau "Must 1read...")
"No, you needn't."
Este necesar/Trebuie sa citesc intreg ul
roman in doar trei zile?"Nu, nu este nevoie/
nu trebuie."
Where must 1park the car ?

Note:
1.Need nu se poate folosi dupa interogative de tipul: Unde trebuie s d parchez masina ?
(Need nu poate fi folosit in acest context.)
when?, who?, what?, where? etc, in asemenea
cazuri folosindu-se must.
2.Raspunsul negativ la intrebare cu need este
redat prin needn't, dar un raspuns afirmativ este
formulat cu must.
"Need 1finish the exercise now ? "

"No, you needn't." "Yes, you must."
Trebuie /E necesar sa-mi terrain exercitiul
acum?"Nu, nu-i cazul/necesar/nu trebuie."
Da, trebuie."
b. in propozitii negative, atunci cand vorbitorul

considera ca nu exista obligativitatea realizarii
respectivei actiuni;
You needn't get up so early today.

Nu-i cazul/Nu trebuie sd te scoli asa de
Nota: Atat need not, cat si must not pot constitui
You need not go there. (It is not necessary

for you to g o there, you can solve the
problem som e other way.)
Nu e cazul/Nu trebuie sd mergi acolo.
(Nu e necesar sa mergi acolo, poti rezolva
problema intr-un alt mod.)
You must not go there. (It would be
dangerous, wrong or stupid of you to go
there.)
Nu trebuie sd mergi acolo. (Ar fi periculos,
gresit ori prostie din partea ta sa mergi
acolo.)
raspunsuri negative, dar, intre cele doua variante,

exista diferentieri marcante, asa cum se poate
constata din exemplele alaturate.
c. Needn't urmat de un INFINITIV PERFECT reda

actiune savarsita sau consum ata in trecut, fara ca
acest lucru sa fi fost absolut necesar.
devreme astazi.
You needn't have driven me home. It is

a wonderful evening and I'd have really
enjoyed go in g on foot. (But you did drive me
home, thus wasting your time unnecessarily.)
N-ar fi trebuit sd conduci acasa cu
masina. Este seara minunata si mi-ar fi
placut sa merg pe jos. (Dar m-ai condus
acasa cu masina, pierzandu-ti, astfel, timpul
fara a fi neaparat necesar.)
Dare
Prezent DARE
Ca verb modal defectiv (el poate fi $i verb obijnuit, regulat, cand are toate caracteristicile
acestei clase - terminatia -s la persoana a lll-a singular, prezent; interogativul $i negativul la
prezent i trecut se formeaza cu ajutorul auxiliarului to do etc. -), dare are sensul deindraznesc",
cutez", am curajul", ma incumet" etc. $i se folosejte in special in propozitii interogative $i
negative. Forma de negativ este DARE NOT sau DAREN'T (forma contractata) i poate fi urmata
de un verb la infinitivul nedefinit i, extrem de rar, de infinitivul perfect.
Dare are $i forma de trecut - durst care nu mai este folosita astazi $i care se poate intalni
doar in scrierile vechi.
It
b t i
Verbul modal defectiv DARE se foloseste:
a. in propozitii interogative, pentru a

exprima cutezanta, indrazneala de a
realiza anumita actiu ne;
b. in propozitii negative, pentru a indica

lipsa de indrazneala in realizarea unei
actiuni.
Dare you climb up that high m ountain?

Tndraznesti/Cutezi/Ai curajul sa escaladezi muntele
acela inalt?
Dare he show himself in front of m e?

Indrazneste sa apara in fata mea?
How dare you contradict me?
Cum indraznesti sa ma contrazicR
1daren't speak to my father about such a topic.
Nu indraznescsd-/'vorbesctatalui meu despre un
asemenea subiect.
Note: Verbul modal defectiv dare nu se

foloseste in propozitii afirmative decat in
rare ocazii, cum sunt urm atoarele :
1. atunci cand constituie un raspuns la

intrebare cu dare;
"You daren't disobey your mother, dare yo u ?" "Oh, yes,
-,,presupun",cred"banuiesc";
-sunt de acord", accept spusele tale".
Our friends will be here pretty soon."

Libby:Dar n-am terminat inca de facut curatenie in
casa." Jack: Sunt de acord, dar va trebui sa te grabesti.
Prietenii nostri vor fi aici in curand."
1dare."
N-o sa indraznesti sa nu asculti pe mama, nu-i
asa?"Ba da, sa indraznesc."
2. in exoresia I daresav sau I dare sav
1daresay he will be back earlier today.
(folosita doar la persoana I singular), care, Cred/Presupun ca se va intoarce mai devreme astazi.
in functie de context, poate avea unul
Libby: "But 1haven't finished cleaning the house yet!
din urmatoarele intelesuri idiom atice :
Jack:"l daresay you haven't, but you'll have to hurry.
TH E PASSIVE VOICE
La diateza activa, subiectul propozitiei este autorul actiunii exprimate de verb
Igaveherabook
La diateza pasiva subiectul propozitiei nu este autorul actiunii verbului, el este acel ce sufera
actiunea exprimata de catre complementul direct ori indirect,
e. g. She was given a book by me.
The letter has been posted.
They are given a lot of homework.
I am expected to help bim.
302

C o m p le m e n tu l by me se nu m e jte complement de agent $i de obicei se omite, cu toate ca
poate fi folosit. In cazul acesta se folosesc prepozitiile by, with, of
e. g.
The house is made of stone.

They are pleased with their answers.
Children are helped by their parents.
In limba engleza spre deosebire de romana $i rusa atat verbele tranzitive cat $i un numar
mare de verbe intranzitive se folosesc la diateza passiva.
Toate tim purile i m odurile conjugarii sim ple pot avea form a pasiva in afara de viitorul
con tinuu $i form ele perfectului continuu.
Diateza pasiva se form eaza cu ajutorul verbului auxiliar - a fi (to be) $i participiul trecut al
verbului de baza.
I am examined - (sunt exam inat)
You were called - (ai fost chem at)
He will be called - (el va fi chem at)
I have been asked - (am fost intrebat)
He had been awarded a scholarship - (el fusese decernat cu bursa).
I shall have been cured by then - (eu voi fi fost lecuit)
She is being laughed at - (lum ea rade de ea)
They were being asked on the phone - (ei erau chem ati la telefon)
They must be brought to court. - (ei trebuie sa fie adu$i la judecata).
The work can be done by the pupil - (lucrarea poate fi efectuata de elev).
We may be hurt - (noi putem fi jigniti)
In lim ba engleza urm atoarele verbe pot fi conjugate la pasiv:
to account for
to depend on
to make fun of
to set fire to
to agree
to interfere with
to make use of
to speak about
to allude to
to laugh at
to pay attention to
to take care of
to comment upon
to lose sight of
to send for
to take notice of
To be + Past Participle
Simple
+ Letters are written.
? Are letters written?
Present
- Letters are not
written.
Past
Future
+ Letters were written.

? Were letters written?
- Letters were not
written
+ A Letter will be
written.
? Will a letter be
written?
- A letter will not be
written.
Continuous
Perfect
+ A letter is being written now.

? Is a letter being written now ?
- A letter is not being written
now.
+ A letter has just been written.

? Has a letter just been
written?
- A letter hasn't been written
yet.
+ A letter w as being written

then.
? Was a letter being written
then?
- A lletter wasn't being written
then.
+ A letter had already been

written
? Had a letter already been
written?
- A letter hadn't been written
yet.
+ A letter will have been
writen.
? Will a letter have been
written?
- A letter w on't have been
written.
Categorii de substantive din punctul de vedere al ideii de numar

S u b sta n tive individuale p rop riu -zise (P rop er In divid u al N ouns)
Caracteristici
a. au forme deosebite pentru singular ji
plural;
Exemple
table - m a sa ; tables - mese
child - copil; children - copii
b. se pot numara (fac parte din clasa

substantivelor numarabile) cu ajutorul
numeralelor sau al altor determ inant care
indica numarul;
a man - un barbat
three/four men - trei/patru barbati
many/several men - multi/citiva barbati etc.
c. se acorda in num ar cu verbul predicat $i
This book is interesting.

These books are interesting.
cu determinantii proprii;
d. folosite in sensul lor cel mai general
(cind reprezinta un gen, specie etc.), sunt
precedate de:
- articolul hotarat sau nehotarat la singular ;
The/A noun is a part of speech. Substantivul este

parte de vorbire.
- articolul zero la plural.
N oun s are a part of speech. Substantivele sunt

parte de vorbire.
Nota: Fac exceptie de la aceasta regula
M an is a superior being.
Om ul este fiinta superioara
W om an is a delicate creature.
Femeia este creatura delicata.
substantivele man - barbat ?i w om an femeie, precum $i cele care denumesc:

-anotim purileanului:
spring - primavara; sum m er - vara;
autum n - toamna; winter - iarna.
Autum n is the harvest season.

Toamna este anotim pul recoltelor.
Sum m er is the warm est season.
Vara este cel mai cald anotimp.
- mesele zilei:
breakfast - micul dejun;
lunch - prinz;
dinner - prinz/cina;
su p p e r-cin a
We have breakfast every morning.

Noi luam micul dejun in fiecare dimineata.
S u b sta n tive individuale d efective (D efective In divid u al N ouns)

Substantivele individuale defective au fie doar forma de plural, fie doar forma de singular,
prima categorie fiind mult mai cuprinzatoare din punct de vedere numeric decTt a doua.
Categorii i caracteristici
Exemple
A. Substantive individuale defective care au doar forma de plural
a. articole de mnbracaminte alcatuite din trousers-pantaloni
doua parti identice;
breeches - pantaloni bufanti
knickerbockers - pantaloni bufanti
slacks - pantaloni sport
jeans - pantaloni de lucru, salopeta
tails-frac
overalls - salopeta
braces - bretele
drawers - indispensabili

Categorii fi caracteristici
b. obiecte fi ustensile alcatuite din doua
parti identice.
Exemple
pyjamas - pijama etc.
spectacles - ochelari
glasses - ochelari
binoculars - binoclu
tweezers - penseta
com passes - com pas
scales - balanta, cantar
nutcrackers - clejte de spart nuci
scissors - foarfece
tongs/pliers/pincers/nippers - clefte (de diverse feluri)
bellows -fo a le etc
B. Substantive individuate defective care au doar forma de singular

Acestea pot denum i diverse categorii de
obiecte.
Note:
1. Indiferent de forma lor, substantivele
individuale defective pot fi numerate",
dar nu cu ajutorul determinantilor care
indica numarul, ci prin asociere cu un
num erativde tipul:
- a pair of - pereche de
- a suit of - un costum/rand de
(pentru substantivele din grupa A) sau
- a piece of - un/o
-an item of - un/o
(pentru substantivele din grupa B).
advice - sfat/sfaturi
furniture - mobila
information - informatie/informatii
lu ggage - bagaj/bagaje
a pair of trousers - pereche de pantaloni
three/many pair(s) of trousers - trei/
multe perechi de pantaloni
a pair of glasses - pereche de ochelari

several pair (s) of glasses - citeva perechi de ochelari
a suit of clothes - un costum/rand de haine
two/a few suits of clothes - doua citeva costum e de
haine
a piece of advice - un sfat

tw o pieces of advice - doua sfaturi
a piece/an item of information - informatie
are
sunt
2. Substantivele individuale defective se

acorda cu verbul predicat Tn numar(cele
cu forma de plural - cu verbul la plural, iar
cele cu forma de singular - cu verbul la
singular).
These pyjamas
too large for you.
Aceste pijamale
prea mari pentru tine.
W here
my binoculars?
Unde
binodul m eu?
Your advice
always
helpful.
Sfatul tau
intotdeauna de ajutor.
3. Substantivele individuale defective

sunt precedate de articolul zero atunci
cind sunt folosite in sensul lor general.
Tails are worn on special occasions.

Fracul se poarta in ocazii deosebite.
Useful information is always appreciated.
0 informatie utila este intotdeauna apreciata.
are
este
has
afost
been
Substantive unice (Unique Nouns)

Substantivele unice fac parte din categoria substantivelor nenumarabile, pentru ca parte din
ele denumesc obiecte bine individualizate, iar altele denumesc nume de materii sau substante.
Substantive echivalente ale numelor proprii
(Proper Noun Equivalents)
Comportamentul substantivelor din aceasta categorie se aseamana cu cel al substantivelor
proprii, ele fiind percepute ca nijte substantiveunicat".
305
mm

Caracteristici
a. sunt substantive comune, nenumarabile;
Exemple
the earth - pamintul; the m oon - luna
the sun - soarele; the world - lumea
the present/past/future - prezentul/trecutul/viitorul
nature - natura; paradise - raiul
hell - iadul; the east - estul
b. au doar forma de singular (nu pot fi

folosite la numarul plural $i nici nu pot
fi generalizate, ele nefiind percepute ca
reprezentind clasa de obiecte);
The earth is round.

Pamtntul este rotund.
Hell is paved with go o d intentions.
Iadul este pavat cu intentii bune.
The future belongs to the younger generation.
Viitorul apartine generatiei mai tinere.
c. se acorda cu verbul predicat la singular,
Nature is ours and we m ust protect it.

Natura este a noastra $i trebuie s-o protejam.
a$a cum se poate observa $i din exemplele

date la punctul (b).
Substantive nume de materie (Nouns of Material)

A$a cum a rata i denumirea, aceasta categorie include substantivele care denumesc nume de
materii sau substante care nu pot fi numerate" ci doarapreciate"din punct de vedere cantitativ.
_
. .. .
Caracteristici
a. sunt substantive comune,

nenumarabile, care au doar forma de
singular
Exemple
Coffee-cafea; salt-sare; honey-miere; water-apa
Sugar-zahar; meat-carne; salt-sare; butter-unt
Glass-sticla; wood-lem n; iron-fier; copper-cupru
Paper-hartie; wool-lina; tin-cositor; cotton-bum bac
b. nu se pot numara, fiind apreciate"

doar cantitativ
M uch coffee- multa cafea

Little sugar - putin zahar
Too m uch jam-prea mult jem
c. se acorda cu verbul predicat si cu
This meat is lean and tender.

Carnea aceasta este slaba si frageda.
That jam is not so sweet.
Gemul acela nu este asa de dulce.
determinatii in numar(singular);
d. cind sunt folosite in sens general sunt

precedate de articolul zero.
Honey is go o d for health.

Mierea este buna pentru sanatate.
Note:
Lees-drojdie, sediment(e)
Dregs- drojdie, sediment(e)
Filings-pilitura
Sw eepings-gunoaie
Spirits-bauturi alcoolice, spirtoase
Spirits are not on my taste.
Bauturile tari nu sunt pe gustul meu.
1. Exista citeva substantive num e de

materie care au doar numai forma de
plural, acestea acordandu-se cu verbul
predicat si determinatii la plural.
2. In urmatoarele cazuri unele

substantive num e de materie se pot
folosi si la plural, ele acordandu-se,
in consecinta, cu verbul predicat si
determinants la plural:
- atunci cind sunt percepute ca varietati,
feluri, soiuri ale respectivului material
These alloys contain too m uch copper.

Aceste aliaje contin prea mult cupru.
Spanish wines are fam ous for their quality.
Vinurile spaniole sunt faimoase pentru calitatea lor.
Caracteristici
- atunci cand se pune accentul pe
cantitate, urmarindu-se obtinerea unor
efecte stilistice (plurale stilistice").
Exemple
The waters of the lake were calm and clear.
Apele lacului erau linistite si limpezi.
The sands of the desert looked like a yellow sea.
Nisipurile desertului aratau ca mare galbena.
Substantive abstracte unice

(U nique A b stra ct Nouns)
Fac parte din categoria substantivelor abstracte unice acele substantive care sun t percepute
ca sin gu ra notiune, precum i abstractiunile, adica acele substantive care pot d e n u m i calitate,
actiune sau stare la treapta sa cea mai inalta de generalizare $i abstractizare.
Caracteristici
Exemple
a. Substantivele abstracte unice alcatuiesc

un grup relativ mare de substantive, care
pot denumi:
- notiuni unice;
music - muzica; philosophy - filozofie ; art - arta;

literature - literature ; theosophy - teozofie etc.
- calitati sau Tnsusiri;
readiness - promptitudine
swiftness - iuteala, repeziciune
sloth/idleness - lene, trandavie etc.
greenness - verdeata/calitatea de a fi verde
blackness - negreala/calitatea de a fi negru, intunecat
etc.
kindness - amabilitate
go o d n ess - bunatate
- stari si actiuni;
com ing - venire/actiunea de a veni

go in g - plecare/actiunea de a pleca
thinking - gandire, cugetare
tranquillity - liniste, calm
expectation - asteptare etc.
- sentimente;
pity - compatimire, mila

mercy - indurare, mila
love - iubire, dragoste
hatred - ura etc.
patriotism -patriotism
cowardice - lasitate, teama
loneliness - singuratate
- notiuni estetice si filosofice (sunt

substantive provenite din adjective;
acestea sunt intotdeauna precedate de
articol hotarat);
- curente literare, filozofice si artistice;
the sublim e - sublimul

the beautiful - frumosul
the infinite ~ infinitul
the absurd - absurdul
the marvellous - miraculosul, extraordinarul
classicism - clasicism
romanticism - romantism
verism -v e rism
existentialism - existentialism
materialism - materialism
dadaism - dadaism
futurism - futurism etc.

Caracteristici
Exemple
- doctrine;
capitalism - capitalism
socialism - socialism
liberalism - liberalism
conservatism - conservatorism
- unele jocuri sportive;
football -fo tb a l
rugby - rugbi
chess - sah etc.
- categorii diverse;
importance - important!, insemnatate

poverty - saracie, lips!
w isdom - Tntelepciune
boyhood - copilarie (a unui baiat) etc.
b. sunt substantive comune,
Football is a team game.

Fotbalul este un sport de echipa.
Her goodness impressed me.
Bunatatea ei m-a impresionat.
nenumarabile, care prin urmare, au cu

unele exceptii ce vor fi date mai jos - doar
forma de singular;
c. se acorda cu verbul predicat si cu de

term inant! in num ar (verbul predicat este
intotdeauna la singular);
d. sunt precedate de articolul zero atunci

cand sunt folosite in sens general.
Her beauty surpasses my expectations.

Frumusetea ei depaseste asteptarile mele.
Their wisdom is very well known,
fntelepciunea lor este arhicunoscuta.
Knowledge is power.
Stiinta m seam na putere.
Goodness is a very rare quality.
Bunatatea este calitate foarte rara.
Note: 1. Unele substantive abstracte unice

se pot folosi si la plural:
a. cand se vizeaza obtinerea unor efecte

stilistice, cu vadita functie de accentuare;
Give my kindest regards to your son.

Transmite fiului tau cele mai calduroase salutari din
partea mea.
Pay my respects to your family.
Transmite familiei (tale) complimentele/ omagiile
mele.
b. cand se face referire la varietatile,

felurile respectivului substantiv;
The philosophies of the ancient world -Filosofiile

lumii antice
The literatures of the African countries - literaturile
tarilorafricane
The joys of life - Bucuriile vietii
2. Un num ar relativ restrans de substantive

abstracte unice au doar forma de plural,
dar acordul cu verbul se face totusi la
singular. Acest regim il urmeaza su b
stantivele care:
a. denum esc unele boli, cum sunt: m um ps Mumps is a contagious and infectious viral desease.
- oreion; measles - pojar; rickets - rahitism
Oreionul este boala virala, infectioasa si contagioasa
(poate fi folosit si cu verb la plural).
Rickets is/are caused by a deficiency of vitamin D.
Rahitismul este cauzat de deficient! de vitamina D.
b. denum esc unele jocuri: bowls/skittles
Marbles is a gam e for children.
- popice; dom inoes - dom ino; marbles
Jocul cu bile este un joc pentru copii.
- joc cu b ile ; cards -joc de carti; billiards biliard etc.

Caracteristici
c. denum esc stiinte si obiecte de studiu
terminate in -ics: acoustics - acustica;
cybernetics - cibernetica; m echanics mecanica; therapeutics - terapeutica.
Nota: Unele num e de stiinte se pot folosi

si cu verb la plural, atunci cand se are in
vedere latura lor practica sau concrete.
Exemple
Ballistics is the science of fire arms.
Balistica este stiinta armelor de foe.
Mathematics was my favourite subject in school.
Matematica afost obiectul meu favorit la scoala.
Acoustics is an important branch of physics. Acustica
(stiinta) este ramura importanta a fizicii.
The acoustics of this concert hall are excellent.
Acustica acestei sali de concert (calitatea) este
excelenta.
Substantive colective (Collective Nouns)

in sens larg, categoria substantivelor colective include acele substantive care sugereaza prin
continutul lor lexical totalitate de elem ente co m p o n e n te de acelasi fel.
Substantive colective propriu-zise (Proper Collective Nouns)

Substantivele colective propriu-zise au form a de singular, dar continutul lor lexical sugereaza
ideea de plural prin elem entele co m p o n e n te alcatuitoare, care sunt apro ap e in totalitate fiinte
um ane.
Caracteristici
a. Substantivele colective propriu-zise au forma
de singular, dar exprima ideea de plural prin
elementele com ponente la care se refera de fapt
vorbitorul.
Exemple
crew - echipaj; family - familie
assem bly - adunare;crowd - multime
committee - comitet; governm ent - guvern
jury-juriu, jurati; party - pa rtid
people - popor (cetatenii unei tari)
b. Acordul cu verbul predicat se face la plural,

accentul plasandu-se pe elementele om ogene
alcatuitoare si nu pe intregul in sine (nu pot fi
insotite Tnsa si de determ inant la plural).
The audience have never forgotten Pavarotti's

concert at Covent Garden.
Publicul/Spectatorii n-a(u) uitat niciodata
concertul lui Pavarotti la Covent Garden.
The crew were requested to gatner on the
upper deck of the ship.
Echipajului/Membrilorechipajului (l)i s-a cerut
sa se adune pe puntea superioara a navei.
Nota: La origine, majoritatea acestor su b
M y family is made up of five members.

Familia mea este formata din cinci membri.
Two or three families arrived later.
Doua sau trei familii au ajuns mai tarziu.
This government has twenty-five members.
Acest guvern are douazeci si cinci de membri.
The two governments have reached an
agreement.
Cele doua guverne au ajuns la un acord.
stantive fac parte din categoria substantivelor

individuale (cateva apartin si altor categorii), caz
in care ele se com porta ca atare: colectivitatea
este vazuta ca un intreg si, drept urmare,
substantivul respectiv - devenind numarabil
- prezinta forme deosebite pentru singular si
plural, acordandu-se cu verbul predicat si cu determinantii in numar.
Su b sta n tivele pluralitatii (Nouns o f M ultitude)

Ca i substantivele colective propriu-zise - a caror varietate este considerata adesea ,
substantivele pluralitatii au form a de singular, dar sugereaza prin continutul lor lexical ideea de
plural.

Caracteristici
Exemple
a. substantivele pluralitatii
au forma de singular, dar
suntfolosite numai cu
inteles de plural, desi le
lipseste marca formala
pentru acest numar;
people - lume, oameni, multime

gentry-nobilime
nobility - aristocratie, nobilime
peasantry - taranime, tarani
horse/cavalry - cavalerie, cavaleristi
infantry - infanterie, infanteristi
clergy - clerici, fete bisericesti
police - politie, politifti
cattle - vite
poultry - pasari de curie
b. se acorda la plural atat

cu verbul predicat, cat si cu
determinantii lor;
Many clergy were present.

Au fost de fata multi clerici.
The police have not arrested the burglars.
Politia nu i- arestat pe hoti.
c. pot fi precedate de
numerale.
The enemy attacked with four hundred infantry and six hundred
horses.
Dusmanul a atacat cu patru sute de infanteristi si sase sute de
cavaleristi.
Su b sta n tivele individuale ale pluralitatii (Individual N ouns o f M ultitude)

Aja cum sugereaza i denumirea lor, substantivele individuale ale pluralitatii pot urma fie
regimul substantivelor individuale, fie pe cel al substantivelor pluralitatii.
_
. . .
Caracteristici
a. Substantivele individuale ale pluralitatii au
forma de singular, dar Tntelesul lor, ?n functie
de context, poate fi atat de singular, cat si
de plural desi le lipsete area formala pentru
plural.
b. Se acorda in num ar cu determinantii si

cu verbul predicat, in functie de intentiile
vorbitorului.
Exemple
fish - peste, pesti; trout - pastrav
plaice - platica; mackerel - macrou, scrumbie
salm on - somon; herring - hering
grouse - potarniche; swine - pore, porci
sheep - oaie, oi;
deer - caprioara/cerb, caprioare/cerbi
head - cap, capete (de vite)
pair - pereche, perechi etc.
That sheep does not belong to this flock. Oaia
aceea nu este/nu face parte din turma asta.
Thirty sheep are grazing in the field.
Pe cam p pasc treizeci de oi.
Note :
deer - deers
1. Unele dintre aceste substantive au si forma trout - trouts
de plural - marcat formal prin desinenta -s - dar pike - pikes
ele sunt foarte rar folosite.
cod - cods
carp - carps
2. Adesea, pluralul in -s al unor substantive din We studied the herrings of the North Atlantic
aceasta categorie este folosit pentru a indica
Ocean.
diferite sortimente, specii sau varietati ale
Noi am studiat heringii/varietatife de heringi
genului, in tim p ce pluralul nemarcat formal
din Oceanul Atlantic de Nord.
(pluralul zero) se foloseste cu preponderenta in He caught two carp and a few plaice.
limbajul cinegetic.
El a prins doi crapi si cateva platici.
: ESSENTIAL ENGLISH FOR C O M M I T T E D L E A R N E R S
T H E A D JECTIV E
C om paratia a d je ctiv elo r (The C om p arison o f A djectives)
Similar situatiei existente Tn limba romana, adjectivul din limba engleza are trei grade de
comparatie:
a. gradul pozitiv (the Positive Degree) - P.D.
b. gradul comparativ (the Comparative Degree) - C.D.
comparativul de superioritate (the Comparative of Superiority) - C.S.
comparativul de egalitate (the Comparative of Equality) - C.E.
comparativul de inferioritate (the Comparative of Inferiority) - C.I.
c. gradul superlativ (the Superlative Degree) - S.D.
superlativul absolut (the Absolute Superlative) - A.S.
superlativul relativ (the Relative Superlative) - R.S.
C om paratia sintetica (The Syn th etica l Com parison)
Comparatia sintetica a adjectivelor vizeaza adjectivele monosilabice i parte din cele formate
din doua silabe. Aceasta consta Tn adaugarea la forma de pozitiv a adjectivului a terminatiei -er
pentru comparativul de superioritate i a terminatiei -est pentru gradul superlativ relativ.
Pozitiv
tall -Tnalt
dark-fntunecos
Gradul de comparatie
Comparativ de superioritate
Superlativ relativ
THE + A(P) + -est
A(P) + -er + than
the tallest - cel mai Tnalt
taller than - mai Tnalt decat
the darkest-cel mai Tntunecos /cea
darker than - mai Tntunecos decat
mai intunecoasa
Nota: Adjectivele monosilabice right, real $i wrong urmeaza regulile comparatiei analitice.
Reguli ortografice
Reguli ortografice
Pozitiv
Comparativ
Superlativ relativ
big - mare
hot-fierbinte
bigger - mai mare

hotter - mai
fierbinte
the biggest -cel mai
b. adjectivele m onosilabice
terminate in -e sau -
adauga doar -r pentru
comparativ si -st pentru
superlativ;
large-mare,
spatios
wide - larg
free - liber
larger - mai mare/

spatios
wider - mai larg
freer - mai liber
the largestcel mai mare

the w id e stcel mai larg
the freest
cel mai l i b e \
c. adjectivele m onosilabice
terminate Tn -y:
Consoana
C onsoana + -i + -er
Consoana -i + -est
drier-m a i uscat
the driest-cel mai

uscat
a. adjectivele monosilabice
terminate Tn consoana
precedata de vocala
scurta dubleaza consoana
finala;
+ -y
dry - uscat
- -y precedat de consoana
se schim ba Tn -i inaintea terminatiilor de la comparativ
si superlativ;
mare
the hottest cel mai fier
binte
ESSENTIAL ENGLISH TOR C O M M I T T E D L E A R N E R S \

Pozitiv
Reguli ortografice
Comparativ
Superlativ relativ
- -y precedat de vocala se
mentine inaintea terminatiilor de la comparativ si
superlativ.
Vocala
+ -y
Vocala + -y + -er
Vocala + -y + -est
sly -viclean
slyer - mai viclean
the slyest - cel mai

viclean
Nota: Adjectivele shy

- rusinos si wry - pocit,
diform, crispat fac
comparativul si superlativul
in ambele m oduri (cu sau
fara schimbarea lui -y in -i.
shy-rusinos
w ry - sucit,
pocit, diform,
crispat
shyer; shier - mai

rusinos
wryer; w rier-m ai
pocit, sucit etc.
the shyest;the shiest cel mai rusinos

the wryest;
the wriest -cel mai
pocit, sucit etc.
C om paratia analitica (The A nalitical Com parison)

Com paratia analitica se refera la adjectivele form ate din cel putin trei silabe i la parte din cele
form ate din d o u a silabe. Acestea form eaza com parativul de superioritate cu more $i superlativul
cu the most, am bele ajezate Tn fata adjectivului la gradul pozitiv. In aceea$i regula se incadreaza
$i adjectivele provenite din participii (interesting, inoculated etc.)
......... .
Pozitiv
Interestinginteresant
Beautiful-frumos
Gradul
more + A(P)+than
more interesting f/ion-mai
interesantdecit
........................................................................ : 1 . ...............- ............................................. ............ .....
Superlativ relativ
the most + A(P)
the most interesting - cel mai
interesant
more beautiful than- mai frum os
the most beautiful - cel mai frum os
decit
C om paratia a d je ctiv elo r bisilabice (The C om p arison o f D isyllabic A djectives)

Adjectivele form ate din d o u a silabe (bisilabice), in functie de term inatia la gradul pozitiv,
precum $i de plasarea accentului (pe prim a sau pe a d o u a silaba), p o t urm a oricare dintre cele
d o u a reguli. Urm atoarele tipuri de adjective alcatuite din d o u a silabe urm eaza com paratia
sintetica:
Comparatfa sintet ca
Terminate la
gradul pozitiv sau
silaba accentuate
Pozitiv
Comparativ de
superioritate
Superlativ relativ
a. adjectivele terminate in:
>-y
pretty - dragut
prettier - mai dragut
the prettiest -cel mai

dragut
>-ly
> -le
> -er
holy - sfant
holier - mai sfant
the holiest -cel mai sfant

the noblest -cel mai nobil
noble - nobil
nobler - mai nobil
clever - destept,
istet
cleverer - mai destept/ the cleverest - cel mai

istet
destept/istet
> -ow
ho llo w -g o l/
gaunos
hollow er- mai gol/

gaunos
the hollowest -cel mai gol/

gaunos
> -some
handsom e-chipes
handsom er - mai
chipes
the handsom est -cel mai

chipes

Comparatia sintetica
Ter
la
gradul pozitiv sau
silaba accentuate
Comparativ de
superioritate
Pozitiv
Superlativ relativ
b. unele adjective
bisilabice cu accent
pe prima silaba;
quiet linistit
stupid -prost/
stupid
com m on-obifnuit
quieter-m ai li
nistit
stupider - mai
prost/stupid
c o m m o n e r-m a i
obisnuit
the quietest - cel mai linistit

the stupidest - cel mai
prost/stupid
the com m onest - cel mai
obisnuit
c. unele adjective
polite - politicos
co n cise-co n cis
sincer-sincer
politer - mai politicos

conciser - mai concis
sincere - mai sincer
the politest -cel mai

politicos
the concisest - cel mai
concis
the sincerest - cel mai
sincer
bisilabice cu accent
pe ultima silaba.
Urm atoarele tipuri de adjective alcatuite din d o u a silabe urm eaza com paratia analitica:
Terminatia la gradul
pozitiv sau silaba
p./; p- '' ' .pP '
Pozitiv
accentuata
'
|ii liliill ; IIP ilpPMP
a. adjectivele terminate in :
>-ful
awful - inspaimantator
careful - grijuliu/
atent
>-re
impure - impur
Comparatia analitica
Comparativ de
superioritate
more awful
the most awful -cel
-mai inspaimantator
more careful
- mai grijuliu/atent
the most careful -cel
more impure - mai
the most impure -cel
impur
b. adjectivele bisilabice
care se termina in doua
consoane ocluzive,
ultima silaba fiind
accentuata.
correct - corect/
exact
distinct - distinct/
deosebit
abrupt - abrupt;
prapastios
Superlativ relativ
mai inspai-mantator
mai grijuliu/atent
mai impur
more correct - mai

corect/exact
more distinct - mai

distinct/deosebit
more ab ru p t-m a i
abrupt/ prapastios
the most correct -cel

mai corect/exact
the most distinct -cel

mai distinct/deosebit
the most abrupt -cel

mai abrupt/prapastios
Nota: M u lte adjective bisilabice, in special dintre cele care urm eaza com paratia sintetica, pot
form a gradele de com paratie fi in m o d analitic:
c o m m o n - co m m oner; - the co m m o n e st
- m o r e c o m m o n - the m ost co m m o n
C om paratia n ereg u la ta (The Irreg u la r Com parison)

Un n u m ar de adjective form eaza gradele d e com paratie in m o d neregulat, parte dintre
acestea avan d form e du b le pentru com parativ si superlativ.
Pozitiv
a. good -b u n
b. bad - rau
c. many - multi/ multe
much - mult
C o m p a ra tiv de supe rioritate
better -m a i bun
worse - mai rau
more - mai multi/multe - mai mult
Su p e rla tiv relativ
the best - cel mai bun

the worst - cel mai rau
the most - cei mai multi/ multe - cel
mai mult
ESSENTIAL ENGLISH FOR C O V M I 7 ED L E A R N E R S

Pozitiv
Superlativ relativ
d. little - putin
less - mai putin
the least - cel mai putin
e. o ld -ve ch i, batran
older - mai vechi, mai batran
the oldest - cel mai vechi, cel mai
(opus al lui young tanar)
(referitor la persoane si lucruri)

elder - mai in varsta
- se foloseste doar atributiv
se refera doar la persoane aflate in
relatii de rudenie
M y elder sister is an economist.
Sora mea mai mare este
economist!, dar:
M y sister is older than my brother.
Sora mea este mai mai decat fratele
meu.
batran (referitor la persoane si

lucruri)
the eldest-cel mai in
varsta
John is my eldest brother.
John este fratele meu
farther - mai (in)departat (ca
the farthest - cel mai
f. fa r- indepartat
distanta)
further - mai (in)departat (ca
distanta si timp)
- suplimentar
- aditional
We need som e further
cel mai mare.
(in)departat (ca distanta)
the furthest-cel mai

(in)departat (ca distanta si timp)
information.
Avem nevoie si de alte informatii/
de informatii suplimentare.
g. late -tarziu, recent
the latest - cel mai tarziu, cel mai

later - mai tarziu, mai recent
latter - cel de-al doilea, ultimul (din recent
- the last- ultimul (dintr-o serie)
doi) - ca opus al lui former (primul
- ca op us al lui the first (primul
din doi)
dintr-o serie)
1have two brothers - the former
The latest news is not
is a successful attorney and the
so good, unfortunately.
latter is still a student.
Am doi frati: primul este un avocat Ultimele/Cele mai recente vesti nu
sunt prea bune, din pacate.
de succes, iar al doilea este inca
student.
h. near -a proape,
apropiat (ca distanta $i
grad
de rudenie)
The yo un g girl over
there is a near relative
of my friend.
Tanara de acolo este
ruda apropiata de-a
prietenului meu.
nearer - mai aproape, mai apropiat the nearest - cel mai aproape/
(ca distanta si grad de rudenie)
The University is nearer than the
hospital.
Universitatea este mai aproape
decat spitalul.
apropiat (ca distanta si grad de

rudenie)
the next - urmatoru! (ca
ordine sau in timp)
Could you direct me to the
nearest bus stop, please ?
M a puteti indrepta/ indrum a catre
cea mai apropiata statie de autobuz, va rog?
You will be given som e further
details in the next lesson.
Vi se vor da alte detalii/ detalii
suplimentare in urmatoarea lectie.

C om paratia a djective/or com p use
Gradele de com paratie ale adjectivelor c o m p u se se form eaza tinand cont de m o dul de
alcatuire precum si de m telesul acestora.
well-made - bine
Grade de comparaf ie
Comparativ de
Superlativ
superioritate
faster-moving the fastest-moving - cel mai palpitant
mai palpitant
better-made - mai
the best-made -cel mai
facut/lucrat
bine facut/lucrat
bine facut/lucrat
absent-minded
more absent-minded
- mai distrat/neatent
more barren-brained - mai prost/
neghiob
more brisk-spirited - mai ager la
minte/vioi
the most absent-minded -
Adjective
compuse
a. daca primul
element al
com pusului Tsi
mentine
sensul, acesta va
urma gradele de
comparatie.
b. daca adjectivul
com pus are un
sens unitar, acesta
urmeaza regimul
comparatiei
analitice.
Pozitiv
fast-moving palpitant, grabit
-distrat/neatent
barren-brained
prost/neghiob
brisk-spirited
ager, ager la minte/
vioi
cel mai distrat/neatent
the most barren-brained

- cel mai prost/ neghiob
the most brisk-spirited - cel mai

ager la minte/vioi
C on stru ctii cu g ra d ele d e com p ara tie (C on stru ctions with Com parisons)
a. Comparativul
de egalitate (toate
AS + A(P) + AS |
la fel de ... ca
adjectivele, indiferent
de numarul silabelor
care le alcatuiesc)
b. Comparativul de
inferioritate (toate
adjectivele, indiferent
de numarul silabelor
care le alcatuiesc)
Nota: Adjectivele lungi

(plurisilabice) pot
forma comparativul de
inferioritate si intr-un alt
mod.
Exemple
Forma
Oenumire
as big as - la fel de mare ca

as pretty as - la fel de dragut(a) ca
as interesting as - la fel de interesant
ca
NOT SO/AS + A(P) + AS

nu atat de ... ca/cum
nu la fel de ... ca
LESS+ A(P)+THAN
not so large as - nu atat de mare ca

not so pretty as
- nu atat de dragu^(a) ca
not so interesting as
-nu atat de interesant(a) ca
not so beautiful as
- nu la fel de frumos/ frum oasa ca
less interesting than mai putin interesant decat
less tendentious than

-mai putin tendentios decat
ESSENTIAL ENGLISH LOR COMMIT IbD LEARNERS I

Denumire
Exemple
Forma
c. Superlativul absolut ADVERB + A(P)

very (foarte)
quite (cat se poate de)
highly (foarte, extrem de)
extremely (extrem de)
exceedingly
(extraordinar de)
uttfctty QaJasaUA,
d. Comparativul
intensiv
- se subliniaz! ideea
exprim at! de adjectivul aflat la gradul
comparativ
de.\ sa .
MUCH + A(C)
FAR + A(C)
A GREAT DEAL + A(C)
A(C) + BY FAR
(cu) mult m a i...
e. Superlativul intensiv (BY) FAR + A(S)

- este accentuat! ideea
A(S) + BY FAR
exprimata de un adjectiv la gradul super
lativ relativ
cu m ult/dedeparte ... cel mai/

cea mai...
THE + VERY+ A(S)
(pentru adjectivele cu com
paratie sintetica)
incontestabil/categoric/incomparabil cel mai/ cea m a i...
This is a very important idea.

Acesta este un concept / idee foarte
im portant .
This extremely difficult exercise
can't be solved in half an hour.
Acest exercitiu extrem de/deosebit de
greu nu poate fi rezolvat in jumatate
<Aecy;a.
His answers are much better/far
better/better by far than yours.
Raspunsurile lui sunt mult mai bune
decat ale tale.
Steel is a great deal stronger than
som e alloys.
Otelul este cu mult mai tare decat
unele aliaje.
His latest novei is by far the most
interesting.
His latest novei is the most
interesting by far.
Ultimul sau roman este categoric/
incontestabil cel mai interesant.
This is the very worst answer you
have ever given.
Acesta este categoric raspunsul cel
mai prost pe care l-ai dat vreodata.
CONDITIONAL MOOD
If-clause
If + any present form
Main Clause
Use
Future/ Can /
real - likely to happen in the present
(Present S., Present
Must/ Might/
or future (situatie real!, posibil sa se
Cont. or Present
May/Should + intfmple in prezent sau viitor)
Type i
bare infinitive
real present Perfect)
If he leaves early, he will be on time for the meeting.
If you have finished your work, you can g o home.
If + Past Simple or
Would/could/
unreal - unlikely to happen in the
Past Continuous
might + bare
present or future; also used to give advice
Type II
infinitive
(situatie reala care putin probabil se va
unreal
present
efectua in prezent sau viitor,-de asemenea

se foloseste pentru sfaturi)
If 1saw a ghost, 1would run away, (not likely to happen).
If 1were you, 1would not go to the cinema with her.
If + Past Perfect
Type III
unreal past
Would/could/
unreal situation in the past; also used
might+ have+ to express regrets and criticism (situatie
past participle ireala in trecut, de asemenea se foloseste
pentru a eyprima regrete si nota critic!)
If 1had set the alarm clock, 1would not have overslept, (regret)
If Jane had not behaved well, her m other would have punished her. (criticism)
TH E ARTICLE
T h e In d e fin ite A rticle
1. A / An este utilizat d o a r cu substantive num arabile la sin gu lar pentru a vorbi despre lucruri
necunoscute, nedefinite.
e. g.
I can't find a taxi (w hich taxi? A n y taxi; necunoscut)
Some este utilizat in loc de a / an cu ubstantive num arabile la plural,
e. g.
There are some taxis at the taxi rank.
Some se utilizeaza fi cu substantive nenum arabile.
e. g.
Give m e some sugar, please.
A / An deseori se utilizeaza d u p a verbele be f i have,
e. g.
She is a doctor. She has a daughter.
2. A / An poate fi folosit cu sens de unu / o:

e.g.
a / o n e dollar; a / o n e quarter.
T h e D efin ite A rticle

1. The este utilizat cu substantive la sin gu lar f i la plural, num arabile fi nenum arabile pentru a
vorbi despre ceva specific sau cind substantivul este m entionat pentru a d o u a oara.
e. g.
Can y o u give m e the b o o k over there? (w hich b o o k ? The o n e over there; specifica)
The farm er fo u n d a go ld cup. He to o k the cu p to the police station, (cuvintul cup
este m entionat pentru a d o u a oara)
2 .The poate fi utilizat cu astfel de cuvinte ca: beach, cinema, coast, countryside, earth,
ground, jungle, radio, sea, seaside, sky, thatre, weather, world, etc.
e.g.
W h at is the w eather like to d a y?
D e obicei, folosind cuvintul television fara articolul the.
e.g.
I like w atching TV.
DAR
Turn off the television.
3. Folosirea d en um irilor de a notim p uri cu articolul the este optionala.
e. g.
W h ere are yo u g o in g in (the) su m m e r?
4. Se utilizeaza a / an sau the inaintea substantivelor num arabile la sin gu lar pentru a se referi
la un g ru p de oam eni, anim ale sau lucruri.
e. g.
A /The tiger leaves in the jungle, (ne referim la toti tigrii)
Cuvintul man este exceptie.
e.g.
Man is mortal. (NU: the man)
Om item a / an sau the inaintea substantivelor la plural cind acestea reprezinta un grup.
e. g.
Tigers are dan gerou s. (NU: the tigers are dan gero u s)
The este utilizat cu substantive care
The este om is inaintea substantivelor
denumesc:
care denumesc:
nume proprii:
The earth, the moon, the sun, the Eiffel Tower e. g. Jim com es from New York.
denumiri de jocuri, activitati, sport, zile, luni,
denumiri de cinematografe (the Rex);
hoteluri (the Sheraton), teatre (the Apollo), sarbatori, culori, bauturi, mese, de limbi (cind nu
sint urmate de cuvintul "language")
muzee (the Prado), cu denumiri de ziare
e. g. She plays squash well. She likes red. We speak
si reviste (the Guardian, but Newsweek),
English.
denumiri de corabii (the Marie Celeste),
Dar: The English language is spoken all over the
institutii (the RSPCA), galerii (the Tate
substantive unice in felul sau:
Gallery).
world.

The este utilizat cu substantive care
The este om is inaintea substantivelor
denumesc:
care denumesc:
denumiri de riuri (the Seine), mari (the

Black Sea), grupuri de insule, state (the
Bahamas, the USA), lanturi muntoase (the
Alps), deserturi (the Sahara desert), oceane
(the Atlantic), canale, (The Suez Canal)
si denumiri sau substantive unite prin
conjunctia of (the Tower of London, the
denumiri de tari (Italy), orase (Rome), strazi

(Oxford Street, dar: the High Street), piete (Trafalgar
Square), poduri (Tower Bridge, dar: the Golden
Gate Bridge, the Severn Bridge), parcuri (Hyde Park),
statii (Victoria station), virfuri de munti (Everest),
insule (Cyprus), lacuri (Lake Michigan), continente
(Europe), dar: the Netherlands, the Sudan, The
Statue of Liberty).
Hague, the Vatican, the Argentine.
Nota: the equator, the North/South Pole, the

North of England, the South/West/North/
East.
denumiri de instrumente muzicale,

dansuri (the piano, the tango)
denumiri defamilii (the Browns),
nationalitatile cu terminatia -ch, -sh, sau
-ese (the English, the Dutch, the Japanese).
Denumirile de plural a altor nationalitati
se folosesc cu sau fara articol (the Greeks/
adjective posesive e. g.This is not your bag,.

denumiri din doua cuvinte, primul dintre care
este denumire de persoana sau localitate
(Kennedy Airport, Westminster A b bey dar: the
White House)
Greeks).
titluri (the Queen, the Prince). The este om is denumiri de restaurante, magazine, band si
hoteluri care au denumirea fondatorilor si se
inaintea titlurilor cu num e proprii (Queen
termina in -s sau - 's (Harrods,Lloyds Bank, Emma's
Victoria).
shop, dar: the White Horse)
adjective substantivizate (the poor, the

rich) si gradul superlativ al adjectivelor si
adverbelor (the worst), e. g. She is the most
bed, church, colledge, court, hospital, prison,

school, university, cind avem in vedere scopul
pentru care acestea sint construite. e. g. Tom was
beautiful girl in her class.
sent to prison (He is a prisoner.) dar: His mother
Nota:most "folosit ca determinativ urmat went to the prison to see him last week. (She went
fiind de substantiv nu se foloseste cu

articolul hotarit the:
e. g. Most people believe he is a liar.
cu urmatoarele cuvinte: station, shop,
cinema, pub, library, city, village, etc.
e. g. She went to the station to see Jim off.
morning, afternoon, evening, night.
e. g. I'll be at hom e in the evening.
Dar: at night, at noon, at midnight, by
day/ night, at four o'clock
to the prison as a visitor.)
Referinte istorice / evenimente (the
denumiri de boli e. g. Has got malaria. Dar spunem:

flu/ the flu, measles/the measles.
Work (loc de munca) nicodata nu primeste articol

hotarit
cu lexemele mother-father, home cind vorbim
despre parintii sau casa noastra. e. g. Mother is at
home.
denumiri de mijloace de transport: by bus, by
car, by train, by plane, etc, dar in the car, on the
bus, on the train etc.
e. g. She travelled by plane. Dar: She left on the 6
'clock plane yesterday.
Reanaiisance, the M iddle Ages, the First

World War)
Dar: World War 1
Only, last, first (folosite ca adjective)

e. g. He was the last person to come.
C o m m o n E n g lish Irre g u lar V erb List
Base Form
cut
3rdPerson
Singular
cuts
Past Participle
Past Simple
cut
Present
Participle/
Gerund
cut
cutting
fit
fits
fit
fit
fitting
hit
hits
hit
hit
hitting
let
lets
let
let
letting
put
puts
put
put
putting
quit
quits
quit
quit
quitting
set
sets
set
set
setting
shut
shuts
shut
shut
shutting
split
splits
split
split
splitting
upset
upsets
upset
upset
upsetting
burst
bursts
burst
burst
bursting
cast
casts
cast
cast
casting
cost
costs
cost
cost
costing
hurt
hurts
hurt
hurt
hurting
spread
spreads
spread
spread
spreading
knit
knits
knit/knitted
knit/knitted
knitting
sit
sits
sat
sat
sitting
spit
spits
spat/spit
spat/spit
spitting
begin
begins
began
begun
beginning
swim
swims
swam
swum
sw im m ing
ring
rings
rang
rung
ringing
sing
sings
sang
sung
singing
spring
springs
sprang
sprung
springing
cling
clings
clung
clung
clinging
fling
sling
flings
flung
flung
flinging
slings
slung
slung
slinging
sting
stings
stung
stung
stinging
swing
sw ings
sw ung
sw ung
sw inging
w rung
w rung
w ringing
wring
w rings
319
ESSENTIAL ENGLISH FOR C O M M I T T E D L E A R N E R S 1
Base Form
hang
320
mm
3rdPerson
Singular
Past Simple
Past Participle
Present
Participle/
Gerund
hangs
hung/hanged
hung/hanged
hanging
drink
drinks
drank
drunk
drinking
shrink
shrinks
shrank
shrunk
shrinking
stink
stinks
stank
stunk
stinking
think
thinks
thought
thought
thinking
bring
brings
brought
brought
bringing
buy
buys
bought
bought
buying
seek
seeks
sought
sought
seeking
fight
fights
fought
fought
fighting
catch
catches
caught
caught
catching
teach
teaches
taught
taught
teaching
creep
creeps
crept
crept
creeping
keep
keeps
kept
kept
keeping
sleep
sleeps
slept
slept
sleeping
sweep
sweeps
swept
swept
sweeping
weep
weeps
wept
wept
w eeping
bleed
bleeds
bled
bled
bleeding
breed
breeds
bred
bred
breeding
feed
feeds
fed
fed
feeding
flee
flees
fled
fled
fleeing
lead
leads
led
led
leading
speed
speeds
sped/speeded
sped/speeded
speeding
meet
meets
met
met
meeting
bend
bends
bent
bent
bending
lend
lends
lent
lent
lending
send
sends
sent
sent
sending
spend
spends
spent
spent
spending
deal
deals
dealt
dealt
dealing
feel
feels
felt
felt
feeling
kneel
dream
kneels
knelt
knelt
kneeling
dreams
dreamt/dreamed
dreamt/dreamed
dream ing
mean
m eans
meant
meant
m eaning
spill
spills
spilt/spilled
spilt/spilled
spilling
build
builds
built
built
building
burn
burns
burnt/burned
burnt/burned
burning
hold
holds
held
held
holding
sell
sells
sold
sold
selling
tell
tells
told
told
telling
Base Form
3rdPerson
Singular
Past Simple
Past Participle
Present
Participle/
Gerund
find
finds
found
found
finding
grind
grinds
ground
ground
grinding
wind
winds
w ound
w ound
w inding
break
breaks
broke
broken
breaking
choose
chooses
chose
chosen
choosing
freeze
freezes
froze
frozen
freezing
speak
speaks
spoke
spoken
speaking
stole
stolen
stealing
steal
steals
wake
wakes
woke
w oken
w aking
weave
weaves
w ove
w oven
w eaving
arise
arises
arose
arisen
arising
drive
drives
drove
driven
driving
ride
rides
rode
ridden
riding
rise
rises
rose
risen
rising
write
writes
wrote
written
writing
bite
bites
bit
bitten
biting
hide
hides
hid
hidden
hiding
slide
slides
slid
slid
sliding
get
gets
got
gotten
getting
forget
forgets
forgot
forgotten
forgetting
give
gives
gave
given
giving
forgive
forgives
forgave
forgiven
forgiving
forbid
forbids
forbade/forbad
forbidden
forbidding
fall
falls
fell
fallen
falling
swell
swells
swelled
swollen
swelling
dive
dives
dove/dived
dived
diving
blow
fly
blows
blew
blown
blow ing
flies
flew
flown
flying
grow
grow s
grew
grow n
grow ing
know
knows
knew
know n
know ing
throw
throws
threw
thrown
throwing
draw
draws
drew
drawn
drawing
withdraw
withdraws
withdrew
withdrawn
withdrawing
show
shows
show ed
show n
show ing
eat
eats
ate
eaten
eating
beat
beats
beat
beaten
beating
take
takes
took
taken
taking
forsake
forsakes
forsook
forsaken
forsaking
Base Form
3rdPgr<$on
Past Simple
Singular
Past Participle
Present
Participle/
Gerund
mistake
mistakes
m istook
mistaken
mistaking
shake
shakes
shook
shaken
shaking
make
makes
m aking
made
made
swear
swears
swore
sworn
swearing
wear
wears
wore
worn
wearing
tear
tears
tore
torn
tearing
bear
bears
bore
born
bearing
stand
stands
stood
stood
standing
understand
understands
understood
understood
understanding
become
becom es
became
becom e
becom ing
come
com es
came
com e
com ing
run
runs
ran
run
running
dig
digs
dug
du g
d iggin g
spin
spins
spun
spun
spinning
stick
sticks
stuck
stuck
sticking
strike
strikes
struck
struck/stricken
striking
do
does
did
done
d oing
go
have
goes
w ent
go n e
g o in g
has
had
had
having
hear
hears
heard
heard
hearing
lay
lays
laid
laid
laying
paying
pay
pays
paid
paid
say
says
said
said
saying
lie
lies
lay
lain
lying
light
lights
lit/lighted
lit/lighted
lighting
lose
loses
lost
lost
losing
leave
leaves
left
left
leaving
prove
proves
proved
proven/proved
proving
read
reads
read
read
reading
see
sew
sees
saw
seen
seeing
sews
sewed
sewn/sewed
sewing
shave
shaves
shaved
shaven/shaved
shaving
shine
shines
shined/shone
shined/shone
shining
shoot
shoots
shot
shot
shooting
win
wins
w on
won
w inning
be
is/are/am
was/were
been
being
List o f Verbs with Prepositions

Phrasal Verbs with Prepositions and Nouns: Short List
accuse som eone of som ething - to charge som eone with som ething w rong (e.g. a crime, an
offence)
agree about / on som ething - to have the same opinion about som ething as som eone else
agree with som eone / som ething - to have the sam e opinion as som eone else
answer for som ething - to be responsible for one's actions
approve of som ething - to be in favour of som ething
argue about som ething - to disagree or quarrel about som ething
argue with som eone - to quarrel with som eone
arrive in (som e city) - to com e to som e city, usually by transportation
ask about som eone / som ething - to ask for information about som eone or som ething
ask for som ething - to request som ething
be against som ething - to opp ose som ething
believe in som eone / som ething - to have faith in som eone / som ething
belong to som eone - to be property of som eone
borrow som ething from som eone - to take and have to give back / pay back
call som eone at (this telephone number) - to dial the num ber and speak to som eone
care about som eone / som ething -1. to like; 2. to be interested in som ething
care for som eone / som ething -1. to like; 2. to want; 3. to look after som eone / som ething
charge for som ething - to ask as a price for service or go o d s
check (new words) in / with a dictionary / reference book
check into (a hotel, a hospital) - to register at arrival
check out of (a hotel) - to pay the bill and leave (the hotel)
com e across som ething - to find by chance
com e from (som e place) - to be from (some place)
com e into (som e place) - to enter
323

com e to som ething - to reach (place, result, position, state, etc.)
com m ent on som ething - to give one's opinion about som ething
com plain about som ething - to be dissatisfied with som ething
complain to som eone - to report a complaint to som ebody
concentrate (something) on som ething - to give full attention to som ething
congratulate som eone on som ething - to express praise to som eone for success in som ething
connect to - to join two things together
connect with -1. to have a connection with; 2. to join tw o things together
consist of - to be com posed of (parts, ingredients)
correspond with som eone - to be in correspondence with
count on som eone - to depend / rely on som eone
depart from (some place) - to leave (some place)
depend on som eone / som ething -1. to be conditioned by; 2. to rely on, to count on som eone
disagree about / on som ething - to have different opinions
disagree with som eone / som ething - to have a different opinion from som eone else
do w ithout som ething - to live without som ething
drive at - to drive at a certain speed
drop out of school - to quit school
excuse som eone for som ething - to forgive som eone for som ething
explain som ething to som eone - to make clear
fall in love with som eone or som ething - to begin to love
forget about som eone / som ething
forgive som eone for som ething
get off the bus, train, p la n e -to leave the bus, train, plane
get on the bus, train, plane - to take a bus, train, plane
get out of (some place) - to exit
get over som ething - to recover from an illness or bad experience
get through som ething - to g o through som ething
get to (some place) - to reach (some place)
give som ething to som eone - to present, to hand som ething to som eone
g o by -1. to g o past som eone / something, pass by; 2. to travel using som e transport

go d o w n (the stairs, road, etc.) - 1 . to d e sce n d ; 2. to go alo ng th e street
go fo r so m eth in g - to go and do so m eth in g
go in to so m e th in g - 1 . to en te r; 2. to e x a m in e in detail
go o ver / th ro u g h so m eth in g - to review , to lo ok th ro u g h so m eth in g
g o th ro u g h so m e th in g - 1 . to m o ve th ro u g h , pass th ro u g h so m e th in g ; 2. to lo o k th ro u g h
so m eth in g
go to (som e place) - to reach, visit, trave l to, atten d (so m e place)
go up (the sta irs, th e hill, etc.) - to clim b (th e stairs, th e hill, etc.)
g ra d u ate fro m (sch oo l) - to fin ish school
h ap p en to so m eo n e
h in t at so m eth in g - to su g g e st so m eth in g in d ire ctly
h in t to so m eo n e - to su g g e st so m e th in g in d ire c tly to so m eo n e
inform so m eo n e a b o u t / o f so m e th in g - to tell so m eo n e ab o u t so m eth in g
in sist on so m e th in g - to d e m an d
in tro d u ce so m eo n e to so m eo n e - to pre se n t so m eo n e to o th e r peo p le
in ve st so m e th in g in so m eth in g - to p u t in (m o ney, h o p es, w o rk , tim e)
in vite so m eo n e to so m e th in g - to ask to co m e as a g u est
ju d g e by so m eth in g - to fo rm an o p in io n o n th e basis o f so m eth in g
k n o ck at / on (the door, w o o d ) - to b eat lig h tly on so m eth in g
laugh a t - 1. to lau g h (at a fu n n y jo k e ); 2. to m ake fu n o f s o m e o n e /so m e th in g
leave fo r (so m e place) - 1 . to go to (a p lace); 2. to a b an d o n o n e th in g an d sta rt an o th er
leave from (so m e p lace) - to d e p a rt fro m (so m e place)
lend so m eth in g to so m eo n e - to g ive so m eth in g to so m eo n e on th e co n d itio n o f re tu rn in g it
listen to so m eo n e / so m eth in g - 1 . pay a tten tio n by liste n in g ; 2. to o b e y
look after so m eo n e / so m eth in g - to w a tch , tak e care o f so m eo n e /so m e th in g
lo ok at so m eo n e / so m eth in g - 1 . to take a lo o k at so m eo n e / so m e th in g ; 2. to co n sid e r so m eth in g
lo ok fo r so m eo n e / s o m eth in g - to search fo r s o m e o n e / s o m eth in g
lo ok into so m e th in g - to e xa m in e , in ve stig ate so m eth in g
lo ok o ut o f (the w in d o w ) - to lo o k o u tsid e
lo ok o v e r / th ro u g h so m e th in g - to e xa m in e , go over, go th ro u g h so m eth in g
m ake from - to p ro d uce, to cre ate so m e th in g from so m eth in g

be m ade o f - to be m ad e up o f so m e m aterial
m o ve into (a h ouse) - to begin to reside in (a house)
m o ve to (a n o th e r city, h o u se ) - to c h a n g e th e p lace o f livin g
o b je ct to so m eth in g - to be ag ain st so m eth in g
o w e to so m e o n e - 1 . h ave to pay b a ck to so m eo n e; 2. to feel in d eb ted to so m eo ne
prefer (o ne th in g ) to (an o th e r) - to like o n e th in g m o re th an th e o th e r th in g
p re v e n t so m eo n e from d o ing so m e th in g - to stop so m eo n e fro m d o ing so m eth in g
p ro vid e w ith so m eth in g - to g ive, su p p ly w ith
rely o n so m eo n e / so m e th in g - to co u n t o n , d e p en d on so m eo n e / so m eth in g
rem in d o f so m eth in g - to help to re m em b er
rep o rt on so m eth in g - to g iv e in fo rm a tio n on so m e th in g
rep o rt so m e th in g to so m eo n e - to inform so m eo n e a b o u t so m eth in g
run acro ss - to m e et or fin d by ch an ce
run into so m eo n e - to m e et by ch an ce
sp ea k a b o u t so m eth in g - to ta lk a b o u t so m eth in g
sp ea k to / w ith so m eo n e - ta lk to / w ith so m eo n e
sp en d (m o n e y, tim e ) on so m eth in g
ta lk ab o u t so m eth in g - to sp ea k a b o u t so m eth in g
ta lk to / w ith so m eo n e - to sp ea k to / w ith so m eo n e
tell so m eo n e ab o u t so m eth in g - to info rm so m eo n e a b o u t so m eth in g
th a n k so m eo n e fo r so m e th in g - to say t h a n k you
th in k a b o u t / o f so m eo n e / s o m eth in g
tra n sla te so m eth in g fro m / in to (a n o th e r lan g u ag e )
v o te for so m eo n e / so m e th in g - to v o te in favo u r o f so m eo n e / so m eth in g
v o te a g a in st so m eo n e / so m e th in g - to o p p o se so m e o n e / s o m eth in g
w a it fo r so m eo n e / so m eth in g
w o rk at - 1 . to have a jo b at so m e p lace ; 2. w o rk at / w o rk on - to w o rk (hard) on so m eth in g
w o rk fo r - 1 . to w o rk for an em p lo y e r; 2. to g e t a ce rtain pay for w o rk
w o rry a b o u t so m eo n e / s o m eth in g - to feel co n ce rn ed ab ou t so m eo n e / so m eth in g
w rite to so m eo n e - to ad d re ss letters to so m eo n e
326
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Contents

BASIC USERS Level A1 Breakthrough

Lexical topic: Shops and Shopping

Phonetics: English Consonant Sounds and

Phonetics: English Intonation

BASIC USERS Level A2 Waystage

Lexical topic: Leisure Time

Lexical topic: Jobs and Working Opportunities

PHONETICS: The Letters o f the English

The Letters of the English Language

en/ // /pi:/ /kju:/ /a:/ /es/ /ti:/

/vi:/ /'dAblju:/ /eks/ /wai/ /zed/

The Phonem ic Symbols of the English Sounds

ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S

You can use these

Exercise 1 Put the following items into alphabetical order:

. ESS E N T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S

might, mantle, magic

3> will, win, wipe..................... ............................................................................................................

5) punt, push, pulp

6, fight, figure, fumble

T2) hat, hair, hill....................... ............................................................................................................

When young people

ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S

used mainly in writing when you don't

a woman of any age

an older woman to show respect

Form al an d In form al G re e tin g s an d In tro d u ctio n s

How do you do?

Mrs. Green, may 1

Jane, I'd like you to

Hi. I'm Jane Red.

Jane, meet John, my

Hello. I'm Kim.

Bob, 1don't think

Hi, Bob. How

See you (later,

What's your surname (family name/

My surname (family name/ second

What's your name (first name)?

My name (first name) iS'GOrdon.

What's your patronymic (middle name)?

My patronymic (middle name) is George.

Where are you from? Where do you

i am from the USA. / i'm from Brazil.

What's your job/ profession/ trade/

What's your address?

What is your phone number?

My telephone number is 6754890

How old are you?

1am 20. / I'm 20 years old.

Are you married?

Yes, 1am. / No, I'm not.

What's your nationality? What nationality

I am Romanian, Russian, English,

TH E IN D E FIN ITE ARTICLE

ESSEN T I A L ENGLI SH FOR C O M M I T T E D L E A R N E R S I

Exercise 1 Add "a" or "an":

Exercise 3 Fill in the personal pronouns as in the example:

Exercise 4 | Write as in the example:

Exercise 5 Choose the correct pronoun:

4) What is this? ... is a bookcase.

2) H ello ,... . am Brian,

5) Where is the book? .. is on the bed.