Facultatea de Jurnalism şi Ştiinţele Comunicării

Universitatea din Bucureşti

Specializarea Ştiinţele Comunicării

Nivel licenţă

Strategii ale comunicării

eficiente în limba engleză
Semestrele I şi al II-lea

Titular de curs: asist. univ. Drd. Aurelia Ana Vasile

1 Ştiinţele Comunicării
 Strategii ale comunicării eficiente în limba engleză

Acest material este protejat prin Legea dreptului de autor şi a

drepturilor conexe nr. 8 din 1996, cu modificările ulterioare.

Dreptul de autor îi aparţine Aureliei Ana Vasile. Facultatea de Jurnalism

şi Ştiinţele Comunicării, Universitatea din Bucureşti, are dreptul de
utilizare a acestui material.

Nici o parte a acestui material nu poate fi copiată, multiplicată, stocată

pe orice suport sau distribuită unor terţe persoane, fără acordul scris al
deţinătorului dreptului de autor.

Citarea se face numai cu precizarea sursei.

2 Ştiinţele Comunicării
 Strategii ale comunicării eficiente în limba engleză

INTRODUCERE

Cursul Strategii eficiente ale comunicării în limba engleză urmărește să

dezvolte abilităţi de comunicare publică şi de masă eficientă în limba
engleză, în domeniile jurnalism, relaţii publice şi publicitate, prin
învăţarea unor tehnici adecvate, a unor repere generale ale eficienței în
comunicarea publică şi de masă.

Prezentare generală:

Strategii eficiente ale comunicării în limba engleză este un curs

practic, împletind aspecte care ţin de domeniul lingvistic (structuri
gramaticale, elemente de vocabular şi de stil specifice jurnalismului de
limbă engleză) cu cele care se referă la specificul cultural al presei,
relaţiilor publice şi publicităţii în limba engleză.
In cadrul mai larg al planului de învăţământ pe parcursul studiilor
universitare, cursul este de tip introductiv urmărind să îi familiarizeze pe
studenţi cu trăsături dominante ale presei de limbă engleză în funcţie de
tipologia media.

NOTA: Toate exercitiile si temele prevazute in cadrul tutoratelor

vor fi efectuate si prezentate de catre studenti la datele la care
sunt planificate aceste tutorate si rezidentiate. Temele predate cu
intarziere nu vor mai fi luate in considerare la notare, rezultând în
imposibilitatea participării la examen, fiind condiție de intrare în
examen a studentului.

Vă doresc SUCCES!

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 Strategii ale comunicării eficiente în limba engleză

Unit 1. THE MEDIA SPHERE PLANET

1. PRINT AND BROADCAST JOURNALISM

CUPRINS
Obiectivele unităţii de învăţare nr. 1
1.1 Cunoaşterea în limba engleză a conceptelor fundamentale din domeniul
comunicării eficiente în mass media.

1.2 Cunoașterea unor structuri lingvistice specifice comunicării mass media eficiente.

1.3 Înţelegerea, cunoaşterea şi aplicarea unor principii şi tehnici ale comunicării

eficiente în limba engleză.

Obiectivele unităţii de învăţare 1

După studiul acestei unităţi de învăţare studenții vor reuşi

Să definească/ să înțeleagă în limba engleză noţiuni şi concepte fundamentale
specifice comunicării eficiente în mass media.
Să înţeleagă, să cunoască şi să aplice principii şi tehnici ale comunicării eficiente în
limba engleză.
Să cunoască vocabular și modalități de exprimare specifice în limba engleză pentru
domeniul mass media.

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 Strategii ale comunicării eficiente în limba engleză

Unit 1. THE MEDIA SPHERE PLANET

1. PRINT AND BROADCAST JOURNALISM

Journalism is a discipline of collecting, analyzing, verifying, and

presenting news regarding current events, trends, issues, and people.
Those who practice journalism are known as journalists.
News-oriented journalism is sometimes described as the "first rough
draft of history" (attributed to Phil Graham), because journalists often
record important events, producing news articles on short deadlines.
While under pressure to be first with their stories, news media
organizations usually edit and proofread their reports prior to
publication, adhering to each organization's standards of accuracy,
quality and style. Many news organizations claim proud traditions of
holding government officials and institutions accountable to the public,
while media critics have raised questions about holding the press itself
accountable.
Reporting
Journalism has as its main activity the reporting of events — stating
who, what, when, where, why and how, and explaining the significance
and effect of events or trends. Journalism exists in a number of media:
newspapers, television, radio, magazines, and, most recently, the World
Wide Web, i.e., the Internet.
The subject matter of journalism can be anything and everything, and
journalists report and write on a wide variety of subjects: politics on the
international, national, provincial and local levels, economics and
business on the same four levels, health and medicine, education,
sports, hobbies and recreation, lifestyles, clothing, food, pets, sex and
relationships.... Journalists can report for general interest news outlets
like newspapers, news magazines and broadcast sources; general
circulation specialty publications like trade and hobby magazines, or for
news publications and outlets with a select group of subscribers.

Journalists are usually expected and required to go out to the scene of

a story to gather information for their reports, and often may compose
their reports in the field. They also use the telephone, the computer and
the internet to gather information. However, more often those reports
are written, and are almost always edited, in the newsroom, the office
space where journalists and editors work together to prepare news
content.
Journalists, especially if they cover a specific subject or area (a "beat")
are expected to cultivate sources, people in the subject or area, that
they can communicate with, either to explain the details of a story, or to

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 Strategii ale comunicării eficiente în limba engleză

provide leads to other subjects of stories yet to be reported. They are

also expected to develop their investigative skills to better research and
report stories.

Print journalism
Print journalism can be split into several categories: newspapers, news
magazines, general interest magazines, trade magazines, hobby
magazines, newsletters, private publications, online news pages and
others. Each genre can have its own requirements for researching and
writing reports.
For example, newspaper journalists in the United States have
traditionally written reports using the inverted pyramid style, although
this style is used more for straight or hard news reports rather than
features. Written hard news reports are expected to be spare in the use
of words, and to list the most important information first, so that, if the
story must be cut because there is not enough space for it, the least
important facts will be automatically cut from the bottom. Editors usually
ensure that reports are written as tightly as possible. Feature stories are
usually written in a looser style that usually depends on the subject
matter of the report, and in general granted more space (see Feature-
writing below).
News magazine and general interest magazine articles are usually
written in a different style, with less emphasis on the inverted pyramid.
Trade publications can be more news-oriented, while hobby
publications can be more feature-oriented.

Broadcast journalism
Radio journalists must gather facts and present them fairly and
accurately, but also must find and record relevant and interesting
sounds to add to their reports, both interviews with people involved in
the story and background sounds that help characterize the story.
Radio reporters may also write the introduction to the story read by a
radio news anchor, and may also answers questions live from the
anchor.
Television journalists rely on visual information to illustrate and
characterize their reporting, including on-camera interviews with people
involved in the story, shots of the scene where the story took place, and
graphics usually produced at the station to help frame the story. Like
radio reporters, television reporters also may write the introductory
script that a television news anchor would read to set up their story.
Both radio and television journalists usually do not have as much
"space" to present information in their reports as print journalists.

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Journalism's Role
In the 1920's, as modern journalism was just taking form, writer Walter
Lippmann and American philosopher John Dewey debated over the role
of journalism in democracy. It is important to understand their differing
philosophies.

Walter Lippmann understood that journalism's role at the time was to

act as a mediator or translator between the public and policymaking
elites. The journalist became the middleman. When elites spoke,
journalists listened and recorded the information, distilled it, and passed
it on to the public for their consumption. His reasoning behind this was
that the public was not in a position to deconstruct a growing and
complex flurry of information present in modern society, and so an
intermediary was needed to filter news for the masses. Lippman put it
this way: The public is not smart enough to understand complicated,
political issues. Furthermore, the public was too consumed with their
daily lives to care about complex public policy. Therefore the public
needed someone to interpret the decisions or concerns of the elite to
make the information plain and simple. That was the role of journalists.
Lippmann believed that the public would effect the decision making of
the elite with their vote. In the meantime, the elite (i.e. politicians, policy
makers, bureaucrats, scientists, etc.) would keep the business of power
running. In Lippman's world, the journalist's role to the public informed
of what the elites were doing. It was also to act as a watchdog over the
elites as the public had the final say with their votes. Effectively that
kept the public at the bottom of the power chain, catching the flow of
information that is handed down from experts/elites.
John Dewey, on the other hand, believed the public was not only
capable of understanding the issues created or responded to by the
elite. In fact, it was in the public forum that decisions should be made
after discussion and debate. When issues were thoroughly vetted, then
the best idea would bubble to the surface. Dewey believed that
journalists not only had to inform the public, but should report on issues
differently than simply passing on information. In Dewey's world, a
journalist's role changed. Dewey believed that journalists should take in
the information, then weigh the consequences of the policies being
enacted by the elites on the public. Over time, his idea has been
implemented in various degrees, and is more commonly known as "
community journalism ." This concept of Community Journalism is at
the center of new developments in journalism as it takes the classical
approach to the news up to a totally new level. In this new level,
journalists are able to engage citizens and the experts/elites in the
proposition and generation of content. Connections are essential. In
order to create this newsroom environment everyone must be on the
same level, underscoring the importance of equal footing. It's important
to note that while there is an assumption of equality, Dewey still
celebrates expertise. Dewey believes that the shared knowledge of
many is far superior to the one's individual knowledge. Experts and
scholars are welcome in Dewey's framework, but there is not the

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hierarchical structure present in Lippman's understanding of journalism

and society. According to Dewey, conversation, debate, and dialogue
lay at the heart of a democracy.
John Dewey's thoughts are rendering the term audience” in the past, as
"audience" implies a passive role in the spread of information.
Lippman's journalistic philosophy is ideal in the field's conventional
model, however, Dewey's approach is more likely to sustain the
profession.

2. HEADLINES AND LEADS

A headline is text at the top of a newspaper/magazine article/story,

indicating the nature of the article below it.
Headlines may be written in bold, and are written in a much larger size
than the article text. Headline conventions include normally using
present tense, omitting forms of the verb ”to be” as auxiliary (and
omitting auxiliaries) in certain contexts –actually, omitting auxiliaries --
and removing short articles like "a" and "the". Most newspapers feature
a very large headline on their front page, dramatically describing the
biggest news of the day. A headline may also be followed by a smaller
secondary headline which gives a bit more information or a subhead
(also called a deck or nutgraf/nutgraph in some areas).
Headlines are generally written by copy editors, but they may also be
written by the writer, the page layout designer or a news editor or
managing editor.
Occasionally, the need to keep headlines brief leads to unintentional
double meanings. For example, if the story is about the president of Iraq
trying to acquire weapons, the headline might be IRAQI HEAD SEEKS
ARMS. Or if some agricultural legislation is defeated in the United
States House of Representatives, the title could read FARMER BILL
DIES IN HOUSE.

In headlines short and emotive words are preferred.

Make them unique and specific — brief, catchy, to the point
Each headline must be unique; choose specific details which describe a
unique news event.
Make them short — Headlines are as short as possible. Therefore,
articles and auxiliary words are usually dropped
Use verbs — A headline is at its essence a sentence without ending
punctuation, and sentences have verbs (should be active).
Use downstyle capitalisation — Downstyle capitalisation is the
preferred style. Only the initial word and proper nouns are capitalized.

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Strategii ale comunicării eficiente în limba engleză

In upstyle headlines, all nouns and most other words with more than
four letters are capitalized.
Downstyle: "Powell to lead U.S. delegation to Asian tsunami region"
Upstyle: "Powell to Lead U.S. Delegation to Asian Tsunami Region".
Write in a rather neutral point of view— headlines should not be
biased in tone or word choice
Tell the most important and unique thing — Article titles should
consist of a descriptive and enduring headline. As a series of stories on
a topic develop, each headline should convey the most important and
unique thing about the story at that time.
For example, "Los Angeles bank robbed" is an unenduring headline
because there will likely be another bank robbery in Los Angeles at
some point. Instead, find the unique angle about the story you are
writing and mention that: "Thieves commit largest bank robbery in Los
Angeles history", or "Trio robs Los Angeles bank, escapes on
motorcycles".
Use present tense — Headlines (article/story titles) should be
preferably written with verbs in the present tense (even when they are
about people who died: ”X Dies at 85”). Man confesses to killing 7 in
Missouri Associated Press 21 Aug. 2006
The infinitive is used to express future meaning: Police in Britain
Thwart Plan To Blow Up Flights Headed to the U.S.; Secretary
Chertoff Holds Press Conference, Aired August 10, 2006 - 08:00 ET
on the CNN TV station
Past Tense: Suspected killer nabbed near Va. Tech, Associated
Press /22Aug.2006
Use active voice - News is about events, and generally you should
center on the doers, and what they are doing, in your sentence
structure. Active voice is "Leader goes to shops" whereas passive
voice, to be avoided, would be "Shops visited by leader".
A quick check is try to word your sentences to avoid verbs ending in
'ing' and look for 'be verbs', e. g. : 'are going to' can easily be converted
to 'will' or simply 'to'. Rather than "More criminals are going to face
execution in 2005", if we put "More criminals to face execution in 2005"
or "More criminals face execution in 2005" a better sense of immediacy
is conveyed.
Try to attribute any action to someone — "Insurgents shoot U.S.
troops in North Baghdad" is better than "U.S. troops shot in North
Baghdad".
Avoid jargon and meaningless acronyms — Avoid uncommon
technical terms, and when referring to a country or organization, use its
full name rather than acronym, unless the acronym is more common
than the full name (e. g. : NASA, CIA, AIDS) or length is prohibitive.
Use comma, not 'and' or '&' — Often the word 'and' may be
substituted with a comma ','. Example: "Powell and Annan set

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international goals for aid" could be written: "Powell, Annan set

international goals for aid"

Headline Vocabulary

Newspaper word Meaning

aid help, assistance

alert warning to be on the lookout for
smb.
attack criticize
axe cut, remove
back support
bar exclude, forbid
ban prohibition
be off decrease, appear less
than expected
bid attempt
bite power
blast explosion
blaze fire
blitz investigation
blow set-back disappointment
boom increase
boost incentive,
encourage
boss / head manager, director
bug disease, infection, virus
call (for) demand
clash dispute
cop policeman
crook criminal
curb restrain, limit
cut reduction
dash hurried
journey

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deadlock failure to reach

agreement
deal agreement
disagreement
drama tense situation
decry condemn publicly
drive campaign, effort
eye look at eagerly, as an objective, or
to investigate
envoy ambassador
fear anxious
expectation
fight disagreement
flee to run away from
smth.
gems jewels
go-ahead approval
go to be knocked down; sold (of property); dismantled (of
institutions)
haul quantity of smth which has been gained, stolen, seized
or gathered
hike, a hike increase, especially in costs
hit affect badly,
criticize
hold to detain in police
custody
horror horrifying accident
hurdle obstacle
jail to imprison
key essential, vital
kid child
killing incident of
manslaughter, murder
lag, a lag delay, slow down
lash to attack verbally
link connection
loom to approach (of smth.
threatening)

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mob large gang,

uncontrolled crowd
move step towards a
desire end
muscle power
net to capture
no refusal, rejection
nuke nuclear
ordeal painful
experience
oust push out
overhaul repair/change the necessary
parts in a system
necessary changes/repairs in a
system (noun)
panel commission
peril danger
plea strong request
pledge to promise
ploy clever activity
plunge dramatic fall
poll election/public opinion survey
press to insist on
smth.
probe investigation
punch power
quit leave, resign
raid to enter and search
rap strong criticism,
reprimand
riddle mystery, puzzling incident
rocket increase
row disagreement, argument
scare alarm, panic
seek to request, look for, try
to obtain
shock unpleasant surprise
shun deliberately avoid

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slam, slate to criticize severely

slash reduce, cut an
extreme degree
smash to break up, destroy
snub to turn down, to reject
soar to increase
dramatically
spark cause, initiate, like the
beginning of a fire
stance publicly stated opinion
storm violent disagreement
strife conflict
stun to surprise greatly, to shock
swoop investigation
talks discussions
teeth power
threat danger
toll number of people killed
tout praise
tragedy fatal accident ending in death
urge to recommend
strongly
vow promise, threaten
wed marry
win to gain, to achieve
woo to try to win the favor of

GRAMMAR
STRUCTURES

The Noun:
irregular plural of nouns (child – children, ox—oxen, man—men,
woman—women, foot—feet, tooth—teeth, goose—geese,
louse—lice, mouse—mice; …);
spelling irregularities (Nouns which receive “-es” at the plural
form, end in :

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a)-sh: flash–flashes;
b)-ss: kiss-kisses;
c)-ch: watch-watches;
d)-x: box-boxes;
e)-z: buzz-buzzes;
f)-consonant + «o»:tomato-tomatoes;
g)-consonant + “y” (y i):fly-flies;
h)-f/-fe (f v): wife-wives, leaf-leaves.
nouns borrowed from Latin and Greek (datum-data, addendum-
addenda, thesis-theses, synthesis-syntheses, analysis-analyses,
basis-bases, focus-foci, genius-genii, stimulus-stimuli, trauma-
traumata, schema-schemata, phenomenon-phenomena,
criterion-criteria, matrix-matrices, appendix-appendices); nouns
that have the same form both in the singular and in the plural:
series-series, species-species, means-means.
Irregular Verbs: understand, be, make, give, think, have, read.

PRONUNCIATION: inherent [in'hi∂r∂nt], coherent [k∂u'hi∂r∂nt]

Auxiliaries BE, DO, HAVE

I)BE

SIMPLE SIMPLE
PRESENT PAST

I am I was

You are You were

He/She/It is He/She/It was

We are We were

You are You were

They are They were

II.)DO

SIMPLE SIMPLE PAST

PRESENT

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I do I did

You do You did

He/She/It does He/She/It did

We do We did

You do You did

They do They did

III.)HAVE

SIMPLE SIMPLE
PRESENT PAST

I have I had

You have You had

He/She/It has He/She/I had

t

We have We had

You have You had

They have They had

The Simple Present

Use:
Habitual, repeated actions in the present;
Permanent situations;
General truths;
Timetables/ official programmes (with future meaning).
Time Expressions: (expressing frequency) never, always, sometimes,
often, usually, seldom (rarely); every day/week….

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Practice: Article writing: headlines and leads

A. Translate the following headlines into Romanian, and mention the
English headline specifics that you may identify for each of them.
Use a dictionary if needed.

Specifics
Headline Romanian
translation

1. Suspected killer
nabbed near Va. Tech

2. Iran wants to talk

but keep nuke
program

3. Police in Britain
Thwart Plan To Blow
Up Flights Headed to
the U.S.; Secretary
Chertoff Holds Press
Conference

4. U.S. says Iran

proposal falls short

5. Annan snubbed,
ignored in Iran
meeting

6. Turkey pledges
peacekeepers for
Lebanon

7. Bush touts
progress since 9/11
attacks

8. Hurricane Lane
roars toward Baja

9. Negotiations on
terror legislation snag

10.Thailand's PM
ousted in military
coup

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11.Gen. says U.S. may

boost forces in Iraq

12.Abducted newborn
found; Woman
arrested

13.Congress unlikely
to pass wiretapping

14.White House said

to bar hurricane report

15.NYC mulls ban on

trans fats in eateries

16.Footage of Irwin's
death will never air,
says wife

Suggested structure of a story/an article:

a. Headline : brief, catchy, to the point
b. Deck: optional, possibly a blurb, adds important/interesting info
c. Lead: the 5/6 special questions answered (bigger font type)
d. Nut graph: (focus graph) par that explains the point of the story –
what the story is about, sometimes replaced by a summary lead
e. More “Wh-“ questions answered

B. Write a lead for the facts below:

Who: Three boaters
What happened: two killed, the third injured when boat capsized
When: Sunday
Where: Lake Harney, Florida
Why: High winds and waves
How: explained later in the story

C.Article no.2
1. He has also resigned from the judicial committee of the governing

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 Strategii ale comunicării eficiente în limba engleză

body of the RAC motorsports council.

2. Magistrates at Blandford in Dorset were told Aspinall had a blood
alcohol level of 122mg. The legal limit is 35mg. He admitted drink-
driving and was fined £1,800 and told his ban could be cut by six
months if he takes driver-rehabilitation course.
3. Now his career is in tatters. He has resigned as a crown court
recorder, a part-time judge, and faces a Bar Council disciplinary
hearing which could mean being suspended from practising as a
barrister or even thrown out of the profession.
4. In Who’s Who he lists his recreations as “motor sports” and “being
with my wife and friends at the Drax Arms”—the country pub near
his home in Spetisbury, Dorest, where he is a popular regular.
5. Aspinall, 50, who worked as a lorry driver before becoming a
lawyer, was more than three times over the limit when he caused a
crash on Good Friday.
6. A judge’s entry in Who’s Who listed his passions as cars and
drinking with friends. Yesterday these twin interests landed John
Aspinall QC in court, where he was banned from the road for two
and a half years for drink-driving.

Right order of paragraphs:

1st 2 3 4 5 6th

Practice
Grammar Structures

Insert the missing noun forms (either plural or singular) in the table
below:

SINGULAR PLURAL

analysis …

… addenda

… diagnoses

priority …

process …

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hypothesis …

… foci

… phenomena

genius …, …

schema …

… appendices

datum …

life …

… teeth

woman …

… children

stimulus …

phone-booth …

letter-box …

… series

millenium …

Arrange the expressions of time in the right place on an axis which has
“0%” marked at one end, and “100%” at the other end, to express
frequency.
100% always
………
………
……...
……...
………
………

0% ………

Form: Affirmative (no auxiliary !): Add “-s” or “-es” to the short infinitive
of the verb, at the 3rd person singular.
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Verbs which receive “-es” at the 3rd person singular,

end in :
a)-sh: wash–washes;
b)-ss: miss-misses;
c)-ch: search-searches;
d)-x: mix-mixes;
e)-z: buzz-buzzes;
f)-consonant + «o»:do-does;
g)-consonant + “y” (y i):fly-flies.

Give the simple present third person singular form of the following
verbs: smile; fix; travel; match; go; caress; cry; pray; teach; crash; fry;
do; scratch; try; admit; deny; say; hiss.

Interrogative: Do/Does + Subject + Verb……?

Negative: Subject + do/does + not + Verb (short form: don’t/doesn’t).

PRACTICE (bibliography)
Grammar exercises from: G. Gălăţeanu, Exerciţii de gramatică engleză,
Editura Albatros, 1980 (sau reeditări mai recente), paginile 6-7, sau V.
Evans, Round-up 4, Longman, 1993, paginile 3-8, sau N.Coe,
Grammar Spectrum 3, Oxford Univ. Press, 1995, paginile 6-7, sau alte
volume cu exerciţii de gramatică.

1.Choose the most appropriate words underlined:

A person’s life consist/consists of series of responses to
stimuluses/stimuli.
Each area of human relationship requires/require intensive and
extensive study based on some hypothesis/hypotheses.
The psychologist’s functions is/are to discover the basic principles of
psychological phenomena/phenomenons.
The research datums/data shows/show overt symptoms of
maladjustment.

1.Write/Say at least four things that you usually, often, always do, and
other four that you don’t do/never do.

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2.Make up affirmative, interrogative or negative sentences as

suggested by the hints below:
She/always/approach/a hypothesis/thoroughly.
…/his parents/approve of/ his behaviour?
What kind of data …/she/obtain/whenever/she/apply/such a test?
A child/…not evolve/normally in an aggressive environment.
He/seldom/speak/in terms of/his own life experience.
A researcher/usually/show/special interest in the adjustment problems.

PRACTICE
I. Match the abbreviations in column A to their explanations in column
B:

A B

BBC Bachelor of Arts

Object Linking and

Embedding
GOP

TB General Meeting

LP Doctor of Philosophy

UN Television

FBI The United Nations

Educational, Scientific &
Cultural Organisation

TV Very Important Person

BA British Broadcasting
Corporation

UNESCO Long-playing record

MSN Program Information File

IBM The Microsoft Network

Hi-Fi Basic Input/Output System

21
 Strategii ale comunicării eficiente în limba engleză

PIF International Business

Machines

BIOS Tuberculosis

VIP The United Nations

GM The Federal Bureau of

Investigation

PhD High fidelity

URL Portable Document

Format

OLE Uniform Resource Locator

(address of a document on
the web)

PDF Grand Old Party (The

Republican Party in the
U.S.A., George W. Bush’s
party)

1. The Media Sphere Planet

 THE PRESENT PROGRESSIVE

Use: The present progressive is used to express:

an action in progress at the moment of speaking;
a temporary action in the present (I am attending an English course.);
fixed arrangements in the near future (She’s flying to Paris the day after
tomorrow.)
annoyance or criticism (with “always”): He’s always talking too much.

Time Adverbials: now; at the/this moment.

Form:
Affirmative: Subject + am/is/are + verb-ing….
Interrogative: Am/is/are + Subject + verb-ing..?
Negative: Subject + am/is/are + not + verb-ing…(short form:
isn’t/aren’t).

Practice:
1. Talk about things that are happening now.
2. Fill in the blanks with the correct form of the verb in brackets:
We (go)…………… on a camp to the mountains next weekend.
The birds (sing)……………., the sun (shine), and I
(feel)………….intoxicated now that I (think)…………..about the
upcoming holidays.
Some neighbours …….always (make)………. too much noise.
She (work)…………..at the new project this month.

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 1.The Media Sphere Planet

Test de autoevaluare 1
2. Arrange the paragraphs below in the right order so as to make up news
articles. Start with the lead. Think about a headline and a deck for the
article.
Article no. 1 (exercise 1)

1.Jack Moore was playing with his friends near his home in Nevilles Cross
Road, Hebburn, South Tyneside, when curiosity got the better of him and
he crawled into the eight-inch space under the building, where he became
firmly wedged.
2. Firemen used airbags to raise the cabin before Jack was freed and
taken to hospital, where he was treated for cuts and bruising and allowed
home. His mother, Lisa, said: ‘He is a little shaken and bruised but apart
from that he seems all right.’
3.A six-year old boy was rescued after he became wedged under a
portable building being used as a polling station.

Right order of paragraphs:

1st 2nd 3rd

Răspunsuri şi comentarii la Testele de autoevaluare

Right order of paragraphs:

3 1 2

1st 2nd 3rd

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 1.The Media Sphere Planet

1.3. Lucrare de verificare Unit 1 The Media Sphere Planet

A. Arrange the paragraphs below in the right order so as to make up
a news article. Start with the lead. Think about a headline and a deck
for the article. Which of the 13 pars can be erased by the editor in
case there is not enough space in the newspaper.

1. The woman, in her early 20s, scrambled from the Ford Fiesta as it
crashed through a low stone wall at the edge of a car park at the
Beacon, St Agnes, on the north Cornwall coast.
2. The woman raised the alarm and coastguards launched a rescue
operation which at its height involved a Navy helicopter, divers,
two lifeboats and a cliff rescue team.
3. “He saw some clothing and the inshore lifeboat was able to pick
up the girl’s bag floating in the water.”
4. Insp Paul Whetter of Devon and Cornwall police said the woman
had managed to get out just before the car went over the cliff.
5. The search was called off at 5pm because the situation had
become ‘too dangerous’ for rescue workers. It was to be resumed
at first light today.
6. A neighbour looking after the missing man’s mother at her home
in the village said: ”She has just lost her only son.”
7. “We sent our cliff man down to a point about 60ft above the
waves, where the cliff became a sheer drop,” said Mike North,
sector manager with HM Coastguard. “He was able to keep an
eye on the scene and spotted a lot of debris from the car.
8. A spokesman for RNAS Culdrose added: ”The first diver in the
water said it was too dangerous for others to go in. He was being
pounded by pieces of wreckage from the car which was being
smashed on to the rocks at the bottom of the cliffs.”
9. The search operation was hampered by worsening weather and a
Navy diver had to be pulled out of the sea. The St Agnes and St
Ives inshore lifeboats could not get close to the spot.
10. She was treated for shock at the scene by paramedics before
being taken to Treliske Hospital in Truro.
11. Mr Dunklin is understood to have been giving his girlfriend a
driving lesson on Beacon Road, a remote and little-used track
near the cliffs. They may have driven into the gravel-surfaced car
park to practise reversing or three-point turns.
12. A man was feared dead last night after his car ran off a 150ft
clifftop into rough seas when his girlfriend lost control while he
was giving her a driving lesson.
13. Andrew Dunklin, 25, from St Agnes, was trapped in the vehicle as
it rolled over the cliff. It is thought he was thrown through the
windscreen into the sea. The car came to rest in 30ft of water and
immediately began to break up.

25 Strategii ale comunicării eficiente în limba engleză

 1.The Media Sphere Planet

Right order of paragraphs:

1st 2nd 13th

Bibliografie Unit 1
Belch, George, Introduction to Advertising and Promotion, Irwin,
Boston, 1993, pp. G1/Glossary—left column, G12/Glossary—left
column, (IV 82, Library /Biblioteca F.J.S.C.).
Forsdale, Louis, Perspectives on Communication, Addison-Wesley
Publishing Company, Massachusetts, 1981;
Frost, Chris, Reporting for Journalists, Routledge, London, U.K., 2002,
(III 1635, Library/Biblioteca F.J.S.C. , check the glossary of terms at the
end, pp.153-154);
Dooley, Jenny; Evans, Virginia, Grammarway 4, Express Publishing,
London, U.K., 1999 (Biblioteca FJSC/Library) (The Indicative Tenses,
Emphasis and Inversion);
Hybels, Saundra; Weaver, Richard L., Communicating Effectively,
Random House, New York, 1986;
Moen, Daryl R., Newspaper Layout and Design, Iowa State University
Press, Ames, U.S.A., 2000 (IV 239, Library/Biblioteca F.J.S.C., check
the glossary of terms at the end, pp.219-224);
Newsom, Doug, This Is PR, Wadsworth Publishing Company, Belmont,
California, U.S.A., 1993, p.3, (III 689, Library/ Biblioteca F.J.S.C.);
Nysenholc, Adolphe şi Gergely, Thomas, 1991, Information et
Persuasion. Argumenter, Bruxelles: De Boeck- Wesmael;
Rich, Carole, Writing and Reporting News, International Thomson
Publishing, Belmont, California, U.S.A., 1994, pp.289-295 (III 911,
Library/Biblioteca F.J.S.C.).
Samovar, Larry A.; Porter, Richard E., Communication between
Cultures, Wadsworth Thomson, Belmont, 2004;
Smith, Fred L. Jr. şi Castellanos, Alex, 2006 (2004), Field Guide for
Effective Communication, Washington DC: Competitive Enterprise
Institute & National Media Inc.;
www. IQads.ro;
www. Bestads.com;
www.britishpress.com.

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