001-328 Essential English

Elena Varzari, Lidia Alexanchin, Oxana Stanţieru, Liuba Tomailî
Oxana Ceh, Natalia Moraraş, Eugenia Proţiuc
ESSENTIAL ENGLISH
for Committed Learners
(Practical Course)
Chişinău, 2010
Recenzenţi:
Veronica Neagu, Doctor în Pedagogie, conferenţiar universitar,
decanul Facultăţii de Limbi Străine, IRIM, Chişinău
Marina Tuniţcaia, Doctor în Pedagogie, conferenţiar universitar,
Catedra de limba şi literatura ucraineană,
Universitatea de Stat „Alecu Russo”, Bălţi
Redactor:
Svetlana Stanţieru, lector superior, Catedra de limba română,
Universitatea de Stat „Alecu Russo”, Bălţi
ACKNOWLEDGEMENTS
It gives us great pleasure to set down our obligation to the many
people who have contributed in one way or another to the preparation
of this book. First and foremost the authors are grateful to the reviewers
of the textbook - Dr. Veronica Neagu and Dr. Marina Tuniţcaia - for their
comments on the earlier drafts of the book.
We would like to express great thanks to our colleagues in the
English Language Department for interest, support and indispensable
help of various kinds.
We are sincerely grateful to Svetlana Stanţieru for proofreading the
assignments in the Romanian language.
FOREWORD
The primary purpose of the textbook ESSENTIAL ENGLISH
FOR COMMITTED LEARNERS is to help Basic Users Level A1-
Breakthrough; A2- Waystage and Independent Users Level B1 -
Threshold EFL learners to acquire the appropriate level of language
comprehension, necessary for the professional growth of qualified
specialists. The textbook provides committed students with a wealth
of original language material, focusing on the effective formation
and further evolution of English skills in listening, speaking, reading
and writing.
The textbook is composed of three sections, each presenting
in itself a distinctly completed stage in the process of foreign
language acquisition. Almost every section comprises a wide range
of activities depending on the level of the learners. The students
will find accessible information about the phonetic system of
modern English, reading rules, basic vocabulary with additional
exercises for practice, appropriate grammar rules and exercises,
texts with further activities, writing and communicative exercises.
ESSENTIAL ENGLISH FOR COMMITTED LEARNERS has
been specially written to help learners communicate. It will facilitate
learners to read and write more easily in English, to increase their
vocabulary, to improve their understanding of English grammar,
and to help them speak with confidence and fluency.
ESSENTIAL ENGLISH FOR COMMITTED LEARNERS
is a highly effective learner-oriented course designed for all those
who are eager with or to acquire the perfect command of the
contemporary English language without a teacher.
Good luck and enjoy the course!
Contents
Basic Users Level A1 Breakthrough 5 Lesson 8. .....................................................115

Lexical topic: Shops and Shopping
Lesson 1. ........................................................ 5 Grammar themes: Modal Verbs Can/ May/ Must/
Phonetics: The Letters of the English Language. Need/ Have to. Indefinite Pronouns. Quantifiers
The Phonemic Symbols of the English Sounds
Lexical topic: Every day Greetings. Forms of
Lesson 9. .....................................................127
Lexical topic: Appearance and Character
Address. Personal Information
Grammar themes: Clauses of Time and
Grammar themes: The Indefinite Article.
Condition. Non-Continuous Verbs. The Adverb:
Personal Pronouns. To Be
Degrees of Comparison. Place and Order in
Lesson 2. ...................................................... 17 the Sentence
Phonetics: English Vowel Sounds and Lesson 10....................................................139
Combinations Lexical topic: At a Hotel
Lexical topic: My Family Grammar themes: The Present Perfect Tense.
Grammar themes: The Definite Article. The Present Perfect Continuous Tense
Personal, Possessive, Demonstrative
Pronouns. To Have Got. Plural of Nouns. Lesson 11....................................................151
Possessive Case of Nouns Lexical topic: Everyday Services
Grammar theme: Indirect Speech (I)
Lesson 3. ...................................................... 37
Phonetics: English Consonant Sounds and Independent Users B1 Threshold 163
Combinations
Lexical topic: My House/Flat Lesson 12....................................................163
Grammar themes: Numerals. Indefinite Lexical topic: Healthcare
Pronouns. The Construction "there is/are". Grammar themes: The Simple Past Tense.
General, Alternative, Disjunctive Questions. Complex Object
Prepositions of Place
Lesson 13....................................................175
Lesson 4. ...................................................... 59 Lexical topic: Leisure Time
Phonetics: English Intonation Grammar themes: Modal Verbs. The Past
Lexical topic: My Town Continuous Tense
Grammar themes: The Imperative Mood. Lesson 14....................................................189
Interrogative Words. Special Questions Lexical topic: Jobs and Working Opportunities
Grammar themes: The Past Perfect Tense.
Basic Users Level A2 Waystage 77 The Past Perfect Continuous Tense.
The Future-in- the-Past. Sequence of Tenses
Lesson 5. ...................................................... 77
Lexical topic: Daily Routine. Telling the Time Lesson 15....................................................203
Grammar themes: The Present Simple Tense. Lexical topic: Law and Order
The Use of the Article with Uncountable Nouns Grammar theme: Indirect Speech (II)
Lesson 6. ...................................................... 91 Lesson 16....................................................221

Lexical topic: Travelling
Lexical topic: Seasons and Weather
Grammar theme: Conditionals
Grammar themes: The Present Continuous
Tense. The Adjective. The Degrees Lesson 17....................................................235
of Comparison Lexical topic: People versus Nature
Grammar theme: The Passive Voice
Lesson 7. ................................................... 101
Lexical Topic: Plans for Holidays Texts for Additional Reading. ..............................249
Grammar themes: The Future Simple Tense. Grammar References...........................................269
Means of Expressing Futurity. The Use of List of Irregular Verbs. .........................................319
the Article with Geographic Names List of Verbs with Prepositions.............................323
BASIC USERS A1 Breakthrough
Phonetics: The Letters of the English
Language. The Phonemic Symbols of the
English Sounds
Lexical topic: Everyday Greetings. Lesson
1
Forms of Address. Personal Information
Grammar themes: The Indefinite Article.
Personal Pronouns. To Be
I PHONETICS
The Letters of the English Language
This is the English alphabet. There are 26 letters in it. Listen and repeat after your
teacher the letters of the English alphabet.
A B C D E F G H I J K L M
/eI/ /bJ/ /sJ/ /dJ/ /J/ /ef/ /GJ/ /eIC/ /aI/ /GeI/ /keI/ /el/ /em/
N O P Q R S T U V W X Y Z
/en/ /qu/ /pJ/ /kju:/ /R/ /es/ /tJ/ /ju:/ /vJ/ /'dAblju:/ /eks/ /waI/ /zed/
The English alphabet starts with the letter A and finishes with the letter Z. It is always
written in the same order. This order is called “alphabetical order”. We often write lists in
alphabetical order. For example, to write a list of countries in alphabetical order, we start
with countries that begin with the letter A, then with countries that begin with B, and
so on. For example:
• Australia
• Brazil
• Canada
If more than one word begins with the letter A, we put them in order based on the
second letter, and then the third letter, and so on:
• Algeria
• Argentina
• Belgium
• Benin
• Bermuda
We use alphabetical order for many things, for example:
• dictionaries
• indexes of books
• telephone directories
The Phonemic Symbols of the English Sounds

When writing English we use the 26 letters of the alphabet, though spoken English
has roughly 44 different sounds. As it is not very easy only to use the letters of the
alphabet to show the pronunciation of English, there is a special system.
5
ESSENTIAL ENGLISH for committed learners
There is a sys-
I I u Iә eI e ә tem which uses a
READ SIT BOOK TOO HERE DAY MEN AMERICA WORD SORT group of symbols,
ә I ә
TOUR BOY GO
æ
CAT BUT PART NOT
eә
WEAR MY
I HOW
that is called tran-
scription. Some
of these symbols
p b t d t∫ k g f v look the same as
letters and some
PIG BED TIME DO CHURCH JUDGE KILO GO FIVE VERY
are very different.
θ ð s z ∫
THINK THE SIX
m n ŋ h You can use these
ZOO SHORT CASUAL MILK NO SING HELLO
symbols to write
l r w j ies for English learners you will see the pronunciation
LIVE
out the pronunciation of words and in many dictionar-
READ WINDOW YES
written out.
To show that what is written are sounds and not letters the transcriptions are written
between slashes, / /. For example, the pronunciation of the word pet is written /pet/. In
this example the sound symbols look exactly the same as the letters. You can only tell we
are talking about pronunciation rather than spelling because of the / /. However, some
words look very different when you see their pronunciation. CE:C is the word church.
That is why it is very useful to learn these symbols. You can’t usually match the letters
in a word to the sounds of the word. Also, because most dictionaries for English learners
use these symbols you can work out the pronunciation of any word in the dictionary
without a teacher.
Exercise 1 Put the following items into alphabetical order:
1. o l k p i u h n m b g
2. q a z x s e r h j u i o
3. l m k i h n y t v f r s
4. m k h g y x r t z a c
5. q w e r t y h d v n a
6. p j u o t y v f r d n m
7. z x c v b n g t r e d s
8. j k i u y h n b m v f r
9. c v t y u i e w q a s z
10. l p o g y u t r f d s x c
Exercise 2 Spell the following words:
1. RAINBOW 8. HELICOPTER
2. ARMCHAIR 9. VEGETABLES
3. ELEPHANT 10. RADIANCE
4. VIOLIN 11. ANTIBACTERIAL
5. WARDROBE 12. NATURE
6. UMBRELLA 13. FLOWER
7. COMPUTER 14. QUARTER
Exercise 3 Read and write the following English names in alphabetical order:
Ian, Victor, Ruth, Ann, Liza, Brian, Helen, Nancy, John, Carol, Ursula, Tom, Diana, Sally,
Quentin, William, Kevin, Mark, Gary, Oliver, Eric, Paul, Xavia, Yvonne, Zara
6
Exercise 4 Write the words from the right in alphabetic order in the left:
Begonia Daffodil
Poppy Pansy
Jasmine Iris
Lily Gladiolus
Tulip Hyacinth
Daisy Snowdrop
Violet Carnation
Exercise 5 In which order are these words in the dictionary? Arrange them
according to this order:
1) kick, kind, knight
2) might, mantle, magic
3) will, win, wipe
4) and, at, all
5) punt, push, pulp
6) fight, figure, fumble
7) tip, top, ticket
8) rice, rag, rich
9) bedroom, bite, bizarre
10) chop, clip, click
11) dig, dug, digging
12) hat, hair, hill
13) lamp, lick, luck
14) oval, over, ostrich
15) tail, tame, talk
Exercise 6 Find nouns for each letter as follows:
Model: A is for apple.
B is for ball.
C is for …
II VOCABULARY
Everyday Greetings: Good morning! Good afternoon! Good evening! Hello! Hi!
Shaking hands
When meeting someone formally When young people

for the first time, we shake their meet informally
hand and say “How do you do?” they sometimes say
or “Pleased to meet you.” “Give me five!” and
“How do you do?” isn’t really a slap their hands
question; it just means “Hello”. together (high five).
7
Leave-taking: Good-bye! (Good-) bye for now! Bye (then)! Bye now! Bye-bye!
Cheerio! So long! See you! See you later (tonight / tomorrow / on Saturday /
next week)! Good night! Farewell! (Please) give my (kind) regards to …! (Please)
remember me to …! Give my love to …!
Forms of Direct Address: Hello, Jack! Good morning Mrs. / Miss / Ms / Mr.
Mrs. Miss Ms Mr.

/ / /mIs/ /mIz/ /mIstq/
a married an unmarried used mainly in writing when you don’t
a man
woman woman know if a woman is married or not.
Getting the attention of someone you don’t know: Excuse me, please. Look here!
Miss Ma’am Sir

/mIs/ /mxm/ /sE:/
a woman of any age an older woman to show respect a man
Formal and Informal Greetings and Introductions
Responding
Introducing
Formal Introducing others to an On Leaving
yourself
introduction
How do you do? Mrs. Green, may I Pleased to Goodbye. It’s
My name is Mrs. introduce my boss, meet you, a pleasure to
Green. What is Mr. Brown? Mrs. Green. have met you.
your name?
Good afternoon, Jane, I’d like you to Pleased to Goodbye.
Jane Red. Let meet John Black, meet you, Nice to have
me introduce our salesman. John, Jane. met you.
myself. I am Mr this is Jane Red.
Green.
Informal Hi. I’m Jane Red. Jane, meet John, my Hi, Jane. Bye. It was
husband. John, this How are nice to meet
is my friend Jane. you? you.
Hello. I’m Kim. Bob, I don’t think Hi, Bob. How See you (later,
you’ve met Kim. do you do? soon).
May I introduce you How do you Later (very
to Kim? Kim, I’d like do, Kim? informal)!
you to meet Bob.
8
Personal Information
Requesting Personal Information Giving Personal Information

What’s your surname (family name/ My surname (family name/ second
second name/ last name)? name/ last) is White.
What’s your name (first name)? My name (first name) is Gordon.
What’s your patronymic (middle name)? My patronymic (middle name) is George.
Where are you from? Where do you I am from the USA. / I’m from Brazil.
come from? I come from Canada.
What’s your job/ profession/ trade/ I’m a teacher/driver/doctor.
occupation? / What are you? What do
you do?
What’s your address? 45 Red Street.
What is your phone number? My telephone number is 6754890
How old are you? I am 20. / I’m 20 years old.
Are you married? Yes, I am. / No, I’m not.
No, I’m single/ divorced/ separated/
widowed.
What’s your nationality? What nationality I am Romanian, Russian, English,
are you? American.
III GRAMMAR
The Indefinite Article
a + consonant an + vowel (a, e, i, o, u)

a dog an ant
a cat an elephant
a cow an octopus
a goat an owl
a hat an ostrich
a bout an umbrella
BUT: a yard an hour
a university an heir(ess)
a union
9
Exercise 1 Add “a” or “an”:

… notebook, … university, … duck, … iron, … computer, …ear, …mouse, … onion, …
plane, … elephant, … zebra, … umbrella, … leopard, … tree, … armchair.
Exercise 2 Put a or an and complete the words: o-; p; a-; h; sh-; an-; la- an-; d-; In-;
do-; g-; e-; ai-; am-; le-:
… …orse; … …lphin; … …gg; … …dian;
… …range; … …rplane; … …imal; … …ark;
… …iraf; … …esk; … …rm; … …en;
… …dybird; … …gel; … …bulance; … …tter.
Personal pronouns
Singular Plural
I We
You You
He They
She
It
Exercise 3 Fill in the personal pronouns as in the example:

Model: Mary – she
an eraser you and Nick snakes Bob and I
a picture a ball Mr. Brown a car
a clock Tom and Jane a book a trumpet
a school clowns a pencil sister and brother
apples a skirt Jill and Meg Susan
Exercise 4 Write as in the example:
Model: Mr Black is a lion-tamer. He is a lion-tamer.
1. Sarah is a pianist. 6. Michael and I are chemists.
2. Andrew is a driver. 7. Oliver is a writer.
3. Jerry and Billy are pilots. 8. Johanna is a painter.
4. Boris is a driver. 9. Mario and Tom are geologists.
5. Mrs. White is an actress. 10. Kim is a pupil.
Exercise 5 Choose the correct pronoun:
1) Is … a teacher? 4) What is this? … is a bookcase.
a) it b) they c) he a) we b) he c) it
2) Hello, …. am Brian. 5) Where is the book? … is on the bed.
a) he b)I c) she a) she b) it c) we
3) Where is Mother? … is in the kitchen. 6) … is a good girl.
a) it b) he c) she a) she b) I c) we
10
7) … am busy. 9) This is Nora. … is my sister-in-law.

a) we b) they c) I a) I b) he c) she
8) … is a domestic animal. 10) Where are your friends? … are in the park.
a) they b) he c) it a) they b) we c) you
TO BE
Affirmative Negative Interrogative

Long form Short form Long form Short form
I am I’m I am not I’m not Am I?
You are You’re You are not You aren’t Are you?
He is He’s He is not He isn’t Is he?
She is She’s She is not She isn’t Is she?
It is It’s It is not It isn’t Is it?
We are We’re We are not We aren’t Are we?
You are You’re You are not You aren’t Are you?
They are They’re They are not They aren’t Are they?
Short answers
Am I /Are you tall? Yes, I am. No, I am not.

Is he/she/it at home? Yes, he/she/it is. No, he/she/it isn’t.
Are we/you/they students? Yes, we/you/they are. No, we/you/they aren’t.
Exercise 6 Fill in “am”, “is” or “are”:

1. I … a teacher and you … a student.
2. He … a sailor and she … a lawyer.
3. You … a fireman and they … engineers.
4. We … pupils and you … doctors.
5. He … a mechanic and she … a policewoman.
6. I … a farmer and she … a chemist.
7. He … a policeman and she … a painter.
8. You … an artist and he … a postman.
9. They … singers and he … a manager.
10. She … a psychologist and he … a surgeon.
Exercise 7 Fill in “am”, “is” and “are”:
1. I … a pupil. 6. You … teachers.
2. It … a bicycle. 7. She … a nurse.
3. They … students. 8. We … doctors.
4. It … a pencil. 9. I … a sailor.
5. He … a boy. 10. He … a driver.
11
Exercise 8 Join the two parts of the sentences:

1. I am a) a book
2. He is b) Jane
3. We are c) John
4. She is d) an artist
5. It is e) singers
Exercise 9 Answer the questions:

1. Is it a fox? (yes) 6. Are you our friends? (yes)
2. Are they engineers? (no/singers) 7. Is she a nurse? (yes)
3. Is it a cat? (no/a bird) 8. Are they actors? (no/workers)
4. Am I a student? (yes) 9. Is he a postman? (yes)
5. Are we mechanics? (no/teachers) 10. Is it a horse? (no/ a zebra)
Exercise 10 Turn the sentences into interrogative:

1. I am in the park. 6. It is a crocodile.
2. He is at school. 7. We are at the theatre.
3. It is a lion. 8. They are at the university.
4. We are at the cinema. 9. Cleo is at school.
5. They are elephants. 10. She is at work.
Common expressions with the verb “to be”

to be glad/happy to be in
to be pleased to be out
to be sad to be fond (of )
to be sorry to be eager
to be absent to be married
to be present to be divorced
to be ill to be sleepy
to be healthy to be free
to be well to be busy
to be hungry to be late (for)
to be thirsty to be ready (for) sth
to be mistaken to be sure / certain
to be angry (with) sb to be surprised (at)
to be on duty to be afraid (of )
Exercise 11 Finish the sentences:

1. Helen is not ill. She is … 6. I am not eager to have a mouse. I am …
2. Bob is not present. He is … 7. Boris is not busy now. He is …
3. John is not glad. He is … 8. John is not married. He is…
4. My friend is not in. She is … 9. They are not comfortable here. They are…
5. He is not fond of dogs. He is … 10. Children are not hungry. They are …
12
Exercise 12 Translate into English:

1. Mama este supărată pe Jane, pentru că ea întotdeauna întîrzie la şcoală. / Мама
обижена на Джейн за то, что она всегда опаздывает в школу.
2. Îmi pare rău că eşti trist. / Мне жаль, что ты грустный.
3. Sînt sigură că John şi Pamela sînt divorţaţi. / Я уверена, что Джон и Памела
разведены.
4. Elsie este surprinsă că el este deja gata de plecare. / Элси удивлена, что он уже
готов к отъезду.
5. Copiii sînt însetaţi şi înfometaţi. / Дети хотят пить и есть.
6. Ei sînt furioşi că sînt bolnavi. / Они в ярости, что они болеют.
7. Mi-e frică că greşeşti. / Боюсь, что ты ошибаешься.
8. Profesoara este satisfăcută că toţi elevii sînt prezenţi şi gata de lecţie. / Учительница
довольна, что все ученики присутствуют и готовы к уроку.
9. Helen este dornică să ştie dacă sînt căsătoriţi. / Элен очень хочет знать, женаты
ли они.
10. Meg este tristă că prietenul ei este tot timpul ocupat. / Мэг грустна, потому что
её друг всегда занят.
IV CONVERSATION
Dialogue A Read, translate and reproduce the dialogue:

Mr. Grey meets Alice, one of his students, and her husband in the street.
Mr Grey: Good morning, Alice.
Alice: Good morning, Mr Grey.
How are you?
Mr Grey: I’m fine thanks, and you?
Alice: Not too bad, Mr Grey.
This is my husband,
Michael. This is Mr Grey,
my English teacher.
Michael: Pleased to meet you.
Mr Grey: Pleased to meet you, too.
Where are you from?
Michael: I am from Great Britain.
What about you? Are
you from London?
Mr Grey: No, I’m not, but I live in
London now.
Alice: Well, goodbye, Mr. Grey,
it was nice to meet you.
Mr Grey: It was nice meeting you,
too.
13
Peter meets his former classmate Richard and his cousin.

Peter: Hello, Richard. Haven’t seen you for ages! How are things getting on, old
chap?
Richard: Hi, Peter! I am so glad to see you again! I am quite well. By the way, Peter,
meet my cousin Mary. Mary, this is Peter, my former classmate.
Peter: How do you do, Mary?
Mary: How do you do, Peter?
Peter: How old are you, Mary?
Mary: I am nineteen (years old). And you?
Peter: I am nineteen, too. Where are you from?
Mary: I am from Moldova. And you? Are you from Scotland?
Peter: Oh, yes, I am. I am from Edinburgh. What are you?
Mary: I am an exchange student. I am interested in Scottish poetry and music.
Peter: Awesome! I can give you a hand in your research. Let’s go to the library
together.
Mary: Thank you ever so much! Richard is very busy and he can’t accompany me.
Peter: Ok. I will call you tomorrow. So long then, Mary.
Richard See you, Peter.
& Mary
Dialogue B Complete the dialogues:
1) A: Let me introduce your new 3) A:
coleague, Mr Reeves. B: I am from Moldova. What about you?
B: How do you do, Mr Reeves? A:
C: B: What are you?
B: A:
2) A: 4) A:
B: Fine, thank you. How are you? B: I am nineteen. And you?
A: A:
B: See you.
5) A: Good morning.
B:
A:
B: Just fine. And you?
A:
Dialogue C Unscramble the dialogue:
At a party
Jane: My name is Jane. Nice to meet you.
Jane: See you, Peter.
14
Jane: Amsterdam? Really, are you German?

Peter: It’s a pleasure. This is a great party!
Jane: I’m from London, but I’m not British.
Jane: Oh, you’re Dutch. Sorry about that.
Peter: I’m from Amsterdam.
Peter: My name is Peter. What’s your name?
Peter: That’s very interesting. Spain is a beautiful country.
Peter: No, I’m not German. I’m Dutch.
Jane: Well, my parents were Spanish, so I’m Spanish, too.
Peter: That’s OK. Where are you from?
Jane: Thank you. It is a wonderful place.
Jane: Hi!
Jane: Yes, it is. Where are you from?
Peter: No, what are you?
Peter: Bye, Jane.
Peter: Hello.
V READING
About Myself
Hi! I am Lisa Black. Lisa is my first name and Black is my surname. I am 16. I
am English and I am from London. I am a pupil. I am always very busy, but when
I am free I like to read and dance. I am fond of going to discos and parties with my
friends, Jane and Kim. We are of the same age. Jane is Irish, she is from Ireland. She is
fond of reading and painting. Kim is Chinese, she is from China. She is always busy
with her dog. My friends are very kind and lively. We are very happy to be together.
Exercise 1 Read the text and correct the sentences as in the example:
Model: Lisa is 10. Lisa is not ten. She is 16.
1. Lisa is German. 6. Jane is a dancer.
2. She is from New Castle. 7. Jane is fond of fishing.
3. She is eager to have a dog. 8. Kim is French.
4. Lisa is a student. 9. Kim is busy with her cat.
5. Kim is fifty. 10. They are very sad to be together.
Exercise 2 Retell the text from the 3rd person singular. You may start like this:
She is Lisa Black. …
Exercise 3 Restore the questions:
1. Job, is, your, what? 6. Number, is, phone, what, your?
2. From, where, you, are? 7. Married, are, you?
3. Is, your, name, what, first? 8. Country, what, you, from, are?
4. Old, how, you, are? 9. Is, address, what, your?
5. Surname, your, is, what? 10. What name your middle is?
15
COUNTRIES AND NATIONALITIES
Country Nationality Country Nationality

The USA American England English
Moldova Moldovan Spain Spanish/a Spaniard
+ish
Romania Romanian Ireland Irish
Russia Russian Poland Polish
Canada Canadian France French
+an
Australia Australian Czechia +ch Czech
Germany German Holland Dutch
Italy Italian China Chinese
Hungary Hungarian Japan +ese Japanese
Belgium Belgian Portugal Portuguese
Exercise 4 Add the words in each group. The words already listed are clues:
Germany Japan
French Czech
Holland English
The USA Ireland
Moldovan Chinese
Exercise 5 Work on the model:
Model: I/ Russia I am from Russia. I am Russian.
1. Sandro / Portugal 6. Ianus / Poland
2. Mioara / Romania 7. Robert / England
3. Doris / Canada 8. Luciano / Italy
4. Kim / Australia 9. Fanni / Hungary
5. Amelie / France 10. Pierre / Belgium
VI CREATIVE WORK
Exercise 1 Introduce:
a) yourself to a
foreigner;
b) your friend Alan
to a foreigner.
Exercise 2 Look at
the picture and make
up a dialogue:
16
Phonetics: English Vowel Sounds and
Combinations
Lexical topic: My Family
Grammar themes: The Definite Article. Lesson
2
Personal, Possessive, Demonstrative Pronouns.
To Have Got. Plural of Nouns. Possessive
Case of Nouns
I PHONETICS
English Vowel Sounds

A vowel letter can represent different vowel sounds: hat /hxt/, hate /heIt/, all /Ll/, art /
Rt/, any /enI/. The same vowel sound can be represented by different vowel letters: /eI/
they, weigh, may, cake, steak, rain.
Open and closed syllables
Open syllable: Kate /keIt/,Pete /pJt/, note /nqut/, site /sQIt/, cute /kjHt/.
Closed syllable: cat /kxt/, pet /pet/, not /nPt/, sit /sIt/, cut /kAt/.
Vowels and vowel combinations
The vowels A, E, I, O, U, Y alone, in combination with each other or with R, W represent
different vowel sounds.
Sound Letters Examples Exceptions
bread, deaf,
e, ee be, eve, see, meet, sleep,
death /e/;
/J/ ea meal, read, leave, sea, team,
great, break /eI/;
ie, ei field, believe, receive
friend /e/
i it, kiss, tip, pick, dinner, machine, ski,
/I/
y system, busy, pity, sunny pizza /J/
e let, tell, press, send, end, metre /J/
/e/
ea bread, dead, weather, leather
a late, make, race, able, stable, range,
strange, paste, waste,
/eI/ ai, ay aim, wait, play, say, day, said /sed/;
ei, ey eight, weight, they, hey, height, eye /aI/
ea break, great, steak key /J/
u use, duty, music, cute, huge,
ew few, dew, mew, new,
/jH/
eu euphemism, feud, neutral,
ue, ui hue, due, sue, suit
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Sound Letters Examples Exceptions

u rude, rule, June,
o, oo do, move, room, tool,
/H/ ew crew, chew, flew, jewel,
ue, ui blue, true, fruit, juice, guide, quite /aI/;
ou group, through, route build /I/
oo look, book, foot, good,
/u/
u put, push, pull, full, sugar
or more, order, cord, port, work, word /E:/
aw, au law, saw, pause, because,
/L/
-ought bought, thought,
al, all, wa- hall, always, water
o shop, clock, long,
/P/
w(h)a was, what, want, watch
how, now, town,
o go, note, open, old, most,
/qu/ brown, down
oa, ow road, boat, low, own, bowl
power /au/
/oI/ oi, oy oil, voice, noise, boy, toy
army, car, party, garden, park, war, warm,
ar
/R/ father, calm, palm, drama, ward /L/
a(s/t/th/l)
last, class, dance, castle, half
would, could,
/au/ ou out, about, house, mouse
should /u/
i, i(gh) ice, mild, find, kind, sigh, night, wind, window /I/
/QI/
y, uy my, style, apply, buy, guy
er, ur, ir serve, herb, burn, hurt, girl, sir,
/E:/
-ear heard, earn, earnest, earth heart, hearth /R/
neutral er, or(suff.) worker, driver, doctor, tractor,
sound /q/ ous famous, various
Note 1: The letter Y

The letter Y can function as a vowel or as a consonant. As a vowel, Y represents the
vowel sounds /I/, /aI/. As a consonant, Y represents the consonant sound /j/, usually at
the beginning of the word and only in the syllable before a vowel.
- /I/ any, city, carry, funny, mystery, synonym;
- /aI/ my, cry, rely, signify, nylon, type;
- /j/ yard, year, yes, yet, yield, you.
Note 2: The diphthongs /au/, /ai/, /ou/, /oi/, /ei/
A diphthong is one vowel sound that consists of two parts. The first part is the main
strong component (the nucleus), the second part is short and weak (the glide). A
diphthong is always stressed on its first component: /au /, /oI /. A diphthong forms one
syllable.
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II VOCABULARY
Topical words and word combinations
Family:
Parents: father, mother
Siblings: brother, sister
Children: son, daughter
Grandparents: grandmother, grandfather
Grandchildren: granddaughter, grandson
Great-grandparents: great-grandfather, great-grandmother
Great-grandchildren: great-grandson, great-granddaughter
Relatives: uncle, aunt, nephew, niece, cousin, first cousin, second cousin
Relatives by marriage:
Spouse: wife, husband
Parents-in-law: mother-in-law, father-in-law, brother-in-law, sister-in-law, son-in-law,
daughter-in-law
Relatives in the second family:
Step-parents: stepmother, stepfather
Step-children: stepdaughter, stepson, stepbrother, stepsister, half-brother, half-sister
Note! If your mother or father remarries, you can acquire a new family and set of relatives.
For example, if your father marries a second wife, she becomes your step-mother. Any
children she already has become your step-sisters or step-brothers.
If your mother or father remarries and has children, they become your half-brothers or
half-sisters.
Marital status and related words: single, married, engaged, separated, divorced,
widower, widow, fiancée, fiancé, engagement, engagement ring, bride, bridegroom,
wedding, wedding rings, honeymoon, divorce, ex-husband, ex-wife, alimony, child
support, girlfriend, boyfriend
Types of the family:
Nuclear family = mother, father and children, e.g. The traditional British family unit is a
nuclear family.
Single-parent / one-parent family = a family which only has one parent (because the
parents are divorced, or because one of the parents has died), e.g. There are more and
more single-parent families in the UK.
Immediate family = your closest relatives, e.g. Only immediate family members
attended the funeral.
Extended family = your entire family, e.g. The wedding invitations were sent to the
entire extended family.
Close-knit family = a family where the members have close relationships with each
other, e.g. They are a close-knit family.
Dysfunctional family = a family where the members have serious problems with each
other, e. g. He comes from a rather dysfunctional family.
Blood relative = a relative connected to you by “blood” rather than through marriage,
e. g. She’s not a blood relative, but we’re still very close.
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Vocabulary exercises
Exercise 1 Add the words in each group. The words already listed are clues:
Family Relationships
Male Female Relationship

Father Parent
Daughter Child
Husband Wife
Sibling
Grandfather Grandmother
Grandmother Grandparent(s)
Grandson Grandchild(ren)
Aunt Parent’s sibling
Nephew Niece
Cousin Aunt/Uncle’s child(ren)
Mother-in-law
Step-child
Great-grandmother
Step-father
Exercise 2 Match the words and definitions:

1. Nephew a) a woman’s partner in marriage
2. Mother b) the father of one’s father or mother
3. Son c) a brother of one’s father or mother
4. Grandfather d) the child of a person’s grandchild
5. Uncle e) a person’s brother or sister
6. Cousin f ) a female who has given birth to offspring
7. Daughter-in-law g) a father or mother
8. Husband h) a sister of one’s father or mother
9. Sibling i) the child of one’s aunt or uncle
10. Step-brother j) the wife of one’s son
11. Sister k) a male parent
12. Great-grandchild l) a son of one’s stepmother or stepfather by a union with
someone other than one’s father or mother respectively
13. Aunt m) a male offspring; a boy or man in relation to his parents
14. Parent n) a son of one’s sister or brother
15. Father o) a female person having the same parents as another
person
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Exercise 3 Use the context in each sentence to help you to write the correct word:
1. Mike and George are brothers-in-law.
Mike’s father-in-law is George’s …
George’s sister is Mike’s …
George’s son is Mike’s …
Mike’s daughter is George’s …
George’s wife is Mike’s …
2. Gordon and Lily are spouses.
Gordon’s sister is Lily’s …
Lily’s mother is Gordon’s …
Gordon’s parents are Lily’s …
3. Susan and Sally are siblings.
Susan’s daughter is …
Sally’s husband is Susan’s …
4. Doris is Brian’s second wife. Bobby is Doris’ son from her first marriage. Elizabeth is
Brian’s daughter from his first marriage.
Bobby is Brian’s …
Elizabeth is Bobby’s …
Doris and Brian’s daughter is Bobby’s …
Brian is Bobby’s …
5. Andrew and Samantha are divorced.
Andrew is Samantha’s …
Exercise 4 Find in the word search puzzle the words listed in the Topical Vocabulary:
N U C L E A R A S M H J K F L P
Y T R E X W Q M N A B V X I Z O
U A L K T J H G F R D S U A N I
C L O S E N I T N R M Y I N Y M
F I G H N I J K D I V O R C E D
I M M E D I A T E E C N R E N G
X O C V E B N M G D H E J K G L
Z N Q W D E R T Y U I P I O A P
D Y S F U N C T I O N A L B G S
L G I R L F R I E N D R I D E O
W E R C H O W I D O W E R U D I
B R I D E G R O O M Y N K C I T
O T A D F U J M O K L T I D S A
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III GRAMMAR
THE DEFINITE ARTICLE
A / AN = 1 (ONE) THE
This is a book. The book is green.
This is an elephant. The elephant is huge.
This is milk. The milk is fresh.
The sun, the sky, the earth
Put the pen on the table.
Exercise 1 Fill in the article where necessary:

1. This is ... pen. It is my .... pen. 11. We have ... big family.
2. Have you got ... car? 12. My son is ... pupil.
3. This is ... garden. ... garden is beautiful. 13. ... sun is yellow and ... sky is blue.
4. This is ... flower. ... flower is red. 14. ... Earth is ... planet.
5. That is .... teacher. ... teacher is clever. 15. This is ... meat. ... meat is fresh.
6. This is ... apple. ... apple is delicious. 16. This is ... umbrella. ... umbrella is red.
7. That is ... tree. ... tree is green. 17. This is ... university. ... university is good.
8. He has got ... bicycle. ... bicycle is orange. 18. I have ... hour left.
9. My ... friend has no ... computer. 19. This is ... house. ... house is new.
10. She has two ... daughters and one ... son. 20. ... moon is pale.
Exercise 2 Translate the following sentences into English:
1. Aceasta este o carte. Cartea este interesantă. / Это книга. Книга интересная.
2. Dimineaţa aerul este proaspăt. / Утром воздух свежий.
3. Ea are o pisică şi un cîine. Pisica este gri şi cîinele este negru. / У него кошка и
собака. Кошка – серая, а собака – черная.
4. Carlos este pasionat de pictură. Desenele sale sînt deosebite. / Карлос увлекается
живописью. Его рисунки необычные.
5. Verişorul meu are o bicicletă. Bicicleta este nouă. / У моего двоюродного брата
есть велосипед. Велосипед новый.
6. Soarele este rotund şi galben. / Солнце круглое и желтое.
7. Tavanul în cameră este roz. / Потолок в комнате розовый.
8. Aceasta este o cutie. Cutia este pustie. / Это коробка. Коробка пустая.
9. Cărţile sînt în dulap. / Книги в шкафу.
10. Legumele din frigider nu sînt proaspete. / Овощи в холодильнике несвежие.
11. Tabla este pe perete. / Доска на стене.
12. Aceasta este cretă. Creta este la tablă. / Это мел. Мел у доски.
13. Acesta este un tort. Tortul este gustos. / Это торт. Торт вкусный.
14. Acela este un copac. Copacul este verde. / То дерево. Дерево зеленое.
15. Podeaua în clasă este maro. / Пол в классе коричневый.
16. Cerul este albastru. / Небо голубое.
17. Aceasta este şuncă. Şunca este proaspătă. / Это ветчина. Ветчина свежая.
18. Acela este orez. Orezul este gustos. / То рис. Рис вкусный.
19. Acesta este zahăr. Zahărul este dulce. / Это сахар. Сахар сладкий.
20. Acela este gem. Gemul este acru. / То джем. Джем кислый.
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PRONOUNS
Possessive
Personal Objective Case Possessive
Whom Кому? Whose Чей? Absolute form
I Me My Mine
You You Your Yours
He Him His His
She Her Her Hers
It It Its -*
We Us нам Our наш Ours
They Them им Their их Theirs
* The absolute form its is no longer used, being considered obsolete.
Exercise 1 Fill in my, your, his, her, our or their:

1. She has got an umbrella. It’s … umbrella.
2. They have got a computer. It’s … computer.
3. You’ve got a family. It’s … family.
4. He’s got a brother. He is … brother.
5. I’ve got a sister. She is … sister.
6. We have got an uncle. He is … uncle.
7. She has got a brother. He is … brother.
8. We have got cousins. They are … cousins.
9. You have got a pet. It’s … pet.
10. I have got grandparents. They are … grandparents.
Exercise 2 Finish the sentences. Use I/me/we/us/you/he/him/she/her/they/them:
1. I want to call him but … doesn’t want to call …
2. They want to call me but … don’t want to call …
3. We want to call them but … don’t want to call …
4. She wants to call him but … doesn’t want to call …
5. They want to call her but … doesn’t want to call …
6. I want to see them but … don’t want to see …
7. He wants to see us but … don’t want to see …
8. You want to see her but … doesn’t want to see …
9. I want to see her but … doesn’t want to see …
10. We want to see him but … doesn’t want to see …
Exercise 3 Put in it/them + me/us/him/her/them:
1. I want those copybooks. Please give … to …
2. He wants the book. Please give … to …
3. She wants the pencils. Please give … to …
4. I want the key. Please give … to …
5. They want the cassette-recorder. Please give … to …
6. We want the chairs. Please give … to …
7. He wants the rubber. Please give … to …
8. She wants the money. Please give … to …
9. They want the umbrella. Please give … to …
10. She wants those clothes. Please give … to …
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11. I want to see your family album. Please show … to …

12. We are eager to meet your husband. Please introduce … to …
13. He is eager to have a hedgehog. Please buy … for …
14. We are eager to meet your fiancé. Please invite … to …
15. They are eager to meet your half-sister. Please introduce … to …
Exercise 4 Put in my/our/your/his/her/their:
1. This is … brother. (I)
2. That is … sister. (he)
3. Those are … parents. (they)
4. They are … cousins. (we)
5. He is … uncle. (she)
6. Is he … brother-in-law? (you)
7. Are they … step-parents? (I)
8. Are we … nieces? (they)
9. Is his daughter … cousin or second cousin? (you)
10. Are they … siblings or … sister’s? (you)
11. How old is … grandmother? (we)
12. Is … step-mother kind and polite? (you)
13. … half-brother is very lazy. (she)
14. … mother’s sister-in-law is very friendly.(I)
15. Is she … half-sister? (he)
Exercise 5 Finish the sentences:
1. Do you know that girl? Yes, I know … but I can’t remember … name.
2. Do you know that boy? Yes, I know … but I can’t remember … name.
3. Do you know those pupils? Yes, I know … but I can’t remember … names.
4. Do you know me? Yes, I know … but I can’t remember … name.
5. Do you know her brother? Yes, I know … but I can’t remember … name.
6. Do you know my parents? Yes, I know … but I can’t remember … names.
7. Do you know his ex-wife? Yes, I know … but I can’t remember … name.
8. Do you know my siblings? Yes, I know … but I can’t remember … names.
9. Do you know my great-grandchildren? Yes, I know … but I can’t remember … names.
10. Do you know Mark’s step-parents? Yes, I know … but I can’t remember … names.
Exercise 6 Fill in the gaps with the correct possessive pronoun:
1. This is Liz with … husband Philip.
2. This is Ann and John with … children.
3. This is John with … wife, Ann.
4. This is Mark with … brother, Michael.
5. This is Ann with … brother, Michael.
6. These are Diane and Robert with … parents.
7. These are Liz and Ted with … grandparents.
8. These are Bob and Margaret with … great-grandchildren.
9. These are Fred and Helen with … grandchildren.
10. These are Jack and Grace with … step-parents.
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Exercise 7 Choose the right variant:

1. Is this your/yours book?
2. My/mine room is nicer than her/hers.
3. Her/hers essay is longer than my/mine.
4. Is this notebook your/yours?
5. Are these our/ours test-papers?
6. These are their/theirs paintings.
7. This camera is my/mine. And that camera is their/theirs.
8. I think this is your/yours passport. Yes, it is my/mine.
9. These photographs are my/mine. Those are her/hers.
10. Is this your/yours room? Yes, it is our/ours.
Exercise 8 Finish the sentences according to the model:
Model: He gives me his pen and I give him mine.
1. I give him … dictionary and he gives me …
2. I give her …encyclopedia and she gives me …
3. He gives me … magazine and I give … …
4. We give her … diary and she gives … …
5. I give them … record and they give … …
6. She gives us … phone number and we give … …
7. You give him … address and … …
8. We give them … letter and … …
9. They give you … umbrella and … …
10. She gives him … ring and … …
TO HAVE GOT
AFFIRMATIVE NEGATIVE INTERROGATIVE
I have got I’ve got I have not got I haven’t got Have I got?
You have got You’ve got You have not got You haven’t got Have you got?
He has got He’s got He has not got He hasn’t got Has he got?
She has got She’s got She has not got She hasn’t got Has she got?
It has got It’s got It has not got It hasn’t got Has it got?
We have got We’ve got We have not got We haven’t got Have we got?
You have got You’ve got You have not got You haven’t got Have you got?
They have got They’ve got They have not got They haven’t got Have they got?
Exercise 1 Fill in the blanks with the appropriate form of the verb “to have got”:
1. Pete … a big family. 6. We … many aunts and uncles.
2. He … a father and a mother. 7. They … many cousins.
3. He … no brother, but he … a sister. 8. You … a step-brother.
4. His fiancée … many blood relatives. 9. She … no nephews.
5. I … a sister-in-law. 10. I … a niece.
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Exercise 2 Ask and answer questions:

Model: I / a niece? (Yes) Have I got a niece? Yes, I have/ No, I haven’t.
1. He / grandparents? (No) 6. You / relatives? (Yes)
2. They / sons? (Yes) 7. He / a grandson? (Yes)
3. They / daughters. (No) 8. We / a great-grandmother? (No)
4. He / a wife? (Yes) 9. We / a cousin? (No)
5. She / a husband? (No) 10. I / a stepsister? (Yes)
Exercise 3 First say and then write questions and answers as in the example:
Model: What has Jim got? He has got a sister, a guitar, a car, an aunt, a house.
She hasn’t got a radio, a nephew or a niece.
a sister a niece a nephew an aunt a radio a car a guitar a house
Jim + + + + +
Alan + + + + +
Richard + + + +
Jackie + + + + + + +
Bob + + + + +
Dan+Sue + + + + +
You

1. Ea are un ceas de mînă nou. / У неё новые наручные часы.
2. Ei au trei nepoţi şi două nepoţele. / У них три внука и две внучки.
3. Ei au o mătuşă? / Есть ли у них тётя?
4. Mirele şi mireasa au inele frumoase şi scumpe. / У жениха и невесты красивые и
дорогие кольца.
5. Socrii ei au o vilă? / У её свёкра и свекрови есть дача?
6. Fratele ei vitreg are o cameră fotografică. / У её сводного брата фотоаппарат.
7. Voi aveţi rude peste hotare? / У вас есть родственники за границей?
8. Verişorii ei încă nu au copii. / У её двоюродных братев нет ещё детей.
9. Ginerele lui are o casă cu două nivele. / У его зятя двухэтажный дом.
10. Strănepoţii lor au foarte multe jucării de pluş. / У их правнуков много плюшевых
игрушек.
DEMONSTRATIVE PRONOUNS
This - this book (= the book here) That - that book (= the book there)
These - these books (= the books here) Those - those books(= the books there)
Exercise 1 Put in this or these:
1. … chair 6. … man
2. … chairs 7. … woman
3. … boy 8. … pencils
4. … girls 9. … tables
5. … houses 10. ... pupils
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Exercise 2 Put in that or those:

1. … picture 6. … lamp
2. … comb 7. … bananas
3. … scissors 8. … computers
4. … tree 9. … sandwich
5. … flowers 10. … cartoons
1. Acesta este vărul meu. / Это мой двоюродный брат.
2. Acela este fratele lui. / То мой брат.
3. Aceasta este sora mea. / Это моя сестра.
4. Aceia sînt străbuneii noştri. / То наши прадедушки и прабабушки.
5. Acela este cumnatul tău. / То твой шурин.
6. Aceia sînt părinţii tăi? / То твои родители?
7. Acestea sînt mătuşile noastre? / Это наши тёти?
8. Aceştia sînt unchii tăi. / Это твои дяди.
9. Aceasta este nepoţica mea de la soră. / Это моя племянница.
10. Acela este ginerele ei? / То её зять?
11. Aceea este logodnica lui? / То его невеста?
12. Aceasta este familia mea. / Это моя семья.
13. Acela este nepotul meu de la frate. / Тот мой племянник.
14. Aceştia sînt strănepoţii voştri. / Это ваши правнуки.
15. Aceia sînt nepoţii (de la buneii) voştri. / То ваши внуки.
PLURAL OF NOUNS
a girl – girls
a desk – desks
1. Most nouns form their plural by
a computer – computers
adding ”s”:
a parrot – parrots
a table – tables
a snake - snakes
a bus – buses
a glass – glasses
2. Nouns ending in s, ss, sh, ch, tch, x a bush - bushes
take ”es” in the plural: a bench – benches
a watch – watches
a fox - foxes
a potato – potatoes
a tomato – tomatoes
BUT:
3. Nouns ending in”o” take ”es”:
a photo – photos
a piano – pianos
a video – videos
a radio - radios
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4. Nouns ending in a a city – cities

consonant + y = ies a lady – ladies
BUT: nouns ending in a vowel a boy – boys
(a, e, i, o, u) + y = ys a toy – toys
a thief – thieves
a shelf – shelves
a knife – knives
a wolf – wolves
a wife – wives
a leaf – leaves
5. Some nouns ending in f/fe = ves a loaf – loaves
a calf – calves
BUT
a handkerchief – handkerchiefs
a roof – roofs
a chief – chiefs
a proof – proofs
a man – men
a woman – women
a tooth – teeth
a foot – feet
6. Irregular Plurals a goose – geese
an ox – oxen
a child – children
a mouse – mice
a louse – lice
a fish – fish
a deer – deer
7. Nouns with the same form
a swine – swine
a sheep – sheep
a mother-in-law – mothers-in-law
8. Compound nouns a lieutenant general – lieutenant generals
a) H yphenated nouns form their a court-martial – courts-martial
plurals by adding -s to the (or court-martials)
principal word in the compound. a daughter-in-law – daughters-in-law,
b) When there is no obvious principal a half-moon – half-moons
word, add -s (or -es) to the end of a looker-on – lookers-on
the compound. a passer-by – passers-by
c) If a compound can be thought a forget-me-not – forget-me-nots
to have two heads, both of them a toothbrush – toothbrushes
tend to be pluralized when the first a man-child – men-children
head has an irregular plural form. a manservant – menservants
a woman doctor – women doctors
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Exercise 1 Write the plural of the following nouns:

1. A pen. Ten ... 6. A banana. Five ...
2. A house. Three ... 7. A chair. Four ...
3. A dolphin. Two ... 8. An armchair. Seven ...
4. A book. Six ... 9. A tail. Nine ...
5. A room. Two ... 10. A shirt. Eight ...
Exercise 2 Change the sentences into the plural:
1. The cat is in the garden. 6. The grandfather is in his study.
2. The skirt is on the chair. 7. It is a dog.
3. The book is under the table. 8. The cup is on the table.
4. The mother is in the room. 9. It is in the kitchen.
5. The cousin is at home. 10. The pencil is in the box.
Exercise 3 Write the words in the plural. Put them in the correct column:
Potato, chief, party, toy, book, brush, fly, bus, wife, radio, wolf, photo, match, knife, glass,
turkey, box, writer, sister-in-law, handkerchief, city, video, watch, page, text, baby, leaf,
piano, bush, cowboy, sandwich, glass, lady, thief, fox, Negro, class, banana.
-s -es -ies -ves
... ... ... ...
Exercise 4 Write the plural of the following nouns:
Father-in-law, passer-by, lady-doctor, merry-go-round, daughter-in-law, scholboy, son-
in-law, toothpaste, man-servant, schoolgirl, woman-doctor, sister-in-law, brother-in-law,
schoolbag, court-martial, man-child.
Exercise 4 Change the sentences into the plural:
1. This is an English dictionary. 11. A woman is equal to a man.
2. Put the box on the shelf. 12. I have a pain in my right foot.
3. There is snow on the roof. 13. Her tooth is white.
4. His speech is very interesting. 14. This ox is very dangerous.
5. There is a sheep in the field. 15. Have you got a golden fish?
6. There is a hungry wolf in the forest. 16. My grandmother has got one fat goose.
7. My child is an industrious pupil. 17. The mouse is grey.
8. This story is amazing. 18. What colour is the leaf?
9. Put this knife on the table. 19. The louse is a small harmful insect .
10. There is a deer in the forest. 20. The key is under the rug.
1. Acestea sînt fularele tale? / Это твои шарфы?
2. Oamenii au 32 de dinţi. / У людей 32 зуба.
3. Bunica ta are multe gîşte? / У твоей бабушки много гусей?
4. Pompierii au un serviciu foarte periculos. / У пожарников очень опасная работа.
5. Aceşti medici sînt germani? –Nu, ei sînt francezi. / Эти врачи немцы? – Нет, они
французы.
6. Oile, caii, boii sînt animale domestice. / Овцы, лошади, быки – домашние животные.
29
7. Pisicile prind şoareci. / Кошки ловят мышей.

8. Aceste femei au poşete din piele. / У этих женщин кожаные сумочки.
9. Bărbaţii aceia sînt jurişti. / Те мужчины – юристы.
10. Unde sînt chibriturile? / Где спички?
POSSESSIVE CASE WITH PEOPLE

We use ’s with one person e.g. Jane’s umbrella.
We use s’ with two or more people e.g. The cooks’ hat
e.g. the men’s ties
BUT we use ’s with irregular plurals
e.g. the women’s purses/handbags
Compound nouns + ‘s e.g. my bother-in-law’s computer
We use ‘s after the last of two or more e.g. Robert and Olivia’s apartment (They
names to show common possession live in the same apartment)
We use ‘s after each name to show e.g. Victoria’s and Albert’s apartments.
individual possession (They live in different apartments)
We use 's or just an apostrophe (‘) with e.g. Dickens’s novels / Dickens’ novels
proper names ending in “-s” e. g. Socrates’s ideas / Socrates’ ideas
We also use ’s with animals e.g. The dog’s food
POSSESSIVE CASE WITH THINGS

We use “of” with things e.g. the roof of the house
Exercise 1 Underline the correct word, and then explain in your mother tongue:
1. My (mother’s/ mothers’) name is Helen.
2. His cousins’/ cousin’s) names are John and Bob.
3. Our (children’s / childrens’) names are Cathy and Laura.
4. My (sister-in-law’s / sister’s-in-law) name is Johanna.
5. Our (grandfathers’/ grandfather’s) names are Tony and Nicolas.
6. Look at (the trunk of that tree/ that tree’s trunk). It’s dry.
7. He is my (sister’s / sisters’) husband.
8. He is my (friend’s Nick’s / friend Nick’s) nephew.
9. The cat is on (the roof of the house / the house’s roof ).
10. (The tail of the cat / the cat’s tail) is long.
Exercise 2 Make up word combinations using ’s where possible:
1. the mother/Nick 6. the niece/Eugene
2. the children/Pete and Mary 7. the name/her husband
3. the bottom/the page 8. the population/the world
4. the aunt/Robert 9. the house/Jim’s parents
5. the great-grandparents/Michael 10. the stepmother/my cousin
30
Exercise 3 Replace, where possible, the nouns with the preposition of using the
possessive construction:
1. The room of my nephew. 9. The computer of her father.
2. The article of my brother-in-law. 10. The legs of the chair.
3. The clothes of my daughter. 11. The study of his uncle.
4. The eyes of the cat. 12. The walls of this room.
5. The toys of their grandchildren. 13. The bicycle of our father-in-law.
6. The engineers of our factory. 14. The son of my sister.
7. The car of the stepson. 15. The floor of the bathroom.
8. The book of his wife.
1. Banii sînt ai unchiului meu. / Эти деньги – моего дяди.
2. Cartea mătuşii mele este foarte interesantă. / Книга моей тёти очень интересная.
3. Maşina cumnatului meu este modernă. / Машина моего шурина современная.
4. Camera verişoarei mele este confortabilă. / Комната моей двоюродной сестры
комфортабельная.
5. Vocea bunicii mele e blîndă. / Голос моей бабушки нежный.
6. Fiica lui Tom şi Sally este studentă./ Дочь Тома и Салли студентка.
7. Maşina surorii tale e roşie. / Машина твоей сестры красная.
8. Ochii fetei tale sînt albaştri. / Глаза твоей дочери голубые.
9. Eu locuiesc în casa soacrei mele. / Я живу в доме моей свекрови.
10. Jucăriile nepoţilor sînt noi. / Игрушки внуков новые.
11. Revistele unchiului sînt vechi. / Журналы дяди старые.
12. Iată două compuneri ale Tinei. / Вот два сочинения Тины.
13. Casa străbuneilor este mare şi spaţioasă. / Дом моих прадедушки и прабабушки
большой и просторный.
14. Povestea bunicului este lungă şi amuzantă. / Дедушкина сказка длинная и смешная.
15. Iată casele lui Toby şi Emily. Вот дома Тоби и Эмили.
IV READING
The Whites
Every family is a castle. A happy family is when parents are happily married and
children are happily grown up. Let’s become acquainted with the Whites – a close-
knit family.
This is a typical family. They are probably like many of the families in England.
The Whites are extremely friendly and they are happy in their house, in a pleasant
Oxford suburb.
Bill and Julia White are husband and wife. They are both in their early thirties.
Bill is 37. He is a loving father and husband. Bill is a professional musician. He is a
member of the local professional band.
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Julia is 34. She is a housewife, as they have three children, two girls and a boy. She
takes her marriage for granted. The three children are her wealth. They grow up in a
perfect family and they go on well together.
Two of the children, Susan and Katherine, are twins. They are pupils. Susan and
Katherine are 14. Susan is kind and hard-working. She has good results at school.
Susan is always a top-student. Katherine is open-hearted, energetic and lazy by turns.
Nevertheless, both of them are loving daughters for their parents and good sisters for
their little brother, Robert.
Robert is a restless boy of 4. He is very naughty and funny sometimes. On the one
hand he is a real trouble-maker; on the other hand he is everybody’s pet.
The parents are proud of their children and when they are sick and tired of their
usual routine, their family is a shelter from any troubles and misfortunes.
Active Vocabulary
Castle n – castel; замок
To be married – a fi căsătorit; быть женатым/замужем, e. g. Is your sister married?
Opp. to be divorced
Let’s= let us (is followed by the bare infinitive), e. g. Let’s go to the cinema.
Extremely adv – foarte; чрезвычайно, e.g. It is extremely difficult to find a good job.
Syn. very
Suburb n – suburbia; окраина, e. g. They live in the suburbs.
Both – ambii; оба, e.g. We are both tired.
Note: both … and = not only … but also, e.g. Both his mother and father are doctors.
To become acquainted with somebody – a face cunoştinţă cu cineva; знакомиться с
кем-то
Syn. to meet (col), to get acquainted with smb
Note: to acquaint sb with sb (or sth) a-i face cunoştinţă cuiva cu cineva (sau ceva);
знакомить кого-либо с кем-либо, или чем либо, e. g. The teacher is going to acquaint
Max with his new class-mates.
Syn. to introduce sb to sb/sth
Band n – trupă de muzicanţi; группа музыкантов, e.g. She is a singer with a band.
To take something for granted – a considera de la sine înţeles; принимать как
должное, e.g. Her friend is always there (beside her) and she just takes him for granted.
Wealth n – avere, bogăţie; богатство, e.g. My uncle is a person of wealth and influence.
Syn. fortune
Opp. poverty
To grow up – a creşte, a educa; расти, воспитывать
Twins n – gemeni; близнецы
Kind adj – bun; добрый (as a kind heart, face, gesture, action)
Note: to be kind to, e.g. My brother is very kind to animals.
Opp. unkind
Hard-working adj – sîrguincios; трудолюбивый, усердный, e.g. The parents are happy
to have such hardworking сhildren.
Syn. diligent
Opp. lazy
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Nevertheless adv – totuşi, cu toate acestea; всё же, всё-таки, тем не менее
Restless adj – neastîmpărat, nerăbdător; беспокойный, неугомонный
Syn. agitated, impatient
Opp. restful
Naughty adj – neastîmpărat, jucăuş; шаловливый
Syn. playful, troublesome
Opp. polite, well-behaved, well-bred
On the one hand ... on the other hand – pe de o parte ... pe de altă parte; с одной
стороны … с другой стороны, e.g.On the one hand the children would like to have a
pet, on the other hand they are not responsible enough.
Pet n – animal de casă, aici: favorit; любимое домашнее животное, тут: любимец, e.g.
She is the teacher’s pet.
To be proud of - a fi mîndru de; гордиться, e.g. Mother is proud of her children’s results
at school.
Opp. to be ashamed of
to be sick and tired of – a fi obosit de; надоедать, e.g. Grandparents are never sick and
tired of their naughty grandchildren.
Routine n – rutină, obişnuinţă; рутина
Shelter n – adăpost; кров, e.g. People need food, clothes and shelter.
To be mistaken – a greşi; ошибаться, e.g. I am afraid, you are mistaken.
To consist of – a consta din; состоять из, e.g. My family consists of four members.
To be alive – a fi în viaţă; быть живым, e.g. My greatgrandparents are still alive.
Opp. to be dead
To be as busy as a bee – a fi foarte ocupată; быть очень занятым
To run the house – a face menaj; вести хозяйство, e.g. Who runs the house in your family?
To be eager – a dori; хотеть, e.g. My daughter is eager to have a little pony.
Syn. to want
Most willingly – cu cea mai mare plăcere; с пребольшим удовольствием
Exercise 1 Transcribe the following words and pronounce them:
Castle n typical adj both adj
acquaint v early adv wealth n
twin n restless adj naughty adj
trouble-maker n shelter n ashamed adj
Exercise 2 Pronounce the following words, paying attention to the stress:
Close-knit, extremely, suburb, musician, professional, energetic, nevertheless, routine,
misfortune.
Exercise 3 True or False? Correct the wrong sentences:
1. Every family is a house. T 9. Bill is a musician by profession.
2. The Whites are from Poland. 10. Julia is Katherine’s mother.
3. The Whites are friendly and happy. 11. Susan has got bad results at school.
4. They live in a big city. 12. Katherine is a lazy girl.
5. Bill and Julia are brother 13. Robert is a calm boy.
and sister. 14. The parents are ashamed
6. They are middle-aged people. of their children.
7. Bill is in his early thirties. 15. The family is a shelter for Bill
8. Bill is a loving parent. and Julia.
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Exercise 4 Paraphrase the sentences writing the words that mean a) the same,
b) the opposite to the underlined words:
a) 1. Julia is satisfied with her marriage.
2. Bill is a qualified musician. He is a tender father.
3. Susan is the best student. She is generous and industrious.
4. The children grow up in an ideal family.
5. The three children are mother’s riches.
b) 1. The children are unhappily grown up.
2. Susan has bad results at school.
3. Katherine is reserved, energetic and lazy by turns.
4. Robert is a calm boy of 4. He is obedient and serious.
5. The parents are ashamed of their children.
Exercise 5 Join the two parts of the sentences:
1) The Whites are a) very naughty and funny.
2) They live in b) the local professional band.
3) The three children are c) are twins.
4) Robert is d) Julia’s wealth.
5) A happy family is e) open-hearted, energetic and lazy by turns.
6) Bill is a member of f ) a pleasant Oxford suburb.
7) Susan and Katherine g) like many of the families in England.
8) Katherine h) in a perfect family.
9) The children grow up i) always a top-student.
10) Susan is j) when the parents are happily married.
Exercise 6 a) Here is a letter from Elizabeth to her new penfriend. Read the letter
and supply the missing words:
Pleased close suburb
whenever forties proud of
businesswoman band a canary
attention business hobby
Dear Beatrice,
I’m very ... to have a penfriend. It’s wonderful to have a ... person with whom to share
opinions and experiences. In this first letter let me tell you a few words about myself.
My name is Eliza. I am sixteen years old. I am from a small town near New Jersey. My house
is situated in the ... of the town and I like it very much because it’s spacious and comfortable.
My parents are in their ... . They are kind and friendly. My father has his own ... and he is
a hard-working person. My mother is a very respectable …. Her company is a flourishing one.
I also have a sister. She is in Canada now. She is a student and we are ... her.
I am a pet lover and have a dog, a cat, ..., and two fish. They need a lot of ... . I play with my
dog and cat every day. Music is my ... . I love rock and metal. My favorite ... is Queen. I have
lots of CDs and I listen to them ... I have free time.
I hope you’re not very busy and can reply quickly. I’m looking forward to hearing from
you soon.
Best wishes,
Eliza.
b) Look at the model above and write your own letter about your family and
address it to your friend.
34

1. Cartea aceasta este foarte interesantă. / Эта книга очень интересрая.
2. Cîntăreaţa este foarte mîndră de trupa ei. / Певица очень гордится своей группой
музыкантов.
3. Pe de o parte, John este foarte energic, pe de altă parte, este foarte leneş. / С одной
стороны, Джон очень энергичный, с другой стороны, он очень ленивый.
4. Ei sînt fericiţi în căsătorie şi au gemeni. / Они счастливы в браке и у них близнецы.
5. Mama mea are o voce foarte plăcută. / У моей мамы очень приятный голос.
6. Soţii locuiesc în suburbie. / Супруги живут на окраине.
7. Mireasa şi mirele sînt în bună dispoziţie. / Жених и невеста в хорошем настроении.
8. Nelly nu-mi este rudă, dar cu toate acestea sîntem foarte apropiate. / Нелли мне не
родственница, но тем не менее мы очень близки.
9. Copilul este plictisit de familia lui nefavorabilă. / Ребенку надоела его неблаго
получная семья.
10. Copiii trebuie să crească într-o familie unită. / Дети должны расти в дружной семье.
11. Logodnica este foarte fericită să facă cunoştinţă cu părinţii viitorului mire. / Невеста
очень счастлива познакомиться с семьёй будущего жениха.
12. Nepotul meu este favoritul întregii familii. / Мой племянник – любимец всей семьи.
13. Copiii sînt bogăţia părinţilor. / Дети – богатсво родителей.
14. Şi ginerele şi nora sînt bine educaţi. / И зять и невестка хорошо воспитаны.
15. Verişorii mei sînt foarte prietenoşi şi buni. / Мои двоюродные братья очень
дружелюбные и добрые.
V CONVERSATION
Dialogue A
a) Use the boxed sentences to complete the dialogue:
She is an interpreter. My daughter’s name is Nina. My son’s name is Mike.
He is a schoolboy. Yes, I have a wife, a son and a daughter.
A. Have you a family? A. What’s your daughter’s name?
B. … B. …
A. What’s your son’s name? A. What’s her job?
B. … B. …
b) Write a similar dialogue.
Dialogue B Put the sentences in order. Read and reproduce the dialogue:
A: What’s your name?
A: How many sisters do you have?
B: Yes, the whole family, except my B: She is my aunt.
grandparents. A: What does your father do?
A: Where are you from? B: I have two brothers. The elder one is 20.
B: I have one sister. She is nine. She He is at the University. The younger one is
goes to a grammar school. 17. He is in high school.
A: How old are you? A: Does your whole family live here?
B: I’m from New York. B: I’m 24. I was born on July 26, 1973.
A: How many brothers do you have? A: Are you related to Mrs. Rayburn?
B: He is a doctor. B: My name is Richard Fulton.
35
Dialogue C Read and reproduce the dialogue:

A: I think you are the only daughter in the family!
B: Oh, you are mistaken. Our family is rather large. It consists of six members.
A: Oh, it’s great! Are your grandparents alive?
B: They are. You see, though they are pensioners, they are full of life and energy. Granny
is as busy as a bee, running the house, cooking dinner for all the family. She has a
heart of gold.
A: What is your mother?
B: She is a journalist and she is always on business. Her work is very interesting. But my
little brother and I do not think so. We miss her badly when she is on business.
A: So, you have a little brother. He is everybody’s pet, isn’t he?
B: No doubt, he is. And I am sorry to say, he is sometimes a little naughty.
A: I am so eager to see him!
B: Come to my place and I’ll introduce you to my people. They will be glad to have a talk
with you.
A: Most willingly.
VI CREATIVE WORK
Exercise 1 Speak about your family to your classmates. (If you have a family photo-
graph, you may wish to show it to them.)
Exercise 2 Describe the Browns family from the picture:
Exercise 3 Translate into
Romanian/Russian the following
quotations:
1. Family isn’t about whose blood you
have. It’s about who you care about.
Trey Parker and Matt Stone
2. Happy families are all alike; every
unhappy family is unhappy in its own
way. Leo Tolstoy
3. The family is the school of duties...
founded on love. Felix Adler
4. There is no friendship, no love, like
that of the parent for the child. Henry
Ward Beecher
5. A family is a place where minds come in contact with one another. Buddha
6. Human beings are the only creatures on earth that allow their children to come back home.
Bill Cosby
7. A brother is a friend given by Nature. Jean Baptiste Legouve
8. You leave home to seek your fortune and, when you get it, you go home and share it with
your family. Anita Baker
9. We never know the love of a parent till we become parents ourselves. Henry Ward Beecher
10. As the family goes, so goes the nation and so goes the whole world in which we live. Pope
John Paul II
36
Phonetics: English Consonant Sounds and
Combinations
Lexical topic: My House/Flat
Grammar themes: Numerals. Indefinite Lesson
3
Pronouns. The Construction "there is/are".
General, Alternative, Disjunctive Questions.
Prepositions of Place
I PHONETICS
English Consonant Sounds
A consonant letter usually represents one consonant sound. Some consonants, for
example, c, g, s, can represent 2 different consonant sounds.
Consonant Sounds Examples
b /b/ baby, best, bite, about, buy, bring, blind, absent, number, robber
/s/ centre, cigarette, cycle, democracy, notice;
c cake, come, cucumber, clean, scream, panic
/k/
d /d/ day, dear, die, door, duty, lady, ride, hidden, admire, kind, ended
f /f/ fast, female, five, forest, fund, fry, flight, often, deaf, cuff
/g/ game, get, ago, begin, gust, great, global, dog, giggle, egg;
g general, manage, agent, suggest, giant, gin, Egypt, energy
/G/
/h/ hair, help, history, home, hotel, hunt, behind, inherit;
h hour, honour, honest, heir, vehicle, Sarah
/-/
j /j/ jam, Jane, jet, jelly, Jim, jingle, joke, John, June, just
k /k/ Kate, kind, kill, kilogram, sky, blanket, break, take, look
l /l/ late, lesson, live, alone, close, slim, please, file, all, old, table, nicely
m /m/ make, men, mind, mother, must, my, name, form, summer
n /n/ napkin, never, night, no, nuclear, funny, student, kindness
p /p/ paper, person, pick, pour, public, repair, apple, keep, crisp
/kw/ quality, question, quite, quote, equal, require;
q (qu) unique, technique, antique, grotesque
/k/
r /r/ rain, red, rise, brief, grow, scratch, truck, arrive, return, hurry
/s/ send, simple, song, system, street, kiss, lost, release;
s cause, present, reason, advise, always, is, realism
/z/
t /t/ task, tell, time, tone, tune, attentive, student, hotel, boat, rest
v /v/ vast, vein, vivid, voice, even, review, invest, give, move, active
/w/ wall, way, west, wind, word, would, swear, swim, twenty, twice,
w twist
/ks/ exercise, exchange, expect, ex-wife, axis, fix, relax;
x /gz/ exam, exact, executive, exert, exist, exit, exult;
/z/ Xenon, Xerox, xenophobia, xylophone
/z/ zero, zoo, horizon, puzzle, organize, quiz, jazz, crazy;
z pizza, mezzo, Mozart, Nazi, waltz
/ts/
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Note: The letter W

The letter W represents the vowel sound /u/ in the diphthongs /au/ and /qu/: now,
how, owl, brown; low, own, bowl.
Consonant Combinations
Combinations Sounds Examples
/ks/ accent, accept, access, eccentric, accident;
cc
/k/ accommodate, account, accuse, occur, acclaim
ch chain, check, chief, choose, church, teacher;
/C/
tch kitchen, catch, watch
character, chemical, Chris, archive, mechanic,
ch (Latin, Greek) /k/
technical;
ch (French) /S/
champagne, charlatan, chef, chic, cache, machine
ck /k/ black, pick, pocket, cracker, rocket
dge /G/ bridge, edge, judge, knowledge, budget, badger
ghost, ghastly, Ghana, ghetto;
/g/
cough, enough, rough, tough, laugh;
gh /f/
though, through, weigh, neighbour, bought,
/-/
daughter
/g/ guard, guess, guest, guide, guitar, dialogue;
gu
/gw/ language, linguistics, Guatemala, Nicaragua
phone, photograph, phrase, phenomenon,
ph /f/
biography
/kw/ quality, question, quite, quote, equal, require;
qu
/k/ unique, technique, antique, grotesque
/s/ science, scissors, scene, scent, scythe;
sc
/sk/ scan, scandal, scare, score, Scotch, scuba
/sk/
sch school, scholar, scheme, schnauzer, schedule
/S/
sh /S/ share, she, shine, shoe, fish, cash, push, flourish
thank, thick, think, thought, thunder, author, breath,
/T/
th bath;
/D/
father, this, that, then, though, with, breathe
what, when, where, which, while, why, whale, wheel,
/w/
wh white;
/h/
who, whom, whose, whole
/ks/ exhibition, exhumation, exhale;

xh
/gz/ exhaust, exhibit, exhilarate
38
Combinations
Sounds Examples
with silent letters
bt, pt /t/ doubt, debt, subtle; receipt, pterodactyl
knee, knife, know; gnome, sign, foreign; pneumonia,
kn, gn, pn /n/
pneumatic
mb, lm /m/ lamb, climb, bomb, comb, tomb; calm, palm, salmon
ps /s/ psalm, pseudonym, psychologist, psychiatrist
rh /r/ rhapsody, rhetoric, rheumatism, rhythm, rhyme
wr /r wrap, wreck, wrestle, wrinkle, wrist, write, wrong
Combinations
Sounds Examples
in the suffix
nation, patient, special, politician, vicious, pension,
ti, ci, si, su /S/
mission, Asia, sensual, pressure
si, su /Z/ vision, fusion, Asia, usual, measure, visual
II VOCABULARY
Anatomy of a house: a front door, a window, a wall, a porch, a roof, a balcony, an attic, a
chimney, a floor, a ceiling, a garage, stairs, a basement, a lift / an elevator, a cellar.
Rooms: a living room, a dining room, a bedroom, a nursery/ playroom, a hall, a study, a
bathroom, a kitchen, a lavatory/ loo/ toilet.
Furniture: a table, a chair, an armchair, a bookcase, a sofa, a bed, a cupboard, a chest of
drawers, a wardrobe, a shelf, a sideboard, a bedside table, a dressing table, a writing-
desk, a stool, a divan-bed, a hall stand.
Facilities: electricity, central heating, water supply, air-conditioning, a telephone, a lift,
an alarm.
Miscellaneous: curtains, a carpet, a rug, a cushion, a lamp, a mirror, a wash-basin, a
shower, a sink, a refrigerator, a washing-machine, TV set, a lampshade, a picture, a towel-
rail/ rack, a fireplace, a gas stove/ gas cooker, an oven, a coat-hanger.
Types of houses:
A cottage = a small simple house, esp. in a rural area.
A detached house = any house that is completely separated from its neighbours.
A bungalow = a one-storey house without a basement, sometimes with an attic.
A block of flats = a multi-unit dwelling made up of several (generally four or more)
apartments
A semi-detached house = a pair of houses joined together by a common wall.
A terraced house = a house that is situated in a long row of houses.
A penthouse = the top floor of multi-story building.
39
An apartment = a relatively self-contained housing unit in a building which is often

rented out to one person or a family, or two or more people sharing a lease in a
partnership, for their exclusive use.
Note: a
flat esp. Brit e. g. They have a furnished flat on the second floor.
an apartment esp. US e. g. I like my apartment in New York.
Exercise 1 Put the listed words into the correct column:

A stool, a carpet, a wash-basin, a chair, a sideboard, a lamp, a cupboard, a mirror, a
table, a shower, an armchair, a sink, a refrigerator, a shelf, a washing-machine, a TV set, a
cushion, a towel-rail, a fireplace, a sofa, a gas stove.
Living-room Kitchen Bathroom
Exercise 2
a) Select the word which does not go with the rest of the list. Explain your choice:
1. A gas stove, a refrigerator, a washing-machine, a TV set.
2. A living room, a lavatory, a garden, a nursery.
3. A cupboard, a table, a stool, a drawer.
4. A roof, a basement, a hall, a window.
5. A towel-rail, a shower, an armchair, a wash-basin.
b) Write a word that you would associate with each group of the words below:
1. A bed, a sofa, a stool, a sideboard.
2. A window, a door, a ceiling, a floor.
3. Central heating, a lift, running water, gas.
4. A cup, a plate, a cupboard, a sink.
5. A writing-table, a bookcase, a shelf, a lamp.
Exercise 3 Try to guess what each word is:
a) The vowels (a, e, i, o, u) have been removed from these words:
S f st rs tt c
f rn t r ch r fl r
c l ng c rp t c sh n
k tch n t l t w rdr b
p ct r l mp b s m nt
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b) The consonants have been removed from these words:

ei i o i ey
u a o y a e
oo u i u e i u e
a a e e e i e a o
a ai i e a e
Exercise 4 Match the words and the definitions:
1. A washing-machine a) a piece of furniture to keep books in

2. A writing-desk b) a rack to hold towels on
3. A refrigerator c) a room to sleep in
4. A gas stove d) a boxlike container in a chest, table, etc., to keep things in
5. A bathroom e) a piece of furniture to write on
6. A cupboard f ) a chamber to keep food, drink, etc., cool
7. A towel-rail g) a room to take shower in
8. A drawer h) an apparatus heated by gas to cook food on
9. A bedroom i) a mechanical apparatus, to wash clothes in
10. A bookcase j) a piece of furniture to keep cups and plates in
Exercise 5 Find in the word search puzzle the words listed in the Topical Vocabulary:
Z X C E R U T C L P Z X C V C
V B N J B A S D F G H J K P G
S D F G O E F M N U Y R U G H
R T Y K O F G I I R D C Y N R
W A L L K Y J A R J H L E D O
S D L G C A F T R G H H A S O
K A D R A W U R O A C I D F D
H N M K S L R U R T G C G H Q
A B E B E L N C I T Y E J K W
S Y X C V A I K R U I I L Z E
D B N K M H T W F O L L X C R
F W H J H V U T Y K H I V B T
G I Q W E R R U I G F N N M Y
S O I U Y T E O P D A G Q W U
Q E A S D F G H W O D N I W I
41
III GRAMMAR
NUMERALS
CARDINAL ORDINAL
one eleven twenty-one the first the eleventh the twenty-first
two twelve twenty-two the second the twelfth the twenty-second
three thirteen thirty the third the thirteenth the thirtieth
four fourteen forty the fourth the fourteenth the fortieth
fifty
five fifteen the fifth the fifteenth the fiftieth
sixty
six sixteen the sixth the sixteenth the sixtieth
seventy
seven seventeen eighty the seventh the seventeenth the seventieth
eight eighteen ninety the eighth the eighteenth the eightieth
nine nineteen a (one) the ninth the nineteenth the ninetieth
ten twenty hundred the tenth the twentieth the hundredth
Exercise 1 Write in words the following cardinal numbers:

4, 6, 8, 13, 5, 10, 12, 11, 17, 19, 20, 2, 7, 3, 44, 39, 96, 47, 100, 88, 32, 11, 14, 58, 38.
Model: How old is Mark? (45) Mark is forty-five (years old).
Mark is a man of forty-five.
Mark is over forty.
1. How old are you? (18) 6. How old is your great-grandfather? (96)
2. How old is your friend? (19) 7. How old is your mother? (45)
3. How old is your sister? (25) 8. How old is your father? (53)
4. How old is your brother? (29) 9. How old is your niece? (5)
5. How old is your cousin? (32) 10. How old is your nephew? (13)
Exercise 3 Answer the following questions:
1. How many seconds are there in a minute?
2. How many minutes are there in an hour?
3. How many days are there in a week?
4. How many weeks are there in a month?
5. How many days are there in a month?
6. How many days are there in a year?
7. How many months are there in a year?
8. How many days are there in November?
9. How many days are there in February?
10. How many students are there in your group?
Exercise 4 Supply the corresponding ordinal numbers:
1, 11, 2, 12, 3, 13, 4, 14, 5, 15, 6, 16, 7, 17, 8, 18, 9, 19, 10, 20, 32, 44, 56, 79, 64, 76, 88,
29, 37, 45.
42
Exercise 5 Complete the table:

24 twenty-four the twenty-fourth
22
28
31
33
40
48
59
55
68
74
81
92
95
40
12
14
Exercise 6 Name the days of the week and work on the model:
Model: Sunday Sunday is the first day of the week.
Exercise 7 Name the months of the year and work on the model:
Model: August August is the eighth month of the year.
1. When is your birthday?
2. When is Independence Day in the USA/ Moldova?
3. When was M. Eminescu born?
4. When was W. Shakespeare born?
5. What date is it today?
6. When is Christmas?
7. When is your mother’s birthday?
8. When is your parents’ wedding anniversary?
9. When is Halloween celebrated?
10. When is your best friend’s birthday?
THERE IS / THERE ARE
AFFIRMATIVE NEGATIVE INTERROGATIVE
singular There is There’s There is not There isn’t Is there?
plural There are There are not There aren’t Are there?
Short answers: Is there? Yes, there is. No, there isn’t.
Are there? Yes, there are. No, there aren’t.
43
Exercise 1 Write “there is” or “there are”:

1. … a table in the room. 6. … keys on the table.
2. … a sofa in the living room. 7. … a mirror in the bathroom.
3. … a cupboard in the hall. 8. … a nursery in the house.
4. … pictures on the wall. 9. … three rooms in the flat.
5. … a light switch in the hall. 10. … a rug near the fireplace.
Exercise 2 Make up sentences:
toys on the floor.
water on the chair.
maps in the bread bin.
There is (some) bag in the bedroom.
There is a (an) lawn on the chest of drawers.
There are (some)
There aren’t any bread in the room.
There are no night table in the glass.
stuffed toys in front of the house.
carpet on the wall.
light switch in the toy chest.
Exercise 3 Write “Is there” or “Are there”:
1. … a window in the room? 6. … a standard lamp in the bedroom?
2. … an attic in the house? 7. … flower-pots on the window-sill?
3. … a kitchen in the flat? 8. … candles on the fireplace?
4. … a cellar downstairs? 9. … a carpet on the floor?
5. … a fireplace in the living room? 10. … a chair at the table?
Exercise 4 Make up sentences using “there is” “there are”:
1. key / in the keyhole
2. candles / on the fireplace 9. napkins / under the plates
3. mirror / in the hall 10. towels / on the towel rack
4. set of dishes / in the kitchen 11. wall unit / in the living room
5. spoons / on the table 12. medicine cabinet / in the bathroom
6. teapot / on the tray 13. rubber mat / on the floor
7. soup / in the bowl 14. toothpaste / in the toothbrush
8. tablecloth / on the dining room table 15. photographs / on the mantel.
Exercise 5 Make the following sentences a) interrogative; b) negative:
1. There is some water in the kettle.
2. There are some books in the bookcase.
3. There is some juice in the jug.
4. There are some armchairs in the livingroom.
5. There is some milk in the carton.
6. There are some newspapers and magazines in the magazine holder.
44
7. There is some coffee in the coffeemaker.

8. There are some blinds on the window.
9. There is some soap in the soap dish.
10. There are some fruit trees in the orchard.
Exercise 6 Ask questions and write true answers to them:
Model: cushions? Are there any cushions on your sofa? –Yes, there are some cushions.
1. Blanket? 6. Dishwasher?
2. Comb? 7. Cutting board?
3. Chest of drawers? 8. Microwave oven?
4. Clock? 9. Chairs?
5. Pillows? 10. Cartons of milk?
Exercise 7 Give true answers to the following questions:
1. Is there a fire escape in your block of flats?
2. Is there an intercom in your house?
3. Is there a security system in your house?
4. Is there a parking space in your neighbourhood?
5. Are there any balconies in your flat?
6. Is there an air conditioner in your bedroom?
7. Is there a rubbish chute in your block of flats?
8. Is there a door chain on your door?
9. Are there any mailboxes on the ground floor?
10. Is there an elevator in your house?
1. În oficiu este un dulap cu cărţi? – Da, în oficiu este un dulap cu cărţi. / Есть ли в
офисе книжный шкаф? – Да. В офисе есть книжный шкаф.
2. Pe podea este un covor roşu, mare şi gros. / На полу красный, большой и толстый
ковёр.
3. În salon este o canapea comodă. / В зале удобная софа.
4. În dormitor, lîngă pat, este o noptieră. / В спальне, возле кровати, тумбочка.
5. În salon este o garnitură de perete mare şi maro. / В зале большая и коричневая
стенка.
6. În biroul vostru este un pian? – Da, în cabinetul nostru este un pian negru şi mare.
/ Есть ли в вашем кабинете пианино? – Да, в нашем кабинете есть большое и
черное пианино.
7. În antreu este un cuier? / Есть ли в прихожей вешалка?
8. În camera copiilor sînt draperii crem. / В детской кремовые занавески.
9. În mijlocul salonului este o masă rotundă sau pătrată? / Посередине зала круглый
или квадратный стол?
10. Masa de scris este vizavi de fereastră. / Письменный стол напротив окна.
11. În dreapta uşii de la intrare este o oglindă cu o masă mică sub ea. / Справа от
входной двери зеркало с маленьким столиком под ним.
45
12. În salonul lor nu este televizor color. / В их зале нет цветного телевизора.
13. Î n bucătărie este un aragaz. Aragazul este negru. / На кухне плита. Плита черная.
14. În jurul mesei sînt nişte scaune. / Вокруг стола стоят несколько стульев.
15. Î n ulcior este ceva lapte? – Nu, ulciorul este gol. / Есть ли немного молока в
кувшине? – Нет. Кувшин пустой.
16. Pe pat este o plapumă. Plapuma este moale. / На кровати одеяло. Одеяло мягкое.
17. Pe perete este un ceas. Ceasul este modern. / На стене часы. Часы современные.
18. În dulap sînt haine. Hainele sînt noi. / В шкафу вещи. Вещи новые.
19. Î n bucătărie este o maşină de spălat vesela. Maşina de spălat vesela este a bunicii.
/ На кухне посудомоечная машина. Посудомоечная машина бабушкина.
20. P e arăgaz sînt nişte cratiţe. Cratiţele nu sînt în dulap. / На плите несколько
кастрюль. Кастрюли не в шкафу.
INDEFINITE PRONOUNS
Some + countable or Any + countable or No is used only in

uncountable noun uncountable noun negations.
(in affirmative sentences) (in questions and No = Not any
e.g. There is some milk in the negative sentences) e.g. I have got no English
glass. e.g. Is there any dictionaries.
There are some tomatoes in lemonade in the bottle? I have not got any English
the fridge. Are there any oranges dictionaries.
on the table?
Some is also used in the

Any is also used in
interrogative sentences
positive sentences but
when we expect a “Yes”
it means “it does not
answer or when we want to
matter which”.
make an offer or request.
e.g. Take any book you
e.g. Would you like some
would like to read.
juice?
Exercise 1 Fill in the blanks with “a”, “an”, or “some”:

1. … coffee 11. … curtains
2. … octopus 12. … armchair
3. … alarm clock 13. … painting
4. … wardrobe 14. … soap
5. … juice 15. … frying-pan
6. … pillow 16. … salt
7. … union 17. … uncle
8. … bath 18. … oven
9. … milk 19. … hour
10. … fireplace 20. …iron
46
Exercise 2 Fill in “some”, “any” or “no”:

1. She has … valuable books in her house.
2. You may invite … friend to dinner, I don’t mind.
3. Philip wants … help with his exams.
4. She has … relatives. She is an orphan.
5. We need … cheese if we want to make a pizza.
6. There are … children in the yard because it is very frosty.
7. Would you like … help?
8. There is … tea in the tea-pot, it is empty.
9. Will you have … more roast beef?
10. You can borrow … of my dresses.
11. She doesn’t want … kitchen appliances for her birthday.
12. She needs … new armchairs in the hall.
13. Have they … children?
14. No, thank you. I don’t want … more sweets.
15. There isn’t … reason to complain.
16. There is … flour in the house. Go and buy …
17. Are there … problems with your work?
18. Do you want … water?
19. Is there … milk in the ink-pot? – No, there is not …
20. Are there … letters for me? – Yes, there are …
Exercise 3 Translate the following sentences into English using “some” “any”, “no”:
1. Noi nu avem ouă şi făină. / У нас нет яиц и муки.
2. Nick are nişte timbre de valoare. / У Ника есть несколько ценных марок.
3. Tu ai verişori? / У тебя есть двоюродные братья или сестры?
4. Eu nu am bani în geanta mea. / У меня нет денег в моей сумке.
5. Din păcate, Susan nu are nici un prieten. / К сожалению, у Сьюзан нет друзей.
6. Helen are nişte creioane colorate. / У Элен несколько цветных карандашей.
7. Doreşti ceai? / Хочешь немного чаю?
8. Matthew are nevoie de puţin timp pentru a rezolva această problemă dificilă. /
Мэтью нужно немного времени, чтоб решить эту трудную задачу.
9. El nu are nici o însărcinare urgentă şi poate să-ţi ofere puţin ajutor. / У него нет
никаких срочных дел, и он может тебе немного помочь.
10. Tu ai prune? Nu, eu am cîteva mere. / У тебя есть сливы? Нет, у меня есть
несколько яблок.
GENERAL QUESTIONS
This is a flat. Is this (that) a flat? Yes, it is. Yes, it is a flat. / No, it is not. No, it is not a flat.
These are houses. Yes, they are. Yes, they (these) are houses.
Are these (those) houses? No, they are not. No, they (those) are not houses.
I am a student. Yes, I am. Yes, I am a student. / No, I am not. No, I am
Am I a student? not a student.
He is a teacher. Yes, he is. Yes, he is a teacher. / No, he isn’t. No, he isn’t
Is he a teacher? a teacher.
47
You have a sister. Yes, I have. Yes, I have a sister. / No, I haven’t. No, I
Have you a sister? haven’t a sister.
There is a book on the table. Yes, there is. Yes, there is a book on the table.
Is there a book on the table? No, there isn’t. No, there isn’t a book on the table
There are pencils in the box. Yes, there are. Yes, there are pencils in the box.
Are there pencils in the box? No, there aren’t. No, there aren’t pencils in the box.
ALTERNATIVE QUESTIONS
Is this a house or a flat? It is a flat.
Is this a small or a big flat? It is big flat.
Am I a student or a pupil? I am a student.
Is he a teacher or a doctor? He is a teacher.
Have you got a sister or a brother? I have got a sister.
Is there a book or a notebook on the table? There is a book on the table.
Are there pencils or pens in the box? There are pencils in the box.
DISJUNCTIVE (Tag) QUESTIONS

This is a flat. Yes, it is.
This is a flat, isn’t it? This is not a flat, is it? No, it isn’t.
These are houses.
These are houses, aren’t they? Yes, they are.
These are not houses, are they? No, they aren’t.
I am a student.
I am a student, aren’t I? Yes, I am.
I am not a student, am I? No, I am not.
He is a teacher.
He is a teacher, isn’t he? Yes, he is.
He is not a teacher, is he? No, he isn’t.
You have a sister
You have a sister, haven’t you? Yes, I have.
You haven’t a sister, have you? No, I haven’t.
Yes, there is. Yes, there is a book on the
There is a book on the table, isn’t there? table.
There isn’t a book on the table, is there? No, there isn’t. No, there isn’t a book on the
table.
Yes, there are. Yes, there are pencils in the
There are pencils in the box, aren’t there? box.
There aren’t pencils in the box, are there? No, there aren’t. No, there aren’t pencils in
the box.
48
Exercise 1 Ask general questions:

1. This is a white sofa. 6. Father has his own study.
2. There is a dog in the room. 7. Mother is at work.
3. There are curtains on the window. 8. They are in the back yard.
4. They have a nice flat. 9. There are fruit trees in the orchard.
5. The children are at the kindergarten. 10. There is a lawn in front of the bungalow.
Exercise 2 Make up alternative questions:
1. The house is big.
2. The penthouse is expensive.
3. The living room is large.
4. There is a brown wall unit in my room.
5. There are clean plates in the cabinet.
6. We have a round table in the dining room.
7. There is a playground in front of our block of flats.
8. John has modern furniture in his semi-detached house.
9. There is a dark-green rug on the floor.
10. Jane has a small dollhouse.
Exercise 3 Add question tags to the following sentences:
1. I am a student. 6. I haven’t a food processor.
2. The apartment is not large. 7. We have an electric mixer.
3. This is not a coffee table. 8. There is no tea in the tea-pot.
4. There is a peephole in the door. 9. There are some spoons in the drawer.
5. There are not any children in the yard. 10. My daughter has a teddy bear.
Exercise 4 Ask general, alternative and disjunctive questions:
1. Our house is large. 6. They are in the yard.
2. There is blue ink in my pen. 7. We have a red car.
3. I am a writer. 8. These are his textbooks.
4. There are twelve students in our group. 9. Betty is in the hall.
5. This is a nice painting. 10. The children are at school.
PREPOSITION OF PLACE
On In
At
a place that is physically on top a place that is enclosed
a specific place
of a place or within boundaries
At the mall, at the ta- On the table, on the floor, on the In the city, in the box, in
ble, at home, at work, at wall, on a farm, on the left, on the park, in the newspa-
school, at the universi- the right, on the ground floor, per, in bed, in hospital, in
ty, at college, at the sta- on the first, second,... floor, on the street, in the sky, in an
tion, at an airport, at the the way, on the chair, on the ra- armchair, in a photograph,
seaside, at the corner of dio, on television, on a horse, on in a picture, in a mirror, in
a street, at the back / the corner of a street, on the back the corner of a room, in
front of a building / front of a letter / piece of paper the back / front of a car
49
Common Place Prepositions:

above над The picture is above the sofa.
across через My house is across the street.
against напротив The desk is against the wall.
around вокруг My house is around the block.
at Is your house at the end of the street?
at the back of We are going to sit at the back of the theatre.
at the bottom of The coins are at the bottom of the lake.
at the top of The books are at the top of the shelves.
between We sit between the two boys.
behind позади The girls sit behind the two boys.
below под The picture is below the bookshelf.
by у The books are by the door.
in I live in the big green and white house.
inside внутри I live inside the big green house.
on the corner of We live on the corner of 3rd avenue.
in the middle of We live in the middle of the street.
near I don’t live near the supermarket.
next to рядом I live next to my best friend.
to the left of слева The blue box is to the left of the green box.
to the right of справаThe orange box is to the right of the yellow box.
on The sun heater is on the top of the building.
on the side of There is a big sign on the side of the house.
on the top of There is a man on the top of the roof.
on the other side of Do you see what is going on over there on the other side of the roof?
opposite напротив The post office is opposite the bank.
outside снаружи The car is outside the garage.
under The blanket is under the pilow.
Exercise 1 Fill in the missing prepositions:
There are two windows … my room. There are cream-coloured curtains … the
windows. There is a writing-desk … the window. There is a computer … it. There is also
a vase … the table. There are always fresh flowers … the vase. There is a chair … front …
the writing-desk. … the right … the window there is a standard-lamp. There is a chest …
drawers … the floor … the standard lamp. There is a colour TV set … the left … the desk.
There is a sofa … the TV set. There are many soft cushions … the sofa. There is a big cosy
armchair … the sofa. There is a square coffee table … front … the sofa … the middle
… the room. There is an exquisite painting … the wall … the sofa. There is a round soft
carpet … the floor.
50
Exercise 2 Complete the sentences:

1. To the left of the entrance door … 6. In the middle of …
2. To the right of the entrance door … 7. Upstairs …
3. On the right … 8. In the corner of the living room …
4. On the left … 9. In the kitchen …
5. In the corner of … 10. In the middle of …
1. Apartamentul nostru este la etajul şapte. / Наша квартира на седьмом этаже.
2. În apartamentul nostru sînt trei camere, o bucătărie, un antreu şi o baie. / В нашей
квартире три комнаты, кухня, прихожая и ванная.
3. Draperiile de la fereastră sînt verzi. / Шторы на окне зеленые.
4. În mijlocul camerei, pe podea, este un covor rotund. / Посередине комнаты, на
полу, есть круглый ковёр.
5. Lîngă peretele din stînga uşii este un şemineu. / Возле стены, слева от двери,
камин.
6. Maşina este în faţa casei. / Машина перед домом.
7. În spatele casei este o grădină. / За домом огород.
8. Între fotolii este o masă mică./ Между креслами маленький стол.
9. În colţul camerei este un dulap mare. / В углу комнаты большой шкаф.
10. Deasupra şemineului, pe perete, este un tablou drăguţ. / На стене, над камином,
красивая картина.
11. Sub masă este o pisică albă. / Под столом белая кошка.
12. Lîngă fereastră este un băiat. / У окна мальчик.
13. Sub pat este o minge roşie. / Под кроватью красный мяч.
14. Pe pervaz sînt cinci ghivece cu flori. / На подоконнике пять горшков с цветами.
15. În baie sînt multe prosoape. / В ванной комнате много полотенец.
IV READING
My House
Hello, my name is Henry. I would like to tell you about my home. We live in a new
detached house in one of the greenest residential areas of our town in Green Street.
It is a four-room house. They are: a living room, my parents’ bedroom, and two
nurseries. There is also a kitchen and a bathroom. There are two spacious balconies
in the house. Our house has all modern conveniences: running water, telephone,
central heating, electricity and gas.
The rooms are light, though not very large. The windows face the yard in front of
the building and the view is wonderful as there are a lot of various fruit trees there.
Besides, there is a garage near our house.
The living room is rather large. In fact it is the largest room in our house. In
the living room there are two comfortable armchairs, a big sofa, a coffee table and
a nice thick carpet on the floor. Opposite the window there is a brown wall unit of
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modern design. There are a lot of nice things in it. The walls of the living-room are
light-brown and there are some fine pictures on them. We are fond of entertaining
our guests here.
Now I’d like to describe my room. It is tidy and cosy. My room has its advantages,
though it is not very large. The only window in my room is big and it is so nice to
look out of the window on a bright sunny day! The view is really great.
There is a white leather sofa and a blue writing table in my room. The writing table
has many small drawers to keep my text-books, pens, pencils, pencil sharpeners,
booklets, posters, pads, newspapers, magazines and other necessary knick-knacks
in. Near the writing-table there is a standard lamp with a light-blue silk shade. There
is a built-in wardrobe in the right-hand corner of the room with coat-hangers to
hang clothes on. Opposite the wardrobe there is a bookcase full of books, journals
and newspapers. There is also a dark-blue carpet on the floor and a small coffee-table
in the corner with a cage on it for my parrot. Now you understand why I am so happy
to have a room of myself.
But the most popular place for all our family is the kitchen. We are not big eaters,
but the kitchen is a place where we can have a chat or discuss our problems. There
are four stools, a table, a cupboard, a sink with water taps, a fridge and a gas stove in
the kitchen. There are nice white curtains on the window and a thin brown carpet
on the floor.
I like my home very much and, please, pay me a visit!
Active Vocabulary
A detached house – casă separată (neunită cu altă casă); особняк
A residential area – zonă de locuit; жилой район, e.g. We live in a quiet residential area.
Spacious adj – spaţios; просторный, e.g. The bedroom is light and spacious.
Syn. large
Conveniences n (pl) – comodităţi; удобства, e.g. There are all modern conveniences in
our house.
Light adj – luminos; светлый
Opp. dark
Light-blue (-green, -brown) adj – albastru deschis (verde, maro) deschis; светло-
голубой (зелёный, коричневый)
Opp. dark-blue
Though conj, adv – deşi; хотя, e.g. Pamela is fond of her nephews, though they are
sometimes very naughty.
Various adj – divers, diferit; различный, разнообразный, e.g. There are various flowers
in front of our cottage.
Syn. different
Besides prep, adv – mai mult decît atît, pe lînga asta; кроме того, более того, e.g. What
other modern conveniences are there in your house besides running water?
Wall unit n – mobilă de perete; стенка
Tidy adj – curat; чистый, e.g. I like everything to be neat and tidy in my house.
52
Syn. neat, clean

Opp. untidy, dirty
Cosy adj – confortabil; уютный, удобный, e.g. My bedroom is a cosy little room. I feel
warm and cosy sitting by the fire.
Syn. comfortable
Advantage n – avantaj; преимущество, e.g. A detached house has its advantages.
Opp. disadvantage
Drawer n – sertar; выдвижной ящик стола, e.g. I keep the linen in my chest of drawers.
Right-hand corner – din partea dreaptă; с правой стороны
Opp. left-hand corner
Coat-hanger n – cuier; вешалка-плечики для пальто
Full of – plin de; полный, e.g. The bookcase is full of books.
Knick-knack n – lucru mărunt (adesea de birotică); безделушка, украшение, пустячок
To have a chat – a conversa, a întreţine o conversaţie; болтать, e.g. I’d like to have a chat
with my friends.
Syn. to have a talk
To pay sb a visit – a vizita; нанести визит, e.g. She often pays her relatives a visit on Sunday.
Syn. to visit
To be made of – a fi confecţionat din; быть сделанным из, e.g. The table is made of
wood. The dress is made of silk.
Rather (often + adjective) – destul de; довольно, e.g. This is a rather modern house.
Downstairs adv – jos, la parter; нижний этаж здания, e.g. Wait downstairs in the hall.
The living-room is downstairs.
Opp. upstairs, e.g. The bedroom, the children’s room and the two bathrooms are upstairs.
Favourite adj – favorit, preferat; наиболее предпочтительный, e.g. My favourite place
in the house is the drawing-room.
Underneath adv – de desubt; внизу, под, e.g. The toy is underneath the piano.
Dwelling n – locuinţă; дом, жильё, e.g. There are 55 dwellings in this district.
Mansion n – casă mare, imobil cu multe apartamente; большой особняк, e.g. There are
many wonderful mansions in the country side.
Two-storeyed – cu două etaje, двухэтажный, e.g. I’d like to have a new two-storeyed cottage.
Host n – gazdă (bărbat); хозяин, e.g. The host and the hostess are very polite and hospitable.
Hostess n – gazdă (femeie); хозяйка
I’d like = I would like – aş dori; я хотел бы, e.g. I’d like to have my own room.
According to – după, conform; в соответствии с, согласно, e.g. According to Mark, his
flat is the best one.
Taste n – gust; вкус, e.g. The room is furnished with taste.
To one’s taste – pe placul cuiva; по вкусу, e.g. The house is designed according to my taste.
Proverb: Tastes differ. (О вкусах не спорят)
To wipe one’s feet on sth – a şterge încălţămintea de; вытирать ноги о, e.g. When I
enter my house I wipe my feet on the doormat.
To enter (No preposition) – a intra, входить
Syn. to come in
To be covered with – a fi acoperit cu; быть покрытым чем-л., e.g. The sofa is covered
with a light-blue blanket.
The ground floor – parter; цокольный этаж, e.g. The kitchen is on the ground floor.
To grow – a creşte; расти, e.g. My grandparents grow vegetables in the back garden
every year.
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Detached house n guest n wardrobe n stove n rather adj
standard lamp n drawer n journal n tap n garage n
telephone n poster n fridge n corner n water n
knick-knacks n area n curtains n carpet n kitchen n
comfortable adj various adj wonderful adj besides adv sharpener n
Exercise 2 Pronounce the following words, paying attention to the stress:
Residential, electricity, modern, conveniences, entertaining, describe, advantage,
newspaper, magazine, necessary, bookcase, popular, comfortable, underneath.
1. Henry has a big flat.
2. It is in a green area of his village.
3. There are four rooms in his house.
4. There is only one nursery in Henry’s house.
5. Henry’s house has all modern conveniences.
6. The rooms are rather dark as they are not very large.
7. The windows face the street in front of the building.
8. Henry’s room is the largest room in their house.
9. There are no books in Henry’s room.
10. The writing table has many small drawers to keep clothes in.
11. There is small coffee-table in the corner with a cage on it for Henry’s rabbit.
12. The living-room is the most popular place for the members of Henry’s family.
13. The kitchen is a place where they can have a chat or discuss their problems.
14. Henry is very proud of his house and he likes it very much.
15. The walls of the living-room are light-green and there are a lot of flowers on
them.
1. Is Henry’s house in Yellow or Green Street?
2. Is it a detached or terraced house?
3. Are the balconies large or small?
4. Is the garage near or opposite the house?
5. Is the living-room the largest or the smallest room in the house?
6. Are the walls of the living-room light-blue or light- brown?
7. Are they tired or fond of entertaining the guests in the living-room?
8. Is the sofa in Henry ’s room blue or white?
9. Is the wardrobe in the left or in the right hand corner?
10. Are there white or pink curtains in the kitchen?
Exercise 5 Paraphrase the sentences writing the words that mean a) the same, b)
the opposite to the underlined words:
a) 1. Most houses have all modern facilities nowadays.
2. Jerry’s room is quite large.
3. We have an enormous garden in front of the house.
4. Nick’s room is always clean.
5. We like to have a talk in the kitchen in the evening.
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b) 1. We live in a business area.

2. Their rooms are dark.
3. There is a wall unit near the window.
4. Father’s study is tiny.
5. There is a lawn behind the house.
Exercise 6 Make up as many word combinations as you can and use them in the
sentences of your own:
Cosy
Modern
Dirty blanket
Clean room
Soft sofa
Thick carpet
Warm table
Spacious chair
Luxurious
Wooden
Exercise 7 There are some words missing in Isabella’s letter to her penfriend Nina.
a) Read the letter and supply the missing words:
Bricks and tiles downstairs a semi-detached
carpets house curtains
favourite upstairs high up
Dear Nina,
I am very glad to tell you that we have a new … now. Let me tell you about it. It is …
house in a beautiful area of our town. This new house is made of …. It is rather modern.
There are four rooms in our house: one room downstairs and three rooms …. Our
livingroom, kitchen and bathroom are … The three rooms upstairs are all bedrooms.
They all have … on the floor, beautiful … on the windows and comfortable beds. Our
bedrooms are warm and light.
My bedroom is my … place in the house. There is a computer, a wardrobe, a bookcase,
a beautiful mirror in my room. My bed is … as there is a writing table underneath it.
There are a lot of flowers in my room. They are everywhere: on the window-sill, on the
shelves, on the table. I like my room very much.
Outside, there is a lawn surrounded by flowers and bushes.
We are very glad that we have such a nice place to live in.
I hope you are well and happy. Please write to me soon.
Sincerely yours,
Isabella.
b) L
ook at the model above, write your own letter about your house and address
it to your friend.
55

1. În zona noastră de locuit sînt diferite case: moderne şi vechi, cu un etaj şi cu două. /
В нашем жилом районе различные дома: современные и старые, одноэтажные
и двухэтажные.
2. Camera lui Alen este luminoasă, deşi este mică. / Комната Алена светлая, хотя и
маленькая.
3. Dulapul de cărţi al unchiului este plin cu cărţi şi reviste vechi, dar interesante. /
Книжный шкаф дяди полон старых, но интересных книг и журналов.
4. Fotoliile din camera de zi sînt confecţionate din lemn scump. / Кресла в гостиной
сделаны из дорогого дерева.
5. Draperiile din camera aceasta nu sînt pe placul meu. / Шторы в этой комнате мне
не по вкусу.
6. La parter sînt trei ferestre mari cu draperii roz. / На цокольном этаже три больших
окна с розовыми шторами.
7. Pe strada Manson sînt 43 de locuinţe. Toate sînt destul de noi. / На улице Мэнсон
43 жилых дома. Все они довольно новые.
8. Cînd intri în casă, trebuie să-ţi ştergi încălţămintea de preş. / Когда входишь в дом,
нужно вытирать обувь об коврик.
9. Noi adesea discutăm în faţa şemineului. / Мы часто болтаем перед камином.
10. În sertarele mesei sînt întotdeauna multe lucruri mărunte: pixuri, carioci, clame.
/ В выдвижных ящиках стола всегда много безделушек: ручек, фломастеров,
скрепок.
V CONVERSATION
Dialogue A
a) Use the boxed sentences to complete the dialogue:
What’s your favourite room and why? How many rooms are there in your
house? It is in a modern district of the town
A: Hi, Peter! I haven’t seen you for ages!
B: It is because we have a new house now. …
A: Oh, it is wonderful!
B: …
A: Just five.
B: …
A: My room is my favourite one. It is not
very large but it is comfortable and light.
Dialogue B Put the sentences in order.
Read and reproduce the dialogue:
At a friend’s house
A: What a beautiful house!
B: How many rooms are there upstairs?
A: Yes, it is
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B: It’s very close to work, isn’t it?

C: Yes, it is upstairs. It is small and warm. I like it very much.
A: It is large, isn’t it?
A: Thank you. I am very proud of it.
B: The hall, the livingroom, the diningroom, the kitchen and the study are downstairs.
C: Is your room upstairs too?
A: Unfortunately there isn’t. But there is a beautiful lawn in front of the house.
B: Not too much, just the necessary pieces.
A: Yes, it is. It is very convenient
A: Is there much furniture in your house?
B: Are there any parks near your home?
A: There are three bedrooms and a bathroom upstairs.
B: What rooms are there downstairs?
Dialogue C Read, translate and reproduce the dialogue:
An Englishman is talking to a Polish student about housing in Great Britain
A: I am fond of British culture and civilization. I’d like to interview you on types of
houses. Could you give me a hand at it?
B: Yes, gladly. What’s your first question?
A: Well, it is known that people in Britain prefer houses to flats. Why?
B: The British pride in ownership is well known. They respect privacy and independence.
A typical Englishman likes to live in his own house. A house, a garden and a place to
wash the car is a British ideal.
A: How many houses are owned by people who live in them?
B: I am not sure but approximately 64 per cent.
A: What about the rest of the houses?
B: The rest is owned by public authorities and is rented.
A: What has a typical English house?
B: A typical English house has a front and a back garden.
A: It has two floors, hasn’t it?
B: Yes, you are quite right.
A: What is there on the ground floor?
B: On the ground floor, there is a hall, a toilet, a kitchen, a dining room and a living
room (very often with a bay window). A staircase with a wooden banister and
carpeted steps takes us from the hall to the private first floor with bedrooms and a
bathroom. The bathroom is very often
covered with a carpet.
A: What are British houses usually made
of?
B: The building material varies around the
country - red bricks, concrete, stone,
wood - but red brick contrast with
white window frames is quite usual.
A: That is really interesting. I hope to visit
Great Britain one day. Thank you.
B: I am sure you will like it. Well, I have to
go now. Good-bye.
A: Bye-bye.
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V CREATIVE WORK
Exercise 1 Write a dialogue telling your class-mates or teacher about your house/flat.
(If you have a photograph, you may wish to show it to them.)
Exercise 2 Describe one of the given pictures below:
Exercise 3 Translate into Romanian/Russian the following proverbs and try to

interpret some of them:
1. Home follows the family. 6. There’s no place like home.
2. Home is where the heart is. 7. An Englishman’s home is his castle.
3. Home is where the hearth is. 8. Home sweet home.
4. Home is where you make it. 9. East or West home is best.
5. Love makes a house a home. 10. A home is in all hearts.
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Phonetics: English Intonation
Lexical topic: My Town
Grammar themes: The Imperative Mood.
Interrogative Words. Special Questions Lesson
4
I PHONETICS
English Intonation: Foreword

Every language has its own intonation, or speech melody. Intonation helps to
recognize the language that you hear. Linguists distinguish several main types of English
intonation, where falling intonation and rising intonation are the two basic types. Other
main types of intonation include high fall, low fall, fall-rise, high rise, midlevel rise, low rise.
They are variations of the two basic types of intonation.
Intonation is based on several key components, such as pitch, sentence stress and
rhythm.
Pitch is the degree of height of our voice in speech. Normal speaking pitch is at
midlevel. Intonation is formed by certain pitch changes, characteristic of a given
language, for example, falling intonation is formed by pitch changes from high to low,
and rising intonation is formed by pitch changes from low to high.
Sentence stress makes the utterance understandable to the listener by making the
important words in the sentence stressed, clear and higher in pitch and by shortening
and obscuring the unstressed words. Sentence stress provides rhythm in connected
speech. Developing the ability to hear, understand and reproduce sentence stress is the
main prerequisite to mastering English intonation.
Intonation performs several important functions in English. The first function is
uniting separate words into sentences in oral speech. The second function of intonation
is distinguishing between types of sentences: statements, questions, commands,
requests, exclamations, etc. Also, intonation allows us to express emotions: finality,
confidence, interest, surprise, doubt, joy, pain, irony, etc.
Falling Intonation
Falling intonation is the most common type of standard unemphatic intonation in
English. It is used on the last stressed syllable of the sentence in statements (declarative
sentences), special questions, commands (imperative sentences), exclamatory sentences
and in the last part of alternative questions (after “or”).
Statements
We live in \MOScow. He doesn’t have a \CAR.
She is ten years \OLD. I don’t want to \CALL her.
They left for London \YESterday. I’d like a sandwich and a cup of \COFfee, please.
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Special questions
Where do you \LIVE? How much \IS it?
When did you \CALL him? What time does he get \UP?
Commands
\STOP it! Sit \DOWN. Close your books and \LISten.
Exclamatory sentences
How \NICE of you! What a wonderful sur\PRISE!
Hel\LO! Good \MORNing!
Alternative questions
Do you want /TEA or \COFfee? Would you like to go for a /WALK or would you rather
stay \HOME?
Falling intonation is used for asking and giving information in normal, quiet,
unemphatic style. At the same time, falling intonation conveys certain emotions, such as
completion, finality, confidence. Falling intonation sounds more categorical, confident
and convincing than rising intonation.
High fall
High fall is a variation of standard falling intonation. It is used for extra emphasis in
informal situations to show lively interest and friendliness in statements, for example,
in greetings, exclamatory sentences, etc. High fall starts higher than standard falling
intonation, the stress in it is stronger, and the stressed syllable is louder. Though this
type of intonation is common in everyday speech, language learners should use it with
caution and not too often because it is rather expressive and emphatic.
Oh \HI! I’m very glad to \SEE you! Oh, come \ON! It’s very \EASy!
Rising Intonation
Rising intonation in English is a pretty complicated phenomenon. It can express
a number of various emotions, such as non-finality, incompleteness, surprise, doubt,
interest, suggestion, politeness, readiness to continue the conversation, lack of
confidence and even insecurity.
For the purpose of studying, we can say that rising intonation is used for the
emotions mentioned above, but you should understand that rising intonation in
different situations may sound differently, for example, the rising tone expressing
surprise may sound a little different from the rising tone expressing polite interest or
the rising tone asking to repeat.
Rising intonation is used in general questions, in dependent or introductory parts
of sentences, in the first part of alternative questions (before “or”), in direct address and
in enumerating items in a list.
General questions
Do you go there /OFten? Was she glad to /SEE him?
Would you please pass the /PEPper? Are you ready to /START?
Dependent parts of sentences
When I was walking in the /PARK, I saw a According to his /WORDS, he met that girl
couple of interesting \BIRDS. at the \TENnis club.
If he /CALLS, ask him to \COME. All of a /SUDden, the girl started to \CRY.
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Alternative questions
Would you like an /APple or a \PEAR? Does he speak /ENGlish or \GERman?
Direct address
/TOM, could you /HELP me, please? /SIR, you dropped your \NOTEbook.
Note: If direct address is at the end of the sentence, it may be pronounced with a rise or
just a stress on it:
Good \MORNing, /JANE. Good-\BYE, Tom.
Enumerating
/One, /two, /three, /four, \five. She bought / bread, / cheese and to\MAtoes.
Tag questions
The choice of rising or falling intonation in tag questions depends on whether the
speaker is sure in getting an affirmative answer, for example:
It’s a beautiful \TOWN, /ISN’T it? (The speaker It’s a beautiful \TOWN, \ISN’T it?
thinks that the town is beautiful but asks for (The speaker is sure that the town is
your opinion and confirmation.) beautiful and expects you to agree.)
You don’t speak \FRENCH, /DO you? (The You don’t speak \FRENCH, \DO you?
speaker thinks that you don’t speak French (The speaker is sure that you don’t
but is not completely sure and asks for speak French and expects you to
confirmation.) agree.)
Pay attention that falling intonation is always used in the first part of tag questions.
Also note that despite the fact that tag questions are asked to get confirmation and
agreement, the answer may be affirmative or negative.
High rise
High rise is a variation of standard rising intonation. It is used to express stronger
surprise or disbelief. High rise starts higher and ends higher than standard rising
intonation. High rise is rather expressive and emphatic and language learners should
use it with caution and not too often.
1. I’m extremely sorry, but I probably lost the book you gave me.
/WHAT? You lost my /BOOK? (Meaning: I can’t believe it.)
2. Where’s my purse? You were here.
Ex/CUSE me? (Meaning: I can’t believe you said it and ask you to repeat it.)
Fall-rise
Fall-rise is often used instead of standard rising intonation in dependent or introductory
parts of sentences and signals non-finality and continuation of the utterance. The voice
first falls down and then goes up within one word, for example:
If we don’t act very \ FAST, we may lose \ EVErything.
The article said that Dr. Alan \ SMITH was the only person who saw the \KILLer.
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II VOCABULARY
Parts and Areas of Communities: area/ region, business area/ downtown, centre/ the
middle of an area, city centre/ the middle of a city, country area, outskirts, residential
area/district, rural area, seafront/ waterfront, suburb, town centre/ the middle of a town,
urban area, territory.
Shops and Stores: shop/store, baker’s/bakery, bookstore, butcher’s, chemist’s/ drug-
store/ pharmacy, department store, diary’s, dry cleaner’s/laundry/washhouse, fishmon-
ger’s /fish-shop, florist’s, greengrocer’s, grocer’s, ironmonger’s, jeweller’s, stationer’s,
sweetshop, tobacconist’s.
Various Types of Buildings: café, car park, castle, cathedral, church, cinema, factory/
plant, fire station, hairdresser’s, hospital, library, market/open-air market, museum,
office, office block, police station, post office, pub, railway station, recreation centre,
school, theatre, skyscraper, town hall, stadium, station/ base, university.
Means of transport: airplane, bus, metro/tube/underground/subway, minibus, motor-
bike, trolleybus, tram, ship, car, taxi, bicycle/bike.
Miscellaneous: airport, amusement park, alley, avenue, boulevard, bus station, cross-
ing/zebra crossing, crossroad, gas station, inhabitant/resident, lane, main street, park/
public garden/play area, pavement/side-walk/footpath, play ground, side street, square,
street corner, street light, traffic lights, zoo.
NOTE:
Village = a small group of houses in the country, larger than a hamlet but smaller than a town.
Town = a centre of population which is larger than a village and smaller than a city.
City = a large important town; strictly a town created a city by proclamation, on reaching
a certain size.
Capital = a large important town; strictly a town created a city by the chief city of a
country; seat of government.
Metropolis = the chief city of a country, usually, but not always the capital; a centre of
population, civilization, commerce, etc.
Megapolis/megalopolis = an urban complex, usually comprising several large towns.
Exercise 1 a) Write the following names under each of these pictures: park, amusement
park, theatre, restaurant, supermarket, library, police station, hospital, skyscraper, fire station
62
63
b) Say whether there are or not such buildings in your native town following the model:
Model: There is a cinema in my native town. / There are no cinemas in my native town.
Exercise 2 Make up as many words as possible using the letters from the following
words: supermarket, skyscraper, crossroad?
Exercise 3
a) Select the word which does not go with the rest of the list. Explain your choice.
1. Theatre, cinema, amusement park, museum
2. Baker’s, florist’s, butcher’s, greengrocer’s
3. Pub, café, sweetshop, restaurant
4. Town hall, cathedral, hospital, post office
5. Crossroad, traffic lights, pavement, pedestrian
b) Write a word or a word combination that you would associate with each group
of words below:
1. District, suburb, seafront, outskirts
2. Department store, grocer’s, jeweller’s, stationer’s
3. An avenue, a lane, a crossroad, a square
4. Car, ship, tram, airplane
5. Fire station, police station, post office, hospital
Exercise 4 Read the sentences and use the words to fill in the gaps:
sweetshop greengrocer’s department store chemist’s shops
pavement town hall post office station zoo
hospital bookstore skyscrapers cathedral park
1. Mayor’s office is in the …
2. There are tall … with many floors in big cities.
3. There is a public … with lovely cherry trees in the centre of the town.
4. Excuse me, can you tell me where the nearest … is? I need some aspirin.
5. This is the … of Saint Peter? It is a Catholic one.
6. Our town has a new … for ill people.
7. Tourists can buy things in many … in this town.
8. You must walk only on … in this park.
9. Take the letters down to the … and mail them immediately.
10. Go to the … to catch the bus.
11. There are a number of departments in our local …
12. There is a large … with a lot of exotic animals on that hill.
13. You can buy books and magazines in the bookstore over there.
14. There are a lot of fresh vegetables at the …
15. The … is children’s favourite one.
Exercise 5 Match the words and the definitions:
a) Shops and Stores
1. baker’s a) a shop which sells materials and equipment for building
2. fishmonger’s b) a shop which sells various types of meat
3. jeweller’s c) a shop which sells tobacco goods such as cigarettes and cigars
4. butcher’s d) a shop which sells fruit and vegetables
64
5. tobacconist’s e) a shop which sells candies and various sweet goods

6. greengrocer’s f ) a shop which sells bread and pastries
7. sweetshop g) a shop which sells paper, pens and pencils and other writing materials
8. ironmonger’s h) a shop which sells fish
9. florist’s i) a shop that sells rings, necklaces, earrings
10. stationer’s j) a shop that sells flowers, plants
b) Various Types of Buildings
1. church a) a public office responsible for sending letters by mail
2. fire station b) extremely tall building, usually in the city centre
3. office c) a base for the police department
4. town hall d) a stop for transportation by train
5. cinema e) a workplace in a building
6. post office f) a base for the fire department where fire engines and firemen work
7. police station g) a place or building where objects of historical, artistic, or sci-
entific interest are exhibited
8. skyscraper h) a place of worship for Christians
9. museum i) the building which houses a community’s governmental agencies
10. railway station j) a place designed for the exhibition of films
Exercise 6 Find in the word search puzzle the following words:
AIRPORT, BANK, FACTORY, FIRE STATION, STADIUM, GAS STATION, HOSPITAL, LIBRARY,
THEATER, MUSEUM, PARK, PHARMACY, PLAYGROUND, POLICE DEPARTMENT, POST OFFICE,
RESTRAUNT, ROAD, SCHOOL, SKYSCRAPER, STREETLIGHT, SUBURB, SUPERMARKET, TAXI
M U S E U M D J T E G P T P Z S P N P P
S V L S T H G I L T E E R T S C H O O L
K S I H U T N A L P R E W O P A R K S Q
Y O B T V B A N K X J W B R I N B P C E
S H R A N B U L A T I P S O H O X M T Y
C A A X T E K R A M R E P U S I P U W U
R F R I X V M B B B G S W T R T P I Z K
A L Y S G A O T F S P S O S E A H D T S
P U P H L I V N R N S P M M L T A A S N
E E N L G T I F O A S D B W A S R T D G
R J D F G Y E W F I P Q A Q E S M S N I
S R I A Y Q T R G R T E F O D A A L U S
K E T Y C R H N Y P M A D U R G C L O T
F O H W D R E B D O R R T E A M Y A R E
V L I S S V A O C R V H H S C L E B G E
N P S Z A X T E J T M E H H E I Z T Y R
R P Y Q Q W E L T B I Z U I G R L O A T
T E E L B S R E S T R A U N T S I O L S
X I Q V U I V A W W L Y R O T C A F P T
D X C E B M B E C I F F O T S O P V T B
65
III GRAMMAR
IMPERATIVE SENTENCES
Wash your hands.
Put the book on the table.
(Don’t) Take the map.
Buy this book.
Close the door.
go to the cinema.
Let’s (=let+us)
visit him.
Let’s not
cross the street at the zebra crossing.
Exercise 1 Make up positive imperative sentences. Ask your friend:
1. to go to the butcher’s. 6. to send a telegram to your sister today.
2. to show you the way to the theatre. 7. to buy you a souvenir.
3. to take bus number 9. 8. to wake up.
4. to leave for New York with you. 9. to open the window.
5. to tell you the way to the nearest post-office. 10. to hurry up.
Exercise 2 Make up negative imperative sentences. Ask your friend:
1. not to go sightseeing alone. 6. not to meet you at the hotel.
2. not to be late for the train next time. 7. not to cross the street.
3. not to smoke at the bus station. 8. not to walk on the lawn.
4. not to go there alone. 9. not to take photographs in the Hermitage.
5. not to park in front of the museum. 10. not to play football in the street.
Exercise 3 Translate the following imperative sentences:
1. Mergi de-a lungul străzii. / Иди вдоль улицы.
2. Coteşte la dreapta şi mergi în jos pe strada Puşkin. / Поверни на право и иди вниз
по улице Пушкина.
3. Nu traversa strada lîngă farmacie. / Не переходи дорогу у аптеки.
4. Mergi pe lîngă parc pînă la strada Green./ Иди вдоль парка до улицы Грин.
5. Haide să mergem la menajerie. / Давай пойдем в зоопарк.
6. Nu te grăbi, aşteaptă-mă./ Не спеши, подожди меня.
7. Hai să-i scriem o scrisoare bunicii. / Давай напишем бабушке письмо.
8. Ajut-o pe bătrînă să găsească autogara. / Помоги старушке найти автобусную
станцию.
9. Roag-o să te întîlnească la colţul străzii. / Попроси её встретить тебя на углу улицы.
10. Coteşte la stînga, mergi 50 de metri de-a lungul străzii pînă la prima farmacie. /
Поверни на лево, пройди 50 метров по улице до первой аптеки.
Exercise 4 Write 20 affirmative and 20 negative imperative sentences using the
verbs given below:
to ask to bring to look (for) to meet to get off
to cross to stand to go to miss to walk
to turn to give sb a lift to catch to show to hurry
to get on to wait to come to take to run
66

Model: to read this letter/I
Let me read this letter.
1. to tell you the way to the airport/I. 6. to see you off to the railway station/we.
2. to go to the butcher’s at once/we. 7. to meet you at the entrance to the theatre/I.
3. to help you to find the drugstores/I. 8. to wait for you around the corner/we.
4. to explain you the map of the town/we. 9. to take you to the zoo/I.
5. to find a good hotel/I. 10. to play hide and seek in the yard/we.
INTERROGATIVE WORDS
jobs/things/
people place time quantity manner reason
animals/actions
Who What Where When How much How Why
Whose Which (one of ) How long How many
Which
What time
(one of )
How often
Exercise 1 Fill in the interrogative words:
1. … paintings have you got? 7. … are they going? – To the
2. … are you? – I am fine, thank you. cinema.
3. … cousins have you got? – Two. 8. … is she? – She is ill.
4. … is your sister? –She is 15 years old. 9. … is your mother? – She is a
5. … is it by your watch? – It’s half past four. teacher.
6. … sweets would you like? –These ones, 10. … is he usually back from
please. work? – 5 o’clock p.m.
Exercise 2 Make questions for the following sentences:
1. Jane is at home … is at home?
2. Robert has got five pets. … pets has Robert got?
3. Jack is ready to go to the cinema at 6 p.m. … is Jack ready to go to the cinema?
4. My full name is Diane Rose. … is your full name?
5. We are at the bus station. … are we?
6. There are a lot of magnificent edifices in our town. … edifices in our town?
7. This coat is Mr. Sanford’s. … coat is this?
8. Mr. Black is busy tonight. … is Mr. Black tonight?
9. The sights of London are magnificent. … is magnificent?
10. The main street is paved with stones. … is the main street paved with?
Exercise 3 Write questions to which the bold type words are the answers:
Her name is Sandra Dubois. She is from Paris, France. She is a sales manager. She
is 33 years old. She is married. Her husband is an accountant. They have got only
one daughter. Sandra is fond of reading books and listening to classical music. She
is a very pretty, smart and responsible person.
67

1. … is your birthday? 9th May.
a) How b) when c) why
2. … is that man? Our teacher of English.
a) Who b) whose c) which
3. “… is this suitcase?” “Sondra’s”.
a) Whose b) which c) where
4. … is this dress?
a) How many b) how much c) how often
5. “… is your uncle’s name?” “John”.
a) How b) why c) what
6. … is your house? The one with the grey door.
a) Which b) where c) when
7. … is it? It’s an animal.
a) Who b) what c) what kind of
8. … is it? It’s 10 o’clock.
a) How much b) how many c) what time
9. … is the cheese? It’s in the fridge.
a) What b) where c) how long
10. … cars are there in the street? Twelve.
a)How many b)how much c) when
Exercise 5 Put the words in the correct word order:
1. Are / football / these / whose / boots?
2. Got / you / how / money / much / have?
3. Books / how / got / many / have / you?
4. Umbrella / is / whose / this?
5. Sister’s / your / what / is / name?
6. Children / there / park / the / how / in / many / are?
7. You / why / always / are / late?
8. Pedestrians / how / are / many / traffic / there / lights / at / the?
9. Is / how / to / far / amusement / from / here / park / it / the?
10. Is / way / to / what / art / best / get / to / the / gallery/ the?
PREPOSITIONS OF TIME
IN AT ON
in the morning at 8 o’clock on Fridays
in the afternoon at noon on Wednesday
in the evening at night on Thursday (days)
in August (months) at midnight on January 7th (dates)
in summer (seasons) at Easter on Monday morning
in 2010 (years) at Christmas on a cold day
in the 21st century at the weekend on a summer night
68
Exercise 1 Fill in “at”, “on” or “in”:

1. The Browns live … a beautiful cottage.
2. … the weekend Peter is always busy.
3. Christmas is … the 25th of December.
4. My nephew always has a nap ... the afternoon.
5. It’s very hot … summer.
6. It’s windy … autumn.
7. My sister is … the airport.
8. There is a shop … the block of flats.
9. Every block of flats … this district has a lift.
10. The air is clean … the park.
1. Look … that new block of flats.
a) in b) at c) on
2. Pushkin Street is … the centre of our town.
a) in b) at c) on
3. There is a lift … our block of flats.
a) in b) at c) on
4. His car is … the corner of the street.
a) in b) at c) on
5. There are a lot of people … the bus station.
a) in b) at c) on
6. There is a monument to Gorky … the square.
a) in b) at c) on
7. There are few big offices … our street.
a) in b) at c) on
8. There are al lot of nice flower-beds … the middle of the park.
a) in b) at c) on
9. Mr. White and his son are workers ... the same plant.
a) in b) at c) on
10. There is a shop … the ground floor of that block of flats.
a) in b) at c) on
Exercise 3 Complete the sentences with “in”, “on” or “at”:
1. Susan is … the airport.
2. St. Valentine’s Day is … February.
3. The party is … Saturday.
4. Call me … eight o’clock.
5. We have lunch … noon.
6. George is … bed … hospital.
7. There are pretty flowers … the vase.
8. The market is open until 2 o’clock … Tuesday.
9. Our wedding anniversary is … August.
10. … Mondays Freddie is very busy.
69
IV READING
A Town
A town is a densely populated urban area, typically smaller than a city and larger
than a village. It has some local powers of government and a fixed boundary. There
are numerous blocks of flats, houses, schools, kindergartens, shops on both sides of
the streets. Some of them have even numbers and others have odd numbers.
Narrow roads or ways between buildings, hedges and fences are called lanes.
The main streets of a town are long, broad, straight and lined with trees. They are
surfaced with asphalt or concrete. The public transport: buses, trolley-buses, mini-
buses run along the streets. People walk on hard-surfaced paths a little higher than
the road meant for pedestrians, called pavements. There are traffic-lights at crossings
where people cross the streets.
Most of the towns have residential, industrial and business areas. The residential
area is dedicated to buildings for living purposes. There are numerous plants and a
factory in the industrial area. The business area is full of banks and office centres. The
life in the business area is in full swing. People are in a hurry and always busy.
Every town has both modern and old districts. The houses that are situated in the
old districts are not multi-storied. They are old-fashioned models of traditional archi-
tecture. The buildings from the modern districts are new and up to date. Most of them
are multi-storied. In big towns or cities there are very high buildings, called skyscrapers.
The main attraction of any town is its centre. The most beautiful and important
edifices are here: the town hall, churches, cathedrals, universities, libraries, muse-
ums, art galleries, hotels. All of them are unique sights of any town.
Shops of all types and an open air-market are often placed in the town centre.
There are squares, gardens, parks in the downtown. That is why the whole area is
mostly free of traffic.
Today towns are very interesting places to live. There is a wide choice of entertain-
ment such as theatres, cinemas, restaurants, amusement parks, and all kinds of sport
facilities. Every person has the opportunity to choose something to his or her liking.
Active Vocabulary
Densely adv – des; густо населенный, e.g. His house is in a densely populated area.
Opp. – sparsely, e.g. The traffic is not so heavy in sparsely populated regions.
Powers of government - organ de conducere; органы власти, e.g. The powers of
government are located in the townhall.
Boundary n – graniţă, hotar; граница, eg. The fence is the boundary between my
property and hers.
Even number – cifră pară; четное число, e.g. 4, 6, 8,10 are all even numbers.
Odd number – cifră impară; нечетное число, e.g. 3, 5, 7, 9 are all odd numbers.
Narrow adj – îngust; узкий, e.g. There are many narrow streets in our town.
Opp. – broad, wide
Hedge n – gard viu; живая изгородь, e.g. There is a very dense hedge around John’s house.
Fence n – gard (în special de lemn); забор, e.g. The Smiths’ fence is very high.
Straight adj – drept, direct; прямо
Opp. – curved
70
To be surfaced with – a fi acoperit cu; быть покрытым, e.g. The front yard is surfaced
with asphalt.
Syn. – to be paved with
Asphalt n – aspfalt; асфальт
Concrete n – beton; бетон
Plant n – uzină; завод, e.g. My grandfather is the head of the plant.
In full swing – în plină activitate; в полном разгаре, e.g. The party is in full swing.
Old-fashioned adj – demodat; старомодный, e.g. There are a lot of old-fashioned
clothes in my granny’s wardrobe.
Syn. – outdated,
Ant. – up-to-date, e.g. The equipment in schools is up to date.
Edifice n – clădire; здание, e.g. This museum is an imposing edifice from the 19th century.
Syn. – building
Unique adj – unic; единственный
Syn. – exclusive
Sight n – оbiectiv turistic; туристический объект, e.g. The sights of Paris are unique.
Downtown n – centrul oraşului; центр города, e.g. There is a magnificent monument in
the downtown.
To sb’s liking – pe gust; по вкусу, e.g. I hope the meal is to your liking.
Area n sky-scraper n sight n urban adj
powers n edifice n square n numerous adj
government n church n theatres n narrow adj
boundary n library n cinemas n broad adj
kindergarten n pavement n restaurant n straight adj
hedge n asphalt n sport facility n old-fashioned adj
Exercise 2 Transcribe and pronounce the following words, paying attention to the stress:
Pedestrian, cathedral, museum, architecture, university, hotel, entertainment, amuse-
ment park, opportunity, industrial, traditional, unique.
1. A town is a sparsely populated area.
2. Narrow roads or ways between buildings are called lanes.
3. The main streets of a town are long, narrow, winding and lined with trees.
4. The streets of the town are surfaced with wood and stones.
5. There are traffic-lights at the street corners where people cross the streets.
6. The residential area is dedicated to business buildings.
7. The business area is always very noisy.
8. A very tall multi-storey building is called town hall.
9. There are many banks and hotels in the industrial area of the town.
10. There are no factories in the industrial area of the town.
11. There are old-fashioned and modern buildings in every town.
12. The main touristic attractions of any town are its outskirts.
13. All important edifices of a town are unique sights.
14. The downtown is mostly free of traffic.
15. It is very boring to live in towns nowadays.
71

1. Is a town larger or smaller than a city?
2. What kind of roads are called lanes?
3. How are the main streets of a town?
4. What are the streets surfaced with?
5. What public transport runs along the streets?
6. Who are the pavements meant for?
7. What is there at the crossings?
8. What are residential, business and industrial areas dedicated to?
9. How is life in the business area? Why?
10. How is life in the residential area? Why?
11. What is the main attraction of any town? Why?
12. What edifices are situated in the centre of the town?
13. How are the buildings in the old districts?
14. How are the buildings in the modern districts?
15. Are towns interesting places to live today? Why?
Exercise 5 Paraphrase the sentences writing the words that mean a) the same,
b) the opposite to the underlined words:
a) 1
. There is a town hall in every centre of the town.
2. The pedestrians walk safely on the pavements.
3. The streets are not paved with asphalt in all villages.
4. The building of the commercial centre is a real attraction of our town.
5. They have an exclusive opportunity to visit Great Britain.
b) 1 . There are many wide lanes in the historical parts of the town.
2. The towns are sparsely populated nowadays.
3. Let’s drive on the side street of the city. It is so beautiful!
4. There is a modern hotel on the outskirts of our town.
5. Don’t buy this house! It is an up-to-date model of architecture!
Exercise 6 Make up as many word combinations as you can and use them in
Busy
Dirty Street
Clean Area
Overcrowded Town hall
Modern Park
Wonderful Shop
Quiet
Exercise 7 Janet is fond of travelling. In Janet’s letter to her penfriend, Vicky, about
Glasgow, some words are missing.
a) Read the letter and supply the missing words:
Parks museums periods
stadium galleries shops
theaters collections amusement
72
Dear Vicki,
You know that I am fond of travelling. Let me tell you about one of my favourite cities,
Glasgow. It is Scotland’s largest city. There is plenty to see and to do here.
Art and culture are important in Glasgow life where … and … are in abundance - most with
free admission. But Glasgow’s favourite building is Kelvingrove, the magnificent Glasgow Art
Gallery and Museum. The internationally significant ... are wide-ranging, covering natural
history, arms, art from a variety of ... and much more.
The city centre ... are a big attraction. Well known streets are full of pedestrian arcades
where shopping is a real pleasure.
There is a wide choice of ... in Glasgow. There are many nightclubs, cinemas, … in Glasgow.
The city has a big football … . The major events in the football season are the games between
the two clubs: Celtic and Rangers.
For a large city, Glasgow has a great number of … and green spaces. The most famous of
these is Glasgow Green.
In fact Glasgow has something to suit people of all tastes and ages.
I want you to visit Glasgow once. Sincerely yours,
Janet.
b) Write your own letter in the same way about your favourite town and address it
to your friend.
Exercise 8 Translate the following sentences into English using the Vocabulary of
the lesson:
1. China este o ţară des populată. / Китай – густонаселенная страна.
2. H avuzul din centrul oraşului nostru este foarte frumos. / Фонтан в центре нашего
города очень красивый.
3. Turiştii sînt pasionaţi de obiectivele turistice din Londra. / Туристам нравятся до-
стопримечательности Лондона.
4. C onstrucţia noii şcoli este în plină activitate. / Строительство новой школы в
полном разгаре.
5. D in păcate, nu toate străzile oraşului nostru sînt acoperite cu asfalt. / К сожалению,
не все улицы нашего города асфальтированы.
6. S trăzile Romei vechi sînt înguste, iar cele ale Romei moderne sînt largi. / Улицы
старого Рима узкие, а современного – широкие.
7. M ănăstirile Moldovei sînt obiective turistice unice din toată lumea. / Монастыри
Молдовы являются единственными в своём роде достопримечательностями
во всём мире.
8. F aleza oraşului Los Angeles este aglomerată tot anul. / Набережная Лос Анджеле-
са круглый год переполнена людьми.
9. F amilia Grey are o vilă cu un design modern în suburbia oraşului. / У семьи Грэй
есть вилла современного дизайна на окраине города.
10. Pe strada Oxford sînt multe magazine: florărie, tutungerie, papetărie, cofetărie,
patiserie şi lăptărie. / На улице Оксфорд находится много магазинов: цветочный,
табачный, магазин канцелярских принадлежностей, кондитерская, булочная и
молочный магазин.
11. Şcolile şi universităţile sînt centre educaţionale ale oricărui oraş. / Школы и универ-
ситеты являются образовательными центрами любого города.
73
12. L a staţia de pompieri şi oficiul poştal sînt mulţi lucrători noi. / На пожарной стан-
ции и на почте много новых работников.
13. Î n parcul de distracţii al oraţului sînt multe posibilităţi de agrement. / В городском
парке есть много возможностей для отдыха.
14. P ietonii sînt foarte atenţi la semafor cînd trec strada. / Пешеходы очень внима-
тельно смотрит на светофор, когда переходят улицу.
15. Oraşele mari nu sînt pe placul meu. / Большие города не в моём вкусе.
V CONVERSATION
Asking directions
Excuse me, is this the right way to . . .
Excuse me, where is (the) . . . ? Can you tell me how to get to (the) . . . ?
Is there a ... nearby? Can you give me directions to (the) . . . ?
How do you get to (the) . . . (from here)? What’s the best way to get to (the) . . . ?
How do I get to (the) … ? Is it far from here to …?
Giving directions
(First) go down this street (for …) blocks.
It is (four) blocks away.
Cross the street and turn right at the corner.
It is about (two) miles.
Go straight as far as the traffic lights.
(Then) turn left/right at the traffic lights.
(After that) go straight on … Street until you get to the …
Go straight on as far as the crossroads.
Keep walking until you get to …
It’s on the left / on your left.
It’s at the end of the street.
I think it must be somewhere round here.
Get on / Get off …
You have to change (buses/trams) at …
Is the … far from here?
Dialogue A Read, translate and act the dialogues:

Asking the Way
A: E xcuse me, could you tell me the way to the Grand hotel? Is it anywhere over here?
B: Yes, sure. Go down this street three blocks straight ahead. There is a hospital at the
corner. Turn right at the traffic lights.
A: Is it far from the hospital?
B: Not very far. Just go straight and then take the third turn to the left. There is a
supermarket there.
A: Thanks a lot. Is there a bus?
B: No, there is a trolley-bus. But go there on foot. All the trolley-buses are packed. It’s
rush hour.
A: Thank you. I can get on the trolley-bus on my way back. Is there a trolley-bus going
to the centre from there?
74
B: Sure. It’s a number 5 trolley-bus. The stop

is just in front of the hotel entrance. It will
take you a quarter of an hour to get to the
centre from there.
A: Thank you. It’s very nice of you to help me.
B: No thanks at all.
A: Good luck.
Looking for the Art Museum
A: Excuse me.
B: Yes, Ms.
A: Do you know the area?
B: Yes, quite well.
A: Am I going the right way to the Art
Museum? I am a stranger here.
B: I am afraid not. You are going in the wrong direction. It is on Regent Street
A: What street is this?
B: It is Baker Street.
A: How far is Regent Street from here?
B: It is completely in the other part of the city.
A: Oh, dear!
B: Don’t worry. Take it easy. I will show it to you on the map.
A: Oh, how kind of you.
B: Take Bus 10 and get off on Main Street. Go straight as far as the traffic lights and
then turn to the left.
C: All right.
A: Cross the street and keep walking until you get to the National Bank. You can’t miss
it as it is a very imposing edifice.
A: How far is the museum from the bank?
B: It’s a few minutes’ walk. Reach the corner of the bank and you will see the Art
Museum on your right.
A: You have helped me so much. Thanks a lot.
B: Most willingly. Take care.
Dialogue B a) Write the boxed sentences to complete the dialogue:

Could you tell me how to get to the nearest florist’s? Are the flowers always fresh there?
Thanks a lot. Excuse, are you local?
A: ...
B: Yes, why?
A: …
B: There is a flower shop in King Street. Go
straight on, turn right outside the hotel,
then continue along the street.
A: …
B: Yes, certainly.
A: …
B: Good luck.
75
Dialogue C Put the sentences in order. Read and reproduce the dialogue:
A: As I am keen on religion I’d like to see the cathedrals and the churches.
B: I am afraid we have lost our way. Let’s ask somebody to help us.
A: Thank you.
B: What would you like to see above all?
A: I hope so.
B: Oh, here it is.
C: Oh, yes, it’s just off the square.
A: This is an ancient city. There are many places worth seeing here.
B: I wonder if it is possible to take photographs.
A: Excuse me, sir. We are going to St. Nicolas cathedral. Is it the right way to it?
VI CREATIVE WORK
Exercise 1 Make up dialogues on the following situations:

1. You are in a foreign city. You have lost your way and you are asking for directions to
go to the airport.
2. Your friend has just arrived to your native town. He is calling you to ask the way to
your place. Explain it to him.
3. Think of a sight that you once visited in a foreign country. Advertise that place to
your friend giving concrete directions how to reach it
Exercise 2 Translate into Romanian/Russian the following quotations and try to
interpret some of them:
1. City wits, country humorists. Mason Cooley
2. Today’s city is the most vulnerable social structure ever conceived by man. Martin
Oppenheimer
3. No city should be too large for a man to walk out of in a morning. Cyril Connolly
4. Knowledge and power in the city; peace and decency in the country. Mason Cooley
5. The city is not a concrete jungle, it is a human zoo. Desmond Morris
6. A great city is not to be confounded with a populous one. Aristotle
7. This City is what it is because our citizens are what they are. Plato
8. A great city is that which has the greatest men and women. Walt Whitman
9. Th
e life of our city is rich in poetic and marvelous subjects. We are enveloped and steeped
as though in an atmosphere of the marvelous; but we do not notice it. Charles Baudelaire
10. A city becomes a world when one loves one of its inhabitants. Laurence Durrell
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BASIC USERS A2 Waystage
Lexical topic: Daily Routine.

Telling the Time
Grammar themeS: The Present
Simple Tense. The Use of the Article
Lesson
with Uncountable Nouns
5
I Warming up
1. Define the word "routine". What does it associate with?
2. Think about 5 things that you consider important and necessary to do every day.
3. What do you usually do in the evening?
4. What do you think are the odd jobs you usually do around the house?
5. Ask your fellow-student to tell you his/her daily schedule (describe a typical daily
routine)
II Vocabulary
Topical words, word combinations and collocations

to begin = to start ≠ to end to look through sth.
to wake up it doesn’t take me long to do sth.
to get up to go by bus, by train, by plane, by
to leave for sth./to leave sth for sth. boat
to do one’s morning exercises to go on foot
to switch on ≠ to switch off to be in time
to do sth. to (the) music to be on time
it takes twenty minutes to do sth. to be over
to put on ≠ to take off to be full of
to take a shower/a bath = to have a reading – room
shower/a bath group – mates
to dry oneself on a towel to prepare for
to clean one’s teeth, shoes, clothes, room to work at
to wash oneself/one’s face/hands to do one’s homework
to comb one’s hair to be through = to finish
to do one’s bed ≠ to make one’s bed to be in = to be at home
to have breakfast to have a rest = to rest
to have dinner = to dine to go to bed
to have supper to fall asleep ≠ to stay awake
to listen to sth.
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Ex. 1 Find someone in class who:

does morning exercises to (the) music; takes a bus to get to the University; walks on
foot; is an early bird; does his/her homework in the library; reads a book before going
to bed; has dinner at the University canteen; goes to sleep at midnight; does sports
everyday; goes shopping every week.
Ex. 2 Fill in the missing words using the prompts given below:
music, to clean, towel, to go, asleep, to come, rest, to listen to, to watch, ready, to go, to wash,
shower, to dry, late
1. Mary is not up yet; she is still … . 2. The classes are over. I am … to go home. 3. I
intend to have a hot …, … my teeth and go to bed. 4. If you want to have a …, let’s go
for a walk. 5. After I … my hands I … them on a towel. 6. I like to do my flat to … . 7. In
the evening we usually … the radio or … TV programmes. 8. Sometimes we … to see
our friends or our friends … to see us. 9. Do you usually sit up… or do you … to bed
early? 10. If the water feels cold you must rub yourself with the … .
Ex. 3 Form as many sentences as you can using the following expressions:
me to do morning exercises
you an hour to do homework
him twenty minutes to get to the bus stop
It takes her half an hour to have dinner
us a quarter of an to take a bath
them hour to have tea
you to clean the room
Helen to get to work
me to prepare supper
Richard to do the room
It doesn’t us to fall asleep
long
take them to prepare for the seminar
Ann to clean the carpet with a vacuum-cleaner
Laura to take a shower
him to clean one’s teeth
Mary to do the flat?

George to get home?
How long
you to have a shower?
does it take
them to get to the bus-stop?
her to wash oneself?
Ex. 4 Make up 10 sentences using the words, word combinations and collocations
from the vocabulary.
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Ex. 5 Say what you (your mother, your friend) do/does in the morning (in the
afternoon, in the evening, every day).
Ex. 6 Fill in the missing verbs using the prompts given below. Choose from the
following:
brush, buy, catch, fall asleep, find out, finish, get dressed, get home, get up, go to, go off, have
breakfast, visit, have lunch, have a break, have a shower, leave home, lie, listen to, meet,
phone, pop into, read, set, start work, turn off, wake up, watch TV, have, go to bed
I usually … at 7.00 when my alarm clock …. I … it … straight away and then usually just
… there in bed for another five or ten minutes before I finally …. I go to the bathroom,
…, … my teeth and then ….
I usually … cornflakes, toast, a boiled egg and coffee at about 7.40. While I … I normally
… the news on the radio.
I … at about 7.50. I always … Mr. Smith at the newsagent’s on my way to the station to
… a daily newspaper.
I … the eight o’clock train to work and usually … the newspaper on it.
I … at 9.00 and … at 5.00. At 11 o’clock we … for tea or coffee and I always … at 12.30. I
usually go with some friends to an Italian restaurant just round the corner.
I … from work at about 6.00 and … at 7.00. Most evenings I stay at home and ….
Sometimes, I … my friends at the pub or … the cinema. Twice a week I … my mother for
a chat and to … how everyone is.
I nearly always … at 11.00 or 11.15 on weekdays, and the last thing I do before I … is to
… the alarm clock for the next day.
Telling Time in English

Read the short description below:
I usually get up at a quarter past seven - that’s seven fifteen in the morning. I have
breakfast at eight o’clock and then take the bus to work at half past eight. I usually arrive
at work at a quarter to nine. Sometimes, the bus is late and I arrive at about nine. My
morning is usually pretty busy and I like taking a coffee break at twenty to eleven if
possible. I then work to lunchtime at noon. In the afternoon, I usually have another
break at three fifteen. I usually finish work at a quarter to five and arrive home around
six in the evening. At night, I usually go to bed at eleven o’clock.
Look at the rules for telling time in English:

1. In English we use o'clock only at the full hour, or we may use sharp.
e.g. It's eight o'clock/ It’s eight sharp.
2. In English we use past to say times after the hour until half past, or 30 minutes
past the hour.
e.g. It’s seven (minutes) past 6 (6.07).
3. We use to to say times before the hour from 31 minutes until the full hour.
e.g. It’s twenty-five minutes to seven (6.35).
4. In English we use half for 30 minutes.
e.g. It’s half past five. /It’s five and thirty.
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... o’clock
5. We use a quarter for 15 minutes.
five to... five past...
We may have
a quarter past… and a quarter
ten to... ten past... to…
e.g. It’s a quarter past four (4.15).
It’s a quarter to seven (6.45).
a quarter to past a quarter
to... past... 6. When speaking about the diffe
rent times of the day we often use:
in the morning, in the afternoon,
in the evening.
7. Be careful! In English we use at
night NOT in the night
half past...
Instruments for measuring and indicating time are among the oldest human
inventions:
SUNDIAL. The shadow shows the time. It was widely used in

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

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

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

bird comes out every hour and imitates
the call of the cuckoo.
An alarm clock often makes

an awful noise when it’s time
to wake up.
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A famous striking clock Big Ben, it sounds the hours on a bell.
Digital CLOCK
Ex. 1 Look at the watches and tell the time:
Ex. 2 What time is it? (say it in words):

3.10 – … 9.15 – … 10.00 – … 2.38 – … 8.12 – …
4.45 – … 1.55 – … 12.05 – … 5.53 – … 6. 28 – …
7.50 – … 6.25 – … 11.40 – … 3.14 – … 9. 42 – …
8.30 – … 7.15 – … 12.30 – … 4.07 – … 5. 45 – …
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III GRAMMAR
Ex. 1 Put the verbs in the Present Simple Tense:
A. 1. Mary (to collect) cassettes. 2. Tom and Sue (to buy) two comics. 3. Uncle George
(to go) to the doctor’s once a month. 4. Our friends usually (to play) football in the park.
5. My mother (to go) shopping twice a week. 6. He (to call) my name. 7. They (to wake)
up at 6 o’clock. 8. Carol always (to tell) the truth. 9. She always (to help) Tom with his
homework. 10. My sister (to live) in a big house. 11. The children (to eat) hamburgers. 12.
Bill (to have) got nine posters. 13. I (to be) at home. 14. The swimming pool (to open) at
9:00 and (to close) at 6:30 every day. 15. It (to take) me an hour to get to work.
B. I (to get) up at 6 o’clock, (to do) my bed and (to go) to the bathroom. My sister (to get
up) at half past six. She also (to do) her bed and while I (to be) in the bathroom, she (to
switch) on the Mp3-player and (to do) her morning exercises. I (to wash), (to clean) my
teeth and (to comb) my hair. Then my sister (to go) into the bathroom. She (to take) a
shower, (to clean) her teeth and (to brush) her hair. My father (to be) already up and he
(to make) breakfast for our family. My mother usually (to have) a cup of tea in bed and
then she (to get) up, too. After breakfast my sister and I (to get) our school bags ready
for school. They (to be) very heavy. Our bus (to leave) at 7 sharp and so we always (to
leave) the house at a quarter to seven. Then my father (to leave) home for work. My
mother (to stay) at home, (to tidy) up the house and (to do) the laundry. Later on she
(to go) shopping and (to buy) lots of delicious things. We all (to have) lunch at 2 o’clock.
I (to do) my homework after lunch and my sister (to do) her homework, too. When we
(to finish) our homework, we (to go) out and (to play) with our friends. I sometimes (to
help) my mother about the house, or surf the Net, or help my father design his website.
We often (to have) supper together. After supper I (to watch) TV in my parents’ bedroom
and my sister (to watch) TV in the lounge. At 9 o’clock I (to go) to my bedroom and my
sister (to go) to her room. I always (to read) a good book before I (to go) to sleep. My
sister sometimes (to learn) her English vocabulary in bed or (to write) the words on a
piece of paper.
Ex. 2 Make the following sentences negative:
1. He (to like) his job, it’s boring. 2. They (to live) in a small flat. 3. She (to study) German.
4. I (to eat) in the morning. 5. He (to work) at home. 6. We (to use) computers. 7. He (to
walk) to work, he always drives. 8. Mr. Bean (to teach) Spanish. 9. They (to like) classical
music. 10. You (to carry) an umbrella. 11. The planes (to fly) over the beach very often. 12.
The boy (to wash) his hands before meals. 13. Albert (to jump) high. 14. They (to draw)
the map of England. 15. Nick (to catch) fish every week.
Ex. 3 Make the following sentences interrogative:
1. George never eats meat. 2. We usually spend summer at the seaside. 3. Kate often
goes swimming. 4. Simon never does his homework. 5. I seldom dance at discos. 6. She
comes home at half past five. 7. The children sleep in that room. 8. Father comes home
late. 9. He rides his horse twice a week. 10. She always matches her gloves to her bag. 11.
Ann tries to speak Spanish. 12. The baby cries when it is hungry. 13. Michael sometimes
watches football matches. 14. Nancy dyes her hair once a month. 15. She is always late
for work.
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Ex. 4 Give positive or negative short answers:

1. Do you drive a car? 2. Does your sister speak English? 3. Do you live in a city? 4.
Do you often have a cold? 5. Does your cousin play a musical instrument? 6. Does
it rain a lot in your country? 7. Do you drink much milk? 8. Do Jane and Mark love
music? 9. Do you usually have lunch at home? 10. Does your family watch TV in the
evening? 11. Does your mother make delicious cakes? 12. Do you ride a bicycle? 13.
Do you study chemistry? 14. Does your friend speak French? 15. Do you plant trees
in spring?
Ex. 5 Write questions to the following statements:

1.I wash my hair every day. (How often?). 2.Nick lives in Moldova. (Where?). 3.We watch
TV in the evening. (When?). 4.They have lunch at home. (Where?). 5.Ann gets up at 7:30.
(What time?). 6.My sister watches movies a lot. (How often?). 7.They go to work by bus.
(How?).8. My sister always has eggs for breakfast. (What?). 9.His mother irons his shirts.
(Who?). 10.She resembles her mother. (Whom?)
Ex. 6 Ask general, alternative, disjunctive and special questions:

1. Tom attends tennis competitions twice a year. 2. Sally speaks three languages. 3. We
like to play chess in the evening. 4. I am always short of time in the morning. 5. Ann
spends her free time reading books. 6. I seldom write to my parents. 7. I have dinner at
home. 8. Tom works as a programmer. 9. I go to the cinema once a month. 10. People
often do silly things. 11. Our car breaks down very often. 12. You always listen to the
latest news in the evening.13. We still have a lot of time. 14. I am not afraid of snakes. 15.
He bullies his sisters.
Ex. 7 Make up questions using the following words:

1. does / what / up / get / she / time / usually? 2. do / breakfast / does / what /often / she
/ before? 3. for / does / have / always/ breakfast / she / what? 4. to / how / she / work /
does / go? 5. she / does / what / evening / do / the / in? 6. bed / time / does / to / what
/ she / go? 7. old / how / does / mother / visit / often / she / her? 8. normally / where /
weekends / do / spend / our / we? 9. does / the floor / take / to hoover / long / it / how /
you? 10. doesn’t / relaxe / she / at / weekends / she?
Ex. 8 Ask questions to which the italicized words are the answers:
1. I leave for the University at eight o’clock. 2. My friend goes to the University by bus. 3. It
takes me three hours to do my homework. 4. My sister vacuums her room once a week. 5.
Our family listens to the latest news in the morning.6. I take a shower every morning. 7. I
brush my hair with a comb. 8. He dries himself on a towel. 9. Mary prefers to work in the
library. 10. Father always asks about my studies.
Ex. 9 Put the verbs in brackets into the Present Simple Tense. Learn the poem by
heart:
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MY OLD DAD
We never (see) him in the morning.
And he always (come) home late.
Then he (sit) and (read) the newspaper
And (do) the crossword while he (eat).
He never (help) us with our homework,
But he (teach) me how to swim.
And he (teach) me to be patient.
I guess I (learn) a lot from him.
My old dad…
He was one of the good guys.
He (be) nobody’s hero.
But he (be) special to me.
Every summer he (go) to Blackpool
Except when he (be) unemployed.
He (love) to sit and watch the sunset
That (be) one thing we both (enjoy).
He (be) always very gentle.
Nothing ever (make) him mad.
He (be) never rich or famous
But I (be) proud of my old dad.
My old dad…
Ex. 10 Arrange the following nouns into two groups: countable nouns, uncount-
able nouns. Say which can be used with an indefinite article:
Apple, literature, sugar, ball, music, sea, news, dress, tomato, soup, mountain, advice,
friendship, foreigner, money, class, shop, poetry, corner, ice, artist, sentence, subject,
mistake.
Countable nouns Uncountable nouns
…
…
Ex. 11 Point out countable nouns by using an indefinite article:

Note: Remember that uncountable nouns in their general sense never take any article.
1. He is … honesty itself. 2. … iron is … metal. 3. … knife is made of … metal. 4. I
want … glass of … milk. 5. …money isn’t everything. 6. We can write … letter in …
ink or with … pencil. 7. I prefer … book of … poetry to stories of … adventure. 8. Can
you give me … piece of … advice? 9. No news is … good news. 10. … kindness is …
good quality. 12. There is … curiosity in her look. 12. I don’t feel … sympathy towards
this man. 13. What … beautiful music! 14. … knowledge is … power. 15. … health is
better than … wealth.
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Ex. 12 Translate into English:

a)1. Nu-mi place să călătoresc cu mult bagaj. 2. Nu avem prea multă mobilă în cameră. 3.
Nu uit niciodată de sfaturile mamei. 4. Această mobilă este mai modernă. 5. Ce informaţie
îmi poţi da? 6. Muzica este viaţa ei. 7. Urmează -mi sfatul şi vei reuşi. 8. Unde sînt banii?
9. Cunoştinţele înseamnă putere. 10. Bunelul niciodată nu bea cafea.
1. Я не люблю брать много багажа в путешествие. 2. В комнате нет много мебели. 3. Я
никогда не забываю маминых советов. 4. Эта мебель более современная. 5. Какую
информацию можешь ты мне предоставить? 6. Музыка – ее жизнь. 7. Последуй
моему совету и у тебя все получиться. 8. Где деньги? 9. Знания сила. 10. Дедушка
никогда не пьет кофе.
b) 1. Maria se plimbă prin parc în fiecare seară. 2. De obicei, ascult ultimele ştiri în timpul
dejunului. 3. Citim ziare în fiecare zi. 4. Unde trăieşte verişoara ta? 5. Duminică, de obicei,
familia mea ia prînzul acasă. 6. Îmi place să citesc reviste engleze, iar fratelui meu îi place
să rezolve cuvinte încrucişate. 7. Acest profesor vorbeşte şase limbi. 8. La Londra deseori
plouă. 9. Întîrzie des la lecţii? – Da, el rar vine la timp. 10. Copiii fac ordine în cameră de
două ori pe săptămînă. Ei şterg praful, udă florile, aerisesc camera şi curăţă covorul cu
aspiratorul.
1. Мария гуляет по парку каждый вечер. 2. Обычно я слушаю последние новости за
завтраком. 3. Мы читаем прессу (газеты) каждый день. 4. Где живет твоя двоюродная
сестра. 5. По воскресеньям моя семья обычно обедает дома. 6. Я люблю читать
английские газеты, а мой брат любит решать кроссворды. 7. Этот преподаватель
говорит на шести языках. 8. В Лондоне часто идет дождь. 9. Он часто опаздывает на
лекции? – Да, он редко приходит вовремя. 10. Дети убирают свою комнату дважды в
неделю. Они вытирают пыль, поливают цветы, проветривают комнату и пылесосят
ковер.
IV READING
My Daily Programme
My name is Ann. I am 18 years old. I am a first-year student at the University. My
working day begins early. The alarm-clock wakes me up at half past six and then it
is time for me to get up. I have a lot of things to do before I leave for the University.
First of all, I open the window to let the fresh air in. After that I do my morning
exercises. I usually switch on the CD-player because I like to do them to the music.
It takes me about twenty minutes.
Later I put on my dressing-gown and slippers and go to the bathroom, where I
take a shower, dry myself on a towel, brush my teeth, wash my face and hands and
comb my hair. At seven sharp I go back to my bedroom to dress, do my bed and put
on my make-up. I am ready to have breakfast at a quarter past seven. I usually have
bread and butter, cheese or eggs, jam and coffee for breakfast. During breakfast I
often listen to the latest news on the radio or look through the newspapers.
It doesn’t take me long to have breakfast. At half past seven I leave home for the
University. Sometimes I go to the University by bus, sometimes I go on foot. I am
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never late. I always come to the University in time. I am in the classroom ready to
begin my class when the bell goes at eight o’clock.
As a rule, we have three or four classes a day. Our classes are over at half past
twelve or at two o’clock. After classes I usually go to the University canteen to have
dinner. It is always full of students. Then I go to the University library and work in the
reading-room. My fellow-students and I often meet there because we like to prepare
for our seminars together. There are always students there who read different books
and articles, work at their reports or just do their homework for the following day.
When I am through with my homework I go home. I usually walk home,
because it is very pleasant to stroll through the park after a busy and productive
day at the University. When I come home my family is already in. At seven o’clock
we have supper together. During supper we talk about my studies. After that I help
my mother in the kitchen and have a short rest or watch TV. Then it is time for me
to go to bed. I put on my pajamas and make my bed. I usually go to bed at eleven
o’clock. Tired but happy I fall asleep.
Ex. 1 Find in the text English equivalents to the following words and word
combinations:
Student în anul întîi, devreme, deşteptător, a se trezi, a se scula, a pleca, în primul
rînd, proaspăt, după muzică, am nevoie de, ciupici, a face duş, a se şterge cu prosopul, a
se spăla pe dinţi, a se pieptăna, fix, a se machia, a fi gata, a asculta ultimile ştiri, a răsfoi
ziarele, cu autobusul, pe jos, la timp, a se sfîrşi, aglomerat, colegi de grupă, obosit dar
fericit, a îmbrăca, a merge la culcare, un repaus scurt.
Первокурсник, рано, будильник, просыпаться, вставать, уходить, в первую
очередь, свежие, под музыку, мне нужно, тапочки, принимать душ, вытираться
полотенцем, чистить зубы, причесываться, ровно (точно), делать макияж, быть
готовой, слушать последние новости, просматривать газеты, на автобусе, пешком,
вовремя, окончиться, переполнена, коллеги по группе, уставший но счастливый,
одевать, ложиться спать, короткий отдых.
Ex. 2 Answer the following questions:
1. What time does Ann get up as a rule? 2. Does she do morning exercises? 3. How
long does it take Ann to do her morning exercises? 4. What does she usually do in the
bathroom? 5. What time does she usually have breakfast? 6. What does she usually
have for breakfast? 7. What does she usually do during breakfast? 8. What time does
she leave home for the University? 9. How does she get to the University? 10. Ann
always goes on foot, doesn’t she? 11.When does Ann come for classes? 12. How many
classes a day does she usually have? 13. What does she do when the classes are over?
14. Where does she usually have dinner? 15. Why does Ann go to the library? 16. What
do students do in the reading-room? 17. Why does Ann have a stroll through the
park? 18. Where is Ann’s family when she comes home? 19. What time do they have
supper? 20. What does Ann do before she goes to bed?
Ex. 3 Agree or disagree with the following statements. Use one of the expressions:
I quite agree with you. Of course. Yes, indeed. I disagree with you. I’m afraid you are mistaken.
On the contrary.
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1. Ann’s mother usually wakes her up in the morning. 2. Ann does many things in
the morning. 3. She often opens the door to let the fresh air in. 4. Ann does morning
exercises to the music. 5. Ann usually takes a shower in the evening. 6. Ann doesn’t
have time to look through the newspapers. 7. Ann always goes on foot to the
University. 8. The bell for classes goes at nine o’clock. 9. The University canteen is
rarely full of students. 10. When Ann comes home her family is still out.
Ex. 4 Give synonyms to the following words and collocations:
to go on foot, to be at home, to start, to dress, to brush one’s teeth, to finish, to brush
one’s hair, to get ready, to put on, to be over.
Ex. 5 Give antonyms to the following words and collocations:
to end, to stay awake, to make one’s bed, to put off, to switch off, to come home, to
begin, to be empty, to be out, a fresher.
Ex. 6 Fill in the blanks with articles (if necessary):
1. I usually have … sandwich for … lunch. 2. When … day is nice we have …rest in
… garden in front of our … house. 3.Come to …blackboard and write … Exercise
12. 4. When I am free I usually read … English magazines in … living-room. 5. After
… dinner, mother washes … plates and … glasses. 6. Doctors say that … morning
exercises are good for everybody. 7. He always leaves … home for … work in time.
8. … lot of … students read … books and … articles, work at … reports or do …
homework in … library. 9. I leave … home at … half past seven. 10. After … classes I
have … short rest.
Ex. 7 Fill in the blanks with prepositions or adverbs (if necessary):
Mike is a University student. He goes … the University every day. … the morning
his mother wakes him … . He gets …, washes and shaves. Then he has breakfast.
He often has bacon and eggs, coffee and a toast … breakfast. He does not look …
newspapers … the morning, he looks them … … the evening. Mike usually leaves …
the University … a quarter … eight. He usually goes … foot. Mike often has lunch …
the University canteen. He often stays … the reading-room … 8 p.m. He goes … bed
… eleven o’clock.
V CONVERSATION
Ex. 1 Read, translate, entitle and reproduce the following dialogue:
Richard: What time do you get up as a rule?
Mary: Generally at about six o’clock.
Richard: Why so early?
Mary: Because I have to get breakfast ready for my family and get myself ready for
work.
Richard: What do you usually cook for breakfast?
Mary: Well, my family likes to have a substantial breakfast; so I boil eggs, slice bread
and sausage for sandwiches, make toasts, cook porridge and make tea for
my children and coffee for me and my husband.
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Richard: I see you have quite a lot to do since early morning.

Mary: That’s true, but it is no trouble at all.
Richard: Do you get up so early on week-ends as well?
Mary: Why? Of course not. I like to sleep late on Sundays and have a good rest.
Ex. 2 Fill in the blanks with the missing remarks. Reproduce the dialogues:
a) Do you usually have breakfast at home?
What do you have for breakfast?
Do you prefer tea or coffee in the morning?
Do you take sugar or milk in your tea?
b) What time do you usually leave home for the University?
Do you go on foot or take a bus?
Does it take you long to get to the University?
c) Do you often go to the library after classes?
What do you usually do in the reading-room?
Do you do it yourself or with your group-mates?
d) When do you generally come home in the evening?
What about your family? Are your parents already in?
What do you usually do?
Ex. 2 Think of the questions to which the following sentences are the answers:
a) ?
Generally at eight sharp, but we seldom have the first class.
?
Normally four classes a day, but on Tuesdays and Thursdays we have five.
b) ?
I usually have lunch at the University canteen.
?
I often take vegetable soup for the first course, meat or fish for the second
course and apple juice, if I am not pressed for time.
?
If I am pressed for time, I just have a bite.
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c) ?
I rarely go straight home. More often I stay in the reading-room.
?
I usually do my homework, read books, make reports or prepare for
seminars.
d) ?
I am always full of plans for the week-end.
?
No, I don’t. I like to sleep late.
?
On Saturdays I help my mother do the work about the house. On Sundays I have a
good rest.
Ex. 3 Study the following phrases with the verb “to have + noun” and make up 10
To have breakfast (lunch, dinner, supper, coffee, tea, milk)
to have a talk (a class, a meal, a walk, a rest, a smoke, a bath, a swim, a snack, a bite)
Model: We have breakfast at half past seven, as a rule.
He doesn’t have a smoke before breakfast.
Do you usually have tea in the morning?
Ex. 4 Make up a dialogue on one of the following situations:
a) Ask your friend when he/she usually gets up, if he/she does morning exercises, if
he/she makes his/her breakfast, at what time he/she leaves the house, how long it
takes him/her to get to the University, if he/she goes on foot or takes a bus.
b) Your mother asks you about your studies. She wants to know when your classes
begin, how many classes a day you have, what you usually do at your English class,
when the classes are over and what you do after classes.
c) You and your fellow-students are in the library. You propose him/her to do the
homework together and after that prepare for the seminar on English literature.
Discuss what you have to do for the following day and what you have to prepare for
the seminar.
d) Ask your friend what he/she usually does on Sunday; if he/she stays in town or
goes to the country, if he/she gets up early or sleeps late, how he/she spends his/her
free time, if he/she goes to the cinema or theatre, if he/she has fun with friends.
e) Ask your friend what subjects he/she studies at the University. You also like to know if
he/she takes part in extra-curricular activities and what kind of work he/she does there.
Ex. 5 Work in pairs / groups. Choose a point and find out as much as you can
about what your fellow- student does. Report it to the class:
a) in the morning
b) at the University
c) after classes
d) on week-ends
e) at the library
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VI CREATIVE WORK
Ex. 1 Choose a topic and give an account of:

1. your own daily programme;
2. your mother’s or your father’s week-days;
3. your friend’s week-end.
Ex. 2 Describe the picture:
Ex. 3 a) Choose a proverb which can be applied to your daily round.

b) Make up a conversation with your fellow-student to finish it with this proverb:
1. Never put off till tomorrow what you can do today.
2. As you make your bed, so you must lie on it.
3. The early bird catches the warm.
4. A stitch in time saves nine.
5. Early to bed, early to rise makes a man healthy, wealthy and wise.
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Lexical topic: Seasons and Weather
Grammar themes: The Present
Continuous Tense. The Adjective.
The Degrees of Comparison Lesson
6
The flowery Spring leads sunny Summer,
And yellow Autumn presses near.
Then in his turn comes gloomy Winter,
I WARMING UP Till smiling Spring again appear.
by Robert Burns
1. Which is your favourite season?
2. What are the advantages and disadvantages of your favourite season?
3. What do you usually do on a rainy/sunny day?
4. What traditional weather predictions do you know?
5. Do you know any non-traditional ones?
II VOCABULARY
to shine brightly on the bank of the river
to be out-of-doors flakes of snow
to stay indoors to make a snowman
to put forth/to shoot out to throw snowballs
to be in blossom to get wet through
to break into blossom to get wet to the skin
to be in bloom to clear up
to pick flowers to warm up
to gather berries and mushrooms to set in
to pick field flowers to hold out
to travel by car a change in the weather
to go to the seaside whatever the weather
to go to the mountains a clap of thunder
to bask in the sun to rain cats and dogs
to smell sweet a spell of good weather
to do gardening to get stiff/numb with cold
Ex. 1 Group the words below into two columns: the first containing words that de-
scribe fine weather and the second containing words that describe bad weather:
Beautiful, awful, terrible, dry, cold, sunny, warm, windy, rainy, frosty, foggy, damp, lovely,
marvelous, bright, soft, mild, filthy, nasty, wretched, beastly, dreary, dull, chilly, stormy.
Fine weather Bad weather
… …
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Ex. 2 Match the word with its definition:

1. blizzard a) frozen raindrops which fall as hard balls of ice;
2. sleet b) a very strong wind;
3. gale c) large amount of water that covers an area that is usually dry;
4. mist d) a cloud over the ground that makes it difficult to see far;
5. breeze e) the loud noise that you hear during a storm;
6. hurricane f ) a severe snowstorm;
7. flood g) a powerful flash of light in the sky;
8. lightning h) a gentle wind;
9. thunderstorm i) soft, white flakes, frozen water that fall down, like rain;
10. thunder j) snow and rain which falls down when it is very cold;
11. hail k) a brief fall of rain;
12. snow l) a violent storm;
13. shower m) fine dense rain;
14. drizzle n) a storm with thunder and lightning;
15. downpour o) a heavy fall of rain.
Ex. 3 Fill in the missing words listed below:
breeze, fog, shower, hurricane, lightning, hot, get wet through, cold, overcast, flood, freezing,
heavily
1. The palm trees are swaying in the … . 2. The … is tearing the roofs off the
houses. 3. Heavy rain causes … . 4. We see forked … in the sky as the storm gets
closer. 5. In England the winters are never … enough to freeze the rivers and the
summers are seldom … . 6. Wait until the … is over, otherwise you will … … … . 7.
Street accidents are frequent in the … . 8. The sky is … when there are dark clouds
over it. 9. It snows hard. It keeps on … .10. What weather are we having today? It
is raining … .
Ex. 4 Combine the following phrases to make up questions and answer them:
What do we call the weather when:
- the sun shines brightly?
- the wind blows?
- we can’t see anything in the street?
- we can’t see the sky because of the clouds?
- it is raining?
- it is 10 degrees below zero?
- it is 30 degrees above zero?
- the snow and ice are melting?
- there is very little rain?
- it is full of strong winds, heavy rain and dark clouds?
Ex. 5 Give the opposite of the italicized words:
1. People hide in the shade when it is hot. 2. The lakes thaw in spring. 3. I hate heat. 4.
What a dull day! It makes me feel sad. 5. Put on your coat. A chilly wind is blowing. 6.
The weather is rather rainy in this part of the continent. 7. People throw faded flowers.
8. Children enjoy frosty weather. 9. The air is close in the room. Open the window,
please. 10. The country has a severe climate.
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Ex. 6 Translate the following words and group them into:

a) flowers according to the season:
daisy, daffodil, buttercup, pansy, poppy, rose, lily of the valley, petunia, forget-me-not,
tulip, violet, thistle, clover, chrysanthemum, snow-drop.
b) trees and fruit-trees:
oak, apple-tree, quince, birch, peach-tree, maple, ash, pear-tree, willow, poplar, cherry-
tree, fir-tree, pine, plum-tree, lime, nut, apricot-tree, chestnut, beech, acacia
c) sedentary and migratory birds:
pigeon, swallow, woodpecker, swan, pheasant, sparrow, crow, owl, wren, stork, duck,
cuckoo, nightingale, dove, robin.
d) fruit; vegetables; berries:
plum, cucumber, watermelon, raspberry, grapefruit, onion, pea, strawberry, carrot,
turnip, cherry, cabbage, pear, apple, tomato, beet, potato, bilberry, bean, peach,
garlic, watermelon, pumpkin, grapes, cranberry, radish, gooseberry, pepper, apricot,
quince, currant.
Ex. 7 Translate these weather forecasts:
1. Romania: moderate north winds, partly cloudy in the south and on the Black Sea coast.
2. Low countries: fog early and late; sunny periods. 3. Storms and showers in the coastal
area tomorrow. 4. Scotland: strong winds, snow in the morning, later foggy and rainy. 5.
Cloudy, south winds, rain at times. 6. London: rain in the morning, later sunny periods.
7. Chişinău: rainy periods with lightning and thunder. 8. Cold. Sleet or snow showers. 9.
Mostly dry; near average temperatures. 10. Some mist and fog at first; sunny later.
Ex. 8 Complete the following sentences:
1. Let’s stay at home, Kate. There is a thunderstorm approaching. Look, … . 2. I hope
the weather turns fine because … . 3. It’s pouring. What a pity I don’t have my umbrella
with me, now… . 4. The air is remarkably fresh because … . 5. I don’t like autumn
because … . 6. When the thaw sets in, it is extremely unpleasant to walk because … . 7.
I’m sick and tired of nasty weather. It’s raining all day long. I think … . 8. If anyone asks
you what an Indian Summer means, you should say that … . 9. What is the weather
forecast for tomorrow? They say … . 10. The weather is changing. I’m sure we … .
Ex. 9 Supply as many words as possible suiting the following situations:
1. It seems a … day. 2. It’s raining … . 3. What … weather! 4. We’re in for a spell of …
weather. 5. The heat is … . 6. It looks like … . 7. There is a very … wind blowing. 8. The
… season of all. 9. The trees … little buds. 10. The … month of the year.
Ex. 10 Change the following statements into exclamatory sentences according to
the models:
Model I: The weather is rainy today.
What rainy weather it is today! The weather is so rainy today!
It is such rainy weather today! How rainy the weather is today!
1. The evening is lovely today. 2. The night is chilly. 3. The day is bitterly cold. 4. The
gust of wind is terrible. 5. The heat is oppressive today. 6. The summer is hot. 7. The day
is bitterly cold. 8. August is a hot, dry month. 9. The air is stuffy. 10. The day is gloomy.
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Model II: It is raining fast. How fast it is raining! It is raining so fast!
1. It is stuffy in here. 2. It is getting cold. 3. The rainbow is beautiful. 4. It is getting
foggy. 5. The heat grows oppressive. 6. The air is remarkably fresh. 7. The sky is cloudy.
8. We are getting numb with cold. 9. The wind is cutting. 10. The day is misty.
Model III: We are having a fine day. What a fine day we are having!
We are having such a fine day!
1. The country has a mild climate. 2. We are having sunny weather. 3. The weather is
nasty today. 4. We are having changeable weather. 5. We are in for fine weather. 6. We
are in for a spell of good weather. 7. We are in for a terrible storm. 8. It is a ringing frost.
9. It’s pelting rain. 10. It’s loud and frightening thunder.
Ex. 11 Translate the following sentences into Romanian/Russian. Pay particular
attention to the use of the word weather and the verbs that follow:
1. She is going out when the weather lets up. 2. If the weather holds out we can go
fishing later. 3. The weather forecast announces warm and sunny weather till the
weekend, but then the weather may break. 4. I want to mend the roof before the cold
weather sets in. 5. What is the weather like outside? 6. The weather map shows a ridge
of high pressure coming in from the Atlantic. 7. I always watch the weather after the
news. 8. Homeless people sleep on the streets in all weathers. 9. You look a bit under
the weather. 10. We are staying inside till the weather clears up.
III GRAMMAR
Ex. 1 Write the following adjectives in the comparative and superlative degrees:
a) sharp, long, short, young, few, warm, cold, light, dark, nice.
b) big, hot, thin, wet, sad, fat, red, tall, high, fast.
c) busy, easy, dirty, dry, merry, grey, nasty, heavy, happy, pretty.
d) wonderful, beautiful, hopeful, interesting, pleasant, favourite, expensive, intelligent,
difficult, dangerous.
e) good, bad, much, far, many, little, old, late, near.
Ex. 2 Transform the following general questions into tag ones. Let another
student express disagreement. Use the suggested formulas:
Far from it! Not at all! Certainly not! Surely not! Not in the least! Nonsense!
Model: Teacher: Are winter days as long as summer days?
St. 1: Winter days are as long as summer days, aren’t they?
St. 2: They certainly aren’t. Winter days are not so long as summer days.
They are shorter than summer days.
1. Is the temperature in winter in England as low as in Moldova? 2. Is March as cold
as December? 3. Are south winds as severe as north winds? 4. Are trees in winter as
beautiful as in autumn? 5. Is spring as rich in fruit as summer? 6. Is summer as rainy as
autumn? 7. Are there as many birds in Moldova in winter as there are in spring? 8. Is
the fog in summer as thick as in autumn? 9. Is a tulip as sweet-smelling as a rose? 10.
Is the wind in autumn as piercing and cold as the wind in winter?
Ex. 3 Use the correct form of the adjectives given in brackets:
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1. Spring is (pleasant) than summer, but summer is (pleasant) of all the four seasons
of the year. 2. January is (cold) winter month. 3. In spring the days become (long) and
the sun shines more brightly. 4. The climate of England is (mild) than that of Moldova.
5. February is (short) month of the year. 6. Spring in Great Britain is (dry) season. 7.
Summer days are (long) than winter ones. 8. May is (warm) of the three months. 9.
Autumn is (rainy) season. 10. The Western part of Britain is (wet) than the Eastern.
(Wet) and (cold) are the islands round Scotland.
Ex. 4 Respond to the statements, using the comparative and superlative degrees
of comparison. Express agreement or disagreement. Make use of:
I fully agree with you; Right you are; Quite so; I disagree with you on that point; Nothing of
the kind; I differ from you.
1. On the 22nd of December we have the shortest night. 2. When summer sets in, the
weather becomes warmer and the days grow longer. 3. The climate of Moldova is wetter
than that of Great Britain. 4. There are 12 months in the year. February is the shortest.
5. The climate of Bucureşti is severer than that of London. 6. People don’t like spring
because everybody feels tired and weak. 7. Autumn is the driest season of the year. 8.
On the 21st of June we have the shortest day. 9. In spring birds fly to warmer countries
because it gets colder. 10. Autumn is the richest season in fruit and vegetables.
Ex. 5 Write the ing-form of the following verbs:
to run, to catch, to sit, to drop, to stop, to fish, to tie, to get, to cut, to sing, to shut, to
shoot, to slip, to swim, to ride, to shine, to skate, to rise, to win, to die, to dye, to dig, to
play, to fly, to dry, to try, to put, to say, to lie, to ski.
Ex. 6 Use the verbs in brackets in the Present Continuous Tense:
1. The snowflakes (to fall) thick and fast. 2.The snow (to lie) on the ground, on the
bare branches of the trees, on the roofs of the houses. 3. The cars (to splash) mud
over passers-by. 4. Look! The storks (to fly) to warm countries. 5. The yellow leaves
(to lie) on the ground. 6. It (to get) colder and colder every day. Autumn (to set) in.
7. Spring (to set) in. The nature (to awake) from her winter sleep. The trees (to turn)
green, fresh leaves (to appear), the rays of the sun (to warm) the earth. 8. Migratory
birds (to return) from the South. 9. The forest fires (to rage) out of control for weeks
now. 10. The volcano (to erupt) again.
Ex. 7 Paraphrase the following sentences using the Present Continuous Tense:
Model: T eacher: I refuse to wait for them in this rain any longer.
Student: I am not waiting for them in this rain any longer.
1. I refuse to answer your questions any more. 2. The student refuses to help her in her
work. 3. The aunt refuses to meet them at the station. 4. They refuse to visit us this summer.
5. The visitor refuses to drink strong coffee. 6. She refuses to get up early in the morning.
7. I refuse to have supper at this hour. 8. Jane refuses to go to the party in this dress. 9.
They refuse to spend the weekend indoors. 10. The neighbour refuses to mow the lawn.
Ex. 8 Ask all types of questions:
1. Cold weather is setting in. 2. Distant peals of thunder are indicating the approach
of a thunderstorm. 3. Dark clouds are drifting over the sky. 4. The heat is growing
oppressive. 5. We are having a bitter frost this winter.
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Ex. 9 Choose the right form of the verbs given in brackets:

1. It (snows, is snowing) day and night. 2. It (looks, is looking) like rain. Low black
clouds (cover, are covering) the sky. 3. We (have, are having) a spell of unseasonably
wet weather. 4. The weather (turns, is turning) colder and colder. 5. I (stay, am staying)
outdoors as often as the weather allows. 6. The weather (closes, is closing) in, that’s
why the climbers are taking shelter. 7. Stormy weather (prevents, is preventing) any
play. 8. She (swims, is swimming) in the river every day, whatever the weather. 9. The
air (gets, is getting) stuffy, when the weather (becomes, is becoming) hot. 10. A heavy
downpour or a hailstorm usually (makes, is making) the air cool down very quickly.
1. Prognoza meteo anunţă vînt puternic şi ploi abundente. 2. Copiii se distrează cînd
fac bulgări de zăpadă în zilele cu ninsoare. 3. Economia statului depinde de condiţiile
climaterice favorabile. 4. Ea nu se simte azi în apele sale. 5. Cerul e senin. Nu pare să
plouă azi. 6. Timpul primăvara e schimbător. Mai bine (You’d better) ia umbrela. 7. Mă
bucur că lucrez astăzi în încăpere. Afară e senin, dar insuportabil de năduşitor. 8. Se
pare că cerul se înnorează. Fiţi gata pentru o zi cu ploaie şi vînt. 9. Verile în Africa sînt
călduroase şi uscate. 10. Ploaia torenţială cauzează inundaţii.
1. Метеопрогноз обeщает сильный ветер и обильные дожди. 2. Дети развлека-
ются, когда играют в снежки в дни снегопада. 3. Экономика страны зависит от
климатических условий. 4. Она сегодня не в своей тарелке. 5. Небо ясное. Не по-
хоже, что будет дождь сегодня. 6. Весной погода очень переменчива. Лучше возь-
ми зонтик. 7. Я рада что работаю сегодня в помещении. На улице ясно, но невы-
носимо душно. 8. Кажется, небо покрывается тучами. Приготовьтесь к дождливо-
му и ветреному дню. 9. В Африке лето жаркое и сухое. 10. Проливные дожди при-
водят к наводнениям.
IV READING
Seasons and Weather
There are four seasons in the year: spring, summer, autumn and winter. Winter is
the coldest season of the year. It often snows and there is much snow on the ground.
It gets dark early in the evening. It gets light late in the morning. We have the shortest
days and the longest nights in winter. Winter is a good time for sports. Children like
to go sledging, skating and skiing, to make snowmen and to throw snowballs.
Spring is the nicest time of the year. It is spring now. The sun is shining more
brightly in the blue sky and the weather is becoming gradually milder. The days are
getting longer and the nights shorter. The nature is awakening from its long winter
sleep. It is thawing. The ice is breaking, the snow and the icicles are melting. Little
streams are running along the streets. The grass is beginning to shoot, the buds
are showing on the trees, the first flowers are appearing everywhere. The birds are
returning from warm countries. Everything is fresh and beautiful. Everybody enjoys
the beginning of spring because it is the season of hope and happiness. Most people
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say that it is the best season of the year. At the beginning of spring it is still cold, but
at the end of it, it gets much warmer. Sometimes it rains, but the rain is warm and
pleasant. Of course it is much warmer in spring than in winter, but it is not so warm
as in summer.
Summer is the hottest season of the year. It gets light early in the morning and
dark late in the evening. It has the longest days and the shortest nights. It’s the farmer’s
busy season – he has a lot of work to do in the field. He is as busy as a bee. He cuts
the grass and makes the hay. It is also the time for holidays. Most people prefer to
spend a lot of time in the open air. They often go to the seaside or to the mountains.
The weather is wonderful in summer, but sometimes it rains and there is thunder,
lightning and hail.
Autumn is the most beautiful season of the year. It is still warm and the woods
turn yellow, red and brown. They look very beautiful. The leaves begin to fall from
the trees. Little by little the days become shorter and the nights get longer. It gets
colder and colder day by day. The wind blows and the sky is heavy. It is not so cold as
in winter yet, but we know that winter is coming. It is more pleasant to stay indoors
than to be outside.
Ex. 1 Find in the text English equivalents to the following words and word com-
binations:
Anotimp, se luminează, somn, în aer liber, puţin cîte puţin, bulgăre de zăpadă, mai
strălucitor, se sparge, mult mai cald, ca albina, a cădea de pe copaci, vîntul suflă, om
de zăpadă, treptat, a cosi, se trezeşte, muguri, tunet, a se îngălbeni, a nu ieşi din casă,
gheaţă, cel mai bun, а fi ocupat, ţurţuri, a se plimba cu sania, zăpadă, devreme, iarbă,
a usca fînul, grindină, a se topi, ţări calde, zi după zi, proaspăt, a petrece, fulger, cer
noros, început, plăcut.
Время года, светлеет, сон, на свежем воздухе, мало-помалу, снежок, ярче,
разбивается, гораздо теплее, как пчела, падать с деревьев, дует ветер, снеговик,
постепенно, косить, просыпается, почки на деревьях, гром, желтеть, не выходить
из дома, лед, самый лучший, быть занятым, сосулки, кататься на санках, снег, рано,
трава, сушить сено, град, таять, жаркие страны, день за днем, свежий, проводить,
молния, облачное небо, начало, приятный.
Ex. 2 Answer the following Why questions:
1. Why is summer the hottest season of the year?
2. Why is summer the farmer’s busy season?
3. Why do people like summer?
4. Why is autumn the most beautiful season of the year?
5. Why is it more pleasant to stay indoors in autumn?
6. Why is winter the coldest season of the year?
7. Why is it difficult to get up in the morning in winter?
8. Why do children like winter?
9. Why is spring the nicest season of the year?
10. Why do you think spring is the time of hope and happiness?
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1. Summer is … lovely season. … days are longer than … nights. It’s … hot or warm.
There is … sunshine. Sometimes it rains. 2. What … beautiful weather we are having!
3. … November is … month of fogs. … London fog “as thick as pea-soup” is … thing
to remember. When it comes there is … light on … streetlamps. 4. One can hear …
fog-signals on the Thames and … railways, and … trains are late. 5. … gentle breeze
is stirring … tiny young leaves. 6. … air is chilly when it is unpleasantly cold. 7. When
… weather becomes hot, … air gets stuffy. 8. What … chilly day! 9. How beautiful …
maple is! In all … park there is no other tree whose leaves are so bright and pretty. 10.
All through … winter … sight of … green pine cheers … passers-by.
Ex. 4 Fill in the blanks with prepositions or post-verbal adverbs:
It is time … winter to come. The little birds are far …, for they are afraid … the cold.
There is no green grass … the fields, and there are no pretty flowers … the gardens.
Cold winter, … its snow and ice, is setting … .
… the foot … an old oak tree some sweet violets are still … blossom. “Dear old oak,”
they say, “winter is coming; we are afraid … the cold.’ “Do not be afraid, little ones,”
says the oak. “Close your yellow eyes … sleep and trust me. You always make me glad
… your sweetness. Now it is my turn to take care … you.”
So the violets close their pretty eyes and go to sleep; they know that they can trust the
kind oak tree. And the great tree softly drops red leaves … them.
The cold winter comes … its sleet and blizzard, but it cannot harm the little violets.
Safe … the friendly leaves … the old oak they sleep… the warm rains … spring come
and wake them again.
Ex. 5 Guess what season is described in each of the passages and give your reasons:
a) The weather is cooler, and by and by the leaves change colour, and fall off. Apples
and pears are now ripe. Most birds fly away to warmer countries, only the sparrow
and a few others remain. A thick fog covers the ground. It rains and drizzles. It is
muddy. There are many puddles and pools in the streets. A piercing wind blows.
b) It is very close, and the heat is almost unbearable; then dark clouds gather in the
sky. It lightens and thunders, and shortly a heavy downpour or a hailstorm makes
the air cool down.
c) There are no sharp frosts during the night. The nightingale, swallow, cuckoo, and
other birds build their nests, lay and hatch their eggs and rear their young ones. The
new crop is shooting. Nature looks full of promise.
d) It is the season of blizzard and sleet, of snowstorm and ice. The rivers and lakes are frozen.
Snow lies on the ground, on the bare branches of the trees, on the roofs of the houses.
Ex. 6 Correct the sentences if it is necessary:
1. Fruit trees break into blossom in August. 2. The sky is cloudless when it is raining. 3.
Violets and lilies of the valley are autumn flowers. 4.In autumn nature awakes from its
long winter sleep. 5. Little stream flows merrily when it is 10 degrees below zero. 6. How
bitterly cold it is when it is 25 degrees above zero! 7. The snow lies deep in September
in Great Britain. 8. Winter is the season of ploughing and sowing. 9. Birds lay eggs in
autumn. 10. It lightens and thunders in winter. 11. Spring is the season of harvesting.
12. Summer yields to winter. 13. Autumn is the season of the first fruits and vegetables.
14. The snowflakes are green and the grass is white. 15. The sun rises in the west.
98
V CONVERSATION
Ex. 1 Read, translate, entitle and reproduce the following dialogues.
***
Bob: Muggy day today, isn’t it?
Linda: Yes, it is. There is hardly a cloud in the sky. Look! Not a leaf is stirring.
Bob: There is hardly a breath of air. I fear a thunderstorm is coming.
Linda: Right you are. The sky is overcast and the sun is going in.
Bob: Yes, it looks like rain. And I have no umbrella with me.
Linda: We’d better take shelter before it begins to pour.
***
Harry: What’s the morning like?
Steve: Bitterly cold, the temperature must be well below freezing point.
Harry: Right you are! The puddles are all frozen hard and there is a very keen chilly
wind blowing.
Steve: I’m not going out in that case. I prefer to stay indoors.
***
Edward: Look out of the window, it’s snowing! Quite thick flakes are falling. It’s driving
in people’s faces like a regular blizzard.
Alice: Do you think it’s going to lie?
Edward: I rather hope so.
***
Jane: Is it thawing?
Helen: I don’t think it is going to last. The slush is awful. I can’t stand the mud.
Jane: Well, anyway it’s not so bad as when the snow gets frozen on top and you
slide all over the place in all directions.
Ex. 2 Make the necessary substitutions for the italicized parts:
***
Alex: It’s a nice day today, isn’t it?
Mike: Yes, it is.
(beautiful, awful, dry, cold, sunny, warm, windy, rainy, frosty, foggy, damp,
lovely, marvelous, bright, stormy)
***
Jane: What’s the weather like?
Sue: It’s wonderful. Not a leaf is stirring and the sky is blue.
(splendid, glorious, lovely, warm, marvelous, bright, sultry, stuffy, awful,
cloudy)
***
Mark: What weather are we having this week-end?
Josh: We are having fair weather all week-end.
(clear, stormy, rainy, marvelous, dry, sunny, wonderful, foggy, nice, hot)
Ex. 3 Complete the missing parts of the dialogue:
A: Isn’t it a terrible day today?
B: ( he agrees and says that it is really raining cats and dogs. Then he adds that his
friend looks wet to the skin.)
A: Oh, yes. I’m really wet through.
B: (he asks him where his umbrella and raincoat are) 99
A: You see, the weather forecast says dry and very warm. Anyway it is pelting rain.
I don’t think it is going to last.
B: (he agrees saying that indeed this shower is not going to last)
A: Let’s go to a café and wait till the rain stops.
B: (he agrees saying that it’s a good idea and a pleasant way to idle the time away)
Ex. 4 Make up short bits of conversation using the situations given below:
1. Look out of the window and say what the weather is like.
2. An outing to the forest in autumn.
3. Find a picture representing your favourite season. Describe it.
4. Compare the climate of Moldova with the climate of another country (up to your choice).
5. A thunderstorm is coming.
V CREATIVE WORK
Ex. 1 Make up situations using the suggested word-combinations:
1. “Indian Summer”: warm; a soft carpet of dying leaves; nature is slowly falling asleep;
still green; yellow; quite red; soft breeze; stir the air; the sky seems; yellow, red
leaves; paths, parks, gardens
2. “A Frosty Day”: the snow lies on the ground; frozen into a thick crust; bare trees; to
slip and fall; the frost is breaking; icicles hang from the roofs; on the glassy surface;
the roads become slushy and slippery; it often sleets; a violent cutting North wind
3. “A Snowstorm”: the sky is pale grey; it continues freezing; snowy; to blow; as hard as
it can; a piercing wind; chilly; to snow heavily; severe frost; low clouds; it keeps on
snowing; great flakes; the snow lies deep; what nasty weather; bitterly cold
4. “A Spring Day”: mild; the sunrays are bright; the air smells of the damp earth; the
river is in flood; to look fresh; new and joyous; the young buds; it clears up; a shower
comes down; the birds twitter and bathe in the puddles; a rainbow; the icy sheet on
the rivers cracks; in blossom.
Ex. 2 Describe the pictures:
Ex. 3 Memorize these

proverbs. Try to find
their Romanian/Russian
equivalents.
Build a little story round each
proverb to illustrate it:
1. Every cloud has a silver
lining.
2. Everything is good in its
season.
3. After rain comes fair weather.
4. Make hay while the sun
shines.
5. It never rains but pours.
100
Lexical Topic: Plans for Holidays
Grammar themes: The Future Simple
Tense. Means of Expressing Futurity.
The Use of the Article with Geographic Lesson
7
Names
I WARMING UP
1. Do you like to go sightseeing? Why?
2. What objects and places may be points of interest?
3. What services do Travel Agencies render (provide)?
4. What kinds of museums do you know?
5. Do museums have any educational value? Give your reasons.
II VOCABULARY
journey palace
trip exhibits of a museum
cruise tourist
travel sightseer
excursion to see sb. off
to like/to be fond of travelling to take leave of sb.
to take a trip to arrive at (in)
to go on a trip (a voyage, an excursion) to travel light
to globetrot a single / return ticket
to set out on a journey to book tickets
to apply for a visa in advance
to do the sights to make a reservation
to go sightseeing a time difference of … hours
to do the town (the museum) to have jetlag
to make a tour of luggage (baggage)
to roam about a city hand luggage (baggage)
to wend one’s way to check one’s luggage
to go round a city to leave on the dot/on time
to be famous for sth. to keep to schedule
place of interest to be behind/to fall behind schedule
memorial to board (a train, a ship, a plane)
castle to get off/to alight from (a train)
101
A travel a short journey made by land, water or air.

a journey for pleasure, during which you visit several different
A journey
towns, areas.
A voyage a journey made by water.
is
A trip any kind of movement by land, by sea or by air, often in foreign
or remote parts.
A cruise
a journey by boat for pleasure.
A tour a travel from one place to another, chiefly by land.
travel, tour, journey(2), package tour, voyage, lost and found office, “bed and breakfast”,
cruise, layover, trip
1. He is coming home after years of foreign … . 2. A … is one that includes air, hotel,
and often food. 3. We’re going on a 10-day bicycle … of Romania. 4. The time the
passengers have to wait at an airport for the connecting flight is called a … . 5.
”When you plan a business …, it’s better to travel by air.” “Oh, no! I prefer a railway
… .” 6. A group of students are planning on a … round Europe. 7. A … is a private
home which takes in guests. 8. Mary is always dreaming of a Mediterranean … . Well,
maybe some day she will make one. 9. If you lose something at an airport, you will
find it at the airport’s … 10. We are thinking of making a boat … down the Thames
this summer.
Ex. 3 Fill in the chart below. Consult the map if necessary:
How can you get from …? by car by boat by plane on foot
France to Italy
Ireland to Moldova
Greece to Russia
Spain to Portugal
Great Britain to the USA
Hungary to Romania
Bulgaria to Turkey
102
Ex. 4 Fill in the table. Look up in the dictionary for correct pronunciation:
Country Language People Nationality Adjective
Bulgaria the Bulgarians Bulgarian
the Canadians a Canadian Canadian
Chinese Chinese
France a Frenchman French
German the Germans
Greek a Greek
Italy the Italians Italian
Japanese a Japanese
Poland Polish a Pole Polish
Portuguese the Portuguese
Russian Russian
Scotland a Scotsman Scottish
Spanish the Spaniards Spanish
Switzerland the Swiss Swiss
the USA An American

1. What is the fastest way to travel?
2. What is the slowest way to travel?
3. What is the most expensive way to travel?
4. What is the least expensive way to travel?
5. What is the safest way to travel?
6. What is the most dangerous way to travel?
7. What is the most comfortable way to travel?
8. What is the least comfortable way to travel?
9. What is the most popular way to travel?
10. What is the least popular way to travel?
bus terminal, aircraft, catch/get on/board, disembark, quay/dock, liner, trip, depart/leave,
land, bridge, driver’s seat, pilot, corridor/aisle, train, port, platform, voyage
103
By rail By bus/coach By air By sea
station airport
bus ship
catch/get on get on/board embark
get off get off get off/disembark
departure gate departure gate
passenger jet/
passenger train coach /bus
airplane
journey flight
depart/leave take off sail
arrive arrive dock
engine cockpit
engine driver bus driver captain
aisle aisle gangway
Ex. 7 Choose the correct alternatives:

1.We will have to (book/make) a hotel and to buy our plane tickets. 2. I’m leaving
tomorrow, that’s why I’m going to (pack/stack) my suitcases. 3. Travel agents often
ask you whether you want to buy traveller’s (insurance/policy). 4. When you arrive
in a new country, you have to go through (customs/ custom) at the airport. 5. Our
tour (guide/conductor) is amazing! He knows so much about the city. 6. Travelling
first- (level/class) is very expensive. 7. Are you here on vacation? No. I’m here on
(affairs/business). 8. We plan to do some (sightseeing/see-sights) while we’re in
Chicago. 9. I always leave my luggage in a (locker/lock) at the train station. 10. Is
the room air-(cold/conditioned)? 11. During summer months, it is wise to make
(reservations/reserves) well in advance. 12. This room is too dark. Do you have
any rooms that are (brighter/lighter)? 13. Where is the (nearest/close) post office?
14. Do you have any free room? No, we’re fully (booked/baked). 15. Is breakfast
(included/inclusive)?
104
Ex. 8 Work in pairs. Look at the words below and group them according to words
that are used to talk about theatre/cinema, restaurant/bar, hotel, shopping center,
museum:
Aisle, a la carte, box office, café, cash desk, circle, guided tour, cloakroom, course,
opening hours, department store, display, escalator, exhibit, foyer, interval, menu,
reservation, row, scenery, sculpture, service, shelf, snack, stage, stalls, stroll, till, tip,
waiter.
Ex. 9 Translate the following sentences:
1. I always get great deals on hotels because my friend is a travel agent. 2. It is often
very expensive to travel during peak season. 3. My friend wants to buy train tickets,
but the ticket office is closed. 4. You have to check in at the airport two hours before
your flight. 5. Is there anything worth seeing in this part of the city? 6. How far is the
museum from here? 7. Children over 12 have to pay full price. 8. How much is the
entrance fee to the museum? 9. This card will allow you to ride all the buses and the
subways. 10. I’d like to cancel my reservation for tonight. 11. How long does the trip
to Bucharest take? 12. The Eiffel Tower is one of Paris’s main attractions. 13. You don’t
have to buy tickets in advance. You can buy them on the train. 14. In most cases,
passengers have to show a boarding pass before they get on a plane. 15. When
travelling to some places in the world, you might have to get vaccinations that will
protect from certain diseases.
III GRAMMAR
Ex. 1 Supply the required articles for nouns in the following sentences, paying
particular attention to geographic names:
1. … weather over … Baltic is worsening every hour. 2. This captain is passing through
… Bosphorus and … Dardanelles without … aid of … pilot. 3. Sipping … cup of …
coffee Mr. Roberts is looking out over … Lake of Geneva. 4. His ship is not safe. It will
sink in … Pacific. 5. It is … story of … writer who goes on … voyage to … South Seas.
6. He is reading a book about … headwaters of … Amazon. 7. … Asia Minor is … part
of … Asia between … Black Sea and … Mediterranean Sea. 8. They are going to stay
in … Venice for … fortnight. 9. He is going on … cruise down … Adriatic. 10. He is
staring out across … Nile at … distant hills.
Ex. 2 Choose the correct answer. Use the if necessary:
1. Which country lies between Mexico and Canada? (Venezuela/ El Salvador/ United
States)
2. What is the name of the sea between England and France? (Mediterranean Sea/
English Channel/ French Sea)
3. Which is the largest continent? (Africa/ South America/ Asia)
4. What is the name of the ocean between America and Asia? (Atlantic/ Pacific/ Indian
Ocean)
5. What is the name of the mountain chain in Romania? (Alps/ Andes/ Carpathian
Mountains)
105
6. Which river flows through Vienna, Budapest, and Belgrade? (Rhine/ Danube/ Volga)
7. Which country is Stockholm the capital of? (Norway/ Denmark/ Sweden)
8. Which is the third largest city in the Netherlands? (Amsterdam/ Hague/
Rotterdam)
9. What joins the Atlantic and the Pacific Oceans? (Suez Canal/ Panama Canal)
10. What is the name of the sea between Africa and Europe? (Black Sea/ Red Sea/
Mediterranean Sea)
1. We will visit Canada and United States this year.
2. South of England is warmer than north.
3. We are going to Spain for our vacation and will swim in Mediterranean.
4. Tom will visit many countries in western Europe.
5. There are many different languages spoken in Far East.
6. Nile is the longest river in Africa.
7. London lies on Thames.
8. Mount Kilimanjaro is south-east of Lake Victoria.
9. Hawaiian Islands are in the middle the Pacific Ocean.
10. Part of New York is situated on Long Island.
Ex. 4 Replace the infinitives in brackets by the Future Simple. Make the sentences
negative and interrogative:
1. You (to be) in Rome tonight. 2. He (to catch) the train. 3. You (to need) a visa
to go to Spain. 4. They (to arrive) at about 6 p.m. 5. Passengers (to check) in two
hours before their departure time. 6. You (to transfer) to a city bus when you arrive
at the station. 7. I think I (to choose) a budget tour to Paris on this trip. 8. You (to
catch) a taxi outside the hotel lobby. 9. I am sure there (to be) seats available on the
train. 10. We (to reach) our destination by 3 p.m. 11. Mr. Smith (to miss) the train to
Manchester. 12. It (to take) you half an hour to get to Trafalgar Square. 13. The flight
attendant (to ask) you to fasten your belts. 14. You (to see) the science museum on
the right side of the street. 15. The plane (to gather) speed for the take-off.
Ex. 5 Make up sentences using the table. Translate them:
to make a tour of Bucharest
to roam about Sochi
to book tickets in advance
I
to take leave off sb’s friends
You
to check in
Ann
to stay at a hotel
Mary and Sam am
to check out
We is going
to arrange accommodation for sb’s friends
Mike and I are
to enjoy oneself during the holidays
My family
to kick back during the vacation
They
to board the plane
The Smiths
to take hand luggage
to check one’s luggage
to fill in the form
106
Ex. 6 Say what you think is going to happen in these situations:

Model: Terry is picking up the receiver / to call the taxi.
Terry is going to call the taxi.
Terry will call the taxi.
Terry is picking up the receiver to call the taxi
to cancel booking
to phone the Travel Agency
We are looking at the plane to take off
to touch down
to land
to gather speed
I am packing my things to make a two-day trip
to set off for a journey
Susan is wearing comfortable shoes to see the places of interest
to have a stroll round the city
The Browns are planning on a holiday to enjoy themselves
to kick back
to lie on the beach
Ex. 7 Make up sentences using will:
1. Ask someone to book tickets in advance.
2. Refuse to pay the pass.
3. Offer to pay the fare.
4. Propose to help you to pack your luggage.
5. Ask someone to see you off to the station.
6. Invite someone to join you on a hiking trip.
7. Ask someone to cancel booking.
8. Refuse to pay extra money for your luggage.
9. Invite someone to the dining car.
10. Ask someone to tell how long the trip to Kiev takes.
Ex. 8 Complete these sentences with a suitable question tag, negative question
or reply question:
1. “… it a lovely day?” “Yes, it is.”
2. Let’s go now, …?
3. “I’m bored.” “… ? I’m enjoying myself.”
4. “I don’t like to hitch-hike, … ?” “I do.”
5. There will be enough time before we take off, …?
6. “You are going to the Customs area, … ?” “Yes, I am.”
7. The porter is taking your luggage, … ?” “Yes, he is.”
8. Because of bad weather condition the bus will fall behind schedule, … ?
9. “The plane is keeping to schedule, … ?” “Yes, it is.”
10. The customs officer is checking Helen’s luggage, … ?
Ex. 9 The sentences below express future actions. Read and say which of them
express a promise, a prediction, a refusal, an invitation, an intention, a warning, an
offer, a request, a decision at the moment of speaking :
107
1. I’ll join you on your trip. 2. The teacher we’ll take the class on an excursion to the
monastery at the end of the academic year. 3. Will you post this for me if you are going
out? 4. If you don’t hurry you’ll miss your flight. 5. No, thank you, I won’t come with
you. 6. I’m sure you’ll really enjoy the trip. 7. Will you come with us to the concert? 8.
Look at that plane, it’s going to touch down. 9. I’ll carry your bag if you like. 10. His
train is in the station, so he’ll be here any minute. 11. I’ll give you a lift into town if
you are ready. 12. You’ll be late if you don’t hurry up. 13. Shall I help you pack your
suitcase? 14. He’ll call the agency, I’m sure. 15. Will you help me look for my passport?
Ex. 10 Complete the sentences using a suitable tense. There may be more than
one answer. Choose from the verbs below:
come, leave, remind, catch, eat, stay, visit, fly, go
1. This evening we … at a Chinese restaurant in town. 2. The coach … at eleven on
Saturdays. 3. I … the nine o’clock train to town. 4. They … to the USA in May. 5. If he
forgets, (you) … to book tickets in advance? 6. … you … to have a holiday this year? 7.
They … Rome and Florence on the trip. 8. I … the ten o’clock flight to Moscow. 9. They
usually … for at least a fortnight. 10. This time they … for a week.
Ex. 11 Find the mistakes and correct them:
1. Where you usually go on your holidays?
2. Hugh going to pack tonight.
3. There is a time difference of 10 hours. You have jetlag, by all means.
4. My family prefer the mountains to the sea.
5. They are going to rent a car?
6. We are plan to visit as many places as possible on our tour.
7. Travelling by air is the fast and most convenient way.
8. The Blacks is going to make a reservation for the next week.
9. I am looking forward to the trip, am I?
10. You need to check out 30 minutes before the take-off.
Ex. 12 Open the brackets. Use the Present Indefinite Tense, the Present Continuous
Tense, the Future Indefinite Tense or the construction ‘to be going to’:
Dear Mother,
Today’s the big day. We (to leave) on the ten o’clock flight from Heathrow and (to arrive) in
Madrid at twelve. When we arrive we (to take) a taxi to the hotel and (to get) freshened up.
Then we (to go) out for a stroll to get the feel of the city. We haven’t made very many definite
arrangements because we want to feel free. Peter (to go) to a football match on Saturday. And I (to
go) to the opera on Friday to see "Carmen". I hope we (to find) some good places in the evenings
where we can go and listen to flamenco music. Peter says he (to want) to have a go at dancing it but
I think he only (to try) to embarrass me. There’s supposed to be a really good flea market on Sunday
morning where I can find some bargains of all sorts. I hope I (to find) some unusual souvenirs
there. We’re especially looking forward to tasting some of the local food in the restaurants.
One place I really want to get to see (to be) the Prado art gallery. There (to be) a lot of very
famous paintings there, including works by Velazquez and Goya. Peter isn’t so keen, he’s more
interested in contemporary art and (to want) to go to see Picasso’s Guernica. We probably (to
visit) the galleries on Monday morning then go for a stroll round the city in the afternoon.
I’ll phone you as soon as I get back home.
Love from Mary.
108

1. Va trebui să confirmaţi rezervarea cu 24 de ore înainte de decolare. 2. Vă
scriu pentru a rezerva o cameră cu sală de baie. 3. Unde intenţionezi să pleci
vacanţa viitoare? 4. Petru pleacă mîine. Vei veni să-l petreci? 5. Completaţi foaia
de înregistrare, vă rog. 6. Probabil, că voi veni la Londra într-una din zile luna
viitoare. Am să te sun să-ţi spun cînd voi veni. 7. În cît timp pot ajunge acolo?
8. Aveţi aer condiţionat în camere? 9. Te întorci în aceeaşi zi? Nu. Probabil, voi
petrece noaptea acolo. 10. Îmi puteţi spune frecvenţa plecării trenurilor? Desigur,
de două ori pe oră.
1. Вам необходимо подтвердить бронь за 24 часа до вылета. 2. Пишу Вам, чтобы
забронировать номер с ванной. 3. Где ты планируешь провести следующие
каникулы? 4. Петр уезжает завтра. Ты придешь проводить его? 5. Заполните
бланк регистрации, пожалуйста. 6. Наверно, я приеду в Лондон в один из дней
следующего месяца. Я позвоню, чтобы сообщить, когда я приезжаю. 7. За сколько
я могу доехать туда? 8. Есть ли кондиционер в комнатах? 9. Ты возвращаешься в
тот же день? Нет. Наверно, я проведу там ночь. 10. Можете мне сказать, как часто
ходят поезда? Конечно, два раза в час.
IV READING
Plans for Summer Holidays
Modern life is impossible without travelling. Thousands of people travel every
day either on business or for pleasure. There are various means of travel. Some
people like to travel by train, boat or plane; others prefer to hitch-hike or just make
a journey on foot.
Of course, travelling by air is the fastest and the most convenient way, but it is
the most expensive, too. Travelling by train is slower than by plane, but it has its
advantages. You can admire the scenery of the country you are travelling through.
Modern trains have very comfortable seats. There are also sleeping cars and dining
cars which make even the longest journey enjoyable. Speed, comfort and safety are
the main advantages of trains and planes. That is why many people prefer them to all
other means. Travelling by car is very convenient. You needn’t reserve tour tickets,
nor carry heavy suitcases. You can stop wherever and whenever you wish and spend
at any place as much time as you like.
As for me there is no travel so fine as by sea. This year my family is planning
to go on a cruise on the Black Sea. We will take the ship from the Romanian
seashore and namely from the port of Constanza. I hope the ship will have many
decks. Though I am not much of a sailor, I love the sight of a ship. It looks like
a huge floating city. It will be very delightful to be out at sea and stroll along the
deck. Mother says she is going to sit in a deck-chair and feel the soft breeze on
her cheeks and take the sun. Father will have to go to the Travel Agency and settle
everything.
109
Our cruise will last two weeks. On our way we will call at several ports. On the
Bulgarian seashore we will call at Varna, Bourgas and Nesebar. Then will follow the
Turkish shore with a stay at Istanbul where we will enjoy an unforgettable cruise
along the Bosphorus, the beautiful strait that divides Europe from Asia. In the
Crimea we will call at the Russian port of Sochi and the Ukrainian ports of Yalta
and Sevastopol. The stays will be quite sufficient to give us the opportunity of going
on city tours and sight-seeing. Besides we will have a guide who will tell us many
interesting things about the places we are going to visit. I am looking forward to
the beginning of summer holidays as I am sure it is going to be a lot of fun and
quite enjoyable.
binations:
Posibilitate de a călători cu trenul; a călători cu avionul; a face autostop; pe jos; pe
mare; a lua vaporul; litoral rоmânesc; punte; marinar; un oraş plutitor uriaş; a fi în
largul mării; a se plimba de-a lungul; şezlong; a se bronza; a aranja totul; a vizita cîteva
porturi; o călătorie pe mare; strîmtoare; a da posibilitate; a face turul oraşului; vizitareа
obiectivelor turistice; a aştepta cu nerăbdare; a fi amuzant; plăcut.
Возможность путешествовать поездом; путешествовать самолетом; путеше-
ствовать автостопом; пешком; морем; на корабле; румынское побережье; па-
луба; моряк; огромный плавающий город; находиться в открытом море; гу-
лять вдоль; шезлонг; загорать; подготовить все; посетить несколько портов;
путешествовать морем; пролив; дать возможность; отправиться в тур по го-
роду; осмотр достопримечательностей; ждать с нетерпением; быть забавным;
приятный.
1. What means of travel do you know? 2. Which means of travel do you prefer? 3.
How do people like to travel? 4. What is the family planning to do this year? 5. Where
will they go? 6. They will take the ship from the Ukrainian seashore, won’t they? 7.
What is Mother going to do on the ship? 8. Where will Father have to go? 9. How
long will the cruise last? 10. What will they do on their way? 11. What ports are they
going to call at? 12. What opportunity will they have? 13. Who will tell them many
interesting things? 14. What is he/she looking forward to? 15. How is the cruise
going to be?
Ex. 3 Read the text carefully and find words which mean: a) the same, b) the
opposite:
a) different, way, to move round, to tan, gentle, enough, to wander, a stopover, to
arrange, snail-like, rapidity, landscape, to like better, for enjoyment, vast, lovely, a
gentle wind, to book.
b) strong, insufficient, fast, slowness, danger, tiny, disagreeable, inconvenient,
uncomfortable, disadvantage, cheap, possible, for pleasure.
110
Ex. 4 Paraphrase the italicized words using the vocabulary of the text:
1. The landscape of central and west Wales is beautiful in autumn. 2. She is looking
at the flowers waving in the gentle wind. 3. We need to book well in advance for
Christmas. 4. They’ll move round by train across Eastern Europe. 5. The tourists will
wander around the museum for an hour or so. 6. People with fair skin usually don’t tan
very easily. 7. The president will have a two-day stopover in Hong Kong. 8. The gentle
wind will clear the mist. 9. What is the most snail-like means of travel to your mind? 10.
Kate likes better travelling by train.
Ex. 5 Fill in the blanks with prepositions or post-verbal adverbs:
1. I often travel … business and rarely … pleasure. 2. John never goes … foot, he
always goes … car. 3. When travelling … a country don’t forget to take photos. 4.
Mary prefers riding a car … a bicycle. 5. Take a stroll … the river. 6. … their way … the
hotel the tourists often lose their way. 7. Students are really looking forward … their
vacation. 8. It is dangerous to be … … sea … a storm. 9. It is the porter who usually
carries the passengers’ luggage … the Customs area … inspection. 10. The plane is
falling … schedule because … heavy head winds.
V CONVERSATION
Ex. 1 Read, translate and reproduce the following dialogues:
Vacation Plans
Pete: Hey Mark. I have a question I’d like to ask you.
Mark: Yes. Go ahead.
Pete: Well, I’m thinking about going to Great Britain this summer and I need some
advice. You’re the best person I know to answer my questions since you’re English.
Mark: Thank you. What do you want to know?
Pete: You see, I am going on a week’s tour of London that’s why I think I’ll be
pressed for time, and therefore I would like to manage to visit the most
important places of interest.
Mark: Well, let me think. If you are interested in historical spots then I suggest you
visit Westminster Abbey, the Tower of London and St. Paul’s Cathedral. If
you are keen on arts then I recommend you to visit the British Museum, the
Museum of Natural History and the National Gallery. And if you are eager to
see the landmarks of London then I advise to visit Big Ben and London Bridge.
So, it’s up to you to decide.
Pete: Thank you very much indeed. I will take your advice and try to visit all these
places.
Mark: Don’t mention it. Have a nice trip and take care.
Travel Arrangements
Travel Agent: Freedom Travel. How can I help you?
Caller: Yes, I’d like to make a flight reservation for the twenty-third of this
month.
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Travel Agent: Okay. What is your destination?

Caller: Well. I’m flying to Helsinki, Finland.
Travel Agent: Okay. Let me check what flights are available. And when do you wish to
return?
Caller: Well, I’d like to catch a return flight on the twenty-ninth. Oh, and I’d like
the cheapest flight available.
Travel Agent: Okay. Let me see. That’s flight 1070 from Salt Lake City to New York,
Kennedy Airport, transferring to flight 90 from Kennedy to Helsinki.
Caller: And what are the departure and arrival times for each of those flights?
Travel Agent: It leaves Salt Lake City at 10:00 a.m., arriving in New York at 4:35 p.m.,
then transferring to flight 90 at 5:55 p.m., and arriving in Helsinki at
8:30 a.m. the next day.
Caller: All right. And I’d like to request a vegetarian meal.
Travel Agent: Sure, no problem. And could I have your name please?
At the Customs
Customs Officer: Have you got anything to declare, sir?
Mr. Brown: No, nothing in particular. Do I have to declare my camera?
Customs Officer: No, that’s all right, sir. Could you open your briefcase, please?
Mr. Brown: Sure. No problem.
Customs Officer: Go through the green channel, please.
Mr. Brown: Thank you.
Ex. 2 Put the following dialogue into correct order. Role-play it.
Sam: I’d like a round-trip ticket to Bucharest, please.
Clerk: 70 lei with a valid student ID.
Sam: Well, it’s 2.30 now. I’ll take one for the 3.00.
Clerk: 11 p.m.
Sam: Visa. Here you go.
Clerk: What time? Buses leave every hour on the hour.
Sam: Thanks a lot.
Clerk: That’ll be 90 lei.
Sam: Here is my student ID.
Clerk: Sign here. The bus leaves from gate 11.
Sam: And what time does the bus arrive in Bucharest?
Clerk: You’re welcome. Have a good trip.
Sam: Do you have a student discount?
Clerk: Cash or charge?
Ex. 3 Fill in the dialogue below with the correct preposition of time. Use at, in, on:
Mary: Hi Michael! When are you going to Europe?
Michael: I arrive in London … April, 23rd.
Mary: Wow! I’ll be in London … the same day!
Michael: That’s great.
Mary: When does your flight arrive?
Michael: … 8.00 in the morning.
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Mary: Mine, too.

Michael: Do you want to meet for lunch?
Mary: Sure! Sounds great! I’ll meet you … noon at Grand Palace.
Michael: How long will you stay in London?
Mary: About a week. I’m going to Istanbul … May. What about you?
Michael: I’m going to Warsaw … May, 6th.
Mary: When are you returning to Moldova?
Michael: I’ll be back … autumn.
Mary: So will I. When is your flight?
Michael: It’s … September 28th.
Mary: So is mine! When do you arrive in Chişinău?
Michael: My flight lands … 5.00 p.m.
Mary: My flight arrives … 4.45. I’ll meet you at the airport bar. Maybe we will share
a taxi.
Ex. 4 Choose a word to fill in the remarks. Make up a dialogue using as many re-
marks as possible.
blocks, get, souvenirs, to tell you the truth, recommend, available, destination, transfer,
catch, departure
1. Well, … … … … …, the trip isn’t that great. 2. You will need to … to a different
plane in Budapest. 3. Walk down this street … and then turn right. 4. Be sure to be
at the gate at least 30 minutes before … . 5. She wants to … a taxi from the airport
instead of a bus. 6. Are there any seats … on an earlier flight? 7. What is your …
on this trip? 8. Which hotel do you … based on price? 9. Can you tell me where I
can … some information about the trip? 10. I want to buy a few … for my kids on
the trip.
Ex. 5 Make up a dialogue about:
1. The places of interest of your native town/village
2. Sightseeing in Chişinău (Washington, Paris, Moscow)
3. Your plans for the weekend.
VI CREATIVE WORK
Ex. 1 Finish the following letter. Supply a suitable Purpose and Conclusion:
Dear Ann,
Thank you so much for sharing impressions about your recent trip to the USA. I am greatly
fascinated by the places of interest you are describing in your letter. The photos of the sights are
just wonderful.
You are asking about my opinion of a great holiday. Well, I think any holiday is a fun and
relaxing experience which allows a temporary escape from the stress of home and work. As for
the means of travelling, so they are various. Some people like to travel ...
I am looking forward to receiving your letter.
Truly yours, Violet.
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Ex. 2 Make up situations about future intentions. Use the suggested word
combinations:
1. to spend one’s holidays at the seaside, to travel by air, to swim and bathe, to lie in
the sun, to be fond of mountaineering, to make friends with somebody;
2. to make up one’s mind, to hit the road, to head for, on the bank of the river, to go
boating, to go fishing, to sunbathe, to travel by car, to pick flowers.
Ex. 3 Write a letter to your friend about:
a) where you are planning to go; b) what you are going to do; c) how you are going to
spend your coming holidays. Think about addresses, greeting, opening and closing
remarks, conclusion.
Ex. 4 Describe the picture
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Lexical topic: Shops and Shopping
Grammar themeS: Modal Verbs
Can/ May/ Must/ Need/ Have to.
Indefinite Pronouns. Quantifiers Lesson
8
I WARMING UP
1. Do you like shopping around?
2. How often do you go shopping?
3. When shopping what do you look for?
a) value of money; b) good quality; c) customer service; d) product image; e) other
4. Do you prefer designer branded or unbranded clothes?
5. What types of clothes do you go for?
a) casual clothes; b) smart clothes; c) elegant clothes; d) others
II VOCABULARY
shop (Br. E) store (Am. E) cheap
shopping area, mall expensive, dear
shopping trolley, bag price, at the price of
department store discount, at a discount
shop window sale, to be on sale
window display fitting room
counter to try on
cash-desk, cashier’s desk to fit
salesman (saleswoman), shop-assistant to be a misfit
customer, shopper to suit, to become
shopping queue, line to match, to go with
to do shopping to come into fashion
to go shopping to be out of fashion
shopping spree all the vogue
bargain up-to-date
to buy, to purchase, to shop for to wear well
to sell to afford to buy sth.
to deliver goods to run out of sth.
to display goods to run short of sth.
to be in full stock to stock up
to be out of stock to be well-stocked
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Ex. 1 Add the missing information:
1. baker’s …
2. … sells various types of meat.
3. bookshop (UK), bookstore(US) …
4. c onfectioner’s (UK), sweetshop (US) …
5. … sells medicines and toiletries.
6. delicatessen (deli) …
7. … cleans clothes.
8. fishmonger’s …
9. greengrocer’s …
10. … sells various food items.
11. … sells hard goods, materials and equipment
for building such as nails, screws, etc.
12. newsagent’s …
13. optician’s …
14. … sells paper, pens and pencils and other
writing materials.
15. … sells cigarettes and cigars.

Where can you buy a box of chocolates?
a dozen of red roses?
a bar of perfumed soap?
some tomatoes and some broccoli?
half a dozen of whole-wheat rolls or a loaf of rye bread?
pipe tobacco or a good cigar?
some envelopes?
a couple of steaks?
a hammer and some one–inch nails?
a piece of salmon?
What can you buy at the optician’s?
the jeweler’s?
the record shop?
the chemist’s?
the pet shop?
the shoe shop?
the electrical store?
the haberdasher’s?
the tailor’s?
the tea shop?
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Ex. 3 Read the idioms from column A and find their explanation in column B:
1. an anorak a) to be dressed too young for one’s age
2. to buckle down b) not to lose one’s temper
3. to put on one’s thinking cap c) to fit very well
4. hot under the collar d) to be in sb’s position or place
5. mutton dressed as lamb e) to be the boss of a family or a household
6. to fit like a glove f ) to prepare to work hard
7. to take one’s hat off to sb g) to pay too much for sth.
8. to keep one’s shirt on h) to put in a lot of effort into doing sth
9. to be in sb's shoes i) to visit a number of shops to compare prices
10. to roll up one’s sleeves j) to be very angry
11. to wear the trousers k) to go on an extremely long shopping trip
12. to pay through the nose l) a dull person, a bore
13. to shop around m) to discuss one’s business or profession
14. to shop till you drop n) to admire or respect someone
15. to talk shop o) to start to think seriously about how to solve a
problem
Ex. 4 Translate the following sentences. Pay attention to the use of the idioms:
1.He’s got hundreds of old Japanese robots that he insists on showing to anyone who
visits. He’s such an anorak. 2. Students realize before the exam that it is time to buckle
down to some real work. 3. The economy is in a mess, it’s time for everyone to put
his thinking cap on. 4. She will get very hot under the collar if I tell her that there is a
scratch on her car. 5. In her mini skirt and short tank top, she looks like mutton dressed
as lamb. 6. The dress fits her like a glove. 7. He always works so hard at his English;
you have to take your hat off to him. 8. Stop shouting, keep your shirt on! 9. I hear he
is very ill, I would hate to be in his shoes. 10. We’ll finish the job quickly if we all roll
up our sleeves. 11. His wife is always telling him what to do. You can tell who wears
the trousers in their house. 12. He will end up paying through the nose for that car.
13. I always shop around before I buy something. 14. Ann is such a shopaholic. She
always shops till she drops. 15. He is very boring; all he does all day is talking shop.
Ex. 5 Choose the appropriate answer:
1. Do you have this shirt in a smaller/ bigger …?
a) proportion b) number c) size
2. Could you please … (put aside) these trousers for me? I will be back in 20 minutes
to pay for them.
a) sell b) buy c) hold
3. I love shopping right after Thanksgiving because there are big … in every store.
a) marks-up b) sales c) shows
4. A … is a big shopping center with lots of stores, restaurants, etc.
a) mole b) mall c) male
5. Most stores give you the option of paying cash, by debit card, or by …
a) card of credit b) credit card c) deposit
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6. What a nice blouse! Yeah, I’m going to ….

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

tag, label, cashier, bargain, receipt, exchange, take back, try them on, fit, advice, shop
assistant, credit card, cheque, select, cash, refund, size, sale
If you want to go shopping there are a number of things you have to consider. If
you wish to find a … you must go to a …. The only problem with a sale is that it is
sometimes hard to … something once you buy it. Many stores also refuse to give a …
on anything you have bought. If you are looking for clothes, make sure to …, check
the … to make sure that it is a good …. Another good idea is to look at the … and …
to see instructions for washing. It is always a good idea to also ask the … … for the …
…. Finally, when you go to the … you can usually pay by … … or … if you don’t have
the …. Never forget to get the …!
Ex. 8 Fill in the blanks with the verbs given below in the proper form:
to fit, to suit, to become, to match, to go with, to look
1. The yellow blouse … you marvelously. 2. I’m afraid this hairdo doesn’t … me. 3. You
… quite a beauty in this frock. 4. This dress … you nicely. 5. I want a hat to … this coat.
6. What colour shoes … best … my suit, do you think? 7. To my mind, the shade …
perfectly well … your eye colour. 8. You … swell in this outfit of yours. Everything … .
9. The dinner jacket … you perfectly. You … so smart in it! 10. The dinner jacket … me
pretty well but the trousers are too small.
Ex. 9 Translate into Romanian/Russian:
summer wear, underwear, footwear, tableware, garments, household appliances,
perfumery, sanitary goods, toiletries, groceries, pottery, antique, confectionary,
canned goods, sporting goods, stationary, knitwear, frozen goods, ready-to-serve
goods, linen
Ex. 10 Translate the following sentences into English:
1. E timpul merelor acum şi preţul este mic. 2. La piaţă poţi cumpăra unele produse
la un preţ redus. 3. Pe drum spre casă treci pe la alimentară şi cumpără: un kilogram
de zahăr tos, magiun de piersici, un pachet cu unt şi o sticlă cu lapte. 4. Trebuie să
merg după cumpărături astăzi. 5. Cel mai mult îmi place secţia de electrocasnice
în acest magazin. 6. De două luni, caut o geantă ca să-mi asortez acest costum.
7. Trebuie să ne grăbim. Curînd magazinul se va închide. 8. Iată cele mai recente
modele. 9. Asemenea costume sînt acum la modă. 10. La alimentară este pemanent
carne proaspătă în vînzare.
1. Сейчас сезон яблок и цены на них снижены. 2. На рынке некоторые продукты
можно купить по более низкой цене. 3. По дороге домой зайди в гастроном и
купи: килограмм сахарного песку, персиковое повидло, пачку масла и бутылку
молока. 4. Мне нужно сходить за покупками сегодня. 5. Больше всего я люблю в
этом универмаге отдел электротоваров. 6. Я ищу сумку к этому костюму уже два
месяца. 7. Надо поторопиться. Скоро торговый центр закрывается. 8. Вот модели
последней коллекции. 9. Такие костюмы сейчас в моде. 10. В нашем гастрономе
всегда в продаже свежее мясо.
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III GRAMMAR
Ex. 1 Read and translate the sentences paying attention to the modal verbs:
1. In the evening you can see a lot of people in the supermarket. 2. How many times a
week need you go shopping? 3. Can we buy in the supermarket all we need? 4. My sister
must go to the department store today, because her mother’s birthday is tomorrow.
5. When we go shopping we need a shopping trolley to put our purchases. 6. His wife
must be in the leather goods department. 7. I am afraid I can’t go to the women’s
clothes department with you. 8. May I go shopping after ten? 9. Who can help me with
my bags? 10. We have to buy a lot of things today. 11. All the shop assistants must
wear uniforms. 12. Jack has to bring some bread and butter. 13. She may give him the
present later on. 14. Must I buy vegetables as well? 15. May I see those shoes, please?
Ex. 2 Fill in the blanks with: can, may, must, need, have to:
1. … I have the receipt, please? 2. If Debbie isn’t home yet, she … be in the coffee shop.
3. You …be kidding. This thing … not be so cheap. 4. A raincoat … be suitable for more
than one season of the year. 5. Televisions are on sale today and we … buy one in very
reasonable installments. 6. You … not accept a credit note for faulty goods. 7. … I bring
this back if it doesn’t fit? 8. You … follow the washing instructions if you don’t want
your sweater to shrink and the colour to run. 9. They … control their own budgets. 10.
… I suggest this dark blue jacket? 11. With a shopping list, we … avoid several costly
mistakes. 12. We … make certain we get everything we … and avoid extra trips to the
store. 13. … I pay by credit card? 14. A reasonable shopper … keep his expenses down
to a minimum. 15. It is defined in the constitution that all citizens … pay their taxes.
Ex. 3 Make up 10 affirmative, interrogative and negative sentences using the
modal verbs.
Ex. 4 Read and translate the following sentences paying attention to the
indefinite pronouns some, any, no and their derivatives:
1. If you have no money to go shopping I can lend you some. 2. You can find practically
nothing you want in this shop. 3. Your sister is buying some pencils, so you may take
any you like. 4. My father wants to drink some coffee but there isn’t any. 5. Do you
have anything to add to the shopping list? 6. I am going to the supermarket because
I want to buy something. 7. Nobody is in the men’s department. 8. Is there anybody at
the cashier’s desk? 9. Somebody is at the entrance of the sports goods department.
10. What fruit is there in the fridge? There is nothing, it is empty.
Ex. 5 Use the corresponding compound of some, any, no in the following sentences:
1. I shall have … to wear with my black jacket, if I take the grey hat. 2. Can I help you
with …? 3. I want you to get … for me from the shop. 4. “Is there … to your liking?”
“Yes, this pair of shoes.” 5. Will you buy a pound of flour and a tin of whipped cream?
I want to bake … . 6. Don’t tell me what you want, just write everything down or I’ll
forget … . 7. Would you like … else? Yes, a packet of biscuits and two bars of chocolate.
8. “Is … helping you?” “No, … . I’m looking for a blazer in size 44.” 9. “How do you like
this navy-blue one?” “It’s nice. But I’d prefer … quieter, grayish-blue, perhaps.” 10. “I’m
afraid, we have … like that in stock at the moment.”
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Ex. 6 Fill in the blanks with many, much, little, a little, few, a few, quite a few:
1. There is no olive oil left, could you bring …? 2. The tea is not sweet enough, I want
… sugar. 3. There are … apples and … grapes in the fridge. 4. My mom usually puts …
butter in the cake. 5. There is too … salt at home, you needn’t buy more. 6. Look, he has
bought … oranges. 7. I can see … packets of biscuits here, let’s go to another shop.
8. Mary has bought … bottles of water, so we need more. 9. … brands of chocolates
are available in this shop. 10. … shop assistants do not know the ingredients of the
products they sell. 11. Women need … money to buy designer clothes. 12. … people
are aware that there are … counterfeit clothes on the market. 13. I’ve got … designer
shoes, my friends say it’s a unique collection. 14. I need … more time to pay for my
purchases. 15. It is quite difficult to find … cheap things in this supermarket.
1. Pot să las genţile aici şi să le iau puţin mai tîrziu? 2. „Aş dori nişte roşii dar să nu fie
prea coapte.”„Acestea sînt tocmai de care aveţi nevoie, sînt foarte tari.” 3. Nu mai avem
pîine. Va trebui să treci pe la brutărie şi să cumperi două franzele. 4. Nu trebuie să
mergem după cumpărături săptămîna aceasta. Mai avem încă produse. 5. Este ceva pe
placul tău? 6. Vreau să-mi cumperi ceva. 7. Nu te lăsa ademenit de oferte, pentru a nu
cumpăra lucruri de care nu ai nevoie. 8. Pot să vă ajut? Căutaţi ceva anumit? 9. Trebuie
să fiu la magazin înainte de deschidere. Astăzi vor fi oferte mari la electrocasnice.
10. Pentru a fi bine îmbrăcat (to be well-dressed), ai nevoie de ceva mai mult decît o
colecţie de pulovere, fuste, pantaloni şi pantofi. 11. În acest magazin puteţi procura
multe lucruri utile. 12. Din păcate, nu am atît de mult timp ca să merg cu tine după
cumpărături. 13. Puţini bărbaţi preferă să facă singuri cumpărături. 14. Destul de multe
mărfuri au fost considerate rebut, aşa că mai bine mergi la alt magazin. 15. Ai nevoie
de puţină răbdare ca să găseşti ceva în depozitul acesta. 16. Adaugă puţină sare şi
salata va fi mai gustoasă. 17. Fusta aceasta e puţin şifonată. 18. Nu mai avem zahăr
acasă, poţi să cumperi puţin? 19. Numai franzela aceasta nu este suficient pentru noi
toţi, poţi să cumperi vreo cîteva? 20. Mi-am procurat o geantă puţin extravagantă.
1. Могу ли я оставить здесь сумки и забрать их позже? 2. “Мне бы хотелось купить
помидоры, но только не очень спелые.”“Эти как раз те, что Вам необходимы, очень
твердые.” 3. У нас закончился хлеб. Нужно будет зайти в пекарню и купить два
батона. 4. Не нужно ходить за покупками на этой неделе. У нас еще есть продукты.
5. Есть что-либо в твоем вкусе? 6. Хочу, чтобы ты купил что-то для меня. 7. Не
поддавайся на заманчивые предложения, чтобы не покупать ненужные вещи. 8.
Могу ли я помочь Вам? Ищите что-то конкретное? 9. Я должен быть в магазине
до открытия. Сегодня будут большие скидки на электротовары. 10. Чтобы быть
хорошо одетым, тебе необходимо нечто больше, чем несколко пуловеров, юбок,
брюк и туфель. 11. В этом магазине можете приобрести много полезных вещей.
12. К сожалению, у меня не так много времени, чтобы пойти с тобой за покупками.
13. Мало мужчин предпочитают делать покупки в одиночку. 14. Довольно много
товаров было забраковано, так что лучше иди в другой магазин. 15. Тебе нужно
немного терпения, чтобы что-то найти на этом складе. 16. Добавь немного
соли и салат будет вкусней. 17. Эта юбка немного помята. 18. Дома нет сахара,
можешь купить немного? 19. Только одного батона недостаточно для всех нас,
можешь купить несколько? 20. Я приобрела сумку, которая смотрится немного
экстравагантно.
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IV READING
Nothing but the Best
Gloria Ford always likes the best.
“Why buy anything that isn’t the best?” she often says to her friends. “If you like
nice things, have them. That’s what I always say.”
Gloria never shops in the big shops. She always goes to the small “good” shops
that sell things only to rich people.
She is in the dressing room of one of those “good” shops now. She tries one dress,
then another.
“No,” she says to the shop girl. “I don’t like any of these. Don’t you have anything else?
“I don’t think so,” says the girl. “But shall I go and see?”
When the girl goes out, Gloria looks at the time.
“I must be quick,” she thinks. “I have to meet Elsie at one.” Elsie is an old friend.
Poor Elsie! She knows nothing about good things of life. All those children! And that
house full of dirty old books!
The girl comes back with a dress over her arm. “I have this dress,” she says. “But
it’s a lot of money. Two hundred and fifty pounds!”
“That doesn’t matter if it’s good,” says Gloria. “Help me put it on. Then I’ll see.”
It is a red dress with flowers.
“The flowers are blue – the same colour as your eyes,” says the girl.
“I’ll take it, says Gloria. “And I’ll keep it on now. Just put my old dress in my bag,
will you?’
Elsie is waiting outside Selfridges. She is staying and looking at the windows of
the big shop. They are having nice dresses she thinks.
There is only one dress she doesn’t like – a red dress with blue flowers. The
colours are much too strong. It isn’t a lot of money. Only twenty-one pounds. But
the question Elsie asks herself is: “Who wants a dress like that?”
She turns away and looks down Oxford Street. As she looks, the answer comes to her.
“Gloria!” she cries and moves quickly to her friend. “You’re looking as pretty as
always! The flowers are the same colour as your eyes. Nothing but the best for you!”
The two women walk away, arm in arm.
combinations:
A nu şti nimic despre; a proba o rochie, apoi alta; dacă-ţi plac lucrurile frumoase,
cumpără-le; a privi la vitrinele magazinului; mereu spun aşa; doar cel mai bun; aceeaşi
culoare; culorile sînt prea stridente; nu-mi place nici una; voi rămîne îmbrăcată în ea;
la braţ; nu contează; ajutaţi-mă să mă îmbrac.
Ничего не знать о; померить одно платье, затем другое; если тебе нравятся
красивые вещи, покупай их; смотреть на витрины магазинов; всегда говорю так;
только самое лучшее; тот же цвет; цвета слишком яркие; мне не нравится ни
одно; останусь одетой в нем; под руку; не важно; помогите мне одеться.
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1. Who is Gloria Ford?
2. What does she often say to her friends?
3. Why do you think Gloria never shops in the big shops?
4. Why does she always go to the small shops?
5. Where is she now?
6. What does she do?
7. Why does Gloria look at the time?
8. Who is Elsie?
9. What does the girl bring?
10. What kind of dress does the girl bring?
11. Why do you think Gloria keeps the new dress on?
12. What is Elsie doing while she is waiting for Gloria?
13. Does she like the red dress with blue flowers on display? Why?
14. What does Elsie say when she sees Gloria?
15. Do you think Gloria and Elsie are true friends? Why?
Ex. 3 Make up questions to which the following sentences might be the answers:
1. She always goes to the small “good” shops that sell things only to rich people.
2. She knows nothing about good things of life.
3. Elsie is waiting outside Selfridges.
4. The colours are much too strong.
5. The two women walk away, arm in arm.
Ex. 4 Read the text carefully and find words which mean:
a) the same thing as:
to ponder, to be fond of, pleasant, wealthy, fast, identical, frequently, fitting room,
finest, attractive, shop assistant, to purchase
b) the opposite of:
ugly, poor, seldom, new, to take off, different, worst, unpleasant, to sell, to hate, enemy,
slow, clean, to buy
Ex. 5 Fill in the blanks with prepositions or post-verbal adverbs. Translate and
retell the text:
Buying Food
At the week-ends, when she has more time to spare, Elinor Lloyd does her
shopping … the big food stores … town, for she can buy a lot … goods more cheaply
there than … her local grocer’s. Accompanied by her husband or her daughter she
walks … the supermarket and other large food stores looking … bargains. The goods
tidily lay … trays and long shelves. There is plenty of room … the customers to walk
… . The shelves are well stocked … a very wide selection … goods – everything …
quick frozen food … washing powder, … shoe polish … new-laid eggs, from tinned
fish … toothpaste. Elinor walks … shelf … shelf and fills her wire basket.
from “Everyday English” by Drozdova
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V CONVERSATION
Ex. 1 Read, translate and reproduce the following dialogues:
***
Clerk: May I help you?
Karen: Yes. Do you have these shoes in size seven?
Clerk: I’m not sure. If you can’t find them on the rack, they may be out of stock. But
let me look in the stockroom.
Karen: Thanks. I’d like to try on a pair if you have them.
Clerk: I’ll be right back.
***
Spencer: Doris, do you want to go to the mall with me?
Doris: I’d love to but I’m broke.
Spencer: So am I, but I like browsing through the music store there.
Doris: Are you sure you only want to browse?
Spencer: Yeah. I like to listen to new albums there. I don’t have money to buy them,
but I can go there and listen. You know you don’t have to pay for listening.
Doris: Right you are. Let’s go.
***
Saleswoman: Hi, are you being helped?
Karen: No, I’m not. I’m interested in some scarves.
Saleswoman: All our scarves are in this section. What do you think of this one here?
It’s made of silk.
Karen: Hm, it looks nice, but I’d like to have something warm for the winter.
Saleswoman: Maybe you would like a heavy wool scarf. How about this one?
Karen: I think that’s what I want. How much is it?
Saleswoman: It’s … seventy-five dollars plus tax.
Karen: It’s a little expensive. Do you think it’s possible to get a discount?
Saleswoman: Hm, since you like it so much, how about a 10 percent discount. That’s
the best I can offer.
Karen: That’s good. Could you wrap it up for me?
Saleswoman: Sure. Is there anything else I can get for you?
Karen: No, that should be it. Thank you.
Ex. 2 Make the necessary substitutions and reproduce the dialogue:
Clerk: I really like that jacket! (suit, blouse, dress, shirt, skirt) It looks good on you.
Customer: I don’t know. It’s more expensive than the other one. (not so stylish as, not
fashionable as, longer than, much brighter than, looser than)
Clerk: But it makes you look thin. (you look good in it, it suits you, it fits you like a
glove, it goes well with your pants, it matches your shoes) I’ll tell you what:
I’ll give you a 10% discount. (13%, 15%, 25%, 30%, 19%)
Customer: All right I’ll take it. How much is it?
Clerk: With tax, the total comes to $48.50. ($38.62, $22.99, $30.87, $44.45, $28.87)
How would you like to pay?
Customer: I’ll put it on my credit card. (write a cheque, pay in cash, pay by credit card).
Ex. 3 Put the following dialogue into correct order. Role-play it:
Clerk: With tax, the Silver Jims come to $47.00 and the Cool Walkers come to $39.00.
Shopper: That’s great. I need some dress shoes. What do you have on sale?
Clerk: Well, we have Silver Jims and Cool Walkers.
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Shopper: hat do you recommend?

W
Clerk: Alright, here’s your receipt. Have a nice day.
Shopper: What’s the difference in price?
Clerk: Welcome to Kenny’s Shoes. We’re having a sale on dress shoes.
Shopper: So that’s about an $8.00 difference.
Clerk: Well, Silver Jims are more fashionable and higher quality. Whereas, Cool
Walkers are not so expensive and they are more comfortable.
Shopper: I’ll take the Cool Walkers.
Clerk: How would you like to pay?
Shopper: I’ll put it on my credit card.
Clerk: That’s right.
Shopper: Thanks.
Ex. 4 Complete the dialogues with relevant words or phrases:
In the Ladies’ Wear Department
Shop assistant: Hello, can I … you?
Customer: I … for a pair of jeans.
Shop assistant: What … do you take?
Customer: Twenty-nine.
Shop assistant: We have some very nice blue jeans here. They're … this week.
Customer: Well, I actually … black jeans.
Shop assistant: That's okay. We … have them in black.
Customer: Where can I … them on?
Shop assistant: The … room is over there. (The customer tries the jeans on.)
Customer: They're … big.
Shop assistant: Would you like a … size?
Customer: Yes, … . (The customer tries the jeans on.)
Customer: These … rather well. But I think I look … in them. Don't you think?
Shop assistant: Not at all. These jeans … you very well.
Customer: Well, I think I … a blue pair. (The shop assistant brings a pair of blue
jeans and the customer tries the jeans on.)
Customer: They are very … and I don't like blue jeans, anyway. Do you mind…
me another pair in black?
Shop assistant: No, not at all.
In the Men's Wear Department
Customer: I need a shirt.
…
Shop assistant: Short-sleeved or …-sleeved?
Customer: Short-sleeved, please.
Shop assistant: What … do you take?
Customer: I … .
Shop assistant: I think you are size 40. Here is a nice checkered shirt. … to try it on?
Customer: … , please. (The customer tries the shirt on.)
Shop assistant: …
Customer: Yes, it … . Where is the cash … ?
Shop assistant: It's over there. I … the shirt there for you.
Ex. 5 Translate the dialogue into English:
Chris: Doris, Highland Mall propune reduceri mari în acest week-end. Vrei să mergi?
Doris: N-am chef. Sînt obosită.
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Chris: Am putea doar privi la expoziţiile din vitrine, nu-i aşa?
Doris: Doar să privim? Vai, e plictisitor.
Chris: Atunci merg singur.
Крис: Дорис, Highland Mall предлагает большие скидки на эти выходные.
Хочешь пойти?
Дорис: Не хочется. Я устала.
Крис: Мы могли бы только посмотреть на витрины, не так ли?
Дорис: Только посмотреть? Но это скучно.
Крис: Тогда я пойду сам.
Ex. 6 Make up a dialogue on the suggested situations:
1. You are going on a vacation and you need to do some shopping before you go.
Decide what things you will need to buy and at what stores you will have to go to
buy them.
2. Husband and wife are doing shopping for a week’s supply of food. They are in the
supermarket and are discussing their needs.
3. Two friends are in a gift shop. They are deciding upon which gift to choose as a
birthday present for their mutual friend.
VI CREATIVE WORK
Ex. 1 Speak about:
a) your first purchase
b) your most successful and satisfying shopping
outing
c) the most disastrous shopping tour in your life
Ex. 2 Write a shopping list and the amount of
money to spend for each of the following people:
a) a teenager who walks to the store
b) a housewife buying a week’s supply
c) a camper preparing for a hiking trip
Ex. 4 Read the text and write about your

(imaginary) online shopping experience:
Online Shopping
Online shopping is really becoming popular around the world, and I have a friend that
does all of her buying online. She says she can find whatever she needs from online stores
and communities like Walmart, eBay, and Amazon. In many cases, traditional stores have
a limited selection of products on display whereas an online store often has a wider selection
of goods from which to choose. My friend also says she can also look up product reviews and
compare prices much easier from her house than travel from store to store. Equally important,
she can shop when it is convenient for her since online stores never close. This saves her time,
and she doesn’t have to deal with long lines.
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Lexical topic: Appearance and
Character
Grammar themeS: Clauses of Time
and Condition. Non-Continuous Verbs.
The Adverb: Degrees of Comparison.
Lesson
Place and Order in the Sentence
9
I WARMING UP
1. What do you pay attention to when meeting a person for the first time?
2. What people do you like to communicate with?
3. What people do you try to avoid?
4. Which is more important for you: a person’s exterior or his interior world?
5. Do you consider yourself a likeable person?
II VOCABULARY
Appearance
Age: teenaged, in his teens, in his early/mid/late twenties, middle-aged, elderly
Build: well-built, thin, slender, slim, lean, graceful, plump, stout, overweight, bulky, fat
Cheeks: rosy, plump, hollow, pale
Chin: round, pointed, protruding, double, square, firm, determined
Complexion: pale, florid, fresh, healthy, dull, dark, tanned
Eyes: black, green, hazel, brown, grey, blue, round, narrow, almond, slanting, bright,
shiny, intelligent, mischievous
Eyebrows: bushy, arched, thin, thick, curling
Eyelashes: long, short, curving, false
Face: round, oval, square, long, thin, chubby, pale, pretty, ugly, good-humoured, plain,
expressive
Features: plain, ordinary, attractive, charming, regular/ irregular, delicate
Gait (walk): light, firm, heavy, shuffling
Hair: long, short, thin, thick, curly, wavy, smooth, straight, balding, red, grey, white,
golden, ash-blond, silvery, dark, fair, brown, chestnut, salt and pepper
to do one’s hair
to dye one’s hair
to grow one’s hair
to have one’s hair cut
to have a fringe
to pin up one’s hair
to plait one’s hair
to wear one’s hair short/long; shoulder-length; close-cropped; in plaits; in a bun; in a
ponytail; loose over one’s shoulders
Height: tall, short, average/middle-sized, just over five feet, under six feet
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Lips: thin, thick, full, well-cut, fleshy, moist

Nose: flat, straight, turned-up, snub, hooked, crooked, aquiline, bulbous
Special features: freckles, wrinkles, a dimple, a scar, a beauty spot, whiskers, a beard, a
moustache
Teeth: white, even, uneven, tiny, straight, false
Character
Possessing intellectual ability: intelligent, bright, clever, smart, shrewd, able, gifted,
talented, brainy
Lacking intellectual ability: stupid, foolish, half-witted, simple, brainless, dumb
Miscelanious:cheerful – gloomy
considerate, caring – jealous, envious
easy-going – bad-tempered
extroverted, sociable – introverted
friendly – quarrelsome
generous – greedy
honest – dishonest
industrious, hard-working – lazy
kind – cruel, wicked
modest – show-offish
neat – untidy
optimistic – pessimistic
polite, well-bred – impolite, rude, ill-mannered
reliable – unreliable
responsible – irresponsible, careless
sensitive – insensitive
sincere – insincere
sociable – unsociable
What does he/she look like?
Whom does he/she resemble?
What is he/she like?
Ex. 1 Give Romanian/Russian equivalents to the following:
1. mischievous almond hazel eyes
2. turned up nose 9. deep scar
3. pointed chin 10. short curly fringe
4. short, curly, dark hair 11. a man with a long moustache
5. shoulder-length wavy hair 12. charming smile
6. good-humoured round face 13. wrinkled face
7. slanting eyes 14. expressive features
8. skinny figure 15. silvery hair
Ex. 2 State the adjectives that go along with the given nouns:
1. Face 3. Eyes 5. Hair colour 7. Nose 9. Eyebrows
2. Hair 4. Complexion 6. Lips 8. Cheeks 10. Chin
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Ex. 3 Divide the adjectives written below into three categories: a) adjectives
describing a person’s appearance; b) adjectives describing a person’s character; c) adjectives
describing other qualities:
Attractive, boring, educated, fragile, independent, unhappy, famous, noble, greedy,
bouncy, lonely, modest, smart, slim, attentive, stupid, short, progressive, small,
cheerful, firm, stern, gloomy, tidy, poor, ugly, slow, sad, serious, lovely, thin, tall, dull,
wise, wicked, free, great, young, lazy, honest, curious, careless, brave, fat, shy, polite,
strong, pleasant, clever, mysterious.
Ex. 4 Read the following text and use it to describe the appearance of each
member of your family:
It is always difficult to speak about ourselves, still in certain situations we have to
introduce ourselves, regarding our biography, members of the family, friends and so
on. First of all I would like to speak about my family, my parents, who play a great role
in molding my character, but not my opinion and thoughts.
My father is tall. He has large hands and his feet are size 45. He has short, dark, curly
hair and a small beard. He’s a cheerful person and when he laughs, you can see even
white teeth. He wears spectacles (glasses) and you can’t see his eyes, but I know they
are steel gray. He’s 43. He usually wears jeans and checked shirts or sweaters. But for
work he wears a suit and a tie and looks every inch a teacher.
My mother is a very different person. She’s short and plumpish. She has small hands
and feet. She has long, strong, fair hair. She has dimples and rosy cheeks. She has long
eyelashes which she darkens with mascara. She likes pink nail-varnish, high-heeled
shoes and fashionable clothes. Her favourite colours are red and light blue. She is 41.
My 20-year old sister likes to be well-dressed. She uses lots of make-up, is always
going to the hairdresser’s and has fantastic hairstyles. She’s tall and slim, with slender
arms and elegant legs. Her full lips are always red. She’s open-minded and nice. She is
married and has a baby.
My baby nephew is still just a toddler; he can’t speak yet, but he’s very selfish and
bores me.
My boss is an elderly man, rather short and stout. His hair is grey and thin and he’s
bald on top. He’s clean-shaven. He has a double chin. He’s always well-dressed: a
white shirt, a dark suit with a matching tie and black leather shoes. He’s a serious and
punctual man, who never talks too much.
Ex. 5 Divide the following qualities into negative and positive ones:
Fussy, curious, considerate, friendly, pessimistic, responsible, inquisitive, cheerful,
cool, proud, intelligent, envious, honest, reliable, lively, modest, stern, industrious,
generous, jealous.
Ex. 6 Use the words below to describe what your friends, fellow- students and
teachers are like:
1. Cheerful, active, curious, broad-minded, hard-working, careful, worried, secretive.
2. Practical, sensible, independent, strong-minded, tough, careless, aggressive.
3. Sensitive, gentle, naïve, imaginative, ambitious, crafty, dull, boring.
4. Generous, loyal, self-controlled, modest, tolerant, friendly, trusting, moody.
5. Shy, intelligent, reliable, confident, energetic, stubborn, show-offish.
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III GRAMMAR
Ex. 1 Put the verbs in the required Present Tense:
1. When we (to speak) about somebody’s figure, face, hands, feet we (to mean) his
or her appearance. 2. Some (to have) dimples in their cheeks when they (to laugh).
3. She (to understand) that he is not so good, but she (to love) him. 4. Harry (to love)
partying, meeting people and talking to them. He’s so outgoing 5. What I (to like)
best about my friend Jamie is how responsible he (to be). 6. He never (to leave) me
alone in my worst moments. 7. He only (to see) his side of things. He’s so narrow-
minded. 8. Julie (to be) very smart she (to speak) three languages: English, French
and Spanish. 9. Probably you (to understand) now that she is not the proper person
you need. 10. Now, I (not to know) what he (to want), he is so stubborn.
Ex. 2 Supply the correct Present Tense and explain your choice:
1. You (to believe) in God? 2. George is a vegetarian. He (not/to eat) meat. 3. I (not to
know) what to give my brother for his birthday, he’s so scrupulous. 4. Who (to be) that
eccentric man who (to stand) in the doorway? 5. You (to want) to see my brother? Yes,
I do. 6. Michael is very bright, he knows a bit of English, too, but he (to have) little time
for it now. 7. You can’t (to talk) to Jimmy now. 8. He just (to see) some specialists at the
moment. 9. I (not to believe) you are right, but you always (to ignore) my arguments.
10. This purse (to belong) to you? Oh, yes. I always (to forget) it somewhere, I (to be)
so absent minded.
Ex. 3 Complete the sentences with the words given below, defining which part of
speech they belong to:
Carefully, awfully, bitterly, firmly, completely, hardly, hardly ever, harder, incredibly, rarely,
responsively
1. As he is a very determined man he does his work … . 2. I am … disappointed with
this young man. 3. Nick is very lazy; He… comes in time. 4. She is very self-assured
that’s why she speaks very… . 5. Nobody knows what kind of person he is, because
he is … introverted. 6. We can’t get married now. We … know each other. 7. Tom is so
friendly today; as a rule he behaves very… 8. He is not very popular, anyone likes him.
9. We used to be good friends, but we… see each other now. 10. Ann is very diligent;
she works… than most of her friends.
Ex. 4 Choose the right form from the brackets. Adjective or adverb:
1. Tom looks (sad/sadly) today. 2. Sam looks at me (sad/sadly). 3. Susan plays the piano
very (good/angrily) as I am very (noisy/noisily) today. 4. Be (quiet/ quietly) please.
5. Speak (quiet/quietly). 6. She speaks (perfect/perfectly). 7. Alice and Tom are very
(happy/ happily) married. 8. Sue is (terrible/ terribly) upset about losing her job. 9. I
don’t think he trusts me(complete/completely). 10. I’m very determined I can confront
any difficulty quite (easy/easily). 11. Give my best wishes to your parents. I hope they
are (good/well). 12. I’m so frail I try (hard/hardly) to remember his name but I can’t.
13. She drives the car (careful/carefully). 14. She is a (careful/ carefully) driver. 15. The
children behave (awful/awfully) today.
130
Ex. 5 Change the sentences so that the adjective becomes an adverb:

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

Quick, slow, good, hard, lazy, friendly, sorrowful, bright, quiet, clever, sudden, bad,
early, daily, easy, fast, late, usual, brave, happy, monthly, sad, wide, heavy, dangerous,
angry, careless, possible, high, terrible.
Ex. 9 Choose the necessary adverb or adjective:
1. Please, speak (quiet/quietly). I’m trying to listen to the radio. 2. Karl drives very
(good/well), but Jan is a (bad/badly) driver. 3. John Harper’s books are wonderful.
The characters are always (interesting/interestingly). 4. It’s hard to understand Kate
because she speaks so (quick/ quickly). 5. I really like Mary because she’s always so
(polite/ politely). 6. Be (careful/ carefully) on the highway because a lot of people drive
very (dangerous/ dangerously). 7. What an (awful/ awfully) song! Turn the radio off.
8. She speaks English (fluent/fluently). 9. Nick’s English is(fluent/fluently). 10. Every
chapter of this writer ends (dramatic /dramatically).
Ex. 10 Form the comparative and superlative degrees of the following adverbs:
Nearly, early, brightly, pleasantly, well, badly, quickly, late, carefully, easily, silently, hard,
selfishly, ambitiously, moody, shy, indecisively , critically, imaginatively, impetuously,
adventurously, reserved, considerate, tolerantly, truthfully, responsible, realistically.
131
Ex. 11 Write the correct form of the verbs in brackets to complete the following
time clauses:
1. She will be more beautiful when she (to cut) her hair. 2. When my skin (to get) dry I
will use a lotion. 3. We will have to dye the hair when it (to get) gray. 4. My Dad will trim
his beard when it (to grow) too long. 5. When she (to hear) she’s a nice looking girl she
will be very happy. 6. By the time Mary (to reach) perfection she will be operated on
several times. 7. As soon as I (to see) a wrinkle on my face I will consult a specialist. 8.
By the time you (to darken) your eye-lashes we will be late. 9. As soon as you (to find)
green eye shadows, please buy them. 10. The hairdresser will ask you many questions
before she (to do) your hair. 11. You will look and feel much better after you (to
spend) some time in the spa salon. 12. After you (to shave) you will definitely use this
aftershave. 13. When I (to have) more money I will use the best make-up. 14. As soon
as I (to wear) fashionable clothes I will feel happier. 15. Your eyes won’t be expressive
until you (to use) these eye shadows. 16. I’ll stay with you till the hairdresser (to finish)
your haircut. 17. As soon as you (to understand) the danger of overusing mascara
you’ll look younger. 18. You will become a man of character as soon as you (to grow
up). 19. We’ll not be the best of friends until you (to be) more sincere. 20. It won’t be
safe to use this powder until it (to be) tested.
Ex. 12 Write the correct form of the verbs in brackets to complete the conditional
clauses:
1. I will look more attractive if I (to get rid) of these freckles. 2. If I wear a wig nobody
(to recognize) me. 3. If I (to take) a hot, relaxing bath my skin will be smooth. 4. If you
(to pin up) your hair you will look more mature. 5. I’ll use a natural TIENS toothpaste if I
(to want) my teeth white and healthy. 6. If a person (to be) bad-tempered nobody will
communicate with him. 7. If you (to dream) to be a success you will have to work hard.
8. You won’t be a successful person unless you (to study) a lot about business ethics.
9. Young girls will never give up smoking unless they (to understand) it worsens the
complexion. 10. Unless you go in for sports you (to be) fat.
Ex. 13 Write the correct form of the verbs in brackets to complete the conditional
and time clauses:
1. If I am not busy , I (go) to the party tonight, your guests are always so intelligent and
smart. 2. If she (to travel) abroad on business, she always calls me every day, she’s very
responsible. 3. If I eat dairy products, I (to get) red spots on my skin, I’m very allergic. 4. If
you give up smoking, you (to save) a lot of money, be more practical. 5. If the results of
the test are favourable, you (to become) the leader of the group. 6. If she studies hard,
she (to pass) the exam, she is quite capable. 7. Even if she studies hard, she (not to pass)
the exam, she is quite incapable. 8. As soon as you arrive, (to give) me a call, you know
I’m so sensible. 9. If you help us we (to finish) our work in time, we know you are hard
working. 10. What she (to do) if she wins a lot of money, she is so impractical? 11. They
will go to the park if the weather (to be) fine. 12. I’ll phone you when I (to go) home. 13.
She’ll start reading the book when she (to have) more free time. 14. Peter will go for a
walk after he (to do) his English. 15. I’ll pass my exam if I (to work) hard. 16. I’ll send you
a letter if you (to give) me your address. 17. She’ll meet her at the station when she (to
arrive). 18. We’ll talk to him if he (to come) in time. 19. They will help him if he (to want).
20. It will take them several hours if they (to go) straight ahead.
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1. Sînt sigură că ea ne aude acum, deoarece se uită spre noi. 2. Din cîte ştiu, ea este cea
mai talentată fată din grupă, are un potenţial mare, e deşteaptă şi ambiţioasă, şi pe
lîngă toate e foarte elegantă şi stilată. 3. El tocmai cumpără cîteva cadouri pentru ea.
4. Acum, cînd are mustaţă, el seamănă foarte mult cu tatăl său. 5. Cele două fete doar
pretind că sînt prietene, în realitate ele se urăsc. 6. Te deranjează francheţea mea? “Cred
că, da. Omului de rînd nu-i place întotdeauna să audă o părere sinceră.“ 7. Dacă aflu că
este gelos, nu mă mărit cu el. 8. Cînd o face pe şeful, este atît de stupid. 9. Numai cum
vine blonda cea frumoasă, invit-o. 10. Cînd vorbeşti cu el, pare a fi incredibil de talentat.
1. Я уверенна, что она нас слышит, потому что смотрит сейчас прямо на нас. 2.
Насколько я знаю, она самая талантливая девушка в группе и у нее большой
потенциал, она умна и амбициозна, и, к томуже, она очень элегантная и стильная.
3. Он как раз покупает подарки для нее. 4. Сейчас, когда он носит усы, он очень
похож на своего отца. 5. Те две девушки только притворяются, что они подруги,
на самом деле они ненавидят друг друга. 6. Тебя беспокоит моя честность?
Думаю, да. Простому человеку не всегда нравится слышать чье-то откровенное
мнение. 7. Если узнаю, что он ревнив, я не выйду за него замуж. 8. Когда он
мнит из себя начальником, он выглядит очень глупо. 9. Как только прийдет та
красивая блондинка, пригласи ее войти. 10. Когда говоришь с ним, он производит
впечатление невероятно талантливого человека.
IV READING
English Character
Foreigners have many ideas about what the English are like. For example, some
people consider that the English are always cold and reserved, which means that
they don’t talk much to strangers, don’t show much emotion and never say anything
personal about themselves. If the English people are making a journey by train,
they will try to find an empty compartment. If they have to share a compartment
with a stranger, they may travel many miles without starting a conversation. If a
conversation starts, personal questions like “How old are you?” or even “What is
your name?” are not easily asked. Questions like “Where did you buy your watch?”
or “What is your salary?” are impossible. Then, the English people are famous for
their habit of politeness. It is considered polite to give up one’s seat to a woman who
is standing, to open a door for her, to carry things for her, and so on. Most British
people expect the person in front of them to hold the door open for them. People
think you are rude, if you don’t do this. Most British people queue when they are
waiting for a bus or expecting to be served in a shop. Besides, the English are famous
for their sense of humour and great love for animals. And, of course, the English
people are fond of sports. Many continentals think life is a game; the English think
cricket is a game. To many Englishmen cricket is both a game and a standard of
behaviour. When they consider something unfair, they say “That isn’t cricket”.
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The traditional love of the English people for tea is well known. They like to drink
tea with milk. They have their five-o’clock tea not only at home or in offices, but
also in tea-rooms and tea-shops, which can be found in every town. And, certainly,
the English themselves have plenty of ideas about what they are, for example being
independent, proud and faithful to their national traditions and customs. These are
some of the general things which foreigners consider to be best-known qualities of
the English, although this nation of many millions consists of different people, each
of which has his individual and unique character.
W. Rimmer “English Language and People”
combinations:
Englezii sînt totdeauna reci şi retraşi (rezervaţi), a face o călătorie cu trenul, a găsi un
compartiment liber, se consideră politicos, a ceda locul său cuiva, simţul umorului,
afecţiune pentru animale, a considera ceva incorect, poate fi găsit în orice oraş, sînt
devotaţi tradiţiilor naţionale, fiecare din cei, un caracter unic, o naţiune de multe
milioane, a sta în rînd.
Англичане всегда очень холодны и сдержанны, путешествовать поездом, найти
свободное купе, считается вежливым, уступить кому-то место, чувство юмора,
любовь к животным, считать что- либо неправильным, можно найти в любом
городе, преданы национальным традициям, каждый из которых, уникальный
характер, многомиллионная нация, стоять в очереди.
1. What ideas do foreigners have about the English?
2. Why do some people think that the English are always cold and reserved?
3. What are the English people famous for?
4. What is considered polite to do in England?
5. Are the English famous for their love for animals or for food?
6. What are the English people fond of?
7. What does cricket mean for most Englishmen?
8. What tea do the English prefer?
9. When and where do the English people have their tea?
10. What ideas do the English people have about themselves?
1. The English enjoy talking to strangers. 2. The English people may travel many
miles without talking to anybody. 3. The English are famous for their curiosity. 4.
Most British people expect the others to be polite and considerate. 5. To many
Englishmen football is both a game and a standard of behaviour. 6. The traditional
love of the English people for beer is well known. 7. Most Englishmen prefer to
drink tea with milk. 8. The English usually have their tea at 6 o’clock. 9. The English
people welcome everything new and unusual. 10. All Englishmen possess the
same characters.
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1. …young woman in … picture has … long wavy hair and … big mouth with …
white even teeth. 2. Paul always wears … beard but now he is wearing … moustache.
3. Margo is … stout girl, she is … teenager. 4. The baby is loveable. It has … round
blue eyes, … button nose and … mouth that is always smiling. 5. Who is … short
dark-haired man standing at … door? 6. …best friend of mine is … very intellectual
boy. And his manners are … most polite in our class. 7. – Does Alice always wear her
hair in … pony-tail? – No, sometimes she makes … braid. 8. I think her grandfather is
… kind old man with … sense of … humour. 9. … elderly woman, dressed in … black
skirt and … white blouse, is watching … healthy-looking children, who are playing in
… garden. 10. … young man is very good-looking, even … old clothes he wears sit
very well on his body.
Ex. 5 Put in the required article where necessary and retell the text:
In …nation of many millions of… people there are different kinds of them : good
and bad, honest and dishonest, happy and unhappy. However, we can talk about some
general things. … best-known quality of …English, for example, is to be reserved. …
reserved person is one who does not talk very much to… strangers, does not show
much… emotions. He never tells you anything about himself. If …English people are
making … journey by… train, they will try to find … empty compartment. If they
have to share … compartment with …stranger, they may travel many miles without
starting … conversation. If … conversation starts, personal questions like “How old
are you?” or even “What is your name?” are not easily asked. Questions like “Where did
you buy your watch?” or “What is your salary?” are impossible.
Ex. 6 Fill in the blanks with prepositions (if necessary):
I’m not a very sociable person. … my mind, it’s not necessary … people to have
a lot … friends … order to be happy. It’s enough, as I think, to have one or two
friends who are able to understand you and to support you …hard situations. So,
there are few people whom I can call friends. We have much … common and we
enjoy … communicating … each other. One of my friends is Nataly. She is eighteen.
I can say that she is a beautiful, smart girl. She left … school 2 years ago and now
she is a second year student … the University. Nataly wants to be a journalist. She
studies well because she is greatly interested … her future profession. Nataly is a
hardworking girl too. Nataly does not have much free time but if she has, she likes
to spend it … a good company, consisting … her university friends. When we gather
together we like to listen … music, both classical and modern, to watch new films
and discuss … them. I enjoy talking … her a lot because, as she is fond … reading,
she knows many interesting facts … famous people. We trust each other so much
that I can tell … her … my troubles and I am sure that Nataly would help me and
give me a piece … good advice. Nataly is an intelligent and open-minded person.
She has a deep and genuine interest … people and inquiring mind. This is necessary
… her as a future journalist. I’m happy to have such a good friend as Nataly.
Ex. 7 Characterize the English people the way you see them.
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V CONVERSATION
Ex. 1 Read, translate, entitle and reproduce the following dialogues.
***
Two friends, Val and Andrew, are discussing Val’s new girl-friend.
Andrew: People say you have got a new girl-friend. What does she look like?
Val: She’s very beautiful, with dark gray eyes and curly blond hair.
Andrew: How long is her hair?
Val: Her hair is very long; it goes down to the middle of her back.
Andrew: Oh, how nice! How tall is she?
Val: Quite tall. She’s my height.
Andrew: And is she plump, slim, average weight, obese?
Val: She’s slim, like a model. And she has a great figure.
Andrew: And she’s in her early twenty’s, right?
Val: Yes, she’s the same age as me.
Andrew: What kind of clothes does she usually wear?
Val: She almost always wears black jeans and T-shirts to University.
Andrew: Does she wear glasses?
Val: Yes, sometimes she wears small gold rimmed glasses, but usually she
wears contacts. Why all the questions about my girl friend?
Andrew: Just curious. Besides, I think that’s her over there across the street.
Val: Where? I don’t see her.
Andrew: Under that big tree.
Val: Right. She’s the most beautiful girl on Earth…
***
Mary: Hi Jane. Can I ask you a favour?
Jane: Certainly, you may ask anything.
Mary: Could you pick my brother up from the airport tomorrow at 11am. I am
working tomorrow.
Jane: Sure. What does he look like?
Mary: Well he’s tall with dark hair. He’s wearing a thick moustache and a beard.
By the way, he’s in his mid-twenties.
Jane: And what’s he like?
Mary: Well, he’s pretty easy-going, good sense of humour but he’s a bit shy with
people at first. Oh, yeah, one other thing. What are the best places to take
him?
Jane: Well what are his preferences?
136
Mary: Well he’s a bit boring sometimes. He really doesn’t like much, but he is
fond of arts.
Jane: Look. You’re in London you can do loads of things. Take him to see the
British Museum and the National Gallery, or just go out in the city centre.
Mary: Yeah, of course. Anyway, thanks I owe you one.
Jane: I’ll make sure I don’t forget it…
Ex. 2 Fill in the gaps:

Gilles: Hey, what are you looking at?
Nora: Oh, these? They’re pictures from my trip back home last month.
Gilles: Let’s have a look. So, who’s this?
Nora: …
Gilles: Your sister looks nothing like you. You’re fair and she has dark hair and
dark eyes. Now, you look much more like your cousin.
Nora: …
Gilles: You don’t give yourself enough credit. Why do you think every one of your
guy friends is interested in you? Hey, who’s the little guy?
Nora: …
Gilles: Oh, my Gosh, he’s so cute. That pudgy face, curly hair, and big eyes! He’s
adorable.
Nora: …
Ex. 3 Describe your friends / fellow-students / some famous people. The others
will try to guess who you are describing.
Ex. 4 You meet your friend after:

a) a disease;
b) a span of time;
c) holidays;
d) plastic surgery
Describe him/her.
Ex. 5 Dramatize a conversation about him/her. Use conversational phrases:

How to ask for an opinion. What do you think of/about…? How do you find…?
How to express an opinion. Speaking personally, I think… In my opinion/ From
my point of view… If you ask me/ If you want my opinion… As far as I am able to
judge…
How to agree with the opinion: I’d go along with you on that. I take your point. I
entirely agree with you. That’s exactly how I see it. Perhaps, you are right.
137
VI CREATIVE WORK
Ex. 1 Describe people’s character and try to guess their characters:
Ex. 2 Express your opinion on the following adages:

1. The best index to a person’s character is (a) how he treats people who can’t do him
any good, and (b) how he treats people who can’t fight back. Abigail Van Buren
2. Character is like a tree and reputation like a shadow. The shadow is what we think
of it; the tree is the real thing. Abraham Lincoln
3. Parents can only give good advice or put them on the right paths, but the final
forming of a person’s character lies in their own hands. Anne Frank
4. Clothes and manners do not make the man; but, when he is made, they greatly
improve his appearance. Henry Ward Beecher
5. Waste no more time arguing what a good man should be, be one. Marcus Aurelius
138
Lexical topic: At a Hotel
Grammar themeS: The Present Perfect
Tense. The Present Perfect Continuous
Tense
Lesson
10
I WARMING UP
1. When do people stay at hotels?
2. Do you know any rules and regulations to be followed when people stay at
hotels? List them.
3. What things do you expect to find in a room of a good hotel?
4. Do hotels of the 21st century differ from those of the 19th century? Which are the
differences?
5. Have you ever put up at a hotel?
II VOCABULARY
to make arrangements about a room charge an extra percent
to reserve a room to fill in a breakfast order
hotelier to sign a bill
hotel-keeper order for laundry
receptionist to make a telephone call
desk clerk to dial a number
chambermaid / maid to book a call
valet to put somebody through
bellboy garden view (GV)
lift boy mountain view (MV)
porter with a sea view (SV)
head waiter additional beds or cots (cribs A.E.) can be provided
vacant rooms to be newly furnished
double/single room to be decorated in contemporary style
twin-bedded room ample wardrobe space
luxury suite on-the-spot facilities
standard room (Std) to check in / out
de luxe roof heliport
family room key-coded card
to have something free escalator parking lot
to fill in an arrival card/form room delivery system
to extend a stay complimentary water
room service
139
I’m afraid we’re full at the moment.

Do you know who the manager of the Europe Hotel is?
I recommend you to stay at the Consul Hotel.
When the young couple started on a trip they took eight suitcases along with them.
They are going to build a 20-storey hotel in that street.
This hotel accommodates two thousand guests.
A laundry and dry-cleaning service is available.
Ex. 1 Match the words and their definitions:
1) hotelier a) a hotel room having twin beds
2) valet b) of a very high quality, high standard of comfort
3) porter c) to connect somebody by telephone
4) twin-bedded room d) to use a telephone by turning the dial or pushing
buttons to call a number
5) de luxe e) a person who owns or manages a hotel
6) luxury suite f ) a service provided in a hotel, by which guests can
order food and drink to be brought to their rooms
7)to put somebody through g) to register as a guest at a hotel / to pay one’s bill and
leave a hotel
8) to dial a number h) a person whose job is carrying people’s luggage
and other loads, eg. in railway stations, airports,
hotels, markets, etc.
9) to check in / out i) a hotel employee (a man’s personal male servant
who looks after his clothes, serves his meals, etc.)
10) room service j) a set of rooms in a hotel
Checking out, room rate, a reservation, dial, inform, room service, a single room, a call, fill
in, credit card.
Вrian: Good morning. I’d like to check in.
Reception clerk: Do you have … with us?
Вrian: Yes, I do. I made a reservation by phone last night.
Reception clerk: Your name, please?
Вrian: Brian Mitchell from San Francisco.
Reception clerk: Would you spell your name, please?
Вrain: M as in “Marry”, I as in “Isaac”, Т as in “Tommy”, С as in “Charley”, H as
in “Harry”, E as in “Edward”, double L as in “Lucy”.
Reception clerk: Okay. Let me see. You have a reservation for … . Is that correct?
Вrain: Perfectly correct.
Reception clerk: Have you already decided how many nights to stay?
Вrain: At least until Wednesday. But I may stay longer than that. When
should I … you about it?
Reception clerk: Let us know about your decision Tuesday night. You can give us …
until 11 p.m.
140
Вrain: All right. What’s the … ?

Reception clerk: 75 dollars per night. Please, … the registration card. Print your
name and home address.
Вrain: Should I sign my name?
Reception clerk: Put your signature right here. Okay, will you pay cash or by … ?
Вrain: By credit card. Do you need it right now?
Reception clerk: You can give me your credit card before …
Вrain: By the way, what’s the checking out time?
Reception clerk: One o’clock in the afternoon.
Вrain: Thank you. I have some additional questions.
Reception clerk: I’ll be glad to answer them.
Вrain: What about … ?
Reception clerk: Room service is available from 6 a.m. to 10 p.m. You can … your
order from the telephone in your room.
Вrain: Where is your restaurant?
Reception clerk: The restaurant is on the 1st floor. We also have a coffee shop. It’s
right here in the lobby.
Вrain: Thank you for the information.
Reception clerk: You are welcome. A bellboy will help you with your luggage.
Your room is number 1215. Enjoy your stay.
Вrain: Thanks.
Ex. 3 Remember the following rules and regulations when stopping at a hotel:
People almost always stay at hotels when they travel. It is advisable, therefore,
to remember the following:
The first thing to do is to book a room in advance either by e-mail, telephone or
telegram. Otherwise you may arrive at the hotel and be told that there are no vacant
rooms.
On arrival at the hotel go to the reception desk in the lobby and confirm your
reservation. The clerk will then give you a registration form to fill in and sign (the
form is filled in block letters). In smaller hotels you simply sign the visitor’s book and
give your permanent address.
At large hotels you may ask for any service by telephone. You tell the operator if you
wish to be called at a certain time, you call room service when you want a meal or
drinks sent up to your room, valet or maid service if you need something (a suit or
dress) cleaned or pressed.
Let the hotel management know in advance the day and time of your departure.
Ex. 4 Match the beginning of the following sentences with their corresponding
ending:
1) The payment for the hotel is a) give the key to the floor-keeper.
made
2) There is a unique checking- b) with the fire.
hour at the hotel
141
3) If you keep money and c) according to the price-list.

jewelry in your room
4) At the request of the d) if anything is broken or damaged.
guest and with the
administration’s approval
visitors can
5) When leaving the room the e) it is 12 o'clock.
guest must
6) They will have to repay the f ) it is your own responsibility and not of the
damage hotel.
7) The coupons for the hotel g) stay in the guest's room from 8 a.m.
till 11 p.m.
8) You are not permitted h) should be delivered to the reception-desk.
9) Visitors should be careful i) big luggage in their room.
10) The guests should not have j) to have some strangers in the room while
you are absent.
Ex. 5 Arrange the actions of the hotel guest in the appropriate order:
To sign in; to put up at; to pay in advance; to reserve a room in advance; to call the
chambermaid; to register at a hotel; to fill in an arrival card; to sign out; to press the
push-button; to settle the bill.
Ex. 6 Define the duties of the following members of the hotel staff:
The manager; the reception clerk; the porter, the bell-boy; the chambermaid; the
attendant; the lift-boy; the steward; the desk-clerk; the boot-boy.
III GRAMMAR
Ex. 1 Give the Past Participle of the following regular and irregular verbs:
To be, to play, to run, to have, to stay, to introduce, to begin, to bring, to come, to
press, to give, to leave, to put, to see, to arrive, to receive, to call, to send, to speak,
to take.
Ex. 2 Read and translate the following sentences:
1. We have already booked a room there. 2. Mr. White has already filled in his
registration form. 3. My parents have never paid a special fee for registration. 4.
The Browns have already stayed for a fortnight at this hotel. 5. Have they opened a
large indoor swimming pool recently? 6. The guest hasn’t decided yet whether to
engage a single or double room. 7. Are you hungry? – No, I am not. I have already
had my dinner at the restaurant. 8. The manager has been very busy lately. 9. Has
she ever been to Brazil? – Yes, she has been there twice. 10. Have you ever stopped
at this inn?
Ex. 3 Make up 10 sentences using the Present Perfect Tense and the vocabulary
of the lesson.
142
Ex. 4 Make the necessary substitutions and reproduce the dialogues:

1. A: I haven’t settled the bill yet. Have you?
B: No, I haven’t settled it either.
(A: had lunch, shaved, called the bellboy; B: had it, shaved, called him)
2. A: What’s Peter doing?
B: He’s writing a letter.
A: Has he called the chambermaid yet?
B: Yes, he has.
(A: settled the bill, packed all the things, had dinner)
3. A: I met Mary yesterday
B: How is she? I haven’t seen her lately.
A: She is fine.
(A: Peter, Alice, John; B: this month, recently, this week)
4. A: Peter has just come back from London.
B: Oh, has he? How did he like it? I have never been there.
(A: Paris, Madrid, New York)
5. A: Have you seen Mr. Brown today?
B: Yes, I have just seen him. He has just gone for a walk.
(A: Mr. White, Mr. Jones, Mr. Green; B: left the restaurant, paid for the room, put up
at the hotel)
Ex. 5 Read and translate. Make the sentences interrogative and negative:
1. The doorbell has been ringing for some time. Why don’t you open the door? 2.
The hotel porter has been helping the visitors with their luggage since morning.
3. I have been waiting for the chambermaid for half an hour. 4. How long have
they been staying at the Basarabia Hotel? 5. The tourists have been examining
the lobby of the hotel for 5 minutes. 6. Patricia has been filling in the arrival card
for half an hour. 7. My parents have been arranging their stay at the hotel for two
hours. 8. The guest has been pressing the push-button for 10 minutes. 9. We have
been calling the steward for 20 minutes. 10. Mary has been trying to register at the
hotel for a week.
Ex. 6 Add since or for to the following sentences:
1. They have been repairing this hotel … winter. 2. We have been dreaming of staying
at this hotel … a long time. 3. These two guests have been waiting for the manager …
half an hour. 4. The child has been drinking orange juice in the bar … ten minutes. 5.
It has been raining … yesterday afternoon. 6. You have been explaining this problem
to the lift boy … twenty minutes. 7. The chambermaid has been dusting the furniture
… a quarter of an hour. 8. We have been watching TV … 7 o’clock. 9. The visitors have
been having their lunch … 12 o’clock. 10. The bell boy has been carrying our luggage
… five minutes.
143
Ex. 7 Translate the following sentences into English using the Present Perfect or
the Present Perfect Continuous Tense:
1. Părinţii mei tocmai au venit de la hotel. 2. De cît timp aşteptaţi managerul? 3.
Oare Jack a terminat deja prînzul? Au trecut doar zece minute de cînd i l-am dat. 4.
Ai încercat vreodată să rezervezi o cameră din timp? 5. Fratele meu completează
formularul de sosire de la ora 8. 6. Femeia de serviciu de la hotel face ordine in
cameră de mai bine de o oră şi nu a terminat încă. 7. Ei privesc televizorul de vreo
două ore, dar nu şi-au terminat încă temele. 8. De cînd discutaţi cu managerul
această problemă? 9. De cînd staţi la hotelul Moscova? 10. De cînd aşteptaţi în hol?
De la ora nouă dimineaţa.
1. Мои родители только что вернулись из гостиницы. 2. Как долго вы ждете
администратора? 3. Неужели Джек уже закончил обедать? Прошло всего
лишь десять минут, как я ему его дал. 4. Ты когда-либо пробовал бронировать
комнату заранее? 5. Мой брат заполняет бланк прибытия с 8 часов. 6. Горничная
убирает комнату больше часа, и еще не закончила. 7. Они смотрят телевизор
уже больше двух часов, хотя еще не закончили делать домашнее задание. 8.
Как долго вы обсуждаете с администратором эту проблему? 9. Как долго вы
проживаете в гостинице “Москва”? 10. Как долго вы ждете в вестибюле? С
девяти утра.
IV READING
А. Hotels of the Past
“Let me get that straight,” Christine said. “Are you saying that a hotel isn’t
responsible legally for anything its guests may do – even to other guests?”
“Yes, I have read somewhere that the law is quite clear on that. In fact, it goes
back to the English inns, beginning with the fourteenth century.”
“Tell me please about it.”
“I’ll give you the shortest version. It started when the English inns had one great
hall, warmed and lighted by a fire, and everyone slept there. While they slept it was
the landlord’s business to protect his guests from thieves and murderers.”
“That sounds reasonable.” “And the same thing was expected of the landlord
when smaller chambers began to be used, because even these were always shared by
strangers.”
“When you think about it,” Christine remarked, “there wasn’t much privacy.”
“That came later when there were individual rooms, and guests had keys. After
that the law looked at things differently. The innkeeper protected his guests from
robbers. But beyond this he had no responsibility, either for what happened to them
in their rooms or what they did.”
“So I have realized that the key made the difference.”
“It still does,” Peter said. “The law hasn’t changed. When we give a guest a key it’s
a legal symbol, just as it was in an English inn.”
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B. Hotels of the Future

“It’s more a project of what hotels are going to be like in a few years.
The first thing we intend to simplify will be Reception, where checking in will
take a few seconds at the most. The majority of our people will arrive directly from
air terminals by helicopter, so a main reception point will be a private roof heliport.
Secondly there’ll be receiving points where cars and limousines can drive directly to
a lobby, the way we do it now.
Guests with reservations will have a key-coded card. They’ll insert it in a frame
and immediately be on their way by individual escalator section to a room. If a room
isn’t ready we’ll have small portable way stations. These will be cubicles with a couple
of chairs, wash basin and space for luggage, just enough to freshen up after a journey
and give some privacy. People can come and go, as they do with a regular room, and
my engineers are working on a scheme for making the way stations mobile so that
later they can go directly to the allocated space.
For those driving their own cars there’ll be parallel arrangements, with coded,
moving lights to guide them into personal parking stalls, from where other individual
escalators will take them directly to their rooms. In all cases baggage will be rooted
into rooms, actually arriving ahead of the guests.
Similarly, all other services will have automated room delivery systems – valet,
beverages, food, florist, drugstore, newsstand; even the final bill can be received and
paid by room conveyor. And incidentally, apart from other benefits, I’ll destroy the
tipping system from which we suffer along with our guests for years. My building
design and automation will keep to a minimum the need for any guest room to be
entered by a hotel employee.
All this, and more, can be accomplished now. Our remaining problems, which
we try to solve, are principally of co-ordination, construction, and investment.”
after Arthur Hailey, "The Hotel"
Ex. 1 Find in the texts English equivalents to the following words and word
combinations:
Hotel; stăpînul hotelului; a proteja de hoţi şi ucigaşi; legea; a privi lucrurile; respon
sabilitate; cîţiva ani înainte; înregistrarea; bagaj; băuturi.
Гостиница; хозяин гостиницы; защитить от воров и убийц; закон; относиться к
вещам по другому; ответственность; через несколько лет; регистрация; багаж;
напитки.
1. What were old English inns like?
2. Who protected the guests from thieves?
3. What happened when smaller chambers began to be used?
4. What are the responsibilities of the landlord since the introduction of individual
rooms with keys?
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5. What does the hotel key symbolize for the guests?

6. What will be simplified in the new project first?
7. How will guests reach their rooms?
8. Where will guests wait if their rooms are not yet ready?
9. What arrangements will there be for those driving their own cars?
10. In what way will other services be improved?
1. The law, in fact, goes back to the English inns, beginning with the fifteenth century.
2. At the beginning English inns had a small hall and everyone slept there.
3. While the guests slept it was the landlord’s business to protect them from thieves
and murderers.
4. When smaller chambers began to be used they were always shared by strangers.
5. When there were individual rooms and guests had keys the law looked at things
differently.
6. Few people will arrive directly from air terminals by train, so the main reception point
will be a private roof heliport.
7. The rooms will have no chairs, no wash basin, no space for luggage and no privacy.
8. The baggage will be rooted into rooms, actually arriving ahead of the guests.
9. All services will have automated room delivery systems, that is valet, beverages, food,
florist, drugstore, newsstand and even the final bill can be received and paid by room
conveyor.
10. The remaining problems we don’t plan to solve are principally of co-ordination,
construction and investment.
We took a cab from the Union Station to the Ramada Inn. The hotel was within
… walking distance from … station but Bruce had … very heavy suitcase. The cab
had no … meter. The cabbie said that fares were determined by taxi fare zones. Later
Bruce explained that Washington was … exception, not … rule. In most cities, he said,
cabs had meters.
At the hotel we checked in without any problems. … desk clerk confirmed my
reservation for … double room. We filled out registration forms and got our key. The
bellman took Bruce’s suitcase up. I wondered how much I should pay him. Bruce said
… one-dollar tip would be OK.
Our room was not … room but a suite. In fact, it was … whole apartment with …
kitchenette, … refrigerator and even … bar. On my bedside table I found … Bible.
Bruce said there was one in every hotel room. Can you imagine that?
Ex. 5 Fill in the blanks with the prepositions listed bellow:
On, of, with, to, at, because, with, for, of, with
The Moskva is one … most modern hotels … Bulgarian Black Sea coast at the Zlatni
Pyassatsi resort. Visitors … the Moskva Hotel can have a fine holiday … the sea-shore,
… the sea is here only 20 yards away and the beach is fine. The 13-storey hotel overlooks
the sea. It has all modern conveniences, … 157 rooms and 13 suites. The rooms have
beautiful balconies … a view … the sea and lounging chairs … guests and sunbathing.
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There is a cigarette stand, a post office counter, information and foreign exchange
desks, as well as a free parking space. The nearest eating place is the Kriva Lipa
restaurant. Here the guests can find a wide choice … dishes and old wines. There is a
dance floor … a first-class jazz band, as well as a fine bar.
The hotel’s position … the beach, the natural forest and the mountains make it a fine
holiday place.
Hotels, passport, services, relatively, expensive, a restaurant, surroundings, possessions,
implies, come true, reception, travelers, food, accommodation, offer, staff, types, photo,
concierge, price
Hotels are a type of accommodation in which guests rent a furnished room by the
night. This is usually a more … option than hostels or guest houses. Today, many … of
hotels are available for … Budget hotels offer a basic standard of …, often much like a
hostel, where en suite baths may cost extra. Boutique hotels are a … new category of
small, unique and often luxurious … that still offer a relatively good … Luxury hotels,
as the name …, are in the business of making dreams … with rich …, delicious … and
… to provide for every guest’s caprice.
In a way, hotels seek to make guests homes away from home. Hotels will usually
offer a 24 hour … so that travelers may check in at any time, and will usually require a
… for the safety of all guests. In addition to private rooms, hotels often … : a TV set, a
radio, tea and coffee facilities in-room, en-suite bathrooms, … , a bar, a guest lounge
with library, a gym for guest use, possibly with a swimming pool and sauna, laundry
and dry cleaning services and … services.
Hotels are usually cleaned to a very high standard and kept secure with a variety of
security … and cameras. To ensure your personal safety and that of your … it is wise
to carry a photo and to keep your … and wallet/purse with you at all times.
Ex. 7 Retell the content of the texts.
V CONVERSATION
Ex. 1 a) Read, translate, entitle and reproduce the following dialogues:
***
Client: Can you recommend me a good hotel?
Taxi driver: Why, yes. I advise you to stay at the Basarabia. It’s a new modern hotel
accommodating about 400 guests; very comfortable rooms furnished
in modern style; air-conditioning, hot and cold running water in every
bedroom.
Client: Well, it suits me. And what about other facilities for the guests? Are there
any?
Taxi driver: I hope so. I hear they have recently opened a large indoor swimming
pool. There is also a nice ballroom on the ground floor. I think you will
find many other special attractions.
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***
Customer: I’d like to have a double room with bath for a day or two.
Clerk: Have you made any reservations?
Customer: In a way yes. I rang up my friend and he promised to do his best to book
accommodation with you.
Clerk: Let me see… What is your name?
Customer: My name is John Brown.
Clerk: Well, everything is all right. Be so kind as to register. Here is an arrival
card. We have kept number 247 for you, second floor.
***
Customer: My name is Murphy. I have booked a room here.
Clerk: I’m sorry, sir, but unfortunately we are all packed full. With many
delegates arriving now to the international conference of teachers,
accommodation is scarce at any town hotel. You should put up with this
fact.
Customer: But I don’t want to put up with this fact, I mean to put up at your hotel,
sir. Can I see the manager?
Clerk: Certainly, sir… But you needn’t make a fuss. Don’t worry so much.
We shall try to do something for you. Some reservations have been
cancelled but the rooms are not very nice.
Customer: What are those rooms like?
Clerk: All singles, no shower, no telephone.
***
Clerk: You are signing out today, aren’t you?
Customer: Yes, I shall only pack my things and come to the office to settle the hotel
bill. Make it ready, please.
Clerk: Shall I send the porter to help you with your luggage?
Customer: Yes, surely. I want my luggage to be sent to the airport.
Clerk: As you like, sir… Just a minute, Mr. Smith. Where are we to forward your
letters?
Customer: Well, I’m leaving for home and you have my permanent address, haven’t
you?
***
Clerk: Have you filled in your registration form, Mr. Black?
Customer: Oh yes, here you are, sir.
Clerk: May I have your passport? It is to be taken to the police for registration.
You will have to pay a special fee for it.
Customer: I know. What are your residential and transient rates?
Clerk: They are 1 euro and 1 dollar correspondingly.
Customer: I shall pay the residential tariff, shan’t I?
Clerk: Certainly, transient rates are paid by transient guests and you will stay
for a fortnight which enables us to count you for a resident.
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Ex. 2 Agree or disagree with the following statements. Give your reasons:
1. A porter is a person who keeps the rooms in order.
2. It isn’t good to reserve a room by telegram.
3. The rates for those who stop for a night or two are lower than for those who
stay at a hotel longer.
4. I f a guest wants his breakfast in his room, a desk-clerk or a manager will bring
it to him.
5. When a national or international congress takes place in the town it is usually
very easy to get hotel accommodation.
Ex. 3 Make up short stories using these statements:
1. You are a guest at a hotel. You want to be awakened at 8 a.m. You ring up
the desk clerk.
2. Leaving the hotel you ask the desk clerk to have your bill ready for you. When
you see the bill, you are surprised. It is not what you expected.
3. You arrive at the hotel where you have reserved a room in advance (by telegram).
The reception clerk says your name tells him nothing.
4. You are leaving the hotel and you want your luggage to be taken down. You ring
the desk clerk.
5. You are flying to Edinburgh tomorrow where you will be spending a few
days. They recommend you to stay at the Castle Hotel. Wishing to make a
reservation you phone the manager.
Ex. 4 Work with your partner. Discuss or dramatize the following situations:
1. L ate at night you arrive at the hotel where you have reserved a room. The
sleepy reception clerk says he can’t find your reservation and the hotel is full.
He says you had better wait till tomorrow morning. Some guests are supposed
to sign out at 10 a.m.
2. You have been staying at the hotel for 5 days and found that it isn’t a very
happy place to stay in. Everything here is getting on your nerves - the
chambermaids shout loudly early in the morning, they don’t change bed
linen in time, the steward is careless, the desk-clerk never does what you ask
him to. You want to sign out but you have paid in advance for 10 days.
VI CREATIVE WORK
Ex. 1 Write in details the way a person should put up at a hotel.
Ex. 2 Write short stories using these statements:

1. You phone a hotel receptionist. You want to book rooms for yourself, your sister, her
husband and two children for a two weeks’ holiday in June.
2. Describe the feelings when your friend or you came to a big city and could find no
accommodation. What did you do?
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3. Imagine that you have just arrived at a small resort town and are looking for a
room to rent. What questions will you ask the landlady?
4. You arrive in London and go to a small hotel in Kensington. Describe all that
happens, what you say from the time you go through the door till the time when
you find yourself in your room. Then describe the room.
5. Welcome a foreign guest to your city, tell him about the room you reserved for
him and about the plans for the next day.
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Lexical topic: Everyday Services
Grammar theme: Indirect Speech (I)
Lesson
11
I WARMING UP
1. What labour-saving devices have you got at home and why did you buy them?
2. Have you ever had a bad experience with any household appliance?
3. What Personal Service Establishments are there in your town and what service do
they provide?
4. Can you imagine your life without everyday services? Why not?
II VOCABULARY
Labour-saving devices to be baggy at the knees
electric appliances to be tight in the shoulders
indispensable in the household hosiery
to save a lot of time and labour to darn socks
the latest model to shrink (shrank, shrunk)
moderate/ reasonable price to develop and print snapshots
light in weight to keep perfect time
noiseless to be 5 minutes fast / slow
dishwashing machine skin treatment
washing machine skin irritation
sewing machine massage
vacuum cleaner/hoover (Br. E) at the hairdresser’s / at the barber’s
freezer hairdo
refrigerator/ fridge haircut / clipping
electric floor polisher to have one’s hair clipped
dough-mixer hairdryer
blender / mixer to trim
coffee-grinding machine / coffee- to have one’s beard / moustache trimmed
grinder to cut/ pare/ trim one’s nails
microwave oven to do / manicure one’s nails
all purpose electric kitchen appliance to file one’s nails
potato-peeler to have one’s toenails cut
vegetable-cutter to have the skin on one’s feet softened
electric lights go out chiropody / pedicure
to change the bulbs to trim one’s hair at the back and sides
to mend the fuses close shave/ clean-shaven
multiple service establishment close/ narrow shave
minor alterations and repairs safety/ straight razor
to put on patches shaving brush
to mend rips and tears at the shoemaker’s
to rip the seams of a garment to be worn down
to press creased clothing to want repairing
to iron to heel a pair of shoes
to sew (sewed, sewn) a button on
to wrinkle at the waist
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Vocabulary exercies
Ex. 1 Study and memorize the following information:
Public Service Establishment Offering It People Offering It
laundry
Laundering & ironing launderette laundress
laundromat
dry cleaner
dry cleaning & dying dry cleaner’s & dyer’s (shop)
dyer
shoe repair shoemaker’s (shop) shoemaker
watch repair watchmaker’s (shop) watchmaker
TV/DVD/radio repair TV/DVD repair shop/ service TV repairer
motor repair’s
motor & car service mechanic
garage (service)
document copying & typist
Xerox office
printing/ typing Xerox machine operator
hairdresser’s hairdresser
hairdressing &
barber’s barber
manicuring/
manicurist’s manicurist
chiropody (pedicure)
chiropodist’s chiropodist
making clothes tailor’s (shop) tailor, dressmaker
taking photos photographer’s photographer
Manicure, latest style, tender, prosperous, appearance, dyed, rely, bald patch, hanging in
strands, becoming, shampooed and set, hairdo, trimmed, a knot, bleeding
At the Hairdresser’s
Mary: Darling, I hope you haven’t forgotten about the party we were invited to
last week?
Jоhn: Certainly not, my dear. I was just going to remind you of it.
Marу: You needn’t remind me of such things, John. But you can’t expect me to
go to the party looking like that.
John: What’s wrong about your…? I think you look quite nice.
Mary: That’s man all over! He calls it nice with my hair … and my fingers that
need a… .
John: I dare say you are right, Mary. As to me, I need a shave badly. Look here! There
is nothing to worry about. We have plenty of time yet before the party.
(No sooner said than done. Mary goes to a hairdresser’s.)
Hairdresser: Good afternoon, madam. Would you sit here, please? What would you
like?
Mary: I want my hair …
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Hairdresser: Very well, madam. Could I help you to put on this cape?
Mаrу: Shall I lean over?
Hairdresser: Yes, please. Would you like a colour rinse or tinting?
Marу: No, thank you. … hair is not very much in fashion now. My hair is
naturally auburn. So, after washing it’ll look fine.
Hairdresser: All right. Now I’ll just dry your hair and set it. Do you prefer this …?
Marу: Oh, no. It may be beautiful but the trouble is there are so many women
going about with this hair style. They look so much alike that one can’t
tell them apart.
Hairdresser: Well, would you like to have it done in … at the back? I’m sure it’ll look
nice on you, madam.
Mary: I am not sure, but, good, I … on you.
(Meanwhile John is having a talk with a barber.)
Barber: Good afternoon, sir. What can I do for you?
John: I want a shave and a haircut.
Barber: Yes, sir.
John: Be careful, my skin is very ….
Barber: Don’t worry, sir. It happened only once that I cut a customer. He jerked
his head and I cut his cheek. But I soon stopped the … Would you like a
hot towel massage?
John: Yes, please. I want to have my moustache and beard …
Barber: Very good, sir. Now, for the haircut. How short would you like it?
John: Not too close. Don’t take too much off on the top.
Barber: I see. Your hair is getting rather thin.
John: Yes. Soon I’ll have a splendid … on my top. Just think of it, once I used to
have a mop of hair really: How time flies!
Barber: May I advise you to change your parting? Would you like it on the right
side, sir?
John: Good.
(An hour later John and Mary meet at home.)
John: Oh, Mary, you are a regular beauty with this new … It’s awfully … to you!
Mary: It is, isn’t it? Aren’t you a darling too? Looking so young and … I’m sure
all the girls at the party will fall in love with you at first sight.
1. electric appliance a) a type of oven that cooks food very quickly using very short
electric waves instead of heat
2. noiseless b) the action of pressing and rubbing someone’s body with
your hands, to help them relax or to reduce pain in their
muscles
3. vacuum cleaner c) treatment for feet and toenails, to make them more
comfortable or beautiful
4. microwave oven d) an electric machine that you use to mix liquids and soft
foods together
5. to iron e) without making any sound
6. hosiery f ) a machine that blows out hot air for drying hair
153
7. massage g) a piece of electric equipment such as a cooker or washing

machine, used in people’s homes
8. hairdryer h) a general word for tights, stockings or socks, used in shops
and in the clothing industry
9. pedicure i) to make clothes smooth using an iron
10. blender j) a machine that cleans floors by sucking up the dirt from
them
Ex. 4 Match the beginning of the following sentences with their corresponding
ending:
1. Good afternoon, gentlemen, a) will it wear well?
2. I just want to look at patterns of cloth, b) it fits perfectly.
3. Will you just look through c) do you like them wide?
4. I like that; d) are you being attended to?
5. Now what style do you want, e. but ready-made suits won't fit my
figure at all.
6. I got a suit that might have been made f ) he will show you our stock.
for me –
7. Now about the trousers, g) and the fitter will measure you?
8. If you go into the next department h) I want a new suit.
with this assistant
9. You are lucky, getting out of it, i) single-breasted or double-breasted?
10. Will you just step into the fitting- j) this book of patterns?
room
Ex. 5 Supply the suitable words from the list below:
Shoeblack, tailor, photographer, mender, locksmith, watchmaker, hairdresser, client, dyer,
electrician
1. A person whose trade is the making of outer clothes is called …
2. A person who makes controls or repairs electric wiring, appliances and machinery
is called …
3. A person who makes and repairs locks, etc. is called …
4. A person whose trade is dyeing is called …
5. A person who cuts and dresses men’s and women’s hair is called …
6. A person who repairs, puts right, restores to a good condition, as a shoemaker,
watchmaker, locksmith, etc. is called …
7. A person who visits a service establishment to get his things repaired, fixed or
restored is called …
8. A person who stands in a public place and, for a small fee, cleans the shoes of
passers-by is called …
9. A person who cleans and regulates watches is called …
10. A person who develops and prints photos is called …
Ex. 6 Complete the sentences using the pattern below:
1. A suit, if crumpled, has to be ironed.
2. Shoes and boots, if worn down, have to be …
3. Woolen clothes, if stained, have to be …
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4. Dresses and shirts, if shrunk, have to be …

5. Clothes, if out of fashion, have to be …
6. A coat, if torn, has to be …
7. A button, if come off, has to be …
8. Sleeves, if very long, have to be …
9. A household appliance, if out of order, has to be …
10. Trousers, if short, have to be …
Ex. 7 Explain in English the meaning of the following words:
Express shoe-repairer’s, a camera, the barber, shaving lotion, permanent wave, a self-
service laundry, to take one’s measurements, a floor polisher, a spray, a rental office.
III GRAMMAR
Ex. 1 Change the following statements from Direct into Indirect Speech:
1. Mary says: “I can never find anything suitable in the stores.”
2. Mother says: “If you like we can call in at the tailor’s this afternoon.”
3. Peter says: “My suit is terribly worn.”
4. My brother says: “I am in a hurry for my coat – I’m leaving tomorrow.”
5. Father says: “They have a pattern of that cloth here.”
6. Bob says: “They have some very good new tweed suiting in brown and grey.”
7. Irena says: “We have a fine range in ready-to-wear clothes.”
8. Tom says: “This pattern seems to be right.”
9. Jack says: “You can make me a suit of that cloth”
10. Barbara says: “I think double-breasted style seems more fashionable at present.”
11. Sue says: “Ready-made suits won’t fit my figure at all.”
12. They say: “We don’t do light-coloured clothes express service.”
13. The grandfather says: “I will take my coat to the cleaner’s.”
14. My aunt says: “You haven’t taken the buttons off.”
15. His cousin says: “My parents are sending the suit to me this afternoon. ”
Ex. 2 Change the following questions from Direct into Indirect Speech:
1. She asks: “Is your uncle James a good cook?”
2. He asks: “Have you good ready-made suits?”
3. They ask: “Does your brother fix electric devices himself?”
4. Fred asks: “When can I come to try on the trousers?”
5. My grandmother asks: “Can you imagine your life without everyday services?”
6. John asks: “When is your fitting?”
7. H
is girlfriend asks: “What Personal Service Establishments are there in your town?”
8. O
ur neighbor asks: “Have you ever had a bad experience with any household
appliances?”
9. Her uncle asks: “Do you have a pair of scissors?”
10. Her friend asks: “What can you say about shoemaker’s shops in your town?”
11. The hairdresser asks: “Do you have your hair set regularly?”
12. The husband asks: “How long does it take the dry cleaner’s to clean a suit?”
155
13. The shop-assistant asks: “Would you try the pants on?”
14. The photographer asks: “Are you good at photography?”
15. My brother asks: “Is photography your hobby?”
16. Helen asks: “Where do you have your hair set?”
17. The mother asks: “Do you manage to do all the work by yourself?”
18. The laundress asks: “Who helps you with the washing up?”
19. The client asks: “Does it sit well on the shoulders?”
20. The mechanic asks: “What is the capacity of your washing machine?”
Ex. 3 Change the following requests from Direct into Indirect Speech:
1. She says: “Remove the stain with petrol.”
2. They say: “Come this way, please,”
3. Ted says: “Show me your new TV set, John?”
4. Ann says: “Make the dress half an inch longer.”
5. My brother says: “Come next Friday for a final fitting.”
6. Her sister says: “Go to the cleaner’s first.”
7. Their friends say: “Don’t use too much soap with the coloured clothes.”
8. Alice says: “Come and pick up your shoes tomorrow.”
9. Jack says: “Develop and print this film.”
10. Henry says: “Give me two films for this camera.”
11. Brain says: “Take your receipt.”
12. Jane says: “Don’t complain about your new washing machine.”
13. George says: “Come and see the new camera today in the afternoon.”
14. Jim says: “Show me a vacuum cleaner that is light in weight”
15. Tom says: “Don’t switch on the mixer. It needs mending.”
IV READING
The Changing Pattern of Our Life
Sometimes when we switch on our automatic washing machine or vacuum
cleaner we think of the days when all the household chores took hours and hours to
be done.
Much preparatory work had been done on the washday, for example, as there was
no tap water and no gas heater.
When I think of the washdays of my grandmother’s childhood in the 1920’s, I
see long lines of white bed linen, clothes, baby clothes; and rows of towels, tea towels
and other small articles lying on the green grass to bleach in the summer sunshine.
The rain water was collected from the roof of our farmhouse into a tall barrel and
transferred to the washing boiler. This was often a Saturday afternoon task for my
father as it needed someone tall and strong to bucket the water from one to the other.
On Mondays at 7.30 a.m. the fire got going under the boiler and in about half an
hour the washing began.
The new electric appliances have changed the pattern of our home life completely:
the washing, cleaning and cooking take much less time.
156
Now the daily routine is constantly changing due to the fact that more labour-
saving devices have been introduced into our lives.
But the new devices have made the household work more sophisticated. One
should know how to use all these electric appliances, how to make them work so
that they don’t break very often and don’t give us much trouble. What things must
we get first: an electric toaster, a hoover, a refrigerator or a washing machine? And
how shall we make use of our leisure time now when we have more and more free
time?
binations:
Aspirator; lucru de rutină; apă de la robinet; copilărie; lingerie de pat; lucruri; a se
înălbi; aparate electrice; datorită faptului; a folosi; a se strica; a face probleme; frigider;
timp liber.
Пылесос; рутинная работа; водопроводная вода; детство; постельное белье;
вещи; отбелить; электрические приборы; благодаря тому, что; использовать;
ломаться; создавать проблемы; холодильник; свободное время.
1. Why did the household chores take hours and hours to be done in the past?
2. Did it take much time to do the washing in the country in the 1920’s? Why?
3. What do you imagine when you think of the washdays of your grandmother’s
childhood?
4. Whose task was to collect water? Why?
5. How much time does it take you to do the washing now?
6. What has changed the pattern of our home life completely?
7. What labour-saving devices have been introduced into our lives?
8. Why have the new devices made the household work more sophisticated?
9. Do women know how to make use of their leisure time now?
10. How much time does it take you to do the rooms?
1. In the past all the household chores took little time to be done.
2. Little preparatory work had been done on the washday, for example, as there was
tap water and gas heater.
3. The rain water was collected from the roof of our farmhouse into a tall barrel and
transferred to the washing boiler.
4. This was often a Monday afternoon task for my brother.
5. On Mondays at 7.30 a.m. the fire got going under the boiler and in about half an
hour the washing began.
6. Nothing has changed the pattern of our home life.
7. Now the daily routine is constantly changing due to the fact that more labour-
saving devices have been introduced into our lives.
8. The new devices have made the household work easier.
9. These electric appliances break very often and give us much trouble.
10.The first thing we must get is a washing machine.
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Yesterday’s Luxury Is Today’s Necessity
Helen: How do you manage to do all the work by yourself, Mary, with a family of
four?
Mary: Well, … housework keeps me, busy, you know. As soon as one job is finished
there is another waiting to be done. The children are too small to help.
John: Don’t forget to say that I do my share. I’m always willing to lend … hand.
Helen: Oh, John, I haven’t seen you doing much housework.
John: Oh, haven’t you? Who helps with … washing up? Who mends anything that
gets broken? And when the electric lights go out who changes … bulbs or
mends … fuses? I think I do my share.
Mary: Yes, he’s very useful, Helen. Besides, he helps with … children.
John: And I must admit that housekeeping is much easier than it used to be. Times
have changed. Now we don’t think what blessing electricity is. We soon
become accustomed to new things and take them for granted. Nobody
thinks of electricity as … luxury now. Yesterday’s luxury is today’s necessity.
Mary: I don’t know what I should do without my vacuum cleaner, washing machine
or refrigerator, to say nothing of television and … telephone.
Helen: Will you show me your TV set, John?
John: It’s … new model. With … very stylish silvery body and … liquid-crystal color
800x600 dot resolution TFT screen. … resolution is not large but we like its
design; and Mary says it suits our interior and it’s wall mountable.
Mаrу: That’s true. We have no reason to regret. And now let me show you my new
washing machine. We’ve purchased it in … credit. And I like it so much!
Helen: Is it so special?
Mary: Yes! First of all it uses less energy than most other machines of its class. Then
you know how much I hate ironing. So, … innovative steam programme
continuously sprays steam and gently rotates … drum to remove effectively
creases and odours from … fabric between washes.
Helen: And what is … capacity?
Mary: This machine has … large 8kg capacity drum to allow you to wash bigger
loads and bulkier items at one go.
Jonh: It has 9 different washing programmes!
Mary: But still... It’s … pity that no one has invented … ironing machine yet.
Ex. 5 Fill in the blanks with the prepositions listed below:
On, out, for, on, in, on, under, for, on, in
At the Tailor’s
William: I have called to be fitted on for my suit.
Tailor: Oh, yes! Will you come this way, please, and I’ll send … your suit? Will you
try … the coat and waistcoat! How does that feel?
William: Yes, it’s not bad. I think this sleeve is rather … the short side – could you
lengthen it?
Tailor: Yes, it is a bit short; I’ll make it half an inch longer.
William: The coat’s tight … the armpits.
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Tailor: Yes. I’ll let it … a little there and take it … at the waist; it is rather too full
there. Apart from that, I think it is very good.
William: Does it sit well … the shoulders? I am always difficult to fit there.
Tailor: Yes, it sits quite cozily there. This is the lining we are putting …; do you like
it?
William: Yes, I think that will look very well; when will you have finished?
Tailor: Can you call next Friday … a final fitting? It will be finished then, but we
can see if any further alterations are needed.
William: Very good. Have a nice day then. And see you … Friday.
Tailor: Have a nice day too, sir, and thank you.
Dryer, suit, first, launderette, morning, soap, cleaner’s, crowded, dress, empty, waste time,
this, clothes, machines, spots
The Dry Cleaner’s and the Launderette
Jane: We ought to go to the cleaner’s first.
Sheila: No, we ought to go to the launderette … , oughtn’t we? It’s nearer. We don’t
want to … .
Jane: Yes, you are right but it’s usually very …, isn’t it?
Sheila: Yes, but there must be at least 2 empty … . Here’s the …
Jane: The machines that are next to the … are empty, aren’t they?
Sheila.: No, those are full. These two are … Now remember. You mustn’t use too
much… and you mustn’t put bleach in with the coloured …
Jane: Yes, I know. You sound the same as Mum.
Sheila: Sorry. I think I ought to go to the … now. We haven’t got much time.
Jane: Yes, you are right. We oughtn’t to waste time.
Sheila: Is it possible to have this … cleaned by this afternoon?
Lady: Yes, madam.
Sheila.: Is it possible to have my … done, too? There are a few … on the jacket.
Lady: No, we can’t do the suit by … afternoon. Can you collect it tomorrow …?
Sheila: Yes, I can.
Ex. 7 Read the following text and choose the correct alternatives:
History of Photography
George Eastman, a Rochester bank clerk, became interested/interesting
in photography in the late 1870s. He spent three years developing a dry-plate
process for photography. After obtaining patents for the process and for a machine
to produce/use large numbers of the plates, he formed the Eastman Dry Plate
Company in 1881. Three years later, Eastman introducted/introduced a new film
system using paper coated with gelatin and wound on a roll. With roll holders
adopted/adaptable to most existing plate cameras, the system was an immediate
success. In 1884 the company changed/exchanged its name to Eastman Dry Plate
and Film Company.
In 1888 the company discharged/launched the first easily portable camera, priced
at $25 and holding enough rolled film for 100 exposures. To develop/design the film;
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owners sent the entire camera to Rochester, where the film was processed and new film
inserted in the camera. Eastman called it the Kodak camera, inventing/discovering the
name by trying combinations of letters starting and ending with K, which he considered
“a strong, incisive sort of letter”. The company advertised the camera with the slogan
“You push the button, we do the rest.” With its small size and ease/easy of use, the Kodak
camera introduced a revolution in photography, helping to open the hobby to masses
of amateur/professional photographers.
Ex. 8 Retell the content of the text The Changing Pattern of Our Life.
V CONVERSATION
Ex. 1 Read, translate, entitle and reproduce the following dialogues:
***
Client: I would like to have these shoes repaired. As you see my heels worn
down.
Shoemaker: Yes, new heels are to be put on.
Client: Will you repair the shoes while I wait?
Shoemaker: I’m very busy now. You can pick up your shoes tomorrow.
Client: At what time?
Shoemaker: Any time.
Client: How much will it cost?
Shoemaker: $6. What’s your name, please?
Client: Peter Brown
Shoemaker: All right. Here’s your sales slip. You’ll pay tomorrow when getting the
shoes.
Client: Thank you.
***
Client: Do you do alternations?
Tailor: Yes, we do.
Client: I’d like to have these pants shortened.
Tailor: All right. How many inches?
Client: Not more than two.
Tailor: Would you try the pants on? I’d like to see them on you. Our fitting room is
to the left.
Client: Okay. Just a minute. When can I pick up my pants?
Tailor: They will be ready on Monday.
***
Photographer: Good morning. May I help you?
Client: Yes. I’d like to have this film developed and printed.
Photographer: Okay. Anything else?
Client: Please, give me two films for this camera.
Photographer: Here you are. 4 dollars and 35 cents.
Client: When will my pictures be ready?
Photographer: It will take us five days. Here’s your receipt.
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***
Client:: I’m afraid I’ve got a complaint to make about my washing machine.
Mechanic: I’m sorry to hear it. What’s the matter with it, exactly?
Client:: Well, when I turned it on yesterday, there was a blue flash and then it
just stopped. So I haven’t been able to finish the wash.
Mechanic: I see. And is it still under warranty?
Client: Yes, we bought it about two months ago.
Mechanic: All right. I’ll come and see it today in the afternoon. What’s your
address?
Client: 22 Oxford street. Thank you very much. I’ll be waiting for you.
Ex. 2 Make up dialogues using the following clues:
a) Complaint about a refrigerator. Nature of complaint: sudden peculiar noise, motor
cut out, had to cook and eat all the frozen food. When bought: three months ago.
b) Complaint about a gas cooker. Nature of complaint: automatic timer is broken,
hermostat has stopped working, too; yesterday’s dinner was ruined. When bought:
six months ago.
c) Complaint about a television set. Nature of complaint: making strange buzzing
sound for two days, smell of burning last night, had to switch off – family missed
favourite show of the week. When bought: ten days ago.
Ex. 3 In pairs, discuss which of the following devices and electric appliances:
is the most useful
saves the most time
wastes the most time
is largely a waste of money
you would choose if you could only have one of them.
1. Colour flat screen TV 6. Hairdryer
2. Fridge 7. The LG steam washing machine
3. Electrical knife 8. Canon Photo Printer
4. Steam Generator Ironing 9. Camera
5. Home Phone 10. Laptop.
Ex. 4 What will you do if:
1. You need some photos to renew your passport;
2. Your hair looks untidy;
3. Your dress fits you badly but still you want to wear it;
4. Your watch glass has got cracked;
5. Your watch is fast;
6. You have some butter stains on your new jacket;
7. Your coat is creased;
8. Your hair seems too straight for me;
9. The sleeves of your jacket are frayed;
10. Your coat button has come off.
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VI CREATIVE WORK
Ex. 1 Write in details your visit to the tailor’s.
Ex. 2 Describe the pictures below:
Ex. 3 Write short stories using these statements:

1. Everyday services have given us the possibility to be less busy about the house.
2. Women’s work is never done. As soon as one job is finished there is another waiting to
be done.
3. Housekeeping is much easier than it used to be. Times have changed.
4. Nowadays we don’t think what a blessing electricity is. We take it for granted.
5. Give an imaginary account of how you decided to have an evening dress (trouser-suit,
coat) made to measure.
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INDEPENDENT USER B1 Threshold
Lexical topic: Healthcare
Grammar themeS: The Simple Past
Tense. The Complex Object
Lesson
12
I WARMING UP
1. Do many people consider themselves healthy nowadays?
2. Which are the factors that make our health better/worse?
3. For which problems will you go to a doctor?
4. How do you take care of your own health?
II VOCABULARY
first aid kit rash to be (un)conscious
pharmacy; pharmacist insect bite to have a heart attack
prescription bruise to have an allergic reaction
pain reliever/killer cut to get an electric shock
cold tablets/pills/capsules sunburn to get frostbite/burnt
cough syrup blister to overdose on drugs
throat lozenges swollen finger to feel dizzy
eye drops cough to feel nauseous
nasal spray sneeze to throw up/vomit
ointment headache to have a bloody nose
sore throat toothache to have a running nose
nasal congestion earache to have a sprinkled ankle
fever/temperature stomachache to be fit and healthy
cold/flu backache to be good/bad for one’s health
ear infection waiting room to be in good/poor health
measles insurance card to make an appointment
mumps examining room to check blood pressure
allergy blood pressure gauge to take the temperature
diabetes blood test to look in the throat
asthma syringe to examine the eyes
TB (tuberculosis) thermometer to draw blood
heart disease heating pad to get an X-ray
high blood pressure to be injured/to be hurt
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Ex. 1 Guess what the duties of the following members of the hospital staff are:
Physician, radiologist, ophthalmologist, nurse, surgeon, anesthesiologist, dietician,
orderly, dermatologist, immunologist.
a) What services are rendered in a Dental Clinic? Make up sentences using the
following words:
Dental assistant, cavity, drill, filling, orthodontist, braces, to give a shot of
anaesthetic, to drill a tooth, to fill a cavity, to pull a tooth.
Translate and memorize the following collocations:
b) HEALTH SERVICE may be: free; national; community; public; family; excellent;
good; bad; poor; declining.
- HEALTH can be: excellent; full; perfect; delicate; failing; fragile; ill; poor; general; mental.
- People can: enjoy; have; look after; maintain; improve; promote; recover; regain;
nurse sb. back to; damage; harm; ruin; undermine; destroy; risk HEALTH.
- People can: appear; be (born); feel; look; seem; become; keep sb; remain; stay; be
perfectly/ fairly/ quite/ apparently/ mentally/ physically HEALTHY
1. Am o programare la medic. 2. Am programare la ora zece. 3. Cum vă numiţi? 4. Vă rog,
luaţi loc în sala de aşteptare. 5. Medicul vine imediat. 6. Cu ce vă pot ajuta? 7. Am tot timpul
dureri de spate. 8. Am adesea dureri de cap. 9. Vă rog să vă dezbrăcaţi. 10. Vă fac o injecţie.
1. Я записан на прием к врачу. 1. Я записан на десять часов. 3. Как вас зовут? 4.
Пожалуйста, подождите в приемной. 5. Доктор сейчас придет. 6. Чем могу вам
помочь? 7. У меня постоянные боли в спине. 8. У меня частые головные боли. 9.
Пожалуйста, раздевайтесь. 10. Я сделаю вам укол.
Ex. 3 Choose the appropriate answer:
1. The doctor had three … of nose-bleeding in the same day.
a) aspects b) cases c) examples d) illnesses
2. He had a very bad cold and couldn’t stop … .
a) sneezing b) snoring c) spitting d) yawning
3. The doctor examined him carefully and … influenza.
a) concluded b) decided c) diagnosed d) realised
4. Some diseases … quickly from one person to another.
a) catch b) get about c) move d) spread
5. It was a minor illness and he soon got … it.
a) around b) on with c) over d) up to
6. I can never touch lobster because I am … to shellfish.
a) allergic b) infected c) sensible d) sensitive
7. My grandmother is very old and is not … very good health.
a) from b) in c) on d) with
8. You keep sneezing. You must have caught … .
a) a cold b) a cough c) a headache d) an illness
9. The teachers at school went … with flu one after another.
a) down b) off c) out d) under
10. He … a rare disease when he was working in hospital.
a) caught b) infected c) suffered d) took
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Ex. 4 Match correctly:

a)
1. I keep getting headaches. a) Good, you needn’t come back for a
2. I can’t get into my clothes. month.
3. I can’t sleep at night. b) Sit down for a while.
4. My eyes are often sore and I sneeze c) Don’t drink such hot tea.
a lot. d) You ought to walk more.
5. I’m going to Nepal on business. e) You should have a few injections.
6. I’ve got a bad stomach. f ) You shouldn’t eat so much fried food.
7. I feel much better now, doctor. g) You really must lose some weight.
8. I’ve got a terrible cough. h) You should have some allergy tests.
9. I’ve burnt my mouth. i) Perhaps you should have an eye test.
10. I feel so dizzy today. j) You really must stop smoking.
b)
1. Why are you sneezing? a) I’m terrified by this story.
2. Why are you crying? b) I’ve cut myself with a bread-knife.
3. Why are you yawning? c) I ate too quickly.
4. Why are you stammering? d) Cigarette smoke irritates my throat.
5. Why are you coughing? e) You are hurting me.
6. Why are you bleeding? f ) I have a bad cold.
7. Why are you sweating? g) I’m very cold.
8. Why are you shivering? h) It’s too warm in here.
9. Why are you shaking? i) Your dog has frightened me.
10. Why are you hiccoughing? j) I’m bored with this lecture.
Ex. 5 Fill in the English translation of the word(s) in brackets:
1. Diana was seriously ill some time ago. She is still weak but her health is …
(îmbunătăţeşte/улучшается) rapidly and no doubt she will be all right soon.
2. His injuries are so serious that he may … (rămîne/остаться) an invalid for the rest
of his life.
3. His eyesight is poor, so he has to wear … (ochelari/очки).
4. She decided not to marry and to … (dedice/посвятить ) her whole life to helping
the mentally retarded.
5. I have recently read about a youth who … (a salvat/спас) four children from
drowning.
6. I went for the doctor about my cough and he prescribed some (tablete/таблетки).
7. It was quite a bad cut and it was bleeding, so I put on a … (pansament/повязку).
8. I hurt my wrist yesterday playing football and today it’s … (umflată/опухло).
9. I think he has fainted! Quick, someone, call an … (ambulanţă/скорую помощь).
10. There is nothing a doctor can do about the common cold, there’s no known …
(tratament/лекарства).
Ex. 6 Choose the appropriate variant:
1. He treats children’s diseases.
a) an orthopaedist b) a paediatrician c) a pathologist
2. He corrects deformities of the body.
a) an orthodontist b) an orthopaedist c) a pathologist
165
3. He is a medical doctor who specialises in the diseases of the eyes.

a) an oculist b) an optician c) an orthopaedist
4. He makes your eyeglasses.
a) an oculist b) an orthopaedist c) an optician
5. He specialises in the disorders of the mind.
a) an internist b) a psychiatrist c) a physiotherapist
6. His speciality is taking and interpreting X rays.
a) a neurologist b) a radiologist c) a general practitioner
7. He specialises in diseases of the nervous system.
a) a cardiologist b) a dermatologist c) a neurologist
8. He treats diseases of old age.
a) a pediatrician b) a cardiologist c) geriatrician
9. He specialises in skin diseases.
a) a pathologist b) a dermatologist c) a geriatrician
10. He brings children into the world.
a) a surgeon b) an obstetrician c) a pediatrician
Ex. 7 Choose words from the group below to complete the sentences:
Dizzy, feverish, queasy, rash, runny, seedy, sore, swollen, to cough, to vomit
1. I haven’t taken her temperature yet but her face is flushed and she seems …
2. It’s hard to describe. I feel generally … Can you prescribe a tonic?
3. When I stand up the room seems to be going round. I feel really …
4. I’m not in pain but the glands in my neck seem to be …
5. I’ve got a tickle in my throat. I can’t stop …
6. I feel a bit queasy. I think I’m going to …
7. I’ve come out in a … all over my chest and arms. I think I may be allergic to strawberries.
8. It’s like being sea-sick. I feel … whenever I move about.
9. My throat is awfully … I hope it’s not another bout of tonsillitis.
10. I’ve got a … nose. I suppose it’s a cold coming on.
III GRAMMAR
Ex. 1 Write the Simple Past of the following irregular verbs:
Watch, clean, stop, treat, cure, arrive, visit, return, cook, walk, work, look, like, iron, play,
study, love, open, close, start, water, climb, stay, call, kiss, tidy, wash, hand, pronounce,
cough, sneeze, hiccup, listen, prefer, help, plan, answer, type, post, heal, remember, inject,
inhale, exhale, wait, operate, avoid, examine, rest, breathe, suffer, prescribe, infect, rinse,
hospitalize, sprain, drown, swallow, overdose, bruise, choke, faint, fill in, pull out.
/t/ /d/ /id/
Use the verbs in brackets in the Simple Past tense. Make them interrogative and
negative:
Model: George liked taking medicines. Did George like taking medicines? Yes, he did.
No, he didn’t.
166
He didn’t like taking medicines.

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

a) 1. What cure you (to suggest) for a bad cold? 2. After graduation he (to return) to
his village where he (to become) a dentist. 3. The doctor (to hesitate) to practise
the new treatment. He (not to be sure). 4. You (to get) the best start in business
as a medical man, if you (to decide) to become a dentist, or an eye specialist, or
even a surgeon. 5. I (to hear) you (to complain) about pains in the stomach. You
(to see) a doctor. 6. I often (to go) to consult my family doctor. As a rule I (to come)
to the clinic, (to approach) the receptionist, (to take) my medical chart and (to
go) to my doctor. He usually (ask) me how I (to feel), then (to examine) me, and
if necessary (to prescribe) medicine. 7. It (to be) necessary for you (to see) an eye
specialist. 8. The child (to get) frightened at the sight of the doctor. 9. I (not to
understand) why she (not to want) us (to know) about her pregnancy. 10. You
ever (to operate) on patients? Yes, I (to remember) about my first operation. I (to
be) so worried about the patient. But you (to know) the saying “All (to be) well
that (to end) well.”
b) One morning Philip (to feel) his head swim, and he (to go) back to bed. There, to
his great surprise he (to discover) he (to be) ill. When the landlady (to bring) his
breakfast, he (to say) he (not to be) well. He (to ask) for a cup of tea and a toast.
A few minutes later Griffiths (to come in). They (to live) in the same house, (to be)
both medical students, but (not to be) close friends. Griffiths (to drop) to inquire
about Philip’s health.
“I (to hear) you (to fall) ill. I (to think) I (to come) and (to see) if I can be of any
help. What you (to complain) of?”
“Nonsense”, (to say) Philip. “ There (to be) nothing the matter with me. I (to wish)
you wouldn’t bother because of me.”
“But it (not to be) any trouble. You’d better (to let) me (to take) your temperature.”
Griffiths (to insist). He (to sit) beside Philip, and (to talk) brightly for a moment.
Then he (to take) the thermometer and (to look) at it.
“Now, (to look) here, old man, you must (to stay) in bed. You (not to need)
(to send) for a doctor. I (to run) to the hospital and (to bring) old Deacon. He
(to have) a look at you. He (to examine) you, and he (to be) sure to cure you
whatever you (to get).”
Philip (to know) the old doctor, whom all the students (to treat) with great
respect. But Griffiths (to be) most insistent:
“Here, (to drink) some hot tea”. And he (to put) the cup to Philip’s lips. “Now (to
go) to sleep and I (fetch) the old man.”
In an hour he (to be) back with Doctor Deacon.
from “On Human Bondage” by W. S. Maugham, adapted
Ex. 5 Make up sentences using the words from the table below:
168
I, You, they, we, want /wanted me to air the room.

the boys, his advise/ advised you to get bed rest/ a check up.
friends expect/expected him to drink fluids.
He her to change one’s diet.
She it to exercise.
wants us to take medicine/one’s pulse.
Mary not
wanted them to inject a drug.
The girl
advises Pete to go to an optician.
The doctor
advised the nurse to buy a first-aid kit.
The chemist
expects the child to make an appointment.
The receptionist
expected the boy to check one’s blood pressure.
The pediatrician
The cardiologist the patient to run a blood test

1. Peter vrea ca John să-l viziteze la spital cît mai des. 2. Noi vrem ca părinţii să ne permită
să facem ce dorim. 3. Cardiologul m-a sfătuit să încetez să fumez. 4. Asistenta medicală
mă sfătuie să folosesc acest unguent antibacterial. 5. Chirurgul i-a sfătuit pe pacienţi
să stea în pat după intervenţia chirurgicală atît de complicată. 6. Oculistul m-a sfătuit
să-mi procur o pereche de ochelari cît mai curînd posibil. 7. Medicul ORL l-a rugat să
deschidă gura mai larg, ca să-i poată examina gîtul. 8. Noi dorim ca ea să ia regulat
pastilele prescrise de medicul de familie. 9. Eu nu vreau ca fratelui meu să-i fie atît de
tare frică de injecţii. 10. Ea vrea să nu-mi fie frică să fiu examinat de specialiştii de la
policlinică. 11. Medicul de la Salvare m-a sfătuit să-mi măsor tensiunea cel puţin o dată
în zi. 12. Mama i-a sfătuit să doarmă mai mult, ca să-şi refacă puterile. 13. Ei vor ca de
data aceasta să nu-mi iau certificat de boală. 14. Ele nu vor ca asistenta medicală să le
măsoare temperatura. 15. Eu nu te sfătuiesc să-ţi tratezi ochii la această clinică.
1. Питер хочет, чтобы Джон навещал его в больнице как можно чаще. 2. Мы
хотим, чтобы родители разрешали нам делать все, что мы желаем. 3. Кардиолог
посоветовал мне бросить курить. 4. Медсестра советует мне использовать эту
противовоспалительную мазь. 5. Хирург посоветовал пациентам соблюдать
постельный режим после такого сложного хирургического вмешательства. 6.
Окулист посоветовал мне приобрести пару очков как можно быстрее. 7. ЛОР-
врач посоветовал пациенту открыть рот шире, чтобы лучше осмотреть его горло.
8. Мы хотим, чтобы она регулярно принимала таблетки, прописанные семейным
врачом. 9. Я не хочу, чтобы мой брат так сильно ненавидел уколы. 10. Она хочет,
чтобы я не боялась осмотра (быть осмотренной) специалистами из поликлиники.
11. Врач Скорой помощи посоветовал мне измерять кровяное давление хотя бы
один раз в день. 12. Мама посоветовала им спать больше, чтобы восстановить
свои силы. 13. Они хотят, чтобы на этот раз я не брал больничный лист. 14. Они не
хотят, чтобы медсестра измерила их температуру. 15. Я не советую тебе лечить
глаза в этой клинике.
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IV READING
Read the selection and say what was wrong with Simon Baker.
Simon’s First Visit to a Doctor
Simon Baker is a little boy from a small Scottish village. It’s difficult for his family
to get a doctor, because the closest hospital is 20 kilometers away. Last month Simon
caught a cold. He felt sick for three days, so his mother wanted to bring him to
a doctor. She kept him in bed and gave him medicines every day. Still, he didn’t
feel any better. On the third day, he developed a fever. At that time, Simon’s parents
decided to phone the doctor in order to make an appointment.
The receptionist asked some general questions about the symptoms of Simon’s
disease and recommended them to come as soon as possible. There was no time
to lose, and as his parents didn’t have their own car, they asked some friends to
take them to hospital. At hospital Simon tried to sleep, and he put his head in his
mother’s lap. From time to time he looked for the doctor, but he didn’t really want
to see him. Simon was always afraid of doctors and hospitals. Up to that time, he
was very healthy, so he didn’t meet many doctors and nurses. As he waited, he grew
more afraid. He saw several patients who suffered from different diseases. Some were
sneezing, shivering or had various allergic reactions. A pale little girl couldn’t even
breathe as she had a severe asthmatic attack. The family waited for an hour until the
nurse invited them in.
The doctor apologized for the delay, but there were too many emergencies that
day. Simon’s parents described to the doctor the symptoms of the boy’s illness. The
doctor examined the boy carefully. He took Simon’s temperature, listened to his heart
and lungs with the stethoscope, and held the boy’s wrist to feel his pulse. Fortunately
the doctor found the problem rather quickly. The cold went to Simon’s ears, and
he developed an ear infection. Although it wasn’t a serious disease, it caused the
pain and the fever. The doctor prescribed Simon some ear drops, cold tablets, cough
syrup, throat lozenges and vitamins. Simon was happy not to get any injections- they
are too painful. The doctor gave Simon’s parents a prescription and they handed it
in at the chemist’s.
After taking the pills and following the doctor’s instructions for several days
Simon felt much better, though he had to keep his bed for five more days.
a) Clarifying details:
1. Who is Simon?
2. What happened to Simon last month?
3. What did Simon’s mother do to help her son before taking him to hospital?
4. When did Simon’s parents decide to phone the doctor?
5. What was the receptionist’s advice?
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6. How did Simon and his parents get to hospital?

7. How did Simon feel at hospital?
8. What did he see around while waiting for the doctor?
9. Did the doctor come quickly?
10. What was the reason for the doctor’s delay?
11. What caused the boy’s pain and fever?
12. Was the boy’s disease serious?
13. Did the doctor prescribe medicines or injections for the boy?
14. How long did Simon have to keep his bed?
15. Simon strictly followed the doctor’s instructions, didn’t he?
b) Understanding deeper:
1. Why is it so difficult to get a doctor for Simon Baker’s family?
2. Why did Simon’s parents phone the doctor only on the third day?
3. Why did the receptionist recommend the family to come at once?
4. Why was Simon so much afraid of doctors and hospitals?
5. Why did the Bakers wait so long for the doctor?
6. Why did the doctor examine the boy so carefully?
7. Why did the doctor prescribe so many various medicines?
8. Why was Simon so happy not to get injections?
9. Was the doctor a real professional?
10. Why did the family follow the doctor’s instructions so strictly?
1. Simon Baker is from a large industrial Scottish city.
2. Simon caught a cold a month ago.
3. On the third day he developed a terrible cough.
4. His parents immediately called the doctor.
5. The receptionist advised them to wait a little more.
6. Simon was very happy to appear at hospital.
7. At hospital Simon put his head on his mother’s knee.
8. There were no other patients at hospital.
9. The family didn’t have to wait for the doctor.
10. The doctor didn’t explain the cause of the delay.
11. The doctor made the diagnosis rather quickly.
12. The boy’s disease was incurable.
13. The doctor gave Simon’s parents a prescription for various medicines.
14. Simon was disappointed not to get any injections.
15. After taking the pills for some days the boy felt much worse.
Ex. 3 Put the sentences in correct order:
1. At hospital the boy felt very nervous, as he didn’t meet a lot of doctors before.
2. The boy’s mother tried to cure Simon herself, but he grew worse.
3. The Bakers live in a small village very far from the nearest hospital.
4. While waiting for the doctor, Simon saw a lot of other patients.
5. The boy finally recovered.
6. The parents decided to ask for the professional help.
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7. After examining the boy thoroughly the doctor found the cause of the pain and
the fever.
8. The doctor prescribed various medicines for the boy.
9. Once Simon Baker caught a cold.
10. For five more days Simon took the prescribed pills and stayed in bed.
11. An hour later the nurse invited Simon and his parents in.
12. The family’s friends took the boy to hospital.
13. Simon’s parents described to the doctor the symptoms of the boy’s illness.
14. They were advised to come to hospital immediately.
15. Simon was glad that he didn’t have to get any injections.
Ex. 4 a) Fill in the blanks with prepositions (if necessary):
1. Sara was taken … hospital.
2. Tom suffered … bad headaches.
3. I have a pain … my back.
4. John died … cancer.
5. Susan got worse so they sent … a doctor.
6. In some countries admission … hospital is free.
7. George didn’t want to be … hospital for so many days.
8. After the accident we rushed the victims … to the nearest hospital.
9. It’s so pleasant to come out … hospital … good health.
10. 10. What do you know … your friend’s state … health?
b) Fill in the blanks with articles (if necessary):
1. If I need … serious treatment I have to go to … hospital.
2. Parents told … doctor … symptoms of … boy’s illness.
3. It is difficult to make … appointment with this physician.
4. The doctor listened very carefully to … complaints of … patient.
5. … measles is … infectious disease.
6. My mother took me to … doctor the other day.
7. At … breakfast he complained about … headache.
8. The receptionist gave us … early appointment.
9. Simon hated going to … doctor’s when he was … younger.
10. 10. I took … aspirin, but it didn’t help.
Ex. 5 Retell the story as if you were:
a) Simon
b) Simon’s mother
c) The doctor
V CONVERSATION
a) Read, translate, entitle and reproduce the following dialogues:
***
Jane: I hear you’ve been ill.
Cathy: Well, I had the flu for a couple of weeks, but I’m fine now.
Jane: You’re looking well. By the way, did you hear about Mrs. Jackson?
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Cathy: No. What about her?

Jane: She had such a bad case of the flu that they had to take her to the hospital.
Cathy: Oh, I’m so sorry to hear that!
***
Pearl: Oh, Susan, what happened to you? It looks like blood …
Susan: Yea, it’s bleeding quite a bit.
Pearl: How did you get the cut, anyway?
Susan: Well, I have prepared the dinner, then I remembered about the salad … and
I cut the finger on the vegetable knife.
Pearl: Poor you! Don’t forget to put a plaster on it. Let me help you.
Susan: That’s so kind of you. Thanks.
***
Doctor: Hi. Come on in and have a seat. Now what seems to be the problem?
Patient: I have a rash on my arm.
Doctor: How long have you had the rash?
Patient: It’s been about a week.
Doctor: Are you taking anything for it?
Patient: I put some cream on it but it doesn’t seem to be helping.
Doctor: I see. Are you allergic to any medications?
Patient: Not that I know of.
Doctor: I’m going to give you a prescription for some ointment. I want you to apply
it three times a day. You should also avoid scratching your skin. And it’s
important to use as little soap as possible. Make an appointment to see me
next week if it doesn’t get better over the next few days.
***
John: Hi, Mike. How are you doing?
Mike: Not so good.
John: What happened?
Mike: I was running for a bus and I hit my foot on something on the pavement and
fell over.
John: Oh, no. Are you all right? Haven’t you hurt yourself?
Mike: What can I say … After I fell I tried to get up, but I couldn’t move. It was
incredibly painful, but fortunately there were few pedestrians around to
help me.
John: That’s lucky. Have they called an ambulance?
Mike: Yeah! The ambulance took me to hospital, and they immediately brought
me to the emergency room. The emergency medical technician examined
me, took my temperature and blood pressure, drew some blood for analyses,
and made me put on a hospital gown. Then they invited the X-ray technician
who took me to the radiologist. They X-rayed my legs and hands.
John: You haven’t broken anything, have you?
Mike: Thanks God, no. I only hurt my leg, bruised my left arm, and I also had a
black eye.
John: You … a black eye … can’t believe it! But you are fine now, aren’t you?
Mike: Right. I’m fine, only my eyes are also swollen …
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b) Translate:
Doctor: Good morning. Please have a seat here. What’s the problem?
Patient: Am o durere de stomac insuportabilă.
У меня сильные желудочные боли.
Doctor: Do you have a fever?
Patient: Da.
Да.
Doctor: Do you have any other symptoms?
Patient: Da, mi-e rău.
Да, мне плохо.
Doctor: You mean you feel nauseous?
Patient: Da, îmi vine să vomit. Şi acum am de asemenea şi ameţeli.
Да. У меня частые рвотные позывы. А сейчас у меня сильное
головокружение.
Doctor: When did the symptoms start?
Patient: Azi-dimineaţa. Aseară am mîncat ceva.
Сегодня утром. Вчера вечером я съел что-то.
Doctor: All right. Please take off your clothes to the waist and lie down there. Just
tell me if it hurts when I do this.
Patient: Nu doare. Au, acolo doare.
Не болит. Ай, там болит.
Doctor: Okay. Let’s hope it’s just indigestion, but we’ll need to run some diagnostic
tests to be sure. We’ll run a blood test and we’ll also need a urine sample.
Patient: Puteţi să-mi daţi ceva chiar acum?
Вы не могли бы что-нибудь порекомендовать мне прямо сейчас?
Doctor: Yes, I’ll give you a prescription for indigestion tablets.
c) Compose a short dialogue based on the following data:
Your friend feels sudden sharp pains in the stomach. He asks you for help. Ask him
about his exact symptoms, call an ambulance and explain to them what the problem is.
VI CREATIVE WORK
Ex. 1 Describe the picture below:
Ex. 2 Express your opinion on

the following proverbs:
1. Medicines are not meant to live
on.
2. A sound mind in a sound body.
3. Each man is a creator of a temple
called the human body.
4. Health is the first and the greatest
of all blessings.
5. Wisdom is to the soul what health
is to the body.
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Lexical topic: Leisure Time
Grammar themes: Modal
Verbs. The Past Continuous Tense
Lesson
13
I WARMING UP
1. What do people need vacations and holidays for?
2. What do you like doing when you are free?
3. What are some pleasant places to go to in your native town/village?
4. What are the most common leisure interests in your country?
II VOCABULARY
to watch a movie to relax
to go to a ball game to sleep in
to go to the circus to play cards
to go sightseeing/to do the sights to play computer games
to do the town/museum to go out to eat
to see a concert to go dancing
to rent a video to go downtown
to surf the Internet to have a party
to visit friends to go to the beach
to visit the exhibition to go on a picnic
to stay home
to be interested in: jogging, cycling, motor racing, parachuting, gliding, horse riding,
horse racing, abseiling, mountaineering
to attend: opera, ballet, drama, operetta, puppet, variety, children’s theatre
to get tickets for the performance
to book the seats
Typical questions
A. Are you free this Friday?
What are you doing this weekend?
Are you busy tonight?
Do you have time after class?
175
B. Do you want to go to a movie?

How about having dinner together?
There’s a concert at the Lincoln Center. Do you want to go?
Why don’t we go bowling?
Possible answers:
1. Sure! Do you want to do something?
I’m free all weekend.
I’m open this evening.
I don’t have anything scheduled.
2. Sorry, I have plans this weekend.
I’m going to (Las Vegas) with (my friends).
Unfortunately not. I have something else scheduled.
Not really. (I’m kind of busy tonight.)
3. I’m not free on Friday, but I do have time on Saturday.
I’m going to be out of town, but I’ll be back next weekend.
I have something planned. How about tomorrow?
I’m busy today. How about some other time?
4. Sounds good.
Good idea.
That would be fun/great.
When/where should we meet?
Ex. 1 Match the questions with the appropriate answers:
Are you busy on Saturday evening? Sure! Do you want to do
something?
How about having lunch together? Not really. I’m kind of busy tonight.
Do you have time before your English Sounds nice.
courses?
Would you like to visit the local museum Certainly. I am open this afternoon.
of modern art?
Are you free this Sunday? I’m going to San Francisco with my
friends.
There’s a concert in the town centre. That would be great.
Would you like to go?
What are you doing this weekend? Not a bad idea.
Why don’t we go on a picnic next week? Unfortunately not.
Do you have time to join me for the Sounds wonderful.
today’s matinee?
Do you want to go to the disco? I’m not free on Saturday, but I do
have time on Friday.
176
Ex. 2 Put each of the following words in its correct place in the passage below:
Lifeguards, depth, waves, shallow, horizon, beach, drown, dive, currents, cliffs
Many people’s idea of relaxation is to sit on a sandy … gazing at the broad … or
watching the … roll in one after the other. But the sea can be dangerous and every
year hundreds of bathers … either when they are carried out to sea by strong …
or simply because they can’t swim and find themselves out of their … with their
feet no longer touching the bottom. And hundreds more have to be rescued by ….
If you want to … into the sea, from rocks or some other high point, make sure it’s
deep enough. If it’s …, you could seriously injure yourself. And finally, if you decide
to walk along the high … overlooking the beach and the sea, don’t go too near the
edge.
1. Mr. Brown … guests to dinner almost every week.
a) amuses b) claims c) greets d) has
2. Mr. Bennet … that only his bar sells real French wine.
a) brags b)crows c) exults d) rejoices
3. Our restaurant can … for parties of up to 300 people.
a) cater b) deal c) handle d) supply
4. Drop in for a … to eat!
a) bit b) bite c) nip d)sip
5. Mr. Richardson invited his guests to an expensive restaurant. However, he felt … at ease.
a) ill b) painful c) sick d) unwell
6. The little country hotel served them a meal fit for …
a) a king b) a lord c) an emperor d) a queen
7. Lobster is an expensive … in most restaurants.
a) chaser b) delicacy c) flavour d) spice
8. All the food in this little restaurant is …
a) handmade b) home-based c) home-made d) self-made
9. The … at that new restaurant is excellent.
a) attention b)attending c) care d) service
10. A new restaurant has opened here which specialises in Chinese …
a) cook b) cuisine c) feeding d) kitchen
Ex. 4 Organize the words and word combinations below according to the arts
that they describe. Certain words can belong to more than one category:
1. Literature 2. Sculpture 3. Theatre 4. Music 5. Painting 6. Cinema
Drama, piano, audience, work of art, statue, flute, bronze, opera, colour film, to applaud,
sculpture, applause, scenery, monument, seat, success, ballet, tragedy, horror movie,
dress circle, classical, to draw, gallery, cinema-goer, museum, stage, operetta, sound,
feature film, stalls, violin, concert, comedy, to compose, performer, balcony, box, to
act, character, to paint, fiction, screen.
177
Ex. 5 Put each of the following words or phrases in its correct place in the passage
below:
Farms, pace, unpolluted, national parks, relaxed, cultivated, rural, remote, wildlife,
villages
Away from the urban problems of the city lies the … peace and quiet of the
countryside. The air is more likely to be clear and …, the … of life is slower, and the
people living in small … are more … and friendly. Some land is … and you’ll see
crops growing, as well as animals grazing, on the … Some areas of particular natural
beauty are designated as … by the government, and here … can live and move about
safely. It is in places … from the noisy cities that you can experience the true beauty
of nature.
Ex. 6 Match the names of these films/movies with their types:
1. a soap opera a) a film about people and events in the past.
2. a western b) a film about space travel or life in an imaginary future
3. a documentary c) a film about criminals and detectives
4. a historical film d) a film with lots of music and dance.
5. a crime film e) a film about the facts and problems of definite people
which is broadcast several days a week
6. a horror film f ) a film about cowboys and life in the Wild West.
7. a comedy g) a serious film with a sad ending especially one in which
the main character dies.
8. a tragedy h) a funny film with a happy ending
9. a science fiction film i) a film in which mysterious and frightening things
happen.
10. a musical j) a film giving real facts about something.
III GRAMMAR
Ex. 1 Use the following sentences in the negative and interrogative forms of the
Present, Past and Future tenses:
1. I can go hiking in the mountains every week.
2. We can see beautiful landscapes from the top of a hill.
3. Tourists can visit foreign countries only if they have a visa in their passports.
4. Students can go to the Historical Museum on weekends for free.
5. At each turn of the path you may come upon something new and unexpected.
6. I may visit St. Paul’s Cathedral while in London.
7. Tourists may get lost in forests if they are not careful.
8. I may ask a policeman in case I can’t find the street I need.
9. A good guide must explain the sights to the tourists
10. Any tourist must be very cautious abroad.
11. Students must learn geography if they want to travel.
12. Climbing high mountains must be very hard.
178
13. My friends may think about a splendid trip to Russia.

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

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

vizitau obiectele turistice, stăpînii pregăteau o petrecere. 9. Toată ziua copiii se scăldau
şi se bronzau pe malul lacului. 10. Cînd mama s-a întors acasă, Peter căuta informaţia
necesară pe Internet.
1. Ты мог бы достать билеты на завтрашний концерт? 2. Я могу остаться дома
и смотреть телевизор весь вечер. 3. Ты можешь пойти с моими друзьями на
пляж в воскресенье? 4. Можете взять DVD-приставку на неделю. 5. Студенты не
должны играть в карты на занятиях. 6. Чтобы посетить Большой Театр, туристам
пришлось бронировать билеты заранее. 7. Нам нужно будет изменить планы
на выходные. 8. Пока гости осматривали достопримечательности, хозяева
готовили вечеринку. 9. Весь день дети купались и загорали на берегу пруда.
10. Когда мама вернулась домой, Пётр искал необходимую информацию в
Интернете.
IV READING
Read the selection and say why the Madison family were glad to be home.
It’s No Picnic
Most people have different hobbies, which help them to relieve stress and forget
about everyday work and problems. Those who live in the country may like to go
to a big city and spend their time visiting museums and art galleries, window-
shopping and dining at exotic restaurants. City-dwellers can spend a quiet holiday
by the sea or in the mountains, with nothing to do but walk and bathe and laze in
the sun.
There are many kinds of leisure activities which people enjoy doing but all of
them, depending on sex, age and place of living, have their own favourite way of
spending pastime.
Maybe that’s why it is so hard for the Madison family to make the right choice.
They often cannot decide what to do and where to go on weekends. For example,
Lily is fond of skating in winter time. In summer she likes swimming and jogging.
Nick is always ready to go fishing, snow or rain. It’s his favourite pastime. His
wife, Carmen is a home sort. She prefers staying at home on weekends. She likes
watching television and knitting, especially when there’s nobody around. As for
Silvia and Danny they spend their weekends in different ways. They may either go
to the cinema, or to the theatre, or to the disco. Sometimes they go for a camping
weekend.
But the week before last the Madisons were unanimous. They all agreed to go to
the country on a picnic. On Saturday everybody got up early in the morning. Nick
went out to get the car ready. Meanwhile his wife and Silvia were making sandwiches.
Soon everything was ready. Silvia packed the sandwiches into a basket and Danny
took it down and put it into the car.
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A quarter of an hour later they were ready to go. But Nick couldn’t start the
engine. He tried again and again without success. It took him nearly half an hour to
find the trouble. At last they drove off. The weather was fine. The sun was shining
brightly and everybody was in high spirits. Nick was joking….
Soon they found a nice place at the riverside. The women wanted to sunbathe
while Danny and Nick were fishing. In the afternoon they had their tea and
sandwiches…
It was getting dark when they decided to go back. But Nick wasn’t able to start
the engine again. Everybody was worried. Besides, the weather was changing. It was
getting cold and it started raining. Nick had to waste almost an hour to repair the
engine.
They got home very late at night. Everybody was tired, but glad to be home.
a) Clarifying questions:
1. How do different hobbies help people?
2. In what way do people, living in the country, spend their free time?
3. How do city-dwellers relax?
4. What does people’s favourite way of spending past time depend on?
5. The Madisons always know where to go on weekends, don’t they?
6. What is Nick’s hobby?
7. What is the best pastime for the women of the Madison family?
8. How do Silvia and Danny spend their weekends?
9. When did the Madisons decide to go on a picnic?
10. Who was preparing food for the picnic?
11. How much time did it take Nick to start the engine?
12. How did the Madison family feel themselves when they drove off?
13. Was everybody worried or excited when Nick couldn’t start the engine?
14. The family returned home late at night, didn’t they?
15. How did the Madisons feel when they got home?
b) U
nderstanding deeper:
1. Why do people’s hobbies differ?
2. Why does a certain type of leisure activity become a person’s favourite one?
3. Why is it so hard for the Madison family to make the right choice where to go on
weekends?
4. Why were the Madisons unanimous the week before last?
5. Why was it the women’s duty to prepare sandwiches for the picnic?
6. Nick knew everything about cars, didn’t he?
7. How would you define Nick’s character?
8. Why did men and women relax differently at the riverside?
9. Why was everybody worried when Nick couldn’t start the engine in the evening?
10. Were the Madisons more tired or happy when they got home?
183

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

In … summer … ever growing number of people lie in … sun and feels … warmth.
Even more important, they love … way … sun makes them look. They may not even
be too happy lying for hours on … beach, but when they are back at … office, they
can expect some reward for … boring hours; their colleagues are likely to ask them
where they got that beautiful tan.
Before 1920 a suntanned skin was considered very unattractive. Women tried to
protect their skin using … sunshades because being pale meant that you were rich
and didn’t have to work.
Today, however, … suntans are fashionable because their meaning has changed.
They indicate that you are … member of … happy few who spend … lot of their time
on … holiday beaches.
a) Nick
b) Carmen
c) Silvia
V CONVERSATION
***
Allen: Hi, I’m glad I’ve run into you.
Bob: Why? What’s up?
Allen: What about going on a hike this weekend?
Bob: All weekend?
Allen: Well, just Saturday and Sunday.
Bob: I’m not sure. I can be gone all weekend. I promised to help my sister to move
on Saturday.
Allen: How about Sunday, then? We could start early in the morning.
Bob: I might be able to do that. Tell you what. Let me check and I’ll call you at home
tonight.
Allen: Great! I’ll talk to you later.
Bob: So long!
***
David: Did you say you’re going to take a vacation next month?
Ruth: Yes, my family and I are going to New York for a week. We want to visit the
museums and see some places.
David: I envy you. I wasn’t able to take a vacation for a long time. I wish I could get
away for a while.
Ruth: You can take a vacation some time soon, can’t you?
David: No, I must say, there’s too much work to do. Maybe next year, though.
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***
Pamela: I really enjoyed the movie!
Scott: I did, too. At first I thought it was going to be a drag, but then it really got
good.
Pamela: What part did you like best?
Scott: Oh, I don’t know. I guess the scene that grabbed me the most was the one
in which the old man was dying.
Pamela: I liked that one, too. In fact, I cried.
Scott: To tell the truth, I had a few tears in my eyes.
Pamela: Now what?
Scott: How about a coke and a hamburger?
Pamela: Super!
***
Ann: Listen! Somebody’s playing the piano.
Betty: Yeah, it sounds nice, doesn’t it? I wish I could play a musical instrument.
Ann: Don’t you play the violin?
Betty: No, but my sister does. Actually, she’s pretty good at it.
Ann: By the way, do you play bridge?
Betty: No, I don’t play any card games. But I know how to play chess. How about you,
Ann?
Ann: Well, I happen to be one of the best chess players around.
Betty: O.K. Let’s play, then. We’ll see who’s the best!
b) Translate:
***
A: Mă scuzaţi. Puteţi să ne faceţi o poză cu aparatul acesta?
Извините. Не могли бы вы нас сфотографировать?
B: Sure. Which button do I press to shoot?
A: Pe acesta.
Вот эту.
B: Do I have to focus it?
A: Nu, aceasta e o cameră fotodigitală. Tot ce aveţi de făcut este să încadraţi şi să
apăsaţi pe buton.
Нет, это цифровой аппарат. Всё, что нужно сделать, это навести фотоаппарат
и нажать на кнопку.
B: All right. Say “cheese”.
A: Mulţumesc mult.
Большое спасибо.
B: My pleasure.
186
***
Reservations clerk: Northwind Airways, good morning. May I help you?
Clientul: Da. Aveţi vreun zbor / vreo cursă către Sydney marţia viitoare,
după-amiază?
Да. Есть ли рейс в Сидней в следующий вторник после обеда?
Reservations clerk: One moment, please... Yes. There´s a flight at 16:45 and one at
18:00.
Clientul: Perfect. Puteţi să-mi spuneţi cît costă un bilet tur-retur? O să stau
trei săptămîni.
Отлично. Какова стоимость билета в оба конца? Мой визит
продлится три недели.
Reservations clerk: Economy, business class or first class ticket?
Clientul: La clasa economic, vă rog.
Эконом класс, пожалуйста.
Reservations clerk: That would be €346.
Clientul: OK. Pot să fac o rezervare?
ОК. Можно забронировать место?
Reservations clerk: Certainly. Which flight would you like?
Clientul: La zborul / cursa de la 16:45, vă rog.
Рейс в 16.45, пожалуйста.
Reservations clerk: Could I have your name, please?
Clientul: Numele meu este Mary Jones, se scrie M-A-R-Y J-O-N-E-S.
Моё имя Мэри Джоунз, М-Э-Р-И Д-Ж-О-У-Н-З
Reservations clerk: How would you like to pay, Ms. Jones?
Clientul: Pot plăti la biroul Dvs. din aeroport, cînd îmi ridic biletul?
Могу я заплатить уже в аэропорту при получении билета?
Reservations clerk: Yes, but you will have to confirm this reservation at least two
hours before departure time.
Clientul: Înteleg.
Хорошо.
Reservations clerk: Now you have been booked, Ms. Jones. The flight leaves at 16:45,
and your arrival in Sydney will be at 9:25 a.m., local time. The
flight number is NWA 476.
Clientul: Vă mulţumesc.
Спасибо.

A group of classmates want to spend the weekend together, but they cannot decide
what to do, and where to go.
187
VI CREATIVE WORK
Ex. 2 Comment on the following adages:

1. A good rest is half the work. Proverb
2. When you like your work every day is a holiday. Frank Tyger
3. He enjoys true leisure who has time to improve his soul’s estate. H. D. Thoreau
4. The more we do, the more we can do; the more busy we are, the more leisure we have.
William Hazlitt
5. Leisure is the Mother of Philosophy.
188
Lexical topic: Jobs and Working
Opportunities
Grammar themeS: The Past Perfect
Tense. The Past Perfect Continuous Tense. Lesson
14
The Future-in-the-Past. Sequence of Tenses
I WARMING UP
1. Why do people work?
2. What jobs do you think are the most prestigious nowadays?
3. What would you like to be?
4. What qualities should a person possess to move up the career ladder?
II VOCABULARY
job experience to take a job
occupation qualification(s) to recruit
profession apprentice to earn one’s living
trade trainee to do something for a living
a regular job apprenticeship to run a firm
a full-time job training to work in shifts
a part-time job training course to work overtime
working hours prospects to get a rise
flexitime pay to be promoted
worker pay slip to give somebody notice
skilled worker wages to hand in one’s notice
staff salary to lose one’s job
commuter continued payment of wages to sack somebody
employee bonus to fire somebody
employer fringe benefits to dismiss somebody
vacancy wage cut to be made redundant
application wage demand to leave one’s job
application form period of notice to resign
applicant unemployment to retire
CV (curriculum vitae) unemployment benefit to quit
reference(s) dole money to be unemployed
short-list to apply for a job to be out of work
job interview to fill in to be on the dole
189
Ex. 1 Identify:
a) the verbs or verbal phrases with the definitions given below:
a) to give up a job or position by telling your employer that you are leaving
b) to be in charge of a firm
c) to leave your job or stop working because of old age or ill health
d) to get an increase in the money you are paid for the work you do
e) t o be asked to leave a job, usually because you have done something wrong or
badly, or sometimes as a way of saving the cost of employing you
f ) to submit an application for a job or position
g) look for and hire personnel
h) to lose your job because your employer no longer needs you
i) to be given a formal letter or statement saying that you will or must leave your job
at the end of a particular period of time
j) to get money paid by the state to an unemployed person
b) the nouns or noun phrases with the definitions given below:
a) additional payment to an employee as an incentive or reward
b) a person who works for a firm or department
c) a person being trained for a job
d) summary of one’s education and experience; resumé
e) a system in which employees work a particular number of hours each week or
month but can choose when they start and finish work each day
f ) a position to be filled
g) a person who travels into a city to work each day, usually from quite far away
h) oral examination of an applicant for employment
i) advantages offered in addition to salary (life insurance, retirement scheme, company
car, etc.).
j) a person or firm who employs people
Ex. 2 Match the following jobs with the corresponding activities and working
places:
Accountants look after people’s animals work in a bakery
Bakers operate on sick people work at the barber’s
Barbers prepare and sell meat work in a pub or restaurant
Barmen/women prepare and cook food work in a kitchen
Butchers look after people’s teeth work in a hospital
Chambermaids look after people’s health work in an office
Chefs prepare and sell fish work in a restaurant
Dentists look after the finances work in an airplane
Doctors cut and style people’s hair work in a law court
Fishmongers type letters, organise meetings work in a hotel or train station
Flight attendants clean and tidy rooms work in a hairdressing salon
Hair dressers bake bread work in a hospital
Judges look after patients work in a hotel
Lawyers serve drinks work in a veterinary surgery
190
Nurses judge and sentence people work in a hospital or surgery

Opticians defend and prosecute people work at the reception desk
Porters look after people’s eyesight work at the optician’s
Receptionists serve people food and drinks work in a law court
Sales Assistants meet and greet visitors work at the fishmonger’s
Secretaries carry people’s bags work in a shop
Surgeons sell goods work in an office
Vets look after passengers work at the butcher’s
Waiters/Waitresses cut men’s hair work at the dentist’s
Ex. 3 Choose words from the group below to complete the job application letter:
BSc, competitive, application, time, strive for, look forward to, programmer, key, full, resumé
16 Prescott Street
Bristol BS2 6DP
November 29, 2008
Mr. George Halliwell
Personnel Manager
SkyNet Company
87 Green Road
Hatfield, CA 08065
Dear Mr. Halliwell

I am writing to apply for the … position advertised in the “Times Union”. As
requested, I am enclosing a completed job … my certification, my resumé and three
references. The opportunity presented in this listing is very interesting, and I believe
that my strong technical experience and education will make me a very … candidate
for this position. The … strengths that I possess for success in this position include:
I have successfully designed, developed, and supported live use applications; I ...
continued excellence; I provide exceptional contributions to customer service for all
customers. With a … degree in Computer Programming, I have a … understanding of
the full life cycle of a software development project. I also have experience in learning
and excelling at new technologies as needed.
Please see my … for additional information on my experience.
I can be reached anytime via my cell phone, 123-456-789.
Thank you for your … and consideration. I … speaking with you about this
employment opportunity.
Yours sincerely,
Henry Mitchell
Ex. 4 Fill in the English translation of the word(s) in brackets:
In times of high unemployment there are usually very many …candidaţi / претен-
дентов when a … vacansie /вакансия is advertised. Sometimes large numbers of
people …complectează / заполняют and send off … cereri /заявления for a single
job. It is no unusual, in fact, for hundreds of people to … înainta cereri /подавать
191
заявления to a firm for one post. This number is reduced to a … listă / список of
perhaps six or eight, from whom a final choice is made when they all attend an …
interviu / интервью. Very possibly the people interviewing will be interested in
the … calificativele/calificările/ квалификации the candidates gained at school or
university and what …experienţă / опыт they have had in previous jobs. They will
probably ask for … referinţe/ scrisori de recomandare/ рекомендации written by
the candidates’ teachers and employers.
Ex. 5 a) From the verbs below make nouns describing people by adding -er, -or,
-ar to the end and making any other necessary spelling changes:
Direct, interpret, translate, operate, act, edit, announce, control, investigate, ski.
b) From the nouns below make other nouns describing people by adding –ist or
–ian to the end and making any other necessary spelling changes:
Electricity, psychiatry, piano, magic, history, flower, language, politics, science,
archaeology
III GRAMMAR
Ex. 1 Write the Past Participle of the following verbs:
To take, to employ, to fire, to dismiss, to sack, to discharge, to leave, to lose, to resign,
to quit, to give up, to let go, to retire, to earn, to run a firm, to make redundant, to
notice, to apply, to demand, to claim, to evaluate, to submit, to experience, to reward,
to update, to offer, to recruit, to enclose, to strive for.
Ex. 2 You met one of your classmates whom you hadn’t seen for many years. You
both agreed that many things were different. Complete the sentences using the
verbs in parentheses:
Model: Most of our classmates were no longer in town. They had left long ago.
1. The headmaster of the school was no longer there. He (to be promoted).
2. Our favourite Math teacher wasn’t teaching any more. He (to be appointed)
headmaster.
3. Pete wasn’t unemployed any more. He (to enter) upon office.
4. My former girlfriend wasn’t employed. She (to be fired).
5. George was at work. He (to have) already his day off.
6. Anna wasn’t at work. She (to be) on her sick-leave.
7. The manager wasn’t in. He (to cease) working there.
8. Gabrielle knew about the redundancy. She (to have) her notice.
9. Mary hoped to get a job. She (to apply) for a new position.
10. Willy didn’t’ have time to talk to us. He (to have) planned his day already.
Ex. 3 Read the situation, then write a sentence using the verb in the correct
tense-form:
Model: The two employees came to work. One had a bruised cheek, and the second had
a broken finger. (They / to fight the fire /to try to save /a child) They had been
fighting the fire trying to save a child.
192
1. Tom was working on the computer. He was feeling very tired. (He/ to work hard on
a new project/ all night) Tom …
2. When the Head of the Department entered the office the secretary was missing,
but there were lots of documents on her desk. (She/to type/ all night long)
She …
3. The clerks left the building of the company. They had worked very hard and felt
tired) (They/to do accounting/from morning till the end of the working day.)
They …
4. When the applicant came to the interview at 4 p.m., he was surprised not to find
anyone there. (They/ to interview the applicants/ from morning till midday).
They …
5. The lift wasn’t working, but Mr. Smith had to reach the last floor. (to climb the stairs).
Before he reached the last floor, he …
6. When the partners-to-be came to the Conference room half an hour later, all the
journalists were already there. (The press/ to wait for the Company representatives).
The press …
7. George and Missy were working on a new business plan, but could not invent
anything original. (They/to think/ for hours/ in vain). They …
8. The President’s personal assistant had arranged to meet a potential client in a
restaurant. He arrived and began waiting, but the partner hadn’t showed up. (He/
to wait for 20 minutes/before /to leave). He …
9. Mr. Brown was getting late for a very important meeting, but there was a terrible
traffic jam He had to hurry, otherwise he could lose the contract. (He/to run/ up the
street/as fast as he could/to be on time) He …
10. The president began the press-conference. After about 5 minutes one of the
journalists suddenly began walking towards the speaker. (Security/to wait/ for 2
minutes before /to stop him). Security …
Ex. 4 Read the letter. Put the verbs in brackets in the correct tense-form:
Dear George!
You know that each time I have a problem you (to be) the only person ready to
listen to me. You said once you (to help), or at least advise what to do. As far as you
know my future looked exciting. After I (to organize) that brilliant presentation I was
promoted to a manager’s position in our company. It (to be) a proud moment for me
because young employers were not usually offered leadership positions. I had so many
opportunities for success or promotion in my career!
Since this company (to belong) to a nationwide chain, my future looked bright. I
even (to take) a bank credit and I bought a lot of new clothes, and also a new car! How
silly I was! I thought I (to manage) to return the credit within a year.
One of my new duties as manager was to make sure all the clerks (to come) to work
on time. So, every morning I was the first to be there. There was a young gentleman
there, who was always late, but he was so handsome, that I’m afraid, I had fallen in
love with him before I (can) realize it. And as you (to understand) I had never reported
his being late… I thought nobody knew about it, but alas… After somebody (to report)
it to the vice-president, my problems began. Early the next morning, the phone (to ring)
193
and the angry voice on the other end told me to come to the boss’s office immediately.
He (to tell) me I had made a major mistake. No excuses would be accepted or tolerated!
It was my responsibility to report!
Looking back, I realize that losing my job was difficult, but not the end of the world.
There were valuable lessons from being fired that (to improve) my later performance
as an employee and a leader. I (to learn) the importance of being better organized,
listening carefully and asking good questions. I will use my failures as learning tools to
help me grow stronger.
I would appreciate if you visit me, or at least write soon.
Love, Anna
Ex. 5 Use the verbs in italics in Future-in-the Past. Make all the necessary
changes:
John, a friend of mine sent me a letter and wrote about his intention to get a new
job. As far as I know he has great plans for the future. He will strive for excellence, no
matter what happens. John will look through all the papers and will read all the ads in
them. As soon as he finds the best he will write his CV. Then he will enclose his letter of
intent, and will mail the letter. He hopes he will get the new position and will earn a lot
of money. I will be happy for him
Ex. 6 Rewrite the following sentences using the verbs in the past tense:
1. My boss says he has just phoned the Company’s headquarters.
2. The secretary says the Director left for the meeting 2 hours ago.
3. The head of the Sales Department declares the sales rate has recently increased
greatly.
4. The employees say they will go on strike if the President doesn’t increase their salary.
5. The old President says it is very difficult to run a big company nowadays.
6. Mr. Watson says he will recruit the new staff himself.
7. The bookkeeper says the clerks have already got their yearly bonuses.
8. The reporter mentions that millions of people have faced a job loss due to world
economic crisis.
9. The journalists say that losing an income is not a reflection on your worth as a
person.
10. The Financial Times considers that many people will take important and useful
steps to manage their finances during this difficult time.
11. S he says he handed in her notice at work.
12. M r. Ford says he decided to set up a new firm.
13. O ne of my colleagues says the Rockefellers lost most of their fortune.
14. S he says that after work she usually collapses because she’s done so much there.
15. The porter says he will drive the car to the entrance after the reception.
Ex. 7 Rewrite the following sentences using the verbs in the past tense:
1. George says he is sure the new head of the Personnel Department, John Bingley
will manage it very well.
2. He affirms John has made good progress in compiling a new database.
3. He adds the new database is quite efficient.
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4. John Bingley promises the database will help to find any employer in no time.
5. He also adds he has already tested it and it works perfectly.
6. George says he will try to make friends with Mr. Bingley.
7. He also says Mr. Bingley worked in the USA.
8. John Bingley says he updated the database there as well.
9. He says he decided to quit and start working overseas.
10. He says he submitted his CV and was employed.
Ex. 8 Use the appropriate form of the verbs in brackets:
1. Peter (to enter) the company headquarters and (to ask) where and whom he (can)
hand in a letter to.
2. The secretary (to point) him to the far end of the hall, and (to tell) him that when he
(to pass) a door there, he (to find) the person he needed.
3. She also (to add) that person (to be) responsible for the company’s correspondence
and he (to read) it.
4. Peter (expect) to see a young man wearing glasses, but when he (to open) the door
he (to see) a beautiful lady.
5. The lady (to enquire) what she (can) do for him.
6. He (to reply) he (to need) to hand in a letter, and (to ask) if she (to be) in charge of
delivering the mail.
7. The lady (to say) she (to be) the right person, and (to add) she (to deliver) the letter
whom it was addressed to.
8. Peter (to leave) the letter on the table, (to wish) a nice day and (to go) out.
9. He (to think) he (to deliver) all the letters addressed to that company.
10. Peter (to dream) he (to get acquainted) with that lady, and perhaps they (can) (to
go) out in the evenings.
1. Managerul era sigur că administraţia nu a primit demersul meu. 2. Inginerul se
plîngea că timp de şase luni este şomer. 3. S-a adeverit că numai trei pretendenţi
au reuşit să treacă convorbirea cu succes. 4. Directorul întreprinderii a garantat că
toţi angajaţii vor primi premii de sărbători. 5. Din cauza unei situaţii economice
dificile, mai mult de jumătate din colaboratorii companiei au fost concediaţi. 6.
Consiliul de directori al corporaţiei a anunţat că toţi angajaţii vor fi nevoiţi să lucreze
suplimentar. 7. Administraţia universităţii a cerut ca toţi profesorii să audieze cursurile
de perfecţionare. 8. Activînd în calitate de funcţionar timp de 15 ani, Domnul Brown
a deschis o afacere personală. 9. Ministrul muncii a declarat că deschiderea noii
întreprinderi va permite apariţia unor noi locuri de muncă. 10. Cînd directorul a intrat
în biroul său, el a văzut că secretara deja a îndeplinit însărcinarea şi a adunat toţi
specialiştii principali de la întreprindere.
1. Менеджер был уверен, что руководство не получало моё заявление. 2.
Инженер жаловался, что он уже шесть месяцев был безработным. 3. Оказалось,
что только трое претендентов успешно прошли интервью. 4. Директор
предприятия гарантировал, что все рабочие получат премию к празднику. 5. Из-
за тяжелой экономической обстановки, более половины сотрудников компании
были уволены. 6. Совет директоров корпорации объявил, что всем служащим
195
придется работать сверхурочно. 7. Администрация университета потребовала,

чтобы все преподаватели прошли курсы повышения квалификации. 8.
Проработав клерком более 15 лет, мистер Браун открыл свой собственный
бизнес. 9. Министр труда заявил, что открытие нового предприятия приведет к
появлению дополнительных рабочих мест. 10. Как только директор зашел в свой
кабинет, он увидел, что секретарь уже выполнила поручение и собрала всех
ведущих специалистов предприятия.
IV READING
Read the selection and say how Paul Combs succeeded in becoming a rich man.
The Career Ladder

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

12. S oon Paul remained without his car and his new house.
13. F inally Paul had to accept a part-time job on a meat stall in a market.
14. There he got acquainted with his second wife.
15. A year ago Paul retired at the age of sixty-five, a very rich man.
1. Six years later he was the boss of the accounts department with five other workers
under his authority.
2. As Ms. Combs was out of work for over a year his wife left him.
3. Besides his boss was constantly finding fault with him and a year later Paul was told
to leave the company.
4. Paul Combs started his working career as a trainee in the accounts department of a
local engineering company.
5. Paul’s business was flourishing and when he retired at the age of sixty, he was the
proprietor of fifteen stalls.
6. Paul’s wife, Page, was eager for her husband to get a high social status and income.
7. Seeing no way out, Paul started working several hours a day on a fruit and vegetable
stall in a market.
8. Soon Paul’s excitement about the new job disappeared and he began to dislike the
constant moving around and living in hotels.
9. However, at the age of thirty Paul left the local engineering firm and after some
time joined an international business organization which involved a lot of foreign
travel.
10. To Paul’s surprise he enjoyed working at the market and after two years he owned
the stall and married one of his clients.
I like to work … my hands; … other words, I like manual work. I have never wanted
to be a white collar worker, as I would be bored … office work. So I have been taken
… as an apprentice in a factory … two years to learn to be a machine-operator. I work
with a group of men … a foreman who tells us what to do, when we can go … the
canteen … lunch or take a tea break and so on. Labour relations are quite good and
the management spend a lot of time … the shop floor mixing … the workers. I’ve got
no complaints.
I do general work in … small office. I deal with all … correspondence coming into
and sent from … office and file these letters alphabetically in … big metal filing
cabinets near my desk. I answer … telephone and give callers … information they
want. If … manager wants to dictate a letter, I take it down in shorthand on my pad
and type it on my computer. Of course it’s important that we always have enough
paper and envelopes and so on, and it’s one of my jobs to buy … stationery when we
need it. I don’t know what they’d do without me!
a) Paul
b) Page
c) Jane
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V CONVERSATION
***
This a class in ‘Introduction into Business’ in a prestigious Business School
Professor: Could you tell me who is called ‘a boss’?
Student1: Yes, sir. ‘A boss’ is the person who employs the staff and who is in charge
of people at work.
Professor: Yes, that’s right. Well, now the next question: which are the responsibilities
of ‘a manager’ and ‘a director’?
Student 2: Someone whose job is to manage part or all of a company or organization
is called a manager. A director is one of the committee of top managers
who controls a company.
Professor: Good. What do ‘executives’ and ‘administrators’ deal with?
Student 1: If I’m not mistaken, ‘an executive’ is someone who has an important job
as manager in a company or business. As for ‘administrators’, their job
deals with the management and organization of a company, institution,
etc.
Professor: Right. These are very important positions. By the way, who knows what
‘clerks’ do?
Student 2: May I try? They keep records or accounts in an office.
Professor: OK. And now the last one: what does ‘a public relations officer’ do?
Student 1: Let me see … it’s not as easy as I thought first …
Student 2: If I’m not mistaken- ‘a public relations officer’ is responsible for explaining
to the public what an organization does, so that they will understand it
and approve of it.
***
Interviewer: Hello, please take a seat! So, you’ve applied for the part-time position,
haven’t you?
Andrew: Yes, I have.
Interviewer: Can you tell me what made you reply to our advertisement?
Andrew: Well, I was looking for a part-time job to help me through college. After I
had read the ad, I decided it was high time to start writing the application
letter … and I think that I’d be really good at this kind of work.
Interviewer: Do you know exactly what you will have to do as a shop assistant?
Andrew: Well, I imagine I will help customers, keep a check on the supplies in the
Store and prepare the shop for business.
Interviewer: Right, but you will also be responsible for keeping the front of the store
tidy. What sort of student do you regard yourself to be? Did you enjoy
studying while you were at school?
Andrew: I suppose I’m a reasonable student. I enjoy studying subjects that
interest me. Before I successfully passed all my exams I had studied real
hard.
Interviewer: Have you got any previous work experience?
Andrew: Yes. I worked part-time at a takeaway in the summer holidays after I had
attended a special training.
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Interviewer: Now, do you have any questions you’d like to ask me about the position?
Andrew: Yes, of course. Could you tell me what hours I’ll have to work?
Interviewer: Sure. We open at 9 a.m., but you would be expected to arrive at 8.30
and we close at 6 p.m. You would be able to leave then. I suppose I have
asked you all I wanted to. Thank you for coming along to the interview.
Andrew: Thank you. When will I know if I have been successful?
Interviewer: We’ll be making our decision next Friday; we’ll give you a call.
b) Translate:
***
Pete: Hi, George, nice to see you again! How are you doing?
George: Salut, Peter. Î-mi pare bine să te revăd. Eu sînt bine, mulţumesc. Dar tu?
Привет, Питер. Рад видеть тебя вновь. У меня все хорошо, спасибо. А у
тебя?
Pete: I’m fine, thanks, but rather busy!
George: Chiar aşa? Cu ce te ocupi?
Неужели? Чем занимаешься?
Pete: I study business at Harvard School of Business and have a lot to study…
George: Şi ce ai resuşit să înveţi pînă acum? Eşti student de 2 săptămîni, nu-i aşa?
И что ты успел выучить? Ты студент уже 2 недели, не так ли?
Pete: Right. I have already learnt quite a few things. For example about the
difference between salary and wage.
George: Şi care e diferenţa? După mine sînt sinonime.
И какова разница? По-моему, они синонимы.
Pete: How wrong you are! ’Salary’ is the money that you receive as payment
from the organization you work for, usually paid to you every month.
But ’wage’ is the money you earn that is paid according to the number of
hours, days or weeks that you work.
George: E foarte interesant, dar e cam dificil să înţelegi diferenţa… Poate să mă
înscriu şi eu la cursurile de busines? Îţi imaginezi – ambii vom fi oameni de
afaceri?
Довольно интересно, но немного трудно понять разницу … Может,
мне тоже записаться на бизнес курсы? Представляешь, мы оба будем
деловыми людьми.
Pete: What a good idea! And you will also learn about the word ‘perk’ which
means something that you get legally from your work in addition to your
wages, such as goods, meals or a car.
George: Perfect! O să scriu o scrisoare de intenţie şi un CV relevant. Mă ajuţi?
Превосходно! Напишу сопроводительное письмо и резюмé.
Поможешь?
Pete: Certainly.
You are the president of a large Sales Company. You have an opening in the
company at the managerial level. The personnel director/manager has just stepped
into your office. Tell him about the type of person you want to fill the vacancy.
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VI CREATIVE WORK
Ex. 1 . Describe the picture below:
Ex. 2 Write your own CV. Follow the model below:

Christopher Jones
24 Mansfield Drive, Chedlee,
Manchester, M23 4DJ.
Tel: (0161) 234 1234
chrisj@email.com
PROFILE:
A Mathematics student who is keen to find a position as a Trainee Accountant. Reliable,
trustworthy, numerate and meticulous. Worked for a firm of chartered accountants last
Summer and gained a good understanding of what is required of an accountant. Able
to work on own initiative or as part of a team and can deal with administrative duties
competently.
EDUCATION:
2006 - 2009 BSc (Hons) 2.2 (expected) in Mathematics at the University of Warwick.
Subjects studied: Business Studies, Computer Studies, Calculus, Geometry & Topology
and Catastrophe Theory.
1999 - 2006 Chedlee High School.
3 GCE A Levels: Mathematics [A], Economics [B], Chemistry [B].
6 GCSEs: Mathematics [A*], English Language [A*], Chemistry [A*], Economics [A*],
Physics [B], Geography [B].
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EXPERIENCE:
Summer 2008 JOHNSON & STEVENS Administrative Assistant
A vacation job working for a large firm of accountants. Responsibilities and achievements:
Assisted the Senior Partner who was conducting audits on major companies in the area.
Handled incoming telephone calls to the Senior Partner from other companies and
members of the public.
Organised and maintained the Senior Partner’s filing system.
Typed reports on an IBM Compatible PC using the WordPerfect word-processor.
Devised a new filing system to maintain the files held by the department.
Solved users PC problems including sorting out spreadsheets, explaining how to use
complex features in word-processing packages.
Summer 2007 CHEDLEE COMMUNITY CENTRE Co-ordinator
A vacation job at a community centre for the elderly. Responsibilities and achievements:
Organised a local advertising drive that increased the number of elderly people coming
to the centre by 20%.
Organised games for people attending in the afternoons.
Escorted some of the elderly people to and from the centre.
COMPUTER SKILLS:
IBM Compatible PCs running Microsoft Windows, MS-DOS, WordPerfect, Word for
Windows, Lotus 1-2-3 and Microsoft Visual C.
ADDITIONAL INFORMATION:
Driving Licence: Full, clean.
INTERESTS:
Interests at the University of Warwick included organising a charity quiz for RAG, which
raised £5000. Badminton, cinema and theatre.
REFEREES:
Professor William Jackson, Department of Mathematics, The University of Warwick,
Coventry, CV4 7AL.
Mr Jack Lord, Personnel Manager, Johnson & Stevens, 124 High Street, Chedlee,
Manchester, M23 3LD.
202
Lexical topic: Law and Order
Grammar theme: Indirect Speech (II)
Lesson
15
I WARMING UP
1. What are the laws created for?
2. Have you ever violated order? If yes, what were the consequences?
3. How strict should the law be with people who drink and drive?
4. Would you agree that our society is law-abiding?
II VOCABULARY
advocate in open court swindling
authority in the dock swindler
bail jail traitor
barrister judge trial
briber jury weapon
bribery jury box witness
burglary jury man victim
hijacking juvenile crime guilty
corruption juvenile detention home innocent
court kidnapper to accept one’s guilt
Court of Appeal kidnapping to allege
crime law to bail smb. out
criminal lawyer to be accused of sth.
criminal offence misdemeanour to be acquitted
custody obvious clue to be arrested
Defence Counsel precedent to be captured
detective inspector prison to be caught
detention regulation to be charged with murder
death sentence robber to be fined
drug offence robbery to be found guilty
evidence scene of crime to be rescued
expert search for evidence to be sustained
fine serial killer to bribe
gun shoplifter to commit a further offence
hearing of a case solicitor to declare the punishment
injury suspicion to follow sb
203
to hear a case to plead not guilty to seek a solution

to identify to prevent to set a precedent
to kidnap to pronounce the sentence to steal
to kill to pursue to swindle
to murder to reach an understanding to testify
to pay off damages to rob
Ex. 1 Choose the correct variant:
1) This was one of the few crimes he did not …
a) achieve
b) commit
c) make
d) perform
2) The police are … the town for the stolen car.
a) combing
b) investigating
c) looking
d) seeking
3) The … are still holding twelve people hostage on the plane.
a) bandits
b) guerrillas
c) hijackers
d) kidnappers
4) He was changed with a(n) … of currency regulations.
a) break
b) breach
c) disrespect
d) observance
e) The man jumped out of the window and committed … death.
f ) homicide
g) murder
h) suicide
5) Why don’t the police take … measures against crime?
a) affective
b) effective
c) efficient
d) ineffective
6) “Thieves will be …”
a) liable
b) lifted
c) persecuted
d) prosecuted
204
7) The police car raced down the street with the … blaring.
a) alarm
b) bell
c) gong
d) siren
8) The tourist’s camera was … because he had brought it into the country illegally.
a) bereaved
b) confiscated
c) deprived
d) extorted
9) Look, Officer. I’m not drunk. I’m as … as a judge.
a) calm
b) clear
c) sober
d) steady
10) He said he would sue us, but I don’t think he’ll … his threat.
a) achieve
b) bring about
c) carry out
d) perform
11) The thieves … the papers all over the room while they were searching for the
money.
a) broadcast
b) scattered
c) sowed
d) strayed
12) The police caught the thief …
a) in black and white
b) in the red
c) red-handed
d) true blue
13) He offered me $ 500 to break my contract. That’s …
a) blackmail
b) bribery
c) compensation
d) reward
14) The policeman asked if I thought I could … the man who stole my car if I looked
at some photos.
a) certify
b) identify
c) justify
d) verify
205
Ex. 2 Put the following actions in the proper order.

If you commit a crime you may be:
1. accused
2. arrested
3. charged
4. convicted
5. interrogated
6. paroled
7. sent to prison
8. suspected
9. tried
Ex. 3 Choose the word or phrase that best keeps the meaning of the original
sentence if it is substituted for the underlined word:
1) A smiling face often disguises the mind and the heart of a villain.
a) a foolish man
b) a lying man
c) an unhappy man
d) a wicked man
2) At the first accident seemed to be trivial.
a) critical
b) momentous
c) significant
d) unimportant
3) There was no trace of poison in the coffee the chemist analysed.
a) colour
b) indication
c) smell
d) taste
4) The frown on the judge’s face showed that he was displeased.
a) look of anger
b) look of delight
c) look of fear
d) look of surprise
5) The night was so foggy that the murderer was easily able to escape his pursuers.
a) messy
b) mild
c) misty
d) moist
6) The driver tried to avert the accident by bringing the car to a sudden stop.
a) cause
b) control
c) minimize
d) prevent
206
7) The indecisive man was readily persuaded to change his mind again.
a) abruptly
b) easily
c) hardly
d) subtly
8) The officer compelled the prisoner to do exactly as he wished.
a) allowed
b) beseeched
c) forced
d) hired
9) The judge sentenced the convicted man.
a) gave a pardon to
b) gave high praise to
c) passed judgement upon
d) sympathised with
10) It is useless to attempt to flee from every danger. Some risk must be taken.
a) hide oneself
b) protect oneself
c) run away
d) stay away
Ex. 4 Form a noun from the verb in brackets after the sentence:
1. The policeman wanted to see the motorist’s driving … . (license)
2. He made a complete … of the accusation against him but no one believed him.
(deny)
3. The police think that she committed the murder but they have no … (prove)
4. I’m not sure, but I have a … that he was the boy who had stolen my bike. (suspect)
5. At the end of the five-day … he was found guilty and sent to prison. (try)
6. The police car crashed into a traffic-light while it was in … of a stolen car. (pursue)
7. He was arrested for … of illegal drugs. (possess)
8. “Capital …” means the death penalty. (punish)
9. The police questioned him for three days until he finally made a … (confess)
10. Seven illegal immigrants are held in … at the port. (detain)
11. She was sentenced to three years’ … (imprison)
12. If you send us a … of the missing property, we’ll try to find it. (describe)
13. His … to drugs nearly killed him. (addict)
14. She did not get the money honestly and legally. She got in by … (deceive)
15. His dirty appearance made a bad … on the judge. (impress)
Ex. 5 Put each of the following words or phrases in its correct place in the passages
given below:
a) walkie-talkie, join, plain clothes, detective, police force, rank, policeman, uniform
Alan is now old enough and tall enough to … the … At first, of course, he’ll be an
ordinary … of the lowest … He’ll wear a … and go out in the streets keeping in touch
with the police station with his …. Then he’d like to be a … in … investigating serious
crime.
207
b) g
uards, tap, bullet-proof, armoured vehicles, bug, kidnappers, couriers, security firm,
private detectives
I run a … which offers a complete range of security services. We have … with special
… windows to transport money and other valuable items. We can supply trained …
to protect exhibits at art shows and jewellery displays. We can advise you if you think
someone is trying to … your phone or … your private conversations at home or in the
office with hidden microphones. We have ex-policemen whom you can hire as … and
special … to deliver your valuable parcels anywhere in the world. We can protect you
or your children against possible …
III GRAMMAR
Ex. 1 Put the following Imperative sentences into Indirect Speech using next
verbs: ask, tell, remind, order, warn, urge, beg, advise, invite, suggest, offer.
Model A: Pete, be attentive! – She asked Pete to be attentive.
1. Officer, arrest the criminal!
2. Sergeant, interrogate the suspect!
3. Mr. Judge, punish the offender, please!
4. Witness, accuse this crook!
5. Ann, obey the rules, please!
6. Students, read the Penal Code, please!
7. Young man, park your car in the parking lot only!
8. Policemen, follow that thief!
9. Law enforcement officer, catch the vandals, please!
10. Mary, cash checks only in banks!
11. The Jury, take the right decision!
12. Attorneys, represent your clients’ interests in court!
13. Judge Brown, send these lawbreakers to prison, please!
14. Ms. White, plead guilty!
15. Lieutenant, take the wrongdoer in!
Model B: Andy, don’t break the law! – Mr. Smith advised Andy not to break the law.
1. Don’t steal, George!
2. Don’t threaten young girls, Sam!
3. Don’t kill the dog, James!
4. Don’t take people for ransom, Ben!
5. Don’t willfully destroy people’s property, Tom!
6. Don’t marry illegally, while being married already, Samuel!
7. Don’t capture that guy, officer!
8. Don’t park the car here, young lady!
9. Don’t attack people, Harry!
10. Don’t convict me, Judge Anderson, please!
11. Don’t rise the prices, Andy, it’s illegal!
12. Don’t ban death penalty, Senator!
13. Don’t rob banks, young men!
14. Don’t drive drunk, Cole!
15. Don’t use drugs, students!
208
Ex. 2 Last week you met Andrew, a former classmate. He told you a lot about
his job as detective inspector. Tell your colleagues about it. Use the following
verbs: mention, say, tell, stress, inform, notify, state, declare, boast, announce, let
know.
Model A: I’m a very good specialist. – He mentioned he was a very good specialist.
1. I’m the best detective inspector in the city.
2. I investigate the most serious offences.
3. I have many officers working for me.
4. My wife interrogates wrongdoers every day.
5. She has solved a very mysterious felony recently.
6. I have already reported about it.
7. I’m going to become very famous one day.
8. Some people are breaking the law right now.
9. I have been terrifying criminals for years.
10. One of the crooks has been hiding for years.
Model B: T he burglar broke into a house yesterday. – He stressed (that) the burglar had
broken into the house the day before.
1. My investigation office was located in the suburbs last year.
2. I didn’t have so many clients a year ago.
3. I met once a pickpocket who could steal without being caught.
4. I worked here with the best criminologists in the country.
5. I had an accident the day before yesterday.
6. My wife said she had already found the solution of this difficult case.
7. I had witnessed in court before I met you.
8. My colleagues were writing a report when I left the office.
9. O
nce I caught a smuggler who was trying to bring some illegal goods into the
country.
10. He was hiding three large emeralds in his briefcase.
Model C: The victim will report the crime tomorrow morning. – He told me (that) the
victim would report the crime the next morning.
1. I will question three teenagers tomorrow.
2. I will also send them to prison, if necessary.
3. But I assume, the judge will only fine them over speeding.
4. I hope he will punish them during the next hearing.
5. My wife says she will try to do everything to send to jail next week.
6. One day, I will become more famous than Sherlock Holmes.
7. M
y son will become a policeman after he graduates from the Police Academy in a
year.
8. My daughter will be a traffic warden next month.
9. A spy will be heard in High Court next Friday.
10. I’m certain this murderess will be sentenced to life imprisonment next week.
209
Ex. 3 Put the following general (Yes/No) questions into Indirect Speech. Use the
following verbs: ask, want to know, be curious, inquire, question, want to find out, be
interested,
Model: Did you know the name of the abuser? – He inquired if he had known the name
of the abuser?
1. Do terrorists try to enforce their political demands by carrying out or threatening
acts of violence?
2. Does a racketeer make money by dishonest methods such as threatening people
or using force?
3. Did an arsonist set fire to Mary’s property last week?
4. Is a soldier who leaves the army without permission called a deserter?
5. Am I the embezzler who steals money from my own company?
6. Was that person the shoplifter who took the cigarettes without paying for them?
7. Have the robbers taken your property illegally using violence?
8. Has the poacher hunted illegally on the Writhers’ property?
9. Had the hooligans caused much damage in this public place?
10. Will the forgers continue to make false money and documents nowadays?
11. Do muggers attack and rob people especially in public places?
12. Does an assassin kill for political reasons or reward?
13. Does the fraud pretend to be what he’s not?
14. Has the pickpocket stolen all your money today?
15. Had that famous smuggler brought into the country these forbidden goods?
Ex. 4 Put the following special (Wh-) questions into Indirect Speech. Use the
following verbs: ask, want to know, be curious, inquire, question, want to find out, be
interested
Model: Why do you look so terrified, Betty? – He inquired why Betty looked so terrified.
1. What does a judge do in a courtroom?
2. Where do prosecution attorney work?
3. How does the jury decide whether the defendant is guilty or not?
4. Why has the accused committed this terrible crime?
5. Who chose this attorney?
6. Why did he go to a law school?
7. When will they go to prison for this offence?
8. Why had these children bullied each other?
9. Who has kidnapped these little girls?
10. How long has he been scaring this neighbourhood?
11. When did the robber attack these people?
12. Why do the police defend us round the clock?
13. When will he pronounce the verdict?
14. How often does a common detective deal with organized crime?
15. Which crime is considered a serious one?
Ex. 5 Put the following into Indirect Speech:
1. The geography teacher told us the Earth (to be) round.
2. I read in a magazine that Tower Bridge (to be) very beautiful.
3. Those people remarked Tony Morrison (to be) a Nobel Prize laureate.
210
4. I learnt that the Earth (to rotate) round the sun in the astronomy class.
5. Father told me London (to be) the capital of England.
6. My friend read the sun (to rise) in the East.
7. We understood at last that the English Channel or La Manche (to separate) the UK
from the continent.
8. He said Encyclopedia Britannica (to compile) much useful information.
9. He said the Philippines (to consist) of several islands.
10. They told me newly born babies (to feel) when their mothers (to be) around.
Ex. 6 Fill in “say” or “tell” in the right tense-form:
1. The policeman … that the boy was alive.
2. The victim … me she was very tired.
3. Jim … to me about the process.
4. My client … he was pleased with our investigation.
5. One of the prisoners … he … (not) anyone my secret.
6. Stop … lies to me!
7. Could you, please, … me your name?
8. “I haven’t stolen this money,” she … the policeman.
9. The judge … he would hear the case later.
10. The mat … me he wasn’t looking for trouble.
11. The girl … she couldn’t remember anything.
12. Mary … to me she would arrive next week.
13. They … us they had caught the drunken driver already.
14. The children … their parents about a strange man.
15. She … to me she wanted to be secretary in court.
Ex. 7 Render the following dialogues in Indirect Speech:
***
Policeman: Hey, what are you doing here?
Man: I’m looking for Trouble.
Policeman: What did you say?
Man: I’m looking for Trouble.
Policeman: Then, follow me, please!
Man: As you say, sir.
Judge: Why were you arrested?
Man: A policeman asked me: “What are you doing here?”. I answered: “I’m
looking for trouble.” Then he ordered: “Follow me!” So, I followed
him.
Judge: Well, he was right to arrest you. It looks that you were looking for
trouble.
Man: Oh, but ‘Trouble’ is the name of my dog!
***
Police officer: You’re Mr. Larry Hughes, a store detective, aren’t you?
Mr. Larry Hughes: Yes, sir; that’s correct.
Police officer: Could you tell us in your own words what happened on Thursday,
April 1st?
211
Mr. Larry Hughes: Yes, sir. I was in the men’s clothing department when I saw that
man trying on a jacket. He was looking at himself in the mirror,
when I noticed a tag hanging from his back pocket of his pants.
It was our shop’s price tag. He put the jacket back on the rack and
moved away. I followed him, hoping he would pay for the shirt, but
he never did. So, I stopped him and asked for the receipt. He didn’t
have one, so I called the police.
Police officer: Are you sure it was this man?
Mr. Larry Hughes: Yes, sir. I’m absolutely certain.
Police officer: Thank you. No further questions. You are free, Mr. Larry Hughes.
***
Police officer: Did you steal the shirt from the store Mr. Earful?
The suspect: No, I didn’t. I bought it the day before.
Police officer: So you had bought the shirt on March 31? Is that right?
The suspect: Absolutely, sir. I was wearing it because I was looking for a suitable
jacket. I had been trying on different jackets trying to find the best.
Then I saw Mr. Larry Hughes, he was staring at me, and following
me around. I didn’t know he was the store detective.
Police officer: Continue, please.
The suspect: I decided to leave the shop, but he stopped me and later called the
police. So, I’m here.
Police officer: Are you sure you are telling the truth?
The suspect: Yes, sir.
1. Martorul era sigur că l-a văzut pe bănuit la locul crimei. 2. Apărătorul a declarat
că clientul său nu era vinovat. 3. Locuitorii oraşului îşi făceau griji daca ucigaşul/
criminalul în serie a fost prins. 4. Poliţia a declarat că jaful de la bancă a avut loc seara
tîrziu. 5. Juriul/ juraţii au declarat verdictul că bănuitul era vinovat de furt. 6. Judecata
a decis că pîrîtul trebuie să despăgubească reclamantului toate daunele. 7. Ministrul a
asigurat cetăţenii că corupţia va fi nimicită/lichidată cât mai curând posibil. 8. Părţile
au convenit că cea mai bună decizie este de a propune soluţii reciproc avantajoase. 9.
Procurorul a reamintit instanţei că infractorul a încercat să fugă de la locul crimei. 10.
Notarul l-a sfătuit pe bătrîn să se gândească bine dacă vrea să includă toţi moştenitorii
în testamentul său.
1. Свидетель был уверен, что он видел подозреваемого на месте преступления.
2. Защитник утверждал, что его клиент был не виновен. 3. Жителей города
волновало, был ли серийный убийца пойман. 4. Полиция заявила, что ограбление
банка произошло поздно ночью. 5. Присяжные вынесли вердикт, гласящий, что
обвиняемый был виновен в краже со взломом. 6. Суд постановил, что ответчик
должен возместить истцу весь причиненный ущерб. 7. Министр уверил граждан,
что коррупция будет уничтожена в кратчайшие сроки. 8. Стороны согласились,
что наилучшим решением будет найти взаимовыгодный вариант. 9. Прокурор
напомнил суду, что преступник попытался скрыться с места убийства. 10.
Нотариус посоветовал пожилому человеку тщательно подумать над тем, хочет
ли он включить всех наследников в своё завещание.
212
IV READING
Read the selection and say if the boy had really committed the crime or not.
Thicker Than Water

The police record registered Benjy Blesker’s age as seventeen. He looked younger.
Vernon Wedge wasn’t deceived by it; he had seen too many innocent, baby-faced,
icy-hearted killers.
When Vernon walked into the prison ward, Benjy asked him for a cigarette.
Vernon hesitated and then offered the pack. Benjy lit up and dropped a mask over
his boyish features.
“Are you the lawyer my father man hired?”
“That’s right. My name’s Vernon Wedge.”
“When do I get out of here?”
“You don’t, not until the trial.”
“When’s the trial?”
“Don’t rush it,” Vernon said. “We need every minute of delay we can get. Don’t
think this is going to be easy.”
Benjy leaned back. “I didn’t cut that guy,” he said evenly. “I didn’t have anything
to do it with. I swear I didn’t kill him!”
“Take it easy. I’m not making any accusation, that’s the court’s job. Now sit back
and relax. I’m going over the story, from the police side, and then you can tell me
where they’re wrong. Every little thing, understand?”
Benjy swallowed hard. Then he nodded.
“It was ten minutes to midnight on June 21st,” Vernon said watching him. “You
and two other guys were walking down Thurmond Street; you came out of a movie
house. Kenny Tucker came out of a corner apartment building. You ran into each
other, and there was a fight. The next thing that happened, you and your friends
started running down the street. Kenny fell down and tried to get to his house. There
were two people on the steps. They saw you running. They saw Kenny die, right in
front of them. He had an eight-inch cut in his stomach. Ten minutes later, the cops
caught up with you in your father’s store on Chester Street. The knife was still in your
pocket.” Vernon paused.
“I didn’t cut him,” the boy said firmly. “All the rest of that story is true. But I don’t
know who cut Kenny.”
“All right,” Vernon said reluctantly. “So we Plead Not Guilty. I’ll do everything I can.”
Vernon came to the courtroom on opening day with a heart as heavy as his brief
case. Surprisingly, the first day didn’t go badly.
But it was his only good day. On the second afternoon Wickers, the prosecuting
attorney, started calling in the witnesses for the prosecution. It was the third witness
who did the most harm.
213
“No, Benjy isn’t a bad kid,” he said thoughtfully. “But he has a temper. And he
never forgave Kenny Tucker for the beating he had given him.”
“Then, in your opinion”, the prosecuting attorney said triumphantly, “this might
have been murder? Not just a sudden fight, but a cold-blooded –”
Vernon was on his feet, shouting objections. The judge took his side at once, but
the impression on the jury was made.
The fourth day was the worst of all. Wickers, waving the knife under Benjy
Blesker’s nose, made him admit that it was his, admit that he was never without it, and
admit that he had it in his pocket – maybe even in his hand – the night of the killing.
One more day and the trial would be over.
Monday morning came. Vernon Wedge stood up and addressed the judge.
“Your Honour, something occurred over the weekend which I consider of great
importance to this case. I ask the court’s permission to introduce new evidence.”
“What sort of evidence, Mr. Wedge?”
“It’s a demonstration, your Honour. In my opinion it will clearly establish my
client’s guilt or innocence.”
Vernon faced the jurors.
“Ladies and gentlemen, this is the knife which was in the hands of Benjamin
Blesker the night of the murder. This clean, shiny knife can still tell a story of guilt or
innocence. For as every biochemist knows, there is a test to show whether an object
made of porous metal has ever been touched with even one drop of blood. I intend
to prove once and for all whether I have been defending an innocent boy or a lying
murderer. I propose to put this knife in the solution. If it turns pink— you must punish
Benjamin for his guilt. If it remains clear you must do what is fair, and set him free.”
Slowly Vernon brought the knife down.
“You cannot make the test,” the judge said. “It’s against the rules.”
The jury was out less than an hour. When they returned, they declared that
Benjamin Blesker was innocent.
When Vernon was congratulating the boy and his father, Benjy looked dazed and
the happiness in old Blesker’s face looked more like sadness.
“Now there’s something we have to do,” Vernon said. “Something to satisfy us all”,
“What do you mean?” asked Mr. Blesker anxiously.
Vernon looked at the boy. Benjy wouldn’t meet his eyes.
“I still don’t know the truth and neither do you. Only Benjy here knows it.”
He held out his hand.
“Give me the knife, Mr. Blesker. We’re going to make the test the judge didn’t allow.”
Blesker picked up the knife. He touched it thoughtfully.
“Of course,” he said.
Then slowly he drew the knife across the back of his hand. He looked at the
bleeding cut sadly, indifferently, and then handed the weapon to Vernon.
“Make your test,” the father said. “Make your test now, Mr. Wedge.”
And as Vernon stared at him, he took his son’s arm, and they left the room together.
After Henry Slesar
214

1. How old was Benjy Blesker?
2. Did he look his age?
3. Who hired Vernon Wedge?
4. How did Benjy behave in the presence of Vernon Wedge?
5. What was Benjy accused of?
6. Did Benjy admit that he was guilty?
7. What was the harm the third witness for the prosecution did?
8. What impression did the prosecuting attorney manage to produce on the jury?
9. What happened on the fourth day of the trial?
10. What sort of evidence did Vernon Wedge want to introduce?
11. Was Vernon Wedge allowed to perform the demonstration?
12. What was the jury’s decision?
13. Did Benjy and his father look happy after the boy had been declared innocent?
14. What did Vernon consider necessary to do after the trial have been over?
15. Did Vernon manage to find out the truth?
1. What was Vernon’s attitude to his client Benjy Blesker?
2. Why did Benjy persist in alleging that he “didn’t cut that guy”?
3. Why did Vernon come “to the courtroom on opening day with a heart as heavy as
his brief case”?
4. Why did the prosecuting attorney feel triumphant during the four days of the
trial?
5. Was Vernon Wedge really eager to perform the test or did he foresee the judge’s
reaction?
6. Why weren’t Benjy and his father eager to celebrate the victory?
7. Why was it so important for the defending attorney to know the truth?
8. Why did the father cut his hand?
9. What would the further relationship between Benjy and his father be?
10. How would you interpret the title of the story?
1. Benjy Blesker looked older than it was registered by the police.
2. Vernon Wedge believed at once that his client was innocent.
3. Benjy was very sorry about what had happened.
4. Vernon Wedge was sure that he would easily win the case.
5. On the fourth day the prosecuting attorney managed to persuade the jury that
Benjy was guilty.
6. On Monday the court allowed Vernon Wedge to introduce new evidence.
7. It took the jury more than a day to give a verdict of guilty.
8. Vernon Wedge, Benjy and his father were very happy to hear the jury’s
decision.
9. The lawyer didn’t care at all if Benjy was really guilty or not.
10. After the trial Benjy and his father thanked Vernon Wedge heartily.
215

1. Mr.Blesker took the knife and made a deep cut in his hand.
2. On the fourth day of the trial Wickers, the prosecuting attorney, made Benjy
admit that he had the knife in his pocket, maybe even in his hand, on the night
of killing.
3. Benjy kept insisting that he was innocent.
4. Vernon Wedge, the defending attorney, didn’t quite believe Benjy’s words that he
hadn’t killed Kenny Tucker with his knife.
5. Although Vernon came to the courtroom on opening day with the heart as heavy
as his briefcase, the first day of the trial didn’t go badly.
6. Benjy Blesker was arrested by the police for the accusation of the unpremeditated
murder.
7. The lawyer, startled by Mr.Blesker’s action, watched him and Benjy leaving the room
together.
8. The judge didn’t allow Vernon to make the test, as it was against the rules.
9. Benjy was seventeen, but he looked much younger.
10. An hour later the jury declared that Benjamin Blesker was innocent.
11. Vernon was eager to perform the test which was not allowed by the judge as he
wanted to know himself whether he was defending a falsely accused boy or a
lying murderer.
12. On the second day of the trial the third witness for the prosecution did the
most harm, alleging that some weeks earlier Kenny Tucker had had a fight with
Benjy.
13. Vernon Wedge told Benny the story of his crime as it was presented by the police.
14. Vernon Wedge, Benjy and the boy’s father met after the trial.
15. O n Monday Vernon Wedge asked the court’s permission to perform a demonstration
that would clearly establish his client’s guilt or innocence.
Ex. 4
a) Fill in the blanks with prepositions (if necessary):
It was very hot … the small court-room and everybody was feeling sleepy. … a
tiring morning, the clerks were anxious to get off to lunch and even the judge must
have felt happy when the last case came up … the court. A short, middle-aged man
with grey hair and small blue eyes was now standing … him. The man had a dazed
expression on his face and he kept looking … as if he was trying hard to make … what
was going …
The man was charged … breaking … a house and stealing a cheap watch. The
witness who was called did not give a very clear account … what had happened.
He insisted that he had seen a man outside the house one night, but when he was
questioned further, he admitted that he was not sure whether this was the man. The
judge thought … the matter … a short time and then he said that as there was no
real proof, the man could not be found guilty … any crime. He said that the case was
dismissed … lack … evidence and then rose to go. The prisoner looked very puzzled.
It was clear that he had not understood a thing. Noticing this, the judge paused …
a moment and then the man said suddenly, “Excuse me, sir, but do I have to give the
watch back or not?”
216

A policeman was sent to investigate … disappearance of some property from …
hotel. When he arrived, he found that the hotel staff had caught … boy in one of …
rooms with … camera and some cash. When … policeman tried to arrest … boy, he
became violent and … policeman had to handcuff him. At … police station … boy
could not give … satisfactory explanation for his actions and … police decided to
charge him with … theft of the camera and cash. They took his fingerprints, locked
him in … cell and detained him overnight. … next morning he appeared in … court
before … magistrate. He took … oath and pleaded not guilty. Two witnesses, … owner
of the property and … member of the hotel staff gave … evidence. After both sides of
… case had been heard … boy was found guilty. He had to pay … fine of £ 250 and he
was given … sentence of three months in … prison suspended for two years.
a) Vernon Wedge
b) Benjy Blesker
c) Mr. Blesker
Ex. 6 Present the story “Thicker Than Water” as for a newspaper article.
V CONVERSATION
***
Barrister for the defence: You were on duty on the night of November the tenth?
Police constable Wilkins: Yes.
Barrister for the defence: Where were you at 2.30 A.M.?
Police constable Wilkins: I was in the High Street.
Barrister for the defence: Did you see anyone in the High Street at that time?
Police constable Wilkins: Yes, I did.
Barrister for the defence: Can you tell the Court whom you saw?
Police constable Wilkins: I saw the prisoner.
Barrister for the defence: Where was the prisoner when you saw him?
Police constable Wilkins: He was outside the post office.
Barrister for the defence: Could you see what he was doing?
Police constable Wilkins: He was climbing out of a broken window of the post office.
Barrister for the defence: How far from the post office were you when you saw the
accused?
Police constable Wilkins: About 50 yards.
Barrister for the defence: You said it was 2. 30. A.M. How could you see what the man
was doing at that distance?
Police constable Wilkins: It was a moonlight night. There was a full moon.
Barrister for the defence: Did the prisoner run away when he heard you coming?
Police constable Wilkins: He didn’t hear me coming.
Barrister for the defence: Didn’t hi hear you coming? Police constables wear very
heavy boots, don’t they?
217
Police constable Wilkins: Yes, they do.

Barrister for the defence: Were you wearing heavy boots on that occasion?
Police constable Wilkins: I was.
Barrister for the defence: The High Street has stone pavements, I believe.
Police constable Wilkins: Yes.
Barrister for the defence: Heavy boots make quite a lot of noise on stone pavements?
Police constable Wilkins: Yes, they do.
Barrister for the defence: But the accused did not run away. Do you really believe that
he didn’t hear you coming?
Police constable Wilkins: He didn’t hear me coming. I caught him just as he climbed
out of the window.
Barrister for the defence: Do you expect the jury to believe that you could not be
heard and that there was no time for the accused to run
away?
Police constable Wilkins: I was on a bicycle at that time. Rubber tyres do not make
noise.
After A. S. Hornby
***
Mr. Meredith: You know, George, I had a rather unpleasant experience yesterday…
Mr. Thomson: Really? What happened?
Mr. Meredith: When I came out of my office I didn’t find my car. I immediately phoned
the police, I was sure someone had stolen it.
Mr. Thomson: How awful! Nowadays it’s not a rare case … One must be very cautious
while leaving the car.
Mr. Meredith: You know I have a brand new Mercedes …
Mr. Thomson: Yea, the black one! It cost you a fortune!
Mr. Meredith: But it turned out, however, that it was my wife who had taken it to do
some shopping.
Mr. Thomson: You should be kidding! Didn’t she let you know?
Mr. Meredith: Can you imagine- NO! She had forgotten to give me a call.
Mr. Thomson: I can imagine how you felt!
Mr. Meredith: I was rather worried because I had left some important papers in the
car. If they had disappeared, I would have lost my job.
Mr. Thomson: That should be a very good lesson for you! Never leave anything
important in the car when you leave it!
Mr. Meredith: Right!
***
Andy: Do you think we should be tougher on crime?
Bill: Well, it depends on what you mean.
Andy: For example, we could bring back the death penalty for murder, give longer
prison sentences for lesser offences and lock up juvenile offenders.
Bill: Those really sound like Draconian measures. Firstly, what do you do about
miscarriages of justice if you’ve already put innocent people to death?
Andy: You’d only use capital punishment if you were absolutely sure that you had
convicted the right person.
218
Bill: But, there’ve been many cases of wrongful conviction where people have
been imprisoned for many years. The authorities were sure at the time, but
later it was shown that the evidence was unreliable. In some cases, it’d been
fabricated by the police.
Andy: Well, no system of justice can be perfect, but surely there’s a good case for
longer prison sentences to deter serious crime.
Bill: I doubt whether they could act as an effective deterrent while the detection
rate is so low. The best way to prevent crime is to convince people who
commit it that they’re going to be caught. It doesn’t make sense to divert all
your resources into the prison system.
Andy: But if you detect more crimes, you’ll still need prisons. In my reckoning, if
we could lock up more juvenile criminals, they’d learn that they couldn’t get
away with it. Soft sentences will merely encourage them to do it again.
Bill: Yes, but remember that prisons are often schools for criminals. To remove
crime from society, you really have to tackle its causes.
b) Translate:
***
Police: New York Police Department. Can I help you?
Victim: Sper că da. Cineva a spart uşa apartamentului meu.
Надеюсь, что да. Кто-то взломал дверь моей квартиры.
Police: Where do you live?
Victim: Strada Stradford, blocul 25 apartamentul 79.
Улица Стрэдфорд, дом 25, квартира 79.
Police: When did you discover the burglary?
Victim: Imediat ce am ajuns acasă de la serviciu – cu vreo 3 minute în urmă.
Как только пришел домой с работы - около 3 минут назад.
Police: Was anything stolen?
Victim: Din păcate da. Au dispărut oate bijuteriile mele, de asemenea calculatorul şi
DVD-ul.
К сожалению, да. Все мои ювелирные изделия исчезли, а также
компьютер и видеоприставка.
Police: How did they get in?
Victim: Se pare că au spart geamul de la bucătărie.
Похоже, они разбили окно на кухне.
Police: An officer will be round in about half an hour. Please don’t touch anything.
***
Ariel: Have you heard anything about the burglary at the Smiths?
Ben: Da! Noutatea a fost atît de nesteptată.
Да. Эта новость как гром среди ясного неба…Бедняжки….
Ariel: Well, they may hope for getting back the stolen things, as the police have
detained a man suspected of committing the crime.
Ben: Vai, ce bine! Sînt sigură că în caz că se dovedeşte că el a furat lucrurile din
casă, el va fi pedepsit cu privaţiune de libertate.
Ой, как хорошо. Я уверена, что если будет доказано, что он украл вещи
из дома, он будет наказан. Его посадят в тюрьму.
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Ariel: Yes, if he is found guilty…. The fact is that so far the accused denies his guilt
and says he can easily set up his alibi.
Ben: Să sperăm că totul va fi bine.
Будем надеяться на лучшее.
Ariel : How right you are!!! And let’s hope that we’ll have a safe neighbourhood…
Two friends were having a walk in the park. All of a sudden they heard a loud cry for
help. The boys run immediately to the place the noise came from. They saw a young
woman on the ground who was pointing to a man running away with her purse. The
boys chased the criminal and caught him. Later they reported to police.
VI CREATIVE WORK
Ex. 1 Describe the picture below:
Ex. 2 Comment on the following adages:

1. Poverty is the mother of crime. Marcus Aurelius
2. No man is above the law and no man is below it; nor do we ask any man’s permission
when we ask him to obey it. Obedience to the law is demanded as a right; not asked as a
favor. Theodore Roosevelt
3. You cannot make men good by law: and without good men you cannot have a good
society. C. S. Lewis
4. The law an eye for an eye makes the whole world blind. Mahatma Gandhi
5. Punishment presses hard onto the heels of crime. Horace
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Lexical topic: Travelling
Grammar theme: Conditionals
Lesson
16
I WARMING UP
1. Do many people like to travel? Why?
2. If you had a chance to make the voyage of your dream, where would you go?
3. Would you prefer a long journey or a short trip?
4. What country is considered to be a real paradise for tourists?
II VOCABULARY
by air motel wood(y)
airport mountain(ous) (youth) hostel
beach package holiday to arrive in/at
by/on/get on (off ) a/ bicycle passenger to be/feel/ get airsick/
(bike)/motorbike by\on / get on (off ) a/ plane carsick/ seasick
by/on/ get on (off ) a/bus port to board (a boat/ a plane)
(coach) by rail to book/ buy a ticket (to
bus station railway station London/ for train)
by/on /get on (off ) a boat river to change at Bucharest for
(ship) route Berlin
camp schedule to check in
by/ in /get into (out of ) / car (by) sea to delay (a flight)
(taxi) (at the) seaside/ seashore to fly
charter flight self-catering holiday to get/ go on board
check-in (desk) stream to go camping
coach station suitcase to go to Tokyo via Budapest
coast single (one-way) /return to go sightseeing
countryside (round-trip) ticket to go through (customs /
cruise ticket office luggage inspection/passport
departures /arrivals boards timetable control)
destination tour to hitch-hike
excursion tourism to keep to /to be behind
holiday-maker tourist schedule
hotel by/ on /get on (off ) /a train to land
information office travel agent to make (to confirm/ to
itinerary traveler cancel) a booking
flight trip to register (weigh) luggage
journey tube/ subway/ underground to take off
lake vacation to travel
landing vacationer to sail
(hand) luggage valley to set off
Main/ minor road voyage
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Ex. 1 Put in the following words into the text:
Trip, speed, arrives, train, goes, slowly, smooth, windows, easy, world, fast, travelling, ride, hard
I love … on any vehicle that … fast. The Bullet Train in Japan is really very …! It is so …;
you hardly notice its … It’s extremely punctual, but if it … late, you can get your money
back. You can see very well out of the train … and admire Mount Fujiyama. Some people
take it … and enjoy the …, eating a meal …, while the train moves quickly across the
country. Others like to work … before they get to the office. The … is highly regarded
throughout the … A …on the Bullet Train is really an experience.
Let’s go to China!
STA TRAVEL
China-the country you’ve always wanted to do but didn’t think you could. Over the (1)
… five years this mysterious country has opened its borders to individual travellers. So
now you have a chance to (2) … for yourself what China is (3) … before the age of mass
tourism begins. With STA Travel there are two ways (4) … visit China:
Fully independent travel
We’ll arrange your visa but you make your own arrangements for hotels and travel
on public (5) … in China. This can be the cheapest form of travel. (6) …, you must be
prepared for difficulties particularly if you don’t speak (7) … language. Your visa lasts for
one month but you can (8) … it extended if you want to stay longer.
Fully guided tours
We run several tours in China designed for travellers who want (9) … taken care of. The
price includes the visa as well as the services of an English-speaking (10) … for each group.
1. A) next B) last C) recent D) coming
2. A) watch B) look C) realise D) see
3. A) as B) similar C) so D) like
4. A) of B) to C) for D) by
5. A) transport B) tickets C) systems D) ways
6. A) possibly B) however C) personally D) similarly
7. A) any B) this C) that D) the
8. A) have B) make C) ask D) do
9. A) something B) everything C) anything D) nothing
10. A) host B) officer C) agent D) guide
Ex. 3 Put the following words into the correct sentences. Use each word once only:
Scenery, country, highlands, countryside, visas, bush, fortress, parking, skies, plane
1. The main difference between the English and French … is that in England most
fields and meadows are bordered by hedges, giving the impression from a distance
of a large patchwork quilt.
2. The fog was so dense that our … couldn’t take off.
3. In Australia, the name given to the wild, uncleared area of the country is the …
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4. The famous Tower of London was built as a … by William the Conqueror.

5. One of the most beautiful and unspoilt areas of Britain are the … of Scotland.
6. The … would rather travel by train to the mountains than go by bus.
7. If I had to choose, I would much prefer to live in the … than in a town.
8. Many people choose Switzerland for their holidays because of its beautiful …
9. The hotel does have … facilities but the space is limited.
10. Russia doesn’t demand that Moldovan citizens should have … to enter the country
and neither does the Ukraine.
Ex. 4 What do you call people from these places?
Model: England? – the English Russia? – the Russians
1. Britain? 6. France? 11. Switzerland? 16. Australia?
2. Ireland? 7. Japan? 12. America (the U.S.)? 17. Austria?
3. Greece? 8. Germany? 13. the Netherlands? 18. Sweden?
4. Korea? 9. China? 14. Moldova? 19. Turkey?
5. Spain? 10. Denmark? 15. Scotland? 20. Iceland?
Ex. 5 Fill in the blanks with the right words:
Embark, deck-chairs, gangway, waves, seasickness, boar, stormy, cruise, stewards, cabins
A holiday-trip by ship is a …. When passengers go on to a ship we say that they …,
or board the ship. When you want to leave or … the ship you have to use the gang-
plank, or …. Holidaymakers on board can sit in …. They sleep in …. Passengers are
served food by the …. When it’s … weather the surface of the water begins to move.
These movements of the water are called …. When the waves are very high many
people suffer from ….
Ex. 6 Match two words to make a word combination:
to cancel train luggage passport
to hit dining the plane duty-free
to stop check-in a flight departure
to change declaration form for refueling
to fill in to register shop trains
to book to board control a declaration
to confirm an air pocket journey office
public a booking lounge car
ticket tickets desk transport
III GRAMMAR
Ex. 1 Put the verbs in brackets into the correct tenses (cond.2):
1. I would see you off if I (to know) you were leaving.
2. Mary would go to Canada if she not (to be) afraid of cold weather.
3. Mr. Brown would buy you the ticket if you (to ask) him.
4. The children would fly by plane if they not (to be) airsick.
5. Thomas wouldn’t get lost in the mountains if they (to have) a map.
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6. I would learn foreign languages if I (to be) you.

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

10. If Merriam (to be) to France she would have enjoyed the view from the Eiffel Tower.
11. But for the thick fog we (to see) that mountain much better.
12. If the visibility (to be) better, the flight wouldn’t have been delayed.
13. If the natives (to speak) Spanish not so quickly, we would have understood at least
something.
14. I would have gone to Greece, if I (to be fond of ) ancient culture.
15. If they (to know) where the Customs was, they would have passed the passport
control sooner.
16. I would have fasten my seat belt if I (to fly) overseas.
17. If I had had to wait for quite a long time in the airport I (to shop) in the Duty-free area.
18. But for the taxi, I (to be late) for the departure.
19. The girl wouldn’t have turned the wrong street, if she (to listen) more attentively
to my directions.
20. If I hadn’t so foolishly lost our tickets we (to be) on board that beautiful ship.
Ex. 4 Rephrase the following complex sentences introducing condition:
1. I will give you a lift provided you are late for the train. If you …
2. I will borrow you my car, so you must be more careful. If I …
3. I’m sorry I didn’t catch the pane. If only I…
4. You will learn a lot about Turkish cuisine when you go to Turkey. Unless you…
5. The guide explained to us how to climb the rocks and not hurt ourselves. But for the
guide’s…
6. When we need advice where to spend our vacation, we will ask her. Should we…
7. I will go to the Red sea and dive to see the coral colonies there. If I…
8. When he goes to Australia he will see lots of exotic animals. Unless he…
9. The driver mixed up the historic data. As he hasn’t read the new edition of the guide
book. If only the driver …
10. I will climb Everest when I visit Nepal. Unless I …
1. Dacă aş fi citit mai mult, aş fi ştiut că călătoriile sînt benefice pentru sănatate. 2.
Dacă aş fi ştiut că călătoriile sînt atît de utile, aş fi vizitat multe ţări străine. 3. Dacă aş
fi vizitat multe ţări străine, aş fi cunoscut mult mai bine istoria şi geografia. 4. Dacă
aş fi cunoscut mai bine istoria şi geografia, aş fi fost un student eminent. 5. Dacă aş fi
fost un student eminent, aş fi obţinut premiul întîi la victorină – o călătorie pe Marea
Mediterană. 6. Dacă aş fi obţinut premiul întîi la victorină, aş fi avut posibilitatea să
călătoresc pe mare. 7. Dacă aş fi avut posibilitatea să călătoresc pe mare, aş fi fost mai
sănătos. 8. Dacă voi avea destui bani, voi pleca în America de Sud. 9. Dacă voi pleca
în America de Sud, voi vedea monumentele faimoase ale popoarelor Maya şi Atzec.
10. Dacă voi vedea aceste monumente, le voi povesti colegilor mei despre ele. 11.
Dacă aş povesti colegilor despre locurile vizitate, ei ar afla mai mult despre civilizaţiile
antice. 12. Dacă ei ar afla mai mult despre civilizaţiile antice, ei ar avea dorinţa să
călătorească mai mult. 13. Dacă ei ar avea dorinţa să călătorească mai mult, noi cu toţii
am avea de cîştigat. 14. Dacă măcar unii studenţi şi-ar putea permite să călătorească,
viaţa de student ar fi mai interesantă. 15. Dacă plata pentru călătorii ar fi accesibilă
pentru studenţi, ei ar fi foarte fericiţi. 16. Eu neapărat voi procura o foaie turistică, dacă
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primesc bursa. 17. În locul tău eu a-şi studia preţurile pentru biletele de avion. 18. Noi
nu vom vedea Cascada Niagara pină cînd nu vom obţine viza pentru SUA. 19. Dacă
n-ar fi fost ghidul atît de experimentat, noi am fi răsturnat luntrea. 20. Eu aş rezerva
locuri la hotel din timp în locul tău.
1. Если бы я прочитал больше литературы, я бы узнал, что путешествовать очень
полезно. 2. Если бы я знал, что путешествовать очень полезно, я бы посетил
больше стран. 3. Если бы я посетил больше стран, я бы знал историю и географию
лучше. 4. Если бы я знал историю и географию лучше, я бы стал отличником в
учебе. 5. Если бы я стал отличником, я бы получил первую премию на научной
конференции – круиз по Средиземному морю. 6. Если бы я имел возможность
отправиться в круиз, то это бы благотворно повлияло на моё здоровье. 7. Если бы
я имел достаточно денег, я бы немедленно отправился в Южную Америку. 8. Если
бы я отправился в Южную Америку, я бы увидел древние памятники индейцев
Майя и Ацтеков. 9. Если бы я увидел эти памятники, я бы рассказал коллегам о
них. 10. Если бы я рассказал о них коллегам, они бы узнали больше о древних
цивилизациях. 11. Если бы они узнали больше о древних цивилизация, у них бы
появилось желание путешествовать. 12. Я обязательно куплю туристическую
путёвку, если получу стипендию. 13. Мы не увидим Ниагарский водопад, пока
не получим визу в США. 14. Если бы проводник не был таким опытным, мы бы
перевернули лодку. 15. На твоём месте я бы забронировал места в отеле.
IV READING
Read the selection and say if Mr. and Mrs. Beaseley have come to a compromise.
It Happened Near a Lake

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

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

15. H ow did Mr. Beaseley explain the sudden disappearance of his wife?
1. Why didn’t Mr. Beaseley care that he was getting older?
2. Why did Mr. Beaseley enjoy himself on Fridays more than on other days?
3. Why did Mr. Beaseley offer his wife half the money that he had got?
4. Why did Mrs. Beaseley decide to accompany her husband in his travels?
5. Why did Mr. Beaseley agree with his wife’s intention to stay in Buenos Aires?
6. Why was Mr. Beaseley so eager to see the monster?
7. Why wasn’t the Portuguese doctor offended when Mrs. Beaseley kept insulting him
during the journey?
8. Why was Mrs. Beaseley so satisfied that her husband didn’t see any monster
although he watched the lake every day?
9. Why did Mrs. Beaseley rub out the monster’s footprints?
10. Why did Mr. Beaseley so readily agree with the doctor’s suggestion that they
should go back to Buenos Aires?
1. Mr. Beaseley was sixty years old.
2. He enjoyed his work and adored his wife.
3. Mr. Beaseley was unexpectedly left six hundred thousand dollars.
4. Mr. Beaseley intended to spend all his inheritance on travelling.
5. His wife decided to follow him in his journeys, although she hated it.
6. Mr. Beaseley met a little Japanese doctor.
7. Mr. Beaseley’s wife persuaded the doctor to show the monster to her husband.
8. It was Mrs. Beaseley who saw the marks which the monster had left.
9. She was happy to tell her husband that the monster really lived in the lake.
10. M r. and Mrs. Beaseley spent many wonderful years travelling together.
1. While wiping off the marks of the monster’s feet Mrs. Beaseley approached the
edge of the lake and disappeared in it forever.
2. Early in the morning Mrs. Beaseley saw the huge footprints, left by the monster.
3. Mr. Beaseley’s wife treated him very badly.
4. Being sure that his wife had left for Para and disappointed by the absence of the
monster, Mr. Beaseley decided to enjoy the pleasures of city life in the doctor’s
company.
5. As Mrs. Beaseley didn’t want her husband to escape from her, she accompanied
him everywhere.
6. One morning Mr. Beaseley suddenly found out that he had inherited four hundred
thousand dollars.
7. One day Mrs. Beaseley finally lost all her patience and declared angrily that she
would leave for Para the next morning.
8. During their journeys Mrs. Beaseley tried endlessly to spoil her husband’s pleasure.
9. Mr. Beaseley’s wife wanted to buy a flat in New York or a little house in Miami.
230
10. Mr. Beaseley was a fifty-year-old shopkeeper, who had never made much money
or done anything unusual or interesting.
11. When the Beaseleys were in Buenos Aires, a little Portuguese doctor told Mr.
Beaseley about a very strange creature living in one of the faraway lakes up the
river Amazon.
12. Mr. Beaseley at once decided to start out for that lake and asked the doctor to join
him.
13. Mr. Beaseley firmly decided to spend the money on travelling to interesting places.
14. They stayed near the lake for several days, but saw no traces of a monster.
15. Mr. Beaseley tried to escape from his dull life by reading about the wonders of
science.
Ex. 4
Dear Mother and Father,
I feel very excited … the thought that … another week I will be … you again … holiday. I
am enjoying my stay … England very much indeed. My teachers and my fellow-students are all
very nice … me but as they say … England, “There is no place like home.”
I am leaving here early … Saturday, 24th, and so I will be … home somewhere about lunch
time. The train starts from Calais … 22.30 p.m., so I think I will be sleeping … the train all
through the night and … 5 o’clock … Sunday I will have finished my train journey. The train
arrives … Rome … 4.55. I will be very excited, and when I see you … the platform, I think I
will cry.
How are you all … home? I hope you all keep well. I can’t say how much I want to see you all
again. Can you meet me … the station, as I have a lot … luggage? Will Enrico and Marchello
meet me? Or will the whole family be there? Saturday can’t come too soon!
Love and all good wishes,
Sophia.
… travelling is one of … ways of discovering new countries. Millions of people
all over … world are fond of travelling. They travel to see other countries and …
continents, to discover different ways of life, to meet different people and to practice
… foreign languages. It goes without saying that … travelling broadens … mind.
While travelling we can see and learn … lot of things that we can never learn staying
at … home and watching … TV or reading … books. What may attract tourists to …
Moldova? Some foreign people come to Moldova to get acquainted with Moldovan
culture, with Moldovan cuisine, customs and … traditions. Moldova has always been
… country of mystery attractive for foreigners. There are … lots of villages and towns
in Moldova famous for their … specific crafts. Tourists are especially attracted by …
Moldovan orthodox cathedrals, … churches and … monasteries.
a) Mr. Beaseley
b) Mrs. Beaseley
c) The Portuguese doctor
231
V CONVERSATION
***
Paul: What time does the next train to London leave?
Railway Station Clerk: At 16:35, from platform 8.
Paul: Is it a direct train to London?
Railway Station Clerk: No, you have to change trains at Birmingham.
Paul: I see. One ticket to London, please.
Railway Station Clerk: Single or return, sir?
Paul: Single, please.
Railway Station Clerk: 64 pounds, please.
Paul: Here you are.
Railway Station Clerk: Here’s your ticket and change, sir.
Paul: Thank you ever so much.
Railway Station Clerk: You are welcome.
***
Receptionist: Good afternoon, San Felice Hotel. May I help you?
Mrs Ryefield: Yes. I’d like to book a room, please.
Receptionist: Certainly. When for, madam?
Mrs Ryefield: March the 23rd.
Receptionist: How long will you be staying?
Mrs Ryefield: Three nights.
Receptionist: What kind of room would you like, madam?
Mrs Ryefield: Er... double with bath. I’d appreciate it if you could give me a room with
a view over the lake.
Receptionist: Certainly, madam. I’ll just check what we have available. . . Yes, we have
a room on the 4th floor with a really splendid view.
Mrs Ryefield: Fine. How much is the charge per night?
Receptionist: Would you like breakfast?
Mrs Ryefield: No, thanks.
Receptionist : It’s eighty four euro per night excluding VAT.
Mrs Ryefield: That’s fine.
Receptionist: Who’s the booking for, please, madam?
Mrs Ryefield: Mr and Mrs Ryefield, that’s R-Y-E-F-I-E-L-D.
Receptionist: Okay, let me make sure I got that: Mr and Mrs Ryefield. Double with
bath for March the 23rd, 24th and 25th. Is that correct?
Mrs Ryefield: Yes, it is. Thank you.
Receptionist: Let me give you your confirmation number. It’s: 7576385. I’ll repeat that:
7576385. Thank you for choosing San Felice Hotel and have a nice day.
Goodbye.
Mrs Ryefield: Goodbye.
***
Rent-A-Car Clerk: Good morning. May I help you?
Mary Jones: I’d like to rent a car, please.
232
Rent-A-Car Clerk: Okay. Full-size, mid-size or compact, ma’am?

Mary Jones: Full-size, please. What’s the rate?
Rent-A-Car Clerk: 78 dollars a day with unlimited mileage.
Mary Jones: And I’d like to have insurance just in case.
Rent-A-Car Clerk: Is there an additional driver?
Mary Jones: No.
Rent-A-Car Clerk: If you want full coverage insurance, it will be 8 dollars per day. It
includes collision damage waiver and personal accident insurance.
Mary Jones: All right. I’ll take it.
Rent-A-Car Clerk: Here is our brochure, ma’am. Err … full-size … OK. Please choose a
model in this section.
Mary Jones: How about this one?
Rent-A-Car Clerk: All right. How many days would you like to use it?
Mary Jones: Just one day.
Rent-A-Car Clerk: May I see your driver’s license and credit card please?
Mary Jones: Is the international driving license fine?
Rent-A-Car Clerk: Yes, it is. Thank you. Please fill in this form. Can you check this box,
and put your initials here and again here.
***
Johnny: Hi, darling. I’m in Paris at last…
Adrianne: How good of you to phone. I was so worried. You should have called at
least 2 hours ago.
Johnny: I’m sorry, but I have just checked in, and trying to recover from a terrible
flight.
Adrianne: Why? What’s up?
Johnny: I guess you remember I came to the airport 2 hours before the departure
time…
Adrianne: Sure.
Johnny: So, I found my terminal, checked in and went to look for my gate.
Adrianne: That’s common experience…
Johnny: Right, but we boarded later than scheduled. The plane took off a couple
of hours late.
Adrianne: Why?
Johnny: Because of bad weather in Heathrow area.
Adrianne: I see why you sound so upset and tired. If the weather had been better
your flight wouldn’t have been delayed.
Johnny: … and then over the Channel we hit more bad weather. We had to fasten
our seatbelts.
Adrianne: But on board the plane passengers must follow the flight attendants’
instructions. It’s necessary for safety purposes!
Johnny: Right! At least I watched a new movie and had a good meal and some soft
drinks.
Adrianne: That’s the pleasant part …
Johnny: In several hours we landed in Paris. When I claimed my luggage it wasn’t
there, but to be honest they found it and sent it to the hotel.
Adrianne: Congratulations … Relax and have fun. Take care …
233
b) Translate:
Receptionist: Good morning. May I help you?
Daniel Adams: Da, aş dori să părăsesc hotelul. Numele meu este Adams, camera
312. Poftim cheia.
Да, мне бы хотелось покинуть отель. Мое имя Даниэль Адамс.
Комната 313. Вот ключи.
Receptionist: One moment, please, sir. ... Here’s your bill. Would you like to check
and see if the amount is correct?
Daniel Adams: Pentru ce sînt cele 14 lire?
За что эти 14 фунтов?
Receptionist: That’s for the phone calls you made from your room.
Daniel Adams: Pot să plătesc cu cecuri de călătorie?
Могу я оплатить дорожными чеками?
Receptionist: Certainly. May I have your passport, please?
Daniel Adams: Poftim.
Пожалуйста.
Receptionist: Could you sign each cheque here for me?
Daniel Adams: Sigur.
Конечно.
Receptionist: Here are your receipt and your change, sir. Thank you.
Daniel Adams: Vă mulţumesc. La revedere.
Спасибо. До свидания.

You are in charge of organizing a trip to the Carpathian Mountains. Talk to several
colleagues and ask them about their preferences.
VI CREATIVE WORK
Ex. 2 Comment on the following

adages:
1. The world is a book, and those who do
not travel, read only a page. St. Augustine
2. Man’s heart away from nature becomes
hard. Standing Bear
3. The poetry of the earth is never
dead. John Keats
4. To sit in the shade on a fine day and
look upon verdure is the most perfect
refreshment. Jane Austen
5. A man travels the world in search of
what he needs and returns home to find it. George Moore
234
4
Lexical topic: People versus Nature
Grammar theme: The Passive Voice
Lesson
17
I WARMING UP
1. What that nature mean for people?
2. What are the most dangerous kinds of pollution?
3. Why does humanity destroy its own habitat?
4. How can you or your community prevent flora and fauna species from becoming
endangered?
II VOCABULARY
acid rain greenhouse effect to be aware
air pollution hurricane to be exposed to
animal welfare industrial waste to be harmful
atmosphere landslide to chop down
avalanche natural disaster to contaminate
catastrophe (non)-renewable resources to cut down
climate nuclear to destroy
conservation oil-slick to die out
damaging effect ozone layer to diminish
desert ozone hole to disappear
dirt pesticide to dispose (of )
drought poison(ous) to dry up
dust pollution to dump
earthquake protected animal to harm
ecology rainforest to menace
ecosystems radiation to plant
endangered species severe weather to preserve
energy sewage to prevent
environmental issues soil to protect
environmental policy storm to pollute
evolution tidal wave to purify
exhaust fumes tornado to recycle
extinct species toxic waste to save
famine tsunami to threaten
fertilizer typhoon to throw away
flood volcanic eruption to waste
forest fire wild life
global warming to affect
235
2
Ex. 1 Fill in the gaps to form a compound noun or phrase:
1. … layer 6. … welfare 11. severe …
2. … rain 7. volcanic … 12. … effect
3. toxic … 8. greenhouse … 13. protected …
4. environmental … 9. … life 14. extinct …
5. oil … 10. … fumes 15. land…
Ex. 2 Put each of the following words in its correct place in the passage:
Helicopters, famine, drop, starve, flood, starvation, drown, drought, cut off, rains
If a country has no rain for a long time, this dry period is called a … . In countries
dependent on their agriculture, this can lead to a period of …, when there is not enough
food and people actually … (die of hunger). They die of … . When it … very heavily and
the land is under water, this is called a … . In this situation people and animals can … .
Sometimes … have to … food supplies to people in areas which are … .
1) I didn’t know that species of fish was still … .
a) extant c) extinct
b) extent d) extinguished
2) Most African countries have now … the killing of elephants.
a) banned c) prevented
b) dismissed d) refused
3) Animals should not be locked in cages; they should be in their normal … .
a) environment c) position
b) home d) residence
4) There is a large … for rare tropical birds in the National Park.
a) aviary c) reserve
b) cage d) zoo
5) Many species of animals today are … .
a) endangered c) risky
b) in risk d) under danger
6) A bird … has been established on this island.
a) asylum c) refuge
b) haven d) sanctuary
7) Much of our knowledge about the prehistoric animals comes from the study of … .
a) artifacts c) relics
b) fossils d) ruins
8) Unless we can prevent people from hunting snow leopards, the species will … .
a) die out c) extinguish
b) drop out d) fall out
9) Unless stricter hunting laws are introduced, seals will soon be … .
a) archaic c) extinct
b) defunct d) obsolete
236
10) My friend is a keen amateur… .

a) natural historian c) naturist
b) naturalist d) nature-lover
Ex. 4 Put the following stages of the life-cycle of a plant in the correct order:
1. First, a. flowers appear.
2. Next, b. the fruit forms.
3. Soon, c. leaves also start to sprout.
4. Subsequently, d. the plant decomposes
5. Meanwhile, e. the plant dies.
6. Later, f. pollination takes place
7. Then, g. roots begin to develop.
8. Afterwards, h. the seed begins to swell
9. Eventually, i. the seed is sown.
10. Finally, j. the seed needs water.
Ex. 5 Match the words with their definitions:
1. endangered species a. rain that contains harmful chemicals from factory
gases and that damages trees, crops and buildings
2. oil-slick b. the species that may soon no longer exist
3. global warming c. to keep sb/sth alive, or safe from harm or danger
4. to preserve d. to add dirty or harmful substances to land, air, water
5. to menace e. the increase in temperature of the earth’s atmosphere
6. extinct species f. to treat things that have already been used so that they
can be used again
7. to pollute g. a substance added to soil to make plants grow more
successfully
8. fertilizer h. to be a possible danger to sb/sth
9. acid rain i. types of plants, animals, etc. no longer in existence
10. to recycle j. an area of oil that is floating on the surface of the sea
Ex. 6 If people want to look after the environment, there are certain things they
should and shouldn’t do. Complete these two lists in suitable ways:
People should: People shouldn’t:
… tropical rainforests. … the ozone layer.
… more trees. … trees for firewood.
… water and energy. … animals and environment.
… paper, bottles and clothes. … soil.
… the pollution of water, air and land. … toxic waste at sea.
Ex. 7 Complete the sentences below with the appropriate words:
Charging, conserve, walk, recycling, air-conditioning, energy, bicycle, train, lights, cycle,
batteries, degrees, coach
1) To save e_______ turn off lights, television and computer when not in use.
2) To c_____ water, take short showers and turn off the tap when brushing your teeth.
237
3) Don’t drive when you can w______, c______ or use public transport.
4) Unplug your mobile phone as soon as it has finished c______.
5) Use rechargeable b_____ instead of throwaway ones whenever possible.
6) Turn down the central heating by one or two d______.
7) Travel by t______ or c______ instead of taking domestic flights.
8) When on holiday - rent a b______ rather than a car.
9) Turn the l______ and a____ - c_____ off when you leave your hotel room.
10) Instead of throwing things away, reduce garbage by r______ as much as possible.
Ex. 8 Choose the correct word:
It’s always good to be aware of certain environmental concerns. We all live on this planet
and have to take care of it. Here’s an exercise to help you practice talking about the
environment and some of the problems that many of us face every day.
1. Exhaust fumes cause a lot of recycling/ pollution especially in big cities.
2. Everyone should learn to conserve/ converse (= save) energy. Using lights/lamps
only when needed is a good say to do this.
3. Nancy is concerned /cornered about pollution. This is why she walks to work instead
of driving.
4. Baking/ biking is much healthier than driving, and it doesn’t pollute the air.
5. David conserves water by not letting it run/ jog when he’s not using it.
6. I’d like to conserve water… But I feel dirty if I don’t bath/ shower three times a day!
7. Many unethical companies dump/ give their waste into rivers.
8. Smog/ smoke, which is partly caused by exhaust fumes from cars, is a very big
problem in many big cities across the world.
9. Dirty/ acid rain occurs when pollution in the air is absorbed by water droplets in
clouds.
10. Oil soil/ spills pollute sea water and kill marine life.
III Grammar
Ex. 1 Make up sentences putting the verb ’to be’ in the following tense forms of
the Active Voice:
1. Present Simple. 2. Past Simple. 3. Future Simple. 4. Present Continuous. 5. Past
Continuous. 6. Present Perfect. 7. Past Perfect. 8. Future Perfect.
Ex. 2 Put the following into the Passive Voice:
A) Present Simple Passive
1. Human activity (to consider) harmful for the ocean.
2. People (to worry) about the environment.
3. Pollution (to generate) by a series of causes.
4. Environment (to destroy) humans.
5. Harmful radiation from the sun (to stop) by the ozone layer.
6. Raise of the world temperature caused by increase of carbon dioxide (to call)
global warming.
7. Volunteers whose aim is conservation of natural resources (to refer) to as greens.
238
8. Air (to pollute) mainly by smoke from factories and car exhaust fumes.
9. An increase of the carbon dioxide in the atmosphere (to cause) by cutting down
tropical rainforests.
10. The existence of a hole in the ozone layer (to prove) by scientific research.
B) Past Simple Passive:
1. Oceans (to pollute) by dumping industrial wastes in rivers and seas.
2. The acid rain we had yesterday (to cause) the smoke from numerous factories.
3. The Amazon (to surround) by tropical rainforests a couple of years ago.
4. The chemical CFC (to use) in aerosol cans.
5. All the bottles, cans and books I had (to recycle) last week.
6. Hundreds of trees (to plant) in this park last year.
7. Nature so (to damage) in this region, that it is almost a desert now.
8. Chlorofluorocarbon (to call) CFC when it was invented.
9. Smog maximal levels (to exceed) in London at the beginning of the 20th century.
10. In India elephants (to consider) endangered species a couple of years ago.
C) Future Simple Passive
1. In several years Styrofoam still (to believe) one of the most unnecessary pollutants.
2. Scientists claim that in the nearest future 50% of all toxic wastes (to produce) by the
photographic industry.
3. The problem of pollution (to look at) on three levels: local, regional, and global.
4. Smog problems in large cities still (to cause) by exhaust fumes as long as we don’t
control the import of used cars.
5. Global environmental problems (to resolve) only by international agreements.
6. The effects of the eruption of a volcano in the Pacific (to feel) round the world.
7. The quantity of the fumes that bleach out into the atmosphere (to limit) due to the
efforts of the greens.
8. Serious health problems (to condition) by pollution if urgent measures are not
taken.
9. Thousands of animals (to kill) if we continue to cut down the forests.
10. Plastic, aluminum, glass and paper (to collect) in different containers in the next
semester.
Ex. 3 Put the following into the Present or Past Continous Passive:
1. Hundreds of plants (to destroy) now.
2. The law on banning fishing (to take) at the moment.
3. Large areas of tropical forests on the globe (to cut) all the time.
4. H
uge numbers of air fresheners and hairsprays (to buy) by women all over the
world now.
5. Progress in solving environmental problems (to make) all the time.
6. What are you doing here? My bottle of perfume (to refill) in this shop now.
7. The old trees (to pull up) in that park when we came there.
8. Far more money (to spend) on sprays when I was younger.
9. I could barely breathe the other day, a huge fire (to make) in your garden.
10. Several recycling plants (to build) in your city when I last visited you.
239
Ex. 4 Put the following into the Present, Past or Future Perfect Passive:
1. This area (to clear) from trees already.
2. The water just (to purify).
3. A grant recently (to offer) to our NGO to collect the litter from the streets.
4. The volunteers just (to warn) about the waste storing facility.
5. The materials already (to recycle).
6. In Japan the problem of waste disposal (to cut down) long before 1975.
7. The damage caused by cutting down trees (to educe) in Brazil before special
instructions (to issue).
8. Whole forests (to burn down) before the firefighters managed to arrive.
9. Lots of energy (to use) to turn the wood pulp into paper before new technologies
(to invent).
10. The Earth (to call) the Blue Planet long before people conquered space.
11. The Planet (to cover) by huge clouds of smoke before the greenhouse effect were
identified.
12. The solution against the GE (to find) by the year 2025.
13. The oceans (to clean) by the end of the century.
14. The language signals of the dolphins (to decipher) by the time my grandchildren
grow up.
15. The blue whale (to exterminate) by the time hunting is banned.
Ex. 5 Put the following into the Passive Voice:
1. The community of living organisms and the physical environment in a particular
area (to call) ecosystem.
2. The term ‘ecology’ (to coin) by the biologist Ernst Haeckel in 1866.
3. Ecology (to consider) a very important field of investigation for many years.
4. A pplied ecology (to concern) with the management and conservation of habitats
and consequences and control of pollution.
5. O fficially designated endangered species recently (to list) by the International
Union for the Conservation of Nature.
6. Javan rhinoceros (to think) to be a vivid example of an endangered species.
7. Only 50 alive animals (to see) in the wilderness.
8. Unless active steps (to take) mountain leopards will be gone forever.
9. The harmful effect of byproducts of human activity on the environment (to know)
worldwide.
10. The greenhouse effect (to cause) by pollution.
11. Enormous clouds of ash (to eject) into the atmosphere after the eruption of
Vesuvius.
12. The concentration of carbon dioxide in the atmosphere (to estimate) to have risen
by 25% in the nearest future.
13. R esearch proved that instability and harm to the ecosystem on the Earth (to
condition) by the introduction of contaminants into the environment.
14. The world’s worst polluted places (to list) online next week.
15. L ast year, the ten worst polluted places (to locate) in China, India, Russia, Peru and
(the) Ukraine.
240
Ex. 6 Put the verbs in brackets into the Passive Voice:

Dear Sophia!
As far as you know I adore travelling! This year wasn’t an exception. As soon as the tour
(to buy) and the tickets (to book) I started dreaming about the Caribbean.
On board the ship I met a very interesting person who told me a lot of things about the
environment and the ecological problems humanity are facing now. For thousands of years
animals (to hunt), fish (to catch), forests (to cut) and plants (to wipe out). The land (to
farm). As a result lots of species (to exterminate). When the land (to over-farm) the top soil
turns to dust. Very sad, isn’t it?
As I am writing this letter at least thousands of trees (to cut) and many animals (to kill).
We must do something to save the flora and fauna, otherwise we will all regret very soon.
Hopefully, it is not too late yet.
Write to me, please what you think about the environmental issues I’ve mentioned.
I’m still enjoying my stay here. When I’m back, more details (to provide).
Love, Annie.
Ex. 7 Use the verbs in brackets in the correct tense form and voice:
– (to agree) that words are fascinating?
– Absolutely!
– One of the most delightful groups of words (to be) the collective names of animals.
Some phrases (to make) good sense if the animal’s habit (to know), others can (to
understand) by only consulting a dictionary.
– Great! Could you (to give) some examples, please?
– Do you know how ‘a group of lions’ (to call)? No? It (to name) ‘a pride of lions’ because
of the lion’s regal bearing. Let’s (to take) another example: ’a group of geese’ (to call)…
– I know- it is called ‘a gaggle of geese’. We must also say ‘a colony of ants, a school of
fish, a flock of birds and a parliament of owls’.
– Good! Some (to be) pretty funny, aren’t they? For example we say ‘a conspiracy of
ravens’ or ‘a murder of crows’. You (to know) that the English language is idiomatic?
– Can you guess what (to mean) by the following expressions? ‘Snake in the grass’, ‘no
spring chicken’ or ‘to be a dead duck’?
– I doubt, but I can try… well, it isn’t as easy as it (to seem)…
– OK, I’ll tell you: the first (to mean) ‘a low and deceitful person’, the second- ‘not young’,
and the third means ‘to have failed, to be finished’.
– Hadn’t you told us, we would have never guessed.
– Some other examples must (to discuss) as well. For example: ‘to chicken out’ means
‘to lose one’s courage’; ‘every dog has its day’ (to use) to express ‘everyone will get a
chance’, ‘to bear down on someone (to stand for) ‘to put pressure on someone’; ‘to rat
on someone’ (to signify) ‘to report someone’s bad behavior, to tattle someone’, and the
last one. Do you know what (to denote) by ‘to cry wolf’?
– Yes, it’s when you hear the wolves (to howl).
– Ha, ha, ha…
– No, it stands for ‘to raise a false claim/alarm, when there is no true threat’.
– All right. So much for today! Please, learn the new meanings you (to discover) today.
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Ex. 8 Read, translate, pay attention to the underlined verbs in the Passive Voice.
Express your opinion using passive constructions:
There are several views on Global Warming. Some claim it exists, others on the contrary say
it is a lie! The text below contains information supporting the 2nd opinion.
There is no global warming period???
Many scientists claim: “Yes, global warming is with us.” There is no evidence whether
such claims should be supported. Anyone who tells you that scientific research shows
warming trends - is wrong. There is no global warming!
Scientific research through U.S. Government satellite and balloon measurements
shows that the temperature is actually cooling - very slightly - 037 degrees Celsius.
Because of modern science and improved equipment, this “cooling” trend has been most
accurately documented over the past 18 years. Ironically, that’s the same period of time
the hysteria has grown over dire warnings of “warming.” Changes in global temperatures
are natural. In examining that there is more evidence to prove the basis for a conclusion
that changes in climate are more related to an increase in the temperature of the Sun
rather than influence of people. There is no proof that temperature is affected by anything
that man has done. In fact, recent severe weather has been directly attributed to a natural
phenomenon called El Nino. It causes ocean temperatures to rise as tropical trade winds
actually reverse for a time. The resulting temperature changes cause severe storms,
flooding and even draught on every continent on earth. It’s completely natural. El Nino
has been wreaking its destruction across the globe since long before man appeared.
How about the reports that the polar ice cap is melting? Well, yes it is. In fact, it has
been for about a million years or so. We are at the end of the ice age in which ice covered
most of North American and Northern Europe. Yet our world is being flooded with
the terrible predictions of Global Warming. We are being warned of killer heat waves,
vast flooding and the spread of tropical diseases. Ocean levels are rising they tell us.
Hurricanes and tornadoes have already become more violent, floods and droughts have
begun to ravage the nation, we are warned.
Any change in temperatures, or an excessive storm or extended flooding is looked upon
as a sure sign that environmental Armageddon is upon us. Diabolical environmentalists
are using the natural El Nino phenomenon to whip people into a Global Warming
hysteria. People are being deceived, and the deceit knows no bounds. The United Nations
released a report at the end of 1996 saying Global Warming was a fact, yet before releasing
the report two key paragraphs were deleted from the final draft. Those two paragraphs,
written by the scientists who did the actual scientific analysis said:
1. “None of the studies cited above has shown clear evidence that we can attribute
the observed climate changes to increases in greenhouse gases.”
2. “No study has positively attributed all or part of the climate change to man-made causes.”
Global warming is the greatest trick ever perpetrated on the people of the world!
After Andrew Gavin Marshall
Ex. 9 Translate into English::
1. Pînă la mijlocul secolului al XXI-lea majoritatea pădurilor tropicale vor fi tăiate. 2.
Savanţii au ajuns la concluzia că numeroasele catastrofe naturale sînt provocate de
activitatea omului. 3. Zborurile deasupra Europei au fost suspendate din cauza norilor
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deşi de cenuşă vulcanică. 4. Apa potabilă trebuie să fie purificată înainte de a fi utilizată.
5. Toate cruazierile turistice spre insule sînt anulate din cauza pericolului de tsunami. 6.
Legumele şi fructele organice (ecologic pure) sînt cultivate doar în cîteva regiuni ale ţării.
7. Sute de animale marine afectate de deversare de petrol au fost salvate de voluntari. 8.
În prezent, energia solară este tot mai mult folosită în industrie. 9. Ecosistemul unic este
grav afectat din cauza intervenţiei umane. 10. Primarul oraşului a asigurat locuitorii că
zeci de arbori şi arbuşti vor fi plantaţi în curînd pe străzi, în parcuri şi scuaruri.
1. К середине XXI-го века большинство тропических лесов будет вырублено. 2. Ученые
пришли к выводу, что многочисленные природные катаклизмы вызваны активной
деятельностью человечества. 3. Авиасообщение над Европой было приостановлено
из-за густого облака вулканического пепла. 4. Питьевая вода должна быть очищена
перед употреблением. 5. Все туристические круизы на эти острова отменяются из-
за угрозы цунами. 6. Экологически чистые овощи и фрукты выращиваются только
в нескольких регионах этой страны. 7. Сотни морских животных, пострадавших в
результате разлива нефти, были спасены добровольцами. 8. В настоящее время
солнечная энергия всё чаще используется в промышленности. 9. Уникальная
экосистема серьезно пострадала из-за недальновидного вмешательства человека.
10. Мэр города уверил жителей, что десятки деревьев и кустарников будут в
ближайшее время высажены на улицах, скверах и площадях.
IV READING
Read the selection and say why the weather is so unpredictable nowadays.
Weird Weather
Every generation thinks the weather isn’t what it used to be. It’s hotter or colder,
drier or wetter now than it was in Grandfather’s day. But nowadays maybe the
climate is really changing. The season of this year has brought a winter (or a summer,
depending on your relationship with the equator) that entered the record books. New
York City, the self-proclaimed Capital of Everything, was virtually shut down by its
worst blizzard in nearly half a century. And that was only one instance of freakish
weather around the turn of the year. There was record snow in Japan, record heat in
Argentina, record cold in Scotland. Weird weather brought floods to Italy, Indonesia,
South Africa and southern France. It produced a cold wet summer in Australia and
a spell of warm snowless winter in the Austrian Alps. For some, the weather was
pure joy, providing a midwinter sunbath or a once-in-a-lifetime glimpse of snow.
For others, the extremes of global climate were annoying, expensive or tragic. At
least 147 people died in the South African floods, caused by torrential rain. In central
Mexico, a foot of snow killed as many as 20 million migrating monarch butterflies.
A growing body of scientific evidence suggests that extreme weather – cold or hot,
wet or dry – is a result of global warming, itself a consequence of air pollution. If so,
global warming has a lot to answer for: the hurricanes that devastated the Caribbean
the previous year, Britain’s worst drought in this century, the heat wave that killed
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more than 800 people in the American Midwest, the warm temperatures in Siberia
and lack of snow in Alaska, the drought that parched northeastern Brazil – and the
rain that was lashing southern Brazil. Climate change is a slow and intermittent
process, but in some parts of the world, a pattern seems to be emerging: summers
that are hotter and drier than usual, winters that are colder and wetter.
A relatively small variation in temperature can have drastic results. Scotland,
where winter temperatures don’t normally dip below freezing for long, was hit by
a severe cold snap in December. Water mains froze solid and burst open when a
thaw arrived. Half a million Scottish homes were left without water. The normally
lush Argentine pampas went dry the previous year, suffering the worst drought
in history. The plains became tindery, and fires were burning out of control over
thousands of acres. “We’re dealing with very low humidity, record high temperatures
and practically zero chance of rain in the immediate future,” said Fernando Marcus,
a top official in the national parks. The drought reduced the region’s grain harvest
by about 30 per cent, and thousands of cattle died of starvation. “In the 62 years I’ve
lived here, it’s never been like this,” said Ramon Navas, who owned a small ranch 200
miles west of Buenos Aires. His pasture dried out, and he kept his cattle alive with an
unusual diet: unsalted, unbuttered popcorn.
As always, outlandish weather was a curse for some and a blessing for others.
Unusually low temperatures in northern Europe coated roads with ice. But it also
froze Hamburg’s Alster Lake for the first time in four years, and about 500,000 people
turned out to skate or slide on the ice. Down in the Austrian Alps, record highs were
recorded: World Cup ski events had to be cancelled because there was no snow.
In central Mexico, many people were delighted with the first real snow to fall
in decades. On New Year’s weekend, roads leading out of Mexico City were choked
with sightseers. Some built snowmen in the backs of their pickup trucks and drove
them jubilantly through the streets of the capital until they melted. Working-class
teenagers like 18-year-old Nancy Francilliano, had never seen snow and had no
expectation of ever getting to the ski slopes of Colorado. She said she cried when
she first saw the snow “because it was the most wonderful thing I’d ever seen in my
life – fascinating, precious – and I realized I might not ever see it again.” Learning
to throw a snowball, she added, was “very cool.” It was a sense of wonder that many
weather-weary people around the world wish they could share.
After Russell Watson
1. What was the weather like in Grandfather’s day?
2. What were the examples of freakish weather around the turn of the year?
3. What were the tragic consequences of torrential rains in South Africa?
4. What does a growing body of scientific evidence suggest?
5. Which disasters is global warming responsible for?
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6. Climate change is a slow and constant process, isn’t it?

7. What weather pattern appears to be emerging in some parts of the world?
8. What drastic results can a relatively small variation in temperature have?
9. How did Ramon Navas, the owner of a small ranch 200 miles west of Buenos Aires,
manage to keep his cattle alive?
10. What problems did outlandish weather bring to northern Europe?
11. What joys did the same weather bring to Europeans?
12. What delighted so many people in central Mexico?
13. What was Nancy Francilliano’s reaction when she first saw the snow?
14. How would weather-weary people respond to Nancy’ happiness?
15. Are you frightened or fascinated by the weather vagaries nowadays?
1. Why was the weird weather pleasure for some people and annoyance or even
tragedy for others?
2. Why did 20 million migrating monarch butterflies die in central Mexico?
3. Why does the author consider that namely air pollution is the reason for freakish
weather?
4. Why are summers generally becoming hotter and drier while winters are getting
colder and wetter?
5. Why were half a million Scottish homes left without water?
6. Why did thousands of acres of the Argentine pampas burn out?
7. Why did northern Europe bless and at the same time curse unusually low
temperatures?
8. Why were the roads, leading out of Mexico City, chocked with sightseers on New
Year’s weekend?
9. Why did Nancy Francilliano have no expectation of ever getting to the ski slopes of
Colorado?
10. Why wouldn’t many people around the world share Nancy’s sense of wonder?
1. Every generation believes the weather is different than it was in Grandfather’s day.
2. There have been a lot of instances of freakish weather around the turn of the year.
3. For all people such unpredictable weather has brought only pure joy and happiness.
4. Scientists suppose that extreme weather is a result of global warming, itself a
consequence of ultraviolet radiation.
5. Although climate change is a slow and intermittent process, in some parts of the
world a pattern seems to be emerging: summers that are colder and wetter than
usual, winters that are warmer and drier.
6. Even a small variation in temperature can have serious consequences.
7. Scotland was hit by a severe cold snap in February.
8. The drought in the normally lush Argentine pampas reduced the region’s grain
harvest by about 25 per cent.
9. In southern Mexico, many people were happy to enjoy the first real snow to fall in
decades.
10. For 16-year-old Nancy Francilliano the snow was the most wonderful thing she’d
ever seen in her life.
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Ex. 3 Insert the missing words or phrases and reproduce the passage below:
Scottish, temperatures, wet, decades, pollution, snap, World Cup, weather, rain, weary,
extreme, curse, variation, cold, drought, blessing, global, thousands, snow
It’s in human nature to complain about the … affirming that it used to be much
better earlier. But current scientific evidence proves that … weather - … or hot,
… or dry is a result of … warming, which, in its turn, is caused by air … Namely
global warming is the reason for the warm … in Siberia and the lack of … in
Alaska, for the … that parched northeastern Brazil and the … that was lashing
southern Brazil.
The fact is that even a slight … in temperature may lead to disastrous consequences.
For example, because of severe cold … in December half a million … homes were left
without water, while in Argentina … of cattle died of starvation, caused by the terrible
drought.
As usual, the outlandish weather is a … for some and a … for others. If in the
Australian Alps … ski events were cancelled because there was no snow, in central
Mexico many people were delighted with the first real snow to fall in …. For sure, a lot
of weather – … people around the world wish they could share the joy and happiness
of the Mexicans.
Ex. 4
Over many years, hundreds … pesticides and other chemicals have run … rivers and
accumulated … the soil. This threatens the animal species that feed … plants and
other animals. Equally dangerous are the “ghost” nets – discarded or lost fishing nets –
that drift … the oceans, trapping and killing fish, seabirds, seals, dolphins, and turtles.
Furthermore, industrial gases trapped … the atmosphere pollute the air and cause
global warming, changing the environments … species.
From … earliest times, hunters have caused … extinction of species. From … Stone
Age up to … 18th century, mainly large animals were hunted to … extinction. But with
… invention of guns, hunters targeted … smaller animals and birds. This accelerated
… rate of extinction, especially of birds. Today, in theory, … hunting is regulated
in most countries; however, it remains … major threat to … survival of many birds
and animals. Commercial hunting for … ivory, skins, and other products continues
to cause … extinction of species. In … 21st century, … scientists predict that plant
species, such as … rare orchids and cacti, will become endangered from … hunting
and collecting.
Ex. 5 Present your impression of the passage as if you were
a. an environmentalist
b. a person living in one of the countries affected by the weird weather
c. an expert in modern technologies
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V CONVERSATION
a) Read, translate, entitle and reproduce the following dialogue:
***
Reporter: Nowadays we often hear the words ‘harmful effects of civilization on
nature’. Do you know what is meant by these words?
Expert: I suppose that quite many negative consequences of human activity
are reflected by this phrase. First of all it is pollution – the damage to
the air, sea, rivers and land caused by chemicals, waste and harmful
gases.
Reporter: What is considered to be the principal source of pollution?
Expert: Without any doubt, the biggest polluter today is the car.
Reporter: Quite right. Exhaust fumes are the main cause of bad air quality, which
can make people feel ill and have difficulty breathing.
Expert: I want to add something. The greenhouse effect is also caused by
exhaust fumes along with the gases which are produced when coal is
burned in power stations to make electricity.
Reporter: Do you know other examples of people’s negative influence on nature?
Expert: Sure! The problem of acid rains is becoming more and more actual, as
they can damage trees, rivers and even buildings.
Reporter: What are they caused by?
Expert: It is acknowledged that acid rains are provoked by the acid from factory
smoke, and quite often they lead to deforestation, which is one of the
most vivid consequences of people’s everyday activity.
Reporter: I have never heard this term before. What is it meant by deforestation?
Expert: This word is used to describe the disappearance of forests and as a result
of many wild species from large parts of the world’s surface.
Reporter: There are far too more harmful effects of people on the surrounding
world that we have mentioned today. Think about possible solutions.
b) Translate:
Solutions
Moderator: Last time, the most urgent environmental problems have been pointed
out. Is there any way for them to be solved?
Student 1: M-am gîndit mult la tipurile de transport, care ar fi inofensive pentru
mediul înconjurător. De exemplu, electromobilele şi bicicletele pot fi
folosite în oraşele mari chiar şi acum.
Я много думал об безопасных для окружающей среды видах
транспорта. Например, электромобили и велосипеды могут быть
использованы в больших городах уже сейчас.
Moderator: It is a very practical suggestion which can be followed by everybody.
What other ideas do you have?
Student 2: Sursele alternative de energie sînt discutate pe larg în prezent. Energia
vîntului, a soarelui şi a apei sînt considerate sigure pentru natură, dar
ele sînt dificil de produs.
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Альтернативные источники энергии очень широко обсуждаются

сейчас. Энергия ветра, солнца и воды считаются безопасными для
природы, но их довольно трудно выработать.
Moderator: I hope that in the nearest future these kinds of energy will dominate.
We failed to mention the most wide-spread solution to the problem
that is being discussed by us.
Student 3: Desigur! Aceasta este utilizarea deşeurilor activităţii umane. În lo
să aruncăm sticla, hîrtia şi metalele, ele pot fi transportate la uzine
specializate şi prelucrate acolo. Конечно. Это утилизация отходов
человеческой деятельности. Вместо того чтобы выбрасывать
стекло, бумагу и металлы, они могут быть транспортированы на
специальные заводы и переработаны там.
Moderator: That’s right. But the simplest solution is not to litter the place where
you live, study or work.
Together with your group-mates you have to participate in the debates with the topic
“The earth we abuse and the living things we kill will, in the end, take their revenge; for in
exploiting their presence we are diminishing our future”. Discuss your discourse for the
debates.
VI CREATIVE WORK
Ex. 2 Express your opinion on the following adages:

1. The nation that destroys its soil destroys itself. Franklin D. Roosevelt
2. Modern technology Owes ecology An apology. Alan M. Eddison
3. We never know the worth of water till the well is dry. Thomas Fuller
4. We cannot command Nature except by obeying her. Francis Bacon
5. The goal of life is living in agreement with nature. Zeno
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Texts for additional reading
Grammar References
List of Irregular Verbs
List of Verbs with Prepositions
Texts for additional reading

The faculty of philology
1. Journalism
Journalism is the craft of conveying news, descriptive material and comment via a
widening spectrum of media. These include newspapers, magazines, radio, television, the
internet and even, more recently, the mobile phone. Journalists – be they writers, editors
or photographers, broadcast presenters or producers—serve as the chief purveyors of
information and opinion in contemporary mass society. According to the BBC journalist,
Andrew Marr, “News is what the consensus of journalists determines it to be.”
From informal beginnings in the Europe of the 18th century, stimulated by the arrival of
mechanized printing – in due course by mass production and in the 20th century by electronic
communications technology – today's engines of journalistic enterprise include large
corporations with global reach. The formal status of journalism has varied historically and still
varies vastly from country to country. The modern state and hierarchical power structures in
general have tended to see the unrestricted flow of information as a potential threat, inimical to
their own proper function.
Censorship, governmental restriction or even active repression of individual journalists
and non-state organs of communication continue to cause, intermittent friction in most
countries. Few formal democracies and no authoritarian governments make provision for
protection of press freedom implied by the term Fourth Estate.
The rapid rise of Internet technology, in particular the advent of blogging and Social
networking software, further destabilize journalism as traditionally understood and its
practitioners as a distinct professional category. Combined with the increasing leakage of
advertising revenue from pre-existing journalistic media into the internet, the full impact of
the arrival of the citizen journalism – potentially positive as well as negative – is yet to be seen.
2. The Role of Journalism in a Democracy

In the 1920s, as modern journalism was just taking form, the writer Walter Lippmann and
the American philosopher John Dewey debated over the role of journalism in a democracy.
Their differing philosophies still characterize a debate about the role of journalism in the
society and the nation state.
Lippmann understood that journalism's role at the time was to act as a mediator
or translator between the public and policy making elites. The journalist became the
middleman. When elites spoke, journalists listened and recorded the information, distilled it,
and passed it on to the public for their consumption. His reasoning behind this was that the
public was not in a position to deconstruct the growing and complex flurry of information
present in modern society, and so an intermediary was needed to filter news for the masses.
249
Lippmann put it this way: “The public is not smart enough to understand complicated,
political issues”. Furthermore, the public was too consumed with their daily lives to care about
complex public policy. Therefore the public needed someone to interpret the decisions
or concerns of the elite to make the information plain and simple. That was the role of
journalists. Lippmann believed that the public would affect the decision-making of the elite
with their vote. Meantime, the elite (i.e. politicians, policy makers, bureaucrats, scientists,
etc.) would keep the business of power running. According to Lippmann, the journalist's role
was to inform the public of what the elites were doing. It was also to act as a watchdog over
the elites, as the public had the final say with their votes. Effectively that kept the public at
the bottom of the power chain, catching the flow of information that is handed down from
experts/elites.
Dewey, on the other hand, believed that the public was not only capable of understanding
the issues created or responded to by the elite; it was in the public forum that decisions
should be made after discussion and debate. Dewey believed that journalists should do
more than simply pass on information. He believed they should weigh the consequences
of the policies being enacted. Over time, his idea has been implemented in various degrees,
and is more commonly known as “community journalism.”
This concept of community journalism is at the centre of new developments in journalism.
In this new paradigm, journalists are able to engage citizens and the experts/elites in the
proposition and generation of content. According to Dewey, conversation, debate, and
dialogue lie at the heart of a democracy. While Lippmann’s journalistic philosophy might be
more acceptable to government leaders, Dewey's approach is a better description of how
many journalists see their role in the society. Americans, for example, may criticize some
of the excesses committed by journalists, but they tend to expect journalists to serve as
watchdogs on government, businesses and other actors, enabling people to make informed
decisions on the issues of the time.
3. The Elements of Journalism

There are nine elements of journalism according to the book The Elements of Journalism,
written by Bill Kovach and Tom Rosenstiel. In order for the journalists to fulfill their duty of
providing people with information they need to be free, self-governing and must follow
these guidelines:
1. Journalism's first obligation is to the truth.
2. Its first loyalty is to the citizens.
3. Its essence is discipline of verification.
4. Its practitioners must maintain an independence from those they cover.
5. It must serve as an independent monitor of power.
6. It must provide a forum for public criticism and compromise.
7. It must strive to make the significant interesting and relevant.
8. It must keep the news comprehensive and proportional.
9. Its practitioners must be allowed to exercise their personal conscience.
In the new edition of the book (April 2007), there was added one additional element, the
rights and responsibilities of citizens to make it a total of ten elements of journalism.
In the UK, all newspapers are bound by the Code of Practice of the Press Complaints
Commission. This includes points like respecting people’s privacy and ensuring accuracy.
However, the Media Standards Trust has criticised the PPC, claiming it needs to be radically
changed to secure public trust of newspapers. There are several professional organizations,
universities and foundations that recognize excellence in journalism in the USA.
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4. Journalism Ethics and Standards

Journalism ethics and standards comprise principles of ethics and of good practice
as applicable to the specific challenges faced by professional journalists. Historically and
currently, this subset of media ethics is widely known to journalists as their professional
“code of ethics” or the “canons of journalism”. The basic codes and canons commonly appear
in statements drafted by professional journalism associations and individual print, broadcast,
and online news organizations.While various existing codes have some differences, most
share common elements including the principles of – truthfulness, accuracy, objectivity,
impartiality, fairness and public accountability – as these apply to the acquisition of
newsworthy information and its subsequent dissemination to the public.
Like many broader ethical systems, journalism ethics include the principle of “limitation of
harm”. This often involves the withholding of certain details from reports such as the names
of minor children, crime victims' names or information not materially related to particular
news reports release of which might, for example, harm someone's reputation.
Some journalistic Codes of Ethics, notably the European ones, also include a concern with
discriminatory references in news based on race, religion, sexual orientation, and physical or
mental disabilities. The European Council approved in 1993 Resolution 1003 on the Ethics
of Journalism which recommends journalists to respect the presumption of innocence, in
particular in cases that are still sub judice. The primary themes common to most codes of
journalistic standards and ethics are the following.
Reporters are expected to be as accurate as possible given the time allotted to story
preparation and the space available, and to seek reliable sources.
Events with a single eyewitness are reported with attribution. Events with two or more
independent eyewitnesses may be reported as fact.
Corrections are published when errors are discovered
Defendants at trial are treated only as having “allegedly” committed crimes, until
conviction, when their crimes are generally reported as fact (unless, that is, there is
serious controversy about wrongful conviction).
Opinion surveys and statistical information deserve special treatment to communicate
in precise terms any conclusions, to contextualize the results, and to specify accuracy,
including estimated error and methodological criticism or flaws.
5. Taste, Decency and Acceptability

Audiences have different reactions to depictions of violence, nudity, coarse language, or
to people in any other situation that is unacceptable to or stigmatized by the local culture
or laws (such as the consumption of alcohol, homosexuality, illegal drug use, etc.). Even
with similar audiences, different organizations and even individual reporters have different
standards and practices. These decisions often revolve around what facts are necessary for
the audience to know.
When certain distasteful or shocking material is considered important to the story, there
are a variety of common methods for mitigating negative audience reaction. Advance
warning of explicit or disturbing material may allow listeners or readers to avoid content
they would rather not be exposed to. Offensive words may be partially obscured. Potentially
offensive images may be blurred or narrowly cropped. Descriptions may be substituted
for pictures; graphic detail might be omitted. Disturbing content might be moved from a
cover to an inside page, or from daytime to late evening, when children are less likely to be
watching.
251
There is often considerable controversy over these techniques, especially concerning the
fact that obscuring or not reporting certain facts or details is self-censorship that compromises
objectivity and fidelity to the truth, and which does not serve the public interest. For example,
images and graphic descriptions of war are often violent, shocking and profoundly tragic. This
makes certain content disturbing to some audience members, but it is precisely these aspects
of war that some consider to be the most important to convey. Some argue that “sanitizing” the
depiction of war influences public opinion about the merits of continuing to fight, and about
the policies or circumstances that precipitated the conflict. The amount of explicit violence and
mutilation depicted in war coverage varies considerable from time to time, from organization to
organization, and from country to country.
Reporters have also been accused of indecency in the process of collecting news, namely
that they are overly intrusive in the name of journalistic insensitivity.
The faculty of pedagogy, phychology

and social assistance
1. The Origins of Psychology
While the psychology of today reflects the discipline’s rich and varied history, the origins
of psychology differ significantly from contemporary conceptions of the field.
From its earliest beginnings, psychology has been faced with a number of different questions. The
initial question of how to define psychology helped establish it as a science separate from physiology
and philosophy. Additional questions that psychologists have faced throughout history include:
What topics and issues should psychology be concerned with?
What research methods should be used to study psychology?
Should psychologists use research to influence public policy, education, and other
aspects of human behaviour?
Is psychology really a science?
Should psychology focus on observable behaviours, or on internal mental processes?
While psychology did not emerge as a separate discipline until the late 1800s, its earliest
history can be traced back to the time of the early Greeks. During the 17th-century, the French
philosopher Rene Descartes introduced the idea of dualism, which asserted that the mind
and body were two separate entities that interact to form the human experience. Many other
issues still debated by psychologists today, such as the relative contributions of nature vs.
nurture, are rooted in these early philosophical traditions.
So what makes psychology different from philosophy? While early philosophers
relied on methods such as observation and logic, today’s psychologists utilize scientific
methodologies to study and draw conclusions about human thought and behaviour.
Physiology also contributed to psychology’s eventual emergence as a scientific discipline.
Early physiology research on brain and behaviour had a dramatic impact on psychology,
ultimately contributing to the application of scientific methodologies to the study of human
thought and behaviour.
During the mid-1800s, the German physiologist Wihelm Wundt was using scientific
research methods to investigate reaction times. His book published in 1874, Principles of
Physiological Psychology, outlined many of the major connections between the science of
physiology and the study of human thought and behaviour. Later he opened the world’s first
psychology lab in 1879 at the University of Leipzig. This event is generally considered the
official start of psychology as a separate and distinct scientific discipline.
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2. What Is Behaviourism?
Behavioural psychology, also known as behaviourism, is a theory of learning based upon
the idea that all behaviours are acquired through conditioning. Conditioning occurs through
interaction with the environment. According to behaviourism, behaviour can be studied in
a systematic and observable manner with no consideration of internal mental states. There
are two types of conditioning:
1. Classical conditioning is a technique used in behavioural training in which a naturally
occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired
with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes
to evoke the response without the presence of the naturally occurring stimulus. The two
elements are then known as the conditioned stimulus and the conditioned response.
2. Operant conditioning (sometimes referred to as instrumental conditioning) is a
method of learning that occurs through rewards and punishments for behaviour. Through
operant conditioning, an association is made between a behaviour and a consequence for
that behaviour.
Major thinkers in behaviourism are: Ivan Pavlov, B.F. Skinner, Edward Thorndike, John B.
Watson, Clark Hull.
Many critics argue that behaviourism is a one-dimensional approach to behaviour and
that behavioural theories do not account for free will and internal influences such as moods,
thoughts, and feelings. Behaviourism does not account for other types of learning, especially
learning that occurs without the use of reinforcements or punishments.
People and animals are able to adapt their behaviour when new information is introduced,
even if a previous behaviour pattern has been established through reinforcement.
Behaviourism is based upon observable behaviours, so it is easier to quantify and collect
data and information when conducting research.
Effective therapeutic techniques such as intensive behavioural intervention and discrete
trial training are all rooted in behaviourism. These approaches are often very useful in
changing maladaptive or harmful behaviours in both children and adults.
3. Genetic epistemology
According to Jean Piaget, genetic epistemology “attempts to explain knowledge, and in
particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the
psychological origins of the notions and operations upon which it is based”. Piaget believed
he could test epistemological questions by studying the development of thought and action
in children. As a result Piaget created a field known as genetic epistemology with its own
methods and problems. He defined this field as the study of child development as a means of
answering epistemological questions. His exploration of genetic epistemology is divided into
four different stages:
1. the sociological model of development,
2. the biological model of intellectual development,
3. the elaboration of the logical model of intellectual development,
4. the study of figurative thought.
Stage 1. The Sociological Model of Development
Piaget proposed that children moved from a position of egocentrism to sociocentrism.
For this explanation he combined the use of psychological and clinical methods to
create what he called a semiclinical interview. He began the interview by asking children
standardized questions and depending on how they answered, he would ask them a
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series of nonstandard questions. Piaget was looking for what he called “spontaneous
conviction” so he often asked questions the children neither expected nor anticipated.
In his studies, he noticed there was a gradual progression from intuitive to scientific and
socially acceptable responses. Piaget theorized children did this because of the social
interaction and the challenge to younger children’s ideas by the ideas of those children
who were more advanced.
Stage 2. The Biological Model of Intellectual Development
In this stage, Piaget described intelligence as having two closely interrelated parts. The
first part, which is from the first stage, was the content of children's thinking. The second
part was the process of intellectual activity. He believed this process of thinking could be
regarded as an extension of the biological process of adaptation which has two pieces:
assimilation and accommodation. Because the two are often in conflict, they provide the
impetus for intellectual development. The constant need to balance the two, triggers
intellectual growth.
Stage 3. The Elaboration of the Logical Model of Intellectual Development
In the model Piaget developed in stage three, he argued the idea that intelligence develops
in a series of stages that are related to age and are progressive because one stage must be
accomplished before the next can occur. For each stage of development the child forms a
view of reality for that age period. At the next stage, the child must keep up with earlier level
of mental abilities to reconstruct concepts. Piaget concluded intellectual development as an
upward expanding spiral in which children must constantly reconstruct the ideas formed at
earlier levels with new, higher order concepts acquired at the next level.
Stage 4. The Study of Figurative thought
Piaget studied areas of intelligence like perception and memory that aren’t entirely
logical. Logical concepts are described as being completely reversible because they can
always get back to the starting point. The perceptual concepts Piaget studied could not be
manipulated. To describe the figurative process, Piaget uses pictures as examples. Pictures
can’t be separated because contours cannot be separated from the forms they outline.
Memory is the same way. It is never completely reversible. During this last period of work,
Piaget published books on perception, memory, and other figurative processes such as
learning during this last period.
4. What Is Personality?
Almost everyday we describe and assess the personalities of the people around us.
Whether we realize it or not, these daily musings on how and why people behave as they do
are similar to what personality psychologists do.
While there are many different theories of personality, the first step is to understand
exactly what is meant by the term personality. A brief definition would be that personality
is made up of the characteristic patterns of thoughts, feelings, and behaviours that make a
person unique. In addition to this, personality arises from within the individual and remains
fairly consistent throughout life.
Some of the fundamental characteristics of personality include:
Consistency - There is generally a recognizable order and regularity of behaviours.
Essentially, people act in the same ways or similar ways in a variety of situations.
Psychological and physiological - Personality is a psychological construct, but
research suggests that it is also influenced by biological processes and needs.
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I mpact behaviours and actions - Personality does not just influence how we move
and respond in our environment; it also causes us to act in certain ways.
Multiple expressions - Personality is displayed in more than just behaviour. It can also
be seen in out thoughts, feelings, close relationships, and other social interactions.
There are a number of different theories about how personality develops. Different
schools of thought in psychology influence many of these theories. Some of these
major perspectives on personality include:
Type theories are the early perspectives on personality. These theories suggested
that there are a limited number of “personality types” which are related to biological
influences.
Trait theories viewed personality as the result of internal characteristics that are
genetically based.
Psychodynamic theories of personality are heavily influenced by the work of Sigmund
Freud, and emphasize the influence of the unconscious on personality.
Behavioural theories suggest that personality is a result of interaction between
the individual and the environment. Behavioural theorists study observable and
measurable behaviours, rejecting theories that take internal thoughts and feelings into
account. Behavioural theorists include B. F. Skinner and John Watson.
Humanist theories emphasize the importance of free will and individual experience in
the development of personality. Humanist theorists include Carl Rogers and Abraham
Maslow.
5. Types of Nonverbal Communication

According to experts, a substantial portion of our communication is nonverbal. Every
day, we respond to thousands of nonverbal cues and behaviors including postures, facial
expression, eye gaze, gestures, and tone of voice. From our handshakes to our hairstyles,
nonverbal details reveal who we are and impact how we relate to other people.
Scientific research on nonverbal communication and behaviour began with the 1872
publication of Charles Darwin’s The Expression of the Emotions in Man and Animals. Since
that time, there has been an abundance of research on the types, effects, and expression of
unspoken communication and behaviour. While these signals are often so subtle that we are
not consciously aware of them, research has identified several different types of nonverbal
communication.
1. Facial Expression. Facial expressions are responsible for a huge proportion of
nonverbal communication. While nonverbal communication and behaviour can vary
dramatically between cultures, the facial expressions for happiness, sadness, anger, and fear
are similar throughout the world.
2. Gestures. Deliberate movements and signals are an important way to communicate
meaning without words. Common gestures include waving, pointing, and using fingers to
indicate number amounts.
3. Paralinguistics. Paralinguistics refers to vocal communication that is separate from
actual language. This includes factors such as tone of voice, loudness, inflection, and pitch.
4. Body Language and Posture. Posture and movement can also convey a great deal
on information. Research on body language has grown significantly since the 1970s, but
popular media have focused on the over-interpretation of defensive postures, arm-crossing,
and leg-crossing, especially after the publication of Julius Fast’s book Body Language.
5. Proxemics. People often refer to their need for “personal space,” which is also an
important type of nonverbal communication. The amount of distance we need and the
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amount of space we perceive as belonging to us is influenced by a number of factors

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

1. Civil Rights
A Civil Rights attorney has the responsibility of defending the written rights guaranteed
to all citizens of the United States. These rights include freedom of speech, freedom to
vote, freedom of the press, freedom of assembly, freedom from slavery, and the right to
be treated fairly in public places. These rights are to be given to all people regardless of
ethnicity, gender, age or whether or not they have been previously engaged in servitude,
sexual preference, or physical and intellectual limitations.
Civil Rights Lawyers act on behalf of people who feel their Civil Rights have been violated.
There are entire law firms dedicated to enforcing the civil rights of African Americans,
immigrants, people who have been discriminated against because of their gender or their
sexual preference, because they are handicapped in either a physical or intellectual way. The
usual recourse of such legal action for a Civil Rights lawyer is to act on behalf of a person who
has been discriminated against.
The Attorney General has a Civil Rights division within his office as the overseer
of regulations having to do with Civil Rights actions, and civil rights law firms are the
civilian representation of claims of uncivil acts of discrimination. The Federal Bureau of
Investigation examines claims of discrimination. Depending on the type of complaint
filed, the appropriate division of Civil Rights within the Attorney General’s offices will be
contacted and investigations will proceed from there. Once it has been established then the
appropriate department takes the proceedings into consideration and evidence gathering,
testimonials and other indications of discrimination will be taken into account.
Civil rights departments can perform interventions if applicable. There are different
statutes of Civil Rights that encompass individual’s rights ranging from voting to housing to
institutionalized persons. Civil rights attorneys are invested with the power and responsibility
to help people in the United States achieve the freedom they receive automatically as a
citizen of the country.
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2. Criminal Defense Attorney

A criminal defense attorney is a lawyer that defends a person or persons when they are
accused of breaking the law. There are multiple types of criminal attorneys ranging from murder
to internet fraud, to DWI (driving while intoxicated). Criminal defense attorneys negotiate with
prosecuting attorneys and do their best to get the kind of sentence that best benefits their
client. Criminal defense lawyers also hire investigators to research the charges and testify on
behalf of the defendant against witnesses who may have testified in a less truthful manner.
Federal criminal defense lawyers defend suspects in federal cases in federal courts.
Federal court processes are similar to state court processes except that federal situations
can be more costly and difficult to defend due to the caliber of prosecuting attorney.
There are federal defense offices with the appropriate attorneys available for individuals
unable to secure proper representation. Federal defense cases are specialized cases that
require experience with the federal legal system and grand juries. Federal criminal defense
attorneys must be familiar with the sentencing guidelines so that they can properly advise
their clients as to what will happen to them if convicted.
DUI (driving under intoxication) defense attorney works in a specialty area of law. Drunken
driving defense lawyers require specialized knowledge of scientific data concerning the influence
of alcohol on a person, as well as knowledge of evidence procedures, search and seizure, legal
counsel requirements, and interrogation procedures. The procedures and operation of testing
equipment such as breathalyzers and hospital equipment are also necessary.
Sexual abuse criminal defense attorneys defend men and women who are arrested on
suspicions and evidence of sexual misconduct with children or adults. Some defense attorneys
are reluctant to take on clients with sexual charges against them as they fear it may diminish
their reputation. Defense attorneys of persons charged with sexual harassment, sexual
assault or sexual misconduct with a child find it difficult to get good legal representation in
some cases and so therefore there are sexual assault criminal defense attorneys who make
it a mission to help people who otherwise might be discriminated against in a court of law.
3. Family Law
Family law attorneys deal specifically with laws having to do with family matters. There
are multiple facets to each instance of required representation and knowledge of individuals
and their family histories are necessary. Family law lawyers must interview each family
member involved, or mediate for families, so that agreements can be made in an amiable or
restructuring way.
The most common family law attorneys are the divorce lawyers. But other aspects of family
law are represented as well: child support claims and stipulations, custody and who gets
custody, visitation and length of visitation. Adoption proceedings, who can adopt, the rights
of fathers, mothers, and the different statutes of each state, paternity and how it is determined,
domestic abuse charges, who was abused, spousal abuse, child abuse, sexual abuse and the
court’s rulings, annulments of marriages and what are considered avoidable marriages, are all
represented by the family law attorney. The knowledge and representation of the family law
attorney determine how these cases are decided by the courts and for what reasons.
4. Elder Law
Elder law attorneys are specialized attorneys who take special interest in laws that
affect older people and their families. Medications and pharmaceutical companies,
nursing homes and hospitals, long term health care plans and the need to keep fees at
manageable rates are some of the topics that elder law lawyers research and consider.
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Elder care lawyers help families and older persons plan for their future. They have plans
for payment of nursing home fees and medication fees. Elder law also helps individuals and
families create living wills and family estates.
Limited power guardians are people that, under elder law statutes, can help an older
person run his household, or do whatever a court sees fit. If a person is unable to pay the
bills but is still able to make rational decisions then limited guardianship will encompass bill
paying. The guardianship is meant to supplement what the older persons can do and keep
them safe.
5. Trusts, Estates, Wills and Probate

Estate planning attorneys advise clients on living wills, death wills and transfer of wealth
from one generation to another. Well versed in tax laws, elder care laws and the general laws
of family and real estate law, trust lawyers help individuals and families plan for the care of
themselves or their loved one if he or she should become disabled and not be able to make
their own decisions. Estate attorneys also plan for probate court and the taxes that will result,
such as death tax, inheritance tax, or gift tax. Trusts and living wills, brokerage accounts and
past debts incurred by the deceased are all under the guidance of trust attorneys.
Probate is a term that refers to the proving of the existing will. Probate is a process that
allows property which was once owned by a recently deceased person to be passed along to
a predetermined person as stated in a formal document drawn up by a will attorney. Hiring
a probate attorney is necessary if the inheritors of funds or properties from estates want the
court proceedings to go smoothly.
Wills and estates have the ability to enable persons still to care for their families after
they die. These formal documents allow for the proper dispersal of funds, properties and
also make provisions for who will care for dependent children in case parents die before
the children are grown-ups. If there are no children or other relatives and there is wealth
to be given, the deceased charity or foundation of choice can be stipulated as beneficiary
(recipient) of funds. Wills and trusts also allow for designating executors to supervise the
carrying out of specific wishes in a will.
the faculty of economics

1. Global Financial Crisis of 2008
The global financial crisis of 2008–2009 is an ongoing major financial crisis. It became
prominently visible in September 2008 with the failure, merger or conservatorship of several
large United States-based financial firms. The underlying causes leading to the crisis had
been reported in business journals for many months before September, with commentary
about the financial stability of the leading U.S. and European investment banks, insurance
firms and mortgage banks consequent to the subprime mortgage crisis.
Beginning with the failures of the large financial institutions in the United States, it rapidly
evolved into a global crisis resulting in a number of European bank failures and declines
in various stock indexes, and large reductions in the market value of equities (stock) and
commodities worldwide. The crisis has led to a liquidity problem and the de-leveraging of
financial institutions especially in the United States and Europe, which further accelerated
the liquidity crisis. World political leaders and national ministers of finance and central
bank directors have coordinated their efforts to reduce fears but the crisis is ongoing and
continues to change, evolving at the close of October into a currency crisis with investors
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transferring vast capital resources into stronger currencies such as the yen, the dollar and the
Swiss franc, leading many emergent economies to seek aid from the International Monetary
Fund. The crisis was triggered by the subprime mortgage crisis and is an acute phase of the
financial crisis of 2007-2008.
2. Bank Run
A bank run (also known as a run on the bank) occurs when a large number of bank
customers withdraw their deposits because they believe the bank is, or might become,
insolvent. As a bank run progresses, it generates its own momentum, in a kind of self-fulfilling
prophecy: as more people withdraw their deposits, the likelihood of default increases, and
this encourages further withdrawals. This can destabilize the bank to the point where it faces
bankruptcy.
A banking panic or bank panic is a financial crisis that occurs when many banks suffer
runs at the same time. A systemic banking crisis is one where all or almost all of the banking
capital in a country is wiped out. The resulting chain of bankruptcies can cause a long
economic recession. Much of the Great Depression’s economic damage was caused directly
by bank runs. The cost of cleaning up a systemic banking crisis can be huge, with fiscal costs
averaging 13% of GDP and economic output losses averaging 20% of GDP for important
crises from 1970 to 2007.
Several techniques can help to prevent bank runs. They include temporary suspension
of withdrawals, the organization of central banks that act as a lender of last resort, the
protection of deposit insurance systems such as the U.S. Federal Deposit Insurance
Corporation, and governmental bank regulation. These techniques do not always work: for
example, even with deposit insurance, depositors may still be motivated by beliefs they may
lack immediate access to deposits during bank reorganization.
3. Systemic Banking Crisis

A bank run affects just one bank. A banking panic or bank panic is a financial crisis that
occurs when many banks suffer runs at the same time. In a systemic banking crisis, all or
almost all of the banking capital in a country is wiped out.
Systemic banking crises are associated with substantial fiscal costs and large output losses.
Frequently, emergency liquidity support and blanket guarantees have been used to contain
these crises, not always successfully. Although fiscal tightening may help contain market
pressures if a crisis is triggered by unsustainable fiscal policies, expansionary fiscal policies
are typically used. In crises of liquidity and solvency, central banks can provide liquidity to
support illiquid banks. Depositor protection can help restore confidence, although it tends to
be costly and does not necessarily speed up economic recovery. Intervention is often delayed
in the hope that recovery will occur, and this delay increases the stress on the economy.
Some measures are more effective than others in containing economic fallout and
restoring the banking system after a systemic crisis. These include establishing the scale of
the problem, targeted debt relief programs to distressed borrowers, corporate restructuring
programs, recognizing bank losses, and adequately capitalizing banks. Speed of intervention
appears to be crucial; intervention is often delayed in the hope that insolvent banks will
recover if given liquidity support and relaxation of regulations, and in the end this delay
increases stress on the economy. Programs that are targeted, that specify clear quantifiable
rules that limit access to preferred assistance, and that contain meaningful standards for
capital regulation, appear to be more successful. Government-owned asset management
companies are largely ineffective due to political constraints.
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4. Stock Market Crash

A stock market crash is a sudden dramatic decline of stock prices across a significant
cross-section of a stock market. Crashes are driven by panic as much as by underlying
economic factors. They often follow speculative stock market bubbles.
Stock market crashes are in fact social phenomena where external economic events
combine with crowd behaviour and psychology in a positive feedback loop where selling
by some market participants drives more market participants to sell. Generally speaking,
crashes usually occur under the following conditions: a prolonged period of rising
stock prices and excessive economic optimism, a market where Price to Earnings ratios
exceed long-term averages, and extensive use of margin debt and leverage by market
participants.
There is no numerically specific definition of a crash but the term commonly applies to
steep double-digit percentage losses in a stock market index over a period of several days.
Crashes are often distinguished from bear markets by panic selling and abrupt, dramatic
price declines. Bear markets are periods of declining stock market prices that are measured
in months or years. While crashes are often associated with bear markets, they do not
necessarily go hand in hand. The crash of 1987 for example did not lead to a bear market.
Likewise, the Japanese Nikkei bear market of the 1990s occurred over several years without
any notable crashes.
5. Currency Crisis
A currency crisis, which is also called a balance-of-payments crisis, occurs when the value
of a currency changes quickly, undermining its ability to serve as a medium of exchange or a
store of value. It is a type of financial crisis and is often associated with a real economic crisis.
Currency crises can be especially destructive to small open economies or bigger, but not
sufficiently stable ones. Governments often take on the role of fending off such attacks by
satisfying the excess demand for a given currency using the country's own currency reserves
or its foreign reserves (usually in Euros, United States Dollar or United Kingdom Pounds).
Recessions attributed to currency crises include the 1997 Asian Financial Crisis and the
Argentine economic crisis (1999-2002).
The currency and sovereign default crises that have occurred with increasing frequency
since the Latin American debt crisis of the 1980s have inspired a huge amount of research.
There have been several 'generations' of models of currency crises.
The 'first generation' of models of currency crises starts with the paper of Krugman (1979).
Krugman argues that a sudden speculative attack on a fixed exchange rate, even though it
appears to be an irrational change in expectations, can result from rational behaviour by
investors who correctly foresee that a government is running an excessive deficit. The deficit
causes the government to run out of funds to back its currency at the fixed rate; investors are
willing to continue holding the currency as long as they expect the exchange rate to remain
fixed, but they flee the currency en masse when they anticipate that the peg is about to end.
The 'second generation' of models of currency crises starts with the paper of Obstfeld and
Rogoff (1986). In these models, doubts about whether the government is willing to maintain
its exchange rate peg lead to multiple equilibria, suggesting that self-fulfiling prophecies
may be possible, in which the reason investors attack the currency is that they expect other
investors to attack the currency.
'Third generation' models of currency crises have explored how problems in the banking
system interact with currency crises, and how crises can have real effects on the rest of the
economy.
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the faculty of technics, physics,

mathematics and informatics
1. Informatics, Computer Science and Information Technology

Informatics is the science of information, the practice of information and processing,
and the engineering of information systems. Informatics studies the structure, algorithms,
behaviour, and interactions of natural and artificial systems that store, process, access and
communicate information. It also develops its own conceptual and theoretical foundations
and utilizes foundations developed in other fields. Since the advent of computers,
individuals and organizations increasingly process information digitally. This has led to
the study of informatics that has computational, cognitive and social aspects, including
study of the social impact of information technologies. Computer science deals with the
theoretical foundations of information and computation, and of practical techniques for
their implementation and application.
Computer science or computing science (sometimes abbreviated CS) is the study of
the theoretical foundations of information and computation, and of practical techniques for
their implementation and application in computer systems. It is frequently described as the
systematic study of algorithmic processes that create, describe, and transform information.
Computer science has many sub-fields; some, such as computer graphics, emphasize the
computation of specific results, while others, such as computational complexity theory, study
the properties of computational problems. Still others focus on the challenges in implementing
computations. For example, programming language theory studies approaches to describe
computations, while computer programming applies specific programming languages to solve
specific computational problems, and human-computer interaction focuses on the challenges
in making computers and computations useful, usable, and universally accessible to people.
The general public sometimes confuses computer science with careers that deal with
computers (such as the noun Information Technology), or think that it relates to their own
experience of computers, which typically involves activities such as gaming, web-browsing,
and word-processing. However, the focus of computer science is more on understanding the
properties of the programs used to implement software such as games and web-browsers,
and using that understanding to create new programs or improve existing ones.
Information technology (IT) is “the study, design, development, implementation,
support or management of information systems”. Information technology is a general term
that describes any technology that helps to produce, manipulate, store, communicate, and/
or disseminate information.
2. Michael John Caldwell Gordon (February 28, 1948)

Michael John Caldwell Gordon is a contemporary British computer scientist. Gordon
was born in Ripon, Yorkshire, England. He gained his Ph.D. at the University of Edinburgh in
1973 with the thesis entitled Evaluation and Denotation of Pure LISP Programs. He has worked
at the Cambridge University Computer Laboratory since 1981, initially as a Lecturer and
moving to Reader in 1988 and Professor in 1996. He was elected a Fellow of the Royal Society
in 1994, and in 2008 a two-day research meeting on Tools and Techniques for Verification of
System Infrastructure was held there in honour of his 60th birthday.
Mike Gordon led the development of the HOL theorem prover. The HOL system is an
environment for interactive theorem proving in higher-order logic. Its most outstanding
feature is its high degree of programmability through the meta-language. The system has a
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wide variety of uses from formalizing pure mathematics to verification of industrial hardware.
There has been a series of international conferences on the HOL system. The first three
were informal users’ meetings with no published proceedings. The tradition now is for an
annual conference on a continent different to the location of the previous meeting. From 1996
the scope broadened to cover all theorems proving in higher-order logic.
3. Alexander Graham Bell (March 3, 1847 – August 2, 1922)

Alexander Graham Bell was an eminent scientist, inventor, engineer, and innovator
who is credited with inventing the first practical telephone.
Bell's father, grandfather, and brother had all been associated with the work on elocution
and speech, and both his mother and wife were deaf, profoundly influencing Bell's life work.
His further research on hearing and speech led him to experiment with hearing devices
which eventually culminated in Bell being awarded the first U.S. patent for the telephone in
1876. In retrospect, Bell considered his most famous invention an intrusion on his real work
as a scientist and refused to have a telephone in his study.
Many other inventions marked Bell's later life, including groundbreaking work in
optical telecommunications and aeronautics. He also worked in medical research and
invented techniques for teaching speech to the deaf. The range of Bell's inventive genius is
represented only in part by the 18 patents granted in his name alone and the 12 he shared
with his collaborators. These included 14 for the telephone and telegraph, four for the photo
phone, one for the phonograph, five for aerial vehicles, four for hydro airplanes, and two for
a selenium cell. In 1888 he was one of the founding members of the National Geographic
Society and became its second president. He was the recipient of many honours. The French
Government conferred on him the decoration of the Légion d'honneur (Legion of Honour),
the Académie française bestowed on him the Volta Prize of 50,000 Francs, the Royal Society
of Arts in London awarded him the Albert medal in 1902, and the University of Würzburg,
Bavaria, granted him the Degree of Ph.D.
Bell married Mabel Hubbard on July 11, 1877.He died in Baddeck, Nova Scotia in 1922. In
2004, Alexander Graham Bell was nominated as one of the top 10 “Greatest Canadians” by
viewers of the Canadian Broadcasting Corporation.
4. Albert Einstein (March 14, 1879 – April 18, 1955)

Albert Einstein was a German-born theoretical physicist. He is widely regarded as one
of the greatest physicists of all times. He formulated the special and general theories of
relativity. In addition, he made significant contributions to quantum theory and statistical
mechanics. While best known for the Theory of Relativity (and specifically mass-energy
equivalence, E=mc²), he was awarded the 1921 Nobel Prize for Physics for his explanation
of the photoelectric effect in 1905 (his “wonderful year” or “miraculous year”) and “for his
services to Theoretical Physics”.
Following the May-1919 British solar-eclipse expeditions, whose later analysis confirmed
that light rays from distant stars were deflected by the Sun’s gravitation as predicted by the Field
Equation of general relativity, in November 1919 Albert Einstein became world-famous, an unusual
achievement for a scientist. The London Times ran the headline on November 7, 1919: “Revolution
in science – New theory of the Universe – Newtonian ideas overthrown”. Nobel laureate Max Born
viewed General Relativity as the “greatest feat of human thinking about nature”; fellow laureate
Paul Dirac called it “probably the greatest scientific discovery ever made”. In popular culture, the
name “Einstein” has become synonymous with great intelligence and genius.
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5. Sir Isaac Newton

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

1. Johann Sebastian Bach (March 21, 1685 - July 28, 1750)
Johann Sebastian Bach is considered by many to have been the greatest composer in
the history of western music. Bach’s main achievement lies in his synthesis and advanced
development of the primary contrapuntal idiom of the late Baroque, and in the basic
tunefulness of his thematic material. He was able to successfully integrate and expand upon
the harmonic and formal frameworks of the national schools of the time: German, French,
Italian and English, while retaining a personal identity and spirit in his large output. Bach is
also known for the numerical symbolism and mathematical exactitude which many people
have found in his music – for this, he is often regarded as one of the pinnacle geniuses of
western civilization, even by those who are not normally involved with music.
Bach spent the height of his working life in a Lutheran church position in Leipzig, as both
organist and music director. Much of his music is overtly religious, while many of his secular
works admit religious interpretations on some levels. His large output of organ music is
considered to be the greatest legacy of compositions for the instrument, and is the measure
by which all later efforts are judged. His other solo keyboard music is held in equally high
esteem, especially for its exploration of the strictly contrapuntal fugue; his 48 Preludes and
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Fugues (The Well-Tempered Clavier) are still the primary means by which these forms are
taught. His other chamber music is similarly lofty, the sets for solo violin and solo cello being
the summits of their respective genres. Bach’s large-scale sacred choral music is also unique
in its scope and development, the Passions and B Minor Mass having led to the rediscovery
of his music in the 19th century. His huge output of cantatas for all occasions is equally
impressive. Finally, his large output of concerti includes some of the finest examples of the
period, including the marvellous Brandenberg Concertos.
2. Ludwig van Beethoven (baptized December 17, 1770 – March 26, 1827)
Ludwig van Beethoven was a German composer of classical music, who lived
predominantly in Vienna, Austria. Beethoven is widely regarded as one of history’s supreme
composers who produced notable works even after he completely lost his hearing. He was
one of the greatest figures in the transitional period between the Classical and Romantic
eras in music. His reputation has inspired composers, musicians, and audiences who were
to come after him. Among his most widely-recognized works are his Fifth, Sixth and Ninth
symphonies (the latter containing the „Ode to Joy”); Piano Concerto No. 5 („Emperor”); a
Violin Concerto; the Pathétique, Moonlight and Appassionata piano sonatas; and the Für Elise
bagatelle. Beethoven’s first music teacher was his father, a musician in the Electoral court at
Bonn. Ludwig’s mother died when he was 17, and for several years he was responsible for
raising his two younger brothers. Beethoven moved to Vienna in 1792, He quickly established
a reputation as a piano virtuoso, and more slowly, as a composer.
Beethoven’s career as a composer is usually divided into Early, Middle, and Late periods. In
the Early period, he is seen as emulating his great predecessors Haydn and Mozart, at the same
time exploring new directions and gradually expanding the scope and ambition of his work.
Some important pieces from the Early period are the first and second symphonies, the first six
string quartets, the first two piano concertos, and the first twenty piano sonatas, including the
famous Pathétique and Moonlight. The Middle period began shortly after Beethoven’s personal
crisis centering around deafness. The period is noted for large-scale works expressing heroism
and struggle; these include many of the most famous works of classical music. Middle period
works include six symphonies, the last three piano concertos and his only violin concerto,
five string quartets, the next seven piano sonatas including the Waldstein, and Appassionata,
and Beethoven’s only opera, Fidelio. Beethoven’s Late period began around 1816 and lasted
until Beethoven died in 1827. The Late works are greatly admired for and characterized by
their intellectual depth, intense and highly personal expression, and experimentation with
forms (for example, the Quartet in C Sharp Minor has seven movements, while most famously
his Ninth Symphony adds choral forces to the orchestra in the last movement). This period
includes the Missa Solemnis, the last five string quartets and the last five piano sonatas.
Beethoven continued working on his music until he died in March 1827. His last musical
sketches belong to the composition of a string quintet in C Major.
3. Igor Stravinsky (June 17, 1882 – April 6, 1971)

Igor Fyodorovich Stravinsky was a Russian composer, considered by many in both the
West and his native land to be the most influential composer of the 20th century music. He
was an essentially cosmopolitan Russian who was named by The Time magazine as one of
the 100 most influential people of the century. In addition to the recognition he received for
his compositions, he also achieved fame as a pianist and a conductor.
Stravinsky was born in Oranienbaum (renamed Lomonosov in 1948), Russia and brought
up in Saint Petersburg. His father, Fyodor Stravinsky, was a bass singer at the Mariinsky
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Theater in Saint Petersburg. Despite his enthusiasm for music, his parents expected him to
become a lawyer.
Stravinsky travelled to Paris, then he moved to Switzerland and the USA. In the USA at first
Stravinsky took up residence in Hollywood, but he moved then to New York . He continued
to live in the United States until his death in 1971; he became a naturalized citizen in 1945.
Stravinsky’s compositional career was notable for its stylistic diversity. He first achieved
international fame with three ballets: “The Firebird” (1910), Petrushka (1911/1947), and
“The Rite of Spring” (1913). After this first Russian phase he turned to neoclassicism in the
1920s. The works from this period tended to make use of traditional musical forms (concerto
grosso, fugue, symphony) and paid tribute to the music of earlier masters, for example J.S.
Bach, Verdi, and Tchaikovsky.
In the 1950s he adopted serial procedures, using the new techniques over the final
twenty years of his life to write works that were briefer and of greater rhythmic, harmonic,
and textural complexity than his earlier music.
He also published a number of books throughout his career, almost always with the aid of
a collaborator. In his 1936 autobiography, Chronicles of My Life, written with the help of Alexis
Roland-Manuel, Stravinsky included his infamous statement that “music is, by its very nature,
essentially powerless to express anything at all.” With Roland-Manuel and Pierre Souvtchinsky
he wrote his 1939–40 Harvard University Charles Eliot Norton Lectures, which were delivered
in French and later collected under the title Poetique musicale in 1942 (translated in 1947 as
Poetics of Music).
He died at the age of 88 in New York City and was buried in Venice on the cemetery
island of San Michele. His grave is close to the tomb of his long-time collaborator Diaghilev.
Stravinsky’s professional life had encompassed most of the 20th century and modern
classical music styles, and he influenced composers both during and after his lifetime. He
has a star on the Hollywood Walk of Fame at 6340 Hollywood Boulevard and posthumously
received the Grammy Award for Lifetime Achievement in 1987.
4. Freddie Mercury (September 5, 1946 - November 24, 1991)

Freddie Mercury was a singer and the lead vocalist of the British Rock band Queen. He
was born in Stone Town, Zanzibar to Bomi and Jer Bulsara. His parents were Parsis from the
state of Gujarat in western India. Freddie’s father was an accountant for the British Colonial
Office in Zanzibar. Freddie was educated at St. Peter’s boarding school near Bombay, India,
where he had his first musical training (Grade V piano). His first onstage performance was
also at St. Peter's, with his five-member school band, the Hectics. It was at St. Peter’s where
he picked up the name ‘Freddie’; soon even his parents addressed him by that name.
After spending his formative years in India, Freddie and his family fled to England because of a
revolution in Zanzibar. He was 18 when he arrived in England. There, he pursued a Diploma in
Art and Graphic Design at Ealing Art College, following in the footsteps of Pete Townshend. This
knowledge was to come in useful when he designed Queen's famous crest.
With a wide vocal range and a somewhat operatic technique, he was one of the most
versatile and technically accomplished singers to work in the pop idiom. He was the
composer of many of Queen’s hits, including “Bohemian Rhapsody”, “Somebody to Love” and
“We Are the Champions”.
Freddie’s songwriting was unique, demonstrating influence from a variety of sources,
and a strong individual sense of melody, harmony, and complex orchestration. In several
of his most well-crafted and popular tunes he provided all of the vocal tracks, resulting in a
smooth controlled sound that was at the time unprecedented.
265
He was well known for his extravagance and hedonism, but also for his kindness and
generosity. He died of AIDS on November 24, 1991, in London, and was cremated at Kensal
Green Cemetery; the wherabouts of his ashes are unknown. The remaining members of
Queen founded The Mercury Phoenix Trust and organized The Freddie Mercury Tribute
Concert.
Mercury appears in the 2002 List of “100 Greatest Britons” (sponsored by the BBC and
voted for by the public).
Freddie possessed a very slight tenor voice, he was able to produce very sharp sounds,
but also quite grave sounds. Mercury had an enviable voice range, with the superb extension
of three and a half octaves.
Mercury left £100,000 to his chef, and left his £18-million house to his friend Mary Austin.
5. Elvis Aaron Presley (January 8, 1935 – August 16, 1977)

Elvis Aaron Presley was an American singer, musician and actor. He is a cultural icon,
often known simply as Elvis; also “The King of Rock ‘n’ Roll”, or simply “The King”.
Presley began his career as one of the first performers of rockabilly, an up-tempo fusion
of country and rhythm and blues with a strong back beat. His novel versions of existing
songs, mixing “black” and “white” sounds, made him popular – and controversial – as did
his uninhibited stage and television performances. He recorded songs in the rock and
roll genre, with tracks like “Hound Dog” and “Jailhouse Rock” later embodying the style.
Presley had a versatile voice and had unusually wide success encompassing other genres,
including gospel, blues, ballads and pop. Today, he is the only performer to have been
inducted into four separate music halls of fame.
In the sixties, Presley made the majority of his thirty-three movies – mainly poorly
reviewed musicals. 1968 saw a critically-acclaimed return to live music, followed by
performances in Las Vegas and across the U.S. Throughout his career, he set records for
concert attendance, television ratings and recordings sales. He is one of the best-selling
and most influential artists in the history of popular music. Though known to have health
problems later in life, his death – aged 42 – shocked his fans worldwide.
His funeral was a national media event. Hundreds of thousands of fans, the press and
celebrities lined the streets hoping to see the open casket in “Graceland” or to witness the
funeral. U.S. President Jimmy Carter issued a statement.
Presley was buried at Forest Hill Cemetery, Memphis, next to his mother. After an attempt to
steal the body, his – and his mother’s – remains were reburied at “Graceland” in the Meditation
Gardens.
the faculty of agroecology

and natural sciences
1. Robert Brown (December 21, 1773 –June 10, 1858)
Robert Brown, Fellow of the Royal Society, was a Scottish botanist who made important
contributions to botany largely through his pioneering use of the microscope. His
contributions include the discovery of the cell nucleus and cytoplasmic streaming; the first
observation of Brownian motion; early work on plant pollination and fertilization, being the
first to recognize the fundamental difference between gymnosperme and angiosperms; and
some of the earliest studies in palynology. He also made numerous contributions to plant
266
taxonomy, including the erection of a number of plant families that are still accepted today;
and numerous Australian plant genera and species.
2. John Walker (1730–1803)

John Walker was a Professor of Natura History at the University of Edinburgh from 1779
to 1803. He was a protégé of the chemist William Cullen and a colleague of Dugal Stewart,
Joseph Black and several other Edinburgh professors who shaped the intellectual milieu
of the Scottish Enlightenment. During his long career, he became a distinguished chemist,
botanist, mineralogist and geologist, as well as being a minister in the Church of Scotland.
He was a founding member of the Royal Society of Edinburgh. He was elected as Moderator
of the General Assembly of the Church of Scotland in 1790. Many of his students went on to
become leading scientists in nineteenth century Scotland, England, Ireland, and America.
3. Christopher Columbus (1451—May 20, 1506)

Christopher Columbus was an explorer and trader who crossed the Atlantic Ocean and
reached the Americas in 1492 under the flag of Castilian Spain. He believed that the earth
was a relatively small sphere, and argued that a ship could reach the Far East via a westward
course.
Columbus was not the first person to reach the Americas, which he found already
populated. Nor was he the first European to reach the continent as it is widely acknowledged
today that Vikings from Northern Europe had visited North America in the 11th century and
set up a short-lived colony, L’Anse aux Meadows.
Columbus landed in the Bahamas and later explored much of the Caribbean, including
the isles of Cuba and Hispaniola, as well as the coasts of Central and South America. He never
reached the present-day United States, although he is generally regarded by Americans as
the first European to reach “America.”
Columbus remains a controversial figure. Some – including many Native Americans
– view him as responsible, directly and indirectly, for the deaths of tens, if not hundreds,
of millions of indigenous peoples, exploitation of the Americas by Europe, and slavery in
the West Indies. Others honour him for the massive boost his discoveries gave to Western
expansion and culture. Italian Americans hail Columbus as an icon of their heritage.
It has generally been accepted that he was Genoese, although doubts have persistently
been voiced regarding this. His name in Spanish is Cristóbal Colón, in Portuguese Cristóvão
Colombo and in Italian Cristoforo Colombo. Columbus is a Latinate form of his surname.
The Latin roots of his name can be translated “Christ-bearer, Colonizer.” Columbus signature
reads Xpo ferens (“Bearing Christ”)
Columbus claimed governorship of the new territories (by prior agreement with the
Spanish monarchs) and made several more journeys across the Atlantic. While regarded by
some as an excellent navigator, he was seen by many contemporaries as a poor administrator
and was stripped of his governorship in 1500.
4. Dmitriy Ivanovich Mendeleev (February 8, 1834 – February 2, 1907

Dmitriy Ivanovich Mendeleev was a Russian chemist. He is credited as being the primary
creator of the first version of the periodic table of elements. Unlike other contributors to the
table, Mendeleev predicted the properties of elements yet to be discovered.
Mendeleev was born in Tobolsk, Siberia. He was the 13th surviving child of 17 total. As a
child, he was fascinated by the glass which was created at the factory his mother owned, and
for a time, the young Mendeleev worked there. At the age of 13, after the death of his father
267
and the destruction of his mother’s factory by fire, Mendeleev attended the Gymnasium in
Tobolsk.
In 1849, the poor Mendeleev family relocated to St. Petersburg, where he entered the
Main Pedagogical Institute in 1850. After he graduated, an illness that was diagnosed as
tuberculosis caused him to move to the Crimean Peninsula on the northern coast of the
Black Sea in 1855. While there he became chief science master of the local gymnasium. He
returned with fully restored health to St. Petersburg in 1857.
Between 1859 and 1861, he worked on the capillarity of liquids and the workings of the
spectroscope in Heidelberg. In 1862 Mendeleev became Professor of Chemistry at the Saint
Petersburg Technological Institute and the University of St. Petersburg. In 1865 he became
Doctor of Science for his dissertation “On the Combinations of Water with Alcohol”.
Though Mendeleev was widely honoured by scientific organizations all over Europe,
including the Copley Medal from the Royal Society of London he resigned from St. Petersburg
University on August 17, 1890. In 1893, he was appointed Director of the Bureau of Weights
and Measures. Mendeleev also investigated the composition of oil fields, and helped to
found the first oil refinery in Russia.
Mendeleev died in 1907 in St. Petersburg, Russia from influenza. The Mendeleev crater on
the Moon, as well as element number 101, the radioactive mendelevium, are named after
him.
5. Richard Henderson (born in 1945)

Richard Henderson, Fellow of the Royal Society is a Scottish molecular biologist and
pioneer in the field of electron microscopy of biological molecules. Starting in 1975 with
Nigel Unwin, Henderson studied the structure of the membrane protein bacteriorhodopsin
(bR) by electron microscopy. In 1990 Henderson published an atomic model of bR by
electron crystallography in the Journal of Molecular Biology. This model was the second ever
atomic model of a membrane protein. The techniques Henderson developed for electron
crystallography are still in use. More recently, Dr. Henderson has devoted his attention to
single particle electron microscopy and was an early proponent of the idea that single
particle EM is capable of determining atomic resolution models for proteins, explained in a
1995 paper in Quarterly Reviews of Biophysics. Currently, cryo-EM of single particles seems
poised to achieve this goal.
Henderson was educated at Boroughmuir High School and Edinburgh University (B.Sc.
Hons in Physics, 1st Class). He completed his PhD research under the supervision of David
Blow at the Medical Research Council Laboratory of Molecular Biology and received the
degree from Cambridge University in 1969. He has worked at the Medical Research Council’s
Laboratory of molecular Biology (MRC LMB) in Cambridge since 1973, and was its director
between 1996 and 2006. He was elected a Fellow of the Royal Society in 1983, and has been
awarded numerous prestigious prizes.
268
Grammar Reference
THE PRESENT SIMPLE/INDEFINITE TENSE

Affirmative Negative Interrogative Negative/Interrogative
(+) (-) (?) (-/?)
do not write/ Do I/you not write?
I/You write Do I/you write?
don’t write Don’t I/you write?
He/
does not write/ Does he/she/it not write?
she/ writes Does he/she/it write?
doesn’t write Doesn’t he/she/it write?
it
We/
do not write/ Do we/you/they Do we/you/they not write?
you/ write
don’t write write? Don’t we/you/they write?
they
Întrebuinţări Exemple
a. pentru a reda acţiuni obişnuite sau care • I usually wear a coat in autumn. [De obicei port haină
se repetă în mod regulat; asemenea tipuri toamna, (obişnuinţă)]
de acţiuni sunt, de regulă, însoţite de • He often reads The Times. [El citeşte adesea The
adverbe sau locuţiuni adverbiale precum: Times. (repetabilă)]
always - întotdeauna, usually - de obicei, • He always drinks milk in the morning. [El bea
often -adesea, sometimes - uneori, never întotdeauna lapte dimineaţa, (obişnuinţă)]
-niciodată, everyday - în fiecare zi, on • Undergrounds go every fifteen minutes. [Metrourile
Sunday - duminica (în ziua de duminică), circulă la interval de cincisprezece minute, (repetabilă)]
once a year - o dată pe an etc. • My dog never attacks strangers. [Câinele meu
niciodată nu atacă străinii, (obişnuinţă)]
b. pentru a exprima acţiuni cu caracter de • My grandfather is short-sighted. [Bunicul este miop.]
adevăr general, referitoare la persoane sau • His brother speaks two foreign languages. [Fratele
fenomene ştiinţifice, definiţii, reguli etc.; lui vorbeşte două limbi străine.]
• Water contains both Oxygen and Hydrogen. [Apa
conţine atât oxigen, cât şi hidrogen.]
c. pentru a exprima starea (fapte care • I work in a hospital. [Lucrez într-un spital.]
rămân neschimbate o lungă perioadă de • My elder brother lives in Bucharest. [Fratele meu mai
timp) sau acţiuni cu caracter permanent, mare locuieşte în Bucureşti].
care nu se raportează la timp; • The butcher’s lies on your way to school. [Măcelăria
se află în drumul spre şcoală.]
d. pentru acţiuni care au loc în mod • I don't understand what's the matter with you. [Nu
evident în momentul vorbirii, dar care nu înţeleg ce se întâmplă cu tine.]
pot fi redate prin prezentul continuu ; • Do you see my hat anywhere? [Vezi pălăria mea pe
undeva?]
e. cu valoare de viitor, pentru a exprima: - o • My friend comes back next week. [Prietenul meu se
opţiune viitoare apropiată (ca înlocuitor întoarce săptămâna viitoare.]
al viitorului), situaţie existentă şi în limba
română;
269
- o acţiune viitoare planificată sau o serie • We leave Iaşi at 10 p.m. and reach Bucharest at
de acţiuni care fac parte dintr-un program dawn. We leave again at 9.30 and arrive in London
(turistic, în special) ori acţiuni viitoare at noon. [Plecăm din Iaşi la ora zece noaptea şi
independente de voinţa noastră, deoarece ajungem la Bucureşti în zori. Plecăm din nou la 9.30
sunt determinate de un orar, program, şi ajungem la Londra la amiază.]
mersul trenurilor etc.; • The academic year starts in October. [Anul
universitar începe în octombrie.]
- în propoziţiile circumstanţiale de timp, ca I shall tell you the truth when you come back. [Îţi voi
înlocuitor al viitorului; spune adevărul când te întorci/ te vei întoarce.]
- în propoziţiile condiţionale; We won’t go to the concert if you come too late. [Nu
vom merge la concert dacă vii/vei veni prea târziu.]
f. cu valoare trecută: - în vorbirea curentă, • I hear he is back. (în loc de “I have heard”) [Aud că
în locul perfectului prezent, cu verbe ca: to s-a întors].
hear, to forget, to learn, to understand, • You win! That's nice! (în loc de “you have won”) [Ai
to win, to tell, to write ş.a., pentru a se câştigat! Frumos!]
scoate în evidenţă urmările din prezent ale • I hear he is getting better and better. (în loc de “I
unor acţiuni întâmplate în trecut; have heard”) [Aud că-i este din ce în ce mai bine.]
- pentru a exprima acţiuni trecute, dar • One day, the little Prince goes into the armoury
urmărindu-se în acelaşi timp revigorarea and there he finds the sword of his late father. [Într-o
acţiunii sau povestirii; zi, micul prinţ intră în sala de arme şi acolo găseşte
(Se mai numeşte şi „prezentul istoric”.) sabia răposatului său tată.]
• It is late at night but Darwin goes on with his
experiments. [Este noaptea târziu, dar Darwin îşi
continuă experienţele.]
g. în explicaţii, demonstraţii, direcţiuni • The curtain rises. The back door opens and a young
scenice, comentarii sportive sau exclamaţii man steps in. [Cortina se ridică.] Uşa din spate se
introduse de here sau there; deschide şi intră un tânăr.]
(Se mai numeşte şi „prezentul instantaneu” • You pick up the receiver and drop a coin into the
şi indică faptul că acţiunile sunt văzute ca slot. When you hear the signal, you dial the number.
desfăşurându-se în totalitate în momentul [Ridici receptorul şi introduci o monedă. Când auzi
vorbirii.) tonul, formezi numărul.]
• Here comes the postman! [(Iată că) vine poştaşul!]
h. pentru citarea, reproducerea exactă a • The tourist said to the clerk: “I want to change
cuvintelor cuiva în cadrul vorbirii directe. my money into pounds sterling.” [Turistul i-a spus
funcţionarului: “Doresc să-mi schimb banii în lire
sterline.”]
• People say, “He that travels far knows much.” [Se
spune: „Acela care călătoreşte departe ştie multe.”]
THE PRESENT CONTINUOUS / PROGRESSIVE TENSE

TO BE (Present Simple) +V-ING
(+) (-) (?) (-/?)
Am I not writing?
I am writing am not writing Am I writing?
Aren’t I writing?
are not writing/ Are you not writing?
You are writing Are you writing?
aren’t writing Aren’t you writing?
He is not writing/ Is he/she/it Is he/she/it not writing?
is writing
/she/it isn’t writing writing? Isn’t he/she/it writing?
270

(+) (-) (?) (-/?)
We/
are not writing/ Are we/you/ they Are we/you/they not writing?
you/ are writing
aren’t writing writing? Aren’t we/you/they writing?
they
• What are you looking for? [Ce cauţi?]
a. pentru a reda o acţiune de durată, în curs de
• Why are you wearing that thick frock? [De ce
desfăşurare în momentul vorbirii (prezent);
porţi rochia aceea groasă ?]
• You may not take that book. My mother is
b. pentru a reda o acţiune care are loc pentru o reading it. [Nu poţi lua cartea aceea. O citeşte
perioadă limitată de timp în prezent sau într-o mama mea.] (Acţiunea poate avea loc „acum”, în
perioadă apropiată de prezent, fără ca aceasta momentul vorbirii - mama citeşte chiar în acest
să aibă loc chiar în momentul vorbirii; moment - sau „acum” are un sens mai larg -mama
citeşte cartea, dar nu în acest moment.)
c. pentru a reda o acţiune accidentală, • Martin usually drives to his work but today he is
întâmplătoare, temporară, care are loc pentru o walking. [De regulă, Martin merge la serviciu cu
perioadă limitată de timp în prezent; maşina, dar astăzi merge pe jos.]
• Our sons are coming to see us this afternoon.
d. pentru a exprima o acţiune viitoare [Fiii noştri vin să ne vadă în această după-amiază.]
apropiată şi planificată în prezent; • “What are you doing tomorrow?” “I am leaving
for Paris.”[„Ce faci mâine?”„Plec la Paris.”]
e. împreună cu adverbe sau locuţiuni • He is always playing the piano at this time of
frecventative de timp, cum ar fi: always/ night. [Întotdeauna cîntă la pian la ora asta din
forever - întotdeauna, constantly - mereu, noapte.]
all the time - tot timpul ş.a., pentru a indica o • My neighbours' children are constantly making
acţiune care se repetă şi care îl deranjează sau this terrible noise. [Copiii vecinilor mei fac mereu
îl supără pe vorbitor; zgomotul acesta groaznic.]
• I never drink coffee when I am reading the
f. în propoziţii condiţionale şi temporale, când newspaper. [Nu beau niciodată cafea când citesc
acţiunile respective se remarcă doar în anumite ziarul.]
situaţii sau împrejurări. • I will not come if you are studying for your
exams. [Nu voi veni dacă înveţi pentru examene.]
Note: Pentru a exprima două acţiuni care se • While my father is reading the newspaper my
desfăşoară concomitent în momentul vorbirii, se mother is cooking in the kitchen. [În timp ce tata
foloseşte prezentul continuu în ambele propoziţii. citeşte ziarul, mama găteşte în bucătărie.]
THE PRESENT PERFECT TENSE

TO HAVE (Present Simple) +V (-ed)/ (part.II)
(+) (-) (?) (-/?)
I have worked/ have not worked/ Have I/you Have I/you not written?
You written haven’t written written? Haven’t I/you written?
He/she/ has worked/ has not worked/ Has he/she/it Has he/she/it not written?
It written hasn’t written written? Hasn’t he/she/it written?
We/ Have we /you/ they not
have worked/ Have not worked/ Have we/you/
you/ written?
written haven’t written they written?
they Haven’t we/you/they written?
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a. pentru acţiuni recent consumate, fără a • Emma has taken her pills and now she is much
fi specificat timpul când au avut loc, dar ale better. (The effects can be seen.) [Emma şi-a luat
căror rezultate sau consecinţe sunt legate de pastilele şi acum se simte mult mai bine.] (Efectele
momentul prezent prin efectele lor; pot fi văzute.)
• I have broken my arm. (Everybody can see that.)
[Mi-am rupt braţul.] (Oricine poate vedea asta.)
Notă: Când accentul se plasează nu pe • Emma took her pills two hours ago. (The past time
acţiunea în sine şi consecinţele sale, ci pe expression requires a past tense.) [Emma şi-a luat
timpul când aceasta s-a consumat, se folo pastilele acum două ore. (Locuţiunea adverbială de
seşte timpul trecut. Astfel, faceţi comparaţie timp cere un timp trecut.)]
între schimbările de sens ce decurg din • I broke my arm yesterday. (The adverb of past
folosirea unuia sau altuia dintre cele două time requires a past tense.) [Ieri mi-am rupt braţul.
timpuri verbale (perfect prezent sau trecut). (Adverbul de timp trecut cere folosirea timpului
trecut.)]
b. pentru acţiuni recent încheiate, acţiuni ce • The guests have just arrived. [Oaspeţii tocmai au
s-au consumat cu puţin înainte de momentul sosit.]
prezent; Asemenea acţiuni sunt adesea • Mark has just come in. [Mark tocmai a intrat.]
însoţite de adverbul just - tocmai, chiar.
Notă: În situaţia în care se menţionează timpul • The guests arrived yesterday. (The action is
când s-a consumat acţiunea (adverbe sau already finished.) [Oaspeţii au sosit ieri. (Acţiunea
locuţiuni adverbiale trecute), se foloseşte, ca este deja terminată.)]
şi în cazul anterior, timpul trecut. Comparaţi, • Mark came in ten minutes ago. (The action is also
de asemenea, variantele de la timpul trecut cu finished; Mark is in the house now.) [Mark a intrat
cele în care s-a folosit perfectul prezent. acum zece minute. (Acţiunea este, de asemenea,
terminată; Mark este în casă acum.)]
c. pentru acţiuni care au început în trecut • The weather has been cloudy lately but now
şi care iau sfârşit în momentul vorbirii (în the sun is shining again. [A fost înnorat în ultima
prezent); vreme, dar acum soarele străluceşte din nou.]
Această situaţie se întâlneşte foarte frecvent • I haven’t cleaned the room for a fortnight (but
în propoziţiile în care apare verbul to be - a I'm cleaning it now). [ N-am făcut curat în cameră
fi, precum şi în propoziţiile al căror sens este de două săptămâni (dar fac curat acum)]
negativ, în ultima situaţie, se specifică adesea • I haven't seen you since you moved to Bucharest/
fie durata acţiunii redată prin perfectul our graduation (but I can see you now). [Nu te-
prezent (cu ajutorul lui for) [timp de], fie am văzut de când te-ai mutat la Bucureşti/de la
momentul din trecut când aceasta a început absolvire (dar te văd acum).]
(cu ajutorul lui since [din momentul]),
moment marcat în diferite feluri: printr-un
verb la timpul trecut, un substantiv etc.
d. pentru a exprima o acţiune care a început • Horace has been in hospital for two months. (He
în trecut şi care continuă încă în momentul is still in hospital.) [Horace este în spital de două
prezent, existând posibilitatea ca aceasta luni. (El este încă în spital.)]
să continue şi în viitor; în această situaţie, • The Plaskells have lived in this house since 1995.
perfectul prezent se foloseşte fie cu prepoziţia (Since is a preposition; the Plaskells still live there.)
for, care se referă la durata acţiunii, durată [Familia Plaskell locuieşte în această casă din 1995.
care debutează într-un moment din trecut şi (Since este prepoziţie; familia Plaskell încă locuieşte
se extinde până în momentul prezent, fie cu acolo.)]
since, care poate fi - depinzând de situaţie - • The Plaskells have lived in this house since they
conjuncţie, prepoziţie sau adverb şi care se came here from Bucharest. (Since is a conjunction;
referă la momentul precis din trecut când a the Plaskells still live in that house.) [Familia Plaskell
început să se desfăşoare acţiunea redată de locuieşte în această casă de când a venit aici de la
perfectul prezent, acţiune care continuă încă Bucureşti. (Since este conjuncţie; familia Plaskell
în prezent şi care se poate extinde şi în viitor. încă locuieşte în casa aceea.)]
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Notă: Când acţiunea în sine îşi pierde • Horace was in hospital for two months. (He is no
tangenţele cu momentul prezent, se foloseşte longer there.) [Horace a fost în spital două luni. (El
timpul trecut, acţiunea redată de verb fiind o nu mai este acum acolo.) ]
acţiune încheiată deja în momentul prezent. • The Plaskells lived in this house for two years.
A se compara în acest sens diferenţa de sens (They either do not live there any longer or all
ce rezultă din folosirea celor două timpuri of them are now dead.) [Familia Plaskell a locuit
verbale în acelaşi context. în această casă (timp de) doi ani. (Fie că ei nu mai
locuiesc acolo, fie că nici un membru al familiei
Plaskell nu mai este în viaţă.)]
e. pentru a reda o acţiune care s-a consumat • I haven’t seen the manager this morning. (It is not
în cadrul unui interval de timp ce se extinde 12 o'clock yet, so I still have time to see him.) [Nu
dintr-un moment trecut, dar încă neîncheiat l-am văzut pe director în dimineaţa aceasta. (Nu
în momentul vorbirii (care include, deci, este încă ora 12, aşa că încă mai am timp să-1 văd.)]
şi momentul vorbirii), acţiune care poate dar:
continua şi în viitor. Asemenea acţiuni sunt • I didn't see the manager this morning. (It is later
însoţite cel mai frecvent de adverbul de than 12.) [Nu l-am văzut pe director în dimineaţa
timp today - astăzi şi de toate locuţiunile aceasta. (Este trecut de ora 12.) ]
adverbiale de timp care încep cu this, cum • I haven't met him this afternoon. (It is not 6 p.m.
sunt: this morning/ afternoon/evening/ yet, so I still have time to meet him.) [Nu l-am
week/ month/ year/summer/holiday etc. întâlnit în această după-amiază. (Nu este încă ora
- în această dimineaţă/după-amiază/seară/ 18, aşa că am încă timp să-l întâlnesc.)] dar:
săptămână/ lună/ an/ vară/vacanţă etc. • I didn't meet him this afternoon. (It is later than
6 o'clock p.m. so I missed the chance of meeting
him) [Nu l-am întâlnit în această după-amiază.
(Este trecut de ora 18, aşa că am pierdut şansa de
a-l întâlni.)]
f. pentru a reda acţiuni obişnuite, repetate sau • I have often visited my grandparents in summer.
frecvente, care au avut loc până în momentul (My grandparents are still alive, I continue to visit
prezent - fără a ne interesa momentul precis them during summer and I will do so as long as
din trecut când acestea au început -, acţiuni ce they and I live.) [Vara/în timpul verii îmi vizitez
se pot repeta în prezent şi posibil şi în viitor; adesea bunicii. (Bunicii mei încă trăiesc şi eu
Asemenea acţiuni sunt însoţite, de regulă, de continuu să-i vizitez în timpul vieţii, atâta vreme cât
adverbe sau locuţiuni adverbiale de timp care ei şi eu suntem în viaţă.)]
indică frecvenţa, cum sunt: often - adesea, • I often visited my grandparents in summer.
seldom - rar, always - întotdeauna, usually (Either my grandparents are now dead or I have my
-de obicei, (quite) frequently - (destul own reasons of not going there any longer.) [Vara/
de) des, never - niciodată, ever -vreodată, în timpul verii mi-am vizitat/îmi vizitam adesea
customarily - în mod obişnuit, all the time - bunicii. (Fie că bunicii mei sunt acum decedaţi, fie
tot timpul, repeatedly - în mod repetat etc. că eu am propriile mele motive să nu mai merg
acolo.)]
Notă : Aceste adverbe sau locuţiuni adver • Dora has always liked children. (Dora is alive, she
biale se pot folosi şi cu timpul trecut al still loves them and, probably, she will love them as
verbelor, când acţiunea în sine a început şi s-a long as she lives.)
terminat în trecut. Aşa cum se poate vedea din • [Dorei i-au plăcut întotdeauna copiii. (Dora
exemple, diferenţa de sens dintre cele două trăieşte, încă îi plac copiii şi-i vor plăcea cât timp va
variante (cu perfect prezent sau cu timpul trăi.) ]
trecut) este foarte mare, iar folosirea incorectă • Dora always liked children. (Dora liked children as
a unui timp poate genera confuzii regretabile. long as she lived but she deceased long ago.)[Dorei
i-au plăcut întotdeauna copiii. (Dorei i-au plăcut copiii
câtă vreme a trăit, dar ea a murit de mult.)]
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g. în propoziţiile temporale, pentru a reda - • You will see the Remicks' house after you have
conform regulii de concordanţă a timpurilor crossed that bridge. (You must first cross the bridge
- anterioritatea acţiunii din temporală faţă de and only afterwards you can see the house.) [Vei
regenta sa; vedea casa familiei Remick după ce vei traversa
podul acela. (întâi trebuie să traversezi podul şi doar
după aceea vei vedea casa.)]
h. în propoziţiile condiţionale, pentru a reda • I can't think of buying a new car unless I have
- conform regulii de concordanţă a timpurilor paid all my debts. (First, I have to pay all my debts
- anterioritatea acţiunii din condiţională faţă and only then I can think of buying a new car.) [Nu
de regenta sa. mă pot gândi să cumpăr o maşină nouă dacă nu
mi-am plătit/nu-mi plătesc toate datoriile. (Întâi
trebuie să-mi plătesc toate datoriile şi abia după
aceea mă pot gândi să cumpăr o maşină nouă.)]
THE PRESENT PERFECT CONTINUOUS/PROGRESSIVE TENSE

TO HAVE (Present Perfect) + V-ING
(+) (-) (?) (/+)
have been have not been Have I/you been Have I/you not been writing?
I
writing writing/ writing? Haven’t I/you been writing?
You
haven’t been writing
He has been has not been writing/ Has he/she/it been Has he/she/it not been
she/ writing hasn’t been writing writing? writing?
it Hasn’t he/she/it been writing?
have been have not been Have we/you/they Have we/you/they not been
We/
writing writing/ been writing? writing?
you/
haven’t been writing Haven’t we/you/they been
they
writing?
Perfectul prezent continuu este folosit pentru a indica o acţiune continuă, neîntreruptă, desfăşurată
într-o perioadă care se extinde dintr-un moment trecut până în momentul prezent. (Aspectul
nedefinit al aceluiaşi timp verbal pune accentul pe repetabilitatea, obişnuinţa sau consecinţa unei
acţiuni în aceeaşi perioadă.) Astfel, perfectul prezent continuu poate indica:
a. o acţiune de durată începută • She has been waiting for an hour but her students haven't
în trecut şi care continuă fără finished their papers, yet. (She began waiting an hour ago, she
întrerupere, până în momentul is waiting at the moment and, probably, she will be still waiting.)
prezent, existând posibilitatea ca [Ea aşteaptă de o oră, dar studenţii ei nu şi-au terminat încă
aceasta să se extindă şi în viitor; lucrările. (A început să aştepte acum o oră, aşteaptă încă în
momentul prezent şi, probabil, încă va mai aştepta.)]
b. o acţiune continuă care a • Why are you so late? I have been shopping for the last two
început în trecut şi care tocmai hours.”
s-a terminat în prezent (în (I went shopping two hours ago, I was doing that activity for
momentul vorbirii); two hours but now I'm back because I finished the job.)
[„De ce ai întârziat atât?”
„Am făcut cumpărături în ultimele două ore.”
(Am plecat la cumpărături acum două ore şi am făcut acest lucru
timp de două ore, dar acum m-am întors pentru că am terminat
de făcut cumpărăturile.)]
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c. o acţiune repetată frecvent • She has always been using my telephone this year. (Her using
care îl irită sau îl supără pe my telephone irritates me in the highest degree.)
vorbitor ori provoacă mirarea sau • [Mi-a folosit telefonul în permanenţă în acest an. (Faptul că îl
reproşul acestuia. foloseşte mă irită extrem de mult.)]
Notă: Este bine să se reţină faptul că, deşi în limba română perfectul prezent (ambele aspecte) se
traduce, în majoritatea cazurilor, printr-un timp trecut, în limba engleză el aparţine - oricât ar părea
de ciudat - grupului de timpuri prezente.
THE PAST SIMPLE/INDEFINITE TENSE

Regular Verb V+ed
Irregular Verb V/Form II
(+) (-) (?) (-/?)
I worked did not work Didyou /I /he/ she/it Did I/you/he/she/it not
You wrote did not write work/ write? work /write?
He/she/it didn’t write Didn’t I/you/he/she/it
work/ write?
We worked did not work/write Did I/ you/he/she/it Did I/you/he/she/it not
You wrote didn’t work/write work/write? work/ write?
they Didn’tI/you/he/she/it
work/ write?
a. o acţiune care a început şi s-a încheiat într- • He left the village last month. [El a plecat din
un moment trecut, când: - timpul acţiunii este sat luna trecută.]
indicat prin adverbe sau locuţiuni adverbiale de • Did Frank pass his exam yesterday morning? [Şi-
timp de tipul: yesterday - ieri, the day before a promovat Frank examenul ieri dimineaţă?]
yesterday - alaltăieri, last year /month/ week/ • I started to learn English two years ago. [Am
summer etc. -anul/ luna/ săptămâna/ vara început să învăţ engleza acum doi ani.]
trecută etc., in 1995 - în 1995 ş.a.;
- timpul precis când a avut loc acţiunea nu este • I bought this dictionary in London. [Am
menţionat, dar contextul indică foarte clar că cumpărat acest dicţionar la Londra.]
aceasta s-a consumat într-un moment trecut; • How did you catch that big trout? [Cum ai
prins păstrăvul acela mare?]
- se pun întrebări în legătură cu timpul când s-a • When did you reach Chicago? [Când ai ajuns la
consumat acţiunea; Chicago?]
• What time did you get up? [La ce oră te-ai sculat?]
b. o acţiune care s-a repetat în trecut, acţiune • They often met each other on Sundays. [Se
care este însoţită, de regulă, de adverbe de timp întâlneau adesea în zilele de duminică.]
nedefinit sau frecvenţă de tipul: often - adesea, • I always lent him money. [Întotdeauna i-am
seldom -rareori, always - întotdeauna, some împrumutat bani.]
times – uneori. Asemenea situaţii pot fi redate şi • She would/used to spend a lot of money on
cu ajutorul lui would sau used to. books. [Cheltuia/Obişnuia să cheltuiască o
mulţime de bani pe cărţi.]
c. o succesiune de acţiuni trecute; • He usually got up at 7, shaved himself, got
dressed and went to his office. [De regulă, (el) se
scula la 7, se bărbierea, se îmbrăca şi pleca la
birou.]
275
d. alte întrebuinţări: - în propoziţiile temporale, • Jane told me she would give me a call as soon
când cele două acţiuni sunt simultane, iar verbul as she came back. [Jane mi-a spus că-mi va da un
din regentă este la viitorul-în-trecut; în acest caz telefon imediat ce se întoarce/se va întoarce.]
are valoare de viitor;
- pentru a reprezenta timpul prezent din • Hank said: “I want to leave at once.”
vorbirea directă în vorbirea indirectă (conform • Hank said (that) he wanted to leave at once.
regulii de corespondenţă a timpurilor), caz în [Hank a spus: „Vreau să plec imediat.” Hank a
care are valoare de prezent. spus că vrea să plece imediat.]
Notă: După cum se poate observa, trecutul simplu din limba engleză se traduce în limba română
tot printr-un timp trecut (imperfect, perfect compus sau perfect simplu), dar, aşa cum s-a arătat în
punctul (d), el poate reprezenta şi timpul prezent (în vorbirea indirectă) sau viitorul (în propoziţiile
temporale).
THE PAST CONTINUOUS/PROGRESSIVE TENSE

TO BE (PAST SIMPLE) + V-ing
(+) (-) (?) (-/?)
Was I not writing?
I was writing was not writing Was I writing?
Wasn’t I writing?
were not writing/ Were you Were you not writing?
You were writing
weren’t writing writing? Weren’t you writing?
He/
was not writing/ Was he/she/it Was he/ she/ it not writing?
she/ was writing
wasn’t writing writing? Wasn’t he/ she/ it writing?
it
We/
were not writing/ Were we/you/ Were we/ you/ they not writing?
you/ were writing
weren’t writing they writing? Weren’t we/ you/ they writing?
they
a. desfăşurarea treptată, gradată a unei • The clouds were scattering. [Norii se împrăştiau.]
acţiuni, atunci când nu este însoţită de • Night was setting in. [Se înnopta.]
adverbe sau locuţiuni adverbiale de timp;
b. o acţiune care a început înaintea unui • At 7.30 yesterday morning Sarah was having a
moment dat în trecut şi care a continuat shower. [Ieri, la 7.30 dimineaţa, Sarah făcea duş.]
probabil şi ulterior momentului respectiv; (Acţiunea se afla în plină desfăşurare; Sarah a început
acţiunea înainte de 7.30 şi a continuat şi după aceea.)
• This time last Saturday we were having a chat.
[Sâmbăta trecută, pe la ora aceasta, discutam/
tăifăsuiam.]
c. împreună cu o altă acţiune trecută • When I arrived, my mother was knitting. [Când am
redată prin trecutul simplu, pentru a indica ajuns, mama tricota.] (începuse să tricoteze înainte
faptul că acţiunea trecută continuă a de a ajunge eu şi a continuat să tricoteze şi după
început înaintea acesteia şi, mai mult decât aceea.)
probabil, a continuat ulterior; (Se aseamănă • When Mrs.Pitt got home, her son Hank was digging
cu situaţia (b), doar că momentul trecut in the garden. [Când doamna Pitt a ajuns acasă, fiul ei
este înlocuit printr-o acţiune trecută.) Hank săpa în grădină.]
276
d. împreună cu o altă acţiune trecută con • While I was practising the violin, my father was
tinuă, pentru a reda simultaneitatea des repairing our old car. [În timp ce eu exersam la
făşurării ambelor acţiuni; vioară, tata repara vechea noastră maşină.] (Cele
două acţiuni se desfăşoară simultan.)
e. împreună cu adverbe sau locuţiuni • Matt was always calling me up at midnight. [Matt
adverbiale frecventative (always - întot mă suna întotdeauna la telefon la miezul nopţii.]
deauna, all the time - tot timpul etc.), • She was always coming late. [Întotdeauna întârzia.]
pentru a indica o acţiune repetată frecvent
în trecut, care l-a iritat pe vorbitor;
f. trecutul continuu se foloseşte de ase • Hal said: “I am watching TV.” (direct speech) [Hal a
menea în vorbirea indirectă, în locul spus: „Privesc televizorul.”] (vorbirea directă)
prezentului continuu (conform regulii • Hal said (that) he was watching TV. (indirect speech)
de corespondenţă a timpurilor), având [Hal a spus/spunea că privea/priveşte televizorul.]
echivalenţă de prezent; (vorbirea indirectă)
g. se foloseşte cu valoare de viitor, pentru • As she was leaving for Paris the next day at dawn,
a exprima un aranjament cu caracter viitor Maggie went to bed earlier than usual that night.
foarte apropiat, văzut din perspectiva [Deoarece pleca/urma să plece la Paris chiar în zorii
trecutului. Această funcţie a trecutului zilei următoare, Maggie s-a culcat mai devreme decât
continuu se întâlneşte în special în în mod obişnuit în noaptea aceea.]
conversaţii. (Decizia de a pleca a fost luată ceva mai înainte.)
THE PAST PERFECT TENSE

TO HAVE (PAST SIMPLE) + V+ed/V(Part.II)
(+) (-) (?) (-/?)
I had written had not written/ Had I/you Had I/you not written/worked?
You worked worked hadn’t written written/ orked? Hadn’t I/you written?
He/ had written had not written/ Had he/she/ Had he/she/it not written/
she/ worked hadn’t written it written/ worked?
it worked? Hadn’t he/she/it written?
We/ had written had not written/ Had we/ you/ Had we/you/they not written/
you/ worked hadn’t written they written/ worked?
they worked? Hadn’t we/you/they written?
a. o acţiune trecută, începută şi încheiată • Mike had not come back at the end of the last
înaintea unui moment trecut, moment week. [Mike nu se întorsese la sfârşitul săptămânii
marcat printr-un adverb de timp trecut sau o trecute.]
locuţiune adverbială;
b. o acţiune trecută, începută şi încheiată • Ann thought that her friends had already eaten
înaintea altei acţiuni trecute, redată printr-un their supper. [Ana credea că prietenii ei cinaseră
verb la trecut (propoziţia al cărei verb este la deja.]
trecut constituie regenta propoziţiei al cărei
verb este la mai-mult-ca-perfect);
c. o acţiune care a început înainte de
momentul vorbirii din trecut - moment ce
poate fi menţionat sau nu şi care:
277
- continuă încă în acel moment, specificându- • When I met him in 1982 he had been a sailor for
se, prin diverse compliniri, şi perioada de ten years and he was very pleased. (He was still a
când durează; sailor in 1982.) [Când l-am întâlnit în 1982, era mari
nar de zece ani şi era foarte mulţumit. (În 1982 era
încă marinar.).]
- tocmai s-a terminat cu foarte puţin timp • When we reached there his sister told us that he
înaintea respectivului moment din trecut; had just gone out. [Când am ajuns acolo, sora lui
ne-a spus că el tocmai ieşise.]
d. în propoziţiile temporale, pentru a • I told Mary that I would tell her my opinion after
exprima anterioritatea acţiunii propoziţiei I had seen the film. (First I had to see the film and
temporale faţă de aceea din regenta sa, only afterwards I could tell her my opinion.) [I-am
atunci când în regentă este folosit viitorul- spus Mariei că-i voi spune părerea mea după ce voi
în-trecut, conform regulii de concordanţă a vedea filmul, (întâi trebuia să văd filmul şi abia după
timpurilor; aceea îi puteam spune părerea mea.)]
e. în vorbirea indirectă, pentru a reda trecutul • She said: “I visited my friends last month.”
sau perfectul prezent din vorbirea directă. • She said she had visited her friends a month
before.
• The tourist said to the clerk: “I have never changed
money in a bank.”
• The tourist told the clerk that he had never
changed money in a bank.
THE PAST PERFECT CONTINUOUS/PROGRESSIVE TENSE

TO HAVE (Past Perfect)+V-ing
Affirmative Negative Interrogative
Negative/Interrogative (-/?)
(+) (-) (?)
I had been had not been writing/ Had I/you been Had I/you not been writing?
You writing hadn’t been writing writing? Hadn’t I/you been writing?
Had he/she/it not been
He/
had been had not been writing/ Had he/she/it writing?
she/
writing hadn’t been writing been writing? Hadn’t he/she/it been
it
writing?
Had we/you/they not been
We/ Had we/you/
had been had not been writing/ writing?
you/ they been
writing hadn’t been writing Hadn’t we/you/they been
they writing?
writing?
Mai-mult-ca-perfectul continuu subliniază continuitatea sau progresul unei acţiuni trecute, anterioară
unui moment sau unei alte acţiuni trecute. Se foloseşte pentru a reda:
a. o acţiune care a început înaintea • We had just been leaving the house on that Tuesday
unei alte acţiuni trecute - menţionate when the postman brought us the news about his car crash.
printr-un verb la timpul trecut - şi [Tocmai plecam de acasă în ziua aceea de marţi, când
care s-a desfăşurat în continuu poştaşul ne-a adus vestea despre accidentul său de maşină.]
până cu puţin timp înainte de acel • I had been waiting there for several hours when she finally
moment sau care s-a terminat în acel arrived. (As soon as she arrived I had no reasons to wait any
moment trecut; longer.) [Aşteptam de câteva ore, când, în cele din urmă,
a sosit ea. (Imediat ce ea a sosit, nu mai aveam motive să
aştept.)]
278
b. o acţiune desfăşurată neîntrerupt, • Since her graduation in 1990 she had been working hard to
care a început înaintea unui moment buy herself a new house. [De la absolvire, din 1990, muncea
trecut sau a unei alte acţiuni trecute cu râvnă ca să-şi cumpere o casă nouă.]
şi care continuă încă în acel moment, • When our skiers reached Innsbruck, it had been snowing
cu posibilitatea de a continua şi după for a week. [Când schiorii noştri au ajuns la Innsbruck,
aceea; (Momentul trecut al acţiunii ningea de o săptămână.]
este de regulă marcat printr-o
complinire adverbială sau printr-o
altă acţiune trecută.)
c. în vorbirea indirectă, înlocuieşte • Jane said to her teacher: “I have been studying Spanish
perfectul prezent continuu din for five years.” Jane told her teacher that she had been
vorbirea directă. studying Spanish for five years.
THE FUTURE SIMPLE/INDEFINITE TENSE

Will+verb (without to)
(+) (-) (?) (-/?)
I shall/will write shall/will not Shall/will I/we Shall/will I/we not write?
We shan’t/ won’t) write? Shan’t/won’t I/we write?
write
You/He/ will write will not write/ Will he/she/it/ Will he/she/it/they not write?
she/It/ they won’t write they write? Won’t he/she/it/they write?
a. în propoziţii independente, pentru a reda • Miriam will come to see me next year. Miriam va
o acţiune sau stare viitoare mai apropiată sau veni să mă vadă anul viitor.
mai îndepărtată în timp faţă de momentul • He will tell me the news tomorrow. El îmi va
vorbirii, situarea în timp sau perioada spune veştile mâine.
desfăşurării acesteia fiind uneori precizată, • My sister will be your teacher, (soon) Sora mea îţi
alteori nu; va fi profesoară. (în curând)
b. pentru a reda o acţiune viitoare probabilă • I suppose he will come back soon. Presupun că (el)
- dar căreia vorbitorul îi acordă un înalt grad se va întoarce curând.
de certitudine - în subordonatele completive • He is sure (that) his son will pass all his exams. (El)
verbale directe, după verbe sau locuţiuni precum: este sigur că fiul său îşi va trece toate examenele.
to think, to believe, to hope, to wonder, to
suppose, to be sure, to be afraid etc.;
c. pentru a reda o acţiune viitoare în • They will give us a call as soon as they reach
regentele: home, (simultaneous actions) Ne vor da un
- propoziţiilor temporale (subordonatele telefon imediat ce vor ajunge/ajung acasă, (acţiuni
circumstanţiale de timp au verbul la prezent simultane)
sau perfect prezent, depinzând de momentul • I shall tell you my opinion after I have read the book.
când a avut loc acţiunea: în acelaşi timp sau (First I have to read the book and only afterwards I
anterior acţiunii din regentă; este bine să se tell you my opinion.) Îţi voi spune părerea mea după
revadă şi paragrafele în care s-au exemplificat ce voi citi/citesc cartea. (Întâi trebuie să citesc cartea şi
aceste situaţii, în cadrul timpurilor prezent şi doar după aceea îţi spun părerea mea.)
perfect prezent); • We shall stay indoors if it rains tomorrow. Vom
- propoziţiilor condiţionale, propoziţiile rămâne în casă dacă va ploua/ plouă mâine.
subordonate condiţionale comportându-se • He will finish the experiments soon if he has been
similar subordonatelor temporale. working so much. El va termina experienţele în
curând dacă munceşte aşa de mult.
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THE FUTURE CONTINUOUS/PRORESSIVE TENSE

WILL BE+V(ING)
(+) (-) (?) (-/?)
I shall/will be shall/will not Shall/will I/we be Shall/will I/we not be
We writing (shan’t/won’t) be writing? writing?
writing Shan’t/won’t I/we be
writing?
You/He/ will be writing will not be Will he/she/it/ Will he/she/it/they not be
she/ writing/ they be writing? writing?
It/ they won’t be writing Won’t he/she/it/they be
writing?
a. o acţiune sau o stare care se va afla în • What will you be doing at 7 o 'clock on Sunday
curs de desfăşurare, în progres, într-un morning? Ce faci/vei face duminică dimineaţa la ora 7?
anumit moment din viitor; • This time next summer I shall be bathing in the cool
waves of the Atlantic. Vara viitoare pe vremea aceasta
voi face baie în valurile răcoroase ale Atlanticului.
b. o acţiune sau o stare care se va afla în • Tomorrow Terry will be studying for his exams all day
desfăşurare într-un interval de timp viitor; long. Mâine Terry va învăţa pentru examene toată ziua.
în asemenea cazuri se înţelege că acţi • Tomorrow between 10 and 11 a.m. I shall be washing
unea respectivă s-a desfăşurat încontinuu, my car. Mâine între orele 10 şi 11 dimineaţa îmi spăl/voi
neîntrerupt, pe parcursul întregii durate. spăla maşina.
c. o acţiune viitoare planificată ; • Next Sunday we shall be visiting our friends in Leeds.
(We have already planned this visit.) Duminica viitoare
ne vom vizita prietenii din Leeds. (Am planificat deja
această vizită.)
d. o acţiune viitoare de rutină, care se • Mark will be meeting Gary tomorrow. (Mark and Gary
desfăşoară în cursul obişnuit al eveni are probably colleagues, so it is more than natural to
mentelor ; când acţiunea este deliberată, meet each other everyday.) Mark îl va întâlni pe Gary
se foloseşte, de regulă, prezentul mâine. (Mark şi Gary sunt probabil colegi, aşa că este
continuu, care, aşa cum s-a văzut, poate mai mult decât firesc să se întâlnească în fiecare zi.) dar:
exprima el însuşi o acţiune viitoare. Nu • Mark is meeting Gary tomorrow. (a deliberate future
există totuşi o diferenţă majoră între cele action; Gary or Mark or both have arranged to meet
două timpuri verbale şi, foarte adesea, each other.) Mark se întâlneşte/se va întâlni cu Gary
oricare dintre ele poate fi folosit. mâine. (O acţiune viitoare deliberată; Gary ori Mark sau
amândoi au stabilit să se întâlnească.)
e. în regentele propoziţiilor temporale, • When you come back I shall be sleeping. Când te vei
pentru a indica: întoarce/te întorci, eu voi dormi.
- o acţiune în desfăşurare în viitor, care se • While you are shopping I shall be walking the dog.
suprapune cu o altă acţiune viitoare; În timp ce tu vei face/faci cumpărături, eu voi plimba
- o acţiune viitoare care se desfăşoară în câinele.
paralel, simultan cu o altă acţiune viitoare.
Notă: În propoziţiile temporale din exemplele de la punctul (e) s-a folosit timpul prezent, conform
regulii de concordanţă a timpurilor.
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THE FUTURE PERFECT TENSE

WILL HAVE+V(Part.II)/V+ed
(+) (-) (?) (-/?)
I shall/will shall/will not Shall/will I/we Shall/will I/we not have written?
We have written (shan’t/won’t) have written? Shan’t/won’t I/we have written?
have written
You/He/ will have will not have Will he/she/ Will he/she/it/they not have
she/ written written/ it/they have written?
It/ won’t have written? Won’t he/she/it/they have written?
they written
a. pentru a reda o acţiune viitoare care • In a few months Jack will have taken his Ph.D.
a început şi s-a încheiat înaintea unui alt degree. În câteva luni, Jack îşi va fi luat doctoratul.
moment viitor, menţionat fie prin adverbe • When I reach Bucharest I shall have driven more
sau locuţiuni adverbiale viitoare de timp, fie than 500 miles. Când voi ajunge la Bucureşti, voi fi
printr-o altă acţiune viitoare; parcurs cu maşina mai mult de 500 de mile.
b. pentru a reda o acţiune viitoare care a • By the end of this month I shall have been your
început înaintea unui alt moment viitor şi care guest for a whole year. Pe la sfârşitul lunii, se va
continuă şi în acel moment, specificându-se împlini un an întreg de când vă sunt oaspete/vă
totodată şi perioada de când durează. voi fi fost oaspete de un an întreg.
THE FUTURE PERFECT CONTINUOUS /

PROGRESSIVE TENSE
(+) (-) (?) (-/?)
shall/will have shall/will not Shall/will I/ Shall/will I/we not have been
I been writing (shan’t/won’t) we have been writing?
We have been writing writing? Shan’t/won’t I/we have been
writing?
You/ will have been will not have been Will he/she/it/ Will he/she/it/they not have
He/ writing writing/ they have been been writing?
she/ won’t have been writing? Won’t he/she/it/they have been
It/ writing writing?
they
Viitorul perfect continuu exprimă o acţiune • By the end of the academic year she will have
viitoare care a început înaintea unui alt moment been teaching in this university for twenty years.
viitor şi care se extinde până la acesta şi probabil (She will probably continue to teach in the same
chiar ulterior acestuia. university.)
Punctul de referinţă din viitor este de regulă La sfârşitul anului universitar, ea va fi predat
menţionat fie prin adverbe sau locuţiuni la această universitate de douăzeci de ani.
adverbiale de timp marcând viitorul, fie printr-o (Probabil că ea va continua să predea la aceeaşi
altă acţiune viitoare. universitate.)
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În asemenea situaţii este menţionată, de •When midnight is striking I shall have been
asemenea, şi durata acţiunii. studying for ten hours.
(I will probably go on studying after midnight,
too.)
Când va bate miezul nopţii, se vor fi
împlinit zece ore de când învăţ.
(Voi continua probabil să învăţ şi după miezul
nopţii.)
Notă: În propoziţiile temporale, conform regulii de corespondenţă a timpurilor, nu se poate folosi
un timp viitor.
SEQUENCE OF TENSES AND REPORTED SPEECH

Sequence of Tenses (Concordanţa timpurilor)
Concordanţa timpurilor este un fenomen caracteristic limbii engleze. Concordanţa timpurilor
înseamnă dependenţa timpului gramatical al predicatului din subordanată de timpul gramatical
al predicatului din propoziţia principală. Dacă predicatul din propoziţia principală este la unul
din timpurile trecutului, atunci şi predicatul din subordonată va fi folosit la unul din timpurile
trecutului.
Propoziţia principală Propoziţia subordonată
Past Simple
Past Continuous
Past Simple
Past Perfect
Future-in-the Past
1. I knew that they had an English lesson every Tuesday.
Eu ştiam că ei au o lecţie de engleză în fiecare marţi.
2. I knew that they were having an English lesson then.
Eu ştiam că ei au o lecţie de engleză.
3. I knew that they had already had an English lesson.
Eu ştiam că ei deja avusese o lecţie de engleză
4. I knew that they would have an English lesson the next day.
Eu ştiam că ei vor avea o lecţie de engleză mîine.
Future-in-the Past se formează cu ajutorul verbului auxiliar Should (pentru I persoană singular
şi plural) şi Would (pentru celelalte persoane singular şi plural) şi infinitivul verbului de bază fără
particula to. În limba engleză contemporană vorbită există tendinţa de a utiliza Would la toate
persoanele.
1. We thought he would go in for painting.
Noi credeam că el va studia pictura.
2. We knew that I should tell him about our decision.
Noi ştiam că eu îi voi spune lui despre decisia noastră.
Indirect Speech (Vorbirea indirectă)

La trecerea vorbirii directe în indirectă se petrec următoarele schimbări:
a) propoziţiile enunţiative se întroduc cu ajutorul conjuncţiei that, care deseori se omite.
He says, „They will write a testpaper” – He says (that) they will write a testpaper.
b) pronumele personale şi posesive se schimbă după sens:
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She says: „I’ve just seen your elder brother.” - She says (that) she has just seen my elder brother.
c) dacă verbul to say este urmat de un complement indirect, atunci el se înlocuieşte cu verbul to tell.
She has said to me, „I’m awfully busy.” - She has told me that she is awfully busy.
Dacă verbul în propoziţia principală este folosit la Past Simple, Past Continuous sau Past Perfect, atunci
verbul din vorbirea directă trebuie să fie înlocuit în corespundere cu regulile concordanţei timpului.
Direct Speech Reported Speech
Present Simple Past Simple
Present Continuous Past Continuous
Past Simple Past Perfect
Present Perfect Future-in-the- Past
Future Simple
La trecerea din vorbire directă în indirectă, următoarele pronume demonstrative şi adverbe de

timp şi loc se înlocuiesc cu următoarele echivalente:
This-these That-those
Now Then
Today That day
Yesterday The day before
The day before yesterday Two days before
Tomorrow The next day;the following day
The day after tomorrow In a day’s time
Next week (month,year) The following (the next) week(month,year)
Last week (year) The previous week (year); a year (a week) before

He “Mary is reading a book now.” He said Mary was reading a book then.
said, “I read a book yesterday.” that He had read a book the day before.
He said “I’ll read a book tomorrow.” He told He would read a book the next day.
to me “I have read a book this week.” me that He had read a book that week.
Notă: La trecerea vorbirii directe în indirectă Past Simple şi Past Continuous pot rămîne fără nici o
schimbare dacă este indicat momentul înfăptuirii acţiunii.
She said, “I met my friend when I was coming home from school.”- She said that she met her friend
when she was coming home from school.
He said, “George Bush visited Russia in 2006.”- He said that George Bush visited Russia in 2006.
Reported Questions
(Întrebările la vorbirea indirectă)
1. La trecerea întrebărilor din vorbirea directă în vorbirea indirectă, au loc un şir de schimbări.
Ordinea cuvintelor (topica cuvintelor) caracteristică întrebărilor trece în cea caracteristică
propoziţiilor enunţiative, adică verbul-predicat se foloseşte după subiect. Pronumele
demonstrative şi posesive se schimbă după sens.
2. Dacă în propoziţia principală verbul-predicat este folosit la timpul trecut, atunci în întrebarea
indirectă este necesar să urmăm regulile concordanţei timpului.
3. La trecerea întrebărilor generale la vorbirea indirectă ele se alipesc la propoziţia principală cu
ajutorul conjuncţiilor if şi whether, care se traduc în limba română – dacă.
4. Întrebările speciale se introduc în vorbirea indirectă cu ajutorul cuvintelor interogative
corespunzătoare.
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He asked Bill, „Who wrote a letter to me yesterday?” - He asked Bill who had written a letter to him the
day before.
She asked Ben, „How old is your son?” - She asked Ben how old his son was.
Direct Questions Reported Questions

General Questions
“Is your friend a doctor?” my friend was a doctor.
“Is it raining now?” it was raining then.
She “Have you written your essay?” I had written my essay.
asked “Did they like the new film?” She
If they had liked the new film.
me, “Will she come to school asked
whether she would come to school the next
me
tomorrow?” day.
“May I speak to you after she might speak to me after dinner.
dinner?”
Special Questions
“What are you reading now?”
“What languages does Mary
what I was reading then.
know?”
He what languages Mary knew.
“Whom did you talk to
asked He asked me whom I had talked to the day before.
yesterday?”
me when I would write my essay.
“When will you write your
where they were then.
essay?”
“Where are they now?”
5. D
acă vorbirea directă este introdusă cu ajutorul verbului to say în vorbirea indirectă el este
înlocuit cu verbele to ask, to wonder, to want to know, etc.
He said, “Pete, when are you leaving?” – He asked Pete (he wondered, he wanted to know) when he
was leaving.
Reported Commands and Requests

(Ordinele şi rugăminţile în vorbirea indirectă)
“Go to school tomorrow.”
to go to school the following day.
“Take the book and read
asked me to take the book and read the new
She said the new story.”
She told me story.
to me, “Don’t buy any bread
ordered me not to buy any bread that day.
today.”
to help her.
“Please help me.”
1. Ordinele şi rugăminţile se întroduc în vorbirea indirectă cu ajutorul verbelor to ask - a ruga, to

tell - a spune, a porunci, to order - a ordona.
Trebuie să ţinem cont de faptul că verbele to tell, to ask, to order sunt întotdeauna urmate
de complement indirect, la care se referă ordinul sau rugămintea. În cazul cînd propoziţia, care
introduce vorbirea indirectă nu conţine complement indirect, se foloseşte pronumele posesiv
ce ţine de context.
He said,”Don’t make noise, please” - He asked me not to make noise.
Notă: Verbul to order se foloseşte destul de rar, deoarece el este foarte categoric.
2. Verbul la modul imperativ este înlocuit cu infinitivul. Forma negativă se formează cu ajutorul
negaţiei not (to go – not to go).
3. Pronumele demonstrative, adverbele de timp şi loc sunt înlocuite în corespundere cu regulile
concordanţei timpului.
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MODUL SUBJONCTIV
THE SUBJUNCTIVE MOOD
În limba engleză contemporană, subjonctivul şi-a pierdut multe din trăsăturile caracteristice
unui mod verbal independent (care dispune de forme proprii), funcţiile sale caracteristice fiind
preluate de alte moduri sau categorii verbale.
Subjonctivul exprimă fie о acţiune posibilă - atunci cînd aceasta este proiectată în viitor, fie о
acţiune improbabilă, nerealizată - atunci cînd aceasta ar fi trebuit să se desfăşoare într-o anumită
perioadă trecută şi prezintă două tipuri de forme: sintetice (exprimate, de regulă, printr-un singur
cuvînt) şi analitice (exprimate prin cel puţin două cuvinte).
Subjonctivul sintetic (The Synthetical Subjunctive)

Subjonctivul sintetic este о reminiscenţă a modului verbal existent în engleză veche, în limba
engleză contemporană el fiind înlocuit în multe situaţii prin formele subjonctivului analitic.
Subjonctivul sintetic dispune de о formă pentru timpul prezent (subjonctivul prezent) şi de
două forme pentru timpul trecut: subjonctivul trecut şi subjonctivul trecut II (numit, de asemenea,
şi subjonctivul mai-mult-ca-perfect).
Subjonctivul prezent (The Present Subjunctive)

Subjonctivul prezent, timp verbal caracteristic limbii engleze vechi, deşi astăzi este mult mai
rar folosit, apare totuşi în limbajul juridic, jurnalistic sau tehnico-stiinţific, precum şi în engleza
americană. În mod curent, subjonctivul prezent este înlocuit prin formele subjonctivului analitic
sau prin infinitiv.
Forma
Subjonctivul prezent este identic ca formă cu infinitivul scurt al verbului.
I, You, He, She, It, We, You, They speak/live/be etc.
Folosirea subjonctivului present

Subjonctivul prezent se foloseşte :
A. în propoziţii principale cu caracter • Long live friendship/democracy! etc. Trăiască prietenia/
independent, avînd configuraţia unor democraţia! etc.
expresii sau structuri fixe, prin care se • God bless you!
exprimă о dorinţă, о urare, о speranţă Domnul să te aibă în paza sa!
etc. (Formulaic Subjunctive). Adesea, • Curse this heavy rain!
în asemenea propoziţii exclamative se Blestemată (să) fie ploaia asta afurisită/ Naiba s-o ia de
invocă puterile supranaturale. ploaie afurisită!
• Be it so!
Aşa să fie!
B. în diverse tipuri de propoziţii subordonate introduse prin that (Mandative Subjunctive), cînd în
propoziţia regentă” se exprimă о presupunere, о cerinţă, о posibilitate, о necesitate, о dorinţă etc.:
a. în propoziţiile completive directe, • We suggest that everybody leave the room at once.
după verbe ca: to suggest - a sugera, Sugerăm ca toată lumea să părăsească imediat încăperea.
to insist - a insista, to wish - a dori, • We desire that your wife be nominated the principal of
to desire - a dori, to demand - a cere, our school.
to urge - a îndemna, to propose Dorim ca soţia ta să fie numită director al şcolii noastre.
- a propune, to recommend - a
recomanda, to order - a comanda etc.;
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b. în propoziţii subiective, după • It is impossible that his resignation be accepted.
expresii impersonale precum: it is Este imposibil ca demisia lui să fie acceptată.
(im)possible/ essential/necessary/ • It is necessary that all of you come and finish the
advisable etc. - este (im)posibil/ experiment.
esenţial/necesar/recomandabil etc.; Este necesar ca toţi să veniţi şi să terminaţi experienţa.
c. în propoziţii atributive apoziţionale; • Debbie made the suggestion that we leave on that very
day.
Debbie a sugerat să plecăm chiar în ziua aceea.
d. în propoziţii condiţionale, cînd se • That, if the information be true, is a very serious crime.
exprimă о presupunere în prezent; Dacă informaţia este cumva adevărată, acesta este un
delict foarte grav.
e. în propoziţii concesive • Though everybody condamn Jane I will still love and trust
her.
Chiar dacă toată lumea o condamnă pe Jane, eu încă o voi
iubi şi voi avea încredere în ea.
• I shall go on that trip even though I spend all my money.
O să merg în excursia aceea, chiar dacă îmi voi cheltui toţi
banii.
Notă: În funcţie de situaţie, subjonctivul prezent se traduce în limba română prin modul conjunctiv
(subjonctiv), condiţional sau indicativ, însoţit adesea de calificări adverbiale.
Subjonctivul trecut
(The Past Subjunctive)
Forma
Subjonctivul trecut coincide ca formă cu forma de trecut simplu a verbelor, cu excepţia
verbului to be – a fi, care, în limba engleză scrisă, prezintă forma were la toate persoanele. În
vorbire însă există tendinţa ca şi verbul to be să se comporte ca toate celelalte verbe, adică să
ia formele de trecut ale indicativului: was pentru persoanele I şi a III-a singular şi were pentru
celelalte persoane.
I, You, He, She, It, We, You, They asked, wrote, were etc.
să întreb/să scriu/să fiu etc.
Subjonctivul trecut prezintă şi forme de aspect continuu, care se formează din were la toate
persoanele şi PARTICIPIUL PREZENT al verbului de conjugat.
I, You, He, She, It, We, You, They were asking/writing/speaking etc.
Folosirea Subjonctivului trecut

Subjonctivul trecut se foloseşte în diverse tipuri de propoziţii subordonate:

a. în propoziţii condiţionale, după if, • Susan would tell me if George left any message for
suppose, supposing etc. me.
Susan mi-ar spune dacă George ar lăsa vreun mesaj
pentru mine.
• Supposing that you missed the train, what would
you do?
Presupunînd că pierzi/ai pierde trenul, ce-ai face?
286
b. în propoziţii completive directe, după • I wish you stayed with me for a while.
verbul wish; Aş dori/vrea să stai cu mine un timp.
• Linda wishes you came home at once.
Linda ar dori să vii acasă imediat.
c. în subordonatele de mod comparative, • She was quite calm as if she knew the answer.
după as if, as though; Era relativ liniştită, de parcă ştia răspunsul.
d. în subordonatele concesive, după even if, • Even though he lived in this street, we should not
even though; see much of him.
Chiar dacă ar locui pe această stradă, nu l-am vedea
prea mult.
e. în subordonatele subiective, după • It's (high) time you left for school.
expresia it's (high) time -„este (de mult) E (de mut) timpul să pleci la şcoală. (Este cam tîrziu.)
timpul să...”;
Notă: După expresia it's (high) time se • It's time for you to leave for school. (It is the proper
poate folosi, de asemenea, şi construcţia time to do that.)
FOR + COMPLEMENT + INFINITIV LUNG, cu Este timpul să pleci la şcoală. (Este ora potrivită să
о oarecare diferenţă de sens, după cum se pleci.)
poate observa.
f. după WOULD RATHER/SOONER + SUBIECT, • My daughter studies German but I would rather she
atunci cînd persoana care îşi exprimă studied English.
preferinţa nu este subiectul acţiunii care Fiica mea studiază germana, dar eu aş prefera să
urmează. studieze engleza.
Note: 1. WOULD RATHER/SOONER + SUBIECT • My daughter studies German but I would prefer
+ SUBJONCTIV TRECUT poate avea ca her to study English.
echivalent construcţia WOULD PREFER + Fiica mea studiază germana, dar eu aş prefera (ca
COMPLEMENT + INFINITIV LUNG. ea) să studieze engleza.
Cînd subiectul lui WOULD RATHER/ SOONER • I would rather/sooner watch TV than walk the dog.
este acelaşi cu subiectul acţiunii care Aş prefera sa mă uit la televizor decît să plimb
urmează, WOULD RATHER/ SOONER este câinele.
urmat de un infinitiv scurt.
Subjonctivul mai-mult-ca-perfect
(The Past Perfect Subjunctive)
Forma
Forma de subjonctiv mai-mult-ca-perfect coincide cu aceea de mai-mult-ca-perfect a
indicativului şi se foloseste în diferite tipuri de propoziţii subordonate, cam în aceleaşi cazuri ca
Subjonctivul trecut.
I, You, He, She, It, We, You, They had written/spoken/lived etc. să fi scris/vorbit/trăit etc.
Folosirea subjonctivului mai-mult-ca-perfect

Subjonctivul mai-mult-ca-perfect se foloseşte în diverse tipuri de propoziţii subordonate:
a. în propoziţii subordonate • Doris would have come with us // she had been ready in time.
condiţionale, după if, unless etc.; Doris ar fi venit cu noi, dacă ar fi fost gata la timp.
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b. în propoziţii completive directe, • I wish I had been present at the meeting.
după verbul wish, pentru a exprima Aş dori sa fi fost la întâlnire/Ce păcat că/Îmi pare rău că nu am
regretul faţă de neîndeplinirea unei fost la întîlnire.
acţiuni în trecut;
c. in propoziţii subordonate com • I remember him as if I had met him yesterday.
parative introduse prin as if/ though; Mi-l amintesc ca şi cum/de parcă l-aş fi întâlnit ieri.
d. în propoziţii subordonate • Even if/though I had known her address I wouldn't have
concesive după even if/though. written to her.
Chiar dacă i-aş fi ştiut adresa, nu i-aş fi scris.
Note: 1. Subjonctivul trecut, denumit în unele gramatici subjonctiv prezent (Present Subjunctive),
şi subjonctivul mai-mult-ca-perfect (2.1.З.), care apare în unele gramatici sub denumirea de
subjonctiv trecut (Past Subjunctive), sunt considerate formele moderne ale subjonctivului sintetic.
2. Avându-se în vedere identitatea formală dintre subjonctivul trecut şi trecutul indicativ, precum şi
aceea dintre subjonctivul mai-mult-ca-perfect şi timpul mai-mult-ca-perfect al indicativului, multe
gramatici, în problemele legate de sintaxa frazei, se folosesc, pentru simplificarea terminologiei, de
denumirea de „timp trecut” şi, respectiv, de aceea de „mai-mult-ca-perfect”, chiar şi atunci cînd, în
mod evident, este vorba de о subordonată care cere folosirea subjonctivului.
Subjonctivul analitic
(The Analytical Subjunctive)
Subjonctivul analitic este mult mai frecvent folosit în engleza contemporană britanică decît
formele sale sintetice. În esenţă, subjonctivul analitic se formează astfel:
VERB MODAL INFINITIVUL PREZENT al verbului de conjugat

VERB MODAL INFINITIVUL PERFECT al verbului de conjugat
Trebuie să se reţină totodată faptul că, în aceste construcţii, verbul modal şi-a pierdut total sau
parţial valoarea sa modală, funcţiile sale reducîndu-se la acelea ale unui auxiliar sau semiauxiliar,
fapt pentru care, în multe gramatici, formele subjonctivului analitic sunt numite ECHIVALENŢI AI
SUBJONCTIVULUI (SUBJUNCTIVE EQUIVALENTS). În funcţie de forma sa, subjonctivul analitic se
foloseşte atât în propoziţii principale, cât şi, mai ales, în propoziţii subordonate.
Folosirea subjonctivului analitic
May – Might
MAY INFINITIV PREZENT (SCURT)
MIGHT INFINITIV PERFECT
Această formă a subjonctivului se foloseşte atât în propoziţii principale, cât şi secundare. Când
verbul predicat din propoziţia regentă este la un timp prezent, în secundară se poate folosi atât
may, cât şi might, urmat de forma sa de infinitiv prezent sau perfect. În acest caz, folosirea lui
might indică un grad mai mare de nesiguranţă decât may.
• It is possible that he may come later.
Este posibil/Se poate (ca el) să vină mai tîrziu.
• It is possible that he might come later.
S-ar putea (ca el) să vină mai tîrziu.
Dacă verbul din propoziţia regentă este la trecut, în mod obligatoriu se va folosi might, urmat
de infinitivul prezent sau perfect.
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• He spoke loudly so that everybody might hear him.

Vorbea tare ca să-l audă toată lumea.
A. în propoziţii principale exclamative, prin • May ours be a happy marriage!
care se exprimă о speranţă, о credinţă, о Fie ca mariajul nostru să fie fericit!
urare, о dorinţă etc. • Oh, that they might arrive here in time!
O, de-ar ajunge aici la timp!
B. în propoziţii subordonate de diferite tipuri:
a. în propoziţii completive prin care se • We hope they may come here a little later.
exprimă teama sau speranţa, după to Sperăm ca ei să vină aici puţin mai tîrziu.
hope - a spera, to be afraid -a se teme, to • They were afraid the building might collapse.
fear - a se teme etc.; Se temeau să nu se năruie clădirea.
b. în propoziţiile subordonate finale (de • Send them a telegram so that they may know about
scop) întroduse prin that, so that, in order your intentions.
that, cînd se va folosi: - MAY + INFINITIV, Trimite-le о telegramă ca să-ţi cunoască intenţiile.
cînd verbul din regentă este la imperativ, • George gave me the dictionary so that I might finish
sau prezentul ori viitorul indicativului; the translation.
- MIGHT + INFINITIV, dacă verbul din George mi-a dat dicţionarul ca să termin traducerea.
propoziţia regentă este la trecut;
c. în propoziţiile subordonate concesive • Whoever he may be, he has no right to behave like that.
introduse prin though, although, however, Oricine ar fi, nu are dreptul să se comporte astfel.
whatever, whoever, no matter etc. De • Whatever the reason might be, your resignation is not
reţinut faptul că în limba română traducerea accepted.
subjonctivului în acest context variază. Oricare ar fi motivul, demisia nu-ţi este acceptată.
d. în propoziţiile subordonate subiective • It is very likely that she may recover soon.
afirmative, după expresiile: it is/ was Este foarte probabil ca ea să-şi revină în curînd.
possible/ probably/likely etc. • It was possible that she might overhear your
conversation.
Era posibil/Se putea ca ea să vă audă din întîmplare
conversaţia.
• It was possible that they might have told the truth.
Era posibil/Se putea ca ei să fi spus adevărul.
Notă: În propoziţiile interogative şi • Was it possible that they should have told the truth?
negative, aceste expresii sunt urmate de Era posibil ca ei să fi spus adevărul ?
subjonctivul cu should.
Should
INFINITIV PREZENT (SCURT)
SHOULD
INFINITIV PERFECT
Este forma de subjonctiv analitic cu о frecvenţă foarte mare atât în engleza scrisă, cât şi în cea
vorbită şi se foloseşte adesea în locul subjonctivului sintetic în diverse tipuri de propoziţii:
a. în propoziţii subiective, cerut de: • It is necessary that he should accept such an offer.
- expresii impersonale formate cu Este necesar ca el să accepte о asemenea ofertă.
ajutorul unor adjective de tipul: it is/ • It is unbelievable that lie should have disappointed
was necessary/ important/impossible/ you so much.
imperative/ strange/ unusual/ natural/ Este de necrzut ca el să te fi dezamăgit atât de mult.
(un)fortunate/ unbelievable/ surprising/
obvious/ remarkable/ advisable etc.;
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- expresii impersonale formate cu ajutorul • It is a shame that Linda should behave like that.
unui substantiv de tipul; it is/ was a pity/a Este о ruşine ca Linda să se comporte astfel.
shame/a surprise/ a wonder etc. ;
Note : • It is necessary for him to accept such an offer
1. În vorbirea obişnuită, subjonctivul, în (acuzativ cu infinitiv)
asemenea situaţii, este substituit prin It is unbelievable that he has disappointed you
construcţii infinitivale sau prin timpurile (perfect prezent, indicativ)
modului indicativ.
2. Se poate folosi, de asemenea, în • If the postman should arrive earlier, tell him I'll be
propoziţii condiţionale, pentru a sublinia back by 10.
caracterul ipotetic sau întîmplător al Dacă cumva/Dacă se întîmplă ca poştaşul să sosească
acţiunii. mai devreme, spune-i că mă întorc pe la ora 10.
• If they should begin without you, what would you
do?
Dacă cumva/Dacă se întîmplă ca ei să înceapă fără
tine, ce-ai face?
b.în propoziţii subordonate finale (de scop) • Jake spoke the truth for fear (that) he should be
negative introduse de: lest, in case (that), punished.
for fear (that); Jake a spus adevărul de teamă să nu fie pedepsit.
• They locked the doors lest the thieves should break
into the house.
Au încuiat uşile ca să/de teamă să nu pătrundă hoţii
în casă.
c. în subordonatele completive directe, • The board requested that the competition should
cerut de verbe indicînd о poruncă, un start at 8 o'clock sharp.
ordin, о hotărâre, о cerinţă, о sugestie, о Comisia a cerut ca întrecerea să înceapă la ora opt fix.
propunere etc., precum: to command, to • Her husband suggested that she should go back to
order, to settle, to arrange, to agree, to her room and telephone the police.
suggest, to insist, to propose, to request, Soţul i-a sugerat să se întoarcă în cameră şi să
to demand etc.; telefoneze la poliţie.
d. în propoziţii completive prepoziţionale, • Cliff was glad that his friends should see him playing
după construcţii adjectivale exprimînd football.
diferite sentimente ale vorbitorului, de Cliff era bucuros ca prietenii să-l vadă jucînd fotbal.
tipul: to be glad/happy /anxious/ sorry/ • I was anxious that my mother should learn about
pleased/ surprised/ annoyed etc.; my great success.
Eram nerăbdător ca mama să afle de marele meu
succes.
e. în propoziţii subordonate concesive • However hard he should try, he will not mend the
introduse prin though, although, who fuse.
ever, however, whatever etc., pentru a Oricît ar încerca, nu va repara siguranţa electrică.
reda о acţiune nesigură, ipotetică ; • Though he should make every effort, he can’t finish
the experiment today.
Deşi depune toate eforturile, nu poate termina astăzi
experimentul.
f. în propoziţii atributive apoziţionale, • His desire that he should be a witness in this case
după substantive precum: idea, reason, took everybody by surprise.
supposition, decision, desire, thought, Dorinţa lui de a fi martor în acest caz i-a luat pe toţi
proposal, demand etc.; prin surprindere.
• Susan's proposal that we should spend the
weekend in the country was a stupid idea.
Propunerea Susanei de a ne petrece sfârşitul de
săptămînă la ţară era о idee nefericită.
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g. în subordonatele temporale. • John was recommended to stay indoors till his
temperature should go down.
Lui John i s-a recomandat să stea în casă pînă când îi
va scădea temperatura.
• She was advised to go on with the experiments till
she should reach satisfactory results.
A fost sfătuită să continue experienţele pînă când va
obţine rezultate satisfăcătoare.
Will - Would
WILL INFINITIV PREZENT (SCURT)
WOULD INFINITIV PERFECT
Se foloseşte, de regulă, ca alternative a altor forme de subjonctiv:

a. în propoziţiile subordonate finale: WILL+ • Stop talking so that everybody will hear me/
INFINITIV PREZENT (SCURT), ca alternative a may hear me.
subjonctivului cu MAY + INFINITIV PREZENT Terminaţi cu vorba ca să mă auziţi cu toţii.
(SCURT);
WOULD + INFINITIV PREZENT (SCURT), ca • She was hurrying lest he would/might/ should
alternativă a subjonctivului cu MIGHT + be late.
INFINITIV ori SHOULD + INFINITIV; Se grăbea ca să nu întîrzie.
Notă: În acest context, sunt preferabile celelalte forme de subjonctiv.
b. în propoziţiile completive directe, WOULD + • I wish he would come home earlier. (But I'm
INFINITIV se foloseşte după verbul wish pentru a almost sure he won't.)
se exprima scepticismul în privinţa realizării unei Aş vrea să vină acasă mai devreme (dar sunt
acţiuni în viitor. aproape (sigură) că nu va veni).
Notă: Formele SHOULD sau WOULD urmate de INFINITIV pot fi ambigue, ele putând exprima un
subjonctiv, modul condiţional prezent, un viitor-în-trecut sau о valoare modală, de aceea contextul
are un rol major în stabilirea funcţiei acestora.
Can - Could
CAN
INFINITIV PREZENT (SCURT)
COULD
Această formă de subjonctiv se foloseşte în propoziţiile subordonate finale ca variantă la
forma cu MAY/MIGHT + INFINITIV. Spre deosebire de ultima formă, care are un caracter mai oficial
şi indică un grad mai mare de incertitudine, subjonctivul cu CAN/COULD + INFINITIV se foloseşte
în special în vorbire şi prezintă acţiunea ca fiind rеаlă.
• I will tell you the story so that you can/could understand its importance.
- în propoziţiile Îţi voi spune povestea ca să-i inţelegi importanţă.
subordonale • Jane took a taxi so that she could reach the station in time and catch the last
finale train.
Jane a luat un taxi ca să ajungă la timp la gară şi să prindă ultimul tren.
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MODAL VERBS
Verbele modal-defective
Verbele modal-defective constituie o clasă relativ restrînsă de verbe, avînd trăsături specifice
care le deosebesc de restul verbelor. Ele indică „modalitatea”, adică o anumită atitudine a
vorbitorului faţă de enunţ.
Caracteristici Exemple
Verbele modal-defective
- nu au formă de infinitiv lung (le lipseşte Can – could - a putea, a fi în stare
particula infinitivală to); Must - a trebui. You two may leave now.
- nu pot fi urmate de verbe la infinitivul lung (cu Voi doi puteţi pleca acum. He ought to pay them
excepţia lui ought to, to be to, to have to); a visit. Ar trebui să le facă o vizită.
- sunt „defective”, adică nu au toate formele can - could - a putea (formă de prezent şi trecut)
verbale şi, deci, nu pot fi conjugate la toate must - a trebui (are doar formă de prezent)
modurile şi timpurile; ele au doar forma de should - ar trebui (prezintă forma de
infinitiv scurt (care este totodată şi forma de condiţional)
prezent) şi cel mult forma de trecut, iar altele
prezintă alte forme (cea de condiţional prezent
sau trecut, de exemplu);
Notă: Formele de care dispun pot fi folosite • You may not take my umbrella.
pentru a reda mai multe timpuri verbale, în Nu poţi/Nu ai permisiunea să-mi iei umbrela
funcţie de determinările ce apar în cadrul (timpul prezent)
enunţului. • In that case she may leave tomorrow.
În acest caz, poate/va putea pleca
mâine (timpul viitor, datorită adverbului
tomorrow - mâine)
la timpul prezent, persoana a IlI-a singular, nu • He can read English quite well.
primesc desinenţa -s; El citeşte/poate citi destul de bine englezeşte.
- formează interogativul, negativul şi interogativ- • Must I go there?
negativul ca verbele auxiliare (nu este necesară Trebuie/Este necesar să merg acolo?
prezenţa auxiliarului to do), excepţie făcând • Do you have to leave so soon?
doar have to; Trebuie/Este necesar să pleci aşa de curând?
- la unele forme care le lipsesc, precum şi • You may go to bed now.
la modurile şi timpurile verbale compuse, Poţi/Ai permisiunea să mergi la culcare acum.
verbele modale sunt înlocuite de alte verbe sau • Jack has been permitted to go on that trip.
construcţii cu caracter modal, care dispun de Lui Jack i s-a permis să plece în excursia aceea.
toate caracteristicile verbale şi pot fi folosite la • Ann had been allowed to walk the dog
orice mod şi timp. Aceste expresii se numesc before she went to school.
MODAL EQUIVALENTS ECHIVALENŢI MODALI sau Anei i se permisese/i se dăduse voie
ÎNLOCUITORI AI VERBELOR MODALE. să plimbe câinele înainte să plece la şcoală.
Can - Could
Prezent Trecut Echivalent modal
TO BE ABLE TO
CAN COULD
TO BE CAPABLE TO
Can are sensul: „a putea (să)”, „a fi în stare (să/de a)”, „a fi capabil (să/de a)”, „a avea posibilitatea
(să/de a)” ş.a.
292
Modalul can - could prezintă forma CAN pentru toate persoanele de la modul indicativ timpul
prezent, cu formele CANNOT sau CAN’T (formă contractată) pentru negativ şi forma COULD
pentru toate persoanele de la modul indicativ, timpul trecut sau condiţional prezent („aş putea”),
cu formele COULD NOT sau COULDN’T (formă contractată) pentru negativ.
A. CAN, forma de prezent, urmată de un infinitiv nedefinit sau perfect, poate avea sensul „pot să”,
„sunt capabil/în stare să”, „ştiu să” etc. şi poate reda :
a. abilitatea sau capacitatea fizică • I think I can give up that idea.
sau intelectuală de a efectua o Cred că pot renunţa la idee.
anumită acţiune; • I can solve the exercise without your help.
Pot rezolva/Ştiu să rezolv exerciţiul fără ajutorul tău.
b. posibilitatea (în propoziţii • I can give you some money in case of need.
afirmative) sau imposibilitatea (în Îţi pot da nişte bani la nevoie.
propoziţii negative) săvârşirii unei • Aunt Nelly can't climb that mountain at her age; she's
acţiuni; almost 70.
Mătuşa Nelly nu poate urca muntele cela la vârsta ei; are
aproape 70 de ani.
c. neîncrederea sau scepticismul în • Can his story be true ?
privinţa îndeplinirii unei acţiuni (în E cu putinţă ca povestea lui să fie adevărată ?
propoziţiile interogative şi negative); • I cannot believe he has quitted his job.
Nu pot crede că şi-a părăsit slujba.
d. uimirea, indignarea sau îndoiala în • How can you trust him any longer ?
privinţa săvârşirii unei acţiuni (în pro Cum de mai poţi avea încredere în el ?
poziţiile interogative şi exclamative); • How can he be so rude ?
Cum poate fi aşa de nepoliticos!
• It can't be so cold today! It's already May!
Nu poate fi aşa de frig astăzi! Este deja luna mai.
e. permisiunea (în propoziţiile • “Can I take your car this morning?”
afirmative şi interogative) sau “Yes, you can. I don't need it today.”
interdicţia (în propoziţiile negative) „Pot lua maşina ta în dimineaţa asta?”
în vorbirea familiară, când „Da, poţi s-o iei. Nu am nevoie de ea astăzi.”
înlocuieşte modalul may; o cerere • He can't leave today; he hasn't finished his job here, yet.
sau o rugăminte politicoasă. Nu poate pleca astăzi; nu şi-a terminat încă treaba aici.
• Can you wait a little? Mr. Smith will be back in ten minutes.
Puteţi aştepta puţin? Dl Smith se va întoarce în zece minute.
Note: • Why are you speaking so loud ? I can hear you all right.
1. Can este intraductibil atunci când De ce vorbeşti aşa de tare? Te aud perfect.
este urmat de un verb al percepţiei,
în acest caz el reprezentând
împreună cu verbul respectiv
prezentul continuu al acestuia.
2. Este bine de reţinut că timpurile • You will be able to swim if you take some swimming
compuse ale modalului can sunt lessons.
formate cu ajutorul înlocuitorilor săi: Vei putea înota dacă vei lua lecţii de înot.
have/has been able/capable to • Sharon hasn't been able to cope with such a difficult task.
pentru perfectul prezent, shall/will Sharon nu a putut/nu a fost în stare să facă faţă unei sarcini
be able/capable to pentru viitor, atât de dificile.
had been able/capable to pentru
mai-mult-ca-perfect etc.
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B. COULD este forma de trecut („puteam”, „am putut” etc.) sau cea de condiţional prezent („aş
putea”) şi poate reda:
a. abilitatea sau capacitatea fizică • Tony could speak English at the age of nine.
sau intelectuală de a fi săvârşit o Tony putea vorbi/ştia să vorbească englezeşte la vârsta de
acţiune în trecut; nouă ani.
b. o cerere, o rugăminte sau o • Could you post this letter for me, please ?
solicitare politicos formulată (în Aţi putea/Aţi vrea să puneţi scrisoarea într-o cutie poştală,
propoziţii interogative) ; vă rog ?
Formularea cu ajutorul lui could • Could I have a look at these stamps, please ?
este mai politicoasă decât aceea cu Aş putea/pot să mă uit la timbrele acelea, vă rog?
ajutorul lui can.
c. posibilitatea (în propoziţii • In my youth such little houses could be seen almost
afirmative) sau imposibilitatea (în everywhere in this town.
propoziţii negative) săvârşirii unor În tinereţea mea, asemenea căsuţe puteau fi văzute aproape
acţiuni în trecut; pretutindeni în acest oraş.
• You couldn't buy such a fast car years ago.
Cu ani în urmă, nu puteai cumpăra o maşină atât de rapidă.
d. neîncrederea sau scepticismul • Could you really see Madonna in flash and blood ?
în privinţa unei acţiuni trecute (în A fost într-adevăr cu putinţă/posibil s-o vezi pe Madonna în
propoziţii interogative şi negative); realitate ?
• The situation couldn't be that bad as he claimed.
Situaţia nu putea fi atât de rea cum pretindea el.
e. uimirea, indignarea sau îndoiala • How could you do that to him ? Cum de i-ai putut face aşa
în privinţa săvârşirii unei acţiuni în ceva?
trecut (în propoziţii interogative şi • How could he make such a promise ? Cum de-a putut face
exclamative) ; o asemenea promisiune ?
• The questions you had to answer couldn't be so difficult!
Întrebările la care trebuia să răspunzi nu puteau fi atât de
grele!
f. permisiunea în trecut (în propoziţii • When I was a student I could use my father's car whenever
afirmative şi interogative) sau I needed it.
interdicţia în trecut (în propoziţii Când eram student, puteam/aveam permisiunea să
negative) în vorbirea familiară, ca folosesc maşina tatălui meu ori de câte ori aveam nevoie.
echivalent al lui was/were allowed/ • I couldn't enter the conference hall without a special I.D.
permitted to. Nu am putut intra/nu mi s-a permis să intru în sala de
conferinţe fără o legitimaţie specială.
Note : • You could go and pay them a visit; they love you so much.
1. Could urmat de un infinitiv Ai putea merge să le faci o vizită; ei te iubesc foarte mult.
nedefinit capătă valoare de
condiţional prezent.
2. Could urmat de un infinitiv • I don't believe a word of it! Sam couldn't have made such a
perfect redă ideea nerealizării unei foolish mistake.
acţiuni în trecut. Nu cred un cuvânt! Sam nu ar fi putut face/nu putea să fi
făcut o greşeală atât de prostească.
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May - Might
Prezent Trecut Echivalenţi modali
TO BE ALLOWED TO
MAY MIGHT
TO BE PERMITTED TO
Modalul may - might are înţelesul de „a putea”, în sensul de „a avea permisiunea să”, „a avea
voie să”, „a i se permite să” ş.a.
La prezent, toate persoanele au forma MAY, pentru negativ prezentând forma MAY NOT sau
MAYN’T (forma contractată); la trecut, toate persoanele au forma MIGHT, iar pentru negativ
prezintă forma MIGHT NOT sau MIGHTN’T (forma contractată).
El poate fi urmat de infinitivul nedefinit, continuu sau perfect al verbelor noţionale/principale.
A. MAY, urmat de infinitivul nedefinit şi foarte rar de infinitivul perfect, are sensul de „pot”, „am
permisiunea să”, „îmi este îngăduit să” sau „este posibil/cu putinţă să” etc. şi poate exprima:
a. permisiunea, situaţie în care poate fi • You may invite/are permitted to invite your guest in.
înlocuit de echivalentele modale to be • Poţi/Ai permisiunea să-ţi inviţi oaspetele în casă.
allowed to sau to be permitted to;
Note : • “May I come in ? “ “Yes, you may.”
1. Răspunsurile afirmative la o propoziţie • „Pot intra?” „Da, poţi (intra).”
interogativă în care se cere permisiunea
sunt formulate cu ajutorul lui may.
2. Un răspuns negativ se poate formula • “May I come in ?” “No, you may not/mayn't (come
fie cu ajutorul lui may not sau mayn't, in).” “No, you must not/mustn't (come in).” „Pot
fie cu ajutorul lui must not sau mustn't, intra?”
prima variantă exprimând un refuz destul • „Nu, nu poţi/nu se poate/nu ai voie (să intri).”
de categoric ca tonalitate, cea de-a doua
indicând o interdicţie categorică.
b. o rugăminte sau o cerinţă mai politicos • May I take your umbrella ?
formulată decât aceea cu ajutorul lui can; • Pot/Îmi dai voie/îmi permiţi să iau umbrela ta?
c. o cerinţă mai politicos formulată decât • You may try again tomorrow!
aceea cu ajutorul modului imperativ; • Încearcă din nou mâine!
d. o posibilitate cu o oarecare nuanţă de • It may snow later.
incertitudine sau de îndoială, caz în care • Se poate/Este posibil să ningă mai târziu.
may poate fi înlocuit cu maybe, perhaps, • He may have met her at some party.
it is possible şi poate fi urmat atât de un •Se poate/Este posibil ca el s-o fi întâlnit la vreo
infinitiv nedefinit, cât şi de un infinitiv petrecere.
perfect;
e. un reproş; • You may at least give her a call if you don't feel like
going there.
• Poţi măcar să-i dai un telefon dacă n-ai chef să mergi
acolo.
f. o incertitudine, o nesiguranţă sau o pre • May that woman be the person we are looking for?
supunere, în acest caz putând fi urmat de • Poate fi femeia aceea persoana pe care o căutăm ?
infinitivul nedefinit, continuu sau perfect; • Barry may be mistaken in all respects.
• E posibil/Se poate ca Barry să se înşele în toate
privinţele.
• Our children may be sleeping now.
• Copiii noştri poate că dorm acum. (Acţiunea poate fi
în curs de desfăşurare în acest moment.)
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g. o interdicţie în propoziţii negative, • Children under 10 may not enter/are not allowed
precum şi în anunţurile oficiale. to/are not permitted to enter.
• Este interzis accesul copiilor sub zece ani./Copiii sub
zece ani nu pot intra./ Copiilor sub zece ani nu li se
permite intrarea.
B. MIGHT, folosit cândva ca trecut al lui • Father said (that) we might play chess.
may, atât în propoziţii principale, cât şi • Tata a zis că putem juca şah.
secundare, şi-a păstrat această accepţie • I had warned you (that) he might object to your
în limba engleză contemporană doar în proposal.
propoziţiile secundare, cerut acolo de • Te avertizasem că el se poate opune propunerii tale.
regula corespondenţei timpurilor.
Might se foloseşte însă foarte frecvent
şi în diverse situaţii ca echivalent al
condiţionalului prezent al lui may („aş
putea”, „ai putea” etc.) şi poate exprima:
a. o rugăminte sau o cerinţă politicoasă • Might I use your car today ?
care, faţă de aceea exprimată cu ajutorul • M-aş putea folosi de maşina ta astăzi?
lui may, implică un mai mare grad de
incertitudine în privinţa îndeplinirii ei;
b. o posibilitate cu o nuanţă mai pronun • The weather might get colder in the afternoon.
ţată de incertitudine decât situaţia în care • După-amiază vremea s-ar putea să se răcească.
se foloseşte may, caz în care el poate fi • Although it's midnight John might still be studying.
urmat de un infinitiv nedefinit sau continuu • Deşi este miezul nopţii, s-ar putea ca John să mai
(când ne referim la o acţiune prezentă) sau înveţe încă.
de infinitivul perfect (când se fac referiri la o • They might have called us up earlier.
acţiune trecută); • S-ar putea ca ei să ne fi sunat mai devreme.
c. reproşul, supărarea sau indignarea în • You might at least watch your language when you
privinţa unei acţiuni prezente (când îi are speaking in the presence of a lady.
urmează un infinitiv nedefinit) sau a unei • Ai putea măcar să-ţi supraveghezi limbajul când
acţiuni trecute (când este urmat de un vorbeşti în prezenţa unei doamne.
infinitiv perfect); • It was pretty late. You might have given Sarah a lift.
• Era destul de târziu. Ai fi putut s-o conduci pe Sarah
cu maşina.
d. incertitudinea, nesiguranţa sau presu • “Who might that handsome young man over there
punerea, folosirea lui might implicând un be?” “He might be Mr. Albright's youngest son.”
caracter mai pronunţat al sentimentelor • Cine ar putea fi tânărul acela drăguţ de acolo? “
decât variantele în care se foloseşte may. „S-ar putea să fie fiul cel mai mic al domnului
Might poate fi urmat în acest caz atât de Albright.”
un infinitiv nedefinit (când ne referim la • Where have you been? They might have noticed
o acţiune prezentă), cât şi de infinitivul your absence.
perfect (când se fac referiri la o acţiune • Unde ai fost ? S-ar putea ca ei să-ţi fi observat
trecută). absenţa.
Must
Prezent Echivalenţi modali
TO HAVE TO
TO BE OBLIGED TO
MUST
TO BE COMPELLED TO
TO BE TO
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Modalul must are sensul de „a trebui”, „a fi necesar” şi are aceeaşi formă la toate persoanele la
timpul prezent, forma de negativ fiind MUST NOT sau MUSTN’T (forma contractată).
a. necesitatea sau obligaţia; adesea, folo • I must finish mending my shoes now.
sirea lui la persoanele a II-a şi a III-a capătă o • Trebuie să termin de reparat pantofii acum.
nuanţă imperativă; • You must come home before midnight.
Notă: În această accepţie, must poate fi • Trebuie să vii acasă înainte de miezul nopţii.
substituit - cu anumite diferenţieri de nuanţă • You must go shopping today. (This is the speaker's
- de to have to. demand.)
- Must exprimă obligaţia, necesitatea pe • Astăzi trebuie să faci cumpărături. (Este cerinţa
care o impune vorbitorul, în timp ce to have vorbitorului.)
to indică o obligaţie exterioară, impusă de • You have to go shopping today as we have guests
anumite împrejurări, cerinţe, raţiuni etc. invited for dinner. (Circumstances impose that.)
La persoana I, această diferenţă este mult • Trebuie să mergi la cumpărături astăzi pentru că
atenuată şi foarte adesea se poate folosi atât avem oaspeţi invitaţi la cină. (Circumstanţele impun
must, cât şi have to. Se recomandă, totuşi, acest lucru.)
folosirea lui must atunci când este vorba • I must be at the airport in half an hour to catch the
despre o obligaţie extrem de importantă sau 9 o'clock plane.
urgentă şi folosirea lui have to atunci când • Trebuie să fiu la aeroport în jumătate de oră ca să
acţiunea are caracter de obişnuinţă, este prind avionul de ora 9.
repetată frecvent. • I have to walk the dog twice a day.
• Trebuie să plimb câinele de două ori pe zi.
MUST poate exprima:
b. o probabilitate - ce are aproape caracterul • Jane must feel fine among her old friends.
unei certitudini, o deducţie, o concluzie sau o • Probabil că Jane se simte foarte bine printre vechii
necesitate logică, fiind, de regulă, tradus prin ei prieteni.
„trebuie să”, „probabil că” ; • They have already reached home. They must have
Must poate fi urmat în acest caz şi de un driven very fast.
verb la infinitivul perfect, când redă o • Ei au ajuns deja acasă. Au condus probabil/Trebuie
probabilitate, concluzie logică în prezent, cu să fi condus foarte repede.
referire la o acţiune trecută.
Notă: O deducţie sau o concluzie logică în • Sam can't be back today if he stopped in Bucharest.
sens negativ se redă cu ajutorul lui can't sau • Sam nu se poate întoarce astăzi dacă s-a oprit în
cannot. Bucureşti.
c. o interdicţie, o admonestare severă sau un • You must not cross the street when the traffic light
sfat. shows red.
• Nu trebuie să traversezi strada când semaforul are
culoarea roşie.
• You must not behave like that in the presence of
the grown-ups! You are my own children.
• Nu trebuie să vă comportaţi în felul acesta în
prezenţa adulţilor! Sunteţi propriii mei copii.
• You mustn't miss such a favourable chance!
• Nu trebuie să pierzi o şansă atât de favorabilă!
Notă: Răspunsul pozitiv la o întrebare • “Must we attend the meeting, too ? “-”Yes, you
formulată cu must se redă tot cu must, must.”
indicându-se necesitatea sau obligaţia de a “No, you needn't/don't have to.”
îndeplini acţiunea respectivă, după cum un • „Trebuie să participăm şi noi la întâlnire ? “
răspuns negativ se redă prin mustn't (când „Da, trebuie.” „Nu, nu este cazul/nu este nevoie.”
se exprimă prohibiţia de a efectua respectiva • “Must I read Great Expectations in English ? “
acţiune) sau prin needn't ori don't have to ”Yes, you must.” “No, you needn't/don't have to.”
(atunci când nu există obligativitatea acţiunii • „Trebuie să citesc Marile Speranţe în limba
ori nu este necesar să se finalizeze respectiva engleză?“ „Da, trebuie.” „Nu, nu este necesar/nu
acţiune). este nevoie.”
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Shall – Should
Prezent SHALL
Prezentul condiţional SHOULD
Modalul shall are sensul de „trebuie”, la negativ având forma SHALL NOT sau SHAN’T (forma
contractată).
Should, ca verb modal, reprezintă forma de condiţional prezent a lui shall (şi nu forma sa de
trecut) şi are sensul de „ar trebui”, „s-ar cuveni”, „ar fi cazul/bine”. Forma de negativ este SHOULD
NOT sau SHOULDN’T (forma contractată).
A. SHALL, ca verb modal, poate reda:
a. o comandă, un ordin sau o obligaţie (la • Each candidate shall be present at 8 o'clock sharp.
persoanele a II-a şi a III-a singular şi plural); (regulation)
Această întrebuinţare este considerată astăzi • Fiecare candidat trebuie să fie prezent la ora 8 fix.
învechită şi ca atare este evitată în limba (regulament) dar:
engleză modernă. Se păstrează doar în • The regulation says that each candidate must/has
documentele oficiale, regulamente, ordine, to/is to be present at 8 o'clock sharp. (in less formal
dispoziţii, statute etc, în engleza obişnuită English)
sau „mai puţin oficială” shall fiind înlocuit cu • Regulamentul spune ca fiecare candidat trebuie/
must, to have to sau to be to. este necesar/urmează să fie prezent la ora 8 fix.
b. în propoziţiile interogative sau interogaţii
negative, shall se traduce, de regulă, prin „să”
şi se foloseşte pentru:
- a solicita un sfat; • How shall I cook the trout ?
• Cum să gătesc păstrăvul ?
- a cere o sugestie; • Shall I wear this red dress tonight?
- a formula o ofertă politicoasă. • Shall we wait for you at the station ?
• Să te aşteptăm la gară ?
• Shan't I make you another coffee ?
• Să nu-ţi mai fac o cafea?
B. SHOULD, ca verb modal, poate reda :
a. o obligaţie sau datorie morală; • You should pay a visit to your parents. You haven't
seen them for three years.
• Ar trebui să faci o vizită părinţilor. Nu i-ai văzut de
trei ani.
b. o formă elegantă, politicoasă de con • You should read all Dickens' novels and not only
strângere; Great Expectations.
• Ar trebui să citeşti toate romanele lui Dickens şi nu
doar Marile Speranţe.
c. necesitatea logică de a se înfăptui o • You should drink more fruit juice.
anumită acţiune, care adesea ia forma unui • Ar trebui să bei mai mult suc de fructe.
sfat sau a unei recomandări; • You should mend the fuse. We have no light in the
house.
• Ar trebui să repari siguranţa. Nu avem lumină în
casă.
d. o presupunere, ceva la care se aşteaptă • Sam left his office two hours ago. He should be at
vorbitorul. home now.
• Sam a plecat de la birou acum două ore. Ar trebui
să fie acasă acum.
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Notă: După cum se poate observa din • You should speak to him today/tomorrow.
exemplele de mai sus, should urmat de • Ar trebui să-i vorbeşti astăzi/mâine.
INFINITIVUL SCURT are înţeles de prezent, • They should have invited the Smiths, too.
iar atunci când este urmat de un INFINITIV • Ar fi trebuit să invite şi familia Smith.
PERFECT redă o acţiune trecută care nu a fost
realizată.
Will - Would
Prezent Trecutul sau Prezentul condiţional
WILL WOULD
Will are mai multe înţelesuri modale, cel mai frecvent fiind sensul „vreau”, „vrei” etc.; la negativ
are forma WILL NOT sau WON’T (forma contractată).
Would, ca verb modal, reprezintă fie forma de trecut a lui will, fie pe aceea de condiţional
prezent a aceluiaşi verb, forma de negativ fiind WOULD NOT sau WOULDN’T (forma contractată).
A. WILL, ca verb modal, poate exprima:
a. un ordin oficial (sinonim cu must sau to • You will stay in school till you have finished all the
be to), indicând faptul că vorbitorul este experiments.
sigur că ordinul va fi respectat întocmai; în • Rămâneţi/Trebuie să rămâneţi în şcoală până când vă
această accepţie se foloseşte cu deosebire terminaţi toate experienţele.
în regulamente, dispoziţii sau ordonanţe
oficiale etc.);
b. dorinţa, decizia vorbitorului în combi • I'll have another glass of red wine.
naţie cu verbul to have la persoana I, în • Vreau/Doresc încă un pahar cu vin roşu.
propoziţii afirmative, când are funcţie
accentuată şi se redă, de regulă, prin
„vreau”, „doresc”;
c. refuzul de a realiza o anumită acţiune • You will never listen to my advice.
(în propoziţii negative), situaţie în care • Nu vrei niciodată să-mi asculţi sfatul.
vorbitorul îl accentuează atunci când îl • I will never go there again.
rosteşte; • Nu vreau/Refuz să mai merg acolo vreodată.
• Sandy says she won't come to my party.
• Sandy zice că nu vrea/refuză să vină la petrecerea
mea.
d. o cerinţă politicoasă (în propoziţii inte • Will you repeat the question, please?
rogative) la persoana a II-a; • Vreţi să repetaţi întrebarea, vă rog?
• Will you come tomorrow at noon?
• Vreţi să veniţi mâine la amiază?
e. o invitaţie (în propoziţii interogative) la • Will you have some more coffee?
persoana a II-a ; • Mai vreţi puţină cafea ?
• Will you come to my birthday party tonight?
• Vreţi să veniţi diseară la petrecerea zilei mele de
naştere?
f. în propoziţii interogative, la persoana • What will you have for supper, Melody?
a II-a, pentru a afla decizia sau dorinţa • Ce vrei/doreşti să serveşti la cină, Melody?
interlocutorului. • Won't you go out for a walk?
• Nu vrei să ieşi să te plimbi?
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B. WOULD, ca verb modal, se foloseşte pentru a exprima:
a. un refuz (în propoziţii negative, când • Gary wouldn't say where he can be found.
are valoare de trecut al lui will); • Gary n-a vrut/a refuzat să spună unde poate fi găsit.
b. tenacitatea, perseverenţa de a realiza o • Bill warned you, but you would go there.
anumită acţiune; • Bill te-a avertizat, dar tu ai ţinut morţiş să mergi acolo.
c. o cerere formulată politicos (în propoziţii • Would you write your name and address on the
interogative); envelope, please ?
• Aţi vrea să vă scrieţi numele şi adresa pe plic, vă rog?
d. o invitaţie (în propoziţii interogative); • Would you come to lunch tomorrow ?
• Aţi vrea să veniţi la prânz mâine ?
e. un ordin, o comandă sau o instrucţiune • Would you ask those children to go away, please ?
formulată într-un mod politicos. • Aţi vrea să rugaţi copiii aceia să plece, vă rog?
Ought to
Modalul ought to prezintă aceeaşi formă pentru toate persoanele, fiind urmat de infinitivul
lung. Are sensul de: „ar trebui să”, „s-ar cuveni/ cădea să”, „ar fi de datoria... să”.
Forma de negativ este OUGHT NOT TO sau OUGHTN'T (forma contractată).
Modalul OUGHT TO poate reda:
a. obligaţia sau datoria, amintită subiec • You ought to/should study more for your exams.
tului sub forma unui sfat (nu intervine • Ar trebui să studiezi mai mult pentru examene.
voinţa sau autoritatea vorbitorului ca în • He ought to/should pay them a visit.
cazul lui must şi nici nu există o autoritate • Ar trebui să-i viziteze.
exterioară ca în cazul lui have to); în • “You ought to read the novel before watching the film.”
această situaţie, ought to este sinonim cu “I know I should.”
should şi, adesea, la o remarcă formulată • „Ar trebui să citeşti romanul înainte de a vedea filmul.”
cu ought to, se poate răspunde cu „Ştiu că ar trebui.”
should.
b. un sfat sau o recomandare; • You ought to/should wear glasses.
• Ar trebui să porţi ochelari.
c. un reproş sau o dezaprobare (în pro • You oughtn't to/shouldn't talk to your parents like
poziţii negative); that!
• N-ar trebui să vorbeşti cu părinţii tăi în felul acesta!
d. o presupunere sau o probabilitate, • After so much training he ought to win the
când poate fi urmat fie de un infinitiv competition.
lung, fie de un infinitiv perfect. • După atâta antrenament, ar trebui să câştige
competiţia.
Notă: Atunci când este urmat de un • Alan ought to have told us the truth (but he didn't).
infinitiv perfect, ought to exprimă o • Alan ar fi trebuit să ne spună adevărul (dar n-a
datorie sau o obligaţie care nu a fost făcut-o).
îndeplinită (în propoziţii afirmative) ori un • You oughtn't to have punished them (but you did it).
reproş sau o dezaprobare în legătură cu • N-ar fi trebuit să-i pedepseşti (dar ai făcut-o).
o acţiune săvârşită în trecut (în propoziţii
negative). În ambele situaţii, ought to
este sinonim cu should.
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Need
Prezent Need
Ca verb modal (el poate fi şi verb principal), need are doar formă de prezent şi poate fi urmat
de un infinitiv nedefinit sau perfect, având sensul de „este nevoie/necesar/cazul (ca)” sau, simplu,
„trebuie”, fiind sinonim cu have to. Forma de negativ este NEED NOT sau NEEDN’T (forma
contractată). Se foloseşte în propoziţii interogative, negative şi interogativ-negative.
NEED se foloseşte:
a. în propoziţii interogative, înţelegându-se faptul • “Need I read the whole novel in only
că persoana căreia îi este adresată întrebarea este three days?” (sau “Must I read...”)
cea interesată de realizarea sau nerealizarea acţiunii, “No, you needn't.”
dar că, în mod evident, vorbitorul se aşteaptă la un • „Este necesar/Trebuie să citesc întregul
răspuns negativ. În această situaţie, need şi must au roman în doar trei zile?”„Nu, nu este nevoie/
acelaşi înţeles. nu trebuie.”
Note: • Where must I park the car ?
1.Need nu se poate folosi după interogative de tipul: • Unde trebuie să parchez maşina ?
when?, who?, what?, where? etc, în asemenea (Need nu poate fi folosit în acest context.)
cazuri folosindu-se must.
2.Răspunsul negativ la o întrebare cu need este • “Need I finish the exercise now ? “
redat prin needn't, dar un răspuns afirmativ este “No, you needn't.” “Yes, you must.”
formulat cu must. • „Trebuie /E necesar să-mi termin exerciţiul
acum?”„Nu, nu-i cazul/necesar/nu trebuie.”
„Da, trebuie.”
b. în propoziţii negative, atunci când vorbitorul • You needn't get up so early today.
consideră că nu există obligativitatea realizării • Nu-i cazul/Nu trebuie să te scoli aşa de
respectivei acţiuni; devreme astăzi.
Notă: Atât need not, cât şi must not pot constitui • You need not go there. (It is not necessary
răspunsuri negative, dar, între cele două variante, for you to go there, you can solve the
există diferenţieri marcante, aşa cum se poate problem some other way.)
constata din exemplele alăturate. • Nu e cazul/Nu trebuie să mergi acolo.
(Nu e necesar să mergi acolo, poţi rezolva
problema într-un alt mod.)
• You must not go there. (It would be
dangerous, wrong or stupid of you to go
there.)
• Nu trebuie să mergi acolo. (Ar fi periculos,
greşit ori o prostie din partea ta să mergi
acolo.)
c. Needn't urmat de un INFINITIV PERFECT redă o • You needn't have driven me home. It is
acţiune săvârşită sau consumată în trecut, fără ca a wonderful evening and I'd have really
acest lucru să fi fost absolut necesar. enjoyed going on foot. (But you did drive me
home, thus wasting your time unnecessarily.)
• N-ar fi trebuit să mă conduci acasă cu
maşina. Este o seară minunată şi mi-ar fi
plăcut să merg pe jos. (Dar m-ai condus
acasă cu maşina, pierzându-ţi, astfel, timpul
fără a fi neapărat necesar.)
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Dare
Prezent DARE
Ca verb modal defectiv (el poate fi şi verb obişnuit, regulat, când are toate caracteristicile
acestei clase - terminaţia -s la persoana a III-a singular, prezent; interogativul şi negativul la
prezent şi trecut se formează cu ajutorul auxiliarului to do etc. -), dare are sensul de „îndrăznesc”,
„cutez”, „am curajul”, „mă încumet” etc. şi se foloseşte în special în propoziţii interogative şi
negative. Forma de negativ este DARE NOT sau DAREN’T (forma contractată) şi poate fi urmată
de un verb la infinitivul nedefinit şi, extrem de rar, de infinitivul perfect.
Dare are şi o formă de trecut - durst -, care nu mai este folosită astăzi şi care se poate întâlni
doar în scrierile vechi.
Verbul modal defectiv DARE se foloseşte:
a. în propoziţii interogative, pentru a • Dare you climb up that high mountain?
exprima cutezanţa, îndrăzneala de a • Îndrăzneşti/Cutezi/Ai curajul să escaladezi muntele
realiza o anumită acţiune ; acela înalt?
• Dare he show himself in front of me?
• Îndrăzneşte să apară în faţa mea?
• How dare you contradict me?
• Cum îndrăzneşti să mă contrazici?
b. în propoziţii negative, pentru a indica • I daren't speak to my father about such a topic.
lipsa de îndrăzneală în realizarea unei • Nu îndrăznesc să-i vorbesc tatălui meu despre un
acţiuni. asemenea subiect.
Note: Verbul modal defectiv dare nu se
foloseşte în propoziţii afirmative decât în
rare ocazii, cum sunt următoarele :
1. atunci când constituie un răspuns la o • “You daren't disobey your mother, dare you?” “Oh, yes,
întrebare cu dare; I dare.”
• „N-o să îndrăzneşti să nu o asculţi pe mama, nu-i
aşa?”„Ba da, o să îndrăznesc.”
2. în expresia I daresay sau I dare say • I daresay he will be back earlier today.
(folosită doar la persoana I singular), care, • Cred/Presupun că se va întoarce mai devreme astăzi.
în funcţie de context, poate avea unul • Libby: “But I haven't finished cleaning the house yet!
din următoarele înţelesuri idiomatice : Jack: “I daresay you haven't, but you'll have to hurry.
- „presupun”, „cred”, „bănuiesc”; Our friends will be here pretty soon.”
- „sunt de acord”, „accept spusele tale”. • Libby: „Dar n-am terminat încă de făcut curăţenie în
casă.” Jack: „Sunt de acord, dar va trebui să te grăbeşti.
Prietenii noştri vor fi aici în curând.”
THE PASSIVE VOICE

La diateza activă, subiectul propoziţiei este autorul acţiunii exprimate de verb
I gave her a book
La diateza pasivă subiectul propoziţiei nu este autorul acţiunii verbului, el este acel ce suferă
acţiunea exprimată de către complementul direct ori indirect.
e. g. She was given a book by me.
The letter has been posted.
They are given a lot of homework.
I am expected to help bim.
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Complementul by me se numeşte complement de agent şi de obicei se omite, cu toate că

poate fi folosit. În cazul acesta se folosesc prepoziţiile by, with, of
e. g. The house is made of stone.
They are pleased with their answers.
Children are helped by their parents.
În limbă engleză spre deosebire de română şi rusă atât verbele tranzitive cât şi un număr
mare de verbe intranzitive se folosesc la diateza passivă.
Toate timpurile şi modurile conjugării simple pot avea forma pasivă în afară de viitorul
continuu şi formele perfectului continuu.
Diateza pasivă se formează cu ajutorul verbului auxiliar - a fi (to be) şi participiul trecut al
verbului de bază.
I am examined – (sunt examinat)
You were called – (ai fost chemat)
He will be called – (el va fi chemat)
I have been asked – (am fost întrebat)
He had been awarded a scholarship – (el fusese decernat cu o bursă).
I shall have been cured by then – (eu voi fi fost lecuit)
She is being laughed at – (lumea râde de ea)
They were being asked on the phone – (ei erau chemaţi la telefon)
They must be brought to court. – (ei trebuie să fie aduşi la judecată).
The work can be done by the pupil – (lucrarea poate fi efectuată de elev).
We may be hurt – (noi putem fi jigniţi)
În limba engleză următoarele verbe pot fi conjugate la pasiv:
to account for to depend on to make fun of to set fire to
to agree to interfere with to make use of to speak about
to allude to to laugh at to pay attention to to take care of
to comment upon to lose sight of to send for to take notice of
To be + Past Participle
Simple Continuous Perfect
+A letter has just been written.
+ Letters are written. + A letter is being written now.
? Has a letter just been
? Are letters written? ? Is a letter being written now?
Present written?
- Letters are not - A letter is not being written
- A letter hasn’t been written
written. now.
yet.
+ A letter was being written +A letter had already been
+ Letters were written. then. written
? Were letters written? ? Was a letter being written ? Had a letter already been
Past
- Letters were not then? written?
written - A lletter wasn’t being written - A letter hadn’t been written
then. yet.
+ A Letter will be +A letter will have been
written. writen.
? Will a letter be ? Will a letter have been
Future
written? written?
- A letter will not be - A letter won’t have been
written. written.
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Categorii de substantive din punctul de vedere al ideii de număr

Substantive individuale propriu-zise (Proper Individual Nouns)
a. au forme deosebite pentru singular şi • table - masă ; tables – mese
plural; • child - copil; children - copii
b. se pot număra (fac parte din clasa • a man - un bărbat
substantivelor numărabile) cu ajutorul • three/four men - trei/patru bărbaţi
numeralelor sau al altor determinanţi care • many/several men - multi/cîţiva bărbaţi etc.
indică numărul;
c. se acordă în număr cu verbul predicat şi • This book is interesting.
cu determinanţii proprii; • These books are interesting.
d. folosite în sensul lor cel mai general
(cînd reprezintă un gen, о specie etc.), sunt
precedate de:
- articolul hotărat sau nehotărat la singular ; • The/A noun is a part of speech. Substantivul este
о parte de vorbire.
- articolul zero la plural. • Nouns are a part of speech. Substantivele sunt о
parte de vorbire.
Notă: Fac excepţie de la această regulă • Man is a superior being.
substantivele man - bărbat şi woman - Omul este о fiinţă superioară
femeie, precum şi cele care denumesc: • Woman is a delicate creature.
Femeia este о creatură delicată.
- anotimpurile anului: • Autumn is the harvest season.
spring - primăvară; summer - vară; Toamna este anotimpul recoltelor.
autumn - toamnă; winter - iarnă. • Summer is the warmest season.
Vara este cel mai cald anotimp.
- mesele zilei: • We have breakfast every morning.
breakfast - micul dejun; Noi luăm micul dejun în fiecare dimineaţă.
lunch - prînz;
dinner - prînz/cină;
supper - cină
Substantive individuale defective (Defective Individual Nouns)

Substantivele individuale defective au fie doar formă de plural, fie doar formă de singular,
prima categorie fiind mult mai cuprinzătoare din punct de vedere numeric decît a doua.
Categorii şi caracteristici Exemple
A. Substantive individuale defective care au doar forma de plural
a. articole de îmbrăcăminte alcătuite din • trousers - pantaloni
două părţi identice; • breeches - pantaloni bufanţi
• knickerbockers - pantaloni bufanţi
• slacks - pantaloni sport
• jeans - pantaloni de lucru, salopetă
• tails - frac
• overalls - salopetă
• braces - bretele
• drawers - indispensabili
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Categorii şi caracteristici Exemple

b. obiecte şi ustensile alcătuite din două • pyjamas - pijama etc.
părţi identice. • spectacles - ochelari
• glasses - ochelari
• binoculars - binoclu
• tweezers - pensetă
• compasses – compas
• scales - balanţă, cântar
• nutcrackers - cleşte de spart nuci
• scissors - foarfece
• tongs/pliers/pincers/nippers - cleşte (de diverse feluri)
• bellows – foale etc
B. Substantive individuate defective care au doar forma de singular
Acestea pot denumi diverse categorii de • advice - sfat/sfaturi

obiecte. • furniture - mobilă
Note: • information - informatie/informaţii
1. Indiferent de forma lor, substantivele • luggage - bagaj/bagaje
individuale defective pot fi „numărate”, • a pair of trousers - о pereche de pantaloni
dar nu cu ajutorul determinanţilor care • three/many pair(s) of trousers - trei/
indică numărul, ci prin asociere cu un multe perechi de pantaloni
numerativ de tipul: • a pair of glasses - о pereche de ochelari
- a pair of - о pereche de • several pair (s) of glasses - cîteva perechi de ochelari
- a suit of - un costum/rând de • a suit of clothes - un costum/rand de haine
(pentru substantivele din grupa A) sau • two/a few suits of clothes – două cîteva costume de
- a piece of - un/o haine
- an item of - un/o • a piece of advice - un sfat
(pentru substantivele din grupa B). • two pieces of advice - două sfaturi
• a piece/an item of information - о informatie
2. Substantivele individuale defective se • These pyjamas are too large for you.
acordă cu verbul predicat în număr(cele Aceste pijamale sunt prea mari pentru tine.
cu formă de plural - cu verbul la plural, iar • Where are my binoculars?
cele cu formă de singular - cu verbul la Unde este binoclul meu?
singular). • Your advice has always been helpful.
Sfatul tău a fost intotdeauna de ajutor.
3. Substantivele individuale defective • Tails are worn on special occasions.

sunt precedate de articolul zero atunci Fracul se роаrtă în ocazii deosebite.
cînd sunt folosite în sensul lor general. • Useful information is always appreciated.
0 informaţie utilă este intotdeauna apreciată.
Substantive unice (Unique Nouns)

Substantivele unice fac parte din categoria substantivelor nenumărabile, pentru că о parte din
ele denumesc obiecte bine individualizate, iar altele denumesc nume de materii sau substanţe.
Substantive echivalente ale numelor proprii

(Proper Noun Equivalents)
Comportamentul substantivelor din această categorie se aseamănă cu cel al substantivelor
proprii, ele fiind percepute ca nişte substantive „unicat”.
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a. sunt substantive comune, nenumărabile; • the earth – pămîntul; the moon - luna
• the sun – soarele; the world - lumea
• the present/past/future - prezentul/trecutul/viitorul
• nature – natura; paradise - raiul
• hell – iadul; the east - estul
b. аu doar formă de singular (nu pot fi • The earth is round.
folosite la numărul plural şi nici nu pot Pămîntul este rotund.
fi generalizate, ele nefiind percepute ca • Hell is paved with good intentions.
reprezentînd о clasă de obiecte); Iadul este pavat cu intenţii bune.
• The future belongs to the younger generation.
Viitorul aparţine generaţiei mai tinere.
c. se acordă cu verbul predicat la singular, • Nature is ours and we must protect it.
aşa cum se poate observa şi din exemplele Natura este a noastră şi trebuie s-o protejăm.
date la punctul (b).
Substantive nume de materie (Nouns of Material)

Aşa cum arată şi denumirea, această categorie include substantivele care denumesc nume de
materii sau substanţe care nu pot fi „numărate”, ci doar „apreciate” din punct de vedere cantitativ.
a. sunt substantive comune, • Coffee-cafea; salt-sare; honey-miere; water-apă
nenumărabile, care au doar formă de • Sugar-zahăr; meat-carne; salt-sare; butter-unt
singular • Glass-sticlă; wood-lemn; iron-fier; copper-cupru
• Paper-hârtie; wool-lînă; tin-cositor; cotton-bumbac
b. nu se pot număra, fiind „apreciate” • Much coffee- multă cafea
doar cantitativ • Little sugar – puţin zahăr
• Too much jam-prea mult jem
c. se acordă cu verbul predicat şi cu • This meat is lean and tender.
determinaţii în număr(singular); Carnea aceasta este slabă şi fragedă.
• That jam is not so sweet.
Gemul acela nu este aşa de dulce.
d. cînd sunt folosite în sens general sunt • Honey is good for health.
precedate de articolul zero. Mierea este bună pentru sănătate.
Note: • Lees-drojdie, sediment(e)
1. Există cîteva substantive nume de • Dregs- drojdie, sediment(e)
materie care au doar numai formă de • Filings-pilitură
plural, acestea acordăndu-se cu verbul • Sweepings-gunoaie
predicat şi determinaţii la plural. • Spirits-băuturi alcoolice, spirtoase
• Spirits are not on my taste.
Băuturile tari nu sunt pe gustul meu.
2. În următoarele cazuri unele
substantive nume de materie se pot
folosi şi la plural, ele acordăndu-se,
în consecinţă, cu verbul predicat şi
determinanţii la plural:
- atunci cînd sunt percepute ca varietăţi, • These alloys contain too much copper.
feluri, soiuri ale respectivului material Aceste aliaje conţin prea mult cupru.
• Spanish wines are famous for their quality.
Vinurile spaniole sunt faimoase pentru calitatea lor.
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- atunci când se pune accentul pe • The waters of the lake were calm and clear.
cantitate, urmărindu-se obţinerea unor Apele lacului erau liniştite şi limpezi.
efecte stilistice („plurale stilistice”). • The sands of the desert looked like a yellow sea.
Nisipurile deşertului arătau ca o mare galbenă.
Substantive abstracte unice

(Unique Abstract Nouns)
Fac parte din categoria substantivelor abstracte unice acele substantive care sunt percepute
ca o singură noţiune, precum şi abstracţiunile, adică acele substantive care pot denumi o calitate,
o acţiune sau o stare la treapta sa cea mai înaltă de generalizare şi abstractizare.
a. Substantivele abstracte unice alcătuiesc
un grup relativ mare de substantive, care
pot denumi:
- noţiuni unice; • music - muzică; philosophy - filozofie ; art - artă;
literature - literatură ; theosophy - teozofie etc.
- calităţi sau însuşiri; • readiness – promptitudine
• swiftness - iuţeală, repeziciune
• sloth/idleness - lene, trândăvie etc.
• greenness - verdeaţă/calitatea de a fi verde
• blackness - negreală/calitatea de a fi negru, întunecat
etc.
• kindness – amabilitate
• goodness - bunătate
- stări şi acţiuni; • coming - venire/acţiunea de a veni
• going - plecare/acţiunea de a pleca
• thinking - gândire, cugetare
• tranquillity - linişte, calm
• expectation - aşteptare etc.
- sentimente; • pity - compătimire, milă
• mercy - îndurare, milă
• Iove - iubire, dragoste
• hatred - ură etc.
• patriotism -patriotism
• cowardice - laşitate, teamă
• loneliness - singurătate
- noţiuni estetice şi filosofice (sunt • the sublime - sublimul
substantive provenite din adjective; • the beautiful – frumosul
acestea sunt întotdeauna precedate de • the infinite ~ infinitul
articol hotărât); • the absurd – absurdul
• the marvellous - miraculosul, extraordinarul
- curente literare, filozofice şi artistice; • classicism – clasicism
• romanticism – romantism
• verism – verism
• existentialism – existenţialism
• materialism – materialism
• dadaism - dadaism
• futurism - futurism etc.
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- doctrine; • capitalism - capitalism
• socialism - socialism
• liberalism - liberalism
• conservatism - conservatorism
- unele jocuri sportive; • football – fotbal
• rugby – rugbi
• chess - şah etc.
- categorii diverse; • importance - importanţă, însemnătate
• poverty - sărăcie, lipsă
• wisdom - înţelepciune
• boyhood - copilărie (a unui băiat) etc.
b. sunt substantive comune, • Football is a team game.
nenumărabile, care prin urmare, au cu Fotbalul este un sport de echipă.
unele excepţii ce vor fi date mai jos - doar • Her goodness impressed me.
formă de singular; Bunătatea ei m-a impresionat.
c. se acordă cu verbul predicat şi cu de • Her beauty surpasses my expectations.
terminanţii în număr (verbul predicat este Frumuseţea ei depăşeşte aşteptările mele.
întotdeauna la singular); • Their wisdom is very well known.
Înţelepciunea lor este arhicunoscută.
d. sunt precedate de articolul zero atunci • Knowledge is power.
când sunt folosite în sens general. Ştiinţa înseamnă putere.
• Goodness is a very rare quality.
Bunătatea este o calitate foarte rară.
Note: 1. Unele substantive abstracte unice
se pot folosi şi la plural:
a. când se vizează obţinerea unor efecte • Give my kindest regards to your son.
stilistice, cu vădită funcţie de accentuare ; Transmite fiului tău cele mai călduroase salutări din
partea mea.
• Pay my respects to your family.
Transmite familiei (tale) complimentele/ omagiile
mele.
b. când se face referire la varietăţile, • The philosophics of the ancient world -Filosofiile
felurile respectivului substantiv; lumii antice
• The literatures of the African countries - literaturile
ţărilor africane
• The joys of life - Bucuriile vieţii
2. Un număr relativ restrâns de substantive
abstracte unice au doar formă de plural,
dar acordul cu verbul se face totuşi la
singular. Acest regim îl urmează sub
stantivele care:
a. denumesc unele boli, cum sunt: mumps • Mumps is a contagious and infectious viral desease.
- oreion; measles - pojar; rickets - rahitism Oreionul este o boală virală, infecţioasă şi contagioasă
(poate fi folosit şi cu verb la plural). • Rickets is/are caused by a deficiency of vitamin D.
Rahitismul este cauzat de o deficienţă de vitamina D.
b. denumesc unele jocuri: bowls/skittles • Marbles is a game for children.
- popice; dominoes - domino; marbles Jocul cu bile este un joc pentru copii.
- joc cu bile ; cards -joc de cărţi; billiards -
biliard etc.
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c. denumesc ştiinţe şi obiecte de studiu • Ballistics is the science of fire arms.
terminate în -ics: acoustics - acustică; Balistica este ştiinţa armelor de foc.
cybernetics - cibernetică; mechanics - •Mathematics was my favourite subject in school.
mecanică; therapeutics - terapeutică. Matematica a fost obiectul meu favorit la şcoală.
Notă: Unele nume de ştiinţe se pot folosi • Acoustics is an important branch of physics. Acustica
şi cu verb la plural, atunci când se are în (ştiinţa) este o ramură importantă a fizicii.
vedere latura lor practică sau concretă. • The acoustics of this concert hall are excellent.
Acustica acestei săli de concert (calitatea) este
excelentă.
Substantive colective (Collective Nouns)

În sens larg, categoria substantivelor colective include acele substantive care sugerează prin
conţinutul lor lexical o totalitate de elemente componente de acelaşi fel.
Substantive colective propriu-zise (Proper Collective Nouns)
Substantivele colective propriu-zise au formă de singular, dar conţinutul lor lexical sugerează
ideea de plural prin elementele componente alcătuitoare, care sunt aproape în totalitate fiinţe
umane.
a. Substantivele colective propriu-zise au formă • crew – echipaj; family – familie
de singular, dar exprimă ideea de plural prin • assembly – adunare;crowd – mulţime
elementele componente la care se referă de fapt • committee – comitet; government - guvern
vorbitorul. • jury-juriu, juraţi; party – partid
• people - popor (cetăţenii unei ţări)
b. Acordul cu verbul predicat se face la plural, • The audience have never forgotten Pavarotti's
accentul plasându-se pe elementele omogene concert at Covent Garden.
alcătuitoare şi nu pe întregul în sine (nu pot fi Publicul/Spectatorii n-a(u) uitat niciodată
însoţite însă şi de determinanţi la plural). concertul lui Pavarotti la Covent Garden.
• The crew were requested to gatner on the
upper deck of the ship.
Echipajului/Membrilor echipajului (l)i s-a cerut
să se adune pe puntea superioară a navei.
Notă: La origine, majoritatea acestor sub • My family is made up of five members.
stantive fac parte din categoria substantivelor Familia mea este formată din cinci membri.
individuale (câteva aparţin şi altor categorii), caz • Two or three families arrived later.
în care ele se comportă ca atare: colectivitatea Două sau trei familii au ajuns mai târziu.
este văzută ca un întreg şi, drept urmare, • This government has twenty-five members.
substantivul respectiv - devenind numărabil Acest guvern are douăzeci şi cinci de membri.
- prezintă forme deosebite pentru singular şi • The two governments have reached an
plural, acordăndu-se cu verbul predicat şi cu de agreement.
terminanţii în număr. Cele două guverne au ajuns la un acord.
Substantivele pluralităţii (Nouns of Multitude)

Ca şi substantivele colective propriu-zise - a căror varietate este considerată adesea ,
substantivele pluralităţii au formă de singular, dar sugerează prin conţinutul lor lexical ideea de
plural.
309
a. substantivele pluralităţii • people - lume, oameni, mulţime
au formă de singular, dar • gentry - nobilime
sunt folosite numai cu • nobility - aristocraţie, nobilime
înţeles de plural, deşi le • peasantry - ţărănime, ţărani
lipseşte marca formală • horse/cavalry - cavalerie, cavalerişti
pentru acest număr; • infantry - infanterie, infanterişti
• clergy - clerici, feţe bisericeşti
• police - poliţie, poliţişti
• cattle – vite
• poultry - păsări de curie
b. se acordă la plural atât • Many clergy were present.
cu verbul predicat, cât şi cu Au fost de faţă mulţi clerici.
determinanţii lor; • The police have not arrested the burglars.
Poliţia nu i-a arestat pe hoţi.
c. pot fi precedate de • The enemy attacked with four hundred infantry and six hundred
numerale. horses.
Duşmanul a atacat cu patru sute de infanterişti şi şase sute de
cavalerişti.
Substantivele individuale ale pluralităţii (Individual Nouns of Multitude)

Aşa cum sugerează şi denumirea lor, substantivele individuale ale pluralităţii pot urma fie
regimul substantivelor individuale, fie pe cel al substantivelor pluralităţii.
a. Substantivele individuale ale pluralităţii au • fish - peşte, peşti; trout - păstrăv
formă de singular, dar înţelesul lor, în funcţie • plaice – plătică; mackerel - macrou, scrumbie
de context, poate fi atât de singular, cât şi • salmon – somon; herring - hering
de plural deşi le lipseşte arca formală pentru • grouse – potârniche; swine - porc, porci
plural. • sheep - oaie, oi;
• deer - căprioară/cerb, căprioare/cerbi
• head - cap, capete (de vite)
• pair - pereche, perechi etc.
b. Se acordă în număr cu determinanţii şi • That sheep does not belong to this flock. Oaia
cu verbul predicat, în funcţie de intenţiile aceea nu este/nu face parte din turma asta.
vorbitorului. • Thirty sheep are grazing in the field.
Pe câmp pasc treizeci de oi.
Note : • deer – deers
1. Unele dintre aceste substantive au şi o formă • trout - trouts
de plural - marcat formal prin desinenţa -s - dar • pike - pikes
ele sunt foarte rar folosite. • cod - cods
• carp - carps
2. Adesea, pluralul în -s al unor substantive din • We studied the herrings of the North Atlantic
această categorie este folosit pentru a indica Ocean.
diferite sortimente, specii sau varietăţi ale Noi am studiat heringii/varietăţile de heringi
genului, în timp ce pluralul nemarcat formal din Oceanul Atlantic de Nord.
(pluralul zero) se foloseşte cu preponderenţă în • He caught two carp and a few plaice.
limbajul cinegetic. El a prins doi crapi şi câteva plătici.
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THE ADJECTIVE
Comparaţia adjectivelor (The Comparison of Adjectives)
Similar situaţiei existente în limba română, adjectivul din limba engleză are trei grade de
comparaţie:
a. gradul pozitiv (the Positive Degree) - P.D.
b. gradul comparativ (the Comparative Degree) - C.D.
comparativul de superioritate (the Comparative of Superiority) - C.S.
comparativul de egalitate (the Comparative of Equality) - C.E.
comparativul de inferioritate (the Comparative of Inferiority) - C.I.
c. gradul superlativ (the Superlative Degree) - S.D.
superlativul absolut (the Absolute Superlative) - A.S.
superlativul relativ (the Relative Superlative) - R.S.
Comparaţia sintetică (The Synthetical Comparison)

Comparaţia sintetică a adjectivelor vizează adjectivele monosilabice şi o parte din cele formate
din două silabe. Aceasta constă în adăugarea la forma de pozitiv a adjectivului a terminaţiei -er
pentru comparativul de superioritate şi a terminaţiei -est pentru gradul superlativ relativ.
Gradul de comparaţie
Pozitiv Comparativ de superioritate Superlativ relativ
A(P) + -er + than THE + A(P) + -est
• tall - înalt • taller than - mai înalt decât • the tallest - cel mai înalt
• dark - întunecos • darker than - mai întunecos decât • the darkest - cel mai întunecos / cea
mai întunecoasă
Notă: Adjectivele monosilabice right, real şi wrong urmează regulile comparaţiei analitice.
Reguli ortografice
Reguli ortografice Pozitiv Comparativ Superlativ relativ
a. adjectivele monosilabice • big - mare • bigger – mai mare • the biggest -cel mai
terminate în consoană • hot - fierbinte • hotter - mai mare
precedată de o vocală fierbinte • the hottest -
scurtă dublează consoana cel mai fier-
finală; binte
b. adjectivele monosilabice • large-mare, • larger – mai mare/ • the largest -
terminate în -e sau -ee spaţios spaţios cel mai mare
adaugă doar -r pentru • wide - larg • wider - mai larg • the widest -
comparativ şi -st pentru • free - liber • freer - mai liber cel mai larg
superlativ; • the freest -
cel mai liber
c. adjectivele monosilabice Consoană Consoană + -i + -er Consoană -i + -est
terminate în -y: + -y
- -y precedat de consoană • dry - uscat • drier - mai uscat • the driest - cel mai
se schimbă în -i înaintea ter uscat
minaţiilor de la comparativ
şi superlativ;
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Reguli ortografice Pozitiv Comparativ Superlativ relativ

- -y precedat de vocală se Vocală Vocală + -y + -er Vocală + -y + -est
menţine înaintea termina + -y
ţiilor de la comparativ şi • sly -viclean • slyer – mai viclean • the slyest - cel mai
superlativ. viclean
Notă: Adjectivele shy • shy -ruşinos • shyer; shier - mai • the shyest;the shiest –
- ruşinos şi wry - pocit, • wry - sucit, ruşinos cel mai ruşinos
diform, crispat fac pocit, diform, • wryer; wrier - mai • the wryest;
comparativul şi superlativul crispat pocit, sucit etc. the wriest -cel mai
în ambele moduri (cu sau pocit, sucit etc.
fără schimbarea lui -y în -i.
Comparaţia analitică (The Analitical Comparison)

Comparaţia analitică se referă la adjectivele formate din cel puţin trei silabe şi la o parte din cele
formate din două silabe. Acestea formează comparativul de superioritate cu more şi superlativul
cu the most, ambele aşezate în faţa adjectivului la gradul pozitiv. În aceeaşi regulă se încadrează
şi adjectivele provenite din participii (interesting, inoculated etc.)
Gradul
Interesting- more + A(P)+ than the most + A(P)
interesant • more interesting than-mai • the most interesting – cel mai
Beautiful- frumos interesant decît interesant
• more beautiful than- mai frumos • the most beautiful – cel mai frumos
decît
Comparaţia adjectivelor bisilabice (The Comparison of Disyllabic Adjectives)

Adjectivele formate din două silabe (bisilabice), în funcţie de terminaţia la gradul pozitiv,
precum şi de plasarea accentului (pe prima sau pe a doua silabă), pot urma oricare dintre cele
două reguli. Următoarele tipuri de adjective alcătuite din două silabe urmează comparaţia
sintetică:
Comparaţia sintetică
Terminaţie la
gradul pozitiv sau Comparativ de
silabă accentuată Pozitiv Superlativ relativ
superioritate
a. adjectivele terminate în:
>-y • pretty - drăguţ • prettier - mai drăguţ • the prettiest -cel mai
drăguţ
>-ly • holy - sfânt • holier - mai sfânt • the holiest -cel mai sfânt
> -le • noble - nobil • nobler - mai nobil • the noblest -cel mai nobil
> -er • clever - deştept, • cleverer - mai deştept/ • the cleverest – cel mai
isteţ isteţ deştept/isteţ
> -ow • hollow - gol/ • hollower - mai gol/ • the hollowest -cel mai gol/
găunos găunos găunos
> -some • handsome -chipeş • handsomer - mai • the handsomest -cel mai
chipeş chipeş
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Comparaţia sintetică
Terminaţie la
gradul pozitiv sau Comparativ de
silabă accentuată Pozitiv Superlativ relativ
superioritate
b. unele adjective • quiet – liniştit • quieter - mai li- • the quietest - cel mai liniştit
bisilabice cu accent • stupid -prost/ niştit • the stupidest – cel mai
pe prima silabă; stupid • stupider - mai prost/stupid
• common-obişnuit prost/stupid • the commonest - cel mai
• commoner – mai obişnuit
obişnuit
c. unele adjective • polite - politicos • politer – mai politicos • the politest -cel mai
bisilabice cu accent • concise - concis • conciser – mai concis politicos
pe ultima silabă. • sincer - sincer • sincere – mai sincer • the concisest - cel mai
concis
• the sincerest - cel mai
sincer
Următoarele tipuri de adjective alcătuite din două silabe urmează comparaţia analitică:
Terminaţia la gradul Comparaţia analitică

pozitiv sau silabă Comparativ de
accentuată Pozitiv Superlativ relativ
superioritate
a. adjectivele terminate în :
>-ful • awful - înspăi- • more awful • the most awful -cel
mântător -mai înspăimântător mai înspăi-mântător
• careful - grijuliu/ • more careful • the most careful -cel
atent - mai grijuliu/atent mai grijuliu/atent
> -re • impure - impur • more impure - mai • the most impure -cel
impur mai impur
b. adjectivele bisilabice • correct - corect/ • more correct - mai • the most correct -cel
care se termină în două exact corect/exact mai corect/exact
consoane ocluzive, • distinct - distinct/ •m ore distinct - mai • the most distinct -cel
ultima silabă fiind deosebit distinct/ deosebit mai distinct/deosebit
accentuată. • abrupt - abrupt; • more abrupt - mai • the most abrupt -cel
prăpăstios abrupt/ prăpăstios mai abrupt/prăpăstios
Notă: Multe adjective bisilabice, în special dintre cele care urmează comparaţia sintetică, pot
forma gradele de comparaţie şi în mod analitic:
• common - commoner; - the commonest
- more common - the most common
Comparaţia neregulată (The Irregular Comparison)

Un număr de adjective formează gradele de comparaţie în mod neregulat, o parte dintre
acestea având forme duble pentru comparativ si superlativ.
a. good - bun better - mai bun the best - cel mai bun
b. bad - rău worse - mai rău the worst - cel mai rău
c. many - mulţi/ multe more - mai mulţi/multe - mai mult the most - cei mai mulţi/ multe - cel
much - mult mai mult
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d. little - puţin less - mai puţin the least - cel mai puţin
e. old - vechi, bătrân older - mai vechi, mai bătrân the oldest - cel mai vechi, cel mai
(opus al lui young - (referitor la persoane şi lucruri) bătrân (referitor la persoane şi
tânăr) • elder - mai în vârstă lucruri)
• - se foloseşte doar atributiv • the eldest - cel mai în
• se referă doar la persoane aflate în vârstă
relaţii de rudenie • John is my eldest brother.
• My elder sister is an economist. John este fratele meu
Sora mea mai mare este cel mai mare.
economistă, dar:
• My sister is older than my brother.
Sora mea este mai mai decât fratele
meu.
f. far - îndepărtat farther - mai (în)depărtat (ca the farthest - cel mai
distanţă) (în)depărtat (ca distanţă)
further - mai (în)depărtat (ca the furthest - cel mai
distanţă şi timp) (în)depărtat (ca distanţă şi timp)
- suplimentar
- adiţional
• We need some further
information.
Avem nevoie şi de alte informaţii/
de informaţii suplimentare.
g. late - târziu, recent later - mai târziu, mai recent the latest - cel mai târziu, cel mai
latter - cel de-al doilea, ultimul (din recent
doi) - ca opus al lui former (primul - the last- ultimul (dintr-o serie)
din doi) - ca opus al lui the first (primul
• I have two brothers – the former dintr-o serie)
is a successful attorney and the • The latest news is not
latter is still a student. so good, unfortunately.
Am doi fraţi: primul este un avocat Ultimele/Cele mai recente veşti nu
de succes, iar al doilea este încă sunt prea bune, din păcate.
student.
h. near - aproape, nearer - mai aproape, mai apropiat the nearest - cel mai aproape/
apropiat (ca distanţă şi (ca distanţă şi grad de rudenie) apropiat (ca distanţă şi grad de
grad • The University is nearer than the rudenie)
de rudenie) hospital. the next - următorul (ca
• The young girl over Universitatea este mai aproape ordine sau în timp)
there is a near relative decât spitalul. • Could you direct me to the
of my friend. nearest bus stop, please ?
Tânăra de acolo este o Mă puteţi îndrepta/ îndruma către
rudă apropiată de-a cea mai apropiată staţie de auto
prietenului meu. buz, vă rog?
• You will be given some further
details in the next lesson.
Vi se vor da alte detalii/ detalii
suplimentare în următoarea lecţie.
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Comparaţia adjectivelor compuse

Gradele de comparaţie ale adjectivelor compuse se formează ţinând cont de modul de
alcătuire precum şi de înţelesul acestora.
Grade de comparaţie
Adjective
compuse Comparativ de
Pozitiv Superlativ
superioritate
a. dacă primul • fast-moving - • faster-moving - • the fastest-
element al palpitant, grăbit mai palpitant -moving - cel mai palpitant
compusului îşi • well-made – bine • better-made - mai • the best-made -cel mai
menţine făcut/lucrat bine făcut/lucrat bine făcut/lucrat
sensul, acesta va
urma gradele de
comparaţie.
b. dacă adjectivul • absent-minded • more absent-minded • the most absent-minded -
compus are un -distrat/neatent - mai distrat/neatent cel mai distrat/neatent
sens unitar, acesta • barren-brained • more barren- • the most barren-brained
urmează regimul prost/neghiob -brained – mai prost/ – cel mai prost/ neghiob
comparaţiei • brisk-spirited neghiob • the most brisk-
analitice. ager, ager la minte/ • more brisk- -spirited - cel mai
vioi -spirited - mai ager la ager la minte/vioi
minte/vioi
Construcţii cu gradele de comparaţie (Constructions with Comparisons)

Denumire Forma Exemple
a. Comparativul AS + A(P) + AS | • as big as - la fel de mare ca

de egalitate (toate la fel de ... ca • as pretty as - la fel de drăguţ(ă) ca
adjectivele, indiferent • as interesting as - la fel de interesant
de numărul silabelor ca
care le alcătuiesc)
b. Comparativul de NOT SO/AS + A(P) + AS • not so large as - nu atât de mare ca

inferioritate (toate nu atât de … ca/cum • not so pretty as
adjectivele, indiferent nu la fel de … ca - nu atât de drăguţ(ă) ca
de numărul silabelor • not so interesting as
care le alcătuiesc) -nu atât de interesant(ă) ca
• not so beautiful as
– nu la fel de frumos/ frumoasă ca
Notă: Adjectivele lungi LESS + A(P) + THAN • less interesting than -

(plurisilabice) pot mai puţin interesant decât
forma comparativul de • less tendentious than
inferioritate şi într-un alt -mai puţin tendenţios decât
mod.
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Denumire Forma Exemple

c. Superlativul absolut ADVERB + A(P) • This is a very important idea.
very (foarte) Acesta este un concept / o idee foarte
quite (cât se poate de) important(ă).
highly (foarte, extrem de) • This extremely difficult exercise
extremely (extrem de) can't be solved in half an hour.
exceedingly Acest exerciţiu extrem de/deosebit de
(extraordinar de) greu nu poate fi rezolvat în jumătate
utterly (absolut, extrem de) ş.a. de oră.
d. Comparativul MUCH + A(C) • His answers are much better/far
intensiv FAR + A(C) better/better by far than yours.
- se subliniază ideea A GREAT DEAL + A(C) • Răspunsurile lui sunt mult mai bune
exprimată de adjecti A(C) + BY FAR decât ale tale.
vul aflat la gradul (cu) mult mai … • Steel is a great deal stronger than
comparativ some alloys.
Oţelul este cu mult mai tare decât
unele aliaje.
e. Superlativul intensiv (BY) FAR + A(S) • His latest novei is by far the most
- este accentuată ideea A(S) + BY FAR interesting.
exprimată de un ad cu mult/de departe … cel mai/ • His latest novei is the most
jectiv la gradul super cea mai… interesting by far.
lativ relativ THE + VERY + A(S) Ultimul său roman este categoric/
(pentru adjectivele cu com incontestabil cel mai interesant.
paraţie sintetică) • This is the very worst answer you
incontestabil/categoric/in have ever given.
comparabil cel mai/ cea mai … Acesta este categoric răspunsul cel
mai prost pe care l-ai dat vreodată.
CONDITIONAL MOOD
If - clause Main Clause Use
If + any present form Future/ Can / real – likely to happen in the present
(Present S., Present Must/ Might/ or future (situaţie reală, posibil să se
Type I Cont. or Present May / Should + întîmple în prezent sau viitor)
real present Perfect) bare infinitive
If he leaves early, he will be on time for the meeting.
If you have finished your work, you can go home.
If + Past Simple or Would/could/ unreal – unlikely to happen in the
Past Continuous might + bare present or future; also used to give advice
Type II infinitive (situaţie reală care puţin probabil se va
unreal efectua în prezent sau viitor;de asemenea
present se foloseşte pentru sfaturi)
If I saw a ghost, I would run away. (not likely to happen).
If I were you, I would not go to the cinema with her.
If + Past Perfect Would/could/ unreal situation in the past; also used
might + have + to express regrets and criticism (situaţie
Type III past participle ireală în trecut, de asemenea se foloseşte
unreal past pentru a eyprima regrete şi notă critică)
If I had set the alarm clock, I would not have overslept. (regret)
If Jane had not behaved well, her mother would have punished her. (criticism)
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THE ARTICLE
The Indefinite Article
1. A
/ An este utilizat doar cu substantive numărabile la singular pentru a vorbi despre lucruri
necunoscute, nedefinite.
e. g. I can’t find a taxi (which taxi? Any taxi; necunoscut)
Some este utilizat în loc de a / an cu ubstantive numărabile la plural.
e. g. There are some taxis at the taxi rank.
Some se utilizează şi cu substantive nenumărabile.
e. g. Give me some sugar, please.
A / An deseori se utilizează după verbele be şi have.
e. g. She is a doctor. She has a daughter.
2. A
/ An poate fi folosit cu sens de unu / o:
e. g. a / one dollar; a / one quarter.
The Definite Article

1. The este utilizat cu substantive la singular şi la plural, numărabile şi nenumărabile pentru a
vorbi despre ceva specific sau cînd substantivul este menţionat pentru a doua oară.
e. g. Can you give me the book over there? (which book? The one over there; specifică)
The farmer found a gold cup. He took the cup to the police station. (cuvîntul cup
este menţionat pentru a doua oară)
2. The poate fi utilizat cu astfel de cuvinte ca: beach, cinema, coast, countryside, earth,
ground, jungle, radio, sea, seaside, sky, thatre, weather, world, etc.
e. g. What is the weather like today?
De obicei, folosind cuvîntul television fără articolul the.
e. g. I like watching TV. DAR Turn off the television.
3. Folosirea denumirilor de anotimpuri cu articolul the este opţională.
e. g. Where are you going in (the) summer?
4. S e utilizează a / an sau the înaintea substantivelor numărabile la singular pentru a se referi
la un grup de oameni, animale sau lucruri.
e. g. A / The tiger leaves in the jungle. (ne referim la toţi tigrii)
Cuvîntul man este o excepţie.
e. g. Man is mortal. (NU: the man)
Omitem a / an sau the înaintea substantivelor la plural cînd acestea reprezintă un grup.
e. g. Tigers are dangerous. (NU: the tigers are dangerous)
The este utilizat cu substantive care The este omis înaintea substantivelor
denumesc: care denumesc:
substantive unice în felul său: nume proprii:
The earth, the moon, the sun, the Eiffel Tower e. g. Jim comes from New York.
denumiri de cinematografe (the Rex); denumiri de jocuri, activităţi, sport, zile, luni,
hoteluri (the Sheraton), teatre (the Apollo), sărbători, culori, băuturi, mese, de limbi (cînd nu
muzee (the Prado), cu denumiri de ziare sînt urmate de cuvîntul ”language”)
şi reviste (the Guardian, but Newsweek), e. g. She plays squash well. She likes red. We speak
denumiri de corăbii (the Marie Celeste), English.
instituţii (the RSPCA), galerii (the Tate Dar: The English language is spoken all over the
Gallery). world.
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The este utilizat cu substantive care The este omis înaintea substantivelor
denumesc: care denumesc:
denumiri de rîuri (the Seine), mări (the denumiri de ţări (Italy), oraşe (Rome), străzi
Black Sea), grupuri de insule, state (the (Oxford Street, dar: the High Street), pieţe (Trafalgar
Bahamas, the USA), lanţuri muntoase (the Square), poduri (Tower Bridge, dar: the Golden
Alps), deşerturi (the Sahara desert), oceane Gate Bridge, the Severn Bridge), parcuri (Hyde Park),
(the Atlantic), canale, (The Suez Canal) staţii (Victoria station), vîrfuri de munţi (Everest),
şi denumiri sau substantive unite prin insule (Cyprus), lacuri (Lake Michigan), continente
conjuncţia of (the Tower of London, the (Europe), dar: the Netherlands, the Sudan, The
Statue of Liberty). Hague, the Vatican, the Argentine.
Notă: the equator, the North/South Pole, the
North of England, the South/West/North/
East.
denumiri de instrumente muzicale, adjective posesive e. g. This is not your bag,.
dansuri (the piano, the tango)
denumiri de familii (the Browns), denumiri din două cuvinte, primul dintre care
naţionalităţile cu terminaţia –ch, -sh, sau este denumire de persoană sau localitate
–ese (the English, the Dutch, the Japanese). (Kennedy Airport, Westminster Abbey dar: the
Denumirile de plural a altor naţionalităţi White House)
se folosesc cu sau fără articol (the Greeks/
Greeks).
titluri (the Queen, the Prince). The este omisdenumiri de restaurante, magazine, bănci şi
înaintea titlurilor cu nume proprii (Queen hoteluri care au denumirea fondatorilor şi se
Victoria). termină în –s sau - ´s (Harrods,Lloyds Bank, Emma’s
shop, dar: the White Horse)
adjective substantivizate (the poor, the bed, church, colledge, court, hospital, prison,
rich) şi gradul superlativ al adjectivelor şi school, university, cînd avem în vedere scopul
adverbelor (the worst). e. g. She is the most pentru care acestea sînt construite. e. g. Tom was
beautiful girl in her class. sent to prison (He is a prisoner.) dar: His mother
Notă: „most” folosit ca determinativ urmat went to the prison to see him last week. (She went
fiind de substantiv nu se foloseşte cu to the prison as a visitor.)
articolul hotărît the: Work (loc de muncă) nicodată nu primeşte articol
e. g. Most people believe he is a liar. hotărît
cu următoarele cuvinte: station, shop, cu lexemele mother-father, home cînd vorbim
cinema, pub, library, city, village, etc. despre părinţii sau casa noastră. e. g. Mother is at
e. g. She went to the station to see Jim off. home.
morning, afternoon, evening, night. denumiri de mijloace de transport: by bus, by
e. g. I’ll be at home in the evening. car, by train, by plane, etc, dar in the car, on the
Dar: at night, at noon, at midnight, by bus, on the train etc.
day/ night, at four o’clock e. g. She travelled by plane. Dar: She left on the 6 o
´clock plane yesterday.
Referinţe istorice / evenimente (the denumiri de boli e. g. Has got malaria. Dar spunem:
Reanaiisance, the Middle Ages, the First flu/ the flu, measles/the measles.
World War)
Dar: World War I
Only, last, first (folosite ca adjective)
e. g. He was the last person to come.
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List of Irregular Verbs
Common English Irregular Verb List

Present
3rd Person
Base Form Past Simple Past Participle Participle/
Singular
Gerund
cut cuts cut cut cutting
fit fits fit fit fitting
hit hits hit hit hitting
let lets let let letting
put puts put put putting
quit quits quit quit quitting
set sets set set setting
shut shuts shut shut shutting
split splits split split splitting
upset upsets upset upset upsetting
burst bursts burst burst bursting
cast casts cast cast casting
cost costs cost cost costing
hurt hurts hurt hurt hurting
spread spreads spread spread spreading
knit knits knit/knitted knit/knitted knitting
sit sits sat sat sitting
spit spits spat/spit spat/spit spitting
begin begins began begun beginning
swim swims swam swum swimming
ring rings rang rung ringing
sing sings sang sung singing
spring springs sprang sprung springing
cling clings clung clung clinging
fling flings flung flung flinging
sling slings slung slung slinging
sting stings stung stung stinging
swing swings swung swung swinging
wring wrings wrung wrung wringing
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Present
3rd Person
Singular
Gerund
hang hangs hung/hanged hung/hanged hanging
drink drinks drank drunk drinking
shrink shrinks shrank shrunk shrinking
stink stinks stank stunk stinking
think thinks thought thought thinking
bring brings brought brought bringing
buy buys bought bought buying
seek seeks sought sought seeking
fight fights fought fought fighting
catch catches caught caught catching
teach teaches taught taught teaching
creep creeps crept crept creeping
keep keeps kept kept keeping
sleep sleeps slept slept sleeping
sweep sweeps swept swept sweeping
weep weeps wept wept weeping
bleed bleeds bled bled bleeding
breed breeds bred bred breeding
feed feeds fed fed feeding
flee flees fled fled fleeing
lead leads led led leading
speed speeds sped/speeded sped/speeded speeding
meet meets met met meeting
bend bends bent bent bending
lend lends lent lent lending
send sends sent sent sending
spend spends spent spent spending
deal deals dealt dealt dealing
feel feels felt felt feeling
kneel kneels knelt knelt kneeling
dream dreams dreamt/dreamed dreamt/dreamed dreaming
mean means meant meant meaning
spill spills spilt/spilled spilt/spilled spilling
build builds built built building
burn burns burnt/burned burnt/burned burning
hold holds held held holding
sell sells sold sold selling
tell tells told told telling
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Present
3rd Person
Singular
Gerund
find finds found found finding
grind grinds ground ground grinding
wind winds wound wound winding
break breaks broke broken breaking
choose chooses chose chosen choosing
freeze freezes froze frozen freezing
speak speaks spoke spoken speaking
steal steals stole stolen stealing
wake wakes woke woken waking
weave weaves wove woven weaving
arise arises arose arisen arising
drive drives drove driven driving
ride rides rode ridden riding
rise rises rose risen rising
write writes wrote written writing
bite bites bit bitten biting
hide hides hid hidden hiding
slide slides slid slid sliding
get gets got gotten getting
forget forgets forgot forgotten forgetting
give gives gave given giving
forgive forgives forgave forgiven forgiving
forbid forbids forbade/forbad forbidden forbidding
fall falls fell fallen falling
swell swells swelled swollen swelling
dive dives dove/dived dived diving
blow blows blew blown blowing
fly flies flew flown flying
grow grows grew grown growing
know knows knew known knowing
throw throws threw thrown throwing
draw draws drew drawn drawing
withdraw withdraws withdrew withdrawn withdrawing
show shows showed shown showing
eat eats ate eaten eating
beat beats beat beaten beating
take takes took taken taking
forsake forsakes forsook forsaken forsaking
321
Present
3rd Person
Singular
Gerund
mistake mistakes mistook mistaken mistaking
shake shakes shook shaken shaking
make makes making made made
swear swears swore sworn swearing
wear wears wore worn wearing
tear tears tore torn tearing
bear bears bore born bearing
stand stands stood stood standing
understand understands understood understood understanding
become becomes became become becoming
come comes came come coming
run runs ran run running
dig digs dug dug digging
spin spins spun spun spinning
stick sticks stuck stuck sticking
strike strikes struck struck/stricken striking
do does did done doing
go goes went gone going
have has had had having
hear hears heard heard hearing
lay lays laid laid laying
pay pays paid paid paying
say says said said saying
lie lies lay lain lying
light lights lit/lighted lit/lighted lighting
lose loses lost lost losing
leave leaves left left leaving
prove proves proved proven/proved proving
read reads read read reading
see sees saw seen seeing
sew sews sewed sewn/sewed sewing
shave shaves shaved shaven/shaved shaving
shine shines shined/shone shined/shone shining
shoot shoots shot shot shooting
win wins won won winning
be is/are/am was/were been being
322
List of Verbs with Prepositions
Phrasal Verbs with Prepositions and Nouns: Short List
accuse someone of something - to charge someone with something wrong (e.g. a crime, an
offence)
agree about / on something - to have the same opinion about something as someone else
agree with someone / something - to have the same opinion as someone else
answer for something - to be responsible for one’s actions
approve of something - to be in favour of something
argue about something - to disagree or quarrel about something
argue with someone - to quarrel with someone
arrive in (some city) - to come to some city, usually by transportation
ask about someone / something - to ask for information about someone or something
ask for something - to request something
be against something - to oppose something
believe in someone / something - to have faith in someone / something
belong to someone - to be property of someone
borrow something from someone - to take and have to give back / pay back
call someone at (this telephone number) - to dial the number and speak to someone
care about someone / something - 1. to like; 2. to be interested in something
care for someone / something - 1. to like; 2. to want; 3. to look after someone / something
charge for something - to ask as a price for service or goods
check (new words) in / with a dictionary / reference book
check into (a hotel, a hospital) - to register at arrival
check out of (a hotel) - to pay the bill and leave (the hotel)
come across something - to find by chance
come from (some place) - to be from (some place)
come into (some place) - to enter
323

come to something - to reach (place, result, position, state, etc.)
comment on something - to give one’s opinion about something
complain about something - to be dissatisfied with something
complain to someone - to report a complaint to somebody
concentrate (something) on something - to give full attention to something
congratulate someone on something - to express praise to someone for success in something
connect to - to join two things together
connect with - 1. to have a connection with; 2. to join two things together
consist of - to be composed of (parts, ingredients)
correspond with someone - to be in correspondence with
count on someone - to depend / rely on someone
depart from (some place) - to leave (some place)
depend on someone / something - 1. to be conditioned by; 2. to rely on, to count on someone
disagree about / on something - to have different opinions
disagree with someone / something - to have a different opinion from someone else
do without something - to live without something
drive at - to drive at a certain speed
drop out of school - to quit school
excuse someone for something - to forgive someone for something
explain something to someone - to make clear
fall in love with someone or something - to begin to love
forget about someone / something
forgive someone for something
get off the bus, train, plane - to leave the bus, train, plane
get on the bus, train, plane - to take a bus, train, plane
get out of (some place) - to exit
get over something - to recover from an illness or bad experience
get through something - to go through something
get to (some place) - to reach (some place)
give something to someone - to present, to hand something to someone
go by - 1. to go past someone / something, pass by; 2. to travel using some transport
324

go down (the stairs, road, etc.) - 1. to descend; 2. to go along the street
go for something - to go and do something
go into something - 1. to enter; 2. to examine in detail
go over / through something - to review, to look through something
go through something - 1. to move through, pass through something; 2. to look through
something
go to (some place) - to reach, visit, travel to, attend (some place)
go up (the stairs, the hill, etc.) - to climb (the stairs, the hill, etc.)
graduate from (school) - to finish school
happen to someone
hint at something - to suggest something indirectly
hint to someone - to suggest something indirectly to someone
inform someone about / of something - to tell someone about something
insist on something - to demand
introduce someone to someone - to present someone to other people
invest something in something - to put in (money, hopes, work, time)
invite someone to something - to ask to come as a guest
judge by something - to form an opinion on the basis of something
knock at / on (the door, wood) - to beat lightly on something
laugh at - 1. to laugh (at a funny joke); 2. to make fun of someone /something
leave for (some place) - 1. to go to (a place); 2. to abandon one thing and start another
leave from (some place) - to depart from (some place)
lend something to someone - to give something to someone on the condition of returning it
listen to someone / something - 1. pay attention by listening; 2. to obey
look after someone / something - to watch, take care of someone /something
look at someone / something - 1. to take a look at someone / something; 2. to consider something
look for someone / something - to search for someone / something
look into something - to examine, investigate something
look out of (the window) - to look outside
look over / through something - to examine, go over, go through something
make from - to produce, to create something from something
325

be made of - to be made up of some material
move into (a house) - to begin to reside in (a house)
move to (another city, house) - to change the place of living
object to something - to be against something
owe to someone - 1. have to pay back to someone; 2. to feel indebted to someone
prefer (one thing) to (another) - to like one thing more than the other thing
prevent someone from doing something - to stop someone from doing something
provide with something - to give, supply with
rely on someone / something - to count on, depend on someone / something
remind of something - to help to remember
report on something - to give information on something
report something to someone - to inform someone about something
run across - to meet or find by chance
run into someone - to meet by chance
speak about something - to talk about something
speak to / with someone - talk to / with someone
spend (money, time) on something
talk about something - to speak about something
talk to / with someone - to speak to / with someone
tell someone about something - to inform someone about something
thank someone for something - to say thank you
think about / of someone / something
translate something from/ into (another language)
vote for someone / something - to vote in favour of someone / something
vote against someone / something - to oppose someone / something
wait for someone / something
work at - 1. to have a job at some place; 2. work at / work on - to work (hard) on something
work for - 1. to work for an employer; 2. to get a certain pay for work
worry about someone / something - to feel concerned about someone / something
write to someone - to address letters to someone
326
References
1. Afanasyeva, O. V. English: A Textbook for the 7th Form/ Mikheeva, I. V. – Moscow, 2000
2. Building English skills. Evanston, Illinois: McDougal, Littell & Company, 1985.
3. Collins, Beverley. Practical Phonetics and Phonology: A Resource Book for Students/
Inger M Mees. – London etc.: Routledge, 2003
4. Drozdova T.I. Everyday English, St. Petersburg: Treada, 1997
5. Evans, Virginia. Round-Up: English Grammar Book, vol. 5, Longman, 2006
6. Evans, Virginia. Round-Up: English Grammar Book, vol. 6, Longman, 2006
7. Gussenhoven, C. Understanding Phonology, 2nd edition. / Jacobs, Haike. – London:
Hodder Arnold. New York: Oxford University Press, 2005
8. Harmer, J. Teaching and Learning Grammar, New York, 1997
9. Homeshaw, Jane. Nothing but the Best and Other Stories, Longman, 1982
10. Misztal, Mariusz. Test Your Vocabulary, Bucureşti: Teora, 1997
11. McCarthy M., O’Dell F. Vocabulary in Use (upper intermediate), Cambridge University
Press, 1997
12. Proca, Rada. Gramatica practică a limbii engleze, ediția a II-a, Iași: Polirom, 2004
13. Redman, Stuart. English Vocabulary in Use: Pre-intermediate and Intermediate,
Cambridge University Press, 1997
14. Rimmer, Wayne. English Language and People, ART Line, 1994
15. Skalkin, V. L. Conversational English in Exercises, Moscow: Prosveshcheniye, 1972
16. Thomas, B.J. Intermediate Vocabulary, Harlow: Longman, 1999
17. Thomas, B.J. Advanced Vocabulary and Idiom, Harlow: Longman, 1996
18. Warriner’s English Grammar and Composition, Harcourt Brace Jovanovich, Inc. USA,
1977
19. Wilcox, Peterson, Patricia, Changing Times, Changing Tenses, US Department of State,
Washington, 2000
20. Пановa, И. И. Английский для начинающих = English for Beginners: учебник, 2-е
изд., / И. И. Панова, Л. П. Христорождественская, Л. А. Тиханович. - Минск: Вы-
шэйшая школа, 1994
21. Кузьмин/ Kuzmin, A. V. Learn English; Teach English: Intermediate and Upper –
Intermediate, St. Petersburg: KARO, 2003
22. Dicţionar explicativ ilustrat al limbii române/ Eugenia Dima, Doina Cobeţ, Laura
Manea, …: coord.: Eugenia Dima. – Chişinău: Arc: Gunivas, 2007
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23. Gheorghiţoiu Andreea, Dicţionar englez-român de verbe cu particulă adverbial. Teora,

Bucureşti: Teora, 1996
24. Merriam Webster’s Dictionary of Discriminated Synonyms with Antonyms and
Analogous and Contrasted Words, Merriam Webster, Incorporated, Springfield,
Massachusets, USA, 1984
25. Oxford Advanced Learner's Dictionary, 7th edition, Oxford University Press, 2005
26. Oxford Advanced Learner's Dictionary, 6th edition, Oxford University Press, 2000
27. Oxford Collocations Dictionary for Students of English, 6th edition, 2004
28. http://usefulenglish.ru/
29. http://evaeston.com/
30. http://www.quotations.com/
31. http://www.famouspeople.com
32. http://www.btinternet.com/~ted.power/disccapd.html)
328

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Elena Varzari, Lidia Alexanchin, Oxana Stanţieru, Liuba Tomailî

Oxana Ceh, Natalia Moraraş, Eugenia Proţiuc

Basic Users Level A1 Breakthrough 5 Lesson 8. .....................................................115

Lesson 6. ...................................................... 91 Lesson 16....................................................221

The Phonemic Symbols of the English Sounds

When meeting someone formally When young people

Mrs. Miss Ms Mr.

Miss Ma’am Sir

Formal and Informal Greetings and Introductions

Requesting Personal Information Giving Personal Information

The Indefinite Article

a + consonant an + vowel (a, e, i, o, u)

Exercise 1 Add “a” or “an”:

Exercise 3 Fill in the personal pronouns as in the example:

7) … am busy. 9) This is Nora. … is my sister-in-law.

Affirmative Negative Interrogative

Am I /Are you tall? Yes, I am. No, I am not.

Exercise 6 Fill in “am”, “is” or “are”:

Exercise 8 Join the two parts of the sentences:

Exercise 9 Answer the questions:

Exercise 10 Turn the sentences into interrogative:

Common expressions with the verb “to be”

Exercise 11 Finish the sentences:

Exercise 12 Translate into English:

Dialogue A Read, translate and reproduce the dialogue:

Peter meets his former classmate Richard and his cousin.

Jane: Amsterdam? Really, are you German?

COUNTRIES AND NATIONALITIES

Country Nationality Country Nationality

English Vowel Sounds

Sound Letters Examples Exceptions

Note 1: The letter Y

Male Female Relationship

Exercise 2 Match the words and definitions:

Exercise 1 Fill in the article where necessary:

Exercise 1 Fill in my, your, his, her, our or their:

11. I want to see your family album. Please show … to …

Exercise 7 Choose the right variant:

Exercise 2 Ask and answer questions:

Exercise 4 Translate the following sentences into English:

Exercise 2 Put in that or those:

4. Nouns ending in a a city – cities

Exercise 1 Write the plural of the following nouns:

7. Pisicile prind şoareci. / Кошки ловят мышей.

POSSESSIVE CASE WITH PEOPLE

POSSESSIVE CASE WITH THINGS

Exercise 7 Translate into English:

Dialogue C Read and reproduce the dialogue:

Note: The letter W

/ks/ exhibition, exhumation, exhale;

An apartment = a relatively self-contained housing unit in a building which is often

Exercise 1 Put the listed words into the correct column:

b) The consonants have been removed from these words:

1. A washing-machine a) a piece of furniture to keep books in

Exercise 1 Write in words the following cardinal numbers:

Exercise 5 Complete the table:

Exercise 1 Write “there is” or “there are”:

7. There is some coffee in the coffeemaker.

Some + countable or Any + countable or No is used only in

Some is also used in the

Exercise 1 Fill in the blanks with “a”, “an”, or “some”:

Exercise 2 Fill in “some”, “any” or “no”:

DISJUNCTIVE (Tag) QUESTIONS

Exercise 1 Ask general questions:

b) 1. We live in a business area.

B: Sure. It’s a number 5 trolley-bus. The stop