UNIVERSITATEA CREŞTINĂ „DIMITRIE CANTEMIR” FACULTATEA DE FINANȚE, BĂNCI ȘI CONTABILITATE BRAȘOV
CRISTINA PIPOȘ
LIMBA ENGLEZĂ
MANUAL DE STUDIU INDIVIDUAL
BRAȘOV 2011
CUPRINS
INTRODUCERE
ix
PRESENT SIMPLE
1
1.1. Introducere 1.2. Obiectivele unităţii de învăţare 1.3. Conţinutul unităţii de învăţare 1.4. Îndrumar pentru autoverificare
1 1 2 5
TOWNS
9
2.1. Introducere 2.2. Obiectivele unităţii de învăţare 2.3. Conţinutul unităţii de învăţare 2.4. Îndrumar pentru autoverificare
9 9 10 12
PRESENT CONTINUOUS
17
3.1 Introducere 3.2 Obiectivele unităţii de învăţare 3.3 Conţinutul unităţii de învăţare 3.4. Îndrumar pentru autoverificare
17 17 18 20
TRAVELLING ABROAD
23
4.1. Introducere 4.2. Obiectivele unităţii de învăţare 4.3. Conţinutul unităţii de învăţare 4.4. Îndrumar pentru autoverificare
23 23 24 27
PRESENT PERFECT SIMPLE
31
5.1. Introducere 5.2. Obiectivele unităţii de învăţare 5.3. Conţinutul unităţii de învăţare 5.4. Îndrumar pentru autoverificare
31 31 32 36
SALES
39
6.1. Introducere 6.2. Obiectivele unităţii de învăţare 6.3. Conţinutul unităţii de învăţare 6.4. Îndrumar pentru autoverificare
39 39 40 46
THE NOUN
49
7.1. Introducere 7.2. Obiectivele unităţii de învăţare 7.3. Conţinutul unităţii de învăţare 7.4. Îndrumar pentru autoverificare
49 49 50 60
WHERE DO YOU WORK?
63 v
LIMBA ENGLEZĂ 8.1. Introducere 8.2. Obiectivele unităţii de învăţare 8.3. Conţinutul unităţii de învăţare 8.4. Îndrumar pentru autoverificare
63 63 64 66
THE ADJECTIVE
71
9.1. Introducere 9.2. Obiectivele unităţii de învăţare 9.3. Conţinutul unităţii de învăţare 9.4. Îndrumar pentru autoverificare
71 71 72 78
BUSINESS ACROSS CULTURES
81
10.1. Introducere 10.2. Obiectivele unităţii de învăţare 10.3. Conţinutul unităţii de învăţare 10.4. Îndrumar pentru autoverificare
81 81 82 85
THE PRONOUN
89
11.1Introducere 11.2Obiectivele unităţii de învăţare 11.3 Conţinutul unităţii de învăţare 11.4. Îndrumar pentru autoverificare
89 89 90 95
BUSINESS LUNCH
99
Introducere 12.2 Obiectivele unităţii de învăţare 12.3 Conţinutul unităţii de învăţare 12.4. Îndrumar pentru autoverificare
99 99 100 104
REVIEW
107
13.1 Introducere 13.2 Obiectivele unităţii de învăţare 13. 3 Conţinutul unităţii de învăţare 13.4. Îndrumar pentru autoverificare
107 107 108 120
REVIEW
123
14.1 Introducere 14.2 Obiectivele unităţii de învăţare 14.3 Conţinutul unităţii de învăţare 14.4. Îndrumar pentru autoverificare
123 123 124 129
PRESENTATIONS
135
15.1. Introducere 15.2. Obiectivele unităţii de învăţare 15.3. Conţinutul unităţii de învăţare 15.4. Îndrumar pentru autoverificare
135 135 136 140
CAREERS
141 vi
CUPRINS 16.1. Introducere 16.2. Obiectivele unităţii de învăţare 16.3. Conţinutul unităţii de învăţare 16.4. Îndrumar pentru autoverificare
141 141 142 144
CAREERS
147
17.1 Introducere 17.2 Obiectivele unităţii de învăţare 17.3 Conţinutul unităţii de învăţare 17.4. Îndrumar pentru autoverificare
147 147 148 150
COMPANIES
153
18.1. Introducere 18.2. Obiectivele unităţii de învăţare 18.3. Conţinutul unităţii de învăţare 18.4. Îndrumar pentru autoverificare
153 153 154 156
COMPANIES
159
19.1. Introducere 19.2. Obiectivele unităţii de învăţare 19.3. Conţinutul unităţii de învăţare 19.4. Îndrumar pentru autoverificare
159 159 160 163
PAST TENSES
167
20.1. Introducere 20.2. Obiectivele unităţii de învăţare 20.3. Conţinutul unităţii de învăţare 20.4. Îndrumar pentru autoverificare
167 167 168 177
ALL TIME EXPRESSIONS
179
21.1. Introducere 21.2. Obiectivele unităţii de învăţare 21.3. Conţinutul unităţii de învăţare 21.4. Îndrumar pentru autoverificare
179 179 180 186
GREAT BUSINESS IDEAS
189
22.1. Introducere 22.2. Obiectivele unităţii de învăţare 22.3. Conţinutul unităţii de învăţare 22.4. Îndrumar pentru autoverificare
189 189 190 191
MARKETING
195
23.1. Introducere 23.2. Obiectivele unităţii de învăţare 23.3. Conţinutul unităţii de învăţare 23.4 Îndrumar pentru autoverificare
195 195 196 198
vii
LIMBA ENGLEZĂ MERGERS AND TAKEOVERS
201
24.1. Introducere 24.2. Obiectivele unităţii de învăţare 24.3. Conţinutul unităţii de învăţare 24.4. Îndrumar pentru autoverificare
201 201 201 205
LETTER WRITING
207
25.1 Introducere 25.2 Obiectivele unităţii de învăţare 25.3 Conţinutul unităţii de învăţare 25.4. Îndrumar pentru autoverificare
207 207 208 214
BUSINESS LUNCH
217
Introducere 26.2 Obiectivele unităţii de învăţare 26.3 Conţinutul unităţii de învăţare 26.4. Îndrumar pentru autoverificare
217 217 218 220
BUSINESS VOCABULARY PRACTICE
223
27.1 Introducere 27.2 Obiectivele unităţii de învăţare 27. 3 Conţinutul unităţii de învăţare 27.4. Îndrumar pentru autoverificare
223 223 224 228
BUSINESS VOCABULARY PRACTICE
231
28.1 Introducere 28.2Obiectivele unităţii de învăţare 28.3 Conţinutul unităţii de învăţare 28.4. Îndrumar pentru autoverificare
231 231 232 234
viii
INTRODUCERE
INTRODUCERE Disciplina Limba engleză este una dintre materiile utile studenților aflați în primul an de studii universitare deoarece îi ajută pe aceștia să restabilească contactul cu una dintre cele mai utilizate limbi folosite în mediile: economic, financiar, bancar, în companiile multinaționale sau în cele care derulează activități de import-export. Așadar, necesitatea studierii limbii engleze se impune determinată de obigativitatea oricărei firme de a redacta documente în limba engleză, de a comunica cu potențialii sau prezenții parteneri de afaceri în această limbă. Obiectivele cursului Cursul își propune introducerea noțiunilor de limba engleză începând cu nivelul preintermediate, nivel la care se află majoritatea cursanților atât din punct de vedere al cunoștințelor gramaticale cât și din punct de vedere al cunoștințelor de vocabular. Cursul se concentrează pe reluarea elementelor de gramatică și de vocabular și pe aducerea în prim plan a unora noi, utile studenților. Competenţe conferite După parcurgerea acestui curs, studentul va dobândi următoarele competențe generale și specifice: 1. Cunoaştere şi înţelegere (cunoaşterea şi utilizarea adecvată a noţiunilor specifice disciplinei) Cunoașterea și înțelegerea elementelornou prezentate de limbă utilizarea corectă a termenilor introduși definirea / nominalizarea de concepte utilizate la curs capacitatea de utilizarea conceptelor raportat la noul statul, acela de student 2. Explicare şi interpretare (explicarea şi interpretarea unor idei, proiecte, procese, precum şi a conţinuturilor teoretice şi practice ale disciplinei) generalizarea, particularizarea, integrarea unor elemente de limba realizarea de conexiuni între diferite elemente aparținând sferelor diferite de înțelegere argumentarea unor enunţuri în limba engleză în faţa partenerilor de afaceri, anagajaţilor; capacitatea de organizare şi planificare a discursului capactitatea de analiză şi sinteză 3. Instrumental-aplicative (proiectarea, conducerea şi evaluarea activităţilor practice specifice; utilizarea unor metode, tehnici şi instrumente de investigare şi de aplicare) relaţionări între elementele ce caracterizează activităţile de management internaţional; descrierea unor stări, sisteme, procese, fenomene capacitatea de a transpune în practică cunoştiinţele dobândite în cadrul cursului; abilităţi de cercetare, creativitate în domeniul managementului internaţional; ix
LIMBA ENGLEZĂ capacitatea de a concepe proiecte şi de a le derula activităţi utilizând limba engleză; capacitatea de a soluţiona probleme utilizând limba engleză 4. Atitudinale (manifestarea unei atitudini pozitive şi responsabile faţă de domeniul ştiinţific / cultivarea unui mediu ştiinţific centrat pe valori şi relaţii democratice / promovarea unui sistem de valori culturale, morale şi civice / valorificarea optimă şi creativă a propriului potenţial în activităţile ştiinţifice / implicarea în dezvoltarea instituţională şi în promovarea inovaţiilor ştiinţifice / angajarea în relaţii de parteneriat cu alte persoane / instituţii cu responsabilităţi similare / participarea la propria dezvoltare profesională ) reacţia pozitivă la sugestii, cerinţe, sarcini didactice, satisfacţia de a răspunde la întrebările clienţilor utilizând limba engleză; implicarea în activităţi ştiinţifice în legătură cu disciplina Limba engleză; acceptarea unei valori atribuite unui obiect, fenomen, comportament, etc. capacitatea de a avea un comportament etic utilizând cât mai corect limba engleză capacitatea de a aprecia diversitatea şi multiculturalitatea prin prisma utilizării limbii engleze abilitatea de a colabora cu specialiştii din alte domenii utilizând limba engleză. Resurse şi mijloace de lucru Cursul dispune de manual scris, supus studiului individual al studenţilor, precum şi de material publicat pe Internet sub formă de sinteze, teste de autoevaluare, studii de caz, aplicaţii, necesare întregirii cunoştinţelor practice şi teoretice în domeniul studiat. În timpul convocărilor, în prezentarea cursului sunt folosite echipamente audio-vizuale, metode interactive şi participative de antrenare a studenţilor pentru conceptualizarea şi vizualizarea practică a noţiunilor predate. Activităţi tutoriale se pot desfăşura după următorul plan tematic, conform programului fiecărei grupe: 1. Utilizarea limbii engleze pentru comunicare 2. Utilizarea limbii engleze în scris 3. Înțelegerea diferitelor tipuri și metode de comunicare în limba engleză 4. Înțelegere unui text scris în limba engleză Structura cursului Cursul este compus din 28 unităţi de învăţare: Unitatea de învăţare 1. Unitatea de învăţare 2. Unitatea de învăţare 3. Unitatea de învăţare 4. Unitatea de învăţare 5. Unitatea de învăţare 6. Unitatea de învăţare 7. Unitatea de învăţare 8. Unitatea de învăţare 9. Unitatea de învăţare 10. Unitatea de învăţare 11. Unitatea de învăţare 12. Unitatea de învăţare 13. Unitatea de învăţare 14. Unitatea de învăţare 15. Unitatea de învăţare 16.
Present Simple Towns Present Continuous Travelling Abroad Present Perfect Simple Sales The Noun Where Do You Work The Adjective Business Across Cultures The Pronoun Business Lunch Review Review Presentations Careers x
INTRODUCERE Unitatea de învăţare 17. Unitatea de învăţare 18. Unitatea de învăţare 19. Unitatea de învăţare 20. Unitatea de învăţare 21. Unitatea de învăţare 22. Unitatea de învăţare 23. Unitatea de învăţare 24. Unitatea de învăţare 25. Unitatea de învăţare 26. Unitatea de învăţare 27. Unitatea de învăţare 28.
Careers Companies Companies Past Tenses All time Expressions Great Business Ideas Marketing Mergers and Takeovers Letter Writing Letter Writing Business Vocabulary Business Vocabulary
Teme de control (TC) Desfăşurarea temelor de control se va derula conform calendarului disciplinei şi acestea vor avea următoarele subiecte: 1. Elaborarea unei scurte prezentări pe baza temelor dicutate 2. Traducerea unui text relevant studierii limbii engleze Bibliografie obligatorie: 1. Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 2. Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 3. Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 4. Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002 Metoda de evaluare: Examenul final se susţine sub formă scrisă, la el adăgându-se activitatea studentului la seminar
xi
LIMBA ENGLEZĂ Simbolurile utilizate:
Introducere
Obiectivele unităţii de învăţare
Timpul alocat unităţii de învățare:
Conţinutul unităţii de învăţare
Exemple
Îndrumar pentru autoverificare
Teste de evaluare/autoevaluare
xii
UNIT 1 – PRESENT SIMPLE
UNIT 1
PRESENT SIMPLE
1.1. Introducere 1.2. Obiectivele unităţii de învăţare – timp alocat 1.3. Present Simple 1.4 Îndrumar de autoverificare 1.5 Teste de evaluare
1.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
1.2. Obiectivele unităţii de învăţare
– – – – –
Studierea prezentului simplu Studierea formei prezentului simplu Utilizarea în context a prezentului simplu Aplicaţii Prefixe
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
1
LIMBA ENGLEZĂ
1.3. Conţinutul unităţii de învăţare
RULES OF FORMATION Forma afirmativă 1 ( affirmative form) Subiect + Verb la infinitiv I play football every Saturday !!! La persoana a 3-a, numărul singular, verbul adaugă –s (-es): I walk – He walks, I eat – She eats, I watch – She watches, I go – It goes Forma interogativă (interrogative form) Do/Does + Subiect + Verb la infinitiv Do you play football every Saturday? Does he watch TV every morning? Forma negativă (negative form) Subiect + Do/does + Not + Verb la infinitiv I do not play football every Sunday. He does not / doesn’t watch TV every morning. USE 1. Adevăruri generale (General truths) The Earth moves round the sun. Children love cookies. 2. Acţiuni obişnuite (Habitual actions) My neighbours listen to loud music every Tuesday morning. I sometimes go to a hip-hop concert. 3. Prezentul instantaneu (Instantaneous Present Simple) The player kicks the ball and scores. Now I take your photo, stay still. Here comes the winner. 4. Present Simple cu valoare de viitor (Present Simple with Future value) The plane takes off at 12,45 tomorrow morning. The train leaves the station at one o’clock.
1
Vezi tipuri de propoziţii
2
UNIT 1 – PRESENT SIMPLE
ADVERBE
PREFIXES
PRACTICE I. Puneţi verbele din paranteză la Present Simple (Put the verbs in brackets into Present Simple): John – (have)1 a blue car. He - (drive)2 his car every day. At the weekend he and his wife – (go)3 for a walk in the part. They usually – (take)4 the tube because is faster. Every summer John - (want)5 to visit New York and – (tell)6 that to his wife, but every summer his wife (choose)7 to go somewhere else. John and his wife – (have)8 a dog. Every Saturday morning John - (take)9 the dog out for a walk while his wife – (make)10 coffee. …………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… 3
LIMBA ENGLEZĂ ……………………………………………………………… II.Rescrieţi următoarele propoziţii la formele de interogativ şi de negativ (Rewrite the following sentences into the interrogative and negative forms): 1. Every day he sells ice cream at the corner of the street. ............................................................................................. ............................................................................................. ....................................................................................... 2. At two o’clock every Monday, a woman in black comes and buys a vanilla ice cream. …………………………………………………………… …………………………………………………………… …………………….....………………………………….. 3. He looks at her with his blue eyes and smiles. …………………………………………………………… …………………………………………………………… …………….……….............……………………………. 4. She takes the ice cream, blushes and leaves. ……………………….…………………………………… …………………………………………………………… ……………………........……......………………………. 5. He keeps smiling until she disappears behind the groceries’ door. …………………………………………………………… …………………………………………………………… …………………....……………………………………… 6. The ice cream melts in her hands. …………………………………………………………… …………………………………………………………… ……………........……………………………………….. 7. She never eats the ice cream. …………………………………………………………… …………………………………………………………… ………….......…………………………………………… 8. She gets into the groceries’ and buys flowers. ……………………………………………………………… ……………………………………………………………… …………..............………………………………………… 9. She comes out and gives them to the ice cream man. …………………………………………………………… …......................................................…………………. …………………………………………………………… 10. She keeps smiling until he takes the flowers. ………………………………………………………….… …………....................................................................... ........................................………………………………… III.Folosiţi cuvintele de mai jos pentru a comunica 4
UNIT 1 – PRESENT SIMPLE adevăruri generale, adăugaţi dacă este necesar, cuvinte care să completeze sensul propoziţiei (Use the words below to communicate general truths, add if necessary words to complete the meaning of the sentence): 1. The sun ………………….. in the East. (rise) 2. Bees …………………… honey. (make) 3. An atheist …………….. in god. (not/believe) 4. An interpreter ……………….. from one language to another. (translate) 5. A liar is someone who …………….…the truth. (not/tell) 6. Wood …………………. on water. (float) 7. The fish …………………… in the sea. (live) 8. Water …………………at 100°C. (boil) 9. It always ……………in winter. (snow) 10. People ……………….. the summer and its heat. (love)
1.4. Îndrumar pentru autoverificare
Răspundeţi întrebărilor următoare folosind adverbele din paranteze (Answer the following questions using the adverbs in the brackets): Observaţie (Observation): Aceste adverbe sunt utilizate cu Present Simple şi au rolul de a exprima o acţiune care se petrece cu o anumită regularitate. Locul lor este de obicei, înaintea verbului (These adverbs are used with Present Simple and they have the role to express an action that takes place with a certain regularity. They are usually placed, before the verb). 1. How often do you go to cinema? (usually) …………………………………………………………………………………….. 2. What is your favourite music? (often) ………………………………………………………………………………………. 3. Do you play tennis? (occasionally) ……………………………………………………………………………………… 4. What do your parents ask you to do? (always) ……………………………………………………………………………………… 5. 5 Do you like summer camps? (rarely) ……………………………………………………………………………………… 6. What do you take if you’ve got flu? (generally) ……………………………………………………………………………………… 7. Do you like to go for long walks? (never) ……………………………………………………………………………………… 8. Do you enjoy listening to rock music? (seldom) 5
LIMBA ENGLEZĂ …………………………………………………………………………………… 9. Do you like to go camping? (once a year) ……………………………………………………………………..........………. 10. What is you favourite sport? (occasionally) ………………..…………………………………………………………............
Concepte şi termeni de reţinut
Reguli de formare a prezentului simplu Utilizare prezentului simplu Adverbe utilizate cu prezentul simplu Prefixe
Teste de evaluare/autoevaluare Teste de evaluare/autoevaluare
Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. After a nationwide search, the producers of the coming Broadway revival of “The Miracle Worker” have cast a vision-impaired 10-year-old as the understudy for the role of Helen Keller, to the delight of advocates for disabled actors who were concerned about the choice of a seeing, hearing actress to play Helen. Kyra Ynez Siegel of Eugene, Ore., landed the understudy job after flying to New York two weeks ago for an audition. That involved working with a fight choreographer on movement techniques for an early scene in which Helen and her new teacher, Annie Sullivan, battle over a doll. After an injury when she was 9, Miss Siegel, who will become one of the few disabled actresses working in a major Broadway production this season, can see only shapes and colours out of her right eye, she said in an interview by e-mail. She can see well out of her left eye. “It is very challenging to use both my eyes together,” she wrote in the e-mail message. “It makes me sad sometimes, but I don’t care because I try not to think about it. Sometimes your dreams get crushed but you just keep going.” While casting understudies is rarely a newsworthy event, the selection of Miss Siegel stands out because of an unusual pledge that the lead producer of “The Miracle Worker,” David Richenthal, made last month amid complaints about his choice of a star actress, Abigail Breslin, an Oscar nominee in 2007 for “Little Miss Sunshine,” to play Helen. Ms. Breslin, who is 13, can see and hear. Some advocacy groups, like the Alliance for Inclusion in the Arts, said that a blind or deaf actress would give the character of Helen greater authenticity and that disabled performers were overlooked generally. In response, Mr. Richenthal said he would make a concerted effort to audition deaf or blind actresses as Ms. Breslin’s understudy. But he also emphasized that in the end, his choice would be based on acting ability. 6
UNIT 1 – PRESENT SIMPLE
1. To the delight of the advocates for disabled actors, a vision-impaired actor received a role in a Broadway play. A. Right B. Wrong C. Doesn’t say 2. Helen and her new teacher did not battle over a doll. A. Right B. Wrong C. Doesn’t say 3. For Miss Siegel it is difficult to use her hands A. Right B. Wrong C. Doesn’t say 4. There were some complaints for choosing the nominee actress in 2007 for the role of Helen. A. Right B. Wrong C. Doesn’t say 5. Mr. Richenthal would make an effort to audition more disable people. A. Right B. Wrong C. Doesn’t say
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
7
LIMBA ENGLEZĂ
8
UNIT 2 – TOWNS
UNIT 2
TOWNS 2.1. Introducere 2.2. Obiectivele unităţii de învăţare – timp alocat 2.3. Towns 2.4 Îndrumător pentru autoverificare 2.5 Teste
2.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
2.2. Obiectivele unităţii de învăţare
– – –
Studierea vocabularului pentru orase Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
9
LIMBA ENGLEZĂ
2.3. Conţinutul unităţii de învăţare
Towns
• Facilities: Swimming pool, sports centre, golf course, theatre, opera adio station, art gallery, school, college, evening classes, take away, hotel, nt, dance hall, health centre, registry office, chemist’s, estate agent, city hall • Problems: Traffic jams, slums, vandalism, overcrowding, pollution, • Describing towns: Filthy, shabby, magnificent, clean, historic, quaint, deserted,
Festivals • • •
Superstitious people come at festivals Festivals celebrate a centenary or a by-centenary Festivals celebrate revivals after a period of penance and fasting which are sombre periods for people • All the festivals are flamboyant • The atmosphere is very lively and people are making a
e out of it. On the road • • • • • • • • • • • • • • • •
Junction Traffic lights A bend in the road Inside lane Fast lane Bridge Accidents Main roads A car breaks down Rush hour Traffic jam To come from opposite direction To brake To prevent an accident To be badly injured To be badly damaged 10
UNIT 2 – TOWNS
Giving directions: • Turn right / left • Take the first/second turning on your right/left • Keep going • Get to Needed words: • Taxi / Cab • Pavement / Sidewalk • Speed limit • Petrol station • Fasten the seat belt • Overtake Vehicles: bus, coach, lorry, bicycle, motorbike, van Transport • • • • • • • • • • • •
TAKE: a bus, a train, a plane, a taxi GO ON: my bike GO BY: my car GET ON/OFF: bus, train, plane, bike GET IN/OUT: taxi, car At the railway station: Platform Passengers Change Late arrival Due to Timetable
Movement • • • • •
Cars/lorries/trains travel Boats/ships sail Traffic crawls along Cars tore along the road and shoot past us Trains can trundle or plod along
Words and expressions related to liking: • I quite like, I fancy, I enjoy, I’m fascinated, • I’m attracted, I’m captivated, I’m keen on, I really love Words and expressions related to disliking: • hate, loathe, detest, cannot stand, cannot bear, disgust •
Ways of addressing to loved ones: dearest, darling, dear, love, pet, sweetheart 11
LIMBA ENGLEZĂ
2.4. Îndrumar pentru autoverificare TheSanbona Wildlife Reserve derives its name in part from the name of the indigenous peoples who lived there for generations, the San. The Sanbona Wildlife Reserve has over one hundred thirty thousand acres at the base of the Warmwaterberg. The reserve includes the only free ranging lions on a private reserve in the Western Cape of South Africa. While the San people roamed this area of the Western Cape of South Africa for thousands of years they created a variety of art that can now be enjoyed by guests of the reserve. There are seven separate sites of rock art within the reserve. Many of these religious art works are more than thirty-five hundred years old. Some of the lions being bread in this area of the Western Cape South Africa is the extremely rare white lion. While this species of lion has always been rare in this region it has now largely been completely eliminated in many areas. It is the hope of the owners of this private reserve to be able to release one day these lions into the wild. This Western Cape of South Africa wildlife reserve offers guided tours to guarantee that guests have an unforgettable experience. The reserve also has a variety of luxurious lodges for guests to enjoy when they aren't out watching the amazing wildlife. 1. The indigenous people who lived in the San gave the name of the Sanbona Wildlife Reserve. A. Right B. Wrong C. Doesn’t say 2. The art of the San People is inexistent. A. Right B. Wrong C. Doesn’t say 3. White lions are bread in the area. A. Right B. Wrong C. Doesn’t say 4. White lions are brought to the US for shows. A. Right B. Wrong C. Doesn’t say 5. The luxury lodges are for the people to enjoy themselves while in Africa A. Right B. Wrong C. Doesn’t say Concepte şi termeni de reţinut Road features Accidents Giving directions Words related to traffic Likes and dislikes Vehicles
12
UNIT 2 – TOWNS Teste de evaluare/autoevaluare
Choose the correct answer: When Christopher Columbus set foot on the shores of the New World on 12 October 1492, the Lacandones, descendants of the Mayans, Mexico’s most romanticised Indians, lived in harmony around the great cities and temples their ancestors had built in south-eastern Mexico. Not long afterwards, the forces of colonisation and exploitation forced them to flee into the depths of what is now the largest surviving rain forest in North America. For centuries they were secure in their jungle isolation. Until the late 1940s – apart from a handful of mahogany loggers, crocodile hunters and gum gatherers – they and the more than 13,000 sq km (5,020 sq miles) of lowland tropical forest, the Selva Lacandona, were largely left alone. But today, on the eve of the 500th anniversary of Spain’s arrival in the Americas, the Lacandones are on the verge of cultural extinction. And just as their way of life has been overwhelmed, so has their environment. Only 30 per cent of the Selva Lacandona remains and much of that is damaged. The rest has been cleared by thousands of immigrant slash-and burn farmers, lumber companies, commercial cattle ranchers and the state-owned oil company, whose budget for the area increases yearly. Even the Montes Azules Biosphere Reserve, a 1,278 sq km (493 sq mile) area set aside by a Mexican presidential decree in 1977, has seen large swathes of its pristine forest cut down. The final round of destruction of the jungle – a massive dam project that would have flooded more than 500 square miles of forest and dozens of archaeological sites – was postponed last April by the president, Carlos Salinas de Gortari. But ecologists know that there is nothing to stop the next president from reviving the project once more. Throughout the degradation of North America’s last great tropical forest, which extends into Guatemala, the Lacandones have been used by the government as a symbol of Mexico’s surviving indigenous communities. In the 1970s, in a burst of generosity, President Luis Echeverria gave them thousands of acres, only to snatch back much of the land after advisers convinced him of its value. What the government didn’t simply take back, it retrieved by sending agents into the jungle with gifts and ready cash in exchange for thumbprints on land contracts the Lacandones couldn’t understand. These efforts to incorporate the jungle into the Mexican economy have all but destroyed the traditional values and religion of the Lacandones. Most still dress in the traditional white cotton shikur, and keep their long black hair unshorn, but it’s no longer clear how many do this out of choice. Western haircuts and Tshirts are not uncommon. At the archaeological site of Palenque, the dozen or so Lacandones who surround the entrance, selling bows and arrows to tourists, duck into the forest at the end of the day to change into their jeans and trainers. The accumulated knowledge of the past few centuries now resides in the memories of only a few elders, and ceremonies that were once a regular part of life are performed only every few years, often for visiting anthropologists. The cosmogony of their ancestors and the ceremonial centres built during the Mayan era still hold a sacred importance. But the complex Mayan calendar has been reduced to a wet and a dry season, and apart from a few of the more stalwart northern Lacandones of Naja settlement, most have been converted by fundamentalist Christian missionaries in recent years. Polygamy, once common, is now considered taboo. Even at the best of times, the Lacandones were never very numerous. Most estimates put their number at around 5,000 before Columbus set sail for the New World: today there are maybe 300 left, a number considered so insignificant that some people believe the point of genetic no-return has been reached. What is certain is that if the current rate of 13
LIMBA ENGLEZĂ destruction continues, we will witness not only the extinction of the Lacandon Maya, but that of the largest rain forest in the Americas north of the Amazon. 1.
Where were the temples built by the Mayans? A. in south-eastern Mexico B. in New York C. in Spain D. in Canada
2.
Where did the Indians flee? A. in the middle of the continent B. in the temples C. in the pine forest D. in the depths of what is now the biggest rain forest in North America
3.
Until when the Lancadones were left alone? A. 13,000 BC B. 1200 AD C. 1940s D. never
4.
What happens now on the eve of the 500th anniversary of Spain’s arrival in the Americas? A. The Lancadones are on the verge of cultural extinction B. the Lancadones are preparing for war C. the Lancadones disappeared a long time ago D. the Lancadones created another cult
5.
What has remained from the Selva Lancadona? A. nothing B. 13% C. 30% D. all of it
6.
Whose budget for the area has increased yearly? A. farmers’ B. Lancadones’ C. commercial cattle ranches’ D. state-owned oil company’s
7.
What area was set aside by a presidential decree in 1977? A. Lancadones reserve B. Montes Azules Biosphere Reserve C. Carlos Salinas reserve D. none
8.
What is the outcome of the efforts of integrating the jungle into the Mexican economy? A. the environment B. the Mexican cities C. the rain forest totally D. the destruction of the traditional values and religion of the Lancadones
9.
Do the Lancadones keep their traditional outfits? A. no anymore B. some of them but not for sure out of choice C. yes because their culture is very important for them D. yes because they are compelled 10. What is the author’s prediction towards the future of the rain forest and Lancadon Maya? A. they will extinct B. they will survive C. they will be just fine D. they will be remembered thorough time
14
UNIT 2 – TOWNS
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
15
LIMBA ENGLEZĂ
16
UNIT 3 – PRESENT CONTINUOUS
UNIT 3
PRESENT CONTINUOUS
3.1. Introducere 3.2. Obiectivele unităţii de învăţare – timp alocat 3.3. Present Continuous 3.4 Îndrumător pentru autoverificare 3.5 Teste
3.1 Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importană.
3.2 Obiectivele unităţii de învăţare
– – – – –
Studierea prezentului continuu Studierea formei prezentului simplu Utilizarea în context a prezentului continuu Aplicaţii Prefixe
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore. 17
LIMBA ENGLEZĂ
3.3 Conţinutul unităţii de învăţare
Regula de formare a lui Present Continuous (Rule of formation for Present Continuous) Forma afirmativă (affirmative form) Subiect +To be+ verb cu terminaţia –ing John Travolta is dancing on the dance floor in front of us. They are writing e-mails right now. Forma interogativă (interrogative form) To be +Subiect + verb cu terminaţia –ing Is he coming? What are you doing? Forma negativă (negative form) Subiect + To be+ Not+ verb cu terminaţia –ing You are not listening to me. He is not/ isn’t going for a walk. Întrebuinţarea Continuous use):
lui
Present
Continuous
(Present
1. O acţiune în desfăşurare în momentul vorbirii (an action taking place at the moment of speaking) The rain is falling down the window. She is singing a Christmas carol for the baby. 2. O acţiune temporară, limitată la o anumită perioadă de timp (a temporary action, limited to a certain period of time) I am going by bus this week because of the tube strike. 3. Present Continuous cu valoare de viitor (Present Continuous with Future value) We are leaving tomorrow. Practice I.Completaţi textul cu verbele care lipsesc folosind Present Continuous (Fill in the gaps with the missing verbs using Present Continuous): write (2), go, plan, read, think, come, play, do, talk Hey Michael, I …………………. (1) you this letter because I ………………(2) about you. George 18
UNIT 3 – PRESENT CONTINUOUS
…………………….. (3) football with his friend. Jim ……………….. (4) an article in a magazine about Egypt and I …………………(5) anything because I don’t feel like. I …………………..(6) to go and study somewhere closer to you so that we can talk and have fun more often than now. Actually I …………………(7) right now to tell dad all about my plans. He (8) …………………….. from work and he (9) …………………….. to me in this very minute, I cannot hear what he says because I (10) ………………………… my letter. II.Rescrieţi propoziţiile folosind Present Continuous (Rephrase the sentence using Present Continuous): 1. You never find your keys. lose ………………………………………………………………… ……………………............................................................. 2. There is an obvious increase of living standards in Europe. Rise ………………………………………………………………… ……………………..........................................................… 3. I left the bags inside. forget ………………………………………………………………… ……………………….......................................................... 4. My computer is not working again. break down ………………………………………………………………… ……….......................................................………………… 5. I’ve got nothing to read. never go ………………………………………………………………… …………................................................................………. 6. I always miss the bus and I’m late for my gym class. Not/ hurry up …………………………............................................................ ........................................…………………………………….. 7. I feel so fat, I want to try to lose some weight but I can’t. eat ………………………………………………………………… .......................................................................…………….. 8. I’m so afraid of spiders. See ………………………………………………………………… ..............................................................................……….. 19
LIMBA ENGLEZĂ 9. I’ve lost my car keys and I have to go to work. Keep ........................................................................................... ………………………………………………………………… 10. I feel sick, I think I’ve got flu. Wear ………………………………………………………………… ……...............................................................................….
3.4. Îndrumar pentru autoverificare
Write a story telling what you are doing in this very moment. Concepte şi termeni de reţinut Reguli de formare Utilizare Adverbe Sufixe
Teste de evaluare/autoevaluare Write sencenteces describing activities you do at the moment of speaking
Choose the correct answer: Almost one in four children is overweight by the time they enter primary school, according to figures out today. The report, from the NHS Information Centre from 23 per cent of four to five-year-olds are overweight or obese. This rises to one in three youngsters by the time they reach their final year of primary school. This means there has been barely any change in childhood obesity rates over the last few years, despite the Government recently spending £75million on a 'Change4Life' advertising campaign to encourage families to eat more healthily. The data is taken from more than a million children (91 per cent of eligible pupils), as part of the Government's National Child Measurement Programme. The scheme has been criticised for being voluntary, with research suggesting that some overweight and obese children 'opt out' of being weighed and measured, potentially skewing the results.
20
UNIT 3 – PRESENT CONTINUOUS
The report found that children in urban towns and cities were much more likely to be overweight than those living in more rural areas. Tim Straughan, chief executive of The NHS Information Centre, said: 'This is the fifth year of the programme and participation in the study continues to increase with more than a million children taking part. How the figures add up... Children aged four to five-year-olds Boys: 14% overweight and 11% obese Girls: 13% overweight and 11% obese Children aged 10 to 11-year-olds Boys: 15% overweight and 20% obese Girls: 15% overweight and 17% obese 'The study suggests that weight problems continue to be far worse for older children than for younger children, with one in three Year 6 pupils being either overweight or obese and nearly one in five obese. 'These statistics suggest that more needs to be done at a younger age to combat obesity within primary education and positively encourage healthy eating and participation in physical activity, to reduce future health implications for these children.' Tam Fry, from the National Obesity Forum, said: 'Government assurances last year that childhood obesity levels were levelling off have been found to be sadly wanting. 'Any hope that Whitehall may have had for a quick fix to the epidemic has been shattered by today's figures. 'The fact that obesity doubles during the primary school years from reception year shows that the Department of Education must rethink its recent proposals on school dinners and physical activity. 'The Department of Health should also be ashamed that a quarter of our children arrive at primary school overweight or obese. 'Until its policies allow all UK four-year-olds to arrive at school with a healthy weight, obesity rates will continue to spiral.' 1.
How many children are overweight nowadays? A. two in five B. two in four C. one in four D. one in five
2.
According to what report 23% of four to five years olds are overweight? A. New York Times B. NHS Information Centre C. NHS Study D. NHS Abuse centre
3.
Were there any efforts made by the government to encourage people eating healthier? A. they don’t care B. they barely did anything C. they offered people £75 million if they lost weight D. the Change4Life advertising campaign
4.
Are there any children who don’t want to be measured? A. yes, there are B. no, everyone has to be measured C. yes, but they are measured anyway D. no, they want to participate
5.
Are the children that live in cities more likely to suffer from obesity than those who live in the countryside? A. no, because they eat more healthy foods B. no, the rate is the same C. yes, the report shows that D. yes, because they eat more candies 21
LIMBA ENGLEZĂ 6.
In which year is the program? A. 14 B. 5 C. 11 D. 13
7.
When is the health more in danger? A. in the first years of life B. in the adulthood C. when the children are older D. it’s the same
8.
At what age should children be encouraged to combat obesity? A. younger age B.whn they are older C. never, they are fine D. always
9.
What should the Department of Education rethink? A. banning dinner B. banning breakfast C. dinners and physical Activity D. School attendance 10.
What should the new policies include? A. four years old forbiddance of attending school if they are overweight B. four years old arrival at school with a healthy weigh C. four years old arrival at school with an unhealthy weigh D. four years old to bring scales at school Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
22
UNIT 4 – TRAVELLING ABROAD
UNIT 4
TRAVELLING ABROAD
4.1. Introducere 4.2. Obiectivele unităţii de învăţare – timp alocat 4.3. Travelling abroad 4.4 Îndrumar de autoverificare 4.5 Teste de evaluare
4.1. Introducere
Prezentul capitol prezită elemente aparținând vocabularului de călătorii
4.2. Obiectivele unităţii de învăţare
Studiul textelor care aduc în prim plan vocabuarul legat de călătorii Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
23
Limba
LIMBA ENGLEZĂ
4.3. Conţinutul unităţii de învăţare
Read the text below. Are the sentences 1-5 ’Right’ (A) or ’Wrong’ (B)? If there is not enough information to answer ’Right’ (A) or ’Wrong’ (B), choose ’Doesn’t say’ (C). Write your answers on your exam sheet. Seventeen-year-old Herui Alemayhu came to the United States from Ethiopia two years ago. The teen was excited for a chance to live in a different country, but afraid of how he’d adapt to an American high school. “Making friends was the hardest part for me, I don’t like to be lonely or anything, so I was so scared about making friends,” Alemayhu said. Teenage life in America is hard regardless of where a kid lives, but for immigrants the transition to high school can be the most challenging. Besides learning a new language, immigrant teenagers have to make friends, and adjust to the different technology that is used in American schools. “There’s a lot of hi-tech stuff here,” Alemayhu said. “The biggest problem for teens I think is on one side they are still attached to the culture of their parents,” said Bob Ponichtera, executive director and founder of Liberty’s Promise. “We have a lot of sympathy for the parents too because they left everything they had to come here.” Ponichtera’s grandparents were immigrants that came here from Italy at the turn of the last century. They worked in factories to provide a better life for his parents. His father, in turn, started his own business and was able to send Ponichtera to Yale University. Most of the students agreed that their moms and dads made those sacrifices to provide a better life for them. “America is good and it’s full of opportunity that we didn’t have in Africa. I really like being here and it feels good,” Charles said. (news.medill.northwestern.edu) TEST 1. Herui Alemayhu has been in the USA for three years. A. Right B. Wrong C. Doesn’t say 2. Herui lives in New York. A. Right B. Wrong C. Doesn’t say 3. Transition to high school can be difficult. A. Right B. Wrong C. Doesn’t say 24
UNIT 4 – TRAVELLING ABROAD
4. Bob Ponichtera comes from a family of Spanish immigrants. A. Right B. Wrong C. Doesn’t say 5. The problem for immigrants is that they don’t know much about their new country. A. Right B. Wrong C. Doesn’t say
Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. Write your answers on your exam sheet. By weight, the moon rocks collected during the Apollo missions are worth far more than diamonds, and in any case, they have a priceless historical value. They are relics of humanity's greatest adventure to date. Not all are properly accounted for, however. That's why Joseph Gutheinz, a former NASA investigator, has spent much of his career tracing moon rocks that have gone missing: he's even staged elaborate stings to lure would-be illegal sellers. And there's one particular group of moon rocks that Gutheinz is keen to recover. The Apollo samples add up to about 382 kilograms. The vast majority are stored in a pristine high-security NASA vault in Houston, Texas. But after the first landing by Apollo 11 in 1969, US president Richard Nixon presented lunar dust embedded on plaques to 135 nations, US states, and territories. In 1972, Nixon presented another round of plaques, each with a fragment collected by the crew of Apollo 17. NASA considered each sample the property of the people of the nations and states to which it was given - but many plaques were stolen or lost. Gutheinz first learned that these plaques might not be in their rightful places as an investigator in NASA's Office of Inspector General. He had been looking into complaints about attempted sales of bogus lunar rocks and dust, so he decided to go undercover. The effort was called Operation Lunar Eclipse. Using the alias John's Estate Sales, Gutheinz placed an advert in USA Today. "Moon Rocks Wanted," it read. Gutheinz received a call from someone offering the Apollo 17 plaque given to Honduras. He settled on a price of $5 million dollars and asked the seller, Alan Rosen, to leave it in a bank vault in Miami, Florida. Once there, Gutheinz and NASA agents seized it. In 2003, the plaque was returned to the Honduran government. Gutheinz now teaches law, and has incorporated the moon rock mystery into his course on investigations, setting 25
LIMBA ENGLEZĂ students loose to trace the remaining lost plaques. Gutheinz and his students have located 77, but nearly 160 are still missing. Some, like the rock gifted to Malta, were stolen from museums. Others were taken by politicians. The Romanian plaque, for example, was auctioned off from the estate of executed dictator Nicolae Ceausescu. Gutheinz suspects that many people who acquired the rocks underestimated their rarity, and so some have turned up in inglorious places. One of them, West Virginia's, had been sitting in a box in the garage of a retired dentist. The strangest case of Gutheinz's career, however, is the one he is investigating at the moment. Coleman Anderson, a one-time fishing boat captain on the reality TV series Deadliest Catch, is suing the state of Alaska for title to its Apollo 11 plaque. Anderson claims he salvaged the plaque after a fire at the museum where it was displayed 37 years ago. The curator of the Alaska state museum has asked Gutheinz for advice on how to get the plaque back. Gutheinz says the plaques are too precious to be in private hands, but accepts that many may be beyond his reach. "I think we'll get a lot back, but we're never going to get 100 per cent," he says. (Lost treasures: President Nixon's moon rocks, MacGregor Campbell, 2012, newscientist.com) TEST 1. The moon rocks from the Apollo mission A. are worthless B. are as valuable as the diamonds C. are priceless D. are worth less than diamonds 2. The moon rocks A. are all at NASA B. are kept by Joseph Gutheinz C. are traced by Joseph Gutheinz D. are sold in an illegal auction 3. 328 A. is the number of all the rocks B. is the quantity of rocks from the Apollo mission C. is the number of people searching for the rocks D. is the number of people that own the rocks 4. The plaques are the property of the nation according to A. NASA B. NATO C. Nixon 26
UNIT 4 – TRAVELLING ABROAD D. Apollo 5. Gutheinz decided to go undercover because A. he knew the importance of the rocks B. he wanted to try and sell rocks C. seller complained of his lunar dust D. he saw compliants about sales 6. An Apollo plaque was offered to Gutheinz A. for $5 milllion B. in 2003 C. in Honduras D. in Miami 7. The moon rocks were located by A. Gutheinz and his students B. Gutheinz for 77 years C. Gutheinz and his students in 160 days D. sellers 8. People that bought the plaques A. new very well their value B. were unaware of their value C. were unable to keep them D. were unaware of their rarity 9. The state of Alaska is sued by A. Anderson B. museum curator C. Gutheinz D. a museum 10. Gutheinz believes that the plaques A. should be sold B. should be well kept because they are precious C. shouldn’t be in private hands D. shouldn’t be kept by him
4.4. Îndrumar pentru autoverificare
1.Is there a place you would like to travel? 2.Are there any interesting countries you have travelled to?
27
LIMBA ENGLEZĂ Concepte şi termeni de reţinut Travelling Abroad Words related to travel Answering questions
Teste de evaluare/autoevaluare Describe your favourite place where to go on holiday
My parents brought me up to think I was the centre of the universe. They showered me with love and attention and gave me terrific self-confidence. I was the eldest of four. There were three girls and then finally the longed for boy arrived. We were all indulged, all special. I don’t think any one of us was the favourite. My father was a barrister and my mother had been a nurse before she married. She was a big, jolly woman, as big as I am, with a great smile that went right round her face. We never had a lot of money but we had great comfort and lived in a big, shabby old house with nearly an acre of garden looking out over the sea in Dalkey, near Dublin. We each had our own bedroom and we had a maid, Agnes, who is still a friend. We all went to school on the train from Dalkey to Killiney to the Convent of the Holy Child. It was just three miles down the line and now I see it as the most beautiful place, but we never noticed the view when we were children. I was a terrible goody-goody. At school I was the girl who was always approached if somebody had to write a thank-you letter to a visiting speaker or make the speech of thanks. I was an extrovert. I don’t remember any time until I was 16 or 17 that I ever felt self-conscious. I thought I was marvellous because my parents made me feel that way. When I was little they would take me out of bed and bring me down to entertain their friends – to whom I now apologise. I was a very devout little girl. I was going to be a saint, not just a nun. I intended to be the first Saint Maeve. At home we kept hens and when they died of old age we buried them and held a Requiem Mass. I was the priest, of course, and prayed for their souls and put flowers on their graves. We had an honorary grave for the tortoise once because we thought he was dead, though we couldn’t find the body. He turned up again – he had only gone away for the winter. I was a placid child, very content. I never rebelled. It sounds terribly smug, but all I wanted in life came to me. I remember lovely birthday parties as a girl – jellies and cakes with hundreds-and thousands on them and people singing Happy Birthday, and giving me little bars of soap all wrapped up. And like Benny, despite my size, I longed to be dressed in silly frocks in crushed velvet. I was so innocent. My mother told me the facts of life when I was about 12 and I didn’t believe her. I told my father I thought Mother must be having delusions! I was a big, bold, strapping schoolgirl but, in fact, I had nothing to be self-confident about. I wasn’t very academic; I was quick minded, but I was very lazy. My reports weren’t good, which distressed my parents. In Ireland in those days you had to pay for education after the age of 14 and I remember my father saying that a good education was all he could afford to give me. Homework was considered very important and every evening the breakfast room would be set up with dictionaries and pens and paper and a big fire going. Daddy would often work with us. I always finished as quickly as possible so I could go off and read my Girl or 28
UNIT 4 – TRAVELLING ABROAD School Friend comics. Without any doubt, my favourite teacher at the convent was Sister St Dominic. She was a wonderful woman who made a tremendous impression on me. She saw something in every child and thought we were all great. She managed to put some sense into teaching because she always enjoyed herself so much. Because of her I became a teacher. At school I lived a fantasy life. I had a book called the ABC hipping Guide and dreamed of travelling the world. My teachers always said of my essays, ‘Try to stick to the facts, Maeve,’ because I embroidered and exaggerated so much. Nowadays I can’t believe how quickly time passes, but when I was a child, the summer holidays seemed to last for ever. They were idyllic, and I put a lot of that into my books. Everything about my childhood has been useful material. 1. Who gave the author self confidence? A. teachers B. parents C. grandparents D. nobody 2. Is the author’s mum still working as a nurse? A. yes, she does B. no, she has never worked as a nurse C. she did work as a nurse until she got married D. she did work as a nurse until a week ago 3. Where did they live? A. in Dublin B. out of Dublin C. outside Dalkey D. in Dalkey near Dublin 4. What is the most beautiful place in author’s eyes? A. Dalkey B. Dublin C. the Convent of the Holy Child D. their garden 5. The author was marvellous because A. her parents made her feel this way B. everyone told her that C. she just was D. she was telling herself that every morning 6. What did they do to the hens? A. they put them in contests B. they had Sunday supper out of them C. when they died of age they buried them and kept a Requiem Mass D. they played with them 7. Did the lack of good reports distress the author’s parents? A. they did not know B. yes C. no D. doesn’t say 8. Did the author consider giving time for homework? A. yes, she paid a lot of attention to homework B. no, she did not do her homework at all C. yes, she would ask her father to help D. she did it quickly so she could go and read her Girl or School Friend comics 9. What did the teachers say about her essays? A. they were too simple B. she had to try and stick to the facts C. there was too much embroidering D. they were poor 10. Was her childhood useful material for the books? A. yes B. no C. doesn’t say D. she can’t remember her childhood
29
LIMBA ENGLEZĂ
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
30
UNIT 5 – PRESENT PERFECT SIMPLE
UNIT 5
PRESENT PERFECT SIMPLE 5.1. Introducere 5.2. Obiectivele unităţii de învăţare – timp alocat 5.3. Conţinutul unităţii de învăţare 5.4 Îndrumar de autoverificare 5.5 Teste de evaluare
5.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importană.
5.2. Obiectivele unităţii de învăţare – – – – –
Studierea prezentului simplu Studierea formei prezentului perfect simplu Utilizarea în context a prezentului perfect simplu Aplicaţii Prefixe
Timpul alocat unităţii de învățare Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
31
LIMBA ENGLEZĂ
5.3. Conţinutul unităţii de învăţare
Observaţie (Observation): în limba engleză verbele sunt clasificate în verbe cu formă regulată şi verbe cu formă neregulată (in English verbs are classified in regular and irregular verbs, according to their form). Verbele regulate au aceeaşi formă pentru Past Simple2 şi pentru Past Participle3. –ed este adăugat formei de infinitiv. (Regular verbs have the same form for Past Simple and Past Participle -ed is added to the infinitive form). Exemple (Examples): Verbele cu formă regulată au aceeaşi formă pentru Past Simple cât şi pentru Past Participle (Regular verbs have the same form for Past Simple and Past Participle): Infinitive– forma 1 talk clean walk
Past Past simple- forma Participle 2 forma 3 Talked Talked Cleaned Cleaned walked Walked
-
Verbele cu formă neregulată au forme diferite atât pentru Past Simple cât şi pentru Past Participle4. (The irregular verbs have different forms for Past Simple and Past Participle): Infinitive -forma 1
Past Past simple – Participleforma 2 forma 3 know Knew Known see Saw Seen write Wrote Written Regula de formare a lui Present Perfect Simple (Rule of formation for Present Perfect Simple) Forma afirmativă (affirmative form) Subiect + have/has+ verb la forma 3/-ed I have seen you. He has finished his letter. Forma interogativă ( interrogative form) Have/has + Subiect +verb la forma 3/-ed
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UNIT 5 – PRESENT PERFECT SIMPLE Have you seen the show yet? Has she talked to him? Forma negativă (negative form) Subiect + have/has+ not + verb la forma 3/-ed I have not / haven’t seen the show yet. She has not / hasn’t talked to him. Întrebuinţarea lui Present Perfect Simple (Present Perfect Simple Use): 1. O acţiune trecută cu efect în prezent (a past action with a present result) I have read the book. He has not written his essay. 2. Un eveniment anterior momentului vorbirii, încheiat în trecutul recent (an anterior event to the moment of speaking, finished in the recent past) They have just drunk a cup of tea. He has just left. 3. O acţiune care începe în trecut şi continuă în momentul vorbirii şi în viitor (An action that begins in the past and continues in the moment of speaking and in the future) He has started to work this morning. We have met him today. Exercises I. Potriviţi punctele de la 1 la 10 cu cele de la a la j (Match the points from 1 to 10 with those from a to j): 1. Simon (talk) 2. Bob (just / play) 3. Susan (decide) 4. My friends (adopt) 5. Martha (go) 6. My parents (visit) 7. I (just / finish) 8. We (make) 9. I (not /see) 10. The president (speak / yet) a. b. c. d. e. f. g. h. i.
song form Scottish folklore. to George a few minutes ago. tidying my room. a phone call this morning. on the radio Australia this year. a movie in ages. a girl this week. to New York this month. 33
LIMBA ENGLEZĂ j. This morning to write a letter II.Present Perfect Simple cu SINCE şi FOR (Present Perfect Simple with SINCE and FOR): OBS: Folosim since cu referire la un moment iniţial (SINCE 1970) şi FOR pentru exprimarea unei perioade de timp (for 2 years). Completaţi propoziţiile cu since sau for (Complete the following sentences using since or for): 1. It’s a long time - I haven’t seen you. ………………………………………………………………… …………....................................................................……. 2. I have lived in this house – three years. ………………………………………………………………… ……..........................................................................…….. 3. It’s over a year – I have been there. ………………………………………………………………… …….....................................................................………… 4. Karl has had a cold – two weeks. ………………………………………………………………… ………....................................................................……….. 5. Susan has stayed at the boarding school – four years. ………………………………………………………………… ……...................................................................…………… 6. Tom and I haven’t seen each other - more than five years. ………………………………………………………………… …..........................................................................……….. 7. Jessica hasn’t bought a dress -last week. ………………………………………………………………… …........................................................................................ 8. George hasn’t gone out for jogging -more that a month. ………………………………………………………………… …................................................................................……. 9. I haven’t had a chocolate - I started this diet. ………………………………………………………………… ….....................................................................................… 10. Tim hasn’t seen a movie - ages. …………………………………………………………………. .............................................................................................
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UNIT 5 – PRESENT PERFECT SIMPLE III. Răspundeţi următoarelor întrebări folosind Present Perfect Simple (Answer the following questions using Present Perfect Simple): 1. How many things have you forgotten to do this week? ………………………………………………………………… ……….................................................................………… 2. How many movies have you seen this month? ………………………………………………………………… …………….....................................................................… 3. How many cigarettes have you smoked this week? ………………………………………………………………… ……....................................................................…………. 4. How has the weather been like this month? ………………………………………………………………… ……............................................................................……. 5. How long have you lived in this city? ………………………………………………………………… ……..................................................................…………… 6. What things haven’t you done lately? ………………………………………………………………… ………….....................................................................……. 7. How long haven’t you been to a place you like? ………………………………………………………………… ……...............................................................…………….. 8. For how long haven’t you talked to Jim? ………………………………………………………………… ……...................................................................………….. 9. What things have you done lately? ………………………………………………………………… …............................................................................……….. 10. How your holiday has been so far? ………………………………………………………………… ….....................................................................…………… IV.Citiţi situaţiile şi alcătuiţi propoziţii cu: just, already, yet (Read the situations and write sentences using: just, already, yet): 1. Would you like some breakfast? (just) ………………………………………………………………… …………............................................................………….. 2. Do you know where can I find a post office? (just) …………………………………………………………………. .............................................................…………………….. 3. What is interesting on the news today? (yet) …………………………………………………………………. ........................................................………………………… 4. I want you to meet John. (already) ………………………………………………………………… 35
LIMBA ENGLEZĂ …....................................................………………………. 5. Have you listened to this song? (already) …………………………………………………………………. ....................................................…………………………… 6. Does he know about your big plans? (yet) …………………………………………………………………. ....................................................................……………….. 7. I like your new car. (just) …………………………………………………………………. .................................................................………………….. 8. Do you want to go and visit the London Eye? (just) …………………………………………………………………. .........................................................................……………. 9. I must answer that letter. (already) …………………………………………………………………. ...................................................................................…….. 10. What are you going to do after you graduate? (yet) ..................................................................................................... .....………………………………………………………………
5.4. Îndrumar pentru autoverificare
V.Reformulaţi propoziţiile de mai jos folosind since şi for (Rephrase the following sentences using since and for): 1. I haven’t seen him today. I haven’t seen him…………………............................…………………………………... 2. After four years Tom is driving again his car. Tom ……………………………………………………........................…………………. 3. He last sent me an email when I was in India. He ………………………………………………………………………....................……. 4. It is 20 past 3 and I had breakfast at 10. I am really hungry. I ………………………………………………………………………..….......................... 5. They last went on a holiday 3 years ago. They ……………………………………………………………………………...…........... 6. On 4th of July I had a glass of wine. I …………………………………………………………….............................................. 7. The Royal Navy never changes its rules but this year they accepted the first two women to be part of a crew. Since ………………………………………………………………………………..…........ 8. I last had my hands on a masterpiece like this ten years ago. I haven’t ………………………………………………………………………................... 9. He decided not to study economics ten years ago. He hasn’t ………………………………………………………………………………….. 10. They left the office three days ago and I don’t know where they are. They……………………………………………….......................................................... 36
UNIT 5 – PRESENT PERFECT SIMPLE
Concepte şi termeni de reţinut
Utilizarea Present Perfect Auxiliarul necesar timpului Present Perfect
Teste de evaluare/autoevaluare Write a short story of a person who needs to do a lot of things and never finishes anything
Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. Getting a job interview is a great achievement, and it should really fill you with a sense of expectancy. Every time you walk through the door for an interview, you should have your mind made up that this is your job. Interviews, if approached correctly should be easy, and you should always be in with a fighting chance if you know how to perform. Make your impression on the interviewer and make sure you're remembered as a potentially contender for the position after you've left. In this article we'll look at the dos and don'ts of interview technique. Before you even think about setting off for the interview you need to get your clothing sorted out. Wear a suit, but only where necessary. If it's an office job, get on your suit, shirt and tie, and make sure you're looking pristine. If it's a retail job, or a position which doesn't demand formal wear, there's no need to wear it. Either way you must ensure you look tidy, and cover any tattoos or piercings before you go in. The fact of the matter is you will be largely judged within the first two seconds of walking through the door. You only get one chance of the first impression, so don't let anything spoil it. You should work out where your interview is being held and the most direct route there. If you don't know where it is, find a map and look it up. Arrange to be there at least ten minutes early to create the best impression in front of your employer. When you get called, walk in and make eye contact with each member of the interview panel whilst shaking their hands and introducing yourself. This is the best way to appear confident and to really make a mark. Also make sure you have a prepared list of questions to ask - you should be given the opportunity at the end of the interview, and asking questions definitely creates the right impression. Finally always answer questions fully, developing each point you make. Do not be shy about telling them exactly why you are right for the position, and let your personality come through where possible. Be animated, use your hands, and try to express yourself eloquently. You'll be asked some tough and complex questions, so just make sure you have all the answers ready to impress at your interview.
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LIMBA ENGLEZĂ
1. The article looks at dos and don’ts for an interview A. Right B. Wrong C. Doesn’t say 2. It is important when you go to an interview to flaunt your tattoos A. Right B. Wrong C. Doesn’t say 3. It is important to be ten minutes early for your interview A. Right B. Wrong C. Doesn’t say 4. Asking questions at the end of an interview makes the interviewer leave the room A. Right B. Wrong C. Doesn’t say 5. When you answer the questions fully you should develop each point you make A. Right B. Wrong C. Doesn’t say
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
38
UNIT 6 –SALES
UNIT 6
SALES 6.1. Introducere 6.2. Obiectivele unităţii de învăţare – timp alocat 6.3. Conţinutul unităţii de învăţare 6.4 Îndrumar pentru autoverificare 6.5 Teste
6.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
6.2. Obiectivele unităţii de învăţare – – –
Studierea vocabularului pentru vânzări Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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Limba
LIMBA ENGLEZĂ
6.3. Conţinutul unităţii de învăţare
Listen to three people talking about the products they buy and when they buy them. Complete this chart. Speake r
Produc
Place
t 1 2
clothes
How often
Mail order Online
3
Once a year
Speaker 1 I buy a lot of clothes by mail order. I order by phone and the mail-order company posts the goods to me. I spend a lot, but I only order once every three months. Speaker 2 I do my food shopping on the Internet. It's very convenient and only costs 6 Euros for delivery. I do everything - order, pay and arrange delivery. Once a week I go online. Speaker 3 I love the January sales. I buy things like electrical goods because the discounts are so good. You can get some real bargains, especially in the high-street department stores. I go every year. Where do you buy the products mentioned above? How often do you buy them? Use the words from the box. I buy clothes in high street stores. / usually buy them every month. usually once a week at the weekend sometimes every day Work in pairs. Choose two other products you buy. Talk about where and how often you buy them. Read the Delfov sales leaflet. Find expressions which mean the following: There are some good offers. great deals 40
UNIT 6 –SALES The buyer pays only a small amount of money at the beginning. The buyer pays some money every four weeks for a year. There is no cost for transporting the goods to the buyer. It doesn't cost extra to pay over 12 months. GREAT DEALS ON ALL COMPUTERS, PHOTOCOPIERS AND DATA PROJECTORS 3-YEAR GUARANTEE LOW DEPOSIT PAY €100 NOW FOLLOWED BY 12 MONTHLY PAYMENTS INTEREST-FREE CREDIT FREE DELIVERY Read these sentences. Does a buyer or a seller say them? Write B or S next to each sentence. 1 We offer great deals. 2 I'd like to place an order. 3 Do you give a guarantee? 4 I'd like to compare prices. 5 Are the goods in stock? 6 Can you pay a deposit? 7 We always deliver on time. 8 Can I make monthly payments? Listen to a conversation between a buyer and a seller. Underline the correct answers. 1 Which model does Karl want? PS7 / TX7 2 How long is the guarantee? three years / two years 3 How much deposit is needed for large orders? 15% / 10% 4 What does the seller say is a large order? Over 50 units / Over 25 units 5 Does the seller always have goods in stock? Yes / No Transcript: (KS = Karl Svensson, AD = Alex Dodd) KS Hello. Can I speak to Alex Dodd, please? AD Speaking. KS This is Karl Svensson. AD Hello, Mr Svensson. You asked us for a price for some TX7s. KS Yes, that's right. Before I place an order, I have some questions. AD Sure. Go ahead. KS Well, firstly, do you give a guarantee? AD Yes. It's two years on all our models. KS OK. And what about a deposit? AD Well, we ask for a 15% deposit on large orders - that's more than 50 units. KS Yes, that's no problem. And do you have the goods in stock? 41
LIMBA ENGLEZĂ AD Yes, we always have goods in stock, and we always deliver on time. KS OK, I think that's everything. I'd like to compare prices with Emmerson's, but I'll contact you again this afternoon. What is important for you when you buy a product like a computer or a TV? Put these items in order of importance (16). • a three-year guarantee • free delivery • interest-free credit • a big discount • a low deposit • great after-sales service Before you read the article, discuss these questions. 1 Some businesses start very small, then become global companies. What examples can you give? 2 What do you know about IKEA, the global furniture retailer? Match these words (1-4) to their meanings (a-d). 1 distribute / 2 specialize / 3 stylish / 4 range a) sell only or mainly one type of goods b) attractive and fashionable c) a set of similar products made by a particular company d) supply goods from one place to shops or customers Look through the article to find out what these numbers refer to. 1) 17 2) 150 3) 2005 4) 6,000 5) 17.3 Ingvar Kamprad started IKEA in his small farming village in Sweden over 60 years ago. He was only 17 years old and sold his products from his bicycle. When his business grew, he distributed them from a milk van. He first introduced furniture into the IKEA product range in 1947. Demand for his furniture increased rapidly, so he decided to specialize in this line. In the mid 1950s, IKEA began designing its own furniture. It wanted to make innovative, stylish products and to keep prices down. This made it possible for a large number of customers to buy IKEA home furnishings. IKEA opened its first store in Sweden in 1958.Inthe next 40 years, the number of stores went up to over 150in 29 countries. In 2005, there were a record of 18 new stores - 15 in Europe and three in North America, and then IKEA entered the Japanese market with two stores in 2006. That year in February, it also opened a new store in London. 42
UNIT 6 –SALES Six thousand customers arrived for the midnight opening. There were not enough security staff and police to manage the crowd, and some people hurt themselves in the rush to get into the store! Sales for the IKEA Group rose steadily, year after year. At the end of financial year 2002, sales were at 11billion Euros the end of 2006, they totaled 17.3billion Euros. The success story continues, and the group expects to add more stores to its existing network. (Financial Times) Decide whether these statements are true or false. 1 Kamprad started IKEA over 60 years ago. True 2 IKEA began designing its own furniture in 1947. 3 IKEA's strategy was to make original furniture at low prices. 4 IKEA entered the Japanese market 20 years ago. 5 IKEA opened a new store in London in 2005. 6 Sales increased by over 6 billion Euros in four years. Look through the article to find the missing word(s) in these sentences. 1 When his business , Kamprad distributed his products from a milk van. 2 Demand for his furniture rapidly. 3 In the next 40 years, the number of stores to over 150 in 29 countries. 4 Sales for the IKEA Group steadily, year after year. What do these three verbs have in common? Work in pairs. Discuss what makes success in business possible and add to this list. intelligence personal contacts Money hard work Luck Put the points above in order of importance. Use the words from the box to complete the Dart leaflet below. discount free period price save ……………………….up to 50% on selected models Three days for the …………………………….. of two………………………….insurance and unlimited mileage Extra 10% …………………………… until the end of July For a limited ………………………………………. Only As a Gold Club member ... you get free hire days or airline miles as your reward you can use our express service, available at all international airports in the country you don't wait for a piece of paper when you return the car - we e-mail you a detailed receipt 43
LIMBA ENGLEZĂ
Decide whether these sentences about the Dart leaflet are true or false. 1 The customer can get some deals for half price. True 2 There is an extra cost for insurance. 3 The price is cheaper if the customer is quick. 4 The offer is for the whole year. 5 Gold Club members have a choice of reward. 6 Gold Club members get their receipt by express post. Rewrite the false statements in Exercise B to make them true, for example, 2 There is no extra cost for insurance. Bob Hazell is the director of Advanced Training, a sales training company in the UK. He is giving some advice to salespeople. Listen to the first part and complete these summary notes. 1 The first thing is …………… - make sure that you’ve got everything that you need for your interview. 2 Secondly,……………………. your customers well before you go. 3 Thirdly, make sure that you're talking to the …………………….Remember 'MAN': M is the person who has the ……………….; A is the person who has the ………………..; N is the person who has the ……………………We need to talk to the person who has all three. 4 Fourthly, the important thing to do is to know ……………………well. Transcript (I = Interviewer, BH = Bob Hazell) What makes a successful sale? The first thing is to be prepared - er, make sure that you've got everything that you need for your interview. Secondly, you should have researched your customers well before you go. That doesn't mean knowing everything about them, but it does mean knowing the basics, so that you don't have to ask silly questions. The third thing to do is to make sure that you're talking to the right people. To help to do this, there's a very simple process based upon the idea of 'MAN' M, A, N. M is the person who has the money; A is the person who has the authority; and N is the person who has the need. And nearly always we end up talking to the person who has the need. If we don't talk to the person who also has the authority and the money, then we may not get what we're looking for. Fourthly, the important thing to do is to know your product or service well. Knowing that will firstly build confidence in you, and secondly it will build credibility with your customer. Listen to the second part and answer the questions below. When training people to be good at selling, two things are very important: motivation and simple tools that they can take away and 44
UNIT 6 –SALES use. 1 What are the three basic points that make up motivation? 2 What are the four steps to follow when doing an interview? Transcript (I = Interviewer, BH = Bob Hazell) How do you train people to be good at selling? There are two things that we feel are very important here. Firstly, people who sell need to have the motivation to do it; and secondly, they need to have simple tools that they can take away to use. So let's look at the motivation side of that first. Motivation is down to three basic points: firstly, there's our drive - that's our getup-and-go; in other words, it's what makes us want to go and sell in the first place. Secondly, our attitude - towards the company we work for, the people that we are selling to, their company, our products and our services. Our attitude needs to be right in all those things. And thirdly, we need to have the confidence to give us the ability, when we're in front of that customer, to come across credibly. So it's very important to do that. The second thing that we need out there is the process. Now, that means knowing how to conduct an interview, and basically there are four steps to that. Firstly, we probe - that means, we ask questions. That's designed to get the customer talking. Secondly, we confirm - that is, we say what they have just said back to them, but in our own words, and get them to nod across the table. Thirdly, we match what we have got to what they need, so that, in benefit terms, we tell them what our product or service can do for them. And fourthly, and most importantly of all, of course, is that we close, we move the process forward in some way: we get them to agree to another meeting, or, best of all, we get the business there and then. Background Link-up Ltd sells most well-known brands of mobile phones. It has many high-street stores. Staff help customers choose the right phone and advise them on the various service packages. Concepte şi termeni de reţinut sales what make a good sale developing sales
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LIMBA ENGLEZĂ
6.4. Îndrumar pentru autoverificare
Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. New Yorkers may be buying fewer luxuries for themselves in this recession, but they seem reluctant to skimp on their pets. As a result, real estate professionals report, there is a small explosion of pet retailers in New York City. This apparent surge is not only a reflection of the pampering of pets. In a slow leasing market, previously reluctant landlords now seem more willing to negotiate with pet businesses, and some pet retailers, particularly those that have animals on the premises, are seizing the opportunity to expand. For instance, Spot, formerly known as the Paw Stop, signed a 10-year lease this month for 5,000 square feet of retail space at 145 West 20th Street, between Sixth and Seventh Avenues in Chelsea. The business, which provides boarding, grooming and day care for dogs, has a store in TriBeCa, and its owners say they are continuing to seek retail space on the Upper West Side. “We’re doing well with our business in TriBeCa,” said Anisha Khanna, a co-owner of Spot. “People don’t stop spending on their pets and their kids in a recession. I guess with the emotional connection, they’re spending more than ever.” With retail and office rents having declined by about 25 percent in the last 12 months, other pet retailers are either locking in space or looking. In October, Fetch NYC, a dog day care business, signed a lease for 6,000 square feet at 85 South Street in Lower Manhattan, and another dog day care company called Paws and Relax took 1,300 square feet at 220 Avenue B and East 13th Street. Both deals were done by the commercial brokerage JDF Realty. 1. Pet retailers are developing A. Right B. Wrong C. Doesn’t say 2. Spot couldn’t signed a ten years lease of 5,000 square feet of retail space A. Right B. Wrong C. Doesn’t say 3. People spend more on their pets and children in a recession because they feel more connected emotionally with them A. Right B. Wrong C. Doesn’t say 4. Lately with retail rents declined A. Right B. Wrong C. Doesn’t say 5. Fetch NYC is a company that besides dog care opened a new dog restaurant A. Right B. Wrong C. Doesn’t say
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UNIT 6 –SALES Teste de evaluare/autoevaluare
Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. Like many newlyweds, Elizabeth and Andrew Wooten eagerly anticipated making a home together. The couple, who met when he moved to her West Village neighbourhood in 2006, were married in her hometown of St. Francisville, La., last May. But they began hunting for the right apartment in Manhattan several months before the big day. After touring more than 70 places — “We drove our broker crazy,” Ms. Wooten said — they eventually found it: an 850-square-foot, one-bedroom rental on the ground floor of a stately town house off Washington Square Park, “one of those houses you walk past and stare at.” Ms. Wooten, 27, who works in the development office of a private school on the Upper East Side, and Mr. Wooten, 30, a management consultant, hoped they could make the inside as appealing as the outside. Employing the time-honoured method of furnishing a starter apartment, they began asking family members for hand-me-downs and searching Craigslist, an approach that was somewhat successful: by late June, they had amassed a number of pieces in addition to the few they already owned, including a set of six French Empire dining chairs (courtesy of Ms. Wooten’s parents) and a dining table (found on Craigslist). Ms. Wooten began setting out their wedding gifts, and they hung art. But despite their efforts, the living area felt dark and didn’t reflect the life they envisioned for themselves. They tried rearranging the furniture, but were still dissatisfied. That was when Ms. Wooten saw a posting (no longer online) on The New York Times Web site, offering help to people struggling with “a furniture budget that feels too tight.” In an e-mail response, she described her dilemma as “not having much furniture” and feeling “not quite sure where to place the furniture we actually do have.” There was also the issue of the couple’s conflicting tastes: “I lean toward French traditional but my husband likes modern, so it’s a challenge to blend our styles,” she wrote. And although they could afford to buy a few new things, they had to be cost conscious: Ms. Wooten’s father had suffered congestive heart failure the year before, and was hospitalized shortly after the wedding, and Ms. Wooten wanted to be able to pay for frequent flights to Louisiana. 1. Elizabeth and Andrew are newlyweds. A. Right B. Wrong C. Doesn’t say 2. The apartment was situated on the outskirts of the city. A. B. at the ground floor C. in the center of the city 3. Why was the couple dissatisfied A. because the bedroom was dark B. because the living area was dark C. because the kitchen was small 4. Elizabeth leans towards moving into a few years into a new apartment. A. Right B. Wrong C. Doesn’t say 5. The couple could afford new furniture. A. Right B. Wrong C. Doesn’t say 47
LIMBA ENGLEZĂ
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
48
UNIT 7 –THE NOUN I
UNIT 7
THE NOUN 7.1. Introducere 7.2. Obiectivele unităţii de învăţare – timp alocat 7.3. Conţinutul unităţii de învăţare 7.4 Îndrumar pentru autoverificare 7.5 Teste 7.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
7.2. Obiectivele unităţii de învăţare – – – – –
Studierea substantivului Studierea formei substantivului Utilizarea în context a substantivului Aplicaţii Prefixe
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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LIMBA ENGLEZĂ
7.3. Conţinutul unităţii de învăţare
The Noun (Substantivul) 1. Clasificarea substantivelor: (Classification of Nouns): 1. simple (simple): chair, table, mug 2. derivate (derived): discontent, unhappiness 3. compuse (compound): dining-room, teenager 2. Numărul substantivelor: (The number of the Nouns) A. Substantive variabile (Variable Nouns): Pluralul substantivelor în limba engleză se formează, ca regulă generală, prin adăugarea la forma de singular a: (The plural form of the English Noun is made by adding to the singular form of the Noun the): - desinenţei –s (- inflexion –s): dog-dogs, computercomputers, perfume-perfumes - desinenţei –es la - substantivele terminate în –s, -z, -x, ch, sh (-inflection –es added to the nouns ended in –s, -z, -x, -ch, sh ): watch – watches, box – boxes ! - substantivele terminate în –y transformă la plural y în ie (nouns ended in –y, into plural transform y in ie): citycities !- unele substantive terminate în f (e) transformă la plural f în v (certain nouns ended in f(e) into plural transform f in v): leaf –leaves, loaf-loaves, elf-elves Există substantive a căror formă se schimbă la plural: (There are nouns that change their plural form): man-men, woman-women, foot-feet, tooth-teeth, child-children Pluralul de origine străină al unor substantive preluat în special din limbile greacă şi latină (the Foreign Plural of certain nouns borrowed from Greek and Latin): stimulusstimuli, corpus-corpora, genus-genera, alga-algae, criterioncriteria, phenomenon-phenomena, larva-larvae, tempo-tempi B. Substantivele invariabile (Invariable Nouns):
50
UNIT 7 –THE NOUN I
Acestea sunt substantivele care au doar o formă de singular sau de plural (The Invariable Nouns have only singular or plural form). 1. cu formă de singular (with singular form): luggage, money, advice, knowledge, John, The Thames, news, measles, optics, mathematics, cards, draughts Pentru folosirea lor noi suntem ajutaţi de cuantificatori (In their usage we are helped by the Quantifiers): A piece of - music, luggage, advice A slice of – bread A loaf of - bread A lump of - coal A bar of - soap A strip of – land A sheet of – paper A bowl of - rice A drop of – water A game of – tennis An item of news, furniture 2. cu formă de plural (with plural form): trousers, compasses, glasses, scissors, clothes, jeans, The Alps, police Substanitivele variabile/ numărabile vs substantivele invaribile/ nenumărabile (Variable Nouns /Countable Nouns vs. Invariable Nouns / uncountable Nouns): Multe substantive pot fi folosite atât ca substantive numărabile cât şi ca substantive nenumărabile, ele schimbându-şi sensul în funcţie de utilizarea lor (Many Nouns can be used either as countable or as uncountable Nouns changing their meaning according to their use): Exemple (Examples): 1. a. Did you hear a noise? un zgomot, substantiv numărabil (one noise, countable noun) b. There is too much noise in this room. mult zgomot, substantiv nenumărabil (noise, uncountable noun) 2. a. She found a blonde hair on his jacket. un fir de păr, substantiv numărabil (one hair, countable 51
LIMBA ENGLEZĂ noun) b. I need to cut my hair. tot părul, substantiv nenumărabil (all hair, uncountable noun) 3. a. Living in a different country is an interesting experience. o experienţă interesantă (one experience, countable noun) b. You can gain experience by taking these classes. experienţă, substantiv nenumărabil (experience, uncountable noun) Much, many, little, few, a lot, plenty Much Se foloseşte cu substantive nenumărabile (It is used with uncountable nouns): much sugar, much time, much space Little Se foloseşte cu substantive nenumărabile (It is used with uncountable nouns): little money, little space A little – puţin, conotaţie pozitivă (positve conotation): I know a little Spanish. (Ştiu puţină spaniolă, de ajuns) Plenty Se foloseşte cu substantive nenumărabile şi substantive la plural (It is used with uncountable nouns and plural nouns): plenty of time, plenty of ideas A lot of Se foloseşte cu substantive nenumărabile şi substantive la plural (It is used with uncountable nouns and plural nouns): a lot of friends, a lot of honey Few Se foloseşte cu substantive la plural, indică un număr insuficient şi implică o apreciere negativă (It is used with plural nouns, indicates an insuficient number and has a negative connotation): few children, few wishes (puţin, nu prea mult) A few- cantitate mică, indică un număr mic dar suficient şi implică o conotaţie pozitivă (small quantity, indicates a small number but suficient and implies a positive connotation): a few weeks ago, a few books (câteva cărţi, îndeajuns) 52
UNIT 7 –THE NOUN I
Many Se foloseşte cu substantive la plural (It is used with plural nouns): many people, many cars Some Cu substantive numărabile la plural (with countable nouns into plural): There are some books. Cu substantive nenămărabile la singular (with uncoutable nouns into singular): She bought some cheese. No Nici unul/una din mai mulţi: No letter. He has made no mistakes. 3. Genul substantivelor (The Gender of the Nouns): În limba engleză genul este natural (aceasta înseamnă că se bazează pe sexul biologic al obiectelor indicate de substantiv). (In English gender is natural (which means that it relies on the biological sex of the objects denoted by the nouns)). Clasificare (Classification): 1. masculin – corespunde sexului masculin. (masculine – corresponds to the male sex): man, sailor, uncle, priest substituit de (substituted by): he, who 2. feminin – corespunde sexului feminin (feminine – corresponds to the feminine sex): girl, aunt, waitress substituit de (substituted by): she, who 3. dual - doar pentru substantivele nemarcate pentru gen (dual only for nouns unmarked for gender): student, teacher, minister, doctor substituit de (substituted by): he, she, who 4. neutru – pentru obiecte al căror sex nu este cunoscut sau nu este important (for unknown or unimportant sex objects): baby, horse, engine substituit de (substituted by): it, which Diferenţele dintre genuri. (Gender Distinctions): 1. folosirea cuvintelor diferite (the use of different words): uncle – aunt, husband –wife, boy – girl, bull –cow, monk – nun, father – mother, king – queen, bachelor – 53
LIMBA ENGLEZĂ spinster folosirea substantivelor compuse (the use of compound nouns): school-boy – school girl, landlord- landlady, tom cat – tabby cat 2. folosirea sufixelor (the use of the suffixes): er: waiter, widower, manager ess: princess, actress or: sailor, actor, traitor 4. Cazul genitiv al substantivelor (The Genitive case of the Nouns): 1.Genitivul analitic (The analytical genitive): Se formează cu prepoziţia OF pentru (It is formed with the preposition OF for): - lucruri (things): the shade of a tree, the cover of the book - părţile ale lucrurilor (parts of the things): the inside of the box, the bottom of the stairs - referinţe abstracte (abstract references): the price of success 2.Genitivul sintetic (The synthetic genitive): Se formează cu ’s adăugat substantivului pentru (It is formed by adding ’S to the noun for): - nume proprii (proper nouns): Gerge’s car, Tom’s cat, Diana’s friend - substantive indicând persoane (personal nouns): boy’s toy, girl’s doll, my brother’s computer game - animale mari (large animals): lion’s tail, elephant’s nose - substantive indicând locuri (place nouns): London’s museums, New York’s parks - referinţe ale timpului (time references): a day’s work, a month’s savings, a year’s absence - expresii fixe (fixed expressions): at arm’s length, at earth’s surface, one heart’s content, journey’s end Exercises I.Treceţi cuvintele din italice la forma de plural. (Turn the italicized nouns into the plural form): 1.The girl is playing with a ball. .................................................................................................. ........................................................................................... 2. Have you put the box into its place? …………………...................................................................... ............................................................................................ 54
UNIT 7 –THE NOUN I
3. My luggage is very heavy. ……………………………………………………………… ……….................................................................……… 4. Have you heard the news? ……………………………………………………………… ………….......................................................…………… 5. Tina’s child came to visit. ……………………………………………………………… …….........................................................……………… 6. This is a very good stimulus for her. ……………………………………………………………… …......................................................…………………… 7. There is a clever criterion to choose the best. ……………………………………………………………….. .................................................................……………….. 8. You should always think about his advice. ……………………………………………………………….. .......................................................……………………….. 9. I need an apple to show you a trick. ……………………………………………………………….. ......................................................……………………….. 10. Nowadays, we all use a washing machine. ……………………………………………………………….. ........................................................................…………… 11. My cat is so lazy she does not want to catch the mouse in the basement. ……………………………………………………………….. ....................................................................……………… 12. My family is always happy to visit my sister in law. ……………………………………………………………….. ...................................................................………………. 13. The businessman is considering closing his business. ……………………………………………………………….. ................................................................………………… 14. The housewife is always cooking and cleaning. ……………………………………………………………… …..........................................................………………… 15. Where are my scissors? ……………………………………………………………….. .........................................................……………………… 16. My tooth needs a doctor. ……………………………………………………………….. ...............................................................…………………. 17. He has a great formula for our project. ……………………………………………………………… ……….....................................................……………….. 18. When I was in Paris, I saw an unusual passer by on a bridge. ……………………………………………………………… ……….......................................................……………… 55
LIMBA ENGLEZĂ 19. Nowadays, one can see a woman driver very often. ……………………………………………………………….. .........................................................……………………. 20. There are too many fish in the sea. ……………………………………………………………… ….........................................................………………….. II.Folosiţi un cuantificator adecvat pentru fiecare substantiv. (Use a proper quantifier for each noun): 1. I’ve a got such a great …………………. information. 2. Yesterday, I bought ……………… pink soap from Lush. 3. Shall we move this ………………. furniture into the sitting room? 4. With ………………help we’ll climb this mountain so fast... 5. She cut … ……………..bread and put the rest on the kitchen table. 6. Could you borrow me a … ……………..chalk? 7. I thought I could give you … …………..sugar so that you don’t have to go to the shop. 8. I feel like eating a … …………….of chocolate. 9. This ……………… of news is very important for our future. 10. On the airplane, we were allowed to take one ……………… of luggage. III. Puneţi substantivele din paranteză la forma corectă de genitiv (Put the nouns in brackets into the correct genitive form): 1. The (city / London) is now famous for its architecture. ……………………………………………………………….. ....................................................................……………… 2. My (father in law / brother) is driving his car. ……………………………………………………………….. ......................................................................……………. 3. The (teacher / music room) is in the proximity of the (daughter/ bedroom). ……………………………………………………………….. ....................................................................……………… 4. (Shakespeare and Milton / works) are famous all over the world. …………………………………………………………… ………………… 5. (St Paul / Cathedral) is famous for its beauty. ……………………………………………………………….. ....................................................................……………… 6. In (the centre / square) one can see many pigeons. ……………………………………………………………… 56
UNIT 7 –THE NOUN I
………...................................................................……… 7. (The beauty / landscape) amazed him. ……………………………………………………………… …....................................................................…………. 8. (George/phone) was stolen by some burglars. ……………………………………………………………… …….......................................................................…….. 9. The Tower of London /museum is open on Sunday. ……………………………………………………………… ……..................................................................………… 10. Timothy / computer game is new. ……………………………………………………………… …..........................................................................…….. IV.Alegeţi cuvântul corect (Choose the appropriate word): 1. I bought paper/ a paper in the morning to find out more about the accident in Turkey. 2. I have decided to write him a letter but I haven’t got paper/ any paper. 3. Amy was so nice to give us some advice/ advices. 4. John is looking for a work/ job at the moment as he is unemployed. 5. Our travel/ journey from London to New York was not as exhausting as I thought. 6. Annoying news is/ are always on PROTV channel. 7. Your hair has / hairs have a strange colour, do you like it? 8. Mathematics are/is very difficult to study. 9. The Thames are/is large. 10. My blue jeans is/are on the top shelf. V. Alegeţi forma corectă a verbului (Choose the correct form of the verb): 1. 2. 3. 4. 5.
The trousers I bought are/is too baggy for your taste. Mathematics is/are not my favourite subject. Jim says politics is / are a waste of time. May I borrow your scissors? Mine are/is at John’s. A very rare species of bird is/are to be seen on Discovery channel tonight. 6. Minus 25 degrees is/are too much for me, I just cannot live like this. 7. The bus is/are a very good means of transport. 8. Mumps is /are a children’s disease. 9. Gymnastics is/are very good for one’s health. 10. Brussels is/are a beautiful city.
57
LIMBA ENGLEZĂ VI.Folosiţi genitivul în propoziţiile create de voi (Use the genitive form in sentences of your own): 1. hat/woman ……………………………………………………………… ….............................................................……………….. 2. the garden/our neighbours ……………………………………………………………… …...…………………….................................................... 3. mother/chocolate ……………………………………………………………… …...................................................……………………… 4. elephant/tail ……………………………………………………………… …....................................................……………………… 5. clothes/children ……………………………………………………………… …...................................................………………………. 6. tomorrow/meeting ……………………………………………………………… ……............................................................…………….. 7. back/car ……………………………………………………………… ………….............................................................………. 8. Jack and Amy/ wedding presents ……………………………………………………………… ……........................................................………………… 9. the score / the game ……………………………………………………………… ………...................................................………………… 10. the bottom/ the page ……………………………………………………………… …………………………................................................... VII.Puneţi substantivele din paranteză la forma corectă folosind cazul genitiv (Put the nouns in brackets into the correct form using the genitive case): 1. Every day I commute for work, it is only (a half an hour/ drive). ……………………………………………………………… …………………….............................................……….. 2. (The world/ population) is growing every single day more and more. ……………………………………………………………… ………..............................................……………………. 3. (The owner/ the restaurant) is my friend. ……………………………………………………………… ……................................................……………………… 4. (The cover/ this book) is gold. 58
UNIT 7 –THE NOUN I
……………………………………………………………… ………................................................…………………… 5. (Mr Carter/ lobster) is more than a pet for him. ……………………………………………………………… …….................................................……………..……… 6. (The winner/ the race) is George. ……………………………………………………………… ……...................................................…………………… 7. (The whirl/ the fan) is driving me mad. ……………………………………………………………… ……..........................................................………………. 8. (The Gulf / Mexico) is what we’ve talked about today at school. ……………………………………………………………… …….........................................................................…… 9. We are at a (mile/ distance) from each other. ……………………………………………………………… ……................................................................................ 10. I can hear the (ocean/ roar) from up hear. ……………………………………………………………… ….................................................................................… VIII.Completaţi propoziţiile folosind: myself, yourself, ourselves, me, you, us (complete the sentences using myself, yourself, ourselves, me, you, us): 1. I enjoyed ……………… trying to figure out how this game has to be played. 2. Be careful so you don’t hurt ……………… trying to open that can. 3. Please, help …………… with one of my home made biscuits. 4. He can look after ………………, do not worry. 5. I shall let .………… in as soon as I find my keys. 6. I always take my dog with ………….. when I go out. 7. Sometimes we need to help …………, no one will. 8. …………….., come here. 9. He never shaves ……………... He always needs someone to help him. 10. Take care of …………….., her mother shouted. ix.Completaţi propoziţiile cu: some, any, somebody, something, somewhere, anybody, anything, şi anywhere (Complete the sentences with: some, any, somebody, something, somewhere, anybody, anything, and anywhere): 1. You can pay your bills at ………….. bank. 2. Yesterday I met …………… old friends of mine. 3. Using this travel card I can travel with …………….. train I need. 59
LIMBA ENGLEZĂ 4. There isn’t …………….. at the information desk. 5. We shall meet ……………… over the rainbow. 6. I don’t feel like talking about ………….…. 7. He was talking to ………….…. 8. Let’s go ………… you want. 9. There must be …………… wrong with him. 10. I need to buy …………….… lettuce.
Concepte şi termeni de reţinut
substantivul Pluralul substantivelor Genitivul substantivelor
7.4. Îndrumar pentru autoverificare
X.Completaţi propoziţiile cu: much, many, little, a little, few, a few, a lot, plenty (Complete the sentences with: many, little, a little, few, a few, a lot, plenty): 1. There was ………….. to drink at the party. 2. There were ……..… people gathered in the square. 3. I have never seen so ………… buses in my whole life. 4. There is so ……….… noise in this cinema, one can hardly hear what the actors say. 5. He has ……….… money to spend on his voyage. 6. I need to tell you ………… words about him. 7. Only ……….… countries joined EU in the last 4 years. 8. I only speak ………….. Polish, but I can understand more than I can say. 9. There isn’t ………… furniture in this room. What did it happen? 10. English people drink …………..… tea.
Teste de evaluare/autoevaluare
Traveler’s diarrhea may be commonly known as Delhi belly, but it should really be renamed as Cairo cramp, after Egypt was named the country where holidaymakers are most likely to fall ill. The Health Protection Agency (HPA) estimated there were 82 cases of stomach illness for every 100,000 visits to Egypt, compared to 65 cases for India. They were followed by Thailand, Pakistan and Morocco. The report divided travel destinations into three levels of risk, classifying visits to Africa, Latin America, the Middle East and Asia as the most dangerous for gastrointestinal infection. Of the top 10 most popular destinations for English, Welsh and Northern Irish tourists, Portugal had the highest rate with 6.6 cases per 100,000 visits. 60
UNIT 7 –THE NOUN I
The study also found that half of the 24,322 laboratory-confirmed cases between 2004 and 2008 were caused by salmonella. Particular germ risk areas were unhygienic restaurants and swimming pools. Travelers were advised to wash their hands regularly, carry alcohol gel and be cautious about drinking water. 1. In India holidaymakers are most likely to fall ill A. Right B. Wrong C. Doesn’t say 2. There were two levels of risk. A. Right B. Wrong C. Doesn’t say 3. Netherland is the les risky country to travel to Right B. Wrong C. Doesn’t say 4. Unhygienic restaurants and swimming pools were the particular germ risk areas. Right B. Wrong C. Doesn’t say 5. Should travelers shouldn’t be cautious about drinking water? Right B. Wrong C. Doesn’t say
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
61
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62
UNIT 8 –WHERE DO YOU WORK?
UNIT 8
WHERE DO YOU WORK?
8.1. Introducere 8.2. Obiectivele unităţii de învăţare – timp alocat 8.3. Where do you work? 8.4 Îndrumător pentru autoverificare 8.5 Teste 8.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
8.2. Obiectivele unităţii de învăţare – – –
Studierea vocabularului pentru joburi Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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LIMBA ENGLEZĂ
8.3. Conţinutul unităţii de învăţare
Harmful on the Home Front While the notion' of working from home may be a luxury that appeals to, many employees, a new survey' reveals' that it might not quite be the walk in the park' that it initially' seems. The study, which appeared recently in the Journal of Business and Psychology, states,, that many of those who have the opportunity to do their job from the comfort of their own abode' sometimes find it difficult to split" their time between 'work' and 'home'. Despite ”the obvious benefits”, a number of people often find themselves unable to concentrate on their tasks, instead being sidetracked by' other factors such as family, housework, daily chores" and even pets. Similarly, many people find themselves working much later than they would if they were in an office - often logging on late at night or continuing to work long after they should have finished. According to 'the research, those employees who did find it hard to divide their time between- the two were more prone to exhaustion, ”suggesting that working from home can, in some cases, be detrimental— to people's health. Business psychologist Paul Franks warns" those considering the move to make sure they have weighed up all the pros and cons29 before committing" themselves. "It takes a certain, dedicated" person to do this - it's definitely not for everyone. You have to know where to draw the line". Not only can working from home have negative effects on the employee, it can also have a knock-on effect" and harm the business." (Business English Magazine, no. 28, 2012) 1.Do you think working from home is useful? 2.Would you work from home? 3.Do you know anyone who works from home? Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. The asteroid impact that ended the age of dinosaurs 65 million 64
UNIT 8 –WHERE DO YOU WORK? years ago didn't incinerate life on our planet's surface – it just broiled it, a new study suggests. The work resolves nagging questions about a theory that the impact triggered deadly wildfires around the world, but it also raises new questions about just what led to the mass extinction at the end of the Cretaceous period. The impact of a 10-kilometre asteroid is blamed for the extinction of the dinosaurs and most other species on the planet. Early computer models showed that more than half of the debris blasted into space by the impact would fall into the atmosphere within eight hours. The models predicted the rain of shock-heated debris would radiate heat as intensely as an oven set to "broil" (260 °C) for at least 20 minutes, and perhaps a couple of hours. Intense heating for that long would heat wood to its ignition temperature, causing global wildfires. Yet some species survived, and the global layer of impact debris doesn't contain as much soot as would be expected from burning the world's forests, raising questions about the extent of post-impact wildfires. To explain the discrepancy, Tamara Goldin of the University of Vienna and Jay Melosh of Purdue University in Indiana studied how ejects falling through the atmosphere might affect heat transfer from the top of the atmosphere to the ground. Earlier models considered only how atmospheric greenhouse gases would absorb heat. The study reveals that the first debris to re-enter the atmosphere just a few minutes after the impact helped protect the surface from the debris that followed. "The actual ejects themselves were getting in the way of the thermal radiation [in the atmosphere] and shielding the Earth," Goldin told New Scientist. 1. Did an asteroid hit the planet 65 million years ago? A. Right B. Wrong C. Doesn’t say 2. Did the debris fall back into the atmosphere within two hours? A. Right B. Wrong C. Doesn’t say 3. No species survived? A. Right B. Wrong C. Doesn’t say 4.
The atmospheric greenhouse gases absorbed the heat. A. Right B. Wrong C. Doesn’t say
5. The future technology will detect the exact amount of heat from the atmosphere A. Right B. Wrong C. Doesn’t say
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8.4. Îndrumar pentru autoverificare
The Importance of Friends Your relationships with friends become especially important during the teen years. Friendships are relationships between people who like each other and who have similar interests and values. Good friendships generally begin when people realise that they have common experiences, goals, and values. Each person must also show a willingness to reach out, to listen, and to care about the needs of the other person. Forming strong friendships is an important part of social health. To make new friends, get involved in activities at school or in the community. For example, join a school club or volunteer at a local youth group. When you participate in activities that you enjoy, you’re likely to meet others who share your interests. A friend is much more than an acquaintance, someone you see occasionally or know casually. Your relationship with a friend is deeper and means more to you. Although there is no accepted test for friendship, most people whom you call friends will have the following qualities: • Trustworthiness. Good friends are there for you when you need support. They are honest with you, they keep their promises, and they don’t reveal your secrets. Good friends live up to your realistic expectations. If necessary, these friends would be willing to make sacrifices for you. • Caring. Good friends listen carefully when you want to talk. They try to understand how you feel. In fact, they empathize with you when you have strong feelings such as joy, sadness, or disappointment. Friends don’t just recognize your strengths and talents – they tell you about them and help you develop them. Caring friends might try to help you overcome your weaknesses, but they accept you as you are. They don’t hold grudges and can forgive you if you make a mistake. • Respect. Good friends will not ask you to do anything that is wrong or dangerous or pressure you if you refuse. They respect your beliefs because they respect you. They also understand that your opinions may be different from theirs, and they realize that this is healthy. Because you and your good friends usually share similar values, they will not expect you to betray those values. If friends disagree, they are willing to compromise, which means to give up something in order to reach a solution that satisfies everyone. Most of your friends are probably your peers – people close to your age who are similar to you in many ways. You may be concerned about what your peers think of you, how they react to you, and whether they accept you. Their opinions can affect your ideas of how you should think and act. This is called peer pressure – the influence that people your age have on you to think and act like them. People of all ages want to be well liked by their peers. You, too, probably would like to be popular. Remember, however, that just being popular isn’t enough. You also want your peers to respect you – to hold you in high regard because of your responsible behaviour. (adapted from Teen Health, 2005) 1. The age when one starts to find friends important is A. at about 15. B. at about 8. C. at about 20. 66
UNIT 8 –WHERE DO YOU WORK? D. at about 50. 2. In order to become good friends, two people should A. have common acquaintances. B. have common relatives. C. have common aims. D. have nothing in common 3. In order to have friends a person should A. listen to music as much as possible. B. care about poor people. C. care about the environment. D. listen to others and care about them. 4. One way of making friends is A. going to school on a regular basis. B. taking part in group activities. C. setting up your own club. D. doing things even if you don’t enjoy them. 5. An untrustworthy friend is one who A. is hardly reliable. B. likes keeping secrets. C. does not break a promise. D. expects too little from you. 6. Good friends who listen to you and share your feelings are A. caring. B. careful. C. careless. D. hopeful. 7. Empathic friends also A. consider you too weak. B. always praise your talents. C. try to develop your strong points. D. try to develop your weak points. 8. Grudges in paragraph 5 means: A. dislikes. B. fights. C. favours. D. faults. 9. Persons who respect you as a friend A. will expect you to be always healthy. B. will try to convince you that their opinion is the right one. C. will accept that you may see things differently. D. will expect you to often change your set of values. 67
LIMBA ENGLEZĂ 10. According to the article, peer pressure makes you A. steal from your friends. B. avoid going out with. C. listen to your friends. D. imitate your friends.
Concepte şi termeni de reţinut Joburi Tipuri de joburi Aplicatii pentru joburi
Teste de evaluare/autoevaluare
Previously I wrote about the common expressions we use daily, and I focused on the themes of animals and music. I ended the trivia about animals with a promise to treat more 'general' idioms in the same fashion. Accordingly, I will 'start from scratch' and tell you that many years ago, this expression referred to competitive sporting events where a starting line was scratched in the dirt. You can imagine this meant a 'race' (or competition), could be held absolutely anywhere. A slight variation - 'come (or be) up to scratch' - belonged to the boxing ring, wherein a contestant, once knocked down, was allowed a 30 second interval, and then a further 8 seconds to regain the ability to come unaided to a line marked in the centre of the ring, or...'up to scratch'. At the essential core of all things is the 'nitty gritty' - we all know that. But do we also know that originally this referred to an unclean scalp (on an equally unclean, poor or rough person), and to the inevitable nits or lice causing a build-up of scales, and an itch that must be scratched. Easy then to follow the logic of probing deeply to get to the bottom of the problem. Too often, a desirable plan or outcome is a matter of 'touch and go', and we understand the words to clearly indicate a decidedly risky undertaking. However, an older definition came from the days of stagecoaches and the fierce and usually unfriendly competitive nature of their journeys. In their frenzied attempts to overtake each other, dangerous tactics could mean the difference between a 'touch' (or entanglement of wheels with diabolical consequences) and a 'go' (where the 'touch' was light enough to allow continuance without harm to either stagecoach). And so we can see how our 'plan' becomes a finely balanced matter, capable of toppling over at the slightest 'wrong touch' or miscalculated step. (Wacky Words of Wisdom - Generally Speaking, Christine Larsen, 2012, ezinearticles.com) 1. The author ended the trivia with a promise A. Right B. Wrong 2.Start form scratch means a line that was not at all scratched 68
C. Doesn’t say
UNIT 8 –WHERE DO YOU WORK? B. Wrong
C. Doesn’t say
3. Lice are still present in competitions A. Right B. Wrong
C. Doesn’t say
4. Touch and go is not risky A. Right
C. Doesn’t say
A. Right
B. Wrong
5. Stagecoaches were very friendly with each other A. Right B. Wrong
C. Doesn’t say
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
69
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70
UNIT 9 – THE ADJECTIVE
UNIT 9
THE ADJECTIVE
9.1. Introducere 9.2. Obiectivele unităţii de învăţare – timp alocat 9.3. The Adjective 9.4 Îndrumător pentru autoverificare 9.5 Teste
9.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
9.2. Obiectivele unităţii de învăţare – – – – –
Studierea adjectivului Studierea formei adjectivului Utilizarea în context a adjectivului Aplicaţii Prefixe Timpul alocat unităţii de învățare
Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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9.3. Conţinutul unităţii de învăţare
1. Comparaţia adjectivelor în limba engleză (The Comparison of the Adjectives in English) Grade de comparaţie ale adjectivului (Degrees of comparison of the Adjective in English) 1. pozitiv (positive): tall, fair, good 2. comparativ (comparative): a. de inferioritate (of inferiority): not as tall as, not as pretty as, not as cool as b. de egalitate (of equality): as tall as, as pretty as, as cool as c. de superioritate (of superiority): taller than, prettier than, cooler than 3. superlativ (superlative): a. relativ (relative): the tallest, the cleverest, the most beautiful b. absolut (absolute): very tall, extremely clean, extraordinary handsome Adjectivul are două f rme de comparativ şi superlativ ţinând seama de numărul lui de silabe (The Adjective has two forms of comparative and superlative considering its number of syllables): 1. adjectivele cu o silabă (one syllable adjectives): Poziti (Positive) small dry big
Comparativ (Comparative) Smaller drier bigger
Superlativ (superlative) the smallest the driest the biggest
2. adjectivele cu două silabe (two syllable adjectives) Pozitiv (Positive) happy clever pretty
Comparativ (Comparative) happier cleverer prettier
Superlativ (su erlative) the happiest the cleverest the prettiest
Observaţie (Observation): Adjectivele cu una şi două silabe formează comparativul prin adăugarea lui –er la comparativ şi respectiv –est la superlativ (The one or two syllables adjectives form the comparative and the 72
UNIT 9 – THE ADJECTIVE superlative forms by adding –er for comparative and –est for superlative).
adjectivele cu trei sau mai multe silabe ( three or more syllable adjectives) Pozitiv (Positive) intelligent
Comparativ (Comparative) more intelligent
precious
more precious
interesting
more interesting
Superlativ (Superlative) the most intelligent the most precious the most interesting
Observaţie (Observation): Adjectivele cu trei sau mai multe silabe formează comparativul prin adăugarea lui more la comparativ şi al lui the most la superlativ (The three and more than three syllable adjectives form the comparative and the superlative forms by adding more for the comparative form and the most for the superlative form). Când vorbim despre comparaţia adjectivelor în limba engleza nu trebuie să uităm comparaţia neregulată (When we talk about the Comparison of the Adjectives in English we must not forget the Irregular Comparison of the Adjectives): Sunt adjective care au forme diferite pentru pozitiv, comparativ şi superlativ (There are adjectives that have different forms for positive, comparative and superlative): Pozitiv (Positive) good bad/ill old little
Comparativ (Comparative) better worse older elder less
2. Ordinea Adjectives):
Adjectivelor.
Superlativ (superlative) the best the worst the oldest the eldest 5 the lest (The
order
of
the
Nu putem vorbi de reguli stricte cu privire la ordinea adjectivelor. Tabelul următor are doar rol informativ. (We cannot talk about strict rules regarding the order of the adjectives. The table below is only a general guideline).
5
Pentru familie 73
LIMBA ENGLEZĂ Calitate (Quality)
Beautiful
Mărime/ Vârstă/ Formă/ Temperatură (Size/ Age/ Shape/ Temperature)
Old
Culoare (Colour)
Origine (Origin)
Dark red
Persian
Material (Material)
handwoven
Exercises I.Puneţi adjectivele din paranteză la formele de pozitiv de comparativ de superlativ. (Put the adjectives in brackets into the positive, comparative or superlative forms): 1. She is (beautiful) girl in school. ………………………………….....…………............……… 2. He is (clever) of them all. ………………………………………………………....... 3. He is (nice) than Tom. ………………………………………………….............. 4. Your car is (big) but mine is (big). …………………………………………………………… 5. I’m (happy) than I’ve ever been. ………………………………….......…………………… 6. Their price is (high). ………………………………………...............………… 7. This man is (old) than I am. …………………………………………………................ 8. (fat) you are, (hard) your life will be. ………………………………………………………........ 9. This land is (dry) than the previous. ………………………………………………………......... 10. This book is (interesting) science fiction book I have ever read. ………………………………………………..................... II.Puneţi adjectivele în următoarele categorii. Put the adjectives into the following cathegories): 11. age: 12. size: 13. clothes: smart, overweight, in their thirties, small, old, middle aged, casual, tall, young, thin 74
Substantiv (Noun)
Rug
UNIT 9 – THE ADJECTIVE
Puneţi adjectivele din paranteză la locul corect. (Put the adjectives in brackets into the correct place): 1. black (boots) ………………………………….................…….. 2. white dog (beautiful) ……………………………………...................... 3. wrist watch (silver) ………………………………………….............. 4. brown face (big- dark) ………………………………………….............. 5. old bird (white haired) ……………………………………………......... 6. red apples (large) …………………………………………............. 7. French girl (tall/ young) ………………………………………………...... 8. Chinese box (ancient) ………………………………………………...... 9. Romania carpet (old) ………………………………............................ 10. round table (big)
IV.Aici sunt şase perechi de antonime. Scrieţi un răspuns în rebus.(Here are six pairs of opposites. Write the answer n the crossword): a → car (1) a ↓ car (6) ↓ hair (1) → hair (10) an ↓ house (2) a ↓ house (5) a → shower (3) a → shower (8) a → man (4) a → man (7) a ↓ mountain (8) a ↓ door (
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LIMBA ENGLEZĂ 1
L
S
2
W
O
3 4
5 6 7 8 9 1 0
V.Alegeţi cuvântul potrivit (Choose the right word): Example: My homework is boring. I’m bored because I don’t like maths. 1. I am disappointed/ disappointing with this movie, I thought it would be different. 2. Joan was embarrassed/ embarrassing when she realised that her dress was inappropriate for the party. 3. It was an embarrassed/ embarrassing situation she will hardly ever forget. 4. The experience I had in Africa was amazing/ amazed. 5. This rainy weather is depressed/ depressing. 6. I find this play very interested / interesting. 7. He was so annoyed/ annoying when he found out the news. 8. The white coffee has a discussed / discussing taste. 9. I was exhausted / exhausting when I arrived at the top of the mountain. 10. Even though the experience was good, it was tiring/ tired. VI.Completaţi propoziţiile cu adjectivele potrivite la gradul de comparaţie potrivit (Complete the sentences with the appropriate adjective in the correct degree of comparison): cheap, good, large, lucky, long, big, thin, difficult, small, easy, warm 1.We always go by bus. It is ………………………... 2. This room is ………………. than the other, which 76
UNIT 9 – THE ADJECTIVE ………………... 3. I’m sure you can do ………….… than this. 4. You are so …………….. You have the job of your dreams. 5. This exam was ……………. than the one I took last week. 6. She lost a lot of weight. She looks so ………………... 7. This is …………….… rock concert I have ever seen. 8. The game is ……….… than I expected. 9. It’s …………….. today than it was yesterday. 10. It takes ……………… to get to New York from London than to Paris. VII.Completaţi propo iţiile folosind as…as (Complete the sentences using as…as): Example: Gina has ₤2 million, Tom has ₤2 million. Tom is as rich as Gina. 1. John saw a big lion at the zoo and he ran. Sam saw the lion too and he ran as well. …………………………………………………………….. 2. I’m so happy but you look happier. …………………………………………………………… 3. It is very cold outside. Inside it is so cold. ………………………………………………………… 4. Snow White was beautiful. Her mother was ugly. …………………………………………………………… … 5. Tim is five. Mimi is five. …………………………………………………….. 6. Monday morning the city is crowded. Tuesday morning the city is not so crowded. …………………………………………………………… …… 7. This chair is comfortable. That chair looks so comfortable. ……………………………………………………….. 8. Collin Farrell is handsome and Jude Law is handsome too. ……………………………………………………………. 9. The Maths teacher is old and so is the English teacher. They are both 50. ……………………………………………….. 10. In 1920s to get to London from New York was difficult. Today is quite easy. …………………………………………………………… …..
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9.4. Îndrumar pentru autoverificare
Being photographed is pretty much a way of life for human celebrities. Not so astronomical ones. The most massive black hole ever measured, which lies at the heart of the galaxy M87, 50 million light years from Earth, is the closest thing we have to a celestial bigwig. Yet no picture of it, or any other black hole, has ever been snapped. That's not just a problem for fans lusting after a pin-up. Seeing the shadow of a black hole would provide the first direct evidence that these bizarre objects really do exist. What's more, looking at the way light bends around the edges of the shadow could also turn up deviations from Einstein's theory of general relativity, the reigning theory of gravity that some physicists want to replace. The trouble is not that black holes are invisible: as great absorbers of light, they should appear as a black spot when viewed against a bright background. Rather, all known black holes are too far away for ordinary telescopes to make out the shadow. However, plans are afoot to take a picture of a black hole using radio telescopes set far apart on Earth but which together act like a single huge telescope thousands of kilometres across. In the meantime, Jason Dexter of the University of California in Berkeley and colleagues have created the next best thing – the most realistic preview yet of what the black hole at the heart of M87 looks like. As well as putting a face on this A-list object, their simulations reveal details that suggest glimpsing M87's black hole for real may well be feasible. The team simulated how matter and light behave near M87's black hole. Unlike previous efforts, their calculations fully incorporated general relativity and the effects of powerful magnetic fields near the black hole. They simulated the disc of gas and dust that is swirling around it as well as the powerful jet of electrically charged particles shooting into space from the black hole's vicinity. Both the disc and jet emit radio waves. But rather than travelling in straight lines, the radio waves are bent by the black hole's powerful gravity, which acts a little bit like a lens. This would radically distort the appearance of the disc and jet in radio images, the researchers found, smearing them to make a bright crescent surrounding the dark shadow of the black hole. In a real image, the existence of this shadow would provide direct evidence for an event horizon, the defining feature of a black hole. Once light, or anything else, passes inside this boundary, it can never escape. The simulations suggest the black hole's shadow should be observable with telescopes that researchers are planning to link up for this purpose. The researchers concluded this from calculations of the shadow's size and the size of the smallest details discernable by such linked telescopes. With a mass that was recently revised upwards to 6.4 billion times that of the sun, M87's black hole seems like an ideal photographic target, because its shadow should look relatively large in the sky. (The size of the jet launching region in M87, Jason Dexter, Jonathan C. McKinney, Eric Agol, 2012, onlinelibrary.wiley.com)
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UNIT 9 – THE ADJECTIVE 1. M 87 is A. the furthest black hole B. the smallest black hole C. the biggest black hole D. the longest black hole 2. The first direct evidence of the black hole is A. its shadow B. its length C. its light D. its gravity 3. Black holes can be seen A. against all odds B. against their invisibility C. against the fact that are very far D. against a bright background 4. The most realistic preview of a black hole A. was created by Jason Dexter B. was created by Jason Dexter’s colleagues C. was created by the University of California D. was created by Jason Dexter and his colleagues 5. The preview of the black hole is A. not realistic B. the most realistic C. only for scientists D. not offered to the public 6. The calculations included for the first time A. all the magnetic fields of the Earth B. images of the M87 C. general relativity D. all the black holes 7. The disc of gas was simulated A. swirling around B. as a powerful jet C. as a gun shooting D. in the vicinity of the M87 8. The black hole’s gravity acts upon the radio waves A. like a jet B. like lenses C. in straight line D. bending them 9. Light A. can escape from the black hole 79
LIMBA ENGLEZĂ B. cannot escape from the black hole C. provides evidence for the existence of the black hole D. makes proof of the shadow inside the black hole 10. Telescopes A. can locate the black hole B. help in locating the black hole’s shadow C. calculate the shadow D. look large in the sky Concepte şi termeni de reţinut Adjectival Formele adjectival Utilizarea adjectivului
Teste de evaluare/autoevaluare
Puneţi adjectivele din paranteze la gradul de comparaţie potrivit (Put the adjectives in the brackets into the approriate degree of comparison): 1. 2. 3. 4. 5. 6. 7. 8. 9.
This is ……………. room I’ve ever seen. (clean) New York is the ………….. city I’ve ever visited. (interesting) This is ……………… car I’ve ever had.(fast) This has been one of ……………..… dinners so far. (enjoyable) This hotel is …………..… than the one we’ve just visited. (cheap) This is ………………… dress you’ve ever bought. (expensive) London is a big city but New York is ……………... (big) Your jokes are …………….… than his. (funny) He is ……………… son in the family. (old) This is ………………… thing I’ve ever done in my life. (easy) Bibliografie:
Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 10 – BUSINESS ACROSS CULTURES
UNIT 10
BUSINESS ACROSS CULTURES
10.1. Introducere 10.2. Obiectivele unităţii de învăţare – timp alocat 10.3. Business Across Cultures 10.4 Îndrumător pentru autoverificare 10.5 Teste
10.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
10.2. Obiectivele unităţii de învăţare – Studierea vocabularului pentru diversitatea culturală – Înțelegerea vocabularului – Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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10.3. Conţinutul unităţii de învăţare
1.Doing business across cultures Business-etiquette savvy is not just good sense, it can also prove to be a deal maker or breaker in today's global marketplace as more cultures interact than ever before. Though it is impossible to fully understand all the intricacies of other societies, it is worth learning at least the basics -- how to greet and address others, how to dress, how to handle business cards, personal space, eye contact, and punctuality to name a few. First impressions are always important so showing cultural respect when greeting others is essential. In many western countries a handshake is the preferred greeting, but even differences exist there. In Germany a firm, brief handshake with good eye contact is expected at introductions and departures while in Italy handshakes can be warm and spirited in business meetings. And in both countries it is customary to shake hands with everyone in the group upon entering and leaving, avoiding general group salutations. Some cultures, such as the French, may kiss one another when greeting at work, but it is best to refrain from the behaviour unless they initialise it, extending your hand instead. The Japanese often shake hands with westerners as a sign of respect and appreciate when westerners bow out of respect to their culture. Chinese may bow or shake hands. In Saudi Arabia always shake hands with the right hand as left hands are considered unclean. Never extend your hand to a Saudi woman. And in Taiwan, western males should not initiate a hand shake with Chinese females. Eye contact is essential in Australia, England, Germany, Italy, and the United States, for example, but it should be used with caution in Taiwan where prolonged eye contact is considered a hostile gesture. Although time is treated differently amongst cultures, it is always in your best interest to be punctual. In Germany and Japan, arriving late is rude and unacceptable. Don't be surprised, however, if you are kept waiting for a business meeting in Saudi Arabia, where punctuality is not of high importance. In the U.S. and in Taiwan people are uncomfortable when their personal space is invaded, so it is recommended 82
UNIT 10 – BUSINESS ACROSS CULTURES to stay about two arm's lengths away. In Australia and England, an arm's length distance should be observed, while in France and Italy people may stand closer while talking. Handle business cards in China with respect by reading it and then carefully placing it in a card case. Never place it in a shirt pocket or wallet immediately without examining it first. When distributing cards there, do so with two hands. The safest guideline to follow for business attire is a dark suit and tie for men and a business suit or skirt and blouse for women. Avoid heavy perfumes or colognes and excessive jewelry. But it is always worth researching the attire of the country you are visiting. Remember to wear good socks in Japan as you may be asked to remove your shoes during some business meetings. When possible, learn a few words in the language of the country you are visiting as a sign of respect. And before you travel, contact your embassy to request briefing on business etiquette and cultural background. (cnn.com) 2.Body Language Across Cultures It used to be that the study of body language across cultures was an academic pursuit interesting but not really vital in the course of daily living. Now, however, with our globalised economy and greater exposure to diverse cultures, understanding differences in body language can have a huge impact on many aspects of work, business, and personal life. Examples of Cultural Differences amount of physical touch, the conversational distance between people, the interactions between same genders, the interactions between different genders, and the like. For example, some cultures are very expressive when it comes to physical touch. Think about Italy where a big hug and kiss on each cheek is considered a common and acceptable greeting, and then compare it to Japan where a proper greeting consists of a respectful bow and no touch at all. Personal space and comfort distances are very personal, of course, but they also are influenced by cultural expectations. In South America, for instance, personal space and comfort distances tend to be quite small. People stand very close to each other to talk, even when they don’t know each other very well. Go to the United States, though, and personal space becomes much larger; people are not as comfortable when others stand close to them, especially if they are not very well acquainted. Cultural differences in body language extend to gender interactions as well. Many cultures still view men as dominant and of higher status than women, and their body 83
LIMBA ENGLEZĂ language expectations reflect this view. Women may be expected to avert their eyes in the presence of a man, or walk a few steps behind him. Western cultures, in general, have gradually revised their gender expectations to allow men and women to share more equal status in terms of acceptable body language. Practical Applications of Cultural Differences Anybody who travels to different countries, whether for business or pleasure, must have a good understanding of body language expectations. In the business world, the wrong body language messages can skewer a deal quite fast. In the world of general travel, the wrong body language messages can lead to hostile and even dangerous situations. For instance, in the Middle East a male businessperson has much more leeway in terms of where and how he walks than a female does, not to mention much different levels of access to local business opportunities. In fact, very few women do business in the Middle East because the cultural aversion to interacting with women is just too much to overcome. If you are planning a vacation to other countries, you should always pay attention to the body language expectations. For instance, if you get lost in Japan you’re much more likely to get help from a local citizen if you know to show respectful body language and follow local customs of bowing and avoiding touch. The bottom line when it comes to cultural differences is that knowledge is the key. If you go to a different culture it only makes sense to learn about their expectations and adhere to those expectations during your time there. It shows respect for the culture, respect for the people, and may even keep you from inadvertently breaking the law in some very conservative countries. When you understand and apply appropriate body language behaviours, your entire experience is likely to be more pleasant and successful. Body language is part of every aspect of your daily life. It affects your interactions with other people your observations of other people, and even your interactions and observations with yourself. Many people don’t realize just how powerful body language is when it comes to self-esteem, selfconfidence, and just generally feeling good about yourself. How Does Your Body Language Affect You? Maybe your mother told you to smile, even if you don’t feel like it, because it can help you and the people around you feel a bit better. This old piece of advice has very real roots in reality, because your own body language has a powerful effect on you as well as on the people around you. Let’s go back to the smile for a moment. Try it for 84
UNIT 10 – BUSINESS ACROSS CULTURES yourself right now; smile for a few seconds and notice how you feel. You might feel a bit silly, of course, but chances are you also feel at least an inkling of more positive feelings. Counsellors and mental health professionals often use this technique to help people with depression literally lift their own spirits, encouraging those people to make a conscious effort to smile as much as possible. Body position and posture is also an important factor in your self-esteem and self-confidence. You can try this for yourself, too. Stand up and walk across the room with your shoulders slumped, your head tilted down, and your feet dragging just a bit. How does it feel? Now walk back across the room with your shoulders square and back, your head held up, and your feet moving briskly. How does it feel? What differences did you notice?
10.4. Îndrumar pentru autoverificare
Believe it or not, you can actually pack more fun in your day by watching TV on the go. In these busy times, everyone is trying to pack as much as possible into their hurried schedules. Frequently, the opportunity to enjoy TV entertainment is put off until the end of the day, or a few hours on the weekend if there is room to squeeze it in at all. That is exactly why so many people now watch TV on the go and tune in to their favourite shows from portable devices. How TV On The Go Works? A new technology called a Slingbox connects your DVR to your home internet connection so you can connect back to it with a laptop, tablet PC, cell phone or other mobile device that's connected to a high speed internet connection. All you need is a slingbox converter attached to your Wi-Fi connection and you have mobile television at your fingertips and have the ability to navigate program guides and even schedule DVR recordings Any Time, Anywhere, Mobile Television Technology We all knew it would happen sometime and we are just thankful it happened in our lifetime; truly mobile television technology. Now, no matter where we are at or what we are doing, we can tune in to our shows in real time and DVR recorded favourites and watch in those snips of downtime found in our day without being tethered to the living room. With play and pause features, you do not even need a whole block of time to enjoy a program, but integrate our entertainment into our day in exactly the way you desire, picking up right where you left off. (If You Can’t Watch TV on the Go, Here's What You're Missing, Landon Christian, EzineArticles.com/6875075, 2012) 1. It is impossible nowadays to watch TV at home A. Right B. Wrong
C. Doesn’t say
2. We watch TV entertainment in the morning A. Right B. Wrong
C. Doesn’t say
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3. Many people watch TV on the go A. Right B. Wrong
C. Doesn’t say
4. Slingbox connects your DVR to your internet connection a t home A. Right B. Wrong C. Doesn’t say 5. We ca tune in to our show from anywhere A. Right B. Wrong
C. Doesn’t say
Concepte şi termeni de reţinut
Vocabular engleza de afaceri pentru diversitate culturală Diferente si asemănări culturale Utilizarea corectă în context a vocabularului studiat
Teste de evaluare/autoevaluare
Read the text below. For questions 1-5 choose the answer (A, B or C) which you think fits best according to the text. Write your answers on your exam sheet. Modern babies live in a sanitised world. This has already been blamed for the high incidence of asthma and allergies, but might also up the risk of developing a host of other conditions common in rich countries, such as stroke and heart disease. According to the "hygiene hypothesis", our immune system evolved to handle a germladen world. If we don't encounter many pathogens during infancy, it doesn't learn to keep itself in check, and turns on inflammation - normally a response to infection - in inappropriate situations. This reaction, the hypothesis goes, is responsible for the recent increase in asthma and allergies, both associated with inflammation. Recently, it has emerged that chronic inflammation may also increase the risk of diabetes, stroke and heart diseases. So might the hygiene hypothesis be implicated here too? To find out, Tom McDade of Northwestern University in Evanston, Illinois, and colleagues turned to health surveys, which began at birth, of 1534 children in Cebu City in the Philippines. In this place, western levels of sanitation are generally not found. When these people reached 20, McDade's team were able to test their blood for C-reactive protein (CRP), a marker of chronic inflammation. They found that the more pathogens the people had encountered before age 2, the less CRP they had at age 20. Every episode of diarrhoea back then cut the chance of higher CRP later by 11 per cent; every two months spent in a place with animal faeces cut it by 13 per cent. Being born in the dusty, dirty dry season cut the chance by a third. 1. Cleaning products are causing asthma in young children. A. Right B. Wrong C. Doesn’t say 86
UNIT 10 – BUSINESS ACROSS CULTURES 2. Our immune system is not evolving. A. Right B. Wrong C. Doesn’t say 3. When the people turned 20 McDade tested their blood for C-reactive protein. A. Right B. Wrong C. Doesn’t say 4. The study took place in Philippines and then in other African and South American countries. A. Right B. Wrong C. Doesn’t say 5. Every episode of diarrhoea cut the chances of higher CRP A. Right B. Wrong C. Doesn’t say
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 11 – THE PRONOUN
UNIT 11
THE PRONOUN
11.1. Introducere 11.2. Obiectivele unităţii de învăţare – timp alocat 11.3. The Pronoun 11.4Îndrumător pentru autoverificare 11.5Teste
11.1Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importană.
11.2Obiectivele unităţii de învăţare -Studierea pronumelui -Studierea formei pronominale -Utilizarea în context a pronumelui -Aplicaţii -Prefixe Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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11.3 Conţinutul unităţii de învăţare
Pronumele (The Pronoun) Pronumele personal (The Personal pronoun) Formele pronumelui personal (Forms of pronoun): Subiect (Subject)
Obiect (Object)
I
me
personal
you
he
she
it
one
we
you
you
him
her
it
one
us
you
Le numim pronume personale deoarece se referă la persoanele gramaticale (prima, a doua, a treia) şi pot fi grupate în felul următor (We call them personal nouns because they refer to grammatical persons (1st, 2nd, 3rd) and can be grouped like this): - Persoana întîi (1st person): I, me - Persoana a doua (2nd person): you - Persoana a treia (3rd person): he, she, it, one, they ! Pronumele personale, subiect, la singular he, she, it au aceeaşi formă de plural: they, şi pronumele personale, obiect (complement direct), him, her, it au forma de plural them. (The singular subject pronouns he, she and it have the same plural form: they, and the singular object pronoun him, her and it have the plural form: them). ! Alegerea pronumelui depinde de substantivul care trebuie înlocuit. Pronumele se acordă cu substantivele pe care le înlocuiesc în număr (arătîndu-ne dacă înlocuiesc un substantiv la singular sau plural). Altele se acordă în gen (arătîndu-ne dacă înlocuiesc un substantiv la masculin, feminin sau neutru): The choice of pronoun depends on the noun that is being replaced. Pronouns agree with the nouns they replace in number (showing us whether they replace a noun into singular or plural). Some agree in gender (showing us whether they replace a noun into masculine, feminine or 90
they
them
UNIT 11 – THE PRONOUN neuter): John is here. He can’t stay. The windows are dirty. I must wash them. If you see Tina, please give her my message. ! De obicei nu se foloseşte pronumele împreună cu substantivul (We do not normally use a pronoun and a noun together). My friend invited me to dinner. Not * My friend, he…. Persoana întîi singular (The first person singular I): (Vorbitorul sau cel care scrie folosesc “I” atunci cînd se referă la el însuşi sau la ea însăşi. Acesta este singurul pronume personal care este scris cu literă mare. Amintiţi-vă scrierea lui “I” cu literă mare indifirent de locul acestuia în propoziţie (The speaker or writer uses “I” when referring to himself or herself. This is the only personal pronoun which is always spelt with a capital letter. Note that “I” is written as a capital letter whether it is at the beginning of the sentence or not): I think therefore I am. John told me I need to wait. Jane and I have already eaten. Genul în relaţie cu animale, lucruri şi ţări (Gender in relation to animals, things and countries): - Numele de animale se înlocuiesc cu “it” asemeni denumirii lucrurilor. Folosim doar: he, she, who atunci cînd există un motiv. De exemplu animalele pot fi personalizate atunci cînd ele sînt animale de casă sau în povestirile populare atunci cînd lor le se dau însuşiri omeneşti. (Animals are usually referred to with “it” as if they were things. We only use: he, she, who… when there is a reason for doing so. For example, animals may be personalized as pets, as farm animals, or in folk tales and referred to as male or female): What kind of dog is Spot? Is he a mongrel? The fox is in the woods. She is trying to convince the bear to go with her. - Numele altor animale mici şi insecte sînt înlocuite cu pronumele: he, she, ... doar atunci cînd le sînt descrise rolurile biologice (Other lower animals and insects are only referred to as he, she… when we describe their biological roles): The cuckoo lays her eggs in other birds’ nests. 91
LIMBA ENGLEZĂ Sau uneori cînd sînt prvite în activităţile lor obişnuite (Or sometimes, when we regard their activities of interest): Look at that frog, she jumps really funny. - Amabarcaţiunile, automobilele, motocicletele şi alte maşinării sînt considerate a avea genul feminin atunci cînd din partea vorbitorului există o afectivitate (Ships, cars, motorbikes and other machines are sometimes referred to as if they were feminine when the reference is affectionate): My car is not fast, but she does 50 miles to the gallon. - Ţările pot fi personificate folosidu-se femininul (Countries can also be personified as feminine): In 1941 America assumed her role as a world power. Pronumele posesiv şi adjectivul posesiv Possessive pronoun and The Possessive Adjective)
(The
Formele pronumelor posesive şi ale adjectivelor posesive (Forms of the possessive pronouns and possessive adjectives): Adjective (Adjectives)
my
Pronume (Pronouns)
mine
your
his
i (one’s)
Her
our
your
their
ours
yours
theirs
its yours
his
hers
-
! Cu excepţia lui one’s apostroful ‘s nu este acceptat cu adjectivele şi pronumele posesive. Nu ar trebui să confundăm its posesiv cu it’s = este sau are (With the exception of one’s the apostrophe (‘s) is unaccepted with possessive adjectives and pronouns. We should not confuse its (possessive) with it’s = it is or it has) Adjectivele şi pronumele posesive arată posesia (ceva sau cineva aparţine cuiva) (Possessive adjectives and pronouns show possession (something or someone belongs to somebody)). Adjective posesive şi determinanţii trebuie aşezaţi mereu în faţa substantivelor (The possessive adjectives are determiners must always be used in front of nouns). My book is on the table. Here is your pen. Their questions were very interesting. Pronumele personale nu sînt niciodată aşezate în faţa substantivului şi sînt mereu accentuate în vorbire. Ele se referă atît la persoane cît şi la lucruri, singular sau plural. Its nu este niciodată folosit ca pronume. (The possessive 92
UNIT 11 – THE PRONOUN pronouns are never used in front of nouns and are stressed in speech. They refer equal to persons and things, singular or plural. Its is never used as pronoun). These are my shoes. These shoes are mine. This is not my pen. It is yours. Pronumele reflexiv (Reflexive pronoun) Forma pronumelui reflexiv ( The form of the reflexive pronoun): Singular (Singular)
myself
yourself
Plural (Plural)
ourselves
yourselves
himself, herself, itself, oneself themselves
Există cîteva verbe în engleză care cer folosirea pronumeleui reflexive împreună cu ele (There are some verbs in English which must always be followed by a reflexive pronoun): e.g. absent, avail, pride The student absented himself from school for more than two weeks without his parents’ agreement. I cut myself trying to wipe the desk. We really enjoyed ourselves at the fair. Pronumele şi adjectivul demonstrativ (The Demonstrative Adjective and Pronoun) Formele adjectivului şi pronumelui demonstrativ (Forms of demonstrative adjectives and pronouns): De apropiere (for things that are near) Singular: this boy, girl, tree, book, money Plural: these boys, girls, trees, books, De depărtare (for things that are further away) Singular: that boy, girl, tree, book, money Plural: those boys, girls, trees, books, Demonstrativele pot fi adjective: adică pot fi determinanţi şi se pot plasa în faţa substantivului sau a lui one/ones sau pot fi pronume folosite în locul substantivelor (Demonstratives can be adjectives: that is, they can be determiners and go before a noun or one/ ones or they can be pronouns used in a place of a noun) Adjective + Noun = I don’t like this top. Adjective + One = I don’t like this one. Pronoun = I don’t like this. Demonstrativele folosite ca pronume se referă de obicei 93
LIMBA ENGLEZĂ la lucruri şi nu la oameni (Demonstratives used as pronouns normally refer to things not people): I found this wallet. I found this. Pronumele nehotărît (Indefinite pronoun) Formele pronumelui nehotărît (Forms of indefinite pronoun): Compuşi ai (Compounds of): some, any, no and every. Some-: someone, somebody, something Any-: anyone, anybody, anything No-: no one, nobody, nothing Every-: everyone, everybody, everything Pronumele nehotărîte îşi primesc denumirea de la imposibilitatea ascultătorului sau a cititorul de a şti la ce se referă exact vorbitorul sau cel care scrie (The indefinite pronouns get their names due to the fact that the reader or the listener doesn’t always know to what the speaker or writer referrers to exactly): Some: - Afirmativ (The affirmative): I met someone you don’t know yesterday. - Întrebări care îl au ca răspuns pe “yes” (Questions expecting “yes”): Was there something you needed? - Oferte şi cereri (Offers and requests): Is there anything I can give you? Any: - În propoziţii negative (In negative statements): There isn’t anyone who can help you. -În întrebări al căror răspuns este nesigur (In questions when we are doubtful about the answer): Is there anyone here who is a doctor? - Cu hardly (With hardly)…: I’ve hardly anything to do today. No: - Când verbul este afirmativ (When the verb is affirmative): There is no one here at the moment. Exercises: I. Completaţi propoziţiile cu pronumele potivit (Complete the sentences using the appropriate pronoun): 1. ………………… tells me all sorts of things about her job. 2. ……………. go home happy and hoping for a sunny day. 3. ……………… was a great source of sadness to me that ……………… couldn’t seem to manage to live on the 94
UNIT 11 – THE PRONOUN same continent. 4. Garv and ……………… had only been married a few months before ……………… moved to Chicago. 5. Her writings always seem good to ………………... 6. …………………. decided to go to America. 7. …………………. were spending an alarming time flying over the suburbs of Los Angeles. 8. But all the same, something flickered in front of ………………... 9. There isn’t …………………….. at the door. 10. I knew I could do it ……………………….. 11. Maybe that is what ……………….. do when you split up with …………….: try to remember what once welded you together. 12. There was a funny complicity between …………………………. 13. The skyline was low and extended for ever……………….. was nothing like Chicago. 14. The thief could be ……………………… in the building. 15. ………………………… were flowers. 16. ……………………….’d expected something little edgier for Emily. 17. ……………………….. remembers you. 18. ……………………… really bad happened in the market. 19. I like …………………………........……….. 20. This must be ……………………………….
11.4. Îndrumar pentru autoverificare
Read the text below. Are the sentences 1-5 ’Right’ (A) or ’Wrong’ (B)? If there is not enough information to answer ’Right’ (A) or ’Wrong’ (B), choose ’Doesn’t say’ (C). Write your answers on your exam sheet. In this tech savvy age, we have all sorts of gadgets for staying in touch 24/7. We have smartphones, pagers, Twitter, Facebook, email, etc. You name it and we have it. While contacting a person has become easier than ever, why is it that people are actually lonelier now than when we didn't have any of this fast paced technology to keep in touch? Maybe being accessible 24/7 is not as fantastic as we thought it would be? Being accessible all the time limits our opportunity to have some peaceful 'down' time. We need that time to maintain some personal freedom and to allow our minds to take a breather, unwind, and just relax. To gain that much needed freedom, more and more people now avoid answering their phones. Thank you caller ID. We are having a relationship with each other's voicemails instead! People are also interacting more via text, Twitter, or email than actually getting 95
LIMBA ENGLEZĂ together in person. Are you guilty of this? Aw come on, let's face it, how many times have you avoided seeing a person face to face and emailed or texted them instead? Technological advancement has actually created a new age way of 'building a wall' between others and us. We simply turn off our gadgets to end communication. The same gadgets that were meant to make communication simpler and faster are the same tools we use to avoid closeness with others. The need for face-to-face interaction is becoming obsolete and reliance on technology continues to isolate us further from one another. "Getting together" is now done via teleconference calls. We get together with others who share a common interest or common challenge and provide 'support' that sorely lacks within our communities, families, and friendships. Relationships end via text or get posted with a change of status on Facebook! It is a shame that the more technologically advanced we get, the more isolated and lonely we become as a society. While it's wonderful to be able to connect with someone who lives thousands of miles away, it's sad that those who live within driving or even walking distance from one another opt to communicate via techs than in person. (Twitter and Facebook, Sydney Chhabra, 2012, ezinearticles.com) 1. People are lonelier now than in the past A. Right B. Wrong
C. Doesn’t say
2. Down time is not necessary anymore A. Right B. Wrong
C. Doesn’t say
3. All phones have voicemail A. Right
C. Doesn’t say
B. Wrong
4. it is wonderful to connect to people who live far from you A. Right B. Wrong C. Doesn’t say 5. people who live closer don’t communicate face to face A. Right B. Wrong Concepte şi termeni de reţinut pronumele - formă pronumele – utilizare corectă Pronumele – utilizare în context
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C. Doesn’t say
UNIT 11 – THE PRONOUN Teste de evaluare/autoevaluare
Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. Write your answers on your exam sheet. We're used to taking command of our personal climate in planes and cars by using simple controls. Why not in buildings too? A study of the effect of installing individual air-conditioning vents at office desks, and putting controls at each worker's fingertips, suggests it can cut a building's energy use in half. The approach costs more to install than a conventional system, and has never taken off commercially. But engineer Stefano Schiavon at the University of California, Berkeley, and colleagues say their research shows the idea is worth revisiting, as companies and countries seek to cut emissions. They simulated an office building in a hot, humid climate like that of Singapore, where air conditioning is relied on throughout the year. Results showed the building's energy use was cut by 50 per cent. Personalised ventilation means less air needs to be cooled and pumped through a building because air needs only to be blown at desks, and not throughout entire rooms. Individual vents can also switch off automatically when a desk is vacant. The result is that a room's temperature can increase while keeping people comfortable at work. Raising a building's temperature even a little can save large amounts of energy. The Japanese government is campaigning to convince offices to discourage suits and ties, to allow office thermostats to be turned up slightly and save power. "In an environment like Singapore, it's pretty clear that these systems would pay for themselves in energy savings," Schiavon says. In Singapore it's pretty clear that these systems would pay for themselves in energy savings Air conditioning is a major driver of south-east Asia's electricity use, and accounts for the bulk of electricity used by buildings in Singapore. Past research has shown personal ventilation can also make people more comfortable, and hinted it can limit the spread of airborne diseases. The personalised approach isn't always suitable, though. Only workplaces where people tend to stay in one place would benefit, points out environmental engineer Peter Nielsen of Aalborg University in Denmark. Savings are also smaller in cooler climates, where on cold days the number of people directing warm air onto themselves causes the room to overheat. 1. In what places do we command our personal climate? A. in the yard B. on the bus C. in planes and cars D. anywhere 2. What could the installation of air-conditioning vents at office desks lead to? A. saving energy B. wasting more energy C. costs less on installation of new devices D. nothing really 3. Why the idea of putting controls at each fingertip should be considered by companies? 97
LIMBA ENGLEZĂ A. because companies are interested in new gadgets B. because companies have money to spend C. because companies seek to cut emissions D. because companies seek to increase emissions 4. What is the Japanese government campaigning for? A. discouraging wearing suits and ties at work B. asking people to wear jeans at work C. allowing employees to be late for work D. asking employees to work overtime 5.
Can the temperature of a room increase while people still feel comfortable at work? A. no B. depends on the weather C. depends on the climate D. yes
6. Was there any effect on energy saving in Singapore? A. no, there wasn’t B. unnoticeable C. more than 80% D. by half 7. Would the company get their investment back in time if they consider buying this type of equipment? A. no, because the equipment is too expensive B. yes, but not soon C. yes, definitely as the equipment pays itself in energy saving D. doesn’t say 8.
Does personal ventilation have a positive influence on the well being of the employees? A. no, because they have to look after it every moment B. no, because it breaks down a lot C. yes, because they can feel more comfortable D. yes, at times
9.
Is air conditioning used a lot in Singapore? A. almost never B. only in the hot summer days C. sometimes D. all the time
10.
Are cooler climates benefiting form the same energy saving as hotter ones? A. no, because in colder days air-conditioning might overheat the rooms B. yes, because individual controllers can be stopped C. no, because in hotter days people tend to overuse it D. yes, because they invest more
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 12 –REVIEW
UNIT 12
BUSINESS LUNCH
12.1. Introducere 12.2. Obiectivele unităţii de învăţare – timp alocat 12.3. Business Lunch 12.4 Îndrumător pentru autoverificare 12.5 Teste
Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
12.2 Obiectivele unităţii de învăţare – Studierea vocabularului pentru business lunch – Înțelegerea vocabularului – Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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12.3 Conţinutul unităţii de învăţare
Business Lunch Etiquette Knowing what to do when meeting a prospective client for lunch, or going to lunch with the boss or colleague can be confusing at times. Here is a quick list of items to remember: Be in the present moment with whoever you are with. Limit glancing around the room. It’s a sign that you are looking for something better. There is nothing worse than having a conversation with someone who is half there. Being on time. This sounds so commonsensical. The percentage of people being late is over 65 percent. Don't push your time to the last minute before leaving the office so you will be late. Take some reading or work with you, arrive early, sit in the lobby, and work. Or give yourself some space to think over how you want to approach the time together. You introduction, tone, style, or even plan a quick get away if the union isn't working. The memory implant of your lateness will always override any request for forgiveness. Turn off your cell phone before entering the restaurant. No one around you wants to hear your conversation. Even if you let it ring, pick it up and then take it outside. Did you leave your lunch companion alone? This is just plain rude. If you have an "I don't care attitude" about this, I'll tell you a story about a lunch guest of mine who did this and the three prospects she was meeting didn't even sit down. They saw her talk, she waved a 1-minute finger single to them, and they turned around and walked out. They wouldn't even answer her phone calls or emails afterwards. If you are woman and this is business, it’s appropriate now to stand up and shake the hand of a male. This overrides the old rule of staying seated. If the meeting is for your spouse’s business and you are coming along because other spouses are coming, then you stay seated as your spouse stands up. This rules applies for either gender. Offer your hand and give a firm handshake. Sometimes, people who don't like to shake hands will not meet yours. Don't think anything of it if they don't, this is just their preference. And particularly don't say something cute or funny. Think of an opening statement to make as you are shaking hands. This is part of your first impression, so make it good. Always use the guest’s first name either at the beginning or 100
UNIT 12 –REVIEW at the end of the statement. For example, "Thank you for taking the time to get together today, Catherine." When needing to complete a group of introductions, highest rank rules over gender. Small talk is important - don't leave it out. The length of time for small talk depends on many factors. If you are in the presence of famous or very rich people and not in a social setting, then the small talk, if any, is going to be quick and short. It could be as short as one or two sentences. People who know how much their time is worth, or who are doing you a favor by being there, also fall into this category. Who picks up the tab? If you did the inviting, you are responsible for the check. No matter how more well-off they are. If a joint meeting, ask at the beginning or when scheduling the lunch on check splitting. Waiting until the check arrives to state the check splitting is a sign of professional weakness. If you are meeting with someone who is giving you valuable advice, you must pick up the tab. A personal handwritten follow-up note is also appropriate. If they have saved or helped you make more money, send them a gift or gift certificate. If you don't you will never get any more of their time again. This has occurred to me, and the person never gets any time again. Where does the napkin go? Immediately after sitting, place the napkin in your lap. If you notice the napkin is in the goblet, this is usually a signal from the restaurant that the server will place the napkin into your lap. If you excuse yourself during the meal, place the napkin on the left hand side of your plate or on the chair. This signals the server that you aren't done. When done, place napkin on the right of the plate and your fork and knife horizontally across the plate to signal the server. What to eat and use first? Which glass or which fork can be confusing. Bread and salad plates always to the left, drinking glasses to the right. Utensils start from the outside in and the dessert fork is by the dessert plate. Lay your fork and knife across your plate to signal the server you're finished. (sideroad.com)
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LIMBA ENGLEZĂ Business Dining Etiquette Pre-Dinner Etiquette Arrive on time Call ahead if you know you will be late Wait 15 minutes before calling to check on the arrival status of your dinner partners Sitting Down Do not place any bags, purses, sunglasses, cell phones, or briefcases on the table When you are all seated, gently unfold your napkin and place it on your lap, folded in half with the fold towards your waist Keep utensils in the same order they appear on the table Do not rearrange to accommodate yourself if you are lefthanded Wait for all parties to arrive before beginning any part of the meal Place Setting Solids on your left:
Liquids on your right:
Whether basic or formal place setting, use your utensils from the outside in Dessert utensils may be above the place setting or served with dessert Eating Styles Continental or European style: cutting the food with the right hand and using the left hand to hold the food while cutting and when eating. American style: cutting the food with the right hand and holding the food with the left, then switching hands to eat with the right hand. Resting and finished utensil positions: see diagrams Ordering When in doubt, follow the lead of the host Don’t order the most expensive item Order simply Avoid finger foods or difficult foods that are difficult to eat In general, don’t order alcohol at a business meal 102
UNIT 12 –REVIEW
Do’s and Don’ts of Dining General Etiquette
akeup or comb your hair at the table Utensils
are not using them d utensils and cups Napkins
table While Eating yours th your mouth full
everyone else napkin on your seat to the left of your plate, but do not push your place setting away from you Helpful Hints Break your bread/rolls and butter each piece individually Gently stir your soup to cool it instead of blowing on it Spoon your soup away from you If something undesirable is in your mouth, discreetly remove it with your fork If you have any problems with the meal, quietly bring it to the waiter’s attention Paying the Bill You should prearrange how the bill is being paid Make sure the bill is accurate Tip appropriately
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12.4. Îndrumar pentru autoverificare
This is our first boys-only trip together, because this is a special under-5s Fun and Fitness term-time break and, sadly for big sister Maisie, school comes first. So while mummy tries to sell the idea of girlie nights in watching entertainment shows and eating pizza as compensation, Gregor and I have an action-packed itinerary ahead. Our arrival early afternoon was simple. After a short wait for our keys we went to investigate our home for the next few nights – a two-bedroom “Prestige” caravan. Decorated in pleasant neutral furnishings with heating in every room and a kitchen (complete with milk, tea and sugar), comfort is certainly not an issue. Although there’s a programme of regular activities, Fun and Fitness breaks offer extra opportunities for tots to take part in events especially for their age group. But with our first scheduled session not due until the morning, we were free to do as we pleased, so it was off to the pool. Free, unlimited swimming is a real plus, especially when the hardest thing about going is remembering to stick the cosies on the radiator on your return so they’re dry in time for the next dip. Apart from a couple of friendly lifeguards, we had the pool to ourselves and enjoyed splashing each other to our hearts’ content. Dried and dressed, it’s only a minute’s walk back to our caravan and while Gregor catches up with some Charlie and Lola on the DVD player, I make tea. 1. For Maisie, after school comes swimming. A. Right B. Wrong C. Doesn’t say 2. They didn’t have to wait for long until they got the room? A. Right B. Wrong C. Doesn’t say 3. The house was pleasantly decorated in neutral tones A. Right B. Wrong C. Doesn’t say 4. The first session schedule did not start the next day A. Right B. Wrong C. Doesn’t say 5. They had a garden to enjoy the weather? A. Right B. Wrong C. Doesn’t say Concepte şi termeni de reţinut
Business etiquette What to do during a business lunch What to expect from a business lunch
Teste de evaluare/autoevaluare
Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. Write your answers on your exam sheet. 104
UNIT 12 –REVIEW Once upon a time, not so long ago, the idea that you might store your entire music collection on a single hand-held device would have been greeted with disbelief. Ditto backing up all your essential computer files using a memory stick key ring, or storing thousands of high-resolution holiday snaps in one pocket-sized camera. What a difference a decade makes. The impossible has become possible thanks to the lightning rise of a memory technology with the snazzy name of "flash". So where is the technology that can store our high-definition home cinema collection on a single chip? Or every book we would ever want to read or refer to? Flash can't do that. In labs across the world, though, an impressive array of technologies is lining up that could make such dreams achievable. These "supermemories" are close to realising a vision set out by revered physicist Richard Feynman 50 years ago this month. In a lecture to the American Physical Society entitled "There's plenty of room at the bottom", he asked whether it might ever be possible to write all 24 volumes of the Encyclopaedia Britannica on a pin head. Each tiny ink dot used to print each letter would have to be reduced to the size of just 1000 atoms, he calculated - a square with sides of just 9 nanometres. Feynman speculated that people looking back from the year 2000 would wonder why it took till 1960 before we began to explore this "room at the bottom" - what we now know as the nanoscale. Late start or not, the progress in miniaturising information storage in the decades since has been stunning. Today, the smallest feature that can store a bit of information is some 40 nanometres across in commercial flash devices. The first flash chips capable of storing 64 gigabits of information were shipped just a couple of months ago. The kinds of technologies Feynman was talking about, though, would fit terabytes of data on a single chip. That requires a design simpler even than the already admirably straightforward flash architecture (see "Flash: memory hero"). The mechanism for reading and writing the memory would also have to be reliable and, above all, fast, taking just nanoseconds. And the memory should be stable: once written, it should not degrade for at least a decade. That is quite a shopping list. Whatever technology fits the bill will not be flash, but it will be mightily impressive. It won't be easy establishing it, with flash already so well entrenched, but with the market for memory chips worth something between $20 billion and $30 billion, you can bet it won't be too long before one or more of the technologies described in this feature is sitting inside devices in our pockets. Before that happens, though, the runners and riders in the supermemory steeplechase have just a few hurdles to clear. 1. Was it possible, not so long ago, according to the author, to store an entire music collection on a single hand-held device? A. no, and the idea could have been seen with disbelief B. yes, even though people did not consider it useful C. yes, but the device was too expensive D. yes, but people did not like hand-held devices 2.
What made it possible to store so many files on small cards? A. hard B. camera C. snazzy D. flash
3.
Is there a technology that can store every book we ever wanted to read? A. yes, it is available right now B. no C. yes, it was just put on the market D. there are few chances to ever have anything like that
4.
How many years ago was the vision of supermemories set by Richard Feynman? A. 50 B. 20 C. 25 D. 15 105
LIMBA ENGLEZĂ
5.
The progress in miniaturizing information has been in the past years A. it is dated now B. slow C. fast D. unnoticeable
6.
Richard Feynman wanted to write all the 24 volumes of the Encyclopaedia Britannica on A. pen B. nanometre C. chip D. a pin head
7.
How does the author of the article call the flash? A. flash hero B. memory hero C. hero memory D. hero chip
8. What does this mean “once written it should not degrade for at least a decade”? A. the memory should be reliable B. the memory should be fast C. the memory should be stable D. the memory should change according to times 9. What is worth between $ 20 billion and $ 30 billion A. the CDs market B. the market of new memory disks C. the market of flash technology D. the market for memory chips 10. What do the runners and riders in the supermemory steeplechase have to do until we’ll have the new storing devices at our disposal? A. to clear some bank accounts B. to clear some space C. to clear a few hurdles D. to clear some information Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 13 - REVIEW
UNIT 13
REVIEW
13.1. Introducere 13.2. Obiectivele unităţii de învăţare – timp alocat 13.3. Review 13.4 Îndrumător pentru autoverificare 13.5 Teste
13.1 Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importană.
13.2 Obiectivele unităţii de învăţare – Studierea elementelor gramaticale – Studierea formelor gramaticale – Utilizarea în context a elementelor gramaticale – Aplicaţii – Prefixe
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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13. 3 Conţinutul unităţii de învăţare
The Review of the Verb (Recapitulare a verbului) I.Completaţi următorele propoziţii cu verbe la prezentul simplu sau continuu (Complete the following sentences with verbs in Present Simple and Present Continuous): 1. The plane (take off) every Tuesday at 5.30, but today it (leave) at six because there is too much fog on the airport. …………………………………………………………… ……………………… 2. Bill (wake up) every morning at 6 but today is his birthday so he (stay) in bed a little bit longer. …………………………………………………………… …………………………… 3. Gina (wear) a blue skirt every Sunday but this Sunday she (think) that she should change it. …………………………………………………………… …………………………… 4. The old woman (go) to see a doctor once week but this week she (fly) to America to visit her daughter. …………………………………………………………… …………………………… 5. George’s dad usually (drive) a yellow taxi but today he is on strike so he (walk) down the street. …………………………………………………………… …………………………… 6. Kim (have) to wear a uniform at school but today she (wear) whatever she wants. …………………………………………………………… …………………………… 7. David (play) football every summer but this summer he (play) American football. …………………………………………………………… ………………………… 8. I usually (go) to the office at 9 but today I (leave) early because I’ve got a deadline. …………………………………………………………… ………………………….
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II.Completaţi propoziţiile cu un verb din lista de mai jos la Present Simple or Present Continuous. (Complete the sentences with a verb from the list below in the Present Simple or Present Continuous): -
eat (twice), consider, order (twice), know, promise –
I usually 1.………………..… only healthy food. I 2.…………….….. diet as very important for a good way of living. Today I 3.…………………….. out with my friend Jack. He 4.…………………..… coke, hamburgers and ice cream. I 5.……………....… as well chips, coke and cheeseburgers. I 6.…………..………. that this food is not healthy but I 7.……………….. this is the last time I 8.…………….…….… something like that. III.. (Acesta este un fragment din Aventurile lui Alice in ţara minunilor. Încercaţi şi puneţi verbele la forma corectă de trecut. (This is an extract from Alice’s Adventures in Wonderland. Try and put the verbs in the correct Past Tense form): For a minute or two she 1.(stay)…………………… looking at the house, and wondering what to do next, when suddenly a footman in livery 2.(come)………………. running out of the wood. She 3.(consider)………………… him to be a footman because he was in livery. Another footman 4.(open)………………….. it. Both footmen, Alice 5.(notice)………………., had powdered hair. She 6.(feel)…………………… very curious to know what it was all about, and 7.(creep)………………….. a little way out of the wood to listen. The Fish-Footman 8.(begin)……………………. by producing from under his arm a great letter, nearly as large as himself, and this he 9.(hand over)…………….. to the other, saying, in a solemn tone, `For the Duchess. An invitation from the Queen to play croquet.' The Frog-Footman 10.(repeat)…………………….., in the same solemn tone, only changing the order of the words a little, `From the Queen. An invitation for the Duchess to play croquet.' Then they both 11.(bow)………………… low. Alice 12.(laugh)………………………. so much at this, that she 13.(have to)…………… run back into the wood for fear of their hearing her; and when she next 14.(peep out)………………………… the Fish-Footman was gone, and the other 15.(sit)………………………… on the ground near the door, staring stupidly up into the sky. Alice 16.(go)………………………. timidly up to the door, and 17.(knock)……………. . 109
LIMBA ENGLEZĂ IV.(Rescrieţi propoziţiile astfel încât sensul să rămână acelaşi. Folosiţi Present Perfect Continuous. (Rewrite the sentences so that the meaning is the same. Use Present Perfect Continuous): 1. Gina has bought a sweater a week ago, she hasn’t stopped wearing it since than. …………………………………………………………… ………………………………… 2. I have arrived at the station for a while now. …………………………………………………………… ………………………………… 3. Jim has started to play a computer game for more than two hours. …………………………………………………………… ………………………………… 4. Roger has played the piano the whole morning. …………………………………………………………… ………………………………… 5. She has not finished talking. …………………………………………………………… …………………. 6. Tom searches for a cheap holiday because he hasn’t got too much money. …………………………………………………………… ………………….. 7. Tina is so happy to be back at the seaside. She loves swimming in the sea. …………………………………………………………… …………………………. 8. The plane is late due to a stormy weather. I’m waiting for my friend and I’m cold. …………………………………………………………… …………………………. V.Alegeţi timpul corect (Choose the correct tense): 1. Have you seen Matrix? / Did you see Matrix? 2. Did you talk to Jim yesterday? Have you talked to Jim Yesterday? 3. Have you taken any pictures of Julia Roberts lately? Did you take any pictures of Julia Roberts lately? 4. Did you go to Trafalgar Square when you visited London? Have you been to Trafalgar Square when you visited London? 5. Bill Clinton visited London in 2004. / Bill Clinton has visited London in 2004. 6. Did you see/ have you seen the game last night? 7. Did you eat / have you eaten that cake last week? 8. You didn’t tell / haven’t told him anything about last 110
UNIT 13 - REVIEW month did you/ have you? VI.Puneţi verbele din paranteză la Past Simple sau Past Perfect Simple (Put the verbs in brackets into the Past Simple or Past Perfect Simple): As he spoke, they 1.(enter)…………………. a huge hall lit by enormous candles. It 2.(is)………………… so large and dark that the corners of the room 3.(fade)…………….. away completely. There 4.(is)……………………. an enormous roaring fire on one sidewall, and they 5.(move)……………………… toward it instinctively after the cold outside. Angel 6.(talked)……………………… to the innkeepers for all these. He 7.(want)…………………….. to impress his guessed. He 8.(ordered) the best rooms and the best food. He 9.(plan)………………….. this to the smallest detail and he 10.(is)……………………. very proud of his work. VII.Ana plănuieşte să câştige la loterie duminica aceasta. Ea se gândeşte ce va face cu banii. Rescrieţi propoziţiile următoare folosind timpul viitor. (Ana is planning to win the lottery this Sunday. She is thinking what she will do with all the money. Rewrite the sentences using Future Tense): 1. I start travelling. …………………………………………………………… ………………………………… 2. I buy a yacht and invite all my friends to join me. …………………………………………………………… ………………………………… 3. I travel only at first class. …………………………………………………………… ………………………………… 4. I give money to the poor. …………………………………………………………… ………………………………… 5. I never cook dinner. …………………………………………………………… ………………………………… 6. I keep my work because I want to be a normal person. …………………………………………………………… ………………………………… 7. I wake up every morning at seven. …………………………………………………………… …………………………… 8. I go shopping every day. …………………………………………………………… …………………………. 9. I buy a flat in New York. 111
LIMBA ENGLEZĂ …………………………………………………………… ……………………….. 10. I try to meet George W. Bush. …………………………………………………………… ……………….
VIII. OBS: Phrasal Verbs sunt acele verbe care au diferite sensuri în funcţie de prepoziţiile care le urmează. Mai jos sunt date câteva exemple. (Phrasal Verbs are those verbs with different meanings regarding the preposition or the adverb that follow them. Below are given some examples): BREAK Break down - a machine breaks down – o maşină se strică: The elevators in this building are always breaking down. - somebody breaks down a door – cineva dărâmă o uşă: Superman broke down the door just looking at it. Break into - to enter a place using force - a intra prin forţă (pentru a fura): The thieves break into people’s house when they are not home. - break into tears / laughter– a izbucni în lacrimi/ râs: She was so happy and she broke into tears. Break up - separate – a se despărţi: Jennifer Aniston and Brad Pitt broke up last year. Deal Deal in - to have a particular attitude to your work- a avea o atitudine particulară în legătură cu munca ta : As a politician I do not deal in speculations. Deal with - to take the correct action for the piece of work- a acţiona corect pentru un anumit lucru: Who’s dealing with this issue? tell Tell of - especially literary – to describe the details of an event or person- a descrie detaliile unui eveniment sau ale unei persoane: The poem tells of the deeds of a famous warrior. Tell somebody off – to talk angrily to someone because they have done something wrong- a vorbi mustrător cu cineva deoarece au făcut ceva rău: My dad told me off for swearing. 112
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FALL Fall apart -if an organisation falls apart it stops working effectively and it has a lot of problems- dacă o organizaţie se destramă încetează a mai lucra efectiv şi are multe probleme: The health system is falling apart. -if your life falls apart you suddenly have a lot of personal problems- dacă viaţa ta se destramă tu dintr-o dată ai multe probleme personale: When his wife left him, his world fell apart. Fall over - if someone falls over or if they fall over something, they fall onto the ground- dacă cineva cade sau cade peste ceva, cade pe pământ: Tommy fell over one of those cables. Fall in with - to accept someone’s suggestions and not disagree with them- a accepta sugestiile cuiva şi a nu-l contrazice: I’m quite happy to fall in with whatever you decide. Completaţi cu forma corectă a verbului (Fill in with the correct form of the verbs): 1. My dad’s car is always ……….when we have to go on holiday. 2. The burglars ………..… my neighbours’ house last night. 3. Gina …………. tears when her father asked her where her necklace was. 4. My boss asked me to ………..… this serious problem. 5. This book …………… social issues. 6. Tom ……….… with Jane’s decision to go to Hawaii for the summer. 7. Be careful, you might ………….… if you don’t look down. 8. When he realised he was ill, his world ………………….. 9. My parents …………last night because I arrived late. 10. In my work I …………………………..with serious issues. IX.Folosiţi gerunziul. (Use the gerund): 1. Nick likes football. He is always playing it. Karl is keen on……………………………….. 2. Kim washed her hand, and after that, she had lunch. Before………………………………………….. 3. I didn’t try to find my lost skates, I watched TV. Instead of ……………………. 4. Although Kat lost her friend, she was not crying. 113
LIMBA ENGLEZĂ In spite of ………………..… 5. When I had a key, I entered the house. After …………………..... 6. John was trying to find a job. Andrew is asking him. Are you interested in …………………………………? 7. Jesse wants to buy a car but he is reluctant. He is asking. What are the advantages of…………………..? 8. Anna felt very ill last night. But she decided to go to work. Anna went to work in spite ………………………… 9. Jim and Rebecca are very upset with each other. Rebecca is telling Jim. I’m fed up with you …………………………. 10. Jane has been living in London for two weeks. She finds it quite easy to drive on the left side. Jane found out the advantages of ……………………………………….. X.Alegeţi timpul corect din listă. (Choose the correct tense from the list): As she 1……………………. these words her foot 2………………..…, and in another moment, splash! she 3……………….…..… up to her chin in salt water. He first idea was that somehow she 4……………………... into the sea, `and in that case I 5…………..….…. go back by railway,' she said to herself. (Alice had been to the seaside once in her life, and 6………………..…. to the general conclusion, that wherever you 7........................... to on the English coast you 8…………………... a number of bathing machines in the sea, some children digging in the sand with wooden spades, then a row of lodging houses, and behind them a railway station.) However, she soon 9…………….…..that she 10…………….…... in the pool of tears which she 11………..…….. when she 12……………………….. nine feet high. (Alice’s Adventures in Wonderland by Lewis Carroll) 1 2 3 4 5 6 7 8 9 10 11 12
a. said a. had slipped a. is a. fell a. can a. comes a. go a. finds a. makes out a. was a. had kept a. is
b. says b. slipped b. had been b. had fallen b. must b. is coming b. went b. find b. had made out b. is b. keeps b. had been 114
c. had said c. slips c. was c. falls c. will c. had come c. had gone c. found c. made out c. had been c. is keeping c. was
UNIT 13 - REVIEW
XI. Question tags: Example: She is not here, isn’t she? You are my friend, aren’t you? You didn’t drink the coffee, did you? Obs. 1.Verbul este reluat la sfârşitul propoziţiei la forma negativă, dacă este folosit afirmativ sau afirmativă dacă este folosit negativ, timpul nu se schimbă. (The verb is used again at the end of the sentence in the negative form if it is used in the affirmative or affirmative if it is used in the negative, the tense does not change). 2. Question Tags pot indica, în funcţie de intonaţie, (Question Tags can indicate depending on the intonation): - nesiguranţă (uncertainty): You talk to him, don’t you? ↑ - surpriză (surprise): He is not leaving, isn’t he? ↑ - cerere (a request): You cannot help me, can you? ↑ - certitudine (certainty): You care about this project, don’t you? ↓ - comentariu (comment): This weather is awful, isn’t it? ↓ Completaţi următoarele propoziţii folosing Question Tags. (Complete the following sentences using Question Tags): You are Spanish,………………………….....…………. It’s an incredible news,………………………………… It was a remarkable story,………..…………...……….. It is a splendid place,…………….……………………… She eats only fruit,………………..……………………...................... 6. The flight was cancelled,………….………………..................…………. 7. They haven’t replied,………………………………….....…………… … 8. He did not listen to my advice,……………………………...................…………. 9. He visited France…………………………….................…………… . 10. I don’t have to fly,………………................…………………………….. 11. Let’s go, …………………………………………………………… 1. 2. 3. 4. 5.
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LIMBA ENGLEZĂ 12. I am a good friend, ……………………………………… XII.Scrieţi verbele în spaţiile libere. (Write the verbs in the gaps): go, listen, play, talk, have, look, read, watch 1. … to music to the radio 2. … a magazine a newspaper 3. … out of the window 4. …a sandwich a burger 5. … football computer game Cards 6. … television a video 7. … to my friend 8. …to the shops to the park XIII. Alege forma corectă a verbului (Choose the correct form of the verbs): 1. How long have you been reading/have you read that book? 2. How many pages of the book have you read/have you been reading? 3. Emma has visited/has been visiting 12 countries so far in her voyage through the world. 4. Emma has been visiting/has visited Europe for a week when she met John. 5. I have been playing/I have played tennis for more than two hours. 6. I have played/I have been playing poker this morning. 7. I have written/I have been writing ten e-mails this evening, I feel exhausted. 8. Phillip has been listening / has listened to that CD for more than two moths. XIV. Sunt propoziţiile corecte sau incorecte? Scrie corect sau greşit lângă fiecare şi scrie varianta corectă (Are the underlined sentences right or wrong? Write right or wrong next to each sentence and give the correct answer): 1. I have visited my grandmother yesterday. …………………………………………………………… ………………………… 116
UNIT 13 - REVIEW 2. I lived in this town since I was five. …………………………………………………………… ………………………… 3. My parents always taught me to behave myself wherever I go. ……………………………………………………………… ……….....................................................................…… 4. Diane hasn’t been at work last week. ……………………………………………………………… ……...………………….................................................... 5. Jenny has left school in 2003. ……………….………………………………………............. .......................................................................................... 6. Tom has been a teacher two years ago. …………………...………………………………………… …………...................................................……………… 7. Thomas has bought a computer game last week. ………………………………………………….. 8. When I was ten I read Crime and Punishment. ……………………………………………………………… …….........................................................................…… XV.Completaţi propoziţiile folosind timpurile Present Simple sau Future ale verbelor din paranteze (Complete the sentences using Present Simple or Future Simple of the verbs in brackets): 1. Thousands of people ……… unemployed when the factory …..… its gates. (be/close) 2. This song …………..….. a hit as soon as they ……….…….. it. (be/release) 3. If we …………. soon we………… the beginning of the movie. (leave/miss) 4. We…….… to buy new curtains when we ………… the house. (have to/move) 5. When we …….… about the sale we………………. you know. (find out/let) 6. What he ………… when he …………………….. school? (do/leave) 7. He …………..…settle until you …………..……….… to him. (settle/talk) 8. Jim ………………. until everybody …………………. down. (not sing/ sit)
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XVI.Completaţi propoziţiile cu Past Simple sau Past Continuous al verbelor din paranteze (Complete the sentences with the Past Simple or Past Continuous of the verbs in brackets): 1. He was (not/listen) to me. He (think) I was annoying. ……………………………………………………………… ………............................................................…………… 2. I (search) for information on the internet when you (knock) on the door. ……………………………………………………………… ……..................................................................………… 3. They happily (dance) on the dance floor when the music (stop). ……………………………………………………………… ….........................................................................……… 4. You (talk) to John when I (enter) the room. ……………………………………………………………… …..................................................................…………… 5. As I (listen) to that song, all the memories (come) into my mind. ……………………………………………………………… ……...........................................................……………… 6. What (happen) when I (call) you? ……………………………………………………………… …………….......................................................………… 7. He (sing) when his neighbours (come) home. ……………………………………………………………… …..............................................................……………… 8. He (cross) the road when a car (hit) him. ……………………………………………………………… ….................................................................……………. XVII. Pune verbele la forma corectă (Put the verbs into the correct form): Situation: Tom and Gina have not seen each other for more than four years. The meet accidentally in a train station: 1. 2. 3. 4. 5.
G. Hello, Tom. T. Hello, Gina. G. I …………. you for donkey’s years. (see) T. How are you? What ……….. lately? (do) G. I…………… for a computer company on Fleet street. (work) 6. 6.T. Really, that’s so nice. 7. G. What about you? 8. T. I ………… two years ago and I have a boy. (get 118
UNIT 13 - REVIEW marry) 9. G. How nice, how is your wife? ………….? (work) 10. T. Yes, she ……….… as an accountant but at the moment she ………. at home with our baby. (work/ stay) 11. G. For how long are you in London? 12. T. I’m in London only for three days. Let’s go for a coffee and talk more. 13. G. Sure, come to dinner tonight, I………………….… something. (cook) 14. T. Ok, I ………….. there. (be) XVIII. Completaţi cu formele verbale corespunzătoare (Fill in with the appropriate verb forms): change, find (twice, once passive), succeed, seem (twice), look, try, move, wander, fly beat `Come, my head's free at last!' said Alice in a tone of delight, which (1)……………… into alarm in another moment, when she (2)……………………… that her shoulders were nowhere (3)…………….…..: all she could see, when she (4)…………..…….. down, was an immense length of neck, which (5) ………….………… to rise like a stalk out of a sea of green leaves that lay far below her. `What can all that green stuff be?' said Alice. `And where have my shoulders got to? And oh, my poor hands, how is it I can't see you?' She (6)…………..……… them about as she spoke, but no result (7)……………….………..to follow, except a little shaking among the distant green leaves. As there seemed to be no chance of getting her hands up to her head, she (8)……………..… to get her head down to them, and was delighted to find that her neck would bend about easily in any direction, like a serpent. She (9)…………..……….…. in curving it down into a graceful zigzag, and was going to dive in among the leaves, which she found to be nothing but the tops of the trees under which she (10)……………………, when a sharp hiss made her draw back in a hurry: a large pigeon (11)……………..…… into her face, and (12)…………….… her violently with its wings. (Alice’s Adventures in Wonderland by Lewis Carroll) XIX.Completaţi cu forma corectă a verbelor (Complete with the correct form of the verbs): build (passive) (twice) gain
have to contribute
manage
be
If you want to find out how this nice, quiet country 1. ………………… to propagate such a variety of large, 119
LIMBA ENGLEZĂ magnificent gardens, you 2. ……………..… dig deeper than the sub-soil. For Shropshire 3. …………….…on rocks from 11of the 13 known geological periods – the smallest area in the world to boast so many. Capability Brown and Gertrude Jekyll 4. ………………… their own individual genius to the landscape. You could say that all gardens in England 5. ……………...… places of rest and repose to visitors and honoured guests alike. In Shropshire garden you also 6. ……………..… strength, both physical and spiritual, which is what a proper garden 7. ……………….. really about.
13.4. Îndrumar pentru autoverificare
Can you give your muscles a better workout simply by changing your shoes? The athletic shoe giant Reebok claims you can. The new EasyTone walking shoe, a provocative new marketing campaign says, leaves leg and buttock muscles better toned than regular walking shoes. Consumers are buying it — literally. Officials from Reebok, a unit of Adidas, say the EasyTone is the company’s most successful new product in at least five years. Other companies have marketed shoes that promise a physiological benefit. Masai Group International, of Switzerland, sells the MBT, a “rocker” shoe with a curved sole, said to ease arthritis and back pain. Shape-Ups from Skechers USA are designed to improve posture and muscle tone and promote weight loss. The FitFlop brand has been engineered to increase leg, calf and gluteal muscle activity, giving the wearer “a workout while you walk.” While most athletic shoes offer support and cushioning, the new muscle-activating shoes are engineered to create a sense of instability. Design elements like curved soles and Reebok’s “balance pods” are said to force the wearer to engage stabilizing muscles further, resulting in additional toning for calf, hamstring and gluteal muscles. That sounds great, but do they really work? To support the claims, the shoemakers each offer company-financed exercise studies suggesting that the shoes produce a higher level of muscle engagement, at least in a controlled research setting. But the studies don’t show whether more engagement leads to meaningful changes in muscle tone or appearance over time. Nor is it clear whether the high level of engagement continues once the walker becomes accustomed to the shoe. 1. Reebok claims you can give your muscles a better workout? A. Right B. Wrong C. Doesn’t say 2. The customers answered a pool about Reebok A. Right B. Wrong C. Doesn’t say 3. EasyTone improve posture A. Right B. Wrong C. Doesn’t say 4. The design elements do not engage stabilizing muscles A. Right B. Wrong C. Doesn’t say 5. Studies show that you become a better person when you use the shoes. 120
UNIT 13 - REVIEW A. Right B. Wrong C. Doesn’t say Concepte şi termeni de reţinut
Elemente recapitulative
Teste de evaluare/autoevaluare
Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. Write your answers on your exam sheet. Black squirrels watched curiously as I gathered discarded fir cones to build a fire while shy chipmunks hid under our Cruise America RV or motor home as we call them on our side of the Atlantic. We were setting up camp for the night under a flaming red canopy of autumn leaves on a road trip around Lake Michigan, the second largest of the Great Lakes of North America. Along with Superior, Erie, Huron and Ontario, the Great Lakes are the largest body of fresh water in the world. They seem as big as an ocean with waves, treacherous shores, shipwrecks and beautiful beaches. We'd flown into Chicago for a trip that took us north to Milwaukee, up the western shore of the lake, across the Upper Peninsula and south on the eastern shore. With my husband Roy behind the wheel we clocked up over 1,200 miles in nine days - a bit of a whistle-stop tour. I'd recommend taking things slower so you can embrace the whole camping thing. Our home on wheels, the standard 25ft RV, had a dining area, a double bed, over-cab bed, a bathroom with toilet and shower, a cooker, fridge/freezer and a microwave. Wisely you are not allowed to set off in your RV on the day you arrive after an international flight so it was the next day, and after watching an instruction video, that we hit the open road. At 7ft 6in, the RV is wider than you might think and the weight makes it heavy to stop so allow plenty of time for braking. And pay lots of attention to the wing mirrors, especially the blind spot on the right. Our first stop was in Milwaukee, about 95 miles north of Chicago which we felt was far enough for the first day. As well as the Miller brewery, the city is known for Harley Davidson motor bikes. Rock music was playing as we pulled up at the Harley museum where even the doors are heavy metal. There are photos of William and Walter Harley and Arthur Davidson, who designed the first bike in 1903. Somehow, I expected them to be in leathers, not suits and bowler hats. 1. What was the author doing under the close scrutiny of the black squirrels? A. starting his RV B. asking for advice on how to build a fire C. starting a fire D. gathering discarded fir cones to build a fire 2. Lake Michigan is A. the second largest of the Great Lakes of America B. the second largest lake of America C. the second largest lake of Canada D. The biggest lake in the world 121
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3. Do the lakes look like an ocean with waves and shores and beautiful beaches? A. doesn’t say B. no, because they are too small C. yes because they are the largest body of fresh water in the world D. no, because of the fog 4. Were they due to arrive at the north of Milwaukee? A. Yes they were flying from Paris B. yes, they were flying from Chicago C. yes and they flew into Chicago D. no, they were supposed to get to the Upper Peninsula 5. When you go camping should you A. take things slower B. go as fast as you can so you can see a lot C. take thick clothes D. take a bike 6.
Was their RV very expensive? A. no, it was really dirty and difficult to drive B. it was a standard RV C. it was a very expensive last minute RV D. they did not have an RV
7. Can you drive an RV ass soon as you get off the plane? A. no, you should take a day rest B. it is the best solution C. no, you should eat properly before driving an RV D. no, you should take a week’s class to learn how to drive the RV 8.
What is Milwaukee known for? A. bread B. cheese C. bicycles D. Harley Davidson motor bikes
9. The music that was playing when they arrived at the Harley museum was A. dance music B. folk music C. country music D. rock music 10. The doors were made of A. glass B. heavy metal C. wood D. metal and wood Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 14 - REVIEW
UNIT 14
REVIEW
14.1. Introducere 14.2. Obiectivele unităţii de învăţare – timp alocat 14.3. Review 14.4 Îndrumător pentru autoverificare 14.5 Teste
14.1 Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
14.2 Obiectivele unităţii de învăţare
– – –
Studierea vocabularului recapitulativ Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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14.3 Conţinutul unităţii de învăţare
I. Folosindu-vă de următoarele adjective încercaţi să descrieţi câteva persoane publice (Using the following adjectives try and describe a few public persons): Black, white, red, green, big, small, petite, large, American, English, Asian, African, polite, loud, quiet, happy, friendly, unfriendly, funny, beautiful, unpleasant, angry, busy. ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… II. Completaţi cuvântul corect din casetă (Fill in with the correct word from the box): pick up, slip, step out, treat, obedient, rainbow, sip, noise, sit down, can, be, house, trunk, chill
“Alice 1. …………….…….. her feet into Timberlands, fills her pockets with doggie treats (Never go anywhere without them, Harry said. You 2. ……….…….. train any time, anywhere), 3. …………….….. her coffee and 4. ………………. the door into the yard. How funny, she had thought, to call three acres of wood, and a pond, a yard. Come! She says to Snoop, reaching down and giving him a 5. …………….. as he 6. …………………. runs up to her, and the pair of them set off across the lawn. 124
UNIT 14 - REVIEW Alice walks slowly, 7. ………………. her coffee and smiling as she looks around. The only 8. ………………. are the birds, a group of bright red cardinals hopping around the lawn, and the occasional rustle of squirrel. She reaches the water and 9. ……………………. on a huge tree 10. ……………… that must have fallen down during a particular bad storm. The water is still overhung and dark, but Alice 11. ........................happier in her life. Fishing her coffee, she walks back up to the 12. ………….……….., standing on the patio for a while as she shivers in the 13. ………………..…. of the early morning air. Still sunny, October is nevertheless edging towards winter, and the leaves are about to transform into the 14. …………………….. of colours for which New England is famous.” (Jane Green- Spellbound) III. a. Completaţi cuvântul corect din căsuţă (Fill in with the correct word from the box):
slippers, pipe, silence, newspaper, favourite, water, spectacles, typical, English, good, beer, meal, Smith, curtain “When the 1. …………….. rises, it is a typically English evening at home. 2. …………….. English Mr Smith, in his 3. ……………. armchair L of the fireplace, wearing English 4. ………………, is smoking an English 5. …………….. and reading an English 6. ……………………. He is wearing English 7. ………………… and has a small grey English moustache. Typically English Mrs Smith, is seated in an armchair L of the table, darning 8. ……………………… socks. There is a long English 9. …………………. An English clock chimes three English chimes. MRS SMITH: Goodness! Nine o’clock! This evening for supper he had soup, fish, cold ham and mashed potatoes and a 10. ……………… English salad, and we had English 11.…………. to drink. The children drank English 12. ……………... We had a very good 13. ……….. this evening. And that’s because we are English, because we live in the suburbs of London and because our name is 14. ………………….” (David Milsted – Brewer’s Anthology of England and the English) b. Cunoaşteţi şi alte caracteristici ale englezilor. Discutaţi-le. (Do you know other things that characterize the English? Discuss them). 125
LIMBA ENGLEZĂ …………………………………………………………… ……………........................…………………………… ……………....................……………………………… …………….............…………………………………… ……………..........……………………………………… …………………………………………………………… … IV. a. Alege paragraful corect şi completează textul (Choose the correct paragraph and fill in the text): “I moved on to the next envelope. I had only to scratch a card to win half a million. I did and found I was a lucky winner. I’d send it off to be entered into the free prize draw. I’ve always been a compulsive filler-in of competition forms. I can’t throw them away – I might win! ………………………………………. Today, the junk looked very promising. Best of all was the prize of a holiday in India, courtesy of Bewley’s tea merchants, and all I had to do was complete the tie-breaking sentence: Bewley’s make the best cup of tea because … I munched my honey and oatcakes, picked up my lucky competition fountain pen and gave the sentence all the consideration my expensive education allowed. ………………………………………………………………… …….…………............……………………………………….. I read The Herald and The Scotsman. To help my language studies, I always tackled the Gaelic column. Although at first glance those double consonants can be intimidating, Gaelic sounds much softer than it looks. I had started going to a beginner’s class at the university and I never missed a Gaelic soap opera on TV in the afternoon. On one memorable occasion, Jamie working from home had offered to translate. ……………................................................................................ ..........................………………………………………………. I was very impressed by his ability to speak Gaelic. He told me he had spent every school holiday on the Isle of Barra, staying with his Great Aunt Flora, and when you’re little, it’s dead easily to pick up a language – especially if the locals are the only ones who ever take notice of you ………………………………………………………………… .................................................................………………....” The gold-plated nib raced over the dotted line …it ain’t just what they brew, it’s the way that they brew it! It didn’t quite scan, but it was good enough to get to the short list and win a hamper. Which was probably why the marketing companies of the world had my new address long before my immediate 126
UNIT 14 - REVIEW family. He said to me: Let’s go to Barra and you can practice your Gaelic. You go in a little sixteen-seater plane that lands on the beach at low-tide. Scheduled flights from Glasgow according to the phases of the moon (If you ever get the chance to watch soap opera in a language you don’t understand, with live translation from a dear friend – do so. I could hardly breathe for laughing.) (Lazy Ways to Make a Living - Abigail Bosanko) b. Can you complete the sentence Bewley’s make the best cup of tea because …? ……………………………................……………………. V. Completaţi cuvintele care lipsesc cu unul din cuvintele din casetă (Fill in with the missing words with one suitable word from the box): enjoy /club /time city/ /hour /tree /house /know /charity /feel /discover /hand /day time /outfit Alice has knocked down walls and 1. ………………… raised wooden panelling that was hidden some 2. ……………… in the sixties. She has ripped up the lino in the kitchen and discovered wide old oak pieces of wood. She has found the room that must have been Rachel Danbury’s office, and finds she can spend 3. ……………….. sitting on the window – seat in there, gazing up the 4. …………………, thinking about nothing other than how at peace she 5. …………………………. The more she discovers about the 6. house, the more she feels as if she 7. ……………………. the writer. She has yet to lay her 8. …………………… on a copy of The Winding Road, and Alice is drawn down into the spell, falls more in love with the house with every passing 9. ………………………. There are 10. ……………………….., however when Alice has to go in the city. She does so reluctantly, but Monday to Friday – or Tuesday to Thursday if she can get with it – go in she does. To the theatre with Joe, to openings at the Met, 11. ……………………. benefits at the Frick, restaurants, bars and 12. ………………………. She comes in to have her highlights done at Frederic Fekkai, to shop at Bergdorf Goodman for the requisite black tie 13. ……………………….., to lunch with Gina at Jean – George or Le Cirque 2000- the only things she truly 14. ……………………… about coming in to the 15. ………………………………. (adapted by Spellbound – Jane Green) 127
LIMBA ENGLEZĂ VI. Completaţi cuvintele care lipsesc cu unul din cuvintele din casetă (Fill in with the missing words with one suitable word from the box): whenever /sadness /play /hands /music /passion /someone /kitchen When we returned to Edinburgh, it was as though I had brought some of the 1. ………………….. with me. It was probably made worse by the tendency 2. ………………….. a few minor chords on the piano 3. …………………… I passed by it. Sometimes I just held them down too long. My married life settled into a sedate, melancholic rhythm. If it were a piece of 4. ………………………., it would have been like Albinoni’s “Adagio”, only as poignantly beautiful. I developed a 5. ………………………. for puddings and stodgy pastry. It was nice to be able to potter around the 6. …………………… without someone’s arms around my waist. I was able to cook without 7. ………………….. standing behind me and kissing my neck at the same time. And the way he had always wanted to hold my 8. ………………..! So annoying. It was great not being bothered by that sort of thing any more. (Lazy Ways to Make a Living - Abigail Bosanko) VII. Completaţi cuvintele care lipsesc cu unul din cuvintele din casetă (Fill in with the missing words with one suitable word from the box): meet/ legend /language /history /shop /bargain /around /birthplace /mark /power Here Shropshire 1. ………………….. Wales and his borderland town is steeped in history, myth and 2. ………………….. Today the influence of Wales is still felt and you’ll hear a blend of 3. ……………….. as you brose around. Rich in 4. …………….. Oswestry may be but it’s still a vibrant and vital market town, with more than it’s fair share of small speciality 5. ………………. as thriving street market. 6. ……………….. await. Ancient signs are all 7. ………………. The Oswestry Hill Fort known as Caer Ogyrfan after King Arthur’s father in law, is said to be the 8. …………….. of Queen Guinevere. Offa’s Dyke marks out old border on one side of the town and Wat’s Dyke 9. …………….. the other. There are wells and springs named after Saints, which are said to have 10…………………. to heal the believer and inspire the more cynical. (Shropshire’s guide) 128
UNIT 14 - REVIEW VIII. Completaţi cuvintele care lipsesc cu unul din cuvintele din casetă (Fill in with the missing words with one suitable word from the box): buildings /city/ forgets/ year/ fascinating/ name/ against/ invaded Oxford is the city of the dreaming spires. The golden 1. …………………… with their spires, towers and domes have shaped a graceful timeless 2. …………………, which no visitor 3……………………….. Over 900 years as a seat of learning have made Oxford a very special place to visit at any time of 4. ……………………….. The city’s history is 5. ……………………. The Romans made Oxford a pottery centre, the Saxons princess Frideswide founded a religious community on the site of Oxford’s Cathedral, and the Oxenford, the original Saxon crossing point, gave the city its 6. ………………………. Alfred the Great developed and fortified the city 7. …………………… the invading Danes. Robert D’Oilly built Oxford’s castle in 1072. Richard the Lionheart was born at Beaumont Palace in 1157. Charles I held parliament in the Convocation Hall during the Civil War and Hitler planned to make Oxford his headquarters if he 8. ……………….. Britain. (Oxford’s guide)
14.4. Îndrumar pentru autoverificare
Life in Tokyo, as everywhere else in the world, is annoying and unfair. The good men are all married. Co-workers clip their fingernails at their desks. Laundry comes back from the cleaners still dirty. Society is too competitive. It is impossible to get enough sleep. Recently a group of about 100 Tokyo residents put their complaints into a pile and a composer, Okuchi Shunsuke, turned them into a song. About 80 of the complainers (accompanied by an accordion, a bass cello and a tambourine) then performed the composition at various sites around the city, becoming the latest example of what has become known as a complaints choir. The idea started in Finland, where there is a word for people who complain simultaneously, valituskuoro, which translates as complaints choir. About six years ago Oliver Kochta-Kalleinen and his wife, Tellervo Kalleinen, both visual artists living in Helsinki, began discussing the possibility of turning this metaphorical concept into something quite literal. People spend so much energy complaining, they reasoned, so why not harness all that energy into something positive? In 2005, with help from arts-related organizations in England and Finland, the two organized their first complaints choir, in Birmingham, England. 129
LIMBA ENGLEZĂ The Tokyo choir, which performed last month, is the eighth that the couple have worked with. But others have formed choirs in other cities, and, Mr. Kochta-Kalleinen said, more than 60 performances have occurred worldwide — from Melbourne to Singapore to Philadelphia to Florence. People of differing ages and backgrounds are encouraged to participate. Singing experience is not required. “If you demand a certain amount of singing skills it would exclude a lot of people,” Mr. Kochta-Kalleinen said. “Anyone who has a complaint should be able to take part.” In all of the choirs, members try to keep aggrieved looks on their faces as they air their complaints. But then this front tends to give way to ill-disguised and even undisguised glee. Mami Kataoka, chief curator of the Mori Art Museum in Tokyo, said she asked the Kalleinens to help organize a complaints choir because she saw it as a unique form of participatory art in which choir members could co-produce a work of art along with a composer. At the start of the performance last month, many choir members were wearing surgical masks, which are common in Tokyo these days because of swine flu (another thing, perhaps, to complain about). They started by simply humming to the music, then took off their masks and started singing. The process by which the initial complaints were winnowed into a manageable song was democratic, Ms. Kataoka said, with the final version an interesting balance of issues covering public transportation, personal appearance, work, love, society and the future. Videos of choirs around the world show that while some complaints are universal, others are coloured by the particulars of a culture. In Tokyo complaints about work were more common than in other cities, Mr. KochtaKalleinen said. (“I cannot say no to work on holidays.” “My boss made his mistakes mine.” “I am scared every three months because I’m a three-month contract worker.”) 1. Why does the author say that life in Tokyo is unfair? A. there aren’t enough shoes B. people are unhappy C. there is no electricity D. because laundry comes back from the cleaners still dirty 2. What did the people do with all their complaints about Tokyo? A. sent them into a signed letter to the mayor B. sent them to the press C. sent them to a composer to write a song D. made a song themselves 3. What is, translated into English, the name given to people who complaint simultaneously in Finland? A. choir B. complainers C. performers D. complaints choir 4.
Who came up with the idea of turning the concept into something literal? A. Tokyo people B. the mayor of Tokyo C. people from Finland D. Oliver KochtaKalleinen and Tellervo Kalleinen
5.
In the two artists’ opinion can complaining be turned into something positive? A. yes and it was successful B. no, because it’s way too annoying C. yes, but the quality of the work might not be good enough D. yes, but they don’t take responsibility for the outcome
6.
What is the number of choirs the couple has worked with so far? A. 18 B. 8 C. 80 D. 2005 130
UNIT 14 - REVIEW 7.
Why were the members of the choir wearing surgical masks? A. because it was cold B. because they didn’t want to show their faces C. because of the swine flu D. because they wanted to show their disapproval
8.
Was the final version of the song related to personal appearance? A. no, it was about the swine flu B. no, because people don’t care about that C. yes there was, among other things D. no, because it was about more important issues
9.
Are all complaints general for all cultures or are there some particularities? A. yes, there are particularities B. yes, but very few and unimportant C. yes and too many D. no, there aren’t 10. Are there more complaints in Tokyo than in other cities? A. yes B. doesn’t say C. no D. not more than in New York
Concepte şi termeni de reţinut Elemente de recapitulare
Teste de evaluare/autoevaluare
Read the text below. For questions 1-10, choose the answer (A, B, C or D) which you think fits best according to the text. Write your answers on your exam sheet. Strapped into a custom built seat, Andy Green prepares for the ride of his life. The pancake-flat desert stretches out for miles ahead. The computer indicates all systems are normal. He eases off the brakes and puts his foot down on the throttle. The jet engine roars into life. In precisely 42.5 seconds he'll be travelling 1000 mph. In a car. "It's almost impossible to tell the difference between going supersonic in a car and in an aircraft," says Green. He is the only person on Earth who can say that from personal experience. Green was a fighter pilot for the UK Royal Air Force for 20 years, and he is also the fastest man on wheels. In 1997, driving a vehicle called ThrustSSC, he set the world land speed record of 763 miles per hour, becoming the first and only person to break the sound barrier in a car (761 mph under standard conditions). Now, together with the Bloodhound SSC design team, he's attempting to do it all over again, and then some. This time there's competition. A three-way race is developing, with two other teams, one from North America and the other from Australia, vying to wrest the record from the Brits. The first step will be to break the existing record and get past 800 mph. If that succeeds, the next stage is to attempt 1000 mph (1609 kilometres per hour). "That's what we're designing the car for," says Ron Ayers, chief aeronautic engineer on the Bloodhound project. All three competing vehicles have wheels, brakes and a steering wheel, but that's pretty much where the similarity with conventional cars ends. Getting up to the speed of sound and 131
LIMBA ENGLEZĂ beyond poses challenges that a normal car will never encounter, requiring some radical design and engineering. For example, the wheels of a 1000 mph car will need to rotate at over 10,000 revolutions per minute, many times faster than on an ordinary car. This rate of spin entails an acceleration of almost 50,000 g at the rim, generating forces that would easily tear conventional wheels apart. Instead, this car will need wheels of solid titanium, or more likely carbon-reinforced aluminium. What's more, as the vehicle approaches the speed of sound, it produces a frontal shock wave which fluidises the earth ahead, so the wheels end up carving through ground, rather than simply rolling over it. On top of all that, beyond 250 mph, airflow starts to become a more important consideration in controlling the vehicle than traction on the ground. At this speed, the wheels begin to behave like rudders or aerofoils, and driving the car becomes more like controlling a speedboat or flying an aircraft. "Our biggest single concern is to make sure the vehicle stays on the ground," says Green. As the car approaches the speed of sound, it produces a shock wave which fluidises the earth ahead. Creating a "car" that takes account of all these factors means exploring unchartered territory in aerodynamics and vehicle mechanics. "No one has ever designed a car to go this fast before," says Green, "so we've got to develop and test, develop and test... it's an ongoing research project." 1. Why is it different this time that Andy Green drives a car? A. nothing, he is just recording it B. he asked all his friends to take photos C. he has a powerful engine D. he is going supersonic 2. Andy Green was the first man who A. drove a car with 671 mph B. broke the sound barrier in a car C. drove a car D. drove a vehicle called ThrustSSC 3. Is there a competition this time? A. yes, there is B. no, it’s just him C. no, he is the only person who can drive a car at that speed D. yes, but Green is not in 4. What is the first step in this competition? A. to make Green win B. to see who of three competitors is the best C. to check the car D. to break the existing record 5. What for, are the people from the Bloodhound project designing the new cars? A. to attempt 1000 mph B. to fly in space C. to entertain people D. to attempt 100 mph 6.
Which are the similarities between the three vehicles? A. They are all black B. they all have brakes, wheels and a steering wheel C. they all have Ron Ayers as a pilot D. they’ve been all designed by Green
7.
What does the speed of sound require in car? A. radical design of wheels B. radical changes in the manufacturing process C. radical restructuring D. radical design and engineering
8.
Would conventional wheels of a conventional car resist to the forces generated in the new car? 132
UNIT 14 - REVIEW A. yes, with a few manufacturing adjusting B. no, they are destroyed C. yes, there are the same forces D. yes, but they wouldn’t last for long 9. What is Green’s main concern? A. that the car won’t stay on the ground B. that the car is too light C. that the car is not safe enough D. that the car is not fast enough 10. Does the car need more testing? A. yes because of the safety issues B. yes, because it’s an ongoing research process C. no, the car is perfect D. no, the car is good to go
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 15 – PRESENTATION
UNIT 15
PRESENTATIONS
15.1. Introducere 15.2. Obiectivele unităţii de învăţare – timp alocat 15.3. Presentations 15.4 Îndrumar de autoverificare 15.5 Teste de evaluare
15.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze în domeniul englezei de afaceri, necesitatea unei corecte prezentări a materialului este utilă.
15.2. Obiectivele unităţii de învăţare
– – – –
Studierea tipurilor de prezentări Studierea formelor de prezentare Utilizarea informației primate Aplicaţii
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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15.3. Conţinutul unităţii de învăţare
TYPES OF PRESENTATION Examples of different presentations: Press conference: two chief executives tell journalists why their companies have merged Briefing: a senior officer gives information to other officers about a police operation they are about to undertake Demonstration: the head of research and development tells nontechnical colleagues about a new machine Product launch: a car company announces a new model Lecture: a university professor communicates information about economics to 300 students Talk: a member of a stamp-collecting club tells other members about th 19 century British stamps. Seminar: a financial adviser gives advice about investments to eight people Workshop: a yoga expert tells people how to improve their breathing techniques and gets them to practice. Dos and don’ts: preparation Here are some tips for a stand-up presentation (one person talking to an audience). a. Find out about the audience: how many people there will be, who they are, why they will be there, and how much they know about the subject. b. Find out about the venue and facilities: the room, the seating plan, the equipment, etc. c. Plan the content and structure, but don’t write the complete text of the presentation d. Write notes on sheets of paper, not on cards e. Try to memorize the first five sentences of your talk f. Prepare visual aids: pictures, diagrams, etc g. Rehearse your presentation (practice it so that it becomes very familiar) with friends or colleagues.
Key phrases: introduction Introduce yourself and your subject
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UNIT 15 – PRESENTATION
Outline what you’re going to talk about: describe the different sections of your talk
Say whether people ask questions during the talk, or at the end
Dos and don’ts: timing a. Start on time. Don’t wait for latecomers. b. Plan how long you’re going to spend on each point and keep to these timings. c. Don’t labour a particular point (spend too long on something) d. Don’t digress (talk about things that have nothing to do with the subject), unless you have a particular purpose in mind. e. Finish on time. Don’t run over. It looks bad if you don’t have time to finish all your points and answer questions. Dos and don’ts: voice f. Project your voice to the back room, but don’t shout. Don’t ask if people at the back can hear. Check the volume (loudness) of your voice beforehand. 137
LIMBA ENGLEZĂ g. Use a microphone if you need one. Don’t hold it too close to your mouth. h. Whether using a microphone or not, speak in a natural tone of voice. Don’t speak in a monotone (on the same level all the time). Vary the pitch (level) of your voice. Rapport with the audience Experts say you can gain the audience’s attention in a presentation by: Telling an anecdote (a story, perhaps a personal one) Mentioning a really surprising fact or statistic. Stating a problem Asking a question Of course, it is important to respect the cultural expectations of your audience. Key phrases: main part You can continue your presentation: “Ok. To begin let’s look at the first type of skills that consultants need: technical skills. Of course, related to technical skills is a good general knowledge of management subjects… But I’m digressing: let’s get back to the technical skills themselves … That’s all I have time for on technical skills. Let’s move on to the second area: interpersonal skills. As you can see on this transparency, there are two key areas in relation to interpersonal skills… I think that covers everything on interpersonal skills. Time is moving on, so let’s turn to the third area: people management issues.” Dos and don’ts: body language Tips on body language: Make eye contact: look at each person in the audience for about a second, before moving on to the next person. Don’t concentrate on just one or two people. Don’t speak to the equipment or the screen: face the audience at all times. Smiling is fine at appropriate moments, but not too much Avoid mannerism (ways of moving and speaking which you do repeatedly without realizing) Key phrases: closing and dealing with questions Bringing the presentation to a close: “Let me sum up. Firstly, we looked at technical skills, secondly, at management skills and last, but by no means least, at interpersonal skills. In my view, the secret for success in the future is going to be interpersonal skills. That brings me to the end of the presentation. Are there any questions?” Here are some phrases which can be useful when answering questions.
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UNIT 15 – PRESENTATION
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If a member of the audience didn’t hear a question, they might say: “Sorry, I didn’t catch the question – could you repeat what the questioner said?” Ending the presentation: “I think that’s a good place to stop. Thank you for listening.”
15.4. Îndrumar pentru autoverificare
Have you ever given a presentation? What type was it? In your experience, what makes a good/bad presentation? How are people expected to dress for different types of presentation in your country? How is body language used in presentations in your country? Which gestures are acceptable and which are not? What are the advantages and disadvantages of using different types of equipment? What are some of the potential problems? Concepte şi termeni de reţinut Prezentări Forme de prezentare Tipuri de prezentări
Teste de evaluare/autoevaluare Teste de evaluare/autoevaluare
Write a presentation to a product or a service you know well.
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 16 – CAREERS
UNIT 16
CAREERS 16.1. Introducere 16.2. Obiectivele unităţii de învăţare – timp alocat 16.3. Careers 16.4 Îndrumător pentru autoverificare 16.5 Teste
16.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
16.2. Obiectivele unităţii de învăţare
– – –
Studierea vocabularului pentru cariere Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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UNIT 16 – CAREERS
16.3. Conţinutul unităţii de învăţare
‘Up or out’ is part of industry culture By Charles Batchelor Up or out, the policy of requiring employees to race up the promotion ladder or face being eased out, is commonly regarded as a sign of the consulting industry’s hard-nosed approach to doing business. But how widespread is this practice? And is it still relevant in an age when human capital management has become more sophisticated at dealing with diversity – of background and aspiration? Although management consultancy is frequently associated with this policy of requiring staff to move up or move out, this approach is employed in other sectors including law, the military and universities – where academic staff who fail to attain tenure can be required to leave. Among consultants “that approach has been most closely associated with strategy houses”, says Alan Leaman, chief executive of the Management Consultancies Association. “There are aspects other firms employ but they are not so out and proud about it. But even there I am sure it is changing since they are more concerned about growing people and giving them career options.” “It makes a lot of sense for firms to be clear about what they are doing,” says Fiona Czerniawska, a director of Sourceforconsulting.com, a research organisation. “Up or out may seem draconian but people do move in and out. Staff turnover in consulting is between 15 and 20 per cent a year so people stay on average five to six years.” “We don’t have an explicit ‘up or out’ policy or way of thinking,” explains Russ Hagey, senior partner and chief talent officer at Bain & Co, the strategy consultancy that, along with McKinsey, has been most closely associated with this robust approach to managing human relations. “That would be short-sighted. Instead we take a view of the lifecycle of our talent pipeline. It starts with how we think about professional development and training. We focus on helping people build the skills to be successful at Bain and post-Bain.” Consultancy, in particular, faces the challenge of constructing careers for people who, having devised management strategies for other businesses, want to apply their skills to running a business of their own. This means the 142
UNIT 16 – CAREERS consultancy firms can expect a constant leakage of their best people into senior jobs in the corporate sector. John Donahoe, chief executive officer at eBay, is a former Bain consultant, as is Kenneth Chenault, chairman and chief executive of American Express. Former McKinsey consultants include James McNerney, chairman and chief executive of Boeing, and Vittorio Calao, chief executive at Vodafone. Keeping on good terms with these people requires HR policies that leave them with a good impression of their former employer, so that it is strongly placed to win future consulting jobs or to win friends and influence from former employees who have gone into the public sector. In some cases former employees have returned to Bain after a spell in the outside world, enabling the firm to broaden the range of experience offered to clients. Graduate and MBA recruits to Bain are presented with “a vision of terrific professional development involving an extensive global training programme and an on-the-job learning environment,” says Mr Hagey. “We talk about the prospects of being a partner. But more importantly we talk about building general management skills.” With 500 employees making partner from a total head count of 3,500, clearly not everyone can make it to the top. To build long-term relationships with staff, Bain maintains an internal jobs bank, posting vacancies within the firm and at clients while also including opportunities put up by executive search companies and Bain alumni. There is an “externship” programme to place employees with outside companies for six months and an active programme to reach out to former staff who might be tempted back to the firm. “It requires us to up our game internally to see that we create a culture and a value proposition so that staying at Bain is highly valued,” Mr Hagey explains. But at the same time the firm works on its “departure culture”. “We focus on how people depart so that we do it in a constructive and helpful way.” This is the company perspective – but how do employees and former employees view it? Some appear to be more willing to acknowledge the “up or out” approach but all accept it as part of the results-driven nature of the job. “The mentality of the firm is up or out,” says one in a jobs website posting. “It can be stressful but everyone hired has the potential of rising up within the company.” “If you work hard and demonstrate your capabilities, then you will be immediately rewarded,” says another. “It is quite stressful at times because if you don’t perform well, you definitely will hear about it.”
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UNIT 16 – CAREERS Within the consultancy industry there does appear to be a willingness to acknowledge a greater degree of diversity in career planning than in the past. “This is a talent business and it is all about attracting the brightest and best but not everyone can be the boss,” says Mr Leaman. “It is not just about a standard pathway that you must follow. It is all about looking at the options and finding the strengths of an individual and how best to exploit them.” Kate Wood, global head of human resources and recruitment at PA Consulting, says: “We don’t need everybody to be a partner. But we do want everyone to do a great job. Individuals have different career aspirations at different times in their lives. Everyone has a career plan, refreshed every year, so they know where they are going.” PA has 136 partners out of a total head count of just over 2,000 staff. “Up or out” is not a label that the consultancies are keen to own up to. A more nuanced approach is called for, reflecting staff aspirations both during and after their time at the firm. But there is no less pressure to deliver the best for clients, and for individual consultants the reality remains they will still be judged on their ability to deliver. (ft.com)
16.4. Îndrumar pentru autoverificare
Describe your ideal career. Concepte şi termeni de reţinut Cariere Buiding up your career
Teste de evaluare/autoevaluare
1 It’s important to understand how other cultures behave so you don’t cause. A offence B problem C disaster D behavior 2 In some countries it is quite to use the correct title when talking to business colleagues. A offensive B likely C formal D tricky 144
UNIT 16 – CAREERS 3 Having good may help you to make deals more easily. A entertaining B manners C demonstrations D handshaking 4 Ian has to be very organised as his work involves meeting tight . A problems B responsibilities C challenges D deadlines 5 Lesley doesn’t like having to wait for other people to work for her. A generate B solve C resolve D tackle 6 Paul enjoys working at Small World because he finds the stimulating. A installation B environment C application D opportunity 7 If someone looks me straight in the eye without I tend to think they are honest. A yawning B sighing C blinking D sniffing 8 Your body usually gives other people information about how you really feel. A appearance B impression C language D relationship 9 Bob and Tony are business and have arranged to meet at the sales conference. A delegates B customers C associates D officers 10 I’ve given the latest sales to Mr Allen but he hasn’t had a chance to look at them yet. A systems B figures C worksheets D facts Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 17
CAREERS
17.1. Introducere 17.2. Obiectivele unităţii de învăţare – timp alocat 17.3. Careers 17.4 Îndrumător pentru autoverificare 17.5 Teste
17.1 Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze cunoasterea vocabularului pentru cariere este necesar
17.2 Obiectivele unităţii de învăţare
– – – –
Studierea vocabularului pentru cariere Însușirea vcablarului pentru cariere Utilizarea în context a vocabularului pentru cariere Aplicaţii
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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Career Objective A career objective is best used to focus a resume when you know what position you are interested in. This section appears at the beginning of a resume after the name and contact information. If you are sending your resume to a company in the hopes of landing any job, a qualifications summary would be better for you. It's a good idea to have one or the other, before leaping into the heart of your resume. The purpose of a career objective is to tell the employer what it is that you want to do. The rest of the resume focuses on supporting this objective and convincing the employer of your ability to do it. If you do decide to use an objective, do not use vague words and phrases. They will not add value to your application. Do not write: "To obtain a position in a progressive company where I can use my skills to increase sales and contribute to the overall success of the organization". Rather, be specific in outlining exactly what you are looking for: "To direct a sales organization at a consumer products company." Keep your objective focused and precise. As a guide, make it 12 words or less; don't go over this limit unless you feel it will really help you land your job. Ensure that the rest of your resume supports your objective. After you have it written, ask yourself: Does my objective position me as a qualified candidate for the position I am seeking? Does it emphasize the contribution I can make to the organization? Does it entice the employer to read the rest of my application? Remember that if you do use an objective in your resume, be sure to adjust your resume for the different types of jobs that you apply for. Objective Examples Seeking a position in sales where five years of customer service experience will add value. Position where three years of management experience will contribute. Corporate trainer, where a thorough understanding of English will be useful. Skilled in public speaking and instructing. 148
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Should I include a career objective in my resume? Well, that really depends on your objectives. The table below may help you decide. Advantages It tells the employer exactly what you want; this will give you an edge over people sending a resume to the company in the hopes of hitting any job matching their qualifications. If you are applying for a specific position, then an objective will convey a long run outlook. It shows the employer that you have direction. If your previous jobs are different from the type of job that you are now seeking, then an objective communicates your decision to change careers. Disadvantages If you are applying to the company, and not necessarily for a specific position, then an objective can limit your chances of getting a job with that firm. Having both a career objective and a cover letter may be redundant. If you're still not sure, as a general rule of thumb, use an objective if you know what job you want. If you're not sure, you're better off with a summary of your qualifications. It's best to have either one or the other; do not omit both. Qualifications Summary An objective can be a great way to start your resume if you know exactly what you are applying for. However, if you aren't sure (or you want to apply for a range of jobs) a qualifications summary can be a great way to start. It is generally two or three phrases in length and used to highlight specific skills that are relevant to the potential job. A qualifications summary appears near the beginning of a resume, after the header. If you choose to use both an objective and a qualfications summary, the objective appears second; however, it is usually best just to use one or the other. Examples of Summaries: "Completing a degree in journalism with a minor in marketing. Interned as assistant account executive with copywriting responsibilities at local advertising agency. Sold advertising space for college newspaper." "Sixteen years of editing and writing experience. Three years of experience managing advertising sales, promotion, production, and circulation. Winner of the Jesse H. Neal Award for Journalistic Excellence." 149
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Should I have a qualifications summary or a career objective? As stated in the career objective section, if you know what job you're applying for, the career objective is better. However, if you're not sure what positions a company has to offer or what you're applying for, the qualifications summary is better. Advantages Clearly outlines the fit between your expertise and the employer’s needs. Adds up the sum of all experiences. For instance, stating that you have 5 years of budget planning experience may be more impressive than listing it individually under each job, and hoping that the employer realizes that you are an expert in this area. Provides the employer with a clear indication of what you have achieved and where you have been Disadvantages For new entrants into the workplace, you likely have not had enough experience to warrant a summary.
Stating a summary will only be useful if you indeed have something relevant to the position requirements.
Some employers find these summaries redundant.
Can I make a resume with neither a qualifications summary nor a career objective? This is probably a bad idea. The qualifications summary and career objective are fast, effective ways to hook the reader into looking at the rest of your resume. Employers will have to sift through your resume otherwise to find out what you are good for. Additionally, both methods give your resume focus. (careerowlresources.ca)
17.4. Îndrumar pentru autoverificare
What makes a good resume? Do you think it is important to have a career plan? What are the main objectives a person should have for their career? 150
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Concepte şi termeni de reţinut
Cariere Steps in your career Climbing your career ladder
Teste de evaluare/autoevaluare
How would you answer the interview question: What are your career targets ? mong the questions you will face during an interview will definitely be your career objective. This is something you should be so well imbibed in your psyche that when you talk about it, it should come out as your second nature. In order to answer well on this aspect, you need to tally internalize your career objectives which will anyway stay unchanged whatever job you will take up. There will be questions such as, 'would you like to change anything in the way you took of your career decisions' or 'what if you would be offered another choice of career'. Through questions such as these the interviewer is trying to judge whether you really love the work you have applied for and whether there would be any possibility of you being wooed by some other opening before you contribute to the company. Be honest in your answer; however do not move too far from the objectives of the present job. Other questions may search your areas of interest and focus such as 'other than the present job, what else you would be comfortable with'. Here be as brief as you can while highlighting two or three areas of interest in the same line of the job that you are being interviewed. You need to be prepared for this question because you need to match your strengths to the possible ramification of the job you're being interviewed for. So prepare well. Some interviewers ask seemingly friendly and philosophical questions, such as 'how would you define success; how about the level of success in your life'. They are not being vague; actually they are looking how settled you are with the present career goals. Hence, you answer should be centered around your major career accomplishments and related directly to some if not most of the objectives of the present job. This needs preparation as well. 'Describe what you understand by position' (the position you applied for) would be another trick question though it looks pretty harmless. The interviewer here seeks to learn whether you understood and are aware your responsibilities in the given position. Keep the answer focused on action and results that the position entails. Keep it as brief as a definition should be. A good question, often encountered during your career objectives interview is, 'what would be the best period of time in a job/ company/ position' or 'how long do you usually stay in a job'. Such questions look into your long-term perspective and whether you are a dynamic professional or a passive one. A dynamic person would answer that they would stay in a job as along as they felt they contributed to the goals of the company and their own professionalism; while a passive person would say they would not like to change jobs once they found their dream job.
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Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 18 – COMPANIES
UNIT 18
COMPANIES
18.1. Introducere 18.2. Obiectivele unităţii de învăţare – timp alocat 18.3. Companies 18.4 Îndrumar de autoverificare 18.5 Teste de evaluare
18.1. Introducere
Prezentul capitol prezită elemente aparținând vocabularului pentru afaceri - companii
18.2. Obiectivele unităţii de învăţare
– – – –
Studierea vocabularului pentru compani Însușirea vocabularului pentru companii Utilizarea în context a vocabularului Aplicaţii Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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Cloud computing cuts start-up costs Back in the days of the dotcom boom towards the turn of the century, an internet entrepreneur had to spend hundreds of thousands of pounds buying computer servers, set them up, launch the service and then pray that he had guessed correctly on what the uptake would be. If the site attracted too many visitors, the servers would simply collapse under the weight of traffic. If there were too few visitors, the company was left with a roomful of expensive, under-used equipment. “I remember playing all those guessing games. I spent weeks trying to negotiate different kinds of deals with internet hosting companies: could we have two servers for the first two months, then six for the next two, not really being sure what we would need,” says Lachlan Donald, a veteran technologist who is now chief technology officer of 99designs, a internet marketplace for graphic designers. If a company got its calculations wrong, it could take days or weeks to get more computer power. “At previous companies it was a nightmare. Even to get a new web server set up would take a couple of weeks,” says Jags Raghavan, vice-president of business development at 8KMiles, an internet consulting company. “Now you can do it at a touch of a button.” The difference is the arrival of cloud computing services, which allow companies to rent computing power by the hour and by the megabyte, making it vastly easier to launch an online business. Start-up costs are much lower. “Companies had to borrow a lot of money to buy all those servers. It created a barrier to entry that cloud computing has removed,” says Mr Donald. When he helped to launch 99designs, using Amazon Web Services to run the website, the company was set up without any external funding at all. “Amazon Web Services has been the biggest boon to venture capital-backed companies in recent years. It has meant you can now fund 10 companies for the price of one, and you are seeing new applications being developed that would have been difficult to build cost-effectively in the early days,” says Michael Grant, chief executive of Cloudscaling, a company that offers cloud infrastructure software. These services also help to keep down staff costs. “If you 154
UNIT 18 – COMPANIES are a fashion company, your business is not information technology. Now, you don’t have to set up an IT division that is not part of the core business. You can run with minimal IT staff,” says Mr Raghavan. Having computing power on tap like electricity or water has also helped fledgling companies to deal with sudden jumps in popularity. Zynga, a developer of games for social networks, for example, turned to Amazon Web Services in 2009 when users of its FarmVille game jumped from zero to 10m in six weeks and the company had run out of its own data centre capacity. “If you are launching an app and you aren’t sure how many people will be hitting the site, it makes sense. Even if it is 1m users you will have the flexibility to handle that,” Mr Raghavan said. Mr Grant says that having unlimited amounts of computing power on tap has also helped to spawn new types of companies that would not have been viable before, such as biogenomics businesses offering specialised analysis of gene sequences. “If you are three guys in a garage and you need 10,000 servers because you are doing some super-fancy algorithmic calculations, the cloud is fantastic for that,” he says. Cloud computing can work for larger companies as well as small ones. A number of Fortune 500 companies use cloud computing for some of their operations, often where they have want to experiment with new types of services, or create a website around a new product, without huge IT investment. However, computing experts warn that after a certain point, cloud services can prove very expensive, and it might make sense for companies to move to running their own servers. After growing from six staff to 70 in four years, 8KMiles is still on the cloud, but other companies are moving on. Zynga, for example, recently moved a large portion of its games from Amazon to its own computers. Cloudscaling is exploiting this trend and has a growing business helping companies who have outgrown the start-up phase transition away from public cloud services like Amazon to running their own private networks. The cloud might also not work for companies that are too small. It can be complicated designing software to run well on the cloud, warns Mr Donald, and this is something that very small businesses could struggle with. “It is much more technically complex. You need to automate everything and assume everything is going to fail. Although a whole ecosystem of software services companies has sprung up to help with this, it is still has more complications,” he said. Mr Raghavan agrees. “The cloud is not for everyone. If 155
LIMBA ENGLEZĂ you have a solid business case I would recommend it. But if you just have a concept and don’t really know what your audience is, I would not recommend it, because the cloud is not free,” he says. “It reduces your capital expenditure costs, but it is not free.”
18.4. Îndrumar pentru autoverificare
What is cloud computing? What are the benefits of cloud computing? Are there any drawbacks for using cloud computing? Concepte şi termeni de reţinut Cloud computing New trends for companies
Teste de evaluare/autoevaluare
Types of companies Whenever a person decides to start a business, it becomes important for him to know about various types of companies available. This information will be useful for the person as he can compare and understand the advantages and disadvantages of all options available with him. Choosing a type of company which suits the financial condition and expansion vision of the initiator becomes very crucial before starting a company. Given below is the basic information on all different types of companies in the United States, along with a few advantages and disadvantages.
What Are the Different Types of Companies Sole Proprietorship A sole proprietorship is one of the most simplest and uncomplicated types of companies. This kind of business organization has a single person who owns and controls it. He is the one who makes sure the entire business functions smoothly and is also accountable for any profit or loss the business makes. Certain other features of the sole proprietorship business organization are: Does not require a lot of money to form. The dissolution procedure is very easy, simple and quick. There are very few tax related facets attached with this type of business organization 156
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Any liabilities in business are the proprietor's personal liabilities Whenever the owner dies, the business organization also automatically stops existing. The owner has unlimited liability in the organization. This form of business structure is useful for people who have an expertise in a certain field and want to make money by applying that knowledge. There is no need to consult other people in the organization before taking any decision and also employees have no stock options. However, when it comes to taxation and other financial aspects, there is no difference between the proprietor's personal life and business, as it is regarded one and the same by the government. It is therefore important to have a good knowledge about these obligations, before deciding to start a sole proprietorship. Partnership Partnership firms involve a business organization formed between two or more people. All these members are known as partners and are joint owners of the entire business organization. The partners are accountable for any profit, loss or liability of the business organization. An important feature of this type of company is that all partners enter into a pre-defined agreement regarding profit sharing and loss bearing, before starting their venture. Irrespective of the capital brought in or the profit-loss sharing percentage of a partner, he can be asked to pay off total debts of the company, as the partners have a joint as well as several liability in the organization. Certain other features include: Similar to a sole proprietorship, partnership ventures are simple, easy and quick to form The whole taxation policy and obligations are a little complex, but there is no specific tax for the partnership firm. Every partner is jointly and individually liable to the entire firm. It depends upon the agreement between partners, as to how they would like to run the firm. Dissolution of the firm takes place when a partner turns bankrupt, dies or through a mutual decision between the partners. Before getting into a partnership firm, it is important to understand that the financial obligations and agreement between partners. Partnership firms are broadly divided into three types: General Partnership: Every partner enjoys equal ownership rights along with profit sharing and loss bearing, unless specifically mentioned in the agreement. Limited Partnership: In this type, not all partners participate in the running of business. One of them is responsible for this, while others bring in the capital. Joint Venture: This particular partnership is formed by two people only for a particular project and is dissolved on its completion. Limited Liability Company (LLC) This is one of the more recent types of companies which has come into being only recently. A limited liability company is a mix of business corporation and partnership types of companies and provides greater flexibility by blending benefits of both. Similar to partnership firms, an LLC can be as simple or complicated as the partner wants it to be. According to rules of the state, partners in an LLC get limited liability or unlimited liability. A few state laws also call for a pre-fixed date to be decided by members at the time of formation, when the firm will dissolve. Tax obligations of an LLC are similar to ones applicable to a partnership firm. However, during formation, members should be careful in not including more than two features of a business corporation in the agreement, or else the LLC will be treated like a business corporation for taxing purposes. The best part about LLCs is that they are very flexible and therefore can be formed to run a variety of business ventures. The most important part in the formation procedure is the agreement between members and hence it needs to be carefully created. 157
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Business Corporation Of all types of companies, the business corporation is the most complex type. Whenever a business corporation is incorporated or registered with the government, a new separate entity is created. This is distinct from the owners and therefore irrespective of the personal financial condition of all shareholders, the organization continues to function until dissolved. The shareholders, or owners, decide and elect directors who form necessary policies and rules for the proper functioning of the organization. Various mangers and officers are appointed by these directors who actually control the daily on goings of the organization. There are numerous legal formalities like approvals and meetings which need to be adhered to by corporations. There are basically 4 types of business corporations - General Corporation, Close Corporation, S Corporation and Non-profit corporation. With basics remaining same, there are a few differences in terms of number of share holders and profit sharing polices, which separate them from each other.
There are a few advantages of a business corporation. The most crucial one being the fact that a business corporation is treated as different from the owner and his personal liabilities. However, it takes a lot of time, money and legal formalities to set up a business corporation. Choosing a particular company for starting a business from the various types of companies discussed above, is perhaps now a little easier. Understand that this is more like an overview and get proper detailed information on each type before venturing into one. (buzzle.com)
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 19 – COMPANIES
UNIT 19
COMPANIES 19.1. Introducere 19.2. Obiectivele unităţii de învăţare – timp alocat 19.3. Companies 19.4 Îndrumar de autoverificare 19.5 Teste de evaluare
19.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze și a vocabularului de afaceri .
19.2. Obiectivele unităţii de învăţare – – – –
Studierea vocabularului pentru compani Însușirea vocabularului pentru companii Utilizarea în context a vocabularului Aplicaţii
Timpul alocat unităţii de învățare Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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The Best Industries for Starting a Business Right Now Candy How sweet it is. Even in a recession, candy has been a luxury that many people can still afford. "Chocolate is a comfort food," says Dan Johnson, owner of Choco-Logo in Buffalo, New York, which has seen retail sales rise 30 percent since last year. The confectionery industry, as a whole, grew 3.7 percent during the 52-week period ending April 19, according to the National Confectioners Association, which is pretty good considering so many industries are flat or declining. Historically, experts say, candy is one of the most recession-resistant industries and many of today’s classic brands, including Snickers, Tootsie Pops, and 3 Musketeers, all launched during the darkest days of the Great Depression, between 1930 and 1932. Energy The energy industry is full of start-up opportunities, so it's no surprise that it was the fastest-growing category among privately-held companies on the 2008 Inc. 500 | 5000 list -- with a median four-year growth rate of 287.5 percent among 79 companies on the list. These companies run the gamut from dealing in solar energy to alternative fuels. Due to growing consumer demand to save on energy costs, companies that install efficient lighting systems or cut down on heating costs by installing solar panels are well positioned for future growth. In addition, economic stimulus funds for energy projects nationwide amount to $43 billion, creating opportunities for entrepreneurs with a scientific background to break into areas such as biofuel and wind power. iPhone Apps Apple launched its App Store last summer, creating a whole new burgeoning industry in the process. Sales of apps in the first month topped $30 million, leading Steve Jobs to predict that the marketplace would be worth $1 billion some day. To date, companies have produced more than 30,000 applications, ranging from games such as Tap Tap Revenge to apartment-hunting help to tools for finding out the name of 160
UNIT 19 – COMPANIES a song; in all, Apple has processed more than a billion downloads. To capitalize on the trend, venture-capital firms such as Kleiner Perkins have begun investing in app producers; the venerable Sand Hill Road firm has earmarked $100 million for the market. Health-Care Technology The challenge of streamlining patient care through digitized medical records, e-prescription programs, and online hospital communication, is just now gaining momentum, giving younger companies a chance to make inroads. The federal stimulus bill pledged $19 billion to the development of a health-information tracking system. Based on that level of funding, employment in the field is expected to grow by 18 percent between now and 2016, according to data from the Bureau of Labor Statistics. One up-and-comer: Phreesia, a New York City business that makes electronic patient check-in tablets for doctors offices, recently closed $11.5 million in Series C funding, and has secured $25 million in funding to date. Beer, Wine, and Liquor Wholesale Even as consumers cut back on their consumption of premium alcoholic beverages, sales of booze at lower price points have risen significantly over the last year. As a result, beer, wine, and liquor wholesaler profits have grown 18 percent and sales have grown 5 percent over the past year, according to Sageworks. And the Distilled Spirits Council estimates exports of U.S. distilled spirits grew by 8 percent last year, to $1.1 billion, led by robust demand for American whiskeys. Home Health Care Perhaps the sector likely to benefit the most from the aging baby boomer generation is the home health-care industry. An increasingly popular alternative to nursing homes, home health-care services tend to offer patients lower costs while affording them the dignity of being able to remain in their homes. Industry employment is expected to increase 4.5 percent annually through 2016, the third-highest rate of growth recorded by any industry, according to the Bureau of Labor Statistics. The industry has spawned dozens of promising niches, including companies that specialize in cognitive-fitness computer programs, which help exercise the mind. Total revenue for companies in the cognitive-fitness market topped $265 million in revenue in 2008, up from $100 million in 2005, according to the market research firm 161
LIMBA ENGLEZĂ SharpBrains. Total sales are expected to hit $2 billion by 2015, the firm estimates. Technical and Trade Schools With unemployment numbers up to 8.9 percent, it's no surprise that technical and trade schools are experiencing a surge in business. Revenue at these for-profit schools rose an average of nearly 8 percent over the 12-month period ending in May, according to Sageworks, a financial analysis company. While thousands of Americans are trying to set themselves apart from other job applicants, others are switching careers as the realization hits that their former industries may have permanently contracted. Fast-Casual Dining This year might be the worst ever for the food-service industry as a whole, but the emerging fast-casual segment -which falls between fast food and full-serve restaurants -continues to shine. Sales for the top 100 fast-casual restaurant chains grew by nearly 11 percent in 2008, to $16.7 billion, according to Technomic, a Chicago-based restaurant industry research and consulting firm. Panera Bread led the segment with $2.6 billion in sales in 2008, representing 16 percent growth, while Chipotle Mexican Grill totaled $1.3 billion in revenue, good for a nearly 21 percent growth. For those without the capital to start a restaurant, food industry watchers are seeing a growing trend in food trucks, with those that offer one type of food -- tacos, waffles, and even Korean barbecue -- all the rage on the streets of major cities. Green Construction The construction industry may be in a slump, but companies that specialize in green building are bucking the trend. The overall green building market is expected to more than double from $49 billion today to approximately $140 billion by 2013, according to a report from McGraw-Hill. A growing consumer awareness of the advantages of sustainable homes and buildings, along with the increased government focus on environmental initiatives, will only bring more opportunities in this arena. Businesses that position themselves as both eco-friendly and affordable stand to benefit even more. Education Technology The education-technology industry has been gaining momentum for years and the $650 million allocated to it in 162
UNIT 19 – COMPANIES the recently-passed federal stimulus bill should only accelerate the transformation inside U.S. schools and school districts. Companies such as Promethean USA, eInstruction, and Luidia have already capitalized on growing demand, carving out market share in the emergent interactivewhiteboard industry. Then there’s Schoolwires, a company in State College, Pennsylvania, that designs content management systems for school districts. The business plans to increase its workforce 60 percent this year. Don Knezek, CEO of the International Society for Technology in Education, says when it comes to technology in classrooms, the U.S. is still an "emerging market." (inc.com)
19.4. Îndrumar pentru autoverificare
The Best Companies To Work For Boston-based consulting giant Bain & Co. finds itself at the top of several prestigious rankings. It is No. 1 on Vault’s Consulting 50, and has been named the Best Firm to Work For by Consulting Magazine for nine consecutive years. Today, Bain holds a new title. Glassdoor.com, a jobs and career community where people share information and opinions about the places where they work, has just unveiled its fourth annual Employees’ Choice Awards, which lists the top 50 best places to work based on surveys collected from employees throughout 2011. Of the 50 employers honored, 13 have been on the list for all of the last four years, including Bain, and 17 are newcomers. J. Crew (No. 24), Starbucks (No. 34) and Coach (No. 37) are among those making their debuts. Unlike many workplace-related awards, which require companies to self nominate, the Employees’ Choice Awards rely solely on the input of employees, who anonymously provide feedback through a survey. The survey goes only to employees in the U.S., but many of the companies have workers around the world. “The magic of Glassdoor is that we get to hear stories from employees in their own words,” says Glassdoor’s founder and chief executive officer, Robert Hohman. “I think, especially in these times, it is a worthy and noble thing to recognize companies like these. The Employees’ Choice Awards is truly about what the employees think.” The ranking of the top companies was determined by taking cumulative average ratings from all the employees who responded to the 20-question survey between Dec. 1, 2010, and Nov. 23, 2011. The survey addressed eight workplace topics: work-life balance, career opportunities, communication, compensation and benefits, fairness and respect, employee morale, recognition and feedback, and senior leadership. “In this economy, or for that matter in any economy, it’s important for companies to stay in sync with what’s working well with their employees and with things that can be improved,” says Samantha Zupan, a Glassdoor spokesperson. “Every company is unique, but we often see that employees are receptive to those employers who continually work hard to communicate a clear company vision, goals, and direction of the company.” Bain & Co. edged out a competitor, McKinsey & Co. (No. 2), and the social network giant Facebook (No. 3). It led the pack with an overall company rating of 4.7 out of a possible 163
LIMBA ENGLEZĂ 5, while the company’s chief executive, Steve Ellis, earned a 96% approval rating from his employees. A senior associate consultant at the firm who participated in the survey praised the environment and the people at Bain & Co., writing, “Amazing firm culture with smart, fun, passionate yet down-to-earth people. Amazing training where you get to meet peers from all over the world. Partners and managers who really care about you and your development.” Zupan says Bain is invested in career growth opportunities for employees. “At Bain & Co. we constantly see in reviews employees speaking positively about the exposure they receive to a variety of projects, as well as the training and mentorship they receive to further refine their skill set,” she says. McKinsey & Co., another leading consulting firm and competitor of Bain & Co., is second on the list, with a 4.3 company rating and a 100% approval rating for its chief executive, Dominic Barton. It’s also the most improved company among those on both the 2012 and 2011 list, with a significant rise from last year’s rating of 3.7. In 2011, McKinsey held the No. 18 spot on the list. With a network of about 9,000 consultants in 98 locations all over the world, McKinsey prides itself on hiring employees with “leadership potential, integrity, a sharp analytical mind, creativity, and the ability to work with people at all levels in an organization,” the website says. In addition, the company strives to provide its staff with unrivaled growth opportunities. One McKinsey employee wrote in the survey that the firm offers an “opportunity to work on exciting, high impact projects with teams of intelligent and interesting people while having a relatively high compensation.” A New Jersey-based engagement manager for McKinsey wrote: “Great visibility to clients and senior leadership. Strong brand name and great compensation and benefits.” In the No. 3 spot, with a 4.3 rating, is Facebook, which led the pack in 2011. Its chief executive, Mark Zuckerberg, received a mediocre 89% approval rating this year, down from 96% last year. Despite the slight decline it ratings, Facebook employees are still extremely satisfied with the company. Paid vacation days, free food and transportation, $4,000 in cash for new parents, dry cleaning, day care reimbursement, and photo processing services are just some of the perks of working at Facebook—but one employee says the company’s educational environment and growth opportunities are what make it one of the best places to work. That Facebook applications operations engineer wrote: “There are a lot of very smart people working at Facebook and this makes it a great place to work if you enjoy learning. There are regular presentations and tutorials from some of the best in the business. The work is challenging and once you have proved yourself there is also good opportunity to move to other positions and projects.” Others that rank in the top 15 best companies to work for include Google (No. 5), REI (No. 8), Apple (No. 10), and General Mills (No. 11). Further down on the list you’ll find other big names like Southwest Airlines (No. 17), Johnson & Johnson (No. 28), Goldman Sachs (No. 41), and FedEx (No. 50). “Being selected as a Best Place to Work by current employees is a tremendous honor, as it can help with recruiting top talent and also serve as a point for pride throughout the company,” Zupan says. “For employees or job seekers, the ratings and reviews on Glassdoor and on the Best Places to Work list are a gateway to asking, ‘What is it that makes these companies the best places to work?’ or ‘Why do employees give the company this rating?’ It’s about finding out what these companies do well, what they can improve upon and then considering if these companies are right for you based on your personality, skill set, and desired career path.” (forbes.com) 164
UNIT 19 – COMPANIES
Concepte şi termeni de reţinut Companii The best company to work for What is the best company
Teste de evaluare/autoevaluare What company would you like to work for Describe the best company you know Describe a company you like
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 20 – PAST TENSES
UNIT 20
PAST TENSES 20.1. Introducere 20.2. Obiectivele unităţii de învăţare – timp alocat 20.3. Past Teses 20.4 Îndrumar pentru autoverificare 20.5 Teste 20.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze verbul are un rol deosebit de important
20.2. Obiectivele unităţii de învăţare
– – –
Studierea verbului Înțelegerea verbului Utilizarea verbului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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LIMBA ENGLEZĂ
20.3. Conţinutul unităţii de învăţare
Past Simple Regula de formare a lui Past Simple (Rule of formation for Past Simple) Forma afirmativă (affirmative form) Subiect + Verb la forma 2 / -ed I travelled to New York. He came to show me the pictures. Forma interogativă ( interrogative form) Did + Subiect + Verb la infinitiv Did you offer him a coke? Did you know the answer to my question? Forma negativă (negative form) Subiect + Did + not+ Verb la infinitiv He did not /didn’t feel very happy. They did not/ didn’t fly over the Pacific. Întrebuinţarea lui Past Simple (Past Simple Use): 1. O acţiune începută şi încheiată în trecut (an action that started and was completed in the past). I phoned him yesterday. 2. O acţiune repetată în trecut (a repeated action in the past) They went for a walk once a week last year. Exercises I.Rescrieţi propoziţiile modificând verbele şi alte cuvinte pentru a exprima o acţiune trecută (Rephrase the sentences changing the verbs and other words in order to express a past action): Example: I travel to India this year. I travelled to India last Year. 1. I realise that I have to go and see a doctor. …………………………………………………………… 168
UNIT 20 – PAST TENSES ……....................................................................………… 2. I consider visiting Lincolnshire while I am I England. ………………………………………………………………… ………............................................................................... 3. I hear somebody talking about Brad Pitt’s last movie. ………………………………………………………………… ……............................................................……………….. 4. They get up at 5 o’clock every morning. ………………………………………………………………… …….......................................................……………………. 5. We believe there is a ghost somewhere in the house. ………………………………………………………………… ……….......................................................………………… 6. He chooses some postcards for his parents. ………………………………………………………………… ...........................................................……………………… 7. She goes to the park to get some fresh air. ………………………………………………………………… ...............................................................…………………… 8. The old man’s teeth fall out. ………………………………………………………………… …............................................................………………….. 9. The tube workers decide to go on strike. ………………………………………………………………… …...........................................................…………………… 10. I hear his footsteps very close to the entrance door. ………………………………………………………………… ………….............................................................………….. II.Trecutul cu used to exprimă o stare a trecutului sau un obicei aparţinând trecutului. Este folosit cu used to + construcţii infinitivale (The past with used to expresses a state in the past or a habit in the past. It is used with used to + infinitival constructions): Completaţi propoziţile cu verbul potrivit pentru a exprima obiceiuri sau stări ale trecutului. (Complete the sentences using the correct verb in order to express habits or states in the past): 1. When I was five me and my parents …………… in a flat in New Cross. 2. Mary and Gina ……….… good friends a while ago. 3. Tom ………… computer games every day until his parents forbade him to play. 4. Tom ……….. football when he was younger but he hasn’t played for such a long time now. 5. Nigel ………... clubbing every Saturday night when he was a teenager but not now. 6. Jasper ……….… cartoons when he was three but he does 169
LIMBA ENGLEZĂ not like them any more. 7. John ………..... stamps when she was seven but he threw them away a few years ago. 8. Tom ……………….his grandparents twice a year when he was a teenager. 9. I ……………………………..….a lot of water when I was a child. 10. Tina ………………tennis when she was in high school. III.Completaţi cu verbul corect din casetă la forma de Past Simple. (Fill in with the correct verb from the box into the Past Simple form): begin assume have
be mean appear
think
change
realize
When the European Community…………………. (1) to increase in size, several guidebooks ………………………..(2) giving advice on international etiquette. At first many people……………….. (3) this…………………… (4) a joke, especially the British who…………………..(5) that the widespread understanding of their language …………………(6) a corresponding understanding of English customs. Very soon they ………………….(7) their ideas, as they……………………….. (8) that they……………………… (9) a lot to learn about how to behave with their foreign business friends. (Norman Ramshaw, How not to behave badly abroad) IV.Următorul extras vorbeşte despre un băiat. Numele lui este George. El spune câteva lucruri despre sine şi prietenii lui. Reformulaţi propoziţiile folosind Past Simple (The following excerpt is about a boy. His name is George. He says a few things about himself and his friends. Rephrase the sentences using Past Simple): 1. This is my friend Julia. She is a student in London. …………………………………………………………… ………………………… 2. This is my flat in London. It’s a big flat, it’s quite old. …………………………………………………………… ……………………….. 3. This is John. He is a teacher and he is from USA. …………………………………………………………… ……………………….. 4. This is my car. It’s new but it’s very small. …………………………………………………………… ………………………. 5. These are my friends Bill and Graham. They’re from 170
UNIT 20 – PAST TENSES Australia. …………………………………………………………… …………………………
Past Continuous Regula de formare a lui Past Continuous (Rule of formation for Past Continuous) Forma afirmativă (affirmative form) Subiect + was/were + verb cu terminaţia ing She was ironing her skirt. Forma interogativă ( interrogative form) Was/were + Subiect + verb cu terminaţia ing Were you reading the newspaper? Forma negativă (negative form) Subiect + was/were +not + verb cu terminaţia ing They were not / weren’t dancing at the party. Întrebuinţarea lui Past Continuous (Past Continuous use): 1. O acţiune în desfăşurare la un anumit moment din trecut (an action in progress at a certain moment in the past) He was talking on the phone at 3 am. 2. Echivalent trecut pentru Present Continuous (past equivalent for Present Continuous) Tom was asking me these questions. 3. Acţiuni viitoare văzute din perspectivă trecută (future actions seen from a past perspective) George was leaving the next day. Exercises I. Alegeţi forma corectă a verbelor (Choose the correct form of the verbs): 1. I was talking/ talked on the phone when he arrived. 2. He was running / ran out of time when she sent him the e-mail. 3. George was playing / played football when I looked at him last time. 4. Hellene was crying/ cried when I met her. 5. Mr. Roger was coming / came towards me when I 171
LIMBA ENGLEZĂ started to scream. 6. She was running / ran into the kitchen when her husband got home. 7. It was raining / rained when I got out the house. 8. I was answering/ answered his questions when Tom arrived home. 9. Gina was coming / came to the meeting when she heard that terrible noise. 10. I was writing / wrote an e-mail when you came in. II.Scrieţi întrebări şi răspunsuri pentru cuvintele date mai jos (Write questions and answers for the words given below): 1. 10 o’clock /on Tuesday …….............................................…………………………… ……........................................................………………….. 2. at lunch / yesterday ………………………………………………………………… ……….........................................................................…… 3. on 5th of May/ last year ………………………………………………………………… ..........................................................................…………… 4. at midnight/ last Saturday ………………………………………………………………… …........................................................................…………. 5. at 7pm/ the day before yesterday ………………………………………………………………… …........................................................................................
Past Perfect Simple Regula de formare a lui Past Perfect Simple (Rule of formation for Past Perfect Simple) Forma afirmativă (affirmative form) Subiect + had + verb la forma 3 / -ed He had talked to me. We had cut the string. Forma interogativă ( interrogative form) Had + Subiect + verb la forma 3 / -ed Had you talked to him? Had they cut the string? Forma negativă (negative form) Subiect + had + not + verb la forma 3 / -ed We had not / hadn’t mowed the lawn. You had not / hadn’t spoken on the phone. 172
UNIT 20 – PAST TENSES
Întrebuinţarea lui Past Perfect Simple (Past Perfect Simple use): 1. Acţiune încheiată în trecut înaintea unei alte acţiuni trecute (An action finished in the past before another past action) They had left the disco before the party ended. 2. Acţiune care a început înaintea unui moment din trecut (An action that started before a past moment) The show had started long before 1990. Exercises Spuneţi ce au făcut studenţii înainte de a merge la examen (Say what had the students done before they went for their exams): Example: They borrowed some books from the library. The students had borrowed some books from the library. 1. They had breakfast. ………………………………………………………………… …............................................................………………….. 2. Sarah wrote an e-mail and searched on the net for more information. ………………………………………………………………… …..........................................................................…………. 3. Chris met his friends and went for a ride on their bicycles. ………………………………………………………………… ……......................................................…………………… 4. Alison played a song on her new piano. ………………………………………………………………… …..........................................................…………………… 5. Mimi decided to tidy up her room. ………………………………………………………………… ...................................................………………………….. 6. James went for a walk. ………………………………………………………………… ………….......................................................……………… 7. Sam watched the MTV channel. ………………………………………………………………… ..........................................................………………………. 8. Tim played computer games. ………………………………………………………………… .............................................................……………………. 9. George read a poem about the blue sky. 173
LIMBA ENGLEZĂ ………………………………………………………………… …….............................................................……………… 10. Tina looked for a dress for a weekend party. ………………………………………………………………… ……..................................................................………….. II.Citiţi situaţiile din propoziţiile de mai jos şi alcătuiţi propriile voastre propoziţii folosind Past Perfect Simple şi cuvintele din paranteze (Read the situations in the sentences below and write your own sentences using Past Perfect Simple and the words in the brackets): 1. Tom went to John’s office but he was not there. (he/leave/early) ………………………………………………………………… .............................................................…………………….. 2. You met your friend after ten years. (she/change/a lot) ………………………………………………………………… ……..................................................................…………… 3. You lost your bus and arrived late at school. (the class/start/already) ………………………………………………………………… …...........................................................…………………… 4. I met Jim and asked him to join me for breakfast. (he/have/breakfast) ………………………………………………………………… ……..........................................................………………… 5. The house Susan lived in was very dirty. (she/not/clean/in years) ………………………………………………………………… …………..............................................................………… 6. You visited your old town. (it/have/not/same) ………………………………………………………………… …........................................................................…………. 7. You talked on the phone to an old friend. (you/not/talk/for 2 years) ………………………………………………………………… …...................................................………………………… 8. Tom moved into a house of his own. (he/have/home/ in years) .……………………………………………………………… …...............................................................…………….. 9. I decided to drink a coffee. (I / have/ coffee /for hours) ………………………………………………………………… …………………................................................................... 10. Johnny Depp decided to make an announcement. (He/ never/make/ before) ………………………………………………………………… 174
UNIT 20 – PAST TENSES …...........................................................………………
Past Perfect Continuous Regula de formare a lui Past Perfect Continuous (Rule of formation for Past Perfect Continuous) Forma afirmativă (affirmative form) Subiect + had + to be (forma 3 = been) + verb cu terminaţia –ing I had been thinking of you proposal. Forma interogativă ( interrogative form) Had+ Subiect+ to be (forma 3 = been) + verb cu terminaţia –ing Had she been reading my book? Forma negativă (negative form) Subiect + had + not to + be (forma 3 = been) + verb cu terminaţia –ing I had not/ hadn’t been answering the phone all morning. Întrebuinţarea lui Past Perfect Continuous (Past Perfect Continuous use): O acţiune începută în trecut, înaintea momentului vorbirii în trecut, care continuă în acel moment al vorbirii din trecut şi este posibil a continua şi după aceea (An action that began in the past before a moment of speaking in the past, and continues in that moment of speaking and is possible to continue after that): I had been living there when he came to visit us. Exercises I.Răspundeţi următoarelor întrebări folosind Past Perfect Continuous (Answer the following questions using the Past Perfect Continuous): 1. Why did he have to go and see a doctor? (feel /ill) ………………………………………………………………… ……....................................................................………….. 2. Why did you feel dizzy? (stay up / night) ………………………………………………………………… ….....................................................................……………. 175
LIMBA ENGLEZĂ 3. How did she win the prize? (practise / more than five years) ………………………………………………………………… ………………………………………………………………… 4. Why was he exhausted? (jog / morning) ………………………………………………………………… ………………………………………………………………… 5. How did they get sunburnt? (lie / in the sun all day) ………………………………………………………………… ………………………………………………………… 6. Why were all these people annoyed? (queue / all day) ………………………………………………………………… ………………………………………………………………… 7. Why was the baby crying? (sleep / all night) ………………………………………………………………… ………………………………………………………………… 8. Why did you fell so exhausted? (work/ garden/ all morning) ………………………………………………………………… ………………………………………………………………… 9. Why didn’t you answer my phone call? (watch/ movie) ………………………………………………………………… ………………………………………………………………… 10. How did you two meet? (walk/ on the canal path) ………………………………………………………………… ………………………………………………………………… II.Citiţi situaţiile din propoziţiile de mai jos şi alcătuiţi propriile voastre propoziţii folosind Past Perfect Continuous cu ajutorul cuvintelor din paranteze (Read the situations in the sentences below and write your own sentences using Past Perfect Continuous with the help of the words in the brackets): 1. I was exhausted when I arrived at the exam. (I/learn/all night) ………………………………………………………………… ………………………………………………………………… 2. I had a stomach ache last evening. (I/eat/junk food) ………………………………………………………………… ………………………………………………………………… 3. George was very tired when he got home. (he/jog/more than five hours) ………………………………………………………………… ………………………………………………………………… 4. When I got home Tina and Emma were so angry. (they/quarrel/ the whole afternoon) 176
UNIT 20 – PAST TENSES ………………………………………………………………… ………………………………………………………………… 5. When Tom arrived he was wearing a coat that did not smell very nice. (Tom/smoke) ………………………………………………………………… ………………………………………………………………… 6. Yesterday morning when I woke up all the houses were white. (it/snow) ………………………………………………………………… ………………………………………………………………… 7. Laurel knew the answers to all the questions his teacher asked him. (he/learn) ………………………………………………………………… ………………………………………………………………… 8. When I met Tina she was carrying so many bags. (she /shop) ………………………………………………………………… ………………………………………………………………… 9. George was at the auction looking for a painting. (he/ search) ………………………………………………………………… ………………………………………………………………… 10. She was showing us the wedding ring. (she /flaunt /for years) ………………………………………………………………… …………………………………………………………………
20.4. Îndrumar pentru autoverificare
Change the verbs in the following sentence into past tense. 1. Yesterday, I go to the restaurant with a client. 2. We drive around the parking lot for 20 minutes in order to find a parking space. 3. When we arrive at the restaurant, the place is full. 4. The waitress asks us if we have reservations. 5. I say, "No, my secretary forgets to make them." 6. The waitress tells us to come back in two hours. 7. My client and I slowly walk back to the car. 8. Then we see a small grocery store. 9. We stop in the grocery store and buy some sandwiches. 10. That is better than waiting for two hours.
Concepte şi termeni de reţinut 177
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Tenses Past Tenses Rules of formation and Use of Past Tenses
Teste de evaluare/autoevaluare
Correct the mistakes in the following sentences: 1. Last night, Samantha have pizza for supper. 2. My pet lizard was died last month. 3. Yesterday I spend two hours cleaning my living room. 4. This morning before coming to class, Jack eats two bowls of cereal. 5. What was happened to your leg? Conversation Practice 1. Tell your partner or classmates what you did yesterday. Remember to use past tense. Example, Yesterday, I went to the mall. I bought some shorts and a baseball cap. I spent almost $20. 2. Ask your partner what he/she did last weekend. Respond with related questions. For example, What did you last Saturday? I stayed home and cleaned my room. Did you do anything fun? Not really. 3. Tell about a childhood experience. One day, when I was about 7 years old, there was a knock on our door. When I opened the door, I saw that nobody was there. I felt something was wrong, so I called my mother. . . Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 21 –ALL TIME EXPRESSIONS
UNIT 21
ALL TIME EXPRESSIONS 21.1. Introducere 21.2. Obiectivele unităţii de învăţare – timp alocat 21.3. All time expressions 21.4 Îndrumar pentru autoverificare 21.5 Teste 21.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze expresiile sunt foarte necesare, utilizarea corectă a limbii engleze fiind deosebit de importantă.
21.2. Obiectivele unităţii de învăţare – – – –
Studierea expresiilor Studierea formei expresiilor Utilizarea în context a expresilor Aplicaţii
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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Funcţii comunicative ale limbii engleze (Communicative Functions of the English Language) 1. Iniţierea, întreţinerea şi încheierea unui dialog/conversaţii (Initiate, continue a conversation and closing a dialogue/conversation): - Hello, sir/madam… - How are you today? - Could I help you? - Are you ok? - You all right? - Sorry, I was wondering if … - I’m so sorry to bother you but… - Thank you… - You are very kind, thank you. - Ok, I’ll see you soon. - Speak to you soon - I’m afraid I must go now, thank you. - Bye, bye. - See you soon. - See you in a minute. - Talk to you in a minute. - You’ve been very kind, thank you. 2. -
Exprimarea opiniei (Expressing opinion): In my opinion… In my view… From my point of view... To my mind………. I reckon…. I feel… If you ask me… To be honest with you… As far as I’m concerned… I believe that… I think that… It seems to me that… I consider that… The way I see it… I am totally against… I fully support…
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UNIT 21 –ALL TIME EXPRESSIONS 3. Exprimarea acordului/ dezacordului faţă de opiniile altora (Expressing agreement/disagreement towards other’s opinions) - I agree with you… - I totally agree … - I completely agree… - I think you are right… - I do not agree … - I disagree… - I completely/totally disagree… - I believe you are wrong… - I do not believe that … - I am unconvinced that … - I think you do not know the facts… 4. Exprimarea satisfacţiei/insatisfacţiei faţă de un punct de vedere (Expressing satisfaction/dissatisfaction towards a point of view): - I am satisfied with … - I/you/we did a good job… - I/you/we did well… - Well done… - You did this right… - You did this very well… - You did this wrong… - I am disappointed in what you’ve done… - You could have done this much better… - I thought you could do this but I was wrong… 5. Exprimarea refuzului/argumentarea refuzului (Expressing refusal/argumentation of a refusal): - No, thank you… - I do not want this, thank you… - I definitely do not need this, you are too kind… - I kindly thank you but no… - I do not need this because… - I don’t think so, you know… 6. Contrazicerea părerilor altora (Contradicting other’s opinions) - I totally disagree with you - Look from a different perspective… - I must say that I do not agree… 7. -
Comentarea părerilor (Comment on opinions) I think she should have done this … He did not do … It’s very nice of them…
8. Solicitarea repetării şi reformulării (Asking someone 181
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to repeat or rephrase): Could you say this one more time…? Could you repeat your last words...? I was wondering if you could rephrase the sentence… Do you mind repeating…? Repeat please… Say this again… What did you say…? What…? I did not understand…. I did not hear exactly…
9. Exprimarea presupunerilor suppositions): - I assume that… - I suppose that…. - I presume that… - I think that… - You may guess what… - They can estimate…. - I thought… - I understand that… - I guess that…. - I speculate that…
(Expressing
10. Solicitarea de informaţii (Asking for information): - Could you help/ tell me…? - Could you find out…? - I need some information about… - I’m sorry to disturb you but I was wondering … - I need some help… - Do you know by any chance where is…? - Do you happen to know…? - Excuse me, is there anyone…? - I’m interested in … - I’m looking for… - I’m calling to find out… - I’d like to … 11. Oferirea şi confirmarea /infirmarea de informaţii (Offering and confirming/ denial of information): - Yes, of course… - The information you’ve requested is … - I can tell you that the information… - I’m afraid your information is not correct but I could… - We feel obliged to inform you that … - I am happy to announce you … - I am delighted to inform you … 12. Solicitarea confirmării / infirmării unor informaţii 182
UNIT 21 –ALL TIME EXPRESSIONS
-
(Asking for confirmation or rejection of information): I need to find out if my information… I am asking you to tell me everything you know about… Tell me this is not true… Could you confirm to me that…? I need to verify this information…
13. Formularea de propuneri şi sugestii propositions and suggestions): - I have a proposition for you - I’ve got an offer for you, it’s interesting - I suggest you… - I advise you to… - I recommend you to…
(Making
14. Solicitarea de sugestii (Asking for suggestions): - Tell me what should I do… - Could you suggest something…? - Would you…? - Please recommend me… 15. Exprimarea de condiţii (Expressing conditions): - I agree if you… - My first condition is - Due to the circumstances I’ll do what you ask if… 16. Formularea de sfaturi (giving advice): - If I were you… - You should do as you are told… - You ought to… - Take my advice and… - Listen to me… - I’m counselling you to … 17. Exprimarea preferinţelor, intenţiilor (Expressing preferences, intentions): - I prefer - I like - I adore - I intend to - I am going to - I’d rather… - I’d rather you did not do that…. 18. Solicitarea şi acordarea / refuzul permisiunii (Asking and giving/denying permission): - May I … - Might I … - Can I …. - Could I … 183
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I was wondering if I … Yes, you may… Your permission is denied… You are not allowed to… You may not…
19. Formularea de invitaţii (Making invitations): - I invite you to… - Please come and join us… - We are asking you… 20. Exprimarea de mulţumiri (Expressing gratitude): - Thank you - You are very kind - Thank you very much - I’m grateful 21. Exprimarea surprizei, curiozităţii, temerilor, îndoielii (Expressing surprise/ curiosity, fear, doubt): - That’s fantastic - It’s incredible - I can’t believe it - Great… - What is happening? - What’s this? - I’m afraid things might go … - I’m frightened… - I doubt that… - I cannot say for certain that… - I’m not really sure that… - It’s difficult to say exactly 22. Formularea de comparaţii (Making comparisons): - He is as …as - It’s not like - It’s better than - It’s not as …as - In comparison to - Compared to 23. Formularea de persuasiuni (Persuations): - Please, let me… - Allow me to… - I want to convince you that - Let me tell you how 24. Exprimarea diverselor grade de certitudine (Expressing different degrees of certainty): - I’m sure that - I’m not sure that 184
UNIT 21 –ALL TIME EXPRESSIONS -
I’m unsure about
Formal vs. informal language Formal language is what we call literary language, the sort of language we use when we write or when we try to express our highest language knowledge. Formal language uses more complex grammatical constructions. It is characterised by accuracy. Used in scientific papers, documents… On the other hand, the informal language is that language we use in every day speech when we try to communicate as fast and as easy as we can the information our conversation partner needs. The grammatical constructions are not complex and it lacks accuracy. You can find informal language in e-mail writing or in advertisements, in family, among friends. 6 Example of formal language: “The basic procedure here is to intend to be repeated with different types of writing, but only one type should be dealt with at a time. We suggest that you have to hand examples of various types of text, and every so often slot the activity into…” 7 Example of informal language: “I think we can go for walk. It’s sunny today and I feel happy. Let’s go”. “I don’t know, I don’t feel like coming, you go ahead and if I want I’ll call you later.” “Fine, let’s go, see you later.” Another example of using informal and formal language 6
Limbajul formal este ceea ce numim limbaj literar, acel fel de limbaj folosit atunci cînd scriem sau încercăm a ne exprima cele mai bune cunoştinţe ale limbii. Limbajul formal foloseşte structuri gramaticale complexe. Este caracterizat prin acurateţea lui. Folosit în lucrări ştiinţifice, documente... De cealaltă parte, limbajul informal este acel limbaj folosit în vorbirea de zi cu zi atunci cînd încercăm a comunica cît mai repede şi mai uşor putem informaţiile de care partenerul nostru de convesaţie are nevoie. Construcţiile gramaticale nu sunt complexe, îi lipseşte acurateţea. Acest fel de limbaj este întîlnit în corespondenţa prin e-mail în reclame, limbaj folosit în familie, între prieteni. 7
Ron White Process writing
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LIMBA ENGLEZĂ is in the following diagram: Formal ^ ^ ^ Informal
Parsimonious Ungenerous Mean Stingy Tight arse
21.4. Îndrumar pentru autoverificare
I. În următorul fragment Tom vorbeşte despre vreme. Completează cuvintele care lipsesc din casetă. (In the following text Tom is talking about weather. Fill in with the missing words given in the box): blizzard, sun, hurricane, mist,
storm,
flood Today I decided to talk about the weather. It all came to me when I remembered about a weekend I spent with my parents in the middle of an empty country road. Our car got stuck in the 1……… and we couldn’t get out of the car for two days, our cell phone was dead and there was nowhere we could get help from. At other time we decided to go to California but a few hours after our arrival a 2………..began to tear the roofs of the houses down so we were again trapped inside. In another holiday because of too much rain there was a serious 3……….. in the area and we couldn’t get out of there for several days. From now on I think it’s better to go to 4…………….. places, where you can feel the breeze and swim in the water. I need to mention other situations we can find ourselves in and we should know about them like: 5………and 6…………... These are just a few natural phenomena that we encounter on Earth. Concepte şi termeni de reţinut
Expresii utile Limbaj formal Limbaj informal
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UNIT 21 –ALL TIME EXPRESSIONS Teste de evaluare/autoevaluare
II. Citiţi extrasul dintr-o relatare a unui meci de fotbal şi completaţi cuvintele lipsă din casetuţă (Read the excerpt from a football game commentary and fill in with the missing words in the box): goal keeper / dribble/ goal / tackle/ send off / shoot/ penalty/ score The player 1……. and finds his way towards the middle of the field. The 2………… comes and 3……… him, gets his ball and 4………... It’s 5…………... But no, the goal keeper is 6…………, with a red card. The goal was not a valid one. There is 7………. for the guests. They send their best player who 8…………….. III. Schimbaţi cuvântul dat astfel încât să se potrivească propoziţiei (Change the word given in such a way as to fit in the sentence): 1. There were times in history, especially during the wars when there was such a ………….. of food that people had to queue. SHORT 2. My sister has a very nice …………….., she is a shop assistant. OCCUPY 3. It’s ……………… to get to him now, he is so busy. POSSIBLE 4. Bill Gates it’s probably the most ………………. businessman in the world. SUCCESS 5. His …………….. in the play this evening was remarkable. PERFORM 6. Discussing politics is many people’s ………… occupation. DAY 7. I was ………….. of his behaviour in public. SHAME 8. It’s becoming …………… dangerous to go to the Middle East nowadays. INCREASE 9. The ………………. of the electric bulb changed our lives. INVET 10. I was compelled to stay ……………… all night to finish my project. WAKE Bibliografie: Pipoș, Cristina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 22 – GREAT BUSINESS IDEAS
UNIT 22
GREAT BUSINESS IDEAS
22.1. Introducere 22.2. Obiectivele unităţii de învăţare – timp alocat 22.3. Marketing 22.4 Îndrumător pentru autoverificare 22.5 Teste 22.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
22.2. Obiectivele unităţii de învăţare – – –
Studierea vocabularului pentru business idead Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare
Pentru unitatea de învățare Limba engleză, timpul alocat este de 2 ore.
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22.3. Conţinutul unităţii de învăţare
Women closing gender gap among entrepreneurs The GEM survey, compiled by London Business School and Babson College in the US, calculates the percentage of the working population engaged in start-up activity or running their own fledgling company. It found that British rates of entrepreneurship were similar to those in other European countries, but lagged behind those of Australia, New Zealand, the US and Canada. Entrepreneurial levels had declined in the US, Germany, Japan, Italy and Canada. Britain's relatively steady levels of entrepreneurship compared to its peers was attributed to the relative health of the economy during the past decade. Patricia Hewitt, trade and industry secretary, seized on the figures as evidence that government initiatives aimed at encouraging enterprise were working. "We want to create a culture that means wherever you live and whatever your background you can turn your great ideas into business successes," she said. However, fears about debt and failure continue to plague the UK, according to the survey. The risk of failure was cited by 32.9 per cent of respondents as a reason for not starting a company, compared with 21.2 per cent of Americans. The survey also found a narrowing in the north-south divide following a fall in total entrepreneurial activity in London and a rise in other regions, most notably the east Midlands. But London's decline in start-ups was partly offset by a four-fold rise in the percentage of owner-managers of companies less than 42 months old. And despite the narrowing of the north-south divide, there remained a 3 percentage point difference between total entrepreneurial activity in Scotland and London. The survey's results paint a complex picture of attitudes. For instance, 25 to 34 year olds are most likely to be considering starting a company, but they also display the highest fear of failure. Although the total proportion of UK entrepreneurs has barely changed over the past year at 6.3 per cent of the working population, the proportion of women increased as the proportion of men fell. For every 100 male entrepreneurs, there were 46 women in 2004, compared with 43 women a year earlier. Rebecca Harding, director of GEM UK and associate director at Deloitte, said: "There is a visible change in 190
UNIT 22 – GREAT BUSINESS IDEAS attitudes among women to their own potential. Business women are starting to feel less unusual." The narrowing of the gender divide among entrepreneurs was part of a broader cultural change, said Ms Harding. She added that female entrepreneurs tended to move into lifestyle businesses, focused on practical services, such as nursery care. Men, according to Ms Harding, tended to be more interested in making money. She pointed to the declining levels of male entrepreneurship across the G7 nations as economic confidence has ebbed in recent years. Sarah Willingham, managing director of the Bombay Bicycle Club, an upmarket Indian restaurant and delivery service chain, became an entrepreneur to take control of her work schedule. Her daily hours tend to spill over into the evenings because that is when the restaurants are open. However, Ms Willingham said she preferred this because she was not a morning person. "Between 7pm and 11pm this evening I will be in one of my restaurants, but I wouldn't class that at work." Ms Willingham is used to being the only woman. At her last role at Pizza Express, she reported to a male chief executive and finance director. "I do think the [gender] gap is closing, if ever there was one. But I have certainly never found it a hinderance." (ft.com)
22.4. Îndrumar pentru autoverificare
Small-Biz Owners are Stressed and Tired, But Still Optimistic When the going gets tough, small-business owners get going. At least that is what research by Hiscox, a specialty insurance provider, found in a recent survey of small-business owners and their outlook on the prospects for their business in the coming year. Despite being in what was considered a down economy, with 57 percent of small businesses in the United States reporting little or no revenue growth in the last year, 47 percent of small-business owners remain optimistic about the upcoming year, according to the DNA of a survey of entrepreneurs. A little over a quarter of respondents, 26 percent, were not optimistic about the future, while 27 percent were not sure about prospects for the upcoming year. "Small-business owners are pumping life blood into the global economy," said Bronek Masojada, CEO at Hiscox. "The strength and resilience of entrepreneurs continue to shine through. Every day, small businesses have to assess and manage a wide variety of risks at different levels of intensity. Our study highlights their concerns over threats from the global economic environment, which are often very hard to control or even predict. However, it also showed that they are optimistic and believe they can succeed despite this backdrop." 191
BUSINESS ENGLISH COMMUNICATION According to the survey, small-business owners remain optimistic about the future despite the following findings: 50 percent of small-business owners report more stress. 29 percent report lack of sleep and sleep problems. 33 percent of American small businesses were likely to be denied by banks when asking for more money or easier terms to fund their business. 61 percent of small-business owners in the United States said the current tax system is an impediment to people setting up their own business. 39 percent of business owners report customers paying bills later. More than half of respondents said the federal government was not a help to their business. Small-business owners in the United States work an average of 41 hours a week. While the statistics seem to stack the deck against businesses, 26 percent of business owners still believed that running their own company was a better option than working for someone else. Additionally, 55 percent of respondents in the United States stated that the driving force behind starting their business was the desire to be their own boss. The information in the "DNA of an Entrepreneur" study was based on the responses of 3,000 small-business owners or partners in business with 50 or fewer employees. The study also drew responses from businesses all around Europe. Concepte şi termeni de reţinut Joburi Tipuri de joburi Aplicatii pentru joburi
Teste de evaluare/autoevaluare
IV. Citiţi explicaţiile din dicţionar şi găsiţi cuvîntul lipsă (Read the dictionary explanations and find the word): 1. A sign that something is probably happening or that something is probably true 2. Lack of interest or concern 3. Pain that you get when your stomach cannot deal with foot that you have eaten 4. Feelings of anger and surprise because you feel insulted or unfairly treated 5. Not by the fastest, easiest or straightest way 6. Ill and therefore unable to be present 7. Similar things, you cannot see any difference between them 8. Considered separately from other people or things in the same group 9. Something that that cannot be separated or divided into parts 10. Into or inside a building 11. To let yourself do something you enjoy
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UNIT 22 – GREAT BUSINESS IDEAS 1 2 3 4 5 6 7 8 9 1 0 1 1
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 23
MARKETING
23.1. Introducere 23.2. Obiectivele unităţii de învăţare – timp alocat 23.3. Marketing 23.4 Îndrumător pentru autoverificare 23.5 Teste
23.1. Introducere
Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
23.2. Obiectivele unităţii de învăţare – Studierea vocabularului de engleză de afaceri: marketing – Înțelegere vocabularului în context – Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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23.3. Conţinutul unităţii de învăţare
“Business has innovations.” Peter F. Drucker
1. 2. 3. 4.
only
two
functions
–
marketing
A. The four “Ps” form the basis of marketing mix. If you want to market a product successfully, you need to get this mix right. Match the “Ps” (1-4) to the definitions (a-d). Product Price Promotion Place
a. the cost to the buyer of goods or services b. informing customers about products and persuading them to buy them c. where goods or services are available d. goods or services that are sold
Think of some products you have bought recently. Why did you buy them? Tell your partner about a marketing campaign that impressed you.
A. For each group of words (1-5) a) Fill in the missing vowels. b) Match the words to the definitions (a-c) 1. Market r_s_ _rch
a)the percentage of sales a company has 196
UNIT 25 –LETTER WRITING s_gm_nt b) information about what customers want and need sh_re c) a group of customers of similar age, income level and social group 2. Consumer b_h_v_ _ _r a)description of a typical customer pr_f_l_ b)where and how people buy things g_ _ds c) things people buy for their own use
3. Product l_ _ nch a) introduction of a product to the market l_f_ cycl_ b) length of time people continue to buy a product r_ng_ c) set of products made by a company 4. Sales f_r_c_st a)how much a company wants to sell in a period f_g_r_s b) how much a company thinks it will sell in a period t_rg_t c) numbers showing how much a company has sold in a period 5. Advertising c_mp_ _ gn a) a business which advises companies on advertising and makes ads b_dg_t b) an amount of money available for advertising during a particular period _g_ncy c) a programme of advertising activities over a period, with particular aims Concepte şi termeni de reţinut Marketing Marketing strategies Marketing and consumers
23.4. Îndrumar pentru autoverificare
Marketing fails to resonate with shoppers “The way marketing is supposed to work is that you can sell the sizzle for the steak without worrying about the human impact of the sizzle or the steak. Orthodox marketing is 197
LIMBA ENGLEZĂ very much about creating a myth, and whether it comes true is much less important than whether that resonates with consumers.” Hernan Sanchez Neira, chief executive of Havas Media Intelligence, said: “Brands need to rethink their communications. They need to rethink which different characteristics of their products and services they are putting in front of the consumer.” There had been “a great deal of soul-searching in marketing over the last several years”, Mr Haque said, but the time, energy and budgets spent on positioning brands as socially responsible appeared to have had “a moderate impact”. The focus on brands’ resonance on a wider set of measures suggested that “a very large number of consumers are willing to have a different relationship with brands”, he added. This presented a “huge opportunity” through the use of social media, Mr Sanchez Neira noted that social media had changed the balance of power between brands and consumers. “Marketing has been thought of as something from the corporation to people, but now we see that people are the ones really controlling this,” he said. Havas Media plans to extend the research to examine whether people will pay more for brands they deem meaningful, Mr Sanch ez Neira said. Consumers believe that only one in five brands has a notable positive impact on their quality of life, suggesting that marketing strategies are failing to resonate at a time when shoppers are rewarding brands they deem “meaningful”. A study of 50,000 consumers in 14 markets by the media buying network of Havas, the French marketing services group, found most would not care if 70 per cent of brands ceased to exist. The research shows far stronger faith in brands in faster-growing markets, with respondents in Latin America saying 30 per cent of brands made a notable positive contribution to their lives, compared with 5 per cent in the US and 8 per cent in Europe. Havas Media is using the research as the basis for a “meaningful brand index” to show clients the level of consumer attachment to their brands and to alert them when they are failing to connect with the market for their products. Ikea, Google, Nestlé and Danone rank at the top of an index calculated by surveying brands’ impact on factors including health, happiness, values, financial security, society and the environment. Samsung, Microsoft and Sony beat Apple in the index. Coca-Cola, which comes near the top of many brand surveys, comes 20th in the index because only 35 per cent of people think it expands their quality of life. “Only 20 per cent of brands have notable positive impact. That’s something that should be sending big smoke signals to boardrooms,” said Umair Haque, director of the Havas Media Lab.
Teste de evaluare/autoevaluare Alegeţi varianta corect (Choose the correct structure): 1. Tom was accused for/ of stealing from people’s cars. 2. I am accustomed to/with my daily routines. 3. Tina is afraid from/of spiders. 4. I’m angry with/ against him because he is so annoying. 198
UNIT 25 –LETTER WRITING 5. We believe to / in you, go and do what you want. 6. Our group is composed of / from three persons. 7. The woman was cured of / from cancer. 8. He cook divided the cake into/in 12 parts. 9. The made an exception to/of their so very strict rule and let us in. 10. She married to/with him in spite of everyone. Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 25 –LETTER WRITING
UNIT 24
MERGERS AND TAKEOVERS
24.1 Introducere 24.2 Obiectivele unităţii de învăţare – timp alocat 24.3. Mergers and Takeovers 24.4 Îndrumător pentru autoverificare 24.5 Teste
24.1. Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
24.2. Obiectivele unităţii de învăţare – Studierea vocabularului pentru mergers și takeovers – Înțelegerea vocabularului – Utilizarea vocabularului în context Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
24.3. Conţinutul unităţii de învăţare
201
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UNIT 23 –MARKETING Mergers and acquisitions and takeovers: Buying another business is easy but making the merger a success is full of pitfalls The easiest task in management is buying another business. You only need to identify the target, work out how much you want to pay, and make your offer. True, complications may follow. The other party may resist, forcing you into a costly takeover battle. Investors may not take kindly to the proposal. But since some investors (those in the target business) will benefit, you will not be acting in a uniformly hostile climate. Like BMW buying Rover, or Daimler-Benz buying Chrysler, or Ford buying Volvo cars, you can hope to complete the transaction to general hosannas. As the BMW-Rover case has shown so dramatically, the cheering can soon change to jeering. BMW has invested £2.8 billion in a business which at last report was losing £360,000 annually. Doing the deal, the easy part, leads directly into making the merger or acquisition work, which can be very hard indeed. The difficulty starts with the strategic objective. Why do you want the other business in the first place? If the objective is wrongly chosen, the next logical question, whether the chosen purchase will help to achieve that aim, is irrelevant. The deal is bound to fail. There's nothing wrong with buying a business in principle. Some of the perfectly acceptable purposes are to acquire new turnover (and probably new customers): to obtain new facilities, from factories to shops; to add new products; to purchase new technology; to enter new markets. All these laudable aims could be achieved by organic means, but acquisition is quicker and easier - provided you obey the rules. Any deal should be able to pass stringent tests. Wouldbe purchasers, no matter what the size of company that's buying or being bought, need to answer these questions: 1. What strategic aims must be achieved for this purchase to be justified? Why do I really want it? 2. If those aims are achieved, what financial benefits (making profits and/or preventing losses) will be realised? Have I done my sums? 3. Do the benefits represent an attractive return on the costs? Does it make financial sense? 4. What are the chances of the aims not being achieved? Are they acceptable? Can I live with any outcome? 5. If the proposed purchase vaults the above hurdles, how is the merger to be implemented and by whom? Do I have a plan? 6. What framework will be established for the combined venture? How will the buy be fitted in? 7. How quickly can the buy be integrated and the benefits 202
UNIT 25 –LETTER WRITING start to be won? Will I have to wait too long for it to work? INTENSIFIED RISKS The last question is clearly critical. If you're buying to save time, it makes no sense to get tangled up in a long and costly process of integration. The risks involved in mergers are intensified if this question and the other six do not get proper answers. In the BMW-Rover case, the strategy was to broaden the buyer's product line. But the first combined product, the Rover 75, is directly competitive with BMW's mid-range models. The other Rover cars were too old and uncompetitive to broaden anything: and the task of replacing them has been left far too late. The task of getting any financial benefits, let alone adequate ones, was made exceedingly difficult by the fact that Rover's reported profits, once submitted to BMW's accounting principles, were turned into large losses. If the Germans did sufficient 'due diligence' before buying Rover from British Aerospace, they must have had a sublimely optimistic view of their chances of achieving their financial aims. That optimism, of course, flew in the face of the evidence from past mergers. Successful combinations are far outweighed by the number that either fail demonstrably or produce inadequate returns. It's an interesting reverse of the demerger coin. When a company sells a business which proceeds to establish a far higher capital value in only a year or two, that must mean that the vendor management either under-managed the business, or sold it too cheaply, or most likely both. Vodafone, the mobile telephone supplier, for instance, was spun off from Racal. It is now valued at $33.6 billion, which is 33 times the valuation of its erstwhile parent. The value in Vodafone was unlocked by unlocking the business. In fact, the record of spin-offs looks to be far better than that of acquisitions. ICI and Zeneca provide another example where the parent is now worth far less than the child: £25 billion against a mere £4 billion. Both these two mighty mites, interestingly, are now engaged in massive mergers: Zeneca with Astra, Vodafone with its US counterpart, Airtouch. The deals could extend the companies' triumphant runs: more likely, the great increase in size and the complications of any acquisition will offset some, if not all, of the benefits. DIFFERENT CULTURES Why should this be the case? Sheer enlargement provides part of the answer. The management span at the top becomes much wider, which imposes new strains. The managers' chances of coping successfully with their new burdens are reduced by the inevitable difficulties of accommodating two 203
UNIT 23 –MARKETING different cultures and pushing through downsizing measures which are bound to be resented by those affected - including those who stay behind. The upheavals of the early negative measures then exhaust the appetite for change, and needed positive action is postponed Delay is deeply dangerous after acquisitions. In Rover's case, as one senior BMW manager told the Financial Times, 'We set out targets, but left them to get on with it. But nothing much happened'. But without developing the new models on which it has made so little progress, Rover cannot possibly hope to meet any worthwhile targets. The expert acquirer, if the bought business has such evident problems, plans the onslaught on the deficiencies before the takeover. The takeover ace then implements the planned actions with ruthless speed as soon as closer inspection has confirmed the plans. However, Walter Hasselkus, the German installed at Rover by BMW, took much care in handling the 'very strong culture' at Rover - probably excessive care. He told Elizabeth Marx, author of Breaking Through Culture Shock, that 'At Rover we set our goals very high with the expectation that we will not quite hit them. If we hit 80%, that's OK. This is completely unacceptable to BMW. At BMW (maybe typical of a German organisation) the goals are clearly defined, and the expectation is that you reach these goals. Your goals may not be as high, but they are realistic'. Frankly, this passage does much to explain just why Hasselkus lost his job, to be followed in a now celebrated boardroom putsch by the chief executive who appointed him, Berndt Pischetsrieder. Setting goals which you never meet is low-grade management in any language, including English. Allowing such behaviour to continue is fully as unacceptable. A company that meets only 80% of its goals, and is allowed to do so, will operate well below 100% in all aspects of its operations. The 80% phenomenon helps to explain the success of spin-offs and the unsuccess of large multi-business companies. Subsidiary managements, even in growth businesses like mobile telephony and pharmaceuticals, negotiate the easiest targets they can. If the group management imposes higher numbers, the chances are that the targets will be missed. The group then faces an unpleasant choice between replacing the failed management or putting up with the failure. Even if the numbers are on target, they may well conceal poor performance in some of the subsidiary operations. This was the case with Zeneca, where one £930 million division was making only 2.8% on sales under ICI management. That cannot have been the only case of undermanagement within the sprawling chemicals empire. So you 204
UNIT 25 –LETTER WRITING have to wonder about the chances of much the same ICI managers successfully executing their very different master strategy. It sounded perfectly sensible. Spin off Zeneca to take advantage of the inflated price-earnings ratios of pharmaceuticals, and switch out of bulk chemicals, where margins are intrinsically low, and into speciality chemicals, where customers are relatively indifferent to price. (thinkingmanagers.com)
24.4. Îndrumar pentru autoverificare
A MERGER occurs when two companies combine to form a single company. A merger is very similar to an acquisition or takeover, except that in the case of a merger existing stockholders of both companies involved retain a shared interest in the new corporation. By contrast, in an acquisition one company purchases a bulk of a second company's stock, creating an uneven balance of ownership in the new combined company. The entire merger process is usually kept secret from the general public, and often from the majority of the employees at the involved companies. Since the majority of merger attempts do not succeed, and most are kept secret, it is difficult to estimate how many potential mergers occur in a given year. It is likely that the number is very high, however, given the amount of successful mergers and the desirability of mergers for many companies. A merger may be sought for a number of reasons, some of which are beneficial to the shareholders, some of which are not. One use of the merger, for example, is to combine a very profitable company with a losing company in order to use the losses as a tax write-off to offset the profits, while expanding the corporation as a whole. Takeover A corporate action where an acquiring company makes a bid for an acquiree. If the target company is publicly traded, the acquiring company will make an offer for the outstanding shares. There are several different types of takeover. The main types are: 'Friendly Takeover' - the company bidding will approach the directors of the other company to discuss and agree an offer before proposing it to the shareholders of that company.
The bidding company will also have an opportunity to look at the accounts of the business they want to buy - a process known as due diligence. 'Hostile Takeover' - the company bidding has their offer rejected or does not approach the board of the company they wish to buy before making an offer to shareholders. This also means they will not have access to private information about the company increasing the risk of the takeover. Banks are usually more cautious about lending money for hostile takeovers. 205
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'Reverse Takeover' - the final common type of takeover is the reverse takeover. This happens when a private (not traded on the stock market) company buys a publiclytraded company as a means of acquiring public status without having to list itself. There are a number of possible reasons for corporate takeovers. Some of the most common are: Expanding into a new market sector by buying a company that already has a strong position in that market By combining the strengths of the two companies, greater growth (and profits) are possible than either company could achieve separately Eliminating competition by purchasing it Bidding companies may takeover companies to gain access to their products, services or geographical coverage In the end, it all comes down to profit - either increasing it or defending it from the competition.
Concepte şi termeni de reţinut
Vocabular engleza de afaceri pentru mergers și takeovers Diferente si asemănări Utilizarea corectă în context a vocabularului studiat Teste de evaluare/autoevaluare
Find and give examples of famous takeovers and/or mergers Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 25
LETTER WRITING
25.1. Introducere 25.2. Obiectivele unităţii de învăţare – timp alocat 25.3. Letter writing 25.4Îndrumător pentru autoverificare 25.5Teste
25.1 Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul urmat de scrierea corectă sunt foarte necesare, utilizarea corectă a limbii engleze fiind deosebit de importană.
25.2 Obiectivele unităţii de învăţare -Studierea redactării scrisorilor -Studierea formei scrisorilor - Redactarea propriu-zisă a scrisorilor
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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25.3 Conţinutul unităţii de învăţare
Planning by itself is not enough to assure you of a positive response from your reader. There are, however, essential components of any letter that can multiply the chances of its effectiveness. Before you begin to worry about the basic mechanics of a letter (structure, appearance, and grammar), think seriously about the attitude you wish to convey. Your attitude is conveyed through your choice of language, tone, and focus of attention. Each of these individual components is as important as anything else that goes into making up a successful letter. The attitude conveyed in your letter can make the difference between a letter that is tossed aside and one that is read, understood, and reacted to favorably. It is basically very simple to convey a reader-oriented attitude. Remember as you write your letters that you are addressing a specific reader. Your language, tone, and focus of attention must capture the reader’s interest for your letter to be successful. Language—Clarity vs. Ambiguity Language is a means of communication. This may seem like a foolishly simple observation to make, but remember that for communication to be completed successfully a sender must convey his or her message so that the receiver not only receives, but also understands, the message. If language is not used clearly and accurately, the communication process cannot be successfully completed. A simple rule to remember is that the English you use in your every-day business should be the same good English used by people in all walks of life. Granted, there may be terms intrinsic to your industry, but there is not a special type of ‘‘business English’’ to be learned and used when writing business letters. Good English is good English. Be clear and straightforward in your letters. Write what you mean. Don’t write in circles, making your reader guess what you mean.
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UNIT 25 –LETTER WRITING Be as direct as possible in your letter writing. If you can convey your message in five words instead of ten, do so. You don’t have a great deal of space in a letter to convey your thoughts. You are not writing a novel or a treatise on the economy. The idea is to get your message across clearly and directly. Avoid the use of pompous or inflated language in your letters. Be clear, direct, and unambiguous in your letter writing. Tone—Personality The tone or personality of a letter can help you get a positive reaction from a reader. The tone should be set at the very start of a letter and maintained throughout. The tone of any business letter should be courteous and friendly, and written as if you were talking with the reader. You don’t want to get too technical in a letter. Write in language that the reader can understand. Length The length of any letter affects its appearance. Professionals or customers who receive a lot of correspondence every day are not going to react favorably to three-page letters that could have been written in one page. Come right to the point in your letters. They should be concise and limited to one page if possible. Begin discussing the main topic or topics of your letter in the first paragraph. If you do, your reader will know what to expect as soon as he or she begins to read. Planning and clarity in your ideas can help to limit the length of your letter. Paragraphs should not be too long and difficult to follow. You should not, however, use a string of one-sentence paragraphs, which can result in a staccato-like reading. A concise paragraph with a few sentences that come right to the point should keep the length of your letters manageable. Dateline Every letter should have a dateline. The date appears on a single line two to eight lines below the letterhead or the top margin of the page. With the exception of the simplifiedletter format, three lines down from the letterhead is the usual 209
UNIT 24 –MERGERS AND TAKEOVERS space allotted in most letter formats. Because a letter should be well framed on a page, the placement of the dateline is flexible. The order of the dateline is month, day followed by a comma, and year. May 5, 20X4 Reference Line The reference line is optional. It is a number or a series of numbers and letters referring to previous correspondence. It is usually included for the benefit of a person who must file all correspondence dealing with the same issues or topics. The number is aligned with and typed directly below the dateline. It is usually typed one to four lines beneath the date unless your company policy stipulates that it be placed elsewhere. If your letter is to be more than one page long, the reference number must be carried over to all continuation sheets. On these sheets, the location of the reference line should correspond to its location on the first sheet, or as indicated by company policy. Personal or Confidential Note The inclusion of a personal or confidential note is optional. When such a notation is used, however, it should always be because the writer wants the letter to remain confidential between him or her and the reader. If such notations are used as gimmicks to attract a reader to a letter, they will lose their effectiveness. Except with the officialstyle format, the personal or confidential note should be located four lines above the inside address. It does not need to be underlined or typed in all capital letters. If a writer feels it necessary to underline or capitalize, he or she should choose one or the other but not Both. Personal PERSONAL Personal The personal note is rarely used in the official-style format because this format is usually reserved for personal letters. Should you decide it is necessary to include a personal note in the official-style format, it should be typed four lines above the salutation. Inside Address The inside address of a letter addressed to an individual should include that individual’s courtesy title and full name, professional 210
UNIT 25 –LETTER WRITING title, company name, and full address. If a woman’s courtesy title is unknown, ‘‘Ms.’’ should be used. Ms. Nancy Simons Production Supervisor Bethany Bagel Company 25 Francis Avenue Boston, Massachusetts 02222 Attention Note If you are addressing a letter to a company but wish to direct it to the attention of a specific person, you may include an attention note. The attention note is typed two lines below the last line of the inside address and two lines above the salutation. The attention note can be written with or without a colon (:) following the word ‘‘attention.’’ The first letter of the main elements of the attention note should be capitalized. Salutation The salutation appears in all letters but those using the simplified-letter format. It is usually typed two to four lines below the inside address or the attention note (if there is one). Two spaces is most typical. In the official-style format, the salutation is typed four to six lines below the dateline, since the inside address appears at the bottom of the letter in this format. The word ‘‘Dear’’ before the person’s courtesy title and name is standard. The phrase ‘‘My Dear’’ is no longer in style. The ‘‘D’’ in the word ‘‘Dear’’ should be capitalized. The word should be typed flush with the left margin. If the letter is informal, you address the person by his or her first name in the salutation. Courtesy titles such as Ms. and Mr. should be used where appropriate. Professional or academic titles (e.g., ‘‘Dr.’’) take precedence over courtesy titles for both men and women. A comma before the abbreviations ‘‘Jr.’’ and ‘‘Sr.’’ depends upon the preference of the individual being addressed. The most conventional ways of addressing a group consisting of males and females are: Ladies and Gentlemen: or you can simply use the title of the person you’re addressing. For example: Dear Editorial Director: Dear Sales Manager: Dear Customer Service Representative: The simplified-letter format contains no salutation. As a result, this format can be used if the letter writer wishes to avoid the problems of sexist language that sometimes exist in choosing the appropriate salutation for a letter. 211
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Subject Line The subject line identifies the content of a letter and is an optional addition to all but the simplified-letter formats. The simplified letter always includes a subject line typed three lines below the last line of the inside address. In the fullblock, block, semiblock, or hanging-indented formats, the subject line is typed either two lines above or below the salutation. It is typed either flush with the left margin or centered, and consists of the word ‘‘subject’’ followed by a colon and the subject to be covered in the letter. The subject line can be typed in all capital letters or with each important word capitalized. Sometimes when just the important words are capitalized, the whole subject line is underlined. When the subject line is typed in all capital letters, it is never underlined. Subject: Proposed Distribution Arrangement Subject: Proposed Distribution Arrangement SUBJECT: PROPOSED DISTRIBUTION ARRANGEMENT The subject line is generally used when only one subject is covered in a letter. The difference between full-block and semi block is easy: In full-block format, nothing is indented. In semi-block format, the sender’s address, date and closing salutation are indented. In semi-block format, it is also permissible to indent the paragraphs, but it is not necessary to do so. Paragraphs Long quotations should be blocked in the letter, setting the quotation off by indenting all of it five spaces and keeping it single-spaced. Long paragraphs should be avoided in letters. Of course, the use of brief paragraphs should not be carried to a ridiculous extreme by writing a letter full of one-sentence paragraphs that cause it to sound like a machine gun because of the staccato rhythm. Be sensible about paragraph length. Say what you have to say and move on; avoid any padding or inconsequential information. The first paragraph should introduce a letter’s subject or refer to a previous correspondence or conversation to which you are responding. The following paragraphs of your letter should elaborate on the subject set up in the first paragraph. The closing paragraph should briefly summarize the topic and close on a positive note, encouraging a positive working 212
UNIT 25 –LETTER WRITING relationship with the letter’s reader. The complimentary close must be included in all but the simplified-letter format. It is typed two lines below the last line of the body of the letter. In the full-block format, the complimentary close should be flush with the left margin. In the block, semiblock, official-style, and hanging-indented formats, the complimentary close should start at the center of the page, directly under the dateline, about five spaces to the right of center, or at a point that would put the end of the longest line at the right margin. However, note that it should never cross over the right margin. The simplified letter has no complimentary close. The first letter of the first word of the complimentary close should be capitalized. The entire complimentary close should be followed by a comma. The choice of the proper complimentary close depends upon the degree of formality of your letter. Among the complimentary closes to choose from are: Yours sincerely, Very sincerely yours, Sincerely yours, Sincerely, Cordially, Most sincerely, Most cordially, Cordially yours, A friendly or informal letter to a person with whom you are on a first name basis can end with a complimentary close such as: As ever, Best regards, Kindest regards, Best wishes, Regards, Signature Block Directly below the typed business name should be the signature. Four lines below the typed business name, the letter writer’s name should be typed. If the business name is long, it can be centered beneath the complimentary nclose in the block and semiblock format letters.
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25.4. Îndrumar pentru autoverificare
Write a letter in which you are applying for a new school. Dear Sir, I wish to apply for a place in your school. I have been studying up to now at St. John’s College, but the school is too far from my new home, and it is impossible for me to keep attending my present school classes. As you can see from the accompanying copy of my school record, I have done quite well at school. 214
UNIT 25 –LETTER WRITING I have studied chemistry and I loved it, I even earned a medal at a local contest for the best experiment. I do hope I will have the opportunity to participate in your school contests as well. Looking forward to hearing your response. Respectfully yours, George Valtz Concepte şi termeni de reţinut scrisori - formă scrisori – utilizare corectă scrisori – redactare
Teste de evaluare/autoevaluare
Write a letter following all the guidelines presented above Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 26 –LETTER WRITING
UNIT 26
BUSINESS LUNCH
26.1. Introducere 26.2. Obiectivele unităţii de învăţare – timp alocat 26.3. Business Lunch 26.4 Îndrumător pentru autoverificare 26.5 Teste
Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul are un rol deosebit de important
26.2 Obiectivele unităţii de învăţare – Studierea vocabularului pentru business lunch – Înțelegerea vocabularului – Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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26.3 Conţinutul unităţii de învăţare
Examples of letters Write a formal letter asking information about a summer course. Ask for specific details. Don’t use your real name. December Blvd. Brasov City 52919 Romania Sutton School of English Sutton Coldfield Birmingham BA8 22f 16 May 2010 Dear Sir/ Madam, I recently saw your advertisement for Summer Intensive Courses and I would like some more information. Firstly, can you tell me the specific dates of the course during June and July? Secondly, do you know how many students will be in one class? Finally, can you tell me if you arrange accommodation with local families or is that something I have to do myself? Yours faithfully, George Balasescu Write a formal email inviting Mr. Thomas to dinner. Don’t use your real name. Dear Mr. Thomas, I would like to invite you to dinner after your visit to our company next week, if you have time. Our Managing Director, Alison McDermott, will also come. I will book a table at a Chinese restaurant in Nightingale Road, for 7, 30 p.m. on Friday evening. The restaurant is next to your hotel in Blueberry Road. I hope you can join us. Please, can you let me know this week? Best wishes, John Smith John Smith - Head of PR Thompson Welding 218
UNIT 26 –LETTER WRITING Box 79 London B2
Write an informal email to a colleague offering information about a new product your company sells. Hello Sandra, I made an interesting contact at the seminar last week. Paul Young is in charge of the Acquisition Department at HMC in Dublin. He is very interested in our new product and wants you to contact him. At this time I think it is a very happy situation for us to receive such demands for our products. I am really happy I can help and be sure that every time I will meet a possible client I will put him/ her in contact with you. Here is his e-mail address:
[email protected] Hope it’s useful for you! CU Tina
Write a letter offering a position in your company to a person that came to an interview. Don’t use your real name. 73 West Street London BC2 Mr. Gary Thompson 64 Thames Rd Alton-on-Thames Surrey 6T63FR 7 February 2010 Dear Mr. Gary Thompson, We are pleased to inform you that you have been successful in your application for the position of PR assistant in our company. As agreed in the interview, we would like you to start on 1 March in our Central office. Your starting salary will be £32,000 per annum. Please sign and return a copy of the contract enclosed to confirm acceptance of this offer. We look forward to hearing from you soon. Sincerely yours, Patrick Smith HR Manager 219
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Write a formal letter answering to an offer to live in a different city for a while. Don’t use your real name. Dear Mrs. Johnson, Thank you very much for the letter. I am very pleased that I’ve won the prize. I would like to go to Washington because I have never been to the USA before. Still, there are several questions I would like to ask. First of all, I would like to know whether the return flight is a direct flight or not. I would like to book a direct flight because it is so much easier for me. Secondly, I would like to know for how many hours we are going to study every day and of course if there are classes in the morning or in the afternoon. Finally, I would like to ask you if it is possible for me to stay at school for an extra week. If that’s possible, please let me know the price I have to pay. I want to thank you in advance for your assistance and I’m looking forward to hearing from. Faithfully yours, Michaela James
26.4. Îndrumar pentru autoverificare
Write a letter in which you praise a restaurant for the quality of their food and the improved menu. Dear Manager, I am a reporter from the News Weekend. Because of the demand of my work, I often come to London to take interviews. Your hotel is one of my favourites, because of the comfortable living conditions, and the good facilities and, of course, especially for your excellent food. The restaurants in your hotel have many dishes such as Chinese food, Japanese food, and French food. Choosing from all these delicious dishes, I must say like the Beijing Toast Duck best, not only because of its Chinese characteristics but also because of its special taste. Consequently, every time I come here I always choose this course. Furthermore, what impressed me most is the high quality service. It always makes me feel at home. Waiters and waitresses are so kind and warm-hearted that they always earnestly recommend every new or special food of the restaurant. I will recommend your hotel and restaurant to my friends without any hesitation. I hope your hotel and restaurant will be even more prosperous in the future. Sincerely yours, Tom Jones 01.03.2010 220
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Concepte şi termeni de reţinut
Business letter writing What to write in a business letter What to expect from a business letter
Teste de evaluare/autoevaluare
Write a letter of request asking for information about facilities offered for a party. Dear Sirs, We are planning a full day party to celebrate the completion of our Business Language Training Course on July 27, 2010. One of our professors has suggested your hotel for our celebratory party informing us about the many recreation facilities offered by your hotel. Therefore, we would like to make your hotel the venue for our party. We would like to reserve the following rooms: a big meeting room, the entertainment room and also 20 standard rooms. We would also want a buffet lunch including soft drinks, sweets and champaign. Let me offer you more information about the party. It starts at 10:00. The president of our institute is delivering an opening speech. After lunch it comes the singing and dancing show, followed by sweets and champagne celebration at 17:00. Karaoke and disco begin at 18:30 and end at about 12:30. There are 40 to 50 attendees for the event and half of them will stay overnight at the hotel. Please let us know the term of payment and other useful information. Should you have further questions, please feel free to contact me. Tel: (8610)68882150/68882151 Fax: (8610)68882250 Thank you for your kind assistance we are looking forward to your reply. Yours faithfully, Tina Jones Celebration Party Preparation Committee
Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 27
BUSINESS VOCABULARY PRACTICE
27.1. Introducere 27.2. Obiectivele unităţii de învăţare – timp alocat 27.3. Business vocabulary practice 27.4 Îndrumător pentru autoverificare 27.5 Teste
27.1 Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importană. 27.2 Obiectivele unităţii de învăţare – Studierea elementelor de vocabulary de afaceri – Studierea vocabularului – Utilizarea în context a elementelor de vocabular – Aplicaţii Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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27. 3 Conţinutul unităţii de învăţare
Alegeţi (Choose the correct sentence): 1. I’ve got to go and take my exam. 1. I’ve got to go and give my exam. 2. They went for a walk. 2. They made a walk. 3. I’m anxious to mount the horse you promised. 3. I’m anxious to ride the horse you promised. 4. When I get home I’ll make a shower. 4. When I get home I’ll have a shower. 5. The reporter asked personal questions. 5. The reporter made personal questions. 6. They gave me a discount of 5%. 6. They made me a discount. VIII. Mai jos puteţi găsi câteva expresii folositoare cu have. Aici have are alte sensuri decât cel de “a avea”. Încercaţi şi puneţi-le în propoziţii (Below you can find some useful expressions with have. Here have has other meanings that “to own”. Try and put them into sentences of your own): 1. have a bath/ shower 2. have dinner/ lunch 3. have a drink 4. have something to eat 5. have (an) experience 6. have fun 7. have a holiday 8. have an operation /have a party 9. have a picnic 10. have a rest 11. have time ………………………………………………………………… ………..................................................…………………… ………………………………………………………………… ………..................................................…………………… ………………………………………………………………… ………..................................................…………………… ………………………………………………………………… ………..................................................…………………… ………………………………………………………………… ………..................................................……………………
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IX. Care sunt substantivele derivate din următoarele verbe? (Can you write the nouns derived from the following verbs?) 1.abolish …………………………………………………………………. ……….....................................................................………. 2. accuse………………………………………………………… ………………………......................................................... 3. apply…………………………………………………………… ………………………........................................................... 4. attend………………………………………………………… ………………………….................................................... 5. civilise………………………………………………………… …………………………...................................................... 6. compete………………………………………………………… ………………………........................................................... 7. conserve…………………..…………………………………… ………………………........................................................... 8. demonstrate…………………………………………………… ………………………............................................................ 9.to become extinct…………….…………………………………………… …………….............................................................................. 10.imagine…………………….…………………………… ………………………………................................................... 11. inflate………………………………………………………… ………………………........................................................ 12. inspire………………………………………………………… …………….................................................................…… 13. oppose………………………………………………………… …………………….............................................................. 14. revise..………………………………………………………… 225
LIMBA ENGLEZĂ ………………………......................................................... Complete each of the following sentences with in, on or for. There are two possible answers for number 2. You can make similar sentences about yourself and your job. 1. Olga Blanc is …………….computers. 2. She has been working ……………….a big computer company for five years. 3. She is based …………..Paris. 4. She works …………………the external communications department. 5. At the moment she is working …………………….the design of the company’s website. 6. . She is responsible ……………… the development of an important part of the site. 7. 7. She is very interested ……………….Website design. 8. 8. She depends ………………the web and on personal contacts for new ideas. 9. 9. She spends one or two hours every day on the Web getting information………………..all the latest developments. 10. 10. She is happy because there is a big demand …………………. good website designers at the moment. Tenses the work You use the present simple to talk, for example, about where you work or what you do: I work … You use the present continuous to talk about current projects: I am working … External communications means how the company communicates with the outside world. Internal communications means how people inside the company communicate with each other. Fill in the missing words in the sentences below. Choose from the words in the box. You can then use similar sentences to talk about your company. Company competitors customers employees leader products profit share shareholders share price subsidiaries turnover I work for a …………………..called Kwikshoe. Our main………………….are sports shoes. Kwikshoe is a world…………………in the tennis shoe sector. It has a national market……………….of 23%. It has 2,500 ……………………in this country. It has seven………………..in five different countries. 7. Its main………………….are young people and people 226
UNIT 27 –LETTER WRITING who do sport. 8. Its main ………………….are in Britain an the USA. 9. Its main………………………..are banks and pension funds. 10. Its………………………last year was $1.2 billion. 11. Its ……………………..last year was 16 million. Its ………………………..today is $57. If you are the number one in a market, sector or region, you can say: We are the leader in the … sector … We are the biggest … in the market. If you are the number two or three, you can say: We are a leader in the provision of…. We are the second / third / forth biggest … in the region. Lorenza Muller is telling her partner about her day at the office. Match the beginning of each sentence on the left (1-13) with a phrase on the right (a-m). You can then make similar sentences to talk about your day at work. 1. I looked at …………… a) the monthly figures to Mr Kazoulis. 2. I wrote ……….. b) an appointment with a client. 3. I made ………….c) the minutes of the meeting. 4. I went to ……….d) a representative of safety committee. 5. I took ………. e) the company magazine. 6. I fixed………..f) three of four replies. 7. I met …………g) two or three telephone calls. 8. I had …………h) the office Christmas party with Cynthia. 9. I read………… i) a $10 million deal. 10. I discussed ……….j) my e-mails. 11. I presented ………. k) lunch with Tom in Accounts. 12. I negotiated ………. l) tired but happy. 13. I came home ……….m) the weekly departmental meeting. Choose one word or phrase underlined to complete each sentence. Boss /CEO /colleague /customer /director /investor /leader /manager /opposite /number /owner /shareholder /supplier My name’s John Power. Power Enterprises belongs to me. I’m the …….(1) I also manage the company myself. I’m the ……………..(2) I’m John Power’s sister. I sit on the board of his company. I’m a ………………(3) I’m Mr. Power’s secretary. He’s my (4)……………….. I hold equity in this company. I am a (5)…………………. John Power is a friend of mine. I have put some of my own money into Power Enterprise. I’m an (6)………………… 227
LIMBA ENGLEZĂ This company buys things from me. I’m a (8)………………… I’m the head of a team in a technical department. I’m a team (9)………………….. I have lunch every day with the woman at the desk next to mine. She is my (10)……………. I’m the marketing director of Power Asia Pacific. Jim Poom is the marketing director of Power Europe. He’s my (11)……………. I work for Power Enterprises. I head a department of about 50 people. I’m a (12)…………………..
27.4. Îndrumar pentru autoverificare
Put these sentences in the best order. Put a number, 1-4, in the space. 1 A Very well, thanks. Let’s get down to business, shall we? B I’m fine, thanks. How are you? C Hello again! How are you getting on? D Yes, all right. 2 A Miss Smith, I’d like you to meet Mrs Jones. B Oh, please call me Liz. C How do you do, Mrs Jones? D And I’m Claire. 3 A Oh, yes. I’ve heard of you. B The name’s Alex White. C I’d like to introduce myself. D Pleased to meet you. 4 A I wondered if I might take Friday off? B Yes. Tony, of course. C Oh, Friday’s rather difficult. D Mrs Lang, could I have a word please? 5 A What do you think? B Yes, sure, Bob. C Geoff, could you come over here a minute? D Aha, yes, you’ve put a lot of work into it.
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UNIT 27 –LETTER WRITING Concepte şi termeni de reţinut
Elemente recapitulative
Teste de evaluare/autoevaluare
Choose the best word to fit the gap. 1 There is always a lot of to attend to on a Monday morning. A letters B correspondence C communications D information 2 Please leave a message on the answer phone if you need to contact us office hours. A outside B over C through D against 3 The annual general meeting was in the conference centre. A conducted B provided C run D held 4 One of the advantages of writing over talking to someone face-to-face is that you can take your time. A remaining B related C relative D relevant 5 Make sure that the addressee’s job is correct. A title B description C name D type 6 A well laid out letter always gives a good . A idea B reaction C impression D effect 7 If you are in attending, please let me know as soon as possible. A concerned B pleased C sure D interested 8 You must your application by the end of the week. A submit B subject C subscribe D subcontract 9 There has been a agreement to supply Texmills with our products and services. A long-winded B long-lasting C long-standing D long-lived 10 Managers should staff to maintain the no-smoking policy throughout the building. A suggest B encourage C support D co-operate Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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UNIT 28 –BUSINESS VOCABULARY PRACTICE
UNIT 28
BUSINESS VOCABULARY PRACTICE
28.1. Introducere 28.2. Obiectivele unităţii de învăţare – timp alocat 28.3. Business Vocabulary Practice 28.4 Îndrumător pentru autoverificare 28.5 Teste
28.1 Introducere Pentru înțelegerea și utilizarea cât mai clară a limbii engleze vocabularul este foarte necesar, utilizarea corectă a limbii engleze fiind deosebit de importantă.
28.2Obiectivele unităţii de învăţare
– – –
Studierea vocabularului recapitulativ Înțelegerea vocabularului Utilizarea vocabularului în context
Timpul alocat unităţii de învățare Pentru unitatea de învățare engleză, timpul alocat este de 2 ore.
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Limba
LIMBA ENGLEZĂ
28.3 Conţinutul unităţii de învăţare
The euro zone’s illness is returning. A cure requires more integration, but Germany isn’t keen WHEN the editors of the German tabloid Bild met Mario Draghi recently they gave him a Pic kelhaube—a spiked helmet—to remind the Italian that they had last year depicted him in Prussian garb as the most Germanic of candidates to run the European Central Bank. It may come in useful: hardliners are taking shots at Mr Draghi for spraying banks with €1 trillion ($1.3 trillion) of cheap money. This “powerful drug” may have side-effects, he says, but it works: “The worst is over” for the euro zone. Don’t be so sure. The fever has been rising again in Spain after the government wildly overshot its deficit target last year. The Italian prime minister, Mario Monti, expressed alarm (which he later withdrew) that the Spanish illness might harm his own country’s convalescence. Portugal and Ireland are in recession, and may need second bail-outs; Greece will probably require a third rescue (and the restructuring of official debt). As fear returns, so have calls to boost the euro zone’s rescue funds. “The mother of all firewalls should be in place, strong enough, broad enough, deep enough, tall enough—just big,” says Ángel Gurría, secretary-general of the OECD, the rich-world think-tank. But Germany prefers a slow, incremental response. The latest signal is that it will agree, at a meeting of finance ministers in Copenhagen on March 30th and 31st, to raise the firewall somewhat. The temporary rescue fund, the European Financial Stability Facility (EFSF), would be allowed to overlap with the permanent new European Stability Mechanism (ESM), which is to be activated this summer. By combining the two funds, perhaps only for a year, the lending capacity could be raised from €500 billion to about €740 billion. This may be enough to persuade the Chinese, the Americans and others to allow the IMF to increase its resources, so helping the defences, but it is hardly the overwhelming force Mr Gurría seeks. Germany worries that reducing the pressure on weak states will lead to complacency. “The Germans think that the only way to make countries reform is to dangle them out of the window,” says one diplomat. “This only reinforces the belief in the markets that the euro zone is on the edge of disaster.” One worrying sign for Germany was Spain’s partly 232
UNIT 28 –BUSINESS VOCABULARY PRACTICE successful attempt to loosen its deficit target this year. Another is growing trouble over the “fiscal compact”, a treaty signed by 25 European Union countries to toughen budget discipline. Ireland, with a history of awkward votes on EU treaties, holds a referendum on May 31st. The Socialist front-runner in the French presidential election, François Hollande, wants to renegotiate the deal to include more focus on growth. Germany’s opposition Social Democrats are making similar noises. In the Netherlands the opposition Labour Party—which is supposed to support the minority government on European issues—threatens to block ratification if the government imposes austerity to meet next year’s deficit target of 3% of GDP. (Ill-disciplined countries that have received a tongue-lashing from the Dutch are savouring the irony.) Even assuming all these difficulties are resolved, the fate of the euro will remain uncertain. Raising the firewall and ratifying the compact will address only some of the symptoms. A cure requires “treating the whole patient”, as set out recently in a clear-eyed paper by Jay Shambaugh for Brookings, an American think-tank. It says the euro zone is afflicted by three ills: a banking crisis, a sovereign-debt crisis and a growth crisis. Dealing with one often makes the others worse. A big problem is that the euro zone is only partly integrated. Its members have given up economic tools, such as currency devaluation and monetary policy, yet lack “federal” instruments to cope with shocks. The problem is not so much the budget deficit (though Greece was certainly profligate) as the net foreign borrowing by all actors, public and private (say to finance a trade deficit). The euro zone has only small internal transfers, and its workers tend not to move far for work. Fiscal stimulus is impossible for most governments, given their indebtedness. Structural reforms to promote growth can take years to work. So redressing the imbalances must come through “internal devaluation”: bringing down real wages and prices relative to competitors. This was easier before 1991, when inflation around the world was higher, but has rarely been achieved since then (Hong Kong is one exception). With the ECB determined to keep inflation at around 2%, internal devaluation brings severe recession, even depression. And falling GDP wrecks the debt ratio. Mr Shambaugh offers some advice. Deficit countries could cut payroll taxes to reduce labour costs and raise VAT to discourage imports; the effect would be magnified if surplus states did the opposite. Germany could help by stimulating its economy, or at least slowing down its budget consolidation. The ECB could let inflation run higher, especially in Germany, and could declare that it stands fully 233
LIMBA ENGLEZĂ behind solvent sovereigns. The EFSF/ESM could recapitalise weak banks. A Europe-wide bank-deposit insurance scheme would help. Mutualising part of the national debts would create a risk-free European asset. The German problem (again) All these options ultimately run into the same obstacle: Germany. It does not want to bear bigger liabilities, it wants to set an example of budget discipline, it refuses to compromise its competitiveness, it is allergic to inflation, it does not want the ECB to print money and it thinks Eurobonds create moral hazard. There is little sign that the chancellor, Angela Merkel, is ready to do much beyond tweaking the firewall and pushing through the fiscal compact. She talks of a future “political union”. If she really wants to save the euro, she will have to put on a Pick elhaube and lead the way to greater fiscal federalism. (economist.com)
28.4. Îndrumar pentru autoverificare
Answer the following questions What’s your job? Where are you from? Who do you work for? Where are you based? Where do you come from? What does your company do? Would you like something to eat? Would you like to use the phone? Where is the reception area? Where are the toilets? Is there a bank near here? What time does the bank close? Are there any taxis? Do you know any good restaurants near the hotel? Can I use your pen, please? Could I have your telephone number? Sorry, can you repeat that?
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UNIT 28 –BUSINESS VOCABULARY PRACTICE Concepte şi termeni de reţinut Elemente de recapitulare
Teste de evaluare/autoevaluare
Read about the company Cobra Beer and ask your partner questions in order to complete the text. Quick Work Elementary activities 2 Activities 2 Karan Bilimoria left Cambridge University in 1988. He had no money and owed his bank _________. He wanted to make money. But how? Bilimoria liked Indian food but he didn’t like the fizzy beer in Indian restaurants. So, he decided to produce a new beer.He started Cobra Beer in _______. Now Cobra Beer has a turnover of £45 million at retail value. 94% of Cobra Beer’s turnover is in Great Britain. Only ____% of the turnover comes from exports. What is the reason? More than _____% of British people eat Indian food once a week. 55% eat Indian food once every two weeks.There are ______ Indian restaurants in Britain and about 5,000 of the restaurants sell Cobra Beer. Karan Bilimoria graduated from Cambridge University in _______. He had no money and owed his bank £20,000. He wanted to make money. But how? Bilimoria liked Indian food but he didn’t like the fizzy beer in Indian restaurants. So, he decided to produce a new beer.He started Cobra Beer in 1991. Now Cobra Beer has a turnover of ____________ at retail value. _____% of Cobra Beer’s turnover is in Great Britain. Only 6% of the turnover comes from exports. What is the reason? More than 25% of British people eat Indian food once a week. _____% eat Indian food once every two weeks. There are 8,500 Indian restaurants in Britain and about _____ of the restaurants sell Cobra Beer. How much …? When …? What is …? What percentage …? How many …?
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LIMBA ENGLEZĂ Bibliografie: Pipoș, Cristina, Tania Mușina, Limba engleză, Workbook, Editura Aula, Brașov, 2006 Pipoș, Cristina, Tania Mușina, Ramona Hâșan, Gabriela Osanu, Limba engleză – evaluarea competenţelor lingvistice de comunicare, Braşov, Aula, 2011 Redman, Stuart, English Vocabulary in Use, pre-intermediate & intermediate, Cambridge University Press, Cambridge, 1997 Cotton David, Falvey David, Kent Simon, New Market Leader, Intermediate Business English coursebook, Pearson Education Limited, Edinburgh, 2002
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