Documente Academic
Documente Profesional
Documente Cultură
ENGLISH
Suport de curs n format ID
Autori:
Semestrul: I / II
Numarul de ore: 14 seminare / 28 ore. (14 2 = 28)
Finalizarea: Colocviu la sfrsitul semestrului.
1.Obiectivul general: dezvoltarea abilitatilor lingvistice de exprimare corecta, fluenta, si la un nivel
mediu de cunostiinte, att n scris ct si oral.
2.Scopul: dezvoltarea capacitatii de recunoastere, ntelegere, comentare si exersare a constructiilor
lingvistice nvatate, folosirea corecta a notiunilor de vocabular generale si specifice domeniului
economic.
3.Mijloace: manualul de curs practic, casete, caietul de curs practic, culegeri de exercitii
gramaticale si lexicale, scrisori comerciale si de afaceri.
4.Continutul cursului practic se bazeaza pe parcurgerea unor teme gramaticale si de vocabular n
diferite registre (formal si neformal, n scris si oral, fata n fata si la distanta).
5.Obiectivele: scopul cursului practic consta n deprinderea si exersarea a patru abilitati
comunicative dupa cum urmeaza:
a. Reading la sfrsitul semestrului studentii vor putea citi cu usurinta un text n limba engleza
cu grad de dificultate medie, recunoscnd constructii gramaticale de baza, vor formula
ntrebari si vor da raspunsuri pe baza textului, vor identifica sinonime, antonime si omonime,
vor putea alcatui familii de cuvinte, vor putea explica formarea cuvintelor compuse si
derivate, sa ordoneze paragrafe si texte scurte, sa stabileasca titlurile unor texte.
b. Listening - la sfrsitul semestrului studentii vor putea ntelege usor un monolog sau un dialog
n limba engleza si n acelasi timp vor reusi sa rezolve exercitiile corespunzatoare ( sa
completeze un tabel, sa bifeze anumite raspunsuri, sa dea raspunsuri n scris pe baza textului
nregistrat, sa retina cteva informatii din prezentarea nregistrata ).
c. Writing la sfrsitul semestrului studentii vor fi n stare sa scrie compuneri de lungime medie
pe o tema data, sa descrie un loc sau o persoana, sa scrie scrisori standard formale si
neformale, sa completeze formulare.
d. Speaking la sfrsitul semestrului studentii vor putea raspunde oral la ntrebari, vor purta
conversati pe o tema data, vor face descrieri orale de locuri si persoane, vor putea discuta
conform rolurilor primite, si vor putea exprima parerile personale n legatura cu diverse teme
n discutie conform subiectelor propuse de manualul cursului practic.
CONTENTS
UNIT 1
1. Grammar: Present Simple and Present Continuous
2. Vocabulary: suffixes and prefixes
3. Reading: A long distance teacher
4. Reading, Listening and Writing: writing to a pen friend
UNIT 2
1. Grammar: Past Tense Simple and Past Tense Continuous
2. Reading and Writing: Charles Dickens
3. Reading: Inside the Buckingham Palace
4. Writing: Biographies
UNIT 3
1. Grammar: Verbs not normally used in the continuous aspect
2. Reading and Speaking: Hello, people of the world.
3. Reading and Listening: Two teenage geniuses
4. Reading and Writing: Arranging jumbled texts
UNIT 4
1. Grammar: The degree of comparison
2. Reading and Listening: Marks and Spencer
3. Reading and Writing: The richest man in the world
4. Vocabulary: adjectives
UNIT 5
1. Grammar: Future
2. Reading and Speaking: Living in the skies
3. Reading and Writing: English food
4. Vocabulary: Nouns plural
UNIT 6
UNIT 1
Objectives:
a. Students will be able to recognize and use the present tenses, both simple and continuous.
b. Students will be able to read and speak on a given subject (level elementary).
c. Students will be able to write simple, informal letters.
GRAMMAR
Present Tense
A. Present Tense Simple
Pattern
Affirmative: Subject + Verb (Short Infinitive/+ -s/-es for third person singular)
Interrogative: Do/Does + Subject + Verb (Short Infinitive)?
Negative: Subject + do/does + not +Verb (Short Infinitive).
Use
1. habitual actions: I go to work every day.
2. repeated actions: He often goes to the cinema.
3. general truths: The sun rises in the east.
4. instantaneous present: The goal-keeper misses the ball.
5. exclamations: Here comes the train!
6. planned actions: We leave London at eight.
7. the date: Tomorrow is Friday.
B. Present Continuous
Pattern
Affirmative: Subject + am/is/are + Verb+ing.
Interrogative: Am/is/are + Subject + Verb+ing?
Negative: Subject + am/is/are + not + Verb+ing.
Use
1. an action in the moment of speaking: He is reading a book right now.
2. a progressive action which was not finished in the moment of speaking: He is doing his
work.
3. a repeated action in the moment of speaking: He is knocking at the door.
4. a temporary action: Tom is attending the Poly.
5. a planned action: We are leaving tomorrow.
Practice: Put the verbs in brackets into the correct present tense (simple or continuous):
1. This book is about a man who (desert) his family and (go) to live on a Pacific island.
2. Why you (walk) so fast today? You usually (walk) quite slowly.
3. I (hurry) because I (meet) my mother at four oclock and she (not like) to be kept waiting.
4. When the curtain (rise) we (see) a group of workers. They (picket) a factory gate.
5. He never (listen) to what you say. He always (think) about something else.
6. You (hear) the wind? It (blow) very strongly tonight.
7. You (see) my car keys? I (look) for them but I (not see) them.
8. In most countries a child (start) school at six and (stay) for about five ears in a primary
school. Then he (move) to a secondary school. At 18 he (take) an exam.
9. Where he (come) from? He (come) from Japan.
10. Mr. Brown often (go) to the theatre but his wife (not go) very often. He (like) all sorts of
plays but she (prefer) comedies.
Paola is an Italian student of English at a school in London. Read and listen to her letter to
David, her pen friend.
72 Newton Drive
London SW 6
3rd October
Dear David
How are you? Im fine. Im in London, at the International School of English. Im in a class 3
with eight other students. Theyre all from different countries- Spain, France, Japan,
Argentina, Switzerland, and Thailand. Our teachers name is Peter Briscall. Hes very nice.
Hes funny and hes a very good teacher.
My new address is at the top of the letter. Im with an English family, the Browns. Mrs.and
Mr. Brown have three children. Thomas is fourteen, Catherine is twelve, and Andrew is
seven. They are all very friendly, but it isnt easy to understand them!
London is very big and very interesting. The weather is good - cold but sunny - and the parks
are beautiful! Hyde Park, Green Park, and St. James` Park are all in the centre. It isnt easy to
use the Underground, but I understand it now. Its very expensive!
English food is OK, but the coffee is horrible!
Write to me soon.
Love, Paola
P.S. Is my English OK?
Questions:
1. Who is Paola?
2. Where is she studying?
3. What is she studying?
4. What is the teachers name?
5. Where is she staying?
6. How old is Thomas? But Catherine?
7. Is English coffee OK?
Pre-reading task
Reading
Read the text. Answer the three
questions.
a. Where does Mr. Garret live?
b. Whats his job?
c. Where does he work?
Vocabulary
Suffixes and prefixes
1. acy
2. ance
3. ation
4. hood
5. ism
6. ity
7. ment
8. ness
9. ship
10. th
11. ure
12. y
UNIT 2
Objectives:
a. Students will be able to recognize and use the past tenses, both simple and
continuous.
b. Students will be able to read a text and answer the questions.
c. Students will be able to form Wh-questions.
GRAMMAR
Past Tense
A. Past Tense Simple
Pattern
Affirmative: Subject + Veb (-ed, II)
Interrogative: Did + Subject + Verb (Short Infinitive)?
Negative: Subject + did + not + Verb (Short Infinitive).
Use
1. a past action: I went to the opera last night.
2. a repeated action in the past: I often visited him.
B. Past Tense Continuous
Pattern
Affirmative: Subject + Was/Were + Verb+ing.
Interrogative: Was/Were + Subject + Verb+ing?
Negative: Subject + Was/Were + not + Verb+ing.
Use
1.
2.
3.
4.
5.
6.
7.
a progressive action in the past: I was walking at this time last week.
a progressive action interrupted by a momentary action: He came in when I was eating.
two progressive past actions: She was reading while I was sleeping.
an unfinished past action: He was reading a book last night.
a repeated action in the past: He was always coming late to the English classes.
a temporary action: He was living in Madrid when I met him.
a future action which was planned in the past, but was not fulfilled: We were leaving the
next day.
Practice: Put the verbs in brackets into the Simple Past or Past Continuous:
1. He (sit) on the bench fishing when he (see) a mans hat floating down the river. It (seem)
strangely familiar.
2. It (snow) heavily when he (wake) up. He (remember) the Jack (come) for lunch and (decide)
to go down to the station to meet him in case he (lose) his way in the snow.
3. When I (reach) the street I (realize) that I (not know) the number of Toms house. I (wonder)
what to do about it when Tom himself (tap) me on the shoulder.
4. I (pick) up the receiver and (dial) the number. To my surprise I (find) myself listening to an
extraordinary conversation. Two men (plan) to kidnap the Prime Minister.
5. While I (wonder) whether to buy the dress or not, someone else (come) and (buy) it.
6. She (promise) not to report me to the police but ten minutes later I (see) her talking with
a policeman, and I am sure she (tell) him all about it.
7. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder.
8. As it (rain) the children (play) in the sitting-room. Tom (try) to write a letter but the children
(keep) asking him questions.
Grammar
Practice
Put the verbs in brackets into the Simple Past or Past Continuous:
1. He (sit) on the bench fishing when he (see) a mans hat floating down the river. It (seem)
strangely familiar.
2. It (snow) heavily when he (wake) up. He (remember) that Jack (come) for lunch and (decide)
to go down to the station to meet him in case he (lose) his way in the snow.
3. When I (reach) the street I (realize) that I ( not know) the number of Toms house. I (wonder)
what to do about it when Tom himself (tap) me on the shoulder.
4. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder.
5. I (look) through the classroom window. A geometry lesson (go) on. The teacher (draw)
diagrams on the blackboard.
6. Most of the boys (listen) to the teacher but a few (whisper) to each other, and Tom (read) a
history book. Tom (hate) mathematics, he always (read) history during the mathematics
lessons.
7. She (promise) not to report me to the police but ten minutes later I (see) her talking with a
policeman and from the expression on his face I am sure she (tell) him all about it.
8. I (pick) up the receiver and (dial) a number. To my surprise I (find) myself listening to an
extraordinary conversation. Two men (plan) to kidnap the Prime Minister.
9. I (meet) Paul at the university. We both (be) in the same year. He (study) law, but he (not be)
very interested in it and (spend) most of his time practicing the flute.
10. My neighbour (look) in last night and (say) that he (leave) the district and (go) to Yorkshire, to
a new job. I (say) that I (be) very sorry that he (go) and (tell) him to write to me from Yorkshire
and tell me how he (get) on.
11. I (go) to Jacks house but (not find) him in. His mother (say) that she (not know) what he (do)
but (think) he probably (play) football.
12. This used to be a station and all the London trains (stop) here. But two years ago they (close)
the station and (give) us a bus service instead.
13. Ann works in the branch where the big robbery (take) place. She actually (work) there at the
time of the raid?
14. When Ann (say) that she (come) to see me the next day, I (wonder) what flowers she would
bring. She always brings flowers.
15. While I (wonder) whether to buy the dress or not, someone else (come and (buy) it.
16. My dog (attack) the postman as he (put) the letters into the letter box. The man (thrust) a large
envelope into the dogs mouth and of course he (tear) it. Unfortunately the letter (contain) my
diploma. I (patch) the diploma with Sellotape but it still looks a bit odd.
17. We (not get) much sleep last night because the people next door (have) a noisy party. I (ring)up
the landlord and (say) that his tenants (make) too much noise. He (point out) that it (be)
Saturday and that people often (have) parties on Saturdays nights. I (say) that the people in his
house always (have) parties.
18. How you (break) your leg?/ I (fall) off the ladder whe n I(put up) the curtains. The worst of it
(be) that it (be) just before the holidays and I (go) away.
19. So you (not go) away?/ No, of course not. I (cancel) my bookings and (spend) the holiday
hobbling about at home.
20. As it (rain) the children (play) in the sitting-room. Tom was there too. He (try) to write a letter
but he (not get on) very well because the children (keep) asking him questions.
Twist.
DICKENS THE WRITER
INSIDE
Buckingham Palace
THE PALACE
There are two addresses in London
that the whole world knows. One is 10
Downing Street, where the Prime Minister
lives. The other is Buckingham Palace. This
famous palace, first built in 1703, is in the
very centre of London.
It is two places, not one. It is a family
house, where children play and grow up. It is
also the place where presidents, kings, and
politicians go to meet the Queen.
Buckingham Palace is like a small
town, with a police station, two post offices, a
hospital, a bar, two sports clubs, a disco, a
cinema, and a swimming pool. There are 600
rooms and three miles of red carpet. Two men
work full/time to look after the 300 clocks.
About 700 people work in the Palace.
AN INVITATION TO THE
PALACE
When the Queen invites a lot of
people for dinner, it takes three days to
prepare the table and three days to do the
washing- up. Everybody has five glasses: one
for red wine, one for white wine, one for
Biographies
Read the biography of William Shakespeare.
Shakespeare, William, 1564 1616,
English dramatist and poet, considered the greatest of all playwrights; b.Stratford-upon-Avon.
He was the son of a glove maker and leather craftsman, and attended the local grammar school.
In 1582 he married Anne Hathway, and his first child, a daughter, was born within six months.
Two years later they had twins. Little else of his life is known before 1594, when he appeared in
London as an actor and a playwright with a growing reputation. In 1594 he joined a group of
actors known as the Lord Chamberlains Men, which became the Kings Men under the
patronage of James I. In 1599 he bought the Globe Theatre. He retired to Stratford- upon-Avon
in 1613. He wrote at least thirty-seven plays: history plays, comedies and tragedies. Their
appeal lies in his human vision, which recognises the complexity of moral questions, and in the
richness of his language.
Ask and answer questions about Shakespeare.
- When?
- Where...?
- What.?
- Did he...?
- Who..?
- How many.?
- What sort of..?
UNIT 3
Objectives:
a. Students will be able to make a difference between the simple and the progressive aspect.
b. Students will be able to recreate a text from pieces.
c. Students will be able to comment about the stories presented in the texts and to express their own
experiences.
GRAMMAR
Verbs not normally used in the continuous aspect
a. Verbs of non-durative activity: score, shoot, slam, kick, etc.
Eg. He bangs the door.
b. Verbs of universal truth or general characteristic:
Eg. Fish swim.
c. Verbs of inert perception: see, hear, smell, feel, sound, taste.
Eg. The flower smells nice.
Attention: These verbs can be used in the continuous aspect if they show a conscious usage of the
senses:
1. by using synonymic pairs: I hear music. / I am listening to the music.
2. by using them with a different meaning: I am seeing him tonight.
3. by using the transitively (as actions): The cake tastes good. / I am tasting the cake.
d. Verbs of cognition: believe, know, think, imagine, mean, mind, remember, forget,
recollect, recall, suppose, suspect, guess, presuppose, realize, understand. Some of them can be used
in the continuous aspect if they are used as verbs of activity.
Eg. I think you are right. / I am thinking of my future.
e. Verbs of feelings: like, love, care for, adore, hate, dislike, detest, regret,
prefer, wish. Eg. I detest lazy people.
f. Verbs of relation: apply to, be, belong to, concern, consist of, contain, cost, depend
on, deserve, include, involve, lack, matte, need, owe, own, possess, have, require, resemble, seem.
Eg. This book belongs to him.
Attention: BE and HAVE can be used in the continuous aspect when they do not express the state or
the possession.
Eg. He is kind. / Why is he being so kind today?
He has a new car. / We are having an interesting conversation.
SKILLS DEVELOPMENT
Reading and speaking
Pre -reading task
Work in pairs.
1. Write down the names of as many
animals as you can. What can they do
that people cant?
Example: Birds can fly.
2. What can people do that animals
cant?
Example: We can write poetry.
3. Look up the following words in your
bilingual dictionary and write down
the translation.
jungle (n)
species (n)
numerous (adj)
powerful (adj)
to record (v) e.g.
sense (n)
information in a book
to choose (v)
joke (n)
to look after (v)
to destroy (v)
Reading
Now read the article.
1. Write down the correct question for
each paragraph.
a. How are people and animals
different?
b. How many people are there?
c. What can people choose to do?
d. What is the biggest difference
between people and animals?
2. Check your lists of what people and
animals can and cant do. What ideas
did you have that are not in the
article?
3. How do people communicate?
4. Why is writing a special kind of
communication?
What do you think?
1. Do animals have a sense of past and
future?
2. How do animals communicate?
3. In what ways are we looking after the
world, and in what ways are we
destroying it?
Reading
Divide into two groups.
Group A
Group B
Comprehension check
a.
b.
c.
d.
e.
f.
g.
Ivan Mirsky is thirteen and he is the number 13 chess player in the world.
He was born in Russia but now lives in America with his father, Vadim. They live in a oneroom flat in Brooklyn. Ivan doesnt go to school and his father doesnt have a job. They practice
chess problems all day, every day, morning, afternoon, and evening.
Ivan was different from a very young age: he could ride a bike when he was eighteen
months old and read before he was two. He could play cards at three and the piano at four. When he
was twelve, he was the under-20 chess champion of Russia.
His father cant speak English and cant play chess, either! Ivan translates for him. Vadim
says, I know that I cant play chess, but I can still help Ivan. He and I dont have any friends- we
dont want any friends. Other teenagers are boring! We dont like playing sports or watching TV.
We live for chess!
SKILLS DEVELOPMENT
Reading
Arranging jumbled texts
e.
5
g.
Jeremy Taylor:
1
2
3
John Glover:
1
2
3
a.
h.
But his organization is far from oldfashioned. He has bought a computer, which
he uses to work out orders, costs and profit.
He has had the business for nine months.
i.
b.
Jeremy Taylor has had his market
garden for 18 months now, growing fruit and
vegetables for local consumption. He is most
proud of his early potatoes and juicy
raspberries. He thought starting a business
would be complicated, but in fact he found it
was quite straightforward.
c.
He had the excellent idea of giving out
free hot cross buns before Easter, and as a
result he got bumper orders for the Easter
weekend. Ive already expanded to include
the next village, but Ive employed a friend to
do the delivering.
d.
But there werent any. I still had 100
and my bike. Im lousy at mathematics, but
my girlfriend Lynn was good at accounts, so
we set up with another friend, Paul, as a third
partner.
UNIT 4
Objectives:
a. Students will be able to identify and use adverbs and adjectives in their degrees of
comparison.
b. Students will be able to make a person description.
Reading and speaking
You are going to read a magazine article about one of Britains most famous shop-Marks &
Spencer.
Pre -reading task
Work in pairs and use dictionaries if necessary.
The following people, places, and things are in the article. What connection do you think they have
with Marks & Spencer? They appear here in the same order as in the text.
- Princess Diana
- 10 million
- a Polish immigrant
- shoelaces
- Spain
- Paris and Newcastle
- Jumpers
- chiropodists
Now read the article quickly and discuss the list again.
GRAMMAR
The adjective and the adverb
Adjective Adjectives have the same form fo singular and plural. They do not change for male or
female. Most adjectives are used in front of the nouns.
Some adjectives describe similar qualities (hot, cold): hot-warm-boiling, cool-coldfreezing.
Comparative adjectives with one syllable are formed by adding e r to the adjective.
Eg. Long Longer, Big Bigger, Dry Drier
Superlative adjectives are formed by adding est to the adjective.
Eg. Long Longest, Big Biggest, Dry Driest
Comparative adjectives with two or more syllables are formed with more , and the
superlative of these adjectives is formed with the
most. Eg. Modern more Modern the most Modern
Interesting more Interesting the most Interesting
Irregular adjectives:
Good better the best
Bad worse the worst
Far farther/further the farthest/the furthest
Little less the least
Much/many more the most
Old elder the eldest
Adverbs
Adverbs describe actions. Most adverbs are formed from adjectives adding ly (slow
slowly). Some adverbs have the same form as adjectives (fast), but some adverbs have the same
form as the adjective and a different meaning for the adverb meaning (a hard question/ to work hard)
Most adverbs have comparative and superlative forms in er and est (early, far, fast,
hard, late). Comparatives are used to compare two separate things; superlatives compare one thing
in the group with all the other things in that group.
Eg. Maru is a better player than Monica. / She is the best player in the team.
Intensifiers
When we make comparisons the adjective is often strengthened with an intensifier: This house is
much/a lot/far bigger than that one.
We can also use intensifiers with more/less: The Italian film was much more interesting./ That film
was far less frightening the this one.
Practice: Choose the correct word:
1. The fish was so tasty as/as tasty as the meat.
2. This book is the most interesting/the more interesting.
3. The temple is the eldest/oldest in Europe.
4. That dress is a lot longer than/that the other one.
5. Nothing is worse/worst than being stuck in a traffic jam.
6. The test was not as had as/hard as I thought.
7. Today I feel more bad/worse than I did yesterday.
8. Our journey took longer than/the longest we expected.
9. Could you work more quietly/ quietly please?
10. This skyscraper is one of the taller/tallest building in our city.
SKILLS DEVELOPMENT
Reading and speaking
You are going to read a newspaper article
about the Sultan of Brunei. He is the richest
man in the world.
Pre -reading task
1. Have you heard of the country of Brunei?
Do you know where it is?
Is it in the Middle East/ East Asia/ West
Africa?
A year ago the Sultan of Brunei gave a birthday party for his eleven- year-old daughter. It
was in the ballroom of Claridges Hotel, in Mayfair, London. It cost 100,000, but for the Sultan this
is not a great amount of money. He is so rich that he can buy whatever he wants.
A few years ago he built the biggest palace in the world. It has 1,788 rooms, 5 swimming
pools, 257 toilets, 44 staircases and 18 lifts. The dining room can seat 4,000 people. There are 564
chandeliers with 51,490 light bulbs. A servant is employed full time to change bulbs- about 200 a
day. The total cost of the palace was $400 million. The Sultan invited his friends to see it but they
didnt like it- they said it looked more like a multi-storey car park than a palace. What could the
Sultan do? You guessed- he built another one!
Brunei is one of the smallest but richest countries in the world. Its wealth comes from oil
and gas. Most people think that Brunei is in the Middle East but it isnt. Its in East Asia, on the
north coast of the island of Borneo. It sells the oil and gas to Japan, and earns $2 billion a year- that
is $229,000 every hour- from it. And the beauty is that there are so few people to share all this
money. The population of Brunei is only 230,000. The Sultan and his brothers are the government.
Despite all this money and power the Sultan is a very shy man. He is 42 years old but still
looks like a schoolboy. He says very little at international meetings. When he was nineteen he
married his cousin, Princess Saleha, who was then sweet, pretty, and only sixteen. Time passed and
she became more and more reserved. In 1980 the Sultan met an air hostess called Mariam Bell, who
is half Bruneian, a quarter Japanese, and a quarter English. She is much more outgoing in her
manner than most Bruneian girls, and the Sultan fell in love with her. He married her, too, and now
has two wives and two families all living happily together in the new palace. The Sultans total
wealth is more than $25 billion. He owns hotels all round the world: the Dorchester in London, the
Beverley Hills Hotel in Los Angeles and the Hyatt Hotel in Singapore. He has a fleet of private
planes, including an airbus. One o f his London houses has the biggest garden in the city, except for
Buckingham Palace. With all this, is he a happy man? Nobody asks him that.
UNIT 5
Objectives:
a. Students will be able to recognize and use the future tense.
b. Students will become familiar with the other ways of expressing the future.
c. Students will be able to make predictions, and imagine how their lives will be in the
following centuries.
GRAMMAR
Future
A. Future Simple
Pattern
Affirmative: Subject + will/shall + Verb (short infinitive)
Interrogative: Will/Shall + Subject + Verb (short infinitive)?
Negative: Subject + will/shall + not + Verb (short infinitive).
Use
1. an action in a future moment: He will come back tomorrow.
2. a spontaneous intention: I will open the window.
3. a premeditated action: I will sell that book no matter what you are saying.
4. the refusal: I will not go there.
5. an invitation: Will you come in, please?
6. a request: Will you help me?
7. a request for an opinion: Shall I buy this dress?
Other ways of expressing the future:
1. Be about to + Verb (short infinitive) = an immediate future: We are about to leave.
2. Be to + Verb (short infinitive) = an arrangement (I am to move house soon) and an order
(You are to return before nightfall)
3. Be going to + Verb (short infinitive) = a future action very close to the moment of speaking:
(You are going to see a film); a future action that will take place because of a present
intention (We are going to spend our holiday in the mountains); and a future action that will
take place as a result of a present cause (Its going to rain).
B. Future Continuous
Pattern
Affirmative: Subject + will/shall + be + Verb+ing.
Interrogative: Will/Shall + Subject + be + Verb+ing?
Negative: Subject + will/shall + not + be + Verb+ing.
Use
1. a future continuous action: I shall be walking at two oclock tomorrow.
2. a future continuous action interrupted by a momentary action: When he comes, I will be
sleeping.
3. two future continuous actions: He will be reading while I shall be watching TV.
4. a future unfinished action: She will be having her piano lesson when you come.
Practice: Rewrite each sentence so that it contains will or going to.
1. I plan to study engineering in France.
2. I predict a score of 3 0.
3. We have an appointment at the doctors, so we can not come.
4. Martins wife is pregnant again.
5. Sarah does not plan to get married yet.
6. There is a posibility of snow tomorrow.
I am always both amused and annoyed when I hear foreign people criticize
English food. `Its unimaginative, ` they say. `Its boring, its tasteless, its chips with
everything and totally overcooked vegetables. ` ` Its not ambitious, ` say the
French,
`all you do is roasts with jam. ` (We eat apple sauce with pork.) Thats the bit they
find really shocking, but then the French are easily shocked by things that arent
French. When I ask these visitors where they have experienced English cooking, I am
astonished by their reply. `In Wimpy Bars and McDonalds Hamburger restaurants, `
they often say. I have won my case. Their conclusions are inexcusable.
I have a theory about English cooking, and I was interested to read that several
famous cookery writers agree with me. My theory is this. Our basic ingredients, when
fresh, are so full of flavour that we havent had to invent sauces and complex recipes
to disguise their natural taste. What can compare with fresh peas or new potatoes just
boiled (not over boiled) and served with butter? Why drown spring lamb in wine or
cream or yoghurt and spices, when with just one or two herbs it is absolutely
delicious?
It is interesting to speculate what part factors such as geography and climate
play in the creation of a countrys food. We complain about our wet and changeable
weather, but it is the rain which gives us our rich soil and green grass. `Abroad, ` says
Jane Grigson, `poor soils meant more searching for food, more discovery, more
invention, whereas our ancestors sat down to plenty without having to take trouble. `
If you ask foreigners to name some typically English dishes, they will probably
say `Fish and chips` and then stop. It is disappointing, but true, that there is no
tradition in England of eating in restaurants, because our food doesnt lend itself to
such preparation. English cooking is found in the home, where it is possible to time
the dishes to perfection. So it is difficult to find a good English restaurant with
reasonable prices.
It is for these reasons that we havent exported our dishes, but we have
imported a surprising number from all over the world. In most cities in Britain youll
find Indian, Chinese, French and Italian restaurants. In London youll also find
Indonesian, Lebanese, Iranian, German, Spanish, Mexican, Greek Cynics will say
that this is because we have no `cuisine` ourselves, but, well, you know what I think.
COMPREHENSION CHECK
1. What is the authors main point of view?
2. Why does not he agree with foreign peoples criticism of English food?
3. What is the comparison that Jane Grigson makes?
4. Why are thee few English restaurants?
5. What kind of person wrote this article? What makes you think so?
Vocabulary
Nouns
2. Give the singular of the following nouns: allies, alligators, brethren, cargoes, children, cuffs,
cups, casinos, concertos, gates, geese, guitars, loaves, meadows, mice, negroes, rushes,
shelves, studios, teeth, fathers- in- low, passers-by, men- friends.
3. Give collective nouns for the following word groups: a multitude of soldiers, a collection of
ships, a group of animals, the soldiers and officers on a ship, members who appreciate a
competition, members who run an enterprise, members who run a country, political groups,
people listening to a concert, students always working together.
4. Use the nouns in brackets in the singular or plural according to the meaning:
a. She longs for the bracing (air) of her mountain village. She is too intelligent to put
on (air)
b. What is the (good) of staying so late? The order (good) have not been delivered yet.
c. So much (sand) makes driving difficult, I suppose the wind had blown it from the
(sand).
d. Look at this manuscript, the (writing) shows an extremely delicate nature. Yes, and
the authors (writing) show the same thing too.
e. The demonstration was a fine (spectacle). Where have you put my (spectacle)?
f. Shall I put the (content)at the beginning or the end of the book? I appreciate
the substantial (content) of your paper.
g. As soon as you get through the (custom) youll find yourself in a country with the
original and interesting (custom).
h. She is full of (grace). She has never been in her (grace).
i. The (pain) in his leg hindered his progress. She took great (pain) in doing this job.
UNIT 6
Objectives:
a. Students will be able to identify and use the Present Perfect Tense
b. Students will be able to ask and answer question to each other about a persons life.
c. Students will write about someone they admire.
GRAMMAR
Present Perfect
A. Present Perfect Simple
Pattern
Affirmative: Subject + have/has + Verb (past participle: -ed, III)
Interrogative: Have/Has + Subject + Verb (past participle: -ed, III)?
Negative: Subject + have/has + not + Verb (past participle: -ed,
III) Use
1. an event in the past but without a definite time: Tom has broken his leg.
2. a state or repeated action lasting until the present, and still happening: He has lived here for
ten years.
3. to explain a present situation: I have hurt my foot.
4. to describe experiences in the past: I have visited Italy.
5. to describe how many things are completed so far with no exact time mentioned: I have read
a hundred pages of this book.
B. Present Perfect Cotinuous
Pattern
Interrogative: Have/Has + Subject + been + Verb+ing?
Affirmative: Subject + have/has + been + Verb+ing.
Negative: Subject + have/has + not + been + Verb+ing.
Use
1. past events connected to the present: I hae been waiting here all morning.
2. to emphasize the length of the action: I have been writing the entire afternoon.
3. to emphasize that the action is recent: My hands are dirty because I have been repairing my
car.
4. to emphasize the action is temporary: I have been staying in a hotel for the past month.
5. repeated actions: I have been phoning her for days, but she is never at home.
Contrasts:
1. Present Perfect Simple and Preset Perfect Continuous: the simple aspect shows that the
action is finished, but the progressive aspect emphasize that the action is still going on: I
have written five letters./I have been writing letters all day.
2. Present Perfect and Present Tense: Present Tense describe habits or states in the present, and
Present Perfect describes the time until the present: I live in London./I have lived thee for
ten years.
3. Present Perfect and Past Tense: Past Tense describes a definite event in the past, and Present
Perfect shows an indefinite event, according to the speakers point of view: I arrived here in
September two years ago./ I have left my umbrella on the bus this morning.
Adverbs:
1. since: the length of the period of time: We have been studying English since January.
2. for: the beginning of the period of time: I have been waiting here for half an hour.
PRESENT PERFECT
1. We (walk) for three hours.
Simple or Continuous
2. That boy (eat) seven ice-creams.
3. We (walk) ten km.
4. He ( not stop) eating since he arrived.
5. The driver (drink). I think someone
else ought to drive.
6. I (pull) up 100 dandelions.
7. I (pull) up dandelions all day.
8. What you (do)?/We (pick) apples.
9. I (sleep) on every bed in this house
and I dont like any of them.
10. He (sleep) since ten oclock. Its time
he woke up.
11. What a lovely smell!/Mary (make)
jam.
12. The students (work) very well this
term.
13. I only (hear) from him twice since he
went away.
14. I (work) for him for ten years and he
never once (say) Hello.
15. He (teach) hundreds of students but he
never (meet) such a hopeless class.
16. Why you (be) so long in the
garage?/The tires were flat, I (pump)
them.
17. I (look) for mushrooms but I (not find)
any.
18. It (rain) for two hours and the ground
is too wet to play on, so the match (be)
postponed.
19. He (hope) for a rise in a salary for six
months but he (not dare) to ask for it
yet.
20. Mr..Smith, you (whisper) to the
student on your right for the last five
minutes. You (help) him with his
exam paper or he (help) you?
21. Why you (make) such a horrible
noise?/
I (lose) my key and I try to wake my
wife by throwing stones at the
window.
You (throw) stones at the wrong
window. You live next door.
22. Ann (fail) her driving test for three
times because shes so bad at
reversing. But she (practice) reversing
for the last week and I think she (get)
Paragraph 1
SKILLS DEVELOPMENT
Reading
Pre -reading
1.
Reading
Reading the article, and try to find the answers to your
questions.
Comprehension check
1.
2.
3.
a.
b.
c.
d.
e.
f.
g.
4.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Vocabulary
1.
2.
UNIT 7
Objectives:
a. Students will be able to identify all the ING forms (Gerund and Participle), and
they will also make a difference between Gerund and Infinitive.
b. Students will be able to comment on a given subject and also they will have
information in a group work activity.
c. Students will talk about their favourite TV programme, and will describe their
favourite show.
d. Students will write about their favourite pop star.
GRAMMAR
- ING forms
A. Gerund
1. Present Gerund: the action is simultaneous with the action of the personal verb: The teacher
enjoyed talking children to the museum.
2. Perfect Gerund: the action is anterior to the action of the persona l verb: He denies having
seen her.
Use:
1. after prepositions: She keeps healthy by keeping a strict diet.
2. after nouns with prepositions: He has a lot of experience in teaching.
3. after adjectives with prepositions: I am delighted at her winning the first prize.
4. after verbs with prepositions:I object to your leaving so early.
5. after transitive verbs: You must avoid being late in the future.
6. after verbs of mental activity: I hate their arriving late.
7. after its no use, there is no use, its worth: Its no use trying to leave. The book is
worth reading.
8. after verbs indicating a process, the beginning, the cotinuation, the end of an action: They
started talking.
B. Participle
1. Present Participle: the action is simultaneous with the action of the personal verb: Running
across the park, he heard someone calling his name.
2. Perfect Participle: the action is anterior to the action of the personal verb: Having run across
the park he felt tired.
3. Past Participle: it is used to form the passive voice and to form other perfect tenses, such as:
Present Perfect (He has read the book), Past Perfect (He had read the book), Future Perfect
(He will have read the book), Past Conditional (He would have read the book).
Use
1. after the noun, when it emphasizes the verbal feature: The things not wanted were given
away.
2. before the noun, when it emphasizes the adjectival feature: These are portraits of the wanted
men.
READING
A life in the day of is a feature which appears in the Sunday Times newspaper every
week. Well-known people describe an ordinary day in their life, and they talk about their habits ad
routines, their families and their work.
The article you have just read was about Linda McCartney, the wife of Paul McCartney, who was
one of the members of the Beatles in the 1960s and 1970s.
Pre -reading task:
1. What do you already know about Linda?
2. What do you want to know from the article? Write questions about Linda. Ask about the
following topics:
Daily routine: food / hobbies / car
Family life: children / house / school
Work: what? / Where? / How often?
After reading task:
What do you think?
1. Do you think Linda is happy in her life? Why?
2. Is there anything in the article that surprises you?
3. What do you think takes up most of Lindas day? If you think Linda spends most of her
time
gardening, put 1 next to Gardening.
a. Riding
b. Cooking
c. Looking after children
d. Taking photographs
e. Gardening
f. Doing the housework
g. Watching television
h. Visiting friends
SPEAKING
ROLEPLAY
A. Student A
You have just arrived in London for the first time. You have come for a holiday and to learn
English. London seems a little strange and you need to ask for help. There are some of your
problems, you may add any other question you want to ask:
1. You need to change some travellers cheques, but you do not know where to find a bank.
2. You need to buy some stamps and postcards.
3. You want to find a good English language school.
B. Student B
You live in London. You meet a foreigner who has just arrived and who seems to have some
problems. Try to help him. The following information is for you.
International School: 106 Dover Street, phone: 4912596
High Street Post Office: Opening hours: everyday from 9.00 to 5.00, Sunday is
closed. Baclays Bank: Opening hours: everyday from 9.00 to 3.00, Sunday is closed.
Television
1. How many TV channels are there in your country?
2. Is there any difference between them?
3. What kind of programme do you like watching?
Look at these descriptions of different types of TV programmes. What kind of programme
are they? Match them with one of the words below.
01
02
03
Cagney and Lacey as the American cops. In this weeks episode theyre
chasing heroin dealers.
04
05
06
07
08
09
More families try to answer the questions and win fabulous prizes, with host
Lesley Crowther.
10
Terry Wogan`s guests tonight belong to the sporting, theatrical, and business
worlds.
11
Tomorrows weather.
12
The Magnificent Seven, 1960 classic western starring Yul Brynner, Steve
McQueen, and Charles Bronson.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
a music programme
a detective story
a cartoon
a sports programme
a film
a quiz
a play
a chat show
a comedy
weather forecast
a documentary
p. a gardening programme
UNIT 8
Objectives:
1. Students will properly use modal verbs.
2. Students will summarize a story.
GRAMMAR
Modals
1. Can / Could :
a. Mental and physical ability: Tom can speak two foreign
languages. b. Permission: Can I borrow your umbrella?
c. Possibility: You can ski now, there is a lot of snow here.
d. A request: Can you wait a few moments?
e. A negative deduction: She could not have typed the report.
2. May / Might :
a. To ask and give permission: May I go?
b. A present or future possibility: He may come today.
c. Requests: You might give me a copy of that paper.
d. Reproach: You might have told me what have happened.
3. Must / Have to:
a. Obligation: We have to go.
b. The lack of obligation: You neednt come early.
c. Logical deduction: She must be at home, she left an hour ago.
d. A habitual obligation: I have to be at hospital at eight, I begin work then.
4. Shall:
a. Obligation: The seller shall supply the parts in due time.
b. A suggestion, an order: Where shall I put the flowers?
c. An offer: Shall I help you?
5. Should:
a. The logical necessity: You should read that book.
b. A supposition: He should be here by now.
6. Ought to:
a. An action that should have been done: You ought to have crossed when the lights were
green.
b. After a verb in the past: He told me you ought to attend the conference.
7. Will:
a. An impersonal command : You will come here at once.
b. The insistance of doing an action: He will study chemistry whatever his father says.
c. A repeated action: He will sit on the bench for hours.
d. An invitation: Will you have another cup of tea?
e. A request: Will you sign the register?
f. A spontaneous intention: Ill fetch you a glass of water.
8. Would:
a. A negative intention: He would not help me.
b. A very polite request: Would you do me a favour.
c. The insistence of doing an action: He would keep silent for hours, no matter what
arguments I used.
d. A repeated action: She would wait for me in front of the school gates.
e. Would rather / Would sooner (d sooner) = preference: I would rather / d sooner
listen to the concert than see the film.
9. Used to
a. A past habit: I used to swim in the river when I was a child.
b. A past habit that still lasts: They used to spend their holiday in the mountains.
Reading
Pre -reading task
Work in groups. Write as many facts and opinions
about Scotland and the Scots as you can.
Compare what other members of your group have
written.
Reading for gist
Read the article. What does a mean person not
like doing?
Comprehension check
1. What is the advertisement that the Scots
dont like?
2. Who have they complained to?
3. What is the name of their organization?
4. What is the point that Mr. David Webster
is trying to make?
5. What is amusing in the last paragraph?
What do you think?
Do you think the Scots were right to go to the
European Commission for Human Rights, or do
you think they took it too seriously?
1. Scots
working
in
Sweden
have
complained to the European Commission
for Human Rights that jokes about mean
Scotsmen in advertising are an insult to
the image of their race.
2. A case was put to Strasbourg by the
Scottish Group for Civil Rights in
Sweden, an organization formed recently
of Scots people working there, to protest
against Swedish Railways using such a
traditional joke in an advertising
campaign.
3. It showed two Scotsmen accepting the
offer of travel for two for the price of one
first-class ticket, while a third hides in the
luggage rack.
4. `We are not against Scots jokes in
everyday life, ` said Mr. David Webster, a
38-year-old marketing manager working
near Stockholm, who helped to form the
group. `There are nationalistic jokes like
this in every country. What we dont like
Summarizing
Match the summary with the correct paragraph.
d.
a.
e.
b.
c.
f.
g.
Writing
Narrative
UNIT 9
Objectives:
a. Students will be able to identify and use the Past Perfect.
b. Students will be able to use the axis of tenses.
c. Students will be able to summarize a story and to present a parable.
GRAMMAR
Past Perfect
A. Past Perfect Simple
Pattern
Affirmative: Subject + had + Verb (-ed, III)
Interrogative: Had + Subject + Verb (-ed, III)?
Negative: Subject + had + not + Verb (-ed, III)
Use:
1. a past action finished before a past moment: I had finished the book by ten oclock before
yesterday.
2. a past action finished before another past action: When Tom arrived at the cinema, the film
had already started.
3. I indirect speech to replace the Present Perfect or the Past Tense: Tom said the he had
spoken to Mary about it.
B. Past Perfect Continuous
Pattern
Affirmative: Subject + had + been + Verb+ing
Interrogative: Had + Subject + been + Verb+ing?
Negative: Subject + had + not + been + Verb+ing
Use:
1. a past action started before another past action and lasting until it: I had been waiting for my
friend for half a hour when he finally arrived.
2. a repeated action in a limited period of time: He had been writing poems fo two years when
I met him.
3. a past action anterior to another past action, being the cause of it: He was carrying a hammer
because he had been mending the fence.
4. in indirect speech to replace the Present Perfect and the Past Tense: She said she had been
reading for two hours.
Practice: Look at the following sentences, what is the difference in meaning between them:
1. The concert started / had started when we arrived.
2. When the police arrived, the robber climbed / had climbed / was climbing out of the
window.
Put the verbs in brackets in the Past Tense or Past Perfect:
The police suspected that John (break) the window at his house because he (want) to make them
think that a burglar (steal) his valuable stamp collection. They (think) that John (do) this because he
(need) money. However, they (not know) that John (fly) to Brazil the week before, and (be) abroad
when the burglary (take place).
A
1
2
3
4
5
6
7
8
B
2
Had met
Got married
SKILLS DEVELOPMENT
READING AND SPEAKING
You are going to read a parable written in the nineteenth century. A parable is a short story about
everyday things which is told to make a moral or religious point.
Pre -reading task
Work in groups. Tell each other a parable or a fable. What is the moral of the story?
Reading
Read the story and answer the questions:
UNIT 10
Objectives:
a. Students will be able to use the indirect speech.
b. Students will be able to turn into the direct speech a related interview.
c. Students will be able to work in pairs for a given task.
GRAMMAR
Indirect Speech
Tenses changes after a past reporting verb:
1. Present Simple to Past Simple: I need some help. / She said she needed some help.
2. Present Continuous to Past Continuous: We are having our lunch. / He said the were haing
their lunch.
3. Present Perfect to Past Perfect: I have lost my key. / He said he had lost his keys.
4. Will to Would: I will be back at 6.00. / She said that she would be back at 6.00.
5. Past Simple to Past Perfect: I wrote two letters to her. / He said he had written two letters
to her.
6. be going to, to was/were going to: They are going to see a film. / He said they were going
to see a film.
Commands and requests:
1. Commands are reported with tell and the infinitive: Wait! / I told him to wait.
2. Requests are reported with ask and the infinitive: Please, wait! / I asked her to wait.
Yes/No Questions :
1. These questions are introduced in the reported speech by the conjunction if. The order of
words is the order of the affirmative and not of the interrogative: Does the London train
stop here? / She asked if the London train stopped here.
2. whether = means ifor not. It is used to report questions linked with or: Are you
staying the night or are you going home? / He asked me whether I was staying the night or
going home.
Wh- questions :
Questions beginning with when, what, where, who, why, how, etc are introduced into the
reported speech by the interrogative word, the order of words remains the same as in the
affirmative, and there is no question mark: Where is the bus-station? / She asked where the busstation was.
Reporting verbs:
1. advise: I advised John not to buy the car.
2. agree: Mike agreed with Jill.
3. apologize :Mary apologized for being late.
4. ask: I asked Sue to help me.
5. congratulate: I congratulated Tom on passing his exam.
6. decide: Helen decided to become a doctor. (a decision about the future or a plan) / Bill
decided to have an apple pie.(a decision of the moment)
7. invite: I invited Pam to the cinema.
8. offer: Peter offered to carry Dawns case.
9. promise: Ann promised to be home by eight. / Peter promised Helen that he would wait for
her.
10. refuse: Carol refused to open the door.
11. remind : I reminded Sue to send her mother a birthday card.
12. suggest: Tom suggested spending the day at the beach.
SKILLS DEVELOPMENT
Reading and English in use
An Interview with a Writer
Read the following report of an interview with Celia Young, the writer of the magazine Hot Lips
I asked Celia Young why she had written another romantic novel. She asked that she found
romantic fiction easy to write, but that her next novel wouldnt be a romance. She was hoping to
write something different, possibly a detective story.
I told her that I was interested in the character of Felix, and I asked if he was anyone she knew
fro real life. Celia laughed and replied that she was glad that she didnt have a Felix in he r life, and
that she had been happily married for over fifteen years to Richard Marsh the politician. I said that
she had now written five novels, and I asked when she had started writing. She answered that she
had written stories and poems all her life and that she would continue to write even when she was
an old lady.
I thanked her for talking to me and said that I hoped that Hot Lips would be successful.
On a separate piece of paper write the actual words of the interview in direct speech. The beginning
has been done for you.
Interviewer: Why have you written another romantic novel?
Celia Young: I find romantic fiction easy to write, but my next novel wont be a romance. Im
hoping to
Vocabulary
Many words have more than one meaning. In the following sentences the words in italics have
more than one meaning. Look up each word, find the right meaning and translate it:
1. Guidos a popular restaurant, so you have to book a table in advance.
2. Im not a fan of Rolling Stones. Their music is too loud.
3. Wood doesnt sink in water. It stays on the top.
4. Your mother is a very kind lady.
5. Holland is a flat country.
6. Car workers are on strike. They want more money.
7. Dont forget to turn the tap off. Water is expensive.
8. Do you have change for a five-pound note?
9. I dont like mean people.
10. Give me a ring tonight. Ill be home by seven.
11. There is a branch of most banks in all big towns.
12. There was a good play on TV last night.
13. My suitcase is in the car boot.
Match a line in A with a line in B:
A 1.Hello, Jane!
B a.Sleep well!
2.How are you?
b.Yes, can I help you?
3.See you tomorrow!
c.Good morning!
4.Good night!
d.Fine, thanks.
5.Good morning!
e.Not at all, dont mention it.
6.Cheers!
f.Thanks!
7.Excuse me!
g.Thanks! Same to you!
8.Bless you!
h.Thats very kind. Thank you!
9.Have a good weekend!
i.Bye!
10.Thank you very much indeed. j.Hi, Peter!
11.Make yourself at home.
k.Good health!
Travellers` Tales
1. Every year a magazine called
Executive
Travel
organizes
a
competition to find the Airline of the
Year. Travellers from all over the
world
5. are invited to vote for the most
efficient, the most punctual, the safest
and the friendliest airline. The winner
in 1985 was British Airway. The
competition asked travellers what for
10. them was most important from an
airline, and the results were as
follows:
35.
40.
45.
50.
Punctual departures and arrivals
Attentive cabin staff
Comfort
Safety
Good food and wine
15.
20.
25.
30.
35%
35%
18%
9%
3%
55.
60.
65.
70.
75.
80.
Reading
Pre-reading task
1. What for you is most important from an airline? Put the following in order of
importance:
safety:
comfort;
punctual departures and arrivals;
good food and wine;
attentive cabin staff.
2. Flying is probably one of the safest ways to travel, but there can be problems.
Discuss what can go wrong on the ground and in the air.
Reading for information
Now read the article opposite. A group of air travellers was invited to comment on
their flying experiences. Was their order of importance the same as yours? Did they
mention any of the problems that you discussed?
Comprehension check
1. Look at the list of disasters in paragraph 2. Which happened on the ground?
Which happened in the air? Which could have been both on the ground and in
the air?
2. After paragraph 2, how many disasters are described?
3. Why did some passengers have to run round a plane?
4. Why did a passenger and a pilot have to knock on the plane door to get in?
5. Why was it surprising to have a lifeboat drill on a flight from London to
Manchester?
6. What does in-flight entertainment usually consist of? (lines 67-68) was this
experience entertaining?
7. Why was the Dallas businessman inappropriately dressed?
What do you think?
1. The competition was answered by very experienced travellers. Why do you
think they put safety so far down on their list of importance?
2. Why do airlines overbook?
3. Why do you think the cabin staff on one flight wanted to sit near the
emergency exit?
4. Which of the stories were funny but dangerous? Which were funny but not
dangerous?
Pair work
Student A You have just had one of the terrible experiences described in the article.
Tell Student B about it. Use your imagination to add more detail.
Student B Listen to Student A and ask questions to get more information.
Begin like this:
Student A: Ive just had a terrible journey!
Student B: Why? What happened?
Student A: Well, I was going
Forenames Mr/Mrs/Miss
Telephone
Telephone
Date of birth
Nationality
Marital status
Number of children (sex/age)
Place of birth
Maiden name(if applicable)
Have you ever been employed by us before?(if so, please give details)
Please list school, colleges, universities attended: Date/Name/Subjects taken/Results
Give names and addresses or previous employers, working backwards from present/last job:
Dates/Name and address/Salary/Job title and duties/Reason for leaving
Signature
Unit 11
Revision Test 1
Level Elementary
1. Choose the correct phrase underlined in each sentence.
a. What time go you/do you go to bed on Saturdays?
b. Why are you waiting/do you waiting outside the door?
c. Dont ask Tim. He doesnt know/not knows the answer.
d. I having/Im having my lunch at the moment.
e. When you leave/do you leave the house?
f. I dont understand. What is happening/is happen?
g. This is a great party. Im having/Am I having a lovely time.
2. Put each verb given into Past Simple or Past Continuous.
a. When Harry (wake up).., we (tell)..him the news.
b. Where (you leave)your wallet when you (go) swimming?
c. Everyone (wait)for the concert to begin when a message (arrive)
d. When Tom (finish)..his letter, he (take) in to the post office.
e. Pam (want).a relaxing holiday, so she (choose) a small island.
3. Put each verb given into Present Perfect Simple or Continuous or Past Tense Simple or
Continuous.
a. Last week I (lose) my scarf, and now I (just lose) my gloves.
b. I (work) for Blue Bank at the moment but I (decide) to change jobs.
c. We (be) here for hours. Are you sure we(come) to the right place?
d. (you see) my calculator? Im sure I (leave) it here earlier.
e. We (have) some coffee after that and then (catch) the bus home.
f. I (never eat) octopus, but once on holiday I (eat) some fish.
g. I (hope) you arent a vegetarian. I (cook) you some lamb chops.
h. Recently a lot of young people (take up) skating.
i. When we (reach) the cinema, there (not be) any tickets left.
j. Please come quickly! Nick (have) an accident and he (go) to hospital.
4. Write a who or what question for each answer.
a. A family of three members lives next door.
b. I play with my little brother.
c. Mrs. Dawson teaches me math.
d. I usually eat a sandwich for lunch.
e. Horror films frighten me.
5. Put a/an or leave the space blank.
a. ..love makes the world go round.
b. Sheila has ..German car.
c. Rita works in .office in West Street.
d. I have..friend who is electrician.
e. Paul goes to.special school for musicians.
f. You aresilly boy! This is..cat notdog.
g. Jack is in .hospital and doesnt go to.school.
h. Carol wants to go to university and study to be ..doctor.
Unit 12
Revision Test
Level Intermediate
1. Put each verb given into Present Simple or Present Continuous.
a. What (usually, you, do) at the weekend?
b. Dont worry about the cat. It (only, eat) once a day.
c. I cant work out the answer. (you,know) what it is?
d. Whats the matter? Why (you, stare) at me like that?
e. Excuse me, but (you, speak) English? Im looking for a hotel.
f. Helen (stay) with her brother while her house is being repaired.
g. You should go on a diet. (you, put) on weight.
h. (they, speak) French or German? I cant tell the difference
2. Put each verb given into Past Simple or Continuous or Past Perfect.
The police suspected that Brian (break) the window at his house because he (want) to make
them think that a burglar (steal) his valuable stamp collection. They (think) that Brian (do)
this because he (need) the money. However they (not know) that Brian (fly) to Brazil the
week before, and be abroad when the burglary (take place).
3. Complete the second sentence so that it has a similar meaning.
a. I came to live here three months ago.
I ..for three months.
b. Mary is out at the shops at the moment.
Maryto the shops.
c. I have had French lessons since March.
I French since March.
d. Im still reading this book.
I.reading this book yet.
e. Paul left the room moment ago.
Paul has..the room.
4. Choose the most suitable words underlined.
a. I dont think you could/should tell anyone yet.
b. You couldnt/shouldnt possibly leave without paying.
c. That mustnt/cant be the hotel Jane told us about.
d. There are times when the traffic here can./could be really heavy.
e. We are enjoying our holiday, though the weather could/must be better.
5. In the
a.
b.
c.
d.
e.
Level Upper-Intermediate
1. Put each verb in brackets into the most suitable present tense.
a. I (hear) that you have been promoted. Congratulations!
b. British people (drink) more and more wine, apparently.
c. I hope Sarah will be here soon. I (depend) on her.
d. Please be quiet! You (continually interrupt).
e. Hey, you! What (you think) youre doing.
f. Could you come here please? I (want) to talk to you now.
g. Jane is away on holiday so Linda (handle) her work.
h. To be honest, I (doubt) whether Jim will be here next week.
i. Youve only just started the job, havent you? How (you get on)?
j. Pay no attention to Graham. He (just be) sarcastic again.
2. Rewrite each sentence so that it contains the word or words in capitals.
a. I intended to call you yesterday, but I forgot.
GOING
b. We used to spend Sunday afternoons working in the garden. WOULD
c. Paul had the irritating habit of making trouble.
ALWAYS
d. Diana wasnt always as rude as that.
BE
e. I felt happy about the improvement in Jeans condition. BETTER
f. I wasnt very keen on sport in those days.
USE
g. I might possibly go to the theatre tonight.
WAS
h. I had to go past your house so I decided to drop in.
PASSING
i. Susan booked out before we go to her hotel.
BY THE TIME
j. What did you do at the moment of the explosion.
WHEN
3. Complete each sentence with an appropriate ending.
a. I havent been feeling very well.
1. time and time again.
b. I went to the dentists
2. all my life.
c. Ive lived here
3. so far.
d. Dont worry. I havent been waiting
4. for the time being.
e. Ive written two pages
5. for the past hours or two.
f. I waited outside your house
6. yet.
g. Ive warned you about this
7. till half past eight.
h. I havent made a decision
8. for a while.
i. The repair worked
9. the other day.
j. Ive decided to believe you
10. long.
4. Say
i.
But for you helped us, we would have taken much longer.
Bibliography
1. John and Liz Soars: Headway: Elementary, Pre-Intermediate, Intermediate, UpperIntermediate / Student s Book, Workbook, Oxford University Press, 1996.
2. Michael Vince: Intermediate English Practice, Macmillan Heinemann, 1998.
3. Michael Vince: Advanced English Practice, Macmillan Heinemann, 1999.
4. Georgiana Galateanu Frnoaga: Gramatica Limbii Engleze, Editura didactica si
Pedagogica, Bucuresti, 1995.
5. A.J.Thomson and A.V.Martinet: A Practical English Grammar, Oxford University
Press, 1996.
6. A.J.Thomson and A.V.Martinet: Exercises on English, volumes 1 and 2, Oxford
University Press, 1997.
7. Jennifer Seidl: Exercises on Idioms: Oxford University Press,1996.
8. Jennifer Seidl: Exercises on Phrasal Verbs, Oxford University Press, 1997.