Universitatea Bucuresti Departamentul Credis

Facultatea de Pedagogie pentru nvatamntul Primar si Prescolar

I2UI)~12 (I~~~VA T()I2I)

,1

culegere de texte si exercitii alcatLiita de

lector dr. Maria Alexe

Bucuresti 2010

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r.Acest u-materlarue.ste

d"estlnat uzuluf u-.studentllor-1

j Departamentului
I
1 !

de nvatamnt la Distanta al Universitatii j f ; din Bucure sti. , Reproducerea integrala sau partiala a acestui material este! posibila doar cu acordul scris al autorului si al Denartamentului i _.. _n_..'.r _n H _ 10. ._n_u_.._.._.._.._ _.. _.._.._n_.._.._.._u_.._. _. _.'_.'__'_0' _. _0._ .._.
~

Universitatea din Bucuresti Editura CREDIS Bd. Mihail Kogalniceanu, Nr. 36-46, Corp C, Etaj 1, Sector 5 Tel: (021) 3158095; (021) 3110937,0314057940,0723273347 Fax: (021) 315 8096 Email: credis@credis.ro Http://www.credis.ro

Dragi studenti,

Educatia la distanta, ce combina utilizarea textelor, transmisiile prin mijloace media si posibilitatile limitate oferite de programele tutoriale trebuie sa se adapteze n permanenta nevoilorstudentilor. De aceea am conceput acest volum care va prezinta o culegere de lectii de engleza adaptate pentru a va ajuta sa va pregatiti pentru testul de limba straina de la sfrsitul anului 1. Nu este un manual, ci o selectie a ceea ce am considetat ca este mai imortant. Necesitatae unui astfel de material se justifica datorita cererii studentilor de a putea folosi materiale mai
n limba romna.

sintetice dect un manual si de a putea beneficiasi de indicatiisumare

Cum se foloseste Unitatilemanualului urmeaza programa cursului de limba engleza pentru facultatea de Pedagogie pentru nvatamntul Primar si Prescolar.

Este structuratn doua parti, corespunzator celor doua semestre destudiu. Fiecare unitate este nsotita de explicatii privind obiectivele si metodologia de nvatare si de exercitii aplicative. La sfrsitul se afla modele de teste. Acestea sunt structurate tematic pentru a va permite sa le rezolvati pe masura ce parcurgeti ll1itatilede nvatare. Materialele au fost alcatuite de autor sau au fost reproduse din urmatoarele manuale : Peter Viney- Survival -English. International Communication for Professional People, Macmillan,Peter Watcyn Jones - Test Your Vocabulary- Penguin English, Collins Cobuild- Student's Grammar

Va doresc succes,
Maria Alexe

/"

UNITS

ITEMS

UNIT 1
Topics

.
. .

. .

About English Introducing people My Family Describing people, objects, buildingsl Grammar Support - to be ; to have; Personal Pronouns, Articles

La sfrsitul acestei unitati studentii vor fi capabili sa:

. Alcatuiascafraze"simple desprefamiliesi scoala . Sa se prezinte si sa prezinte pe altii

. .
Sa descrie pe scurt o persoana, un obiect sau o cladire

Sa folosesca corect verbele A FI si A AVEA Sa alcatuiasca propozitii simple

UNIT 2
Topics

. .

. .

Housing Shopping Small Talk Verb Tenses

La sfrsitul acestei unitati studentii vor fi capabili sa:

.
. .

, Alcatuiasca fraze simple despre casa, cumparaturi Sa se nteleaga o conversatie foarte simpla Sa folosesca corect verbele la timpul prezent Sa alcatuiasca propozitii simple folosind vocabularul temelor abordate

UNIT 1

1.About English
English is an international language used by 25% of world population. It is to international communication what Microsoft is to software. Chinese is used by 726 m people, when English is spoken by 427, but the role of English in global communication is obvious. English is used by science, business and mass media. Business accelerates the advance of English language. Terms as Internet. e-mai! or brainstorming are used aIIover the world inside other languages. . Students whose native language is not English often have to take courses in a university's ESP program (English for specific purposes.) These classes are designed to help these learners

performwellacademically.Other Europeans agree that everybody should speak English

Needs Analysis

In order to improve our activity, please answer the following questions 1) Have you studied English before? Where? 2) How much time do you want ro spend on leaming different language skills ? 3) Who do you communicate in English? 4) Which topics are you interested in? 5) How much grammar have You studied before? ~. 6) Do you have a spedal objective for this courxe?

2. Introducing people

Hi, I am Mary

answer:
answer:

Hi Mary, lam John

Hello, my name is Mary

Hello Mary, lam John

I am Mary. How are you?

answer:

My name is John

Hi, how are you? I am Mary

answer:

Hi, I am John

Hello, I am Dr Smith

answer:

How do you do

Hello I am John Smith

answer: Brown

Nice to meet you, Pete

1(\' ?(JI" ,

Hello, I am John Smith

nswer: a B

Pleased to meet you, Pete

rown

~I

~/1)Here

l4'es.

are some introductions.What are the rightanswen;? If Ihe answer is righl,mari<

If nof click No

Introduction: Hi, I am Ann.

Answer: Howdo you do?

Introduction: Hi, I am Paul.
Answer: How do you do?

Yes
Yes

r
o

No No No
C

r<

ro'
o

Introduction: Hello, my name is Mr Blake. Answer: How do you do? Yes' Introduction: Hello, my name is Jane.
Answer: Hi Jane, I am Frank. Introduction: Hi, I am Steve.
Answer:
r< .-.

C
,....

Yes
'.

No

How are you Mr Steve?

Yes

No

3. Families
1. Fiiithe gaps with different verb forms
Hello!What your name? I Jenny, and this is Nick. He my brother. We brothers and sisters He twelve and I twenty. We from Merton our cousin And this is Chip. It This Henry. He

our dog.

2. Draw Ann's family tree. Give names to her parents, brothers, sisters, nephew, nice, aunt and unele 3.. Complete Ann's description of h-erfamily by writing the correct name in the gaps. Use your family tree 1 and 2 , my mother and father, (1caII them mum and dad, by the way), have three children, two daughters, me and 3 , and one son, 4 . Myolder sister, 5 , is married and has two children, my niece, 6 , and my nephew, 7 . Her husband's name is 8 . He's my brother-in-Iaw, and he's very nice. My younger brother, 9 , is stil! at school. I have two cousins. One of them, 10 , my dad's brother's daughter, is a really good friend. The other one, 11 , is younger than me, and I don't know him very well. He lives in Australia with his parents, Unele 12 and Aunt 13 . I know aII my other relatives very well. I visit my grandfather, 14 , and my grandmother, 15 , every. Sunday. I caII them grandad and granny. And my favourite auntie,16 , who is single, is lots of fun. 3. Read the passage again and tind aII the words that describe people in a family. Put them in three lists under the following headings.
Male relatives e.g. brother Female relatives Both

4. Draw your familytree. Include parents and grandparents, brothers and sisters, aunts
and uncles, and children

if you have any! Prepare to describe your family to a partner.

Who is married and who is single? Who is nice and who isn't? Who is younger or older than you?

\.

5. Look at the sentences

below. Read them carefully and complete the family tree. Luke is single. Mark is divorced. Karen is engaged to Peter's son. William is married to one of Claire's children. Mark's brother is not married. Claire's youngest son was married, he isn't married at the moment, but he's going to get married soon. Peter's wife is not called Sara. Peter's oldest daughter is called Anne. John's daughter is Mark's fiancee.

4. Describing people adapted

@Macmillan Publishers Ud 2005 Downloaded from the vocabulary section in www.oneslopenQlish.com

1. Match the adjectives in A below to the adjectives in B. Example: middleaged is closest in meaning to old/young:
A petite well-built overweight elderlv middle-aqed chubbv muscul.ar handsome 8 short fat young small qenerous stronq thin beautiful biq mean ugly old taII C good-Iookinq stim kind of medium heiqht skinny attractive gorgeous plain

2. Which of the words above have a negative, critical meaning?

3. Which of the words in list Acan be used to describe the people below? a. a man b. a woman c. a personover 50 d. a personover 70 e. a bodybuilder f. a supermodel

4. Match the adjectives below to the word which means the opposite
taII weak young fat beautiful generous big new ancient mean small short thin old strong uqly

Describing people, buildings and objects. Appearance (II)

Read the passage below

A young man drove a car into a car park. He hadjust thought how badly lit it was when a man appeared next to the car and said: "Give me the keys". The owner of the car reluctantly handed over a large bunch of keys. The car was driven away at speed. Shortly afterwards, a police officer arrived.
1. Decide whether the statements that follows are TRUE or FALSE a. b. c. d. e. f. g. h. The car was driven into the car park The young man parked the car. An old man demandedthe car keys. The car was stolen The police was called after the incident. The police arrived after a long time. Three persons are involved in the story. The car was taken by somebody from the garage staff

2. Is the text describing a car robbery? If not what do you think the situation might be?

3. Neither the young man nor the other character is described. Imagine how they look like

4. When the police arrived they asked for a description of the car. Can you make Qne? Look at the images bellow, pick up a car and describe it. Give reasons for the robbery.

IMAGE 1

IMAGE 2

IMAGE 3

IMAGE 4

5. Answer

to the following questions:

YOURJOB
What do you do? How long have you done it for Did you need to study a lot to do it? Have always wanted to do this job? Does anybody else in your family do the same job? What do you most enjoy about thatjob? Is there anything else you would like to do?

YOUR HOME TOWN Do think you will ever live your town? How long have you lived there? Has your family lived there for generations? What is your favourite place in town? Why? At what time ofthe year the town looks best? Is it famous for anything? Can you add something particular about your home town? What about your home?
TOUR FAMIL Y Do you come from a big family? How many brothers or sisters do you have? Who do you get on with nest of aII? Are you a close knit family? What kind ofthings do you do together? Do you prefer spending time with your family or with your friends? Do you go on holiday with your family? Is there anything else you want to add? Do you live in a big house/an fancy apartment in down town or in the suburbs? According to your answers you may decide if you identify mostly with your job, your hometown, or your family? Give arguments.

6. Work with a partner. Make a list of five complains girlfriends and boyfriends make about each others. Use some ofthe expressions bellow
Had enough, on my own, we argued just the other night, don't care, mad at me, talked me out, lovely to somebody, doesn't understand, nothing can change you, how can she/he be so stubborn

10

Nowadays one of the most important thing is THE IMAGE Read the following dictionary note

image / B 'ImldZ

/ A DOUD***

1. [countor uncount] an opinion that people have about someone or something, which may not be a true one: image of: We have an image ofthe US as a very rich country. shake off/get away from/shed an image: The company needs to shake off its outdated image. la. the opinion ofyourself, your company, or your communitythat you deliberately try to create in the minds of other people: image of: media images of young women project/present/promotean image: They present an image ofthemselves as experts in this area. positive/negative image:The charity is trying to promote positive images of mental handicap. 2. [count] a picture or idea of something in your mind:,the strong visual images of the . Catholic church conjure up an image (=create an image): Their name conjures up images of shiny new office buildings. mental image: 1had a sudden mental image of Robert waiting for me with flowers. 2a. the picture that you see on a computer or television screen, or in a cinema: the flickering black-and-white images on the first movie screens software for manipulating images after you have scanned them 2b. a photograph, painting, or other work of art that represents a person or thing: Images of strange-lookinganimals are carved into the rocks. 2c. what you see when you look in a mirror: REFLECTION: Mrs Carson was peering cIosely at her own image in the mirror. 3. [count]a description of somethingthat uses language or combines ideas in an interesting way: The book paints an image ofthe human being as alone in a crowded world. be the image of, to look very much like someone or something 7. Speak about your own image and how important this is to you.

What do you think, to what extend does your society expect boy and girls to fulfill different rules?

8. This is the title of a famous book. Can you interpret it? !Menarefrom !Mars Women arefrom llenus

11

9. Which of the following items do you think can be associated with men and which with women? Uniforms, self-help books romance sports c10thes Communication gadgets power sensibility spirituality Roughness emotion understanding Do you identify yourself with some of those aspects? 10. Which are the best /worth qualities for a perfect girl/boy? Do these sentences refer to boys or women? 1. 2. 3. 4. 5. 6. 7. _ value power and achievements The issue of competence is very important to values love, communication, beauty and relationships experience fulfillment through sharing and relating feel satisfaction when they win a race, achieve a goal or solve a problem. _take pride in being considerate of needs and feeling of others. _are always doing things to prove themselves and develop their power and skills

Curriculum Vitae

A good CV pushes you to the most desired interview

Personal data Name Address Telephone Fax Email Nationality

Marital status1
Birth date Profesional experience Start with your last professional experience per iod ,the name of the enterprise, activity, position, main responsibility

There are some feminist organizations which argue against the fact that marital status should be
They consider it irrelevant for professional environment.

mentioned.

12

Education - the list starts with the most recent institution/course Personal Skills and Competences- name that skills and describe the way in which you get them Technical skills Managerial skills Interests Mention other area of interest in connection with the job you apply for.

..
skills

fi
Some people like ta mention their personal characteristics. The following
creative friendly sociable excellent communication efficient team-worke:;perform under pressure taking initiatives

.,

words are useful: Highly motivated

Most of us recognise that creating a positive first impression is essential In a competitive job market. A good CV/resume makes a good impression. Which of the following aspects are more important? Content Style Lay-out

Arrange the following tips for writing a CV under the headings Mention your bad points or failure Sound enthusiastic Se funny or too formal Emphasise your good points and embellish them when possible Sound desperate Use decorative devisesor lots of different fonts Check your typing, spelling and pronunciation Use family or friends as references Include data Include irrelevant information Use real results Use action verbs Stating your current salary 13

DOs

DON'Ts

Look at the list of common mistakes. . Using long sentences Focusing on skills/abilities and forgetting about achievements Making the document too long Using too many character style with the word processor, this becomes confusing. Look at the CV bellow. Does it follow the advice given above? There are a lot of gaps In the example. Write your name at the top and fiII the gaps with real or imaginary information.
Name Address Telephone nr. Date of birth PROFESSIONAL EXPERIENCE Current employment (company name) (job title) _-present(years) have been responsible for During my years at managing

preparing reports, planning marketing campaigns Previous employment _present(years) (company name)
developed a new product_

Planned a marketing campaign EDUCATION Type of school (qualification _(year) , car' Type of school (qualification SKILLS ANO OTHER EXPERIENCE Computer Skills. Comprehensive knowledge of Lan!!.ua!!.es. Level (Spoken and written according to the European Personal and Professional References orovided on reauest

supervising

negotiating contracts

(job title)

14

Application Letter Accordingto MacmillanDictionary,application leUers are: a printed list of questions that you answer in order to try to get a job, borrow money, get a place at university etc. A leUerof application, also called Cover lefter accompanies the CV/Resume and serves both as an introductionof yourself and as a strategy to interest employers to read your CVand to caIIyou for an interview.2
Application letters are written if you want to 1. get a job 2. get a place in a university course 3. borrow money, open an account at the bank. 4. offer a product Look at the table below to learn about application leUers content. Present position ( including your work experience) Qualification/ Education (What sort of school you graduated; Do you speak any foreign language? Do you have any special skills? Do you have a post graduate degree?)
Training.

'1

Work Experience - Have you worked in the field? What do you do at present? (Present responsibilities) Interests Make it as attractive as possible and convince the receivers. It is not your autobiography. Write about what you consider to be advantageous for you. Identify the gap in company life and try to suggest that you can fiII

JudithS. VanAlstyne - Professional and Technical Writing Strategies. p 71

15

5. Describing places

Action
Describe places Ask for and give information Vocabulary: features of a location Grammar: question forms

9 Background
\Vork in pair". Think
() LI"I \\'Iad" ;11,,11'l1l.l'o"

ahout thl: main !caturI:" 01 to\\'ns and citil:",

III"kl 111\"" 1I";1\bn,~'"

-b
(

Geography
north hills
I )j'Cl!"\Vh;l!
111,' k:ltlll,"

Climate wet windy

III II", III\\n

People warm population

,h:1I \'Ol! ;lIl'

Business

activities

tourist industry fishing

li\'Hlg 111, Make noI," 1111

jnlorll1;1I\!ln do \'\ll!

Ih;1I \\'lIllI1ll:I,"1 ,hin!.: 1\lllIi",

\i"l\lIr', di,ld,,' ;Ihlllli \ \1li I 1\I\\'n:

7 " b C

I.ook at thl: photog,raphs \Vh;1\ d" Il1l' plll)I'I,~r;lph, R,":ld 111l'1,',\1' ql!id,k

l J - 3 I and thl: texls IA - CI hei o\\'o

,h,)\\< \\.1I\'h ,';Ilil Il'.\1 \\ ilh ;1 1'11tI10,~r:!ph, 110111"ollr ,I\\'n I\ll\ 11:'

l~l':ld 111,' 111'1 Il',\1 .I,~;l!I1, 1111\\ l' .-\lIl;1I11,' dllkl,'lll

it.,

fJ

,.,.

The cit)' ol/\Iicantc lies bCl\n:en thl: mountains ami tllc Sl:a 011the cast coast oi Spain, It h;1S;1 I'opulation oi I()(),OOO ami mOsi oi its incoll1,' is lrom thc tourist industry, Alicantc has allthe lacilitics 01 a cit)' - slHJps, hars. rcstaurants ami parks - hut moSI IOlirists con1l' lor the bLllililul hcaches ami thc wonderiul dimatc, The aVera.~e tCll1peratlln: is I X"(~ami there' ;lI'C,102 sunn)' th)'s cacll )'c;1I', Alicante ;tirport i" 10 kiIOllH.:tn.:sirom thc cit)' centrl:, Four million peopk use thc airpmt ,'ach year - tourists ami an increasing numbn oi busincss peopk, 1s;lhd and Andr,'\" ;lI'e the m;1I1ager ;lIld depuIY m;lnag,l:r oI W II Smllh. oile III tl1l' airport shop", Isahd is irum Barcdona, in Spain. and t\ndrc\\' is British, They \\'ere hoth In Bmain in the carly Il)l)()s but thL')' movcd to t\licamc alHl opl:ncd thc "hop in \l)l):'),

."
I

16

Speaking

and Writing:

asking

tor information

Talking point
-.....
11

3 Work n pair",
i'v\.1kL';1 qll,'''liOI1 \\'llI'd,,: When? Where? 101 ",1t"l1 ,111-..\\".. hd,)\\'. \\ill1 qlll'''liOI1 ..clL"Il' 11 Cc' 10 ;tll tin,'" tl'X""'. lJ..-,' OII,' 01111,'"''

: \ :, t.

How many? What?

Why?

Who?

On thc ca,,1 CO;)',1 oi \p;1 111 2()O,OI)() HCGHI"l' tlK'\" hk,. Ihl' hcachl'"
,

;1l1d tlle' clim;Hl',

,iO:.. I S" CCI1I1,~la,k. ~ ,(100, I)(){) ;1 \"".1r. ljmli"',, ;1I1d hll"II1C"" "copie. Thc mal1agcl ;lI1d dcpulY m;1I1agu oi WH Smith, From Harcdol1a. In Britail1.
111 1')<)::;.

What

do YOIl lhink;

5
thc qllc"liol1" du\\'n.

Nu\\' writc

Write ten queslions th;1t you would like to asI< Isabel ami Andrew about themselves and about the shop, Keep your questions until you reach the end of Onil 4. Write the ;lI1swers wlten you arc 1;iven the in(ormation.

Grammar:
4 a

question

forms
from Exercise 3. in \'our

Look al your queslons \Vhich quc"tion

\'l'I"h lorm... lolhJ\\' Ihl' qUl'''IIlH1 \\'lIIds vVhal othl'l \\'unl,,: n:rh tornh 1:;111 tullo\\" ,I\\;tkc a li,,\.

Writing:
6

giving informatian

quc"tion<

When How many (people) Why Who Where What b Ho\\" arc the tlllms oI the queslions hei o\\" dillerent irom each other: Why ;lre the)' diiierent; . Ho\\' many peopk Ii\"e in Alicantc!

Work in pairs. Prepare a writtcn text for a lOurist brochure about the Wwn that you arc living in. Compare il with the texts of other students. Can you improve yours;

. Wherc

tlocs [,,;Ihcl (omC rom: ;lhOlIl Ihe ll'xt" un p;lge 6 lor lhese IImc, do 1101 usc queslion !\ A/ico11le il! PortI/goi: worLis.

W..ite qucstiol1s ;1nSWers. Thls Nu, it isn'l. Yes, il has. Ycs, lhcy dn. Ycs, she is. No, hl' \\';bn'l. No, il didn'\.

II

p,12

Grammar

backup

17

UNIT 2 1. HOUSING
This text describes different types of houses.

Celtic Houses
The Celts lived in round houses with thatched roofs of straw or heather. The walls of their houses were made from local material. Houses in the south tended to be made from wattle (woven wood) and daub (straw and mud) as there was an ample supply of wood from the forests. The houses in the north were made with large stones held together with clay. The photographs

below show both types of houses.

The Celts would light a fire in the middle of the roundhouse for cooking and heating. It must have been very smoky inside. Most Celts lived in scattered farming communities surrounded by a banks with wattle fencing and a ditch to keep out intruders and wild animals. Sometimes groups of houses were built on the top of hills. These are called hill-forts. As well as small communities, there were also large settlements and heavily defended forts. Colchester was one such large Celtic settlement.

18

Anglo Saxon Houses

We know what Saxons houses may have looked like from excavations of Anglo Saxon villages, such as the one at West Stow in the east of England. Here, an early Anglo-Saxon village (c.420-650AD) has been carefully reconstructed where it was excavated. Using clues from the what was discovered, archeologists have reconstructed the houses as they may have looked about 1,500 years ago. We know that the Saxons built mainly in wood, although some of their stone churches remain.

Anglo-Saxons houses were huts made of wood with roofs thatched with straw. Much of Britain was covered with forests. The Saxons had plenty of wood to use.

There was only one room where everybody ate, cooked, slept and entertained thetr friends. The biggest house in an Anglo Saxon village was the Hali, the Chiefs house. He lived there with his warriors. The houses were built facing the sun to get as much heat and light as possible. The Hali was long, wide and smoky, with the fire on a stone in the middJe. The smoke from the fire escaped through a hole in the reof.