DTC-Suport de Curs Engleza

Competene cheie comune mai
multor ocupaii
COMUNICARE N LIMBA
ENGLEZ
suport de curs nivel intermediar
Iai, 2013
CUPRINS
Introduction / Introducere
Reading / nelegerea discursului scris n limba englez
Presentation
Describing people and things
Places
5
6
7
10
Writing / Exprimarea scris n limba englez

Memories
The case of Then and Than
Letters
Tasks and duties
Troublesome Words
Essay structure
12
13
14
17
19
23
Speaking and pronunciation / Discurs oral i pronunie

Making phone calls
Everyday life
Talking about the future
Conversation Starters
Vocabulary / Noiuni de vocabular

Grammar / Noiuni de gramatic
Concordana timpurilor
Modul conditional i frazele condiionale / If Clauses
Verbele modale
Lista verbelor neregulate
Bibliography / Bibliografie
Anexe
27
29
32
34
35
39
41
43
50
54
55
Limba Englez nivel intermediar
Introduction
- Introducere
Acest
suport
de
curs
este
dedicat
persoanelor
care
dein
cunotine
elementare/introductive de limba englez i care vor s i dezvolte competenele de

comunicare n limba englez corespunztoare nivelului B1 intermediar din Cadrul
European Comun de Referin pentru Limbi. Suportul de curs este structurat pe
competenele cheie care dovedesc cunoaterea i stpnirea unei limbi strine nelegerea
discursului scris (reading), exprimarea scris (writing) nelegerea discursului oral (speaking
and pronunciation), ascultare (listening) astfel nct, la finalizarea cursului participanii s
aib capacitatea de a comunica satisfctor n majoritatea situaiilor de zi cu zi, att cu
vorbitori nativi, ct i non-nativi de englez.
Au fost alese situaii de comunicare diverse i subiecte din diferite domenii de
activitate drept suport pentru deprinderea principalelor noiuni de gramatic i vocabular pe
care trebuie s le dein un vorbitor de limba englez de nivel intermediar. Suportul de curs
conine n principal exerciii de scriere corect n limba englez: scrisori oficiale, dialoguri,
descrieri, eseuri, traduceri. De asemenea, structura lui este menit s i pregteasc pe
participani pentru obinerea nivelurilor urmtoare de limba englez avansat/independent i
autonom. Un aspect esenial al suportului de curs este includerea a nenumrate exerciii
referitoare la verb, cel mai important i mai dificil subiect de discutat n nvarea limbii
engleze i exerciii de vocabular uzual la nceput i mai nuanate ctre final.
Povetile sunt interactive i vor fi nsoite n cadrul orelor de curs de jocuri de rol i
simulri menite s i ajute pe cursani nu doar s nvee s citeasc i s scrie correct n
limba englez, ci i s converseze cu uurin, s gndeasc n englez rapid i operativ i
s poat vorbi n public fr probleme.
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Reading in English
- nelegerea discursului scris n limba englez
Aceast seciune i propune s ofere participanilor la curs posibilitatea de a i
mbunti abilitatea de a citi n limba englez. Cursanii au posibilitatea de a exersa situaii
comunicaionale de nivel intermediar-avansat i terminologie specific unor situaii curente, de
zi cu zi, cu care acetia se pot confrunta. La finalul acestei seciuni, participanii vor fi capabili
s citeasc ntr-o manir corect texte de dimensiuni medii, scrise n limba englez
standard, s neleag sensul general al textelor, structura lingvistic a acestora i expresii
de timp, spaiu i posesie.
Presentation
People are generally aware that success in ones life and career depends to a great extent
on ones ability to communicate effectively. Because the first impression one makes is very
important, each person has to know certain rules of greeting, of presenting oneself and of
having a brief opening conversation.
Exchanging words with a new acquaintance. Read the following dialogue and try to
write down a similar one taking place between your family and the family of a friend of yours.
John Smith : Mr. Brown, you know my wife, Mary, dont you?
Michael Brown : No, I dont think we have met. I didnt have the pleasure.
Mary Smith : How do you do. Its an honour for me to meet you, Mr. Brown.
Michael Brown : How do you do. The honour is on my side. Now allow me to introduce you to
my family. This is my wife, Angela, and this is my daughter, Jane.
Angela Brown : I am delighted to make your acquaintance.
Jane Brown : Glad to meet you, madam, sir.
Mary Smith : You have such a lovely daughter. Have you already graduated the highschool,
Jane?
Jane Brown : Yes, I graduated the highschool last year, and now I am a student.
Michael Brown : She studies social communication and public relations. Our child has always
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wanted to do something new and interesting, so this field suits her.

John Smith : When we were young, we also dreamt of doing the most fantastic things. We
also left our son the freedom of choice and now he studies the art of painting.
Angela Brown : This gives me an idea. As Mr. Smith and my husband are colleagues, why
dont we meet some time at our place to find out more about the plans for future of our
children?
Mary Smith : Thank you for your kind invitation, then we shall pay you a visit soon and we
hope you will return the visit to us.
A meeting
Jim Patrick: Good afternoon, Mrs. Jones. How do you do? Im glad to see you again. (Bun
ziua, doamn Jones. Ce mai facei? Sunt bucuros s v vd din nou.)
Minnie Jones: Hello young man, but who are you? Do I know you? I dont remember meeting
you. (Bun tinere, dar cine eti? Te tiu de undeva? Nu-mi amintesc s te fi ntlnit.)
Jim Patrick: Of course you do, Mrs. Jones. Im Jim, Jim Patrick, now you know me, dont
you? (Bineneles c m cunoatei, doamn Jones. Sunt Jim, Jim Patrick, acum m tii, nui aa?)
Minnie Jones: Jim Patrick Oh, of course, now I remember. You are Daniels younger son.
Yes, I remember you. How is your father? (Jim Patrick A, bineneles, acum mi amintesc.
Eti fiul cel mai mic al lui Daniel. Da, acum mi amintesc de tine. Ce mai face tatl tu?)
Jim Patrick: He is fine, thank you. How is your family? (Este bine, mulumesc. Ai
dumneavoastr ce mai fac?)
Minnie Jones: They are all well. Our daughter and our son are married and have children. As
for me and Al, we are quite all right, thank you. (Sunt bine toi. Fiica noastr i fiul nostru sunt
cstorii i au copii. Ct depre mine i Al, suntem destul de bine amndoi, mulumim.)
Jim Patrick: Well, good bye Mrs. Jones. Remember me to your husband. See you soon! (Ei
bine, la revedere doamn Jones. Salutri soului dumneavoastr. Pe curnd!)
Minnie Jones: Good bye, Jim. (La revedere, Jim.)
Describing people and things

Practice reading with the text below:
Nora is one of my best friends. She is 23 years old. She comes from Quebec, the French
area in Canada, so she is Canadian. She lives in Quebec, but this year she is living in Madrid
because she is learning Spanish. She speaks French and English very well! She is an office
|7
worker, but this year she is a student. She is tall and she has long blond hair and green eyes.
She is very kind and generous. She is intelligent and funny.
Nora has a small family: her mother, her brother and her pet! Her mother is an interpreter
and her brother works for an international company. They live in a house in Quebec. Nora's
favorite time of the day is the morning, because she starts a new day! Her favorite day of the
week is Saturday, because it's the beginning of the weekend. Her favorite month is April and
her favorite season is spring. She also likes the summer, because we are on holidays.
Nora likes a lot of things. About her hobbies, she loves music and dancing. She likes writing
songs, too! We like spending time together because it's fun. Sometimes we sing her songs.
She has a beautiful voice! Nora also likes computers. She's very good at computers! She has
a blog and she often posts about her day. Her family read her posts and they post
comments! Nora doesn't like waiting for the bus! She hates it! And she hates shopping, too!
Describing a person exercises:
You are on the beach and you see an empty blanket on which there are a few objects
spread around. You look at them and you wonder who is the person that owns these
objects. And you are waiting for it to appear
The list of objects is the following:
some chewing gum, a film, a comb, a belt bag, some car keys, a camera, a picture of two old
persons, some sun-tan lotion, a pair of headphones, a mirror, a towel, a pencil, a book, a
letter
Now use your imagination. In the space given below, try to write a description of this persons
life, answering the questions:
Is this person a man or a woman? Where does he/she come from? How old is he/she? What
is his/her job? Is he/she married or single? What is he/she doing at the moment? What
colour are his/her eyes?
|8
Put the verbs in brackets into the correct tense:

Agent Cooper (wake) up at 6 sharp, as he always (do) , no matter
where he (be) or what he (do) the previous day. His first thought was
the realisation that he (wear) the pinstriped suit, and when his eyes (fall)
on the reports piled around him, the events of the previous evening (come)
back to him. He (go) to his club for supper, just (finish)
his turtle soup and (look) forward to the second dish, when his meal rudely (be)
interrupted by a call from his superior. Once he (drink) his black
coffee, Cooper (think) carefully what to put on. He (see) M. at 9
oclock that morning and (be) keen on impressing the latter. Glancing at himself
in the mirror, it (strike) him that he
(put) on weight recently. He (have) to pay more heed to his diet in the
future.
1. Choose one of the following topics and have a dialogue:
a. You are strolling downtown. Suddenly you meet an old friend of yours whom you have not
seen since you were in elementary school. You are surprised to learn that he has become a
millionaire.
b. You are walking down the street. Suddenly you see a friend in front of you. You run up to
him and say hello, but when he turns around you discover that he is a stranger.
c. You are a teacher in the first day of school. Present yourself in front of the class and
prompt the conversation with the students.
Describing a picture
|9
Useful words
in the middle
in the top right-hand
a poster
in the centre
corner
the cover of a book
at the top
in the bottom left-hand
a map
at the bottom
corner
a scene from a film
on the left side
in the bottom right-hand
a chart / a graph
on the right side
corner
a cartoon (drawing)
in the background
a photograph
a strip cartoon
in the foreground
a painting
a speech bubble
in
a drawing
the
top
left-hand
corner
an advertisement
Sentences and opinions

-
The scene takes place in the street, at school.... / during the day, at night, in the
evening...
Place the elements within the picture: in the background, at the bottom, on the
right... behind... in front of... there is, there are, we can see... and describe them.
I think that... , maybe... , I suppose... , the atmosphere is... , it seems as if...
In my opinion, I (don't) like this picture because..., it makes me think of...
A Picture is Worth 1000 Words

The class selects a classical painting. Looking at the painting for inspiration, the class
constructs the first few sentences of a tale through group discussion and suggestion.
The paragraph is then sent on to another class which reads the first paragraph and
adds on another. The process is repeated including as many classes as possible until
the tale seems finished. All the class then gathers to hear the result of their group effort
read out loud and to see the painting, that inspired the story.
Places
Jim and Paula are going to visit Paris. They are going to stay there for a whole week,
so I want to give some tips to my friend.
Jim Patrick: Tomorrow morning we are leaving for Paris.
Minnie Jones: A visit to Paris is a memorable experience. I am happy for you both. I
was in Paris several times.
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Jim Patrick: Its our first visit to Paris. Its a chance we dont want to miss.
Minnie Jones: Dont miss it! Paris has a large number of districts you can visit and see
lots of interesting sights. It also depends on what you prefer to do.
Jim Patrick: I like French cuisine and Paula wants to buy some fashionable clothes.
Minnie Jones: Thats good. You can enjoy lunch in one of the many famous restaurants
in the city and you can visit many excellent shops.
Jim Patrick: We are also very fond of the nightlife.
Minnie Jones: Of course you are. You can spend an evening at the theatre, enjoy a
drink in a caf or go for a peaceful walk along the riverside.
Jim Patrick: Minnie, I have to go now. I have to buy a few things for our flight.
Minnie Jones: What time is the departure?
Jim Patrick: We are taking off at 8 oclock. Bye, Minnie. Minnie Jones: Have a nice
flight then! Bye Jim.
General concepts
Noiuni generale
At the airport
La aeroport
luggage trolley
crucior pentru bagaje
luggage compartment
compartiment de bagaje
health certificate
certificat de sntate
travel documents
documente de cltorie
label
etichet
check-in counter
ghieu de control
passport check point
punct de control al paapoartelor
boarding card
tichet de mbarcare
customs
vam
customs officer
vame
departure
plecare
arrival
sosire
duty-free shop
magazin scutit de taxe vamale
flight number...
zborul numrul...
to land
a ateriza
to take off
a decola
Fasten your seat belt!
Punei-v centura de siguran!
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Writing in English
- Exprimarea scris n limba englez
Aceast seciune i propune s ofere participanilor la curs posibilitatea de a i
mbunti abilitatea de a scrie n limba englez. Cursanii au posibilitatea de a exersa
situaii comunicaionale de nivel intermediar-avansat. La finalul acestei seciuni,
participanii vor fi capabili s scrie ntr-o manir corect texte de dimensiuni medii,
utiliznd correct structurile lingvistice i expresii de timp, spaiu i posesie.
Memories
In the following fragment the famous actress Sophia Loren recalls her first meetings
with a film director, with the world of movies and, last but not least, with glory. Translate
the text, then try to write down several memories about important encounters in your
life.
They were golden days, the 50s. Vittorio De Sica and Carlo Ponti, my Carlo, were doing a
project called The Gold of Naples. De Sica said, I need a Neapolitan girl. Carlo told him I
know a girl, shes called Sofia Scicolone. I was given the role of the pizzaiola (pizza street
vendor). It was 1952. I was 17, and I was completely drunk with happiness. For us Rome
was an enchanting place, a city of trams and palaces. I felt like this because I was very
young, but there were people 40, 50 years old who felt like me, too, because of what they
had gone through during the war. They felt they could afford maybe to start a new life. De
Sica was a sensitive man with great instincts and a great sense of humour. We spoke the
same language almost the way as when youre married a long time and you look at your
husband and, with just a glance or a gesture, you know. Then there was Anna Magnani.
When De Sica was planning to film Moravias new book Two Women, he wanted Magnani
to play the mother, and I could play the daughter. When De Sica went to see Magnani, she
cocked that hip of hers and said, No, I cant play with Sophia. What are we going to do
together on the set? We are going to kill each other! As De Sica was leaving, she cocked
that hip again and threw up her chin with that beautifully free-spirited air we all knew so
well. Hah! Why dont you try to give Sophia the role of the mother? Well, I did play that
role. The mother became younger, and the daughter (played by Eleonora Brown) became a
girl of 13. And I never played a role better!
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Choose one of the following topics and write a dialogue:

a. You are strolling downtown. Suddenly you meet an old friend of yours whom you
have not seen since you were in elementary school. You are surprised to learn that he
has become a millionaire.
b. You are walking down the street. Suddenly you see a friend in front of you. You run
up to him and say hello, but when he turns around you discover that he is a stranger.
c. You are a teacher in the first day of school. Present yourself in front of the class and
prompt the conversation with the students.
The case of Then and Than

In some parts of the United States, we are told, then and than not
only look alike, they sound alike. Like a teacher with twins in her
classroom, you need to be able to distinguish between these two
words; otherwise, they'll become mischievous. They are often
used and they should be used for the right purposes.
Than is used to make comparisons. In the sentence "Piggy would
rather be rescued then stay on the island," we have employed the wrong word because
a comparison is being made between Piggy's two choices; we need than instead. In
the sentence, "Other than Pincher Martin, Golding did not write another popular novel,"
the adverbial construction "other than" helps us make an implied comparison; this
usage is perfectly acceptable in the United States but careful writers in the UK try to
avoid it (Burchfield).
Generally, the only question about than arises when we have to decide whether the
word is being used as a conjunction or as a preposition. If it's a preposition (and
Merriam-Webster's dictionary provides for this usage), then the word that follows it
should be in the object form.
He's taller and somewhat more handsome than me.
Just because you look like him doesn't mean you can play better than
him.
Most careful writers, however, will insist that than be used as a conjunction; it's as if
part of the clause introduced by than has been left out:
He's taller and somewhat more handsome than I [am handsome].
You can play better than he [can play].
| 13
In formal, academic text, you should probably use than as a conjunction and follow it
with the subject form of a pronoun (where a pronoun is appropriate).
Then is a conjunction, but it is not one of the little conjunctions listed at the top of this
page. We can use the fanboys conjunctions to connect two independent clauses;
usually, they will be accompanied (preceded) by a comma. Too many students think
that then works the same way: "Caesar invaded Gaul, then he turned his attention to
England."
You can tell the difference between then and a coordinating conjunction by trying to
move the word around in the sentence. We can write "he then turned his attention to
England"; "he turned his attention, then, to England"; he turned his attention to England
then." The word can move around within the clause. Try that with a conjunction, and
you will quickly see that the conjunction cannot move around. "Caesar invaded Gaul,
and then he turned his attention to England." The word and is stuck exactly there and
cannot move like then, which is more like an adverbial conjunction (or conjunctive
adverb see below) than a coordinating conjunction. Our original sentence in this
paragraph "Caesar invaded Gaul, then he turned his attention to England" is a
comma splice, a faulty sentence construction in which a comma tries to hold together
two independent clauses all by itself: the comma needs a coordinating conjunction to
help out, and the word then simply doesn't work that way.
Letters
Correspondence was one of the first means of communication between people and it
has always constituted a way of keeping in touch with persons who are at a
certaindistance from us. If we think of the origins, we could consider the pictures on the
walls of the caves in the ancient times kind of letters, as hunters were trying to transmit
their followers data about hunting possibilities of the area! All over the ages, human
beings kept writing letters to their lovers and business acquaintances, to their parents
or their employers, recalling or communicating certain things. Even though the
telegraph or telephone diminished the usage of written words, nowadays people keep
communicating through letters, with the help of the postal system or of more modern
channels like e-mail or Internet.
Make all the changes and additions necessary to produce, from the following sets of
words and phrases, sentences which together make a complete letter.
| 14
Dear Diana
a. Thank you/much/your letter/arrive/few days ago.
b. It be lovely/hear/you.
c. I be sorry/I not write/such/long time/but I/be very busy.
d. As you know/we buy/new house/September.
e. It be/very bad condition/and it need/a lot/work.
f. We finish/most/it now/and it look/very nice.
g. Peter and I/decide/give/house-warming party/May 3rd.
h. You think/you able/come?
i. Please give me/ring/let/know/you/make it.
j. I/really/look forward/see you again.
Love,
Jenny
Read, translate and notice the construction of the letter in the text below. It is a
fragment included in the book entitled Of Plymouth Plantation by one of the first
pilgrims from England to the new world, America, William Bradford. He was the
religious guide and then the elected governor of the community which was established
in Plymouth, Massachusetts, around 1620. This is the letter of a certain John Robinson
who was writing to his brother-in-law, which was in America. Observe the old forms of
some words. Observe the old syntactic constructions:
MY DEAR BROTHER, I received enclosed in your last letter the note of information,
which I shall carefully keep and make use of as there shall be occasion. I have a true
feeling of your perplexity of mind and toil of body, but I hope that you who have always
been able so plentifully to administer comfort unto others in their trials, are so well
furnished for yourself, as that far greater difficulties than you have yet undergone
(though I conceive them to have been great enough) cannot oppress you; though they
press you, as the Apostle speaks. The spirit of a man (sustained by the Spirit of God)
will sustain his infirmity; I doubt not so will yours. And the better much when you shall
enjoy the presence and help of so many godly and wise brethren, for the bearing of the
part of your burthen, who also will not admit into their hearts the least thought of
suspicion of any the least negligence, at last presumption, to have been in you,
whatsoever they think in others. Now what shall I say and write unto you and your good
wife my loving sister? Even only this: I desire, and I always shall unto you from the Lord
| 15
as unto my own soul. And assure yourself that my heart is with you, and that I will not
forslow my bodily coming at the first opportunity. I have written a large letter to the
whole, and I am sorry I shall not rather speak than write to them; and the more,
considering the want of a preacher, which I shall make some spur to my fastening after
you. I do ever commend my best affection unto you, which if I thought you made any
doubt of, I would express in more and the same more ample and full words. And the
Lord in whom you trust and whom you serve ever in this business and journey, guide
you with His hand, protect you with His wing, and show you and us His salvation in the
end, and bring us in the meanwhile together in this place desired, if such be His good
will, for His Christs sake. Amen.
Yours, etc.
July 27, 1620
John Robinson
There is a standard and polite form of letters and of course each person adds his or
her own skills to the pattern. We should learn the basic format in order to be sure that
we do not make mistakes. Observe in the text bellow the structure of the letter:
senders address, date, inside or receivers address, salutation, body of the letter,
complimentary close and signature.
2 George Cobuc Street
Bucharest 7110
Romania
10th October, 2005
1-3 Oxford Avenue
London EL6 12GB
Great Britain
Dear Sir,
I am writing to complain about the car that I bought from you last month. It is just a
heap of scrap. When I tried to start it one morning the key would not turn in the lock, as
the battery was flat and two of the plugs needed changing. When I finally got it going,
the bonnet would not stay closed and the drivers side door fell off. When I tried to stop
to pick up the door, the brakes did not work so I crashed into a tree and smashed the
radiator. Also one of the wheels came off.
Do you really think this car is worth 1,000 $? Well, if you do, I dont. What are you
going to do about it?
Yours faithfully,
Ion Popescu
| 16
Write a letter to your internet supplier, showing that you are very pleased with the
services rendered up to now and that you hope they will keep on working like that.
Tasks and duties

Lets talk about our tasks. Lets talk about our duties. Lets talk about the important
things of our lives. Lets talk about the problems we have to solve! Well, lets talk about
the things we ought to do!
Jim Patrick: I dont like this topic. At all. I dont like to think about tasks, duties,
problems I hate to talk about such serious things. Should we talk about all these
things or shall we change the topic? (Nu-mi place tema. Deloc. Nu-mi place s m
gndesc la sarcini, datorii, probleme Ursc s vorbesc despre lucruri att de
serioase. Ar trebui s vorbim despre toate aceste lucruri sau putem schimba tema?)
Minnie Jones: Well, Jim, in case you have forgotten, I am the teacher. I decided we
should talk about the things we ought to do so we shall talk about them. (Jim, n caz c
ai uitat, eu sunt profesorul. Eu am decis c ar trebui s vorbim despre lucrurile pe care
trebuie s le facem aa c trebuie s vorbim despre ele.)
Jim Patrick: All right, you are the teacher, you are the boss. We should focus then on
this topic. (Bine, tu eti profesorul, tu eti eful. Ar trebui s ne concentrm atunci pe
aceast tem. )
Minnie Jones: Thank you, Jim. You are certainly not making things easier for me.
(Mulumesc, Jim. Cu siguran c nu mi uurezi munca. Dialogurile ar trebui s fie cel
puin la fel de uoare ca acelea din leciile precedente.)
Jim Patrick: I am sorry, Minnie. Lets talk then about the things we ought to do! I ought
to go to work every weekday except for the holidays. (mi pare ru, Minnie. S vorbim
atunci despre lucrurile pe care avem datoria s le facem. Am datoria s merg la munc
n fiecare zi lucrtoare cu excepia srbtorilor.)
Minnie Jones: I ought to take care of my family. I ought to provide them with everything
they need to be healthy and happy. (Am datoria s am grij de familia mea. Am datoria
s le dau tot ceea ce au nevoie ca s fie sntoi i fericii.)
Jim Patrick: You are a good mother and wife. I also ought to take care of my family. I
ought to love my wife and my daughter. (Eti o mam i o soie bun. i eu trebuie s
s am grij de soia mea i de fiica mea.)
Minnie Jones: I and Al ought to help our children in any way we can. (Eu i Al avem
datoria s ne ajutm copiii cu tot ce putem.)
| 17
Jim Patrick: I ought to take care of my parents. They are old and they arent so
healthy. They are living in Brighton and they are raising our daughter, Lily. (Am datoria
s am grij de prinii mei. Sunt n vrst i nu sunt prea sntoi. Locuiesc in Brighton
i o cresc pe fiica noastr, Lily.)
Minnie Jones: I ought to communicate with my family in Romania. They are very far
away and they sometimes need things that I ought to give to them. (Am datoria s
comunic cu familia mea din Romnia. Sunt foarte departe de mine i uneori au nevoie
de multe lucruri, iar eu trebuie s li le dau.)
Jim Patrick: I think we ought to end our discussion otherwise we will become boring.
(Cred c trebuie s punem punct discuiei noastre, altfel vom deveni plictisitori.)
Minnie Jones: Its true. End of discussion, then. (E adevrat. Aadar, discuia s-a
ncheiat.)
Should/ought to Obligation
When we want to talk about obligation we are talking about the right thing to do:
You should/ought to finish your homework before you watch TV. You shouldnt/ought
not to leave lights on when you leave the room.
Should/ought to are also used to say what is the best thing to do or to give
recommendations: You should/ought to walk to work.The weather in Malta is perfect.
You should/ought to come over for a holiday.
With question forms should is used more than ought to: Should I invite our
neighbours to the party? Who should I ask if I have a problem?
Ought to can be used in questions but this is now considered too formal or archaic.
Should/ought to + have + past participle can be used to talk about something
that didnt happen that the speaker regrets: I should have/ought to have invited the
neighbours to the party. They were so offended.
Notice "Ought not"
Remember that "ought to" loses the "to" in the negative. Instead of "ought not to," we
say "ought not." "Ought not" is more commonly used in British English. Americans
prefer "should not."
| 18
Troublesome Words
Accept versus Except
Accept is a verb meaning to approve or to receive; except is usually a preposition
meaning not including.
For example:
The gifted child accepted a donation from a generous parent.
All faculty members were promoted except the new ones.
Adapt versus Adopt
Adapt means to accommodate or to adjust to conditions; adopt means to accept or
to use as ones own.
For example:
The class had a hard time adapting to the substitute teacher.
The childless couple adopted a beautiful baby girl.
Advice versus Advise.
Advice is a noun meaning helpful suggestion, recommendation or counsel; advise is a
verb meaning to give advice.
For example:
The girl sought advice from the priest.
The Dean advised the teacher against taking a leave of absence.
Affect versus Affect
Affect is a verb meaning to influence; effect is usually a noun meaning a result or
consequences.
For example:
His family problems have affected his work performance.
The serious effects of environmental degradation are unimaginable.
All ready versus Already
All ready means that everyone is ready; already means previously or by this time.
For example:
The children are all ready for the evaluation next week.
Gordon has already settled his accounts.
| 19
Allusion versus Illusion

An allusion is an indirect reference to something; an illusion is a false perception or
unreal impression of something.
For example:
In her essay, she made an allusion to the 1987 Constitution.
It is believed that a magician's trick is just an illusion.
Anyone versus Any one
Anyone is an indefinite pronoun meaning any person; any one means a single
person or thing.
For example:
Anyone can ask the speaker questions about the lecture.
You are required to answer any one of the questions.
Cite, sight, site
Cite means to name or mention; sight means to see; site means place or
location.
For example:
Writers of academic papers should cite sources of information.
The military sighted the fugitive in a remote province.
The site of the fast food restaurant is beside the university.
Coarse versus course
Coarse means rough in texture; course refers to a unit of study or a path. For
example:
The surface of the floor is coarse.
Two basic courses will be offered next term.
Environmentalists opposed the construction of the golf course.
Complement versus compliment
Complement means to complete or enhance. Compliment means to express praise.
Both words can be used as verbs or nouns.
For example:
His intelligence will complement her efficiency. (Verb)
For one to succeed, discipline is a complement for hard work. (noun)
The students complimented the chair for her organizational skills. (Verb)
Responses to compliments may vary across cultures. (Noun)
| 20
Continual versus continuous

Continual means repeated frequently. Continuous means without interruption.
For example:
There was continual laughter from the audience during the show.
The clock click continuously.
Desert versus Dessert
Desert as a noun with the accent on the first syllable means a dry, arid region of land.
Desert as a noun with the accent on the second syllable means a deserved reward or
punishment. Desert as a verb (accent on the second syllable) means to leave without
any intention to return. Dessert is a noun meaning sweets served as the final course
of a meal.
For example:
Camels thrive on the desert.
Faculty members who work hard get their just deserts.
Soldiers who desert the military are punished accordingly.
A tray of assorted fresh fruits makes a great dessert.
Device, devise
Device is a noun meaning a form of equipment. Devise is a verb meaning to invent.
For example: She bought the device in the US. Jeffrey devised a plan to motivate
teachers to do more research.
Eminent, imminent
Eminent means prominent in rank. Imminent means likely to occur. For example:
UN Secretary General Kofi Annan is an eminent person.
A coup d etat is imminent because of the current political crisis.
Farther versus further
Farther means to a more distant place.; further means to a greater extent or in
addition. For example:
The bus cannot go any farther than Quezon.
He said she cannot help him any further.
Later, latter. Later, a comparative form of late, means after the due time or tardy.
Latter is used to compare things; it refers to the last one mentioned. For example: She
will see you later today. Between love and career she chose the latter.
| 21
Lay versus Lie

Lay always takes an object complement. Lay means to set or to place. Lie never
takes an object. Lie means rest.
For example:
She will lay her cards on the table during her meeting with the staff.
He usually lies down on the couch before dinner.
Personal, personnel
Personal is an adjective meaning private. Personnel is a noun meaning workers or
employees.
For example:
A resume usually includes personal data about an applicant.
The Director issued a memorandum to all personnel.
Principal, principle
Principal can be a noun (a leader, a chief part, or a sum of money) or an adjective
(highest in rank). Principle is a noun meaning a fundamental truth or law.
For example:
The new high school principal met with the teachers.
She will pay the principal plus interest.
I admire people who do not compromise their principles.
Quiet versus Quite
Quiet (rhymes with diet) means not noisy. Quite (rhymes with right) means very.
For example:
She is looking for a quiet place where she can concentrate on her review.
The participants did quite well in the competition.
Writing activity
Write a weather report for a news broadcast in which you correctly use both affect and
effect at least twice each and in different tenses. Have a partner check for correct
usage and then read the broadcast aloud.
| 22
Essay structure
Getting ideas organized
Fill out the following questionnaire based on what you have learned about
________________. Feel free to use any of the material you have developed in earlier
lessons or book you know.
1. I think that ____________________ (name of book or story) shows us that
_______________________________________________________________
________________. (main idea of your essay)
2. I _________________ (liked / didn't like) _____________________ this book
because
_______________________________________________________________
____________________________________.
3. Overall, I feel that _______________________ (name of book or story) is worth
/ not worth reading because
______________________________________________________.
4. __________________
(name of character) represents
_______________________ (choose theme) because

_______________________________________________________________
_______.
5. ___________________ (name of character) represents
_______________________ (choose theme) because
_______________________________________________________________
_______.
6. _____________________ (name of theme) is important to this story because
___________________
______________________________________________________________
7. _____________________ (name of theme) is also important to this story
because ___________________
_______________________________________________________________
_____________.
8. The most important event in _______________________ (name of book or
story) happens when
_______________________________________________ (explain the event).
| 23
9. I found it interesting that

_______________________________________________________________
_____________ (state what you found interesting).
10. The part of _______________________ (name of book or story) I liked best
was ________________________________________________ (write what
you liked best about the book) because _____________________________
(write why).
11. The part of _______________________ (name of book or story) I liked least
was ________________________________________________ (write what
you liked best about the book) because _____________________________
(write why).
12. I would / would not recommend _______________________ (name of book or
story) to my friends because _____________________________ (write why).
An Introduction to Writing an Essay
1. Select the topic of your essay.
2. Choose the central idea, or thesis, of your essay. For example:
George Orwell's Animal Farm provides a fascinating allegory of life in a
totalitarian society.
3. Outline your essay into introductory, body and summary paragraphs.
4. The introductory paragraph begins with an interesting sentence. For example:
The idyllic setting of life on the farm provides little clue of the harsh realities
George Orwell portrays in Animal Farm.
5. After this first sentence, add your thesis statement from above.
6. Use one sentence to introduce every body paragraph to follow. For example:
Orwell's choice of pigs as the leaders of the farm can hardly be incidental.
7. Finish the introductory paragraph with a short summary or goal statement. For
example:
George Orwell's Animal Farm fascinates the reader through its extreme
contrast between the idyllic and brutally realistic.
| 24
8. In each of the body paragraphs (usually two or three) the ideas first presented
in the introductory paragraph are developed.
9. Develop your body paragraphs by giving detailed information and examples.
For example:
The struggle between the two leading pigs, Napoleon and Snowball, with its
consequences felt by the population of the farm clearly illustrates how
totalitarian leaders will put their own confrontations ahead of the population
they are supposedly leading.
10. Body paragraphs should develop the central idea and finish with a summary of
that idea. There should be at least two examples or facts in each body
paragraph to support the central idea.
11. The summary paragraph summarizes your essay and is often a reverse of the
of the introductory paragraph.
12. Begin the summary paragraph by quickly restating the principal ideas of your
body paragraphs. For example:
Through the use of symbolism in the portrayal of characters, setting and style,
George Orwell's Animal Farm delivers a harsh criticism of totalitarian society.
13. The penultimate sentence should restate your basic thesis of the essay. For
example:
Animal Farm is a deceivingly simple allegory presenting totalitarian society in
all its grimmest aspects.
14. Your final statement can be a future prediction based on what you have shown
in the essay. For example:
Considering the vast changes in the global political structure of the last twenty
years, one can only hope that mankind has learned the lessons so elegantly
told in George Orwell's Animal Farm.
| 25
Outline Questionnaire
This essay is about:
The essay is introduced by the following interesting statement:
This essay is introduced with the following idea:
The essay will illustrate the above idea by showing that:

o
(main point of paragraph 1)
This is shown by:

1.
2.
3.
This is shown by:

1.
2.
3.
This is shown by:

1.
2.
3.
To summarize, this essay has shown that:
The lessons that can be learned are:

1.
2.
| 26
Speaking and English pronunciation

- Discurs oral i pronunie
Making phone calls
The first person to patent an electric telephone in the modern sense was the American
inventor Alexander Graham Bell. In 1876, he conceived a device which was capable of
transmitting sound vibrations in the form of human speech. The phone is a very useful
tool for immediate communication, it can connect you to people who are far away, at
the other end of the world, in an instant. But it can also be very frustrating, when you
cannot get through to the person you want to talk to.
Can you present the advantages and disadvantages of the telephone as a means of
communication?
To be effective on the phone, both the caller and the person called must have clear
objectives, the relevant information and a clear strategy and structure for the call. Pay
attention to the steps which must be followed during the conversations on the phone
both by the sender and by the receiver and then try to exemplify:
- phone communication callers steps
| 27
- phone communication the steps taken by the person called
The following sentences are taken from phone calls. Imagine the reply before or after
each of them. Tell which type of conversational strategy they belong to. Establish in
which part of the conversation on the phone it appears.
a. Whos calling, please?
b. Thanks for calling.
c. Just a moment, please. Ill put you through.
d. Which extension do you want?
e. Oh, Im sorry. I must have dialled the wrong number.
f. Good morning, can I help you?
g. Sorry? Can you repeat, please?
h. Could we meet some time soon?
i. Would morning or afternoon suit you best?
j. Sorry, the line is busy.
Translate the following texts and comment upon the reasons why lack of
communication becomes humorous:
a. A fellow dialled his home telephone number.
Hello, he said. Is that Mrs. Brown?
Yes.
This is Jack speaking. I say, dear, will it be all right if I bring home a couple of fellows
to dinner?
Certainly, darling.
Did you hear what I was saying?
Yes you asked if you could bring home a couple of fellows to dinner. Of course you
can, dear.
Sorry, madam, the fellow said as he was hanging up, Ive got the wrong Mrs. Brown.
b. Hello, is that the lawyers office of Messrs. Smithson, Smithson and Smithson?
| 28
Yes, a voice replied at the other end, this is the lawyers office of Messrs. Smithson,
Smithson and Smithson.
Can I speak to Mr. Smithson?
Im afraid not. Mr. Smithson is away on a business trip.
Then, perhaps, I could speak to Mr. Smithson?
Im sorry, Mr. Smithson is being in court right now.
Oh, then give me Mr. Smithson.
This is Mr. Smithson speaking.
Everyday life
A birthday barbecue
Minnie Jones: Its Peters birthday today. So we are having a barbecue in our garden.
You and your wife are both invited to the party. Are you coming, Jim? (Este ziua lui
Peter astzi. Aa c vom face un grtar n grdin. Tu i soia ta suntei invitai
amndoi la petrecere. Venii, Jim?)
Jim Patrick: Well, Minnie, I have to talk first with Paula about it but I think this is not a
problem. We dont have a program for today. I think the answer is yes, we are coming.
(Ei bine, Minnie, trebuie s vorbesc mai inti cu Paula despre asta, dar nu cred s fie o
problem. Nu avem program astzi. Cred c rspunsul este da, venim.)
Minnie Jones: We are delighted to have you and Paula among us then. (Suntem
ncntai s va avem pe tine i pe Paula printre noi, atunci.)
Jim Patrick: Thank you, Minnie. Im doing my shopping and Im going home to tell
Paula about the party. But I have to buy fruits first. (Mulumesc, Minnie. mi fac
cumprturile i m duc acas s-i spun Paulei despre petrecere. Dar mai nti trebuie
sa cumpr fructe.)
Minnie Jones: I have a lot of things to buy, too. Today we are very busy because of this
special celebration. I do the shopping and Emily is cooking a delicious birthday cake for
her brother. Anna is helping her. (i eu am o mulime de lucruri de cumprat. Astzi
suntem foarte ocupai cu aceast srbtoare special. Eu fac cumprturile i Emily
pregtete un tort delicios pentru fratele ei. Anna o ajut.)
Jim Patrick: What are the men of your family doing? Are they helping you, too? (Ce
fac brbaii din familia voastr? V ajut i ei?)
Minnie Jones: Of course they are. Al is working very hard to decorate a place in the
garden, Peter and Johann are building a stage for dancing and playing the music.
| 29
(Sigur c da. Al se strduiete din greu s decoreze un loc n grdin, Peter i Johann
construiesc un ring pentru dans i muzic.)
Jim Patrick: Thank God the weather is splendid. The sun shines, the sky is clear and
theres no wind. We arent afraid of any shower. (Doamne ajut c vremea este
splendid. Soarele strlucete, cerul e senin i nu bate vntul. Nu ne temem de vreo
ploaie torenial.)
Minnie Jones: Yes, we are lucky. Now you have to excuse me, Jim. Im in a hurry. I
have to go to the grocers and also to the butchers as I have many things to buy: beef,
pork and fish. Im sorry. (Da, suntem norocoi. Acum trebuie s m scuzi, Jim. M
grbesc. Trebuie s trec pe la bcnie i pe la mcelrie pentru c am multe de
cumprat : carne de vit, de porc i pete. mi pare ru.)
Jim Patrick: It is all right, Minnie, I understand. I have only one question for you. What
do we wear? Casual or elegant clothes? (Este n regul, Minnie, neleg. Am o singur
ntrebare pentru tine. Ce purtm? Haine obinuite sau elegante?)
Minnie Jones: What a question! Of course you wear what you want. We are looking
forward to seeing you! Bye, Jim. (Ce ntrebare! Bineneles c v mbrcai cu ce vrei.
Abia ateptm s v vedem. Pa, Jim.)
Jim Patrick: Bye, Minnie, thank you for the invitation. I call you when I come home.
(Pa, Minnie, mulumim pentru invitaie. Te sun cnd ajung acas.)
Imagine you are organizing a birthday barbecue for a friend and you are inviting some
of the classmates. Practice a dialogue with them like in the example above.
Parents and children
Parents and their children are very much alike. They sometimes look the same, feel the
same and act the same. They often share the same value system, same beliefs and
opinions, same lifestyle. This is also the case of my son and my husband.
Jim Patrick: Yes, you are right. It is unbelievable how many things they have in
common, Peter and Al, when you look at them. (Da, ai dreptate. Este incredibil ct de
multe lucruri au n comun, Peter i Al, cnd te uii la ei.)
Minnie Jones: They are really handsome. They are both tall, well-built with short blond
hair and blue eyes. Peter takes after his father in every way. (Sunt amndoi chipei.
Sunt amndoi nali, bine fcui, cu prul scurt i blond i ochii albatri. Peter seamn
cu tatl lui n toate privinele.)
| 30
Jim Patrick: They are both good-looking men, I agree. And they are very much alike.
(Sunt amndoi brbai chipei, sunt de acord. i seamn foarte mult.)
Minnie Jones: Peter was a sweet child when he was little but I didnt imagine him
turning into another Al. Now Im amazed of their resemblance. (Peter era un coplia
dulce pe cnd era mic, dar nu mi-am imaginat c o s se transforme ntr-un alt Al.
Acum sunt uluit de asemnarea lor.)
Jim Patrick: But maybe they are different in other respects, arent they!? (Dar poate
sunt diferii n alte privine, nu?)
Minnie Jones: No, they arent. They share almost everything else. They think alike, feel
alike, act alike. (Nu. mprtesc aproape tot. Gndesc la fel, simt la fel, acioneaz la
fel.)
Jim Patrick: Wow, like father, like son. (Cum e tatl e i fiul!)
Minnie Jones: Exactly. When Peter is answering one of my questions I almost hear my
husbands voice and thoughts. (Exact. Cnd Peter mi rspunde la o ntrebare parc
aud vocea i gndurile soului meu.)
Jim Patrick: They have to be different in some ways (Trebuie s fie diferii n unele
privine...)
Minnie Jones: Well, I dont know what to say. Peter is as generous as his father, as
careful as him, he even is as patient as Al. (Nu tiu ce s spun. Peter este la fel de
generos ca tatl su, este la fel de atent i la fel de rbdtor ca Al.)
Jim Patrick: So there is only one obvious difference: Peter is much younger than Al,
isnt there? (Atunci exist o singur diferen evident: Peter este mult mai tnr dect
Al, nu?)
Minnie Jones: Yes. Peter also shares his fathers hobbies and talents. He is playing the
piano and he is painting during weekends. (Da. Peter are i aceleai preferine i
talente. Cnt la pian i picteaz la sfrit de sptmn.)
Jim Patrick: Do they also share the shortcomings? (Au i aceleai defecte?)
Minnie Jones: Unfortunately. Peter is as stubborn as his father. (Din nefericire. Peter
este la fel de ncpnat ca tatl su.)
Adjectivele monosilabice, bisilabice i cele trisilabice cu prefix negativ au form
flexionar la comparativul de egalitate i de superioritate, dar i la superlativ prin
alipirea sufixelor er i est:
as calm as, calmer than, the calmest
as large as, larger than, the largest
| 31
Other examples
Mike is as old as my son.
He is the friendliest boy in town.
It is the largest district of Paris.
Im older than you.
Adjectivele mai lungi de dou silabe, cele bisilabice la care accentul cade pe prima
silab formeaz comparativul de egalitate i de superioritate, dar i superlativul cu
ajutorul adverbelor more i most:
as curious as, more curious than, the most curious
as beautiful as, more beautiful than, the most beautiful
Other examples
She is as beautiful as always.
It is more important than the other exam.
It is the most attractive landscape.
Dont forget the adjectives with irregular forms.
good / well better than the best
bad / ill worse than the worst
Talking about the future

1. IS TO + INFINITIVE
Form:
This form is composed of two elements: the appropriate form of the verb to be + to (am
to, are to, is to), and the infinitive of the main verb without 'to'..
Subject
to be to
infinitive without to
We
are to
leave
Affirmative
She
is to
travel
| 32
Negative
You
are not (aren't) to
travel
Interrogative
Am
I to
travel?
Interrogative negative
they to
travel?
Aren't
Function:
This form refers to an obligation to do something at a time later than now. It is similar
to 'must', but there is a suggestion that something has been arranged or organised for
us. It is not normally used in spoken English, but might be found in spy stories, e.g.
"You are to leave this room at once, and you are to travel by train to London. In
London you are to pick up your ticket from Mr Smith, and you are to fly to your
destination alone. When you arrive, you are to meet our agent, Mr X, who will give you
further information. You are to destroy this message now."
2. BE + ABOUT TO + INFINITIVE
Form:
This form is composed of three elements : the appropriate form of the verb to be,
present tense, + 'about to' + the infinitive of the main verb without 'to':
Subject
be
about to
infinitive without to
am
about to
leave
She
is
about to
arrive
Function:
This form refers to a time immediately after the moment of speaking, and
emphasises that the event or action will happen very soon:
Examples:
a. She is about to leave.
b. You are about to see something very unusual.
c. I am about to go to a meeting - can I talk to you later?
It is often used with the word 'just', which emphasises the immediacy of the action:
We are just about to go to sleep.
Sally is just about to take an exam.
This form can also be used in the simple past tense to refer to an action
that was imminent, but was interrupted. In such cases it is often followed
by a 'when - clause':
She was about to leave when he arrived.
| 33
I was just about to telephone her when she walked into the house.
Conversation Starters
Asking and telling about recent events

What's new?
(What interesting has happened since I last
saw you?)
Guess what?
(I want to tell you something. Ask me about it.)
(The appropriate response to this is "What?")
A: Guess what?
B: What?
A: I just got a new job.
B: Congratulations!
Bringing up a serious topic

Can I talk to you for a minute? Do you have a minute? Got a minute?
Main points
Let me start by . . . First, let me tell you about . . . I've divided my topic into (three)
parts: (They are . . .)
Giving examples
For instance, Let me illustrate, To illustrate,
Asking for Opinions
What do you think? What's your opinion? What are your ideas? Do you have any
thoughts on that? How do you feel about that?
Vocabulary
Describing people
Physical characteristics
tall
well-built
medium height
slim
overweight
thin
fat
short
well-dressed
| 34
smart
middle-aged
fair-haired
good-looking
bald
blond-haired
attractive
bald-headed
blonde-haired
beautiful
beard
brown-haired
pretty
moustache
dark-haired
handsome
long hair
ginger-haired
ugly
short hair
blonde
old
straight hair
brunette
young
curly hair
redhead
clever
emotional
sensitive
intelligent
polite
calm
arrogant
funny
hot-headed
snobbish
witty
impulsive
happy
boring
cheerful
unhappy
patient
generous
stupid
impatient
kind
lazy
sophisticated
mean
outgoing
cheeky
crazy
cautious
friendly
sensible
adventurous
unfriendly
serious
shy
conceited
honest
introverted
brave
good-humoured
extroverted
cowardly
bad-tempered
easy-going
absent-minded
moody
rude
talented
dishonest
bad-mannered
modest
hard-working
impolite
Emotional characteristics
confident
Feelings
happy
bored
enthusiastic
sad
fed up
relaxed
miserable
pleased
stressed
worried
delighted
anxious
depressed
surprised
calm
excited
disappointed
tired
| 35
exhausted
annoyed
angry
disgusted
Parents and children

Qualities and Shortcomings
kind
clever
careful
generous
smart
friendly
courageous
polite
pretty
brave
gorgeous
good-looking
silent
rude
handsome
bad
stupid
beautiful
aggressive
lazy
patient
ugly
noisy
Ordering in a restaurant
an appetizer
N. a small dish at the beginning of a meal, a starter
a chef
N. a skilled cook
chives
N. a small onion-like herb commonly added to potatoes
chowder
N. a kind of soup usually containing fish and vegetables
to come with
V. to include (in a meal)
dressing
N. a sauce added to salads
an entree
N. a main dish
a menu
N. a list of dishes available in a restaurant
salmon
N. a large fish with silvery skin and pinkish meat
rare
A. very pink adjective used to describe a way of cooking meat
medium-rare
A. slightly pink adjective used to describe a way of cooking meat
medium
A. normally cooked adjective used to describe a way of cooking meat
| 36
well-done
A. fully cooked adjective used to describe a way of cooking meat
Items at a bank
Teller
Withdrawal
Cash
Window
Loan
Currency
ATM (machine)
Account
Credit
Drive-through
Statement
Credit Card
Deposit
Check
Expressions
Cash a check
Deposit money
check book
deposit slip
Write a check
Withdraw money
check register
withdrawal slip
Get a loan (borrow

money)
loan application
Prefixes
Prefix
antibicontradidisex
ex-, eextrahyperin-, im-, il-, irinterintraintromacromicromismonomulti-
Meaning
against
two
against
two
apart, away from
former
go out from
beyond
extremely
negative, not
between
within
inward
large
tiny, small
wrong
one
many
Examples
antibiotic
bicycle
contradict
diameter, dichotomy
dissatisfied, disillusion
ex-wife
exit
extraterrestrial
hyperactive
incapable, impossible, illogical, irresponsible
interaction, intermingle
intracoastal
introduction
macroeconomics
microscope
misuse, misinform
monolingual
multinational
| 37
neononomnipolypostprereretrosemisubsupertriununi-
new
negative, not
all
many
after
before
again
backwards
half
under
above
three
negative, not
one
neophyte, neonatal
non-binding
omnipotent
polyglot
postwar
previous
reply, rearrange
retroactive
semiannual
submarine, subordinate
supersede
tricycle, triplets
unidentified
unilateral
Grammar
Concordana timpurilor
Concordana timpurilor se aplic, desigur, nu n propoziii, ci n fraze. Ea const n
aceea c folosirea unui anumit timp n propoziia principal oblig la folosirea unui timp
adecvat n propoziia secundar. Ce nseamn un timp adecvat" se va vedea n
continuare.
Propoziia principal
1. un timp present"
Present Tense Simple, Present Tense Continuous, Present Perfect Simple,
Present Perfect Continuous
Propoziia secundar
Orice timp cerut de sens
Propoziia principal
| 38
2. un timp past"
Past Tense Simple, Past Tense Continuous, Past Perfect Simple, Past Perfect
Continuous
Propoziia secundar
Orice alt timp past"
Ex. a) Past Tense actiune simultana Past Tense
He said he was ill. (El a spus ca este bolnav.)
He said he was going to school. (El a spus ca merge la scola.)
b) Past Tense actiune anterioara Past Perfect
He said he had returned home a week before. (El a spus ca se intorsese acasa cu o
saptamna inainte.)
I arrived home after it had stopped raining. (Am ajuns acasa dupa ce incetase ploaia.)
Nota 1: Daca intr-o fraza exista doua propozitii secundara cu actiunea anterioara celei
din principala, se poate folosi Past Perfect in mod repetat.
Ex. She said she had forgotten where she had put her glasses. (Ea a spus ca uitase
unde si-a pus ochelarii.)
c) Past Tense actiunea posterioara Future-in-the-Past
He said he would leave the next day. (El a spus ca va pleca a doua zi.)
Nota 2: Daca intr-o fraza exista doua propozitii secundare cu actiune posterioara celei
din principala, dintre care una este temporala sau conditionala. Future-in-the-Past se
poate folosi numai o singura data, dupa care (in temporala sau conditionala) se
intrebuinteaza Past Tense (pentru simultaneitate) sau Past Perfect (pentru
anterioritate).
Ex. He said he would come to see me when he had time. (El a spus ca va veni sa ma
vada cnd va avea timp.)
1.
un timp future"
Teoretic se poate folosi orice timp cerut de sens, cu exceptia propozitii temporale sau
conditionale, care nu pot include un verb la viitor. Situatiile cel mai des intlnite sunt
urmatoarele:
a.
Future aciune simultan Present
I will read this book when I have time. (Voi citi aceasta carte cnd voi avea timp.)
I will have finished studying when you come home. (Voi fi terminat de studiat cnd vei
veni tu acasa.)
b.
Future aciune anterioar Present Perfect
I will go to England after I have received a visa. (Voi merge in Anglia dupa ce voi obtine
viza.)
| 39
Excepii de la concordana timpurilor

1.
2.
3.
cnd propozitia secundara exprima un adevar general valabil.

Ex. The teacher told the pupils water boils at 100 oC.
cnd propozitia secundara este atributiva.
Ex. The book I am reading now was given to me by my brother.
cnd propozitia secundara este comparativa.
Ex. Last year I worked more than I have done this year.
Not: In limba engleza contemporana, se poate observa uneori o oarecare tendinta de

a nu se respecta concordanta timpurilor atunci cnd verbul din propozitia principala
este la trecut. Se poate intlni, de exemplu, o formulare de tipul: He said he loves
me". Este posibil ca ceea ce apare acum ca tendinta, cu timpul, sa ajunga regula.
Pentru moment insa, sfatuim pe vorbitorii romni de limba engleza sa respecte regulile
de concordanta a timpurilor asa cum sunt prezentate mai sus.
Modul condiional i frazele condiionale

Present Conditional (condiional prezent)
Se formeaz cu should i would la persoana I si would la persoanele II si III, la care se
adauga infinitivul prezent al verbului de conjugat.
Afirmativ
I should/would go We should/would go
You would go You would go
He/she/it would go They would not go
Negativ
I should/would not go We should/would not go
You would not go You would not go
He/she/it would not go They would not go
Forme prescurtate: shouldnt, wouldnt.
Interogativ
Should I go? Should we go?
Would you go? Would you go?
Would he/she/it go? Would they go?
Se traduce cu conditionalul prezent din limba romna (as merge, ai merge, ar merge).
| 40
Past Conditional (condiional trecut)

Se traduce cu should/would la care se adauga infinitivul trecut (have + forma III a
verbului de conjugat).
Afirmativ
I should/would have gone
You would have gone
He/she/it would have gone
We should/would have gone
You would have gone They would have gone
Negativ
I should/would not have gone
You would not have gone
He/she/it would not have gone
We should/would not have gone
You would not have gone They would not have gone
Interogativ
Should I have gone? Should we have gone?
Would you have gone? Would you have gone?
Would he/she/it have gone? Would they have gone?
Se traduce cu conditionalul trecut din limba romna (as fi mers, ai fi mers, ar fi mers).
Frazele condiionale (If-Clauses)
Exista trei tipuri de fraze conditionale:
Tipul 1
Propozitia principala Propozitia secundara
Future Present
I will stay at home if it rains. (Voi sta acasa daca va ploua.)
Tipul 2
Present Conditional Subjonctiv cu forma de Past Tense
I would stay at home if it rained. (As sta acasa daca ar ploua.)
Tipul 3
Past Conditional Subjonctiv cu forma de Past Perfect
I would have stayed at home if it had rained. (As fi stat acasa daca ar fi plouat.)
| 41
Nota 2: if poate fi inlocuit de provided (that), providing, supposing, suppose, in case.

What shall we do, supposing he is late? (Ce vom face presupunnd ca el intrzie?)
if not poate fi inlocuit cu unless
I wont go shopping unless you come with me.
I wont go shopping if you dont come with me.
Modalitati de introducere a propoziiilor secundare n vorbirea indirect
Afirmatii: cu that (care se poate omite)
Ex. He said: I am ill". He said (that) he was ill.
Comenzi: cu infinitivul (afirmativ sau negativ)
Ex. He said Go out". He told me to go out.
Intrebari
Exista doua tipuri de intrebari: generale si speciale. Intrebarile generale sunt cele care
incep cu un verb, iar raspunsul poate fi da sau nu.
Ex. Where have you been? Ive been away, on holiday.
Intrebarile generale se introduc cu if sau whether (daca).
Ex. He asked me if I liked music.
Intrebarile speciale se introduc cu cuvntul interogativ respectiv.
Ex. He asked me where I had been.
In cazul intrebarilor speciale trecute la vorbirea indirecta, trebuie acordata atentie
ordinei cuvintelor din propozitia secundara. Intruct aceasta propozitie incepe cu un
cuvnt interogativ, exista tentatia de a folosi ordinea cuvintelor din propozitiile
interogative, ceea ce este o greseala.
Ex. He asked me: What is the time?"
Corect: He asked me what the time was.
Incorect: He asked me what was the time.
Verbele modale
CAN
COULD
MAY
MIGHT
MUST
NEED
SHOULD
OUGHT TO
SHALL
WILL
WOULD
| 42
Caracteristici generale
Nu primesc to inaintea lor si dupa ele:

Ex. Can is a model verb.
I can do this. (Pot sa fac aceasta.)
Spre deosebire de: I want to do this. (Vreau sa fac aceasta.)
Nu primesc s la persoana III singular, prezent.

Ex. He can speak English.
Nu formeaza negativul si interogativul cu to do".

Ex. He cannot (cant) speak English.
Nu au toate timpurile. Se folosesc inlocuitori.
CAN
Are sensul de a putea, a fi in stare Ex. I can make this traslation.
Can = infinitiv, prezent
Negativ: cannot, cant Ex. I cannot (cant) make this translation.
Interogativ: Can I? Can you? etc. Ex. Can you make this translation?
Could=Past Tense, conditional prezent al verbului can
Negativ: could not (couldnt)
Interogativ: Could I? Could you? etc.
Ex. I couldnt come to you yesterday. N-am putut sa vin la tine ieri.
Pentru conditionalul trecut se foloseste could + infinitivul trecut
Ex. He could have been here in time. Ar fi putut sa fie aici in timp.
Pentru celelalte timpuri se foloseste inlocuitorul to be able to.
Ex. I will be able to come to you tomorrow. Voi putea veni la tine mine.
Arata o anumita abilitate fizica sau intelectuala. Se traduce cu a sti sa.

Ex. I can swim. (Stiu sa inot.)
I can speak English. (Stiu sa vorbesc engleza.)
In vorbirea familiara, can poate fi folosit cu sensul lui may de a avea permisiunea".
Ex. Father, can I take your car? Tata, pot/am permisiunea sa iau masina ta?
Cant/couldnt nu se poate sa, nu e posibil sa.
Ex. It cant/couldnt be 9 oclock. The sun hasnt set yet. Nu se poate sa fie ora 9.
Soarele nu a apus inca.
Pentru a reda ideea de trecut cu acest sens, se foloseste infinitivul trecut. Ex. You
cant/couldnt have seen John in the street. He is abroad. Nu se poate sa-l fi vazut pe
John pe strada. El e in strainatate.
| 43
MAY
are sensul de a putea, a avea permisiunea
Ex. May I smoke in this room? Pot/am permisiunea sa fumez in aceasta camera?
Yes, you may. (Da, poti.)
Negativ: may not, maynt
Interogativ: May I? May you?
May = infinitiv, prezent
Cu acest sens exista timpul might care reda ideea de trecut, dar se foloseste numai
dupa un alt verb la trecut (vorbire indirecta). Ex. He said I might smoke in that room.
Pentru celelalte timpuri se folosesc inlocuitorii: to be allowed to, to be permitted to. Ex. I
was allowed/permitted to smoke in that room. Am putut/mi s-a permis sa fumez in
camera aceea. I will be allowed/permitted to smoke in that room.
Voi putea/mi se va permite sa fumez in camera aceea.
May/Might s-ar putea sa
Ex. Take your umbrella. It may/might rain. Ia-ti umbrela, s-ar putea sa ploua.
Ring up John. He may/might be at home now. Telefoneaza-I lui John. S-ar putea sa fie
acasa acum.
May/might pot exprima un repros.
Ex. You may/might help me when I am in need. Ai putea sa ma ajuti am nevoie.
MUST
A trebui
Ex. Its got late. I must go home. S-a facut trziu. Trebuie sa plec acasa.
Negativ: must not, mustnt
Interogativ: Must I? Must you?
Must = infinitiv, prezent
Nu are alte timpuri. Se foloseste inlocuitorul to have to.
Ex. I had to finish the traslation yesterday. A trebuit sa termin traducerea ieri.
I will have to finish the translation tomorrow. Va trebui sa termin traducerea mine.
Trebuie mentionat faptul ca inlocuitorul lui must, to have to formeaza interogativul si
negativul cu ajutorul auxiliarului to do. Ex. I didnt have to finish the translation
yesterday.
De asemenea, poate avea sensul probabil ca:
Ex. It must be late. Lets go home. Probabil ca e trziu. Hai sa mergem acasa.
| 44
NEED
Exista doua verbe:
To need: verb obisnuit, notional, cu sensul de a avea nevoie
Ex. He doesnt need this book.
El nu are nevoie de aceasta carte.
Need: verb modal, cu sensul de a fi nevoie
Ca verb modal, need se foloseste numai la interogativ si negativ. Ex. Need I

be here at one oclock? E nevoie sa fiu aici la ora 1? No, you neednt. Nu, nu e
nevoie.
Pentru a raspunde afirmativ la intrebarea de sus, se foloseste verbul must. Ex.
Need I be here at one oclock? Yes, you must! (Da, trebuie!)
Pentru exprimarea ideii de trecut a verbului need, exista 2 posibilitati:
Daca actiunea nu era necesara, dar a fost facuta, se foloseste neednt +

infinitivul trecut.
Ex. You neednt have watered the flowers. Couldnt you see it was going to
rain? Nu era nevoie sa uzi florile. N-ai vazut ca urma sa ploua?
Daca actiunea nu era necesara si nu a fost facuta, se foloseste

didnt need + infinitivul
Ex. We didnt need to do this exercise. The teacher told us it was too easy for
us. Nu a fost nevoie sa facem acest exercitiu. Profesorul ne-a spus ca e prea
usor pentru noi.
SHOULD, OUGHT TO
Ambele verbe indica o actiune corecta, o obligatie morala, o recomandare. Se traduc
cu: ar trebui sa, ar fi cazul sa, ar fi bine sa.
Ex. You should/ought to help your mother with housework. Ar trebui sa o ajuti pe mama
ta la treburile casei.
Pentru a reda ideea de trecut, se adauga infinitivul trecut. Ex. You should not/ought not
to have been so rude to him. Nu ar fi trebuit sa fii att de nepoliticos cu el.
SHALL
Folosit cu persoana I, shall indica viitorul. Folosit cu persoana I, interogativ, poate
indica, de asemenea, solicitarea unui sfat, o oferta sau o sugestie. Ex. Which dress
shall I buy? Ce rochie sa cumpar? Shall we meet at one oclock? Sa ne intlnim la ora
1? Folosit cu persoanele II si III, shall poate arata o promisiune, o obligatie sau o
amenintare care provin de la cel care vorbeste. Ex. Mother to child: You shall have a
bicycle if you pass the exam.
WILL, WOULD
Formula de politete, cerere politicoasa:
Will you/would you sit down?
Will you/would you help me with my translation, please?
A voi (cu sens extins la obiecte):
| 45
This child will/would not do what I say.

Acest copil nu vrea sa faca ce-I spun.
This radio wont work.
Actiune repetata:
n perioada prezenta
My mother will sit for hours watching TV. Mama mea obisnuieste sa
stea ore intregi privind la televizor.
n trecut
When I was a child, my mother would read me fairy tales.
Cnd eram copil, mama obisnuia sa-mi citeasca povesti.
Presupunere: se traduce in limba romna cu o fi.
This girl looks very much like Jane. She will be her sister.
Not: In afara de would", ideea de actiune repetata in trecut se poate exprima cu
used to".
Ex. When I was a child, my mother used to read me fairy tales. Used to eate un verb
semi-modal, care are numai forma de trecut.
Modurile nepersonale i construciile verbale
In limba engleza, modurile nepersonale sunt urmatoarele: infinitivul, forma ing
(gerunziul si participiul prezent) si participiul trecut.
Infinitivul poate avea aspect, diateza si timpuri.
Diateza activa
o
o
o
o
infinitiv prezent simplu: to call

infinitiv prezent continuu: to be calling
infinitiv perfect simplu: to have called
infinitiv perfect continuu: to have been calling
o
o
infinitiv prezent simplu: to be called

infinitiv perfect: to have been called
Diateza pasiva
Forma -ing. Att participiul prezent ct si gerunziul se formeaza prin adaugarea

terminatiei -ing la infinitivul verbelor (to call calling). Participiul prezent si gerunziul pot
avea timpuri si diateza.
Diateza activ
o
nedefinit: calling
| 46
perfect: having called
o
o
nedefinit: being called

perfect: having been called
Diateza pasiv
Participiul trecut se formeaza prin adaugarea terminatiei -ed la verbele regulate; in

cazul verbelor neregulate, el reprezinta forma a III-a:
o
o
to call called called

to go went gone
Construcii cu infinitivul
Acuzativ cu infinitiv
Const dintr-un verb urmat de un pronume sau substantiv in acuzativ + un verb la
infinitiv.
Ex. I want you to go now. (Vreau ca tu sa pleci acum.)
Exista cteva tipuri de verbe care accepta acest tip de constructii:
a. Adverbe exprimnd dorinta sau vointa: to want, to wish, to like, to
dislike, to hate. Ex. Id like him to come with me. I want John to do this.
b. verbe exprimnd perceptia senzoriala: to see, to hear, to feel, to watch.
Aceste verbe sunt urmate de infinitivul scurt (fara to).
Ex. I saw him leave the room.
c. verbe exprimnd un ordin, o permisiune sau o cauzalitate: to make, to
cause, to allow, to order. Verbele to make si to let sunt urmate de
infinitivul scurt (fara to). Ex. I made him study English. I let him go out
and play.
d. verbe exprimnd perceptia mentala: to think, to suppose, to expect, to
consider, to understand, to know, to believe. Ex. I consider him to be a
good student.
e. verbe declarative: to state, to declare, to admit. Ex. He admitted the
news to be false. They declared him to be the man of the year.
f.
cu anumite verbe urmate de prepozitii obligatorii: to rely upon/on, to

count upon/on. Ex. I rely on you to do this.
Nominativ cu infinitiv
Const dintr-un subiect n nominativ + un verb la diateza pasiva sau activa + un verb la
infinitiv.
folosit cu verbe la diateza pasiva: to see, to hear, to know, to say, to believe, to
suppose, to expect, to make, to consider. Ex. He is said to be a good writer.
cu verbele: to happen, to prove, to turn out, to seem, to appear, la diateza activa:
Ex. He proved to be a good journalist.
Not: Trebuie remarcat faptul ca expresia impersonala din limba romna se intmpla
sa este, de obicei, tradusa cu o expresie personala in limba engleza.
| 47
cu expresiile: to be sure / likely / unlikely / certain Ex. She is sure to come in time.
Not: Din nou avem in limba engleza o expresie personala care se traduce in
romneste cu o expresie impersonala. Daca vrem sa traducem expresia personala:
Ea e sigura ca va veni la timp" o redam in modul urmator: She is sure the she will
come in time".
For phrase
Consta din propozitia for + un substantiv sau pronume in acuzativ + un verb la infinitiv.
Ex. It is easy for me to do this. This remains for him to decide.
Not: Ultimele doua propozitii se pot reda in limba engleza si cu ajutorul subjonctivului.
Ex. It is impossible that I (should) come. It is necessary that I (should) go there.
Construcii cu participiul present
Acuzativ cu participiu
Se folosete cu verbe exprimnd perceptie senzoria: to see, to hear, to watch, to
smell, precum si cu verbele to find, to leave. Ex. I saw him leaving. I heard her
singing.
In cazul verbelor de perceptie, aceasta constructie este asemanatoare cu Acuzativul cu
Infinitiv. Diferenta de sens intre cele doua constructii este urmatoarea: folosirea
acuzativului cu infinitiv pune accentul pe actiunea propriu-zisa, in timp ce acuzativul cu
participiu arata actiunea in desfasurare. Astfel: I saw her leave s-ar putea traduce Am
vazut-o ca pleaca sau Am vazut-o plecnd. In timp ce I saw her leaving se poate
traduce numai Am vazut-o plecnd.
Nominativ cu Participiu
Este pasivul constructiei Acuzativ cu Participiu:
Ex: He was seen leaving. She was heard singing.
Nominativul absolut
Este o constructie participiala care are un subiect al ei propriu. Ex: The classes being
over, we went home. Weather permitting, we shall go to the beach.
Construcie cu participiul trecut
Este format din verbul to have sau to get + un complement + participiul trecut. Ex: I
must have/get my shoes repaired. I will have my hair done.
Aceast construcie arat c aciunea este fcut de ctre altcineva spre avantajul sau
la ordinul persoanei reprezentate de subiect. Este de asemenea posibil s apar
situaii n care actiunea exprimata de participiul trecut este facuta de altcineva in
detrimentul persoanei exprimate de subiect. Ex. She had two sons killed in the war.
| 48
LISTA VERBELOR NEREGULATE
to be
was, were
been
to bear
bore
borne, born
to beat
beat
beaten
to become
became
become
to begin
began
begun
to bend
bent
bent
to bite
bit
bitten
to blow
blew
blown
to break
broke
broken
to bring
brought
brought
to build
built
built
to burn
burnt
burnt
to burst
burst
burst
to buy
bought
bought
to catch
caught
caught
to choose
chose
chosen
| 49
to come
came
come
to cost
cost
cost
to creep
crept
crept
to cut
cut
cut
to deal
dealt
dealt
to dig
dug
dug
to do
did
done
to draw
drew
drawn
to dream
dreamt
dreamt
to drink
drank
drunk
to drive
drove
driven
to eat
ate
eaten
to fall
fell
fallen
to feed
fed
fed
to feel
felt
felt
to fight
fought
fought
to find
found
found
| 50
to fly
flew
flown
to forbid
forbade
forbidden
to forget
forgot
forgotten
to forgive
forgave
forgiven
to freeze
froze
frozen
to give
gave
given
to go
went
gone
to grow
grew
grown
to hang
hung
hung
to have
had
had
to hear
heard
heard
to hide
hid
hidden
to hit
hit
hit
to hold
held
held
to hurt
hurt
hurt
to keep
kept
kept
to kneel
knelt
knelt
| 51
to know
knew
known
to lay
laid
laid
to lead
led
led
to lean
leant
leant
to learn
learnt, learned
learnt, learned
to leave
left
left
to lend
lent
lent
to let
let
let
to lie
lay
lain
to lose
lost
lost
to make
made
made
to mean
meant
meant
to mow
mowed
mown
to meet
met
met
to pay
paid
paid
to put
put
put
to read
read
read
| 52
to ride
rode
ridden
to ring
rang
rung
to rise
rose
risen
to run
ran
run
to say
said
said
to see
saw
seen
to seek
sought
sought
to sell
sold
sold
to set
set
set
to sew
sewed
sewn
to shake
shook
shaken
to shine
shone
shone
to shoot
shot
shot
to show
showed
shown
to shrink
shrank
shrunk
to shut
shut
shut
to sing
sang
sung
| 53
to sink
sank
sunk
to sleep
slept
slept
to slide
slid
slid
to smell
smelt
smelt
to sow
sowed
sown
to speak
spoke
spoken
to spell
spelt
spelt
to spend
spent
spent
to spill
spilt
split
to spread
spread
spread
to stand
stood
stood
to stea1
stole
stolen
to stick
stuck
stuck
to stride
strode
stridden
to strike
struck
struck
to strive
strove
striven
to swear
swore
sworn
| 54
to sweep
swept
swept
to swim
swam
swum
to take
took
taken
to teach
taught
taught
to tell
told
told
to think
thought
thought
to throw
threw
thrown
to understand
understood
understood
Bibliography:
Alexander, L.G., Essay and letter writing, Longman Press, London and New
York, 1999
Banta Andrei, Essential English, Editura Teora, Bucureti, 1992
Nastasia Diana, Focus on Communication, Editura comunicare.ro, 2001
Harmer, Jeremy, Just Reading and Writing Intermediate Manual, Marshall
Cavendish, London, 2004
www.englishpage.com
www.teachenglish.org.uk, by British Council
| 55
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Speaking and pronunciation / Discurs oral i pronunie

Vocabulary / Noiuni de vocabular

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wanted to do something new and interesting, so this field suits her.

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the cover of a book

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on the left side

in the bottom right-hand

on the right side

Sentences and opinions

I think that... , maybe... , I suppose... , the atmosphere is... , it seems as if...

In my opinion, I (don't) like this picture because..., it makes me think of...

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crucior pentru bagaje

passport check point

punct de control al paapoartelor

magazin scutit de taxe vamale

Fasten your seat belt!

Punei-v centura de siguran!

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He's taller and somewhat more handsome than I [am handsome].

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Continual versus continuous

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Lay versus Lie

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(name of character) represents

_______________________ (choose theme) because

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9. I found it interesting that

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This essay is about:

The essay is introduced by the following interesting statement:

This essay is introduced with the following idea:

The essay will illustrate the above idea by showing that: