978-606-751-628-9 Limba Engleza 3

Felicia Bucur
LIMBA ENGLEZĂ 3
- suport de curs -
EDITURA UNIVERSITĂŢII „NICOLAE TITULESCU”

BUCUREŞTI
2018
Acest material este destinat uzului studenţilor, forma de învăţământ la distanţă.
Conţinutul cursului este proprietatea intelectuală a autorului/autorilor; designul, machetarea şi

transpunerea în format electronic aparţin Departamentului de Învăţământ la Distanţă al
Universităţii „Nicolae Titulescu” din Bucureşti.
Acest curs este destinat uzului individual. Este interzisă multiplicarea, copierea sau
difuzarea conţinutului sub orice formă.
UNIVERSITATEA „NICOLAE TITULESCU” DIN BUCUREŞTI
DEPARTAMENTUL PENTRU ÎNVĂŢĂMÂNTUL LA DISTANŢĂ
Felicia Bucur
Limba engleză 3
Editura Universităţii „Nicolae Titulescu”
Calea Văcăreşti, nr. 185, sector 4, Bucureşti

Tel./fax: 0213309032/0213308606
Email: editura@univnt.ro
ISBN: 978-606-751-628-9
CUPRINS
CUPRINS ........................................................................................................................................................ 5
INTRODUCERE .................................................................................................................................................. 7
CADRUL GENERAL AL CURSULUI.......................................................................................................................... 7
OBIECTIVELE CURSULUI....................................................................................................................................... 7
COMPETENŢE ....................................................................................................................................................... 7
RESURSE ŞI MIJLOACE DE LUCRU ......................................................................................................................... 8
STRUCTURA CURSULUI ........................................................................................................................................ 8
TEME DE CONTROL .............................................................................................................................................. 9
CERINŢE PRELIMINARE PENTRU PARCURGEREA CURSULUI ................................................................................ 10
DURATA MEDIE DE STUDIU INDIVIDUAL ............................................................................................................. 10
EVALUAREA....................................................................................................................................................... 10
BIBLIOGRAFIE GENERALĂ: ................................................................................................................................. 11
UNIT 1: PUBLIC ADMINISTRATION - OVERVIEW .............................................................................. 12
1.1. INTRODUCTION ...................................................................................................................................... 12
1.2. OBJECTIVES ............................................................................................................................................ 12
1.3. WARM-UP ................................................................................................................................................ 12
1.4. READING AND COMPREHENSION ...................................................................................................... 12
1.5. SKILLS FOCUS: MAKING PROPOSALS ............................................................................................... 15
1.6. VOCABULARY DEVELOPMENT .......................................................................................................... 15
1.7. LANGUAGE FOCUS: NOUN FORMATION .......................................................................................... 17
1.8. LET’S REMEMBER... ............................................................................................................................... 20
1.9. SUMMARY ............................................................................................................................................... 21
1.10. TEST ........................................................................................................................................................ 21
1.11. BIBLIOGRAPHY .................................................................................................................................... 22
UNIT 2: PRINCIPLES OF PUBLIC ADMINISTRATION ........................................................................ 23
2.1. INTRODUCTION ...................................................................................................................................... 23
2.2. OBJECTIVES ............................................................................................................................................ 23
2.3. WARM-UP ................................................................................................................................................ 23
2.5. SKILLS FOCUS: WRITING AN ARGUMENTATIVE ESSAY - DISCOURSE MARKERS ......................... 26
2.7. LANGUAGE FOCUS: TYPES OF NOUNS .............................................................................................. 28
2.8. LET’S REMEMBER... ............................................................................................................................... 31
2.9. SUMMARY ............................................................................................................................................... 32
2.10. TEST ........................................................................................................................................................ 32
2.11. BIBLIOGRAPHY .................................................................................................................................... 34
UNIT 3: CIVIL SERVICE ........................................................................................................................... 35
3.1. INTRODUCTION ...................................................................................................................................... 35
3.2. OBJECTIVES ............................................................................................................................................ 35
3.3. WARM-UP ................................................................................................................................................ 35
3.5. SKILLS FOCUS: THE MINUTES OF A MEETING ................................................................................ 38
3.7. LANGUAGE FOCUS: PLURAL NOUNS ................................................................................................ 40
3.8. LET’S REMEMBER... ............................................................................................................................... 44
3.9. SUMMARY ............................................................................................................................................... 45
3.10. TEST ........................................................................................................................................................ 46
3.11. ASSIGNMENT 1 ..................................................................................................................................... 46
3.12. BIBLIOGRAPHY .................................................................................................................................... 47
UNIT 4: CONSTITUTION ........................................................................................................................... 48
5
4.1. INTRODUCTION ...................................................................................................................................... 48
4.2. OBJECTIVES ............................................................................................................................................ 48
4.3. WARM-UP ................................................................................................................................................ 48
4.5. SKILLS FOCUS: WRITING AN ARGUMENTATIVE ESSAY - STRUCTURE................................................. 50
4.7. LANGUAGE FOCUS: NOUN COMBINATIONS ................................................................................... 53
4.8. LET’S REMEMBER... ............................................................................................................................... 56
4.9. SUMMARY ............................................................................................................................................... 57
4.10. TEST ........................................................................................................................................................ 57
4.11. BIBLIOGRAPHY .................................................................................................................................... 59
UNIT 5: DEMOCRACY AS A FORM OF GOVERNMENT...................................................................... 60
5.1. INTRODUCTION ...................................................................................................................................... 60
5.2. OBJECTIVES ............................................................................................................................................ 60
5.3. WARM-UP ................................................................................................................................................ 60
5.5. SKILLS FOCUS: WRITING A SHORT REPORT .................................................................................... 63
5.7. LANGUAGE FOCUS: COMPOUND NOUNS ......................................................................................... 65
5.8. LET’S REMEMBER... ............................................................................................................................... 68
5.9. SUMMARY ............................................................................................................................................... 69
5.10. TEST ........................................................................................................................................................ 69
5.11. BIBLIOGRAPHY .................................................................................................................................... 71
UNIT 6: LEVELS OF GOVERNMENT ...................................................................................................... 72
6.1. INTRODUCTION ...................................................................................................................................... 72
6.2. OBJECTIVES ............................................................................................................................................ 72
6.3. WARM-UP ................................................................................................................................................ 72
6.5. SKILLS FOCUS: WRITING – SUMMARIZING ........................................................................................ 74
6.7. LANGUAGE FOCUS: NOUNS AND PREPOSITIONS ........................................................................... 77
6.8. LET’S REMEMBER... ............................................................................................................................... 80
6.9. SUMMARY ............................................................................................................................................... 81
6.10. TEST ........................................................................................................................................................ 81
6.11. ASSIGNMENT 2 ..................................................................................................................................... 82
6.12. BIBLIOGRAPHY .................................................................................................................................... 83
6
INTRODUCERE
Titular curs: lect.univ.dr Norica Felicia BUCUR
Cadrul general al cursului
Cursul practic de limba engleză 3 se adresează în principal studenţilor din anul al II-
lea, semestrul I, din cadrul sistemului de Învăţământ Deschis la Distanţă (IDD) al Universităţii
„Nicolae Titulescu”, Facultatea de Relații Internaționale şi Administrație, Specializarea
Administraţie Publică, cu un nivel mediu de cunoaştere a limbii engleze şi doreşte să le ofere
acestora posibilitatea de a recapitula cunoştinţele acumulate şi de a-şi însuşi noi elemente –
noţiuni avansate, în special din limbajul administrativ şi juridic. De asemenea, cursul îşi
propune dezvoltarea unor strategii care să conducă la autonomia studenţilor în învăţare, prin
conştientizarea nevoilor personale, efort individual şi autoevaluare permanentă.
Cursul pentru semestrul I este structurat în 6 unităţi de învăţare. Textele sunt însoţite
de exerciţii, care au rolul de a facilita procesul de înţelegere şi de a favoriza acumularea
lexicală.
Obiectivele cursului
Obiectivele cursului sunt:

1) să formeze deprinderilor necesare pentru a folosi limba engleză în mod flexibil şi eficient
atât în scopuri sociale cât şi profesionale;
2) să îmbogăţească vocabularul studenţilor prin achiziţia de termeni juridici şi din
administraţia publică în limba engleză;
3) să crească încrederea studenţilor în capacităţile personale de îndeplinirea sarcinilor
comunicative în limba engleză.
Competenţe
Competenţele pe care trebuie să le dobândească studenţii se înscriu în precizările

oferite de Cadrul European Comun de Referinţă pentru Limbi: Învăţare, Predare, Evaluare
(2001). Astfel, nivelul pe care îl au studenţii la începutul acestui curs ar trebui să fie B1 sau
B2, şi ne dorim ca nivelul atins la finalizare să fie B2+.
Competenţele de comunicare lingvistică pe care studentul le poate dobândi cuprinde

următoarele componente:
1) Competenţa lingvistică generală: să se exprime clar şi fără a lăsa impresia că este
nevoit să restrângă ceea ce vrea să spună;
a. competenţa lexicală: să stăpânească o gamă bogată de vocabular pentru subiectele
legate de domeniul economic, juridic şi administraţie publică şi subiectele cele mai
generale;
7
b. competenţa gramaticală: să menţină un control gramatical bun, să nu facă greşeli care
să conducă la neînţelegeri;
c. competenţa fonologică: pronunţie şi intonaţie fireşti;
d. competenţa ortografică: să producă un text scris coerent, clar şi inteligibil ce respectă
regulile curente de dispunere în pagină şi de organizare.
2) Competenţa sociolingvistică: să se exprime cu siguranţă, simplu şi politicos într-
un registru oficial şi neoficial potrivit cu situaţia şi persoanele în cauză.
3) Competenţa pragmatică:
a. competenţa discursivă:
- să poată face o descriere sau alcătui o poveste clară dezvoltând şi argumentând
punctele importante cu ajutorul detaliilor şi al exemplelor semnificative;
- să poată interveni într-o discuţie într-o manieră adecvată;
- să poată utiliza cu eficacitate o varietate de cuvinte de legătură pentru a marca clar
legăturile dintre idei.
b. competenţa funcţională:
- să poată comunica cu spontaneitate, demonstrând adeseori o remarcabilă uşurinţă şi o
facilitate de exprimare chiar şi în enunţurile complexe şi destul de lungi;
- să poată transmite o informaţie amănunţită în mod fiabil.
Resurse şi mijloace de lucru
Propunem utilizarea următoarelor resursele si mijloacele de lucru:

- prezentul curs practic de limba engleză;
- o gramatică a limbii engleze, pentru referinţe (să poată fi consultată la nevoie 1);
- un dicţionar general englez-român, român englez;
- un dicţionar economic şi juridic englez-român/român-englez 2
Structura cursului
Cursul pentru semestrul I este compus din 6 unităţi de învăţare, după cum urmează:
Unit 1: PUBLIC ADMINISTRATION - OVERVIEW
Unit 2: PRINCIPLES OF PUBLIC ADMINISTRATION
Unit 3: CIVIL SERVICE
1
Sugerăm următoarele variante posibile:
1. Fleischhack, Eric; Schwarz (2009) – English Grammar, Bucureşti: ALL Educational
2. Vince, Michael (2008) - Macmillan English Grammar In Context Student's Book – Intermediate,
London: Macmillan
3. Preda, Ioan; Leviţchi, Leon (2008) – Gramatica limbii engleze, Bucureşti: Gramar
4. Docherty, Vincent; Brough, Sonia (2009) – Gramatica standard a limbii engleze, Bucureşti: Niculescu
2
Sugerăm următoarele variante posibile:
1. Oxford Business. Dicţionar englez-român (2007), Bucureşti: ALL
2. Dicţionar de afaceri englez-român, (2007), Bucureşti: Niculescu
3. Dictionar englez-roman/roman-englez de termeni economici si juridici (2010), Iaşi: Polirom
4. Dicţionar juridic englez-român, român-englez (2009) Bucureşti: Lumina Lex
5. Dicţionar economic englez-român, român-englez (2009) Bucureşti: Teora
8
Unit 4: CONSTITUTION
Unit 5: DEMOCRACY AS A FORM OF GOVERNEMENT
Unit 6: LEVELS OF GOVERNMENT
Fiecare unitate este alcătuită din:
1. INTRODUCERE [INTRODUCTION] = Scurtă descriere a conţinutului unităţii de

învăţare
2. OBIECTIVE [OBJECTIVES] pe care studenţii trebuie să le atingă prin parcurgerea
unităţii respective (aceste obiective sunt stabilite pentru a coordona procesul de
învăţare, pentru a-i motiva pe studenţi să-şi însuşească conţinutul şi de asemenea
pentru a-i ajuta să se autoevalueze).
3. ÎNCĂLZIRE [WARM-UP]: include întrebări, teme pentru reflecţie şi scurte
fragmente de text legate de subiectul unităţii respective pentru a stârni interesul
studenţilor şi pentru a le activa elementele lexicale necesare unităţii respective.
4. LECTURA ȘI ÎNŢELEGERE [READING AND COMPREHENSION]: un text
(500-700 cuvinte), în care se exprimă o opinie cu privire la tema din unitatea
respectivă + exerciţii prin intermediul cărora se oferă posibilitatea de a verifica gradul
de înţelegere a textului
5. DEZVOLTAREA APTITUDINILOR [SKILLS FOCUS]: activităţi menite să
dezvolte competenţele necesare exprimării scrise în domeniul administrației publice.
6. DEZVOLTAREA VOCABULARULUI [VOCABULARY DEVELOPMENT]: prin
intermediul exerciţiilor se oferă posibilitatea de fixare a elementelor lexicale deja
întâlnite.
7. RECAPITULARE STRUCTURI GRAMATICALE [LANGUAGE FOCUS]:
revizuirea unor structuri şi funcţii deja studiate, dar care prezintă un interes deosebit în
engleza pentru administrația publică.
8. SĂ NE REAMINTIM [LET’S REMEMBER] punctează principalele elemente de
vocabular furnizate prin material până la momentul curent.
9. REZUMAT [SUMMARY] - reprezintă o sinteză a structurilor gramaticale dezbătute
în cadrul unităţii de învăţare, precum şi legătura cu următoarele Unităţi de învăţare
10. TEST [TEST] – rezolvările vor fi dezbătute în cadrul tutorialelor
11. BIBLIOGRAFIA [BIBLIOGRAPHY]
Cheia exerciţiilor este postată pe platform eLis.
Teme de control
Acest curs conține și 2 TEME DE CONTROL (ASSIGNMENTS)
Rezolvarea celor două teme de control reprezintă 30% din nota finală.
Cele două teme de control trebuie încărcate pe platforma eLis (secțiunea TEME ONLINE)
până cel târziu 14.01.2018.
Tema de control 1 (ASSIGNMENT 1) - secțiunea 3.11 – presupune rezolvarea în scris, la

alegere din unităţile 1, 2 sau 3 a unei activităţi propuse în secţiunea SKILLS FOCUS (vezi
1.5, 2.5 sau 3.5).
9
Tema de control 2 (ASSIGNEMENT 2) - secțiunea 6.11 – presupune rezolvarea în scris, la
alegere din unităţile 4, 5 sau 6 a unei activităţi propuse în secţiunea SKILLS FOCUS (vezi
4.5, 5.5 sau 6.5).
Cerinţe preliminare pentru parcurgerea cursului
Este necesar un nivel cel puţin mediu de limba engleză pentru parcurgerea acestui curs (de
exemplu obţinerea cel puţin a calificativului B1 la examenul de bacalaureat sau al unui
calificativ similar).
Durata medie de studiu individual
120 minute pentru fiecare unitate.
Evaluarea
La sfârşitul semestrului studentul va primi o nota care va fi compusă din:

1. 70% evaluarea finală, care va avea loc în sesiunea de examene, sub formă scrisă.
2. 30% evaluarea pe parcurs, prin notarea celor două teme de control obligatorii.
Examenul scris de la sfârşitul semestrului I va evalua competenţele lingvistice,
sociolingvistice şi pragmatice dobândite prin parcurgerea unităţilor de învăţare 1-6 şi va avea
o durată de 60 de minute.
Structura examenului scris poate fi următoarea:
1. Un text şi şase întrebări. Trebuie să citiţi textul şi să alegeţi varianta corectă de răspuns (A, B,
C sau D).
2. Un exerciţiu de completare a spaţiilor libere (15 propoziţii/fraze cu spaţii goale). Fiecare
spaţiu gol reprezintă un cuvânt sau o expresie. Trebuie să citiţi propoziţiile/frazele şi să alegeţi
cuvântul sau expresia potrivită (A, B, C sau D).
3. Descrierea unei situaţii. Trebuie să redactaţi un text (40-50 de cuvinte) folosind informaţia
dată (writing a note, message, memo or email: giving instructions, explaining a development,
asking for comments, requesting information, agreeing to requests, etc.).
4. Traducerea unui text de 60-70 de cuvinte din limba engleză în limba română, asemănător din
punct de vedere al conţinutului cu textele studiate.
5. Retroversiunea a 5 propoziţii/fraze care să conţină structuri gramaticale sau funcţii ale limbii
revizuite în cadrul unităţilor din semestrul I.
10
Bibliografie generală:
1. Dracsineanu, Cătălin; Haraga, Radu (2012). Manual de limba engleză pentru

profesionişti. Iaşi: Editura Polirom
2. Fleischhack, Eric; Schwarz, Hellmut (2009) – English Grammar. Practice Book,
Bucureşti: ALL Educational
3. Seidl, Jennifer; Schwarz, Hellmut (2012). English Grammar, Bucureşti: ALL
Educational
11
Unit 1: PUBLIC ADMINISTRATION - OVERVIEW
Contents:
1.1. Introduction
1.2. Objectives
1.3. Warm-up
1.4. Reading and Comprehension
1.5. Skills Focus
1.6. Vocabulary Development
1.7. Language Focus
1.8. Let’s Remember
1.9. Summary
1.10. Test
1.11. Bibliography
1.1. INTRODUCTION
This unit will focus on vocabulary related to public administration. As for

grammar issues, we will deal with noun formation.
1.2. OBJECTIVES
This unit will help you:
- develop your reading comprehension skills (skimming and scanning)

- develop vocabulary skills (phrasal verbs, verb-noun collocations, antonyms)
- revise and practice noun formation
- improve your writing skills - proposal
- develop and practise translation skills
AVERAGE STUDY TIME: 2 hours
1.3. WARM-UP
I. What is public administration? Identify expressions related to this concept (e.g.

government policy, civil servant, to implement, citizen etc.).
II. Establish all possible links and differences for the concepts identified by the
following expressions:
• public policy
• public administration
• public management
1.4. READING AND COMPREHENSION
A. Scan the text below and answer the questions:
12
a) Why are the names of Lorenz von Stein and Woodrow Wilson mentioned?
b) What happened in 1855? What about 1887?
B. Read the text and answer the questions below:
1. How could public administration be defined?

2. What happens with public administration nowadays?
3. How did Lorenz von Stein define the science of public administration?
4. What features are common to all civil services?
WHAT IS PUBLIC ADMINISTRATION?
(1) Public Administration can be broadly described as the development,

implementation and study of government policy. Today public administration is
often regarded as including some responsibility for determining the policies and
programs of governments. Specifically, it is the planning, organizing, directing,
5 coordinating, and controlling of government operations.
(2) Public administration is a feature of all nations, whatever their
system of government. Within nations public administration is practiced at the
central, intermediate, and local levels. Though public administration has
historically referred to government management, it increasingly encompasses
10 non-governmental organizations that are not acting out of self-interest.
(3) From the 16th century, the national state was the reigning model of
the administrative organization in Western Europe. These states needed an
organization for the implementation of law and order and for setting up a
defensive structure. The need for expert civil servants, with knowledge about
15 taxes, statistics, administration and the military organization, grew.
(4) Lorenz von Stein, since 1855 professor in Vienna, is considered the
founder of the science of public administration. According to him, the science
of public administration was an interaction between theory and practice and
combined several disciplines, such as sociology, political sciences,
20 administrative law and public finance.
(5) In the United States Woodrow Wilson was the first to consider the
science of public administration. In an 1887 article entitled “The Study of
Administration” Wilson wrote “it is the object of administrative study to
discover, first, what government can properly and successfully do, and
25 secondly, how it can do these proper things with the utmost possible efficiency
and at least possible cost either of money or of energy”.
(6) In most of the world the establishment of highly trained
administrative, executive classes has made public administration a distinct
profession. The body of public administrators is usually called the civil service.
30 Traditionally the civil service is contrasted with other bodies serving full time,
such as the military, the judiciary, and the police. In most countries a distinction
is also made between the home civil service and those persons engaged abroad
on diplomatic duties. A civil servant, therefore, is one of a body of persons who
are directly employed in the administration of the internal affairs of the state
35 and whose role and status are not political, ministerial, military, or
constabulary.
(7) Certain characteristics are common to all civil services. Senior civil
13
servants are regarded as the professional advisers to those who formulate state
policy. Civil servants in every country are expected to advise, warn, and assist
40 those responsible for state policy and, when this has been decided, to provide
the organization for implementing it. The responsibility for policy decisions lies
with the political members of the executive (those members who have been
elected or appointed to give political direction to government). By custom, civil
servants are protected from public blame for their advice.
C. Mark the statements True or False according to the information in the text.
Justify your answer by reference to the text.
1. Not all nations have public administration.

2. Public administration is practiced at the central level only.
3. Historically, public administration has referred to government management.
4. Lorenz von Stein is considered to be the opponent of the science of public
administration.
5. A civil servant is directly employed in the administration of the internal affairs.
6. There are certain features common to all civil services.
7. It is the responsibility of civil servants to make policy decisions.
D. Match these verbs and nouns as they occur together in the text.
1. include a) a growing problem

2. determine b) the science of public administration
3. constitute c) decisions
4. consider d) responsibilities
5. formulate e) members
6. appoint f) policies and programmes
7. make g) state policy
E. Find in the text the words having the same meaning as those listed below.
1. considered (P 1);
2. realization (P 3);
3. the subject of (P4)
4. study (P5);
5. compared with (P 6);
6. missions (P 6);
7. serve (P 6);
8. features (P 7);
9. as a rule (P 7)
F. Complete these sentences using an appropriate phrase from the following list.
There are extra phrases you do not need to use.
to be common at the level to take into consideration

to be contrasted with to be employed in to deal with
internal affairs to serve full time to formulate state policy.
1. Public administration .............. studying and implementing the government policy.
14
2. Woodrow Wilson was the first to ................ the science of public administration in
the United States.
3. The civil service ........... the military, the judiciary, and the police services.
4. Civil servants ......... in the administration of the home affairs.
5. There are certain features which ......... to all civil services.
6. Senior civil servants give advice to those who ......................... .
1.5. SKILLS FOCUS: MAKING PROPOSALS
In everyday life we are repeatedly confronted with situations and facts that we
do not like. Sometimes we can change things, but some other times we cannot or we
think we cannot. Whatever the situation may be, it is worth trying. Look at it this way:
if we try, we might succeed, if we don’t, then nothing will happen.
Whenever you want to change something, you should suggest something else
instead, or you should simply propose how to improve the existing situation. One
possible solution might be to brainstorm the problem with your friends or colleagues.
After you have decided what exactly you want to propose, just before writing
your proposal, perhaps you should consider these:
• who will read your proposal;
• plan your proposal by deciding the main points you would like to include;
• organise your ideas under specific headings/paragraphs, such as: Main Problem(s),
Suggestions, Benefits, Implementation etc.;
• do not make your proposal too informal in style; use formal and impersonal
language;
• check your proposal for mistakes at the end.
YOUR TASK
SITUATION: You are a public officer in a governmental organisation where the staff
is experiencing health problems because of stressful working environment. Your
superiors have asked you to look into the matter. You are supposed to write a
proposal, suggesting measures that can be taken in order to reduce stress at work.
Your proposal should follow this structure:

A. Introduction: stating the problem, examples.
B. Suggestions: what can be done to solve the problem
C. Conclusion
Write between 160 - 200 words.
1.6. VOCABULARY DEVELOPMENT
I. PHRASAL VERBS. Match up the phrasal verbs on the left with their meaning
on the right:
1. break down a. match

2. carry on b. leave the ground (e.g. an aeroplane)
3. clear up c. stop working (e.g. a machine)
4. get on (with someone) d. arrive
5. go out e. postpone
6. go with f. stop raining or being cloudy and turn sunny
15
7. hang on g. stop burning (e.g. a fire)
8. put off h. continue
9. take off i. wait
10. turn up j. have a good relationship with someone
Now complete the following dialogues with a suitable phrasal verb. Choose from the
verbs above. Make any necessary changes:
1. A: What do you think of the curtains?

B: They don’t really _________ the carpet, do they? You need something darker.
2. A: Was Mandy at the party on Saturday?
B: No, she didn’t _________.
3. A: You are late!
B: I’m sorry, but my car _________.
4. A; Are you going to the meeting tonight?
B: Haven’t you heard? It has been _________until next week.
5. A: Oh no! It has started raining!
B: Don’t worry, it will _________ soon.
6. A: Which gate number for flight SK 505 to Copenhagen, please?
B: Gate 25. But you’d better hurry, it _________ in fifteen minutes.
7. A: Put some more wood on the fire, please, Alan.
B: Too late! It’s _________!
8. A: Shall we stop for a break now?
B: No, let’s _________ for a while longer.
9. A: Aren’t you friends with Mark any more?
B: No, we just don’t _________ these days.
10. A: Is Mr. Reed at work today?
B: _________. I’ll just check.
II. USEFUL VERBS. Match up the verbs (1-16) on the left with a suitable phrase (a-p)
from the list on the right.
1. apply for (a) a new planet

2. beat (b) your finger with a hammer
3. borrow (c) someone money
4. discover (d) someone at tennis
5. dive (e) tomatoes in the greenhouse
6. dry (f) in bed until 10.30
7. fasten (g) into the swimming pool
8. grow (h) the word correctly
9. hire (i) a new job in Canada
10. hit (j) the meeting because of illness
11. hurry (k) your seatbelt before the plane takes off
12. lie (l) for love
13. marry (m) £20 from someone
14. owe (n) yourself with a towel
15. postpone (o) a car for the weekend
16. pronounce (p) to catch the last bus home
III. ADJECTIVES: OPPOSITES. Fill the gaps in the sentences below with adjectives that
are opposite in meaning to the words printed in bold type. Choose from the following:
absent imaginary noisy single

amateur loose shallow tame
16
1. Nothing seems to fit me these days! This dress is too tight and the other one is too
________.
2. The swimming pool is deep at this end but _______ at the other.
3. Most of today’s _______ animals were once wild.
4. Peter Pan is an _______ character, I tell you! He isn’t real.
5. I want the names of everyone who was present at the meeting and everyone who was
_______.
6. It’s nice to have a quiet weekend after a week of _______ parties.
7. He asked me if I was married or _______.
8. Is there a big difference between _______ and professional boxing?
1.7. LANGUAGE FOCUS: NOUN FORMATION
• We use some words only as nouns car, cupboard, biscuit etc. In other cases, nouns
can be derived from other words, notably from verbs by adding a suffix. For
example:
deliver  delivery employ  employment exhibit  exhibition
• Some of the common noun endings are:
depart  departure initiate  initiative

perform  performance promote  promotion
recruit  recruitment refer  reference
store  storage train  training
• Nouns can also be formed from adjectives or other nouns:
accurate  accuracy free  freedom

capital  capitalism partner  partnership
effective  effectiveness reliable  reliability
• Some nouns have the same form as verbs. For example:
attempt benefit blame budget call claim copy cost delay

help lack offer share supply support try wait wish
• Sometimes the pronunciation is different, even though the noun and the verb have
the same form:
Verb Noun Verb Noun

con’duct ‘conduct pro’duce ‘produce
dis’count ‘discount re’cord ‘record
im’port ‘import re’ject ‘reject
ob’ject ‘object sub’ject ‘subject
per’mit ‘permit trans’fer ‘transfer
• A frequent way of forming nouns is by adding –ing to a verb. In this way, we can
refer to an action, activity or process in a general way. The noun or noun phrase
may be the subject or the object of the verb:
17
Training is essential for a flexible labour force.
She has to do a lot of entertaining.
More has to be done to prevent counterfeiting.
• Nouns referring to people can be formed with –er, -or, -ian, -ee, -ant and –ist:
lawyer actor technician trainee consultant dentist

reporter auditor musician employee assistant scientist
I. Using a dictionary if necessary, complete the two columns with nouns derived
from the verbs and adjectives given. Use the suffixes given in the explanations.
Verb Noun Adjective Noun

accept wise
agree weak
counterfeit reliable
enter (2 answers) prosperous
initiate social (2 answers)
occur punctual
protect real
race (2 answers) complex
refer effective
store aware
waste creative (2 answers)
II. Match the sentence halves:
1. Flying on a charter flight

2. Reducing poverty and homelessness
3. Making a profit for the shareholders
4. Speaking in front of a large audience
5. Setting up a joint venture abroad
6. Headhunting
a) is the primary aim of most businesses.
b) is a way of breaking into an export market.
c) is a priority for the new-left wing government.
d) is an effective method of recruiting key executives.
e) can be a stressful experience.
f) is cheaper than on a scheduled time.
III. Complete each sentence with a noun that refers to the type of person
described.
a) He works at the reception desk, so he’s a ______________.

b) A contract is signed by both the employer and the ______________.
c) He works in the legal department so he’s a ______________.
d) As an ______________ she audits the company’s accounts.
e) She plays a musical instrument, so she’s a ______________.
f) She studied electricity and became an ______________.
18
g) As a ______________ for the Financial Times he reports on events around the
world.
h) As a freelance ______________ he can sell his photos to newspapers and
magazines.
i) Over 200 people applied for the job we advertised; we didn’t expect so many
______________.
IV. Add a suffix to the following words (-age, -ation, -ion, -sion or -tion), then fill
the gaps in the sentences below.
describe discuss educate elect

explode invent invite marry
mile post pronounce suggest
1. Who do you think will win the next _____________ Conservatives or the Labour
party?
2. He knew a lot of grammar and vocabulary, but his _____________ was so bad that
no one could understand a word he was saying.
3. The _____________ of the computer has had an enormous impact on people's
lives.
4. You get very good _____________ from this car – at least 40 miles to the gallon.
5. ‘How about going to see Mandy and Nick tonight?’
‘No, thank you! Have you forgotten already what happened last time?’
‘All right, all right. Forget it! It was only a _____________.’
6. _____________ in Britain is compulsory between the ages of 5 and 16.
7. This is his second _____________. His first wife died in a car crash three years
ago.
8. There was a very lively _____________ on TV last night about the proposed
introduction of identity cards in Britain.
9. It is now confirmed that three people died in yesterday's _____________ in a
restaurant in Soho. This is the third IRA bombing in London this month.
10. Have you had an _____________ to Jill's wedding yet?
11. The police asked the witness for a _____________ of the armed robber.
12. The book costs £15 plus £2.50 _____________.
V. Add a suffix to the following words (-ity, -ment or -ness), then fill the gaps in
the sentences below.
active dark govern sad

advertise disappoint ill treat
arrange equal popular weak
1. She found it hard to hide her _____________ at not winning an Oscar, as she was
the hot favourite to win it.
2. There is far too much _____________ in the world today. I wish there was
something you could do to make people happier.
3. There was a full-page _____________ in today's paper for the new Jaguar car.
4. He has a _____________ for cream cakes. He just can’t resist eating them.
5. Although it is desirable, I don't think there will ever be true _____________
between men and women.
19
6. She made an _____________ to see her bank manager at 11.30 on Friday morning.
7. There was a lot of _____________ outside my bedroom window this morning. The
noise woke me up.
8. Do you get free dental _____________ in your country, or do you have to pay for
it?
9. The more unemployment rises, the less popular the _____________ gets -
especially the Prime Minister.
10. We tried to get home before _____________ came, as I hate driving at night.
11. His _____________ with television viewers went down enormously after a
newspaper published photographs of him beating his dog.
12. ‘Your _____________ is a direct result of smoking,’ the doctor told his patient.
‘The sooner you stop, the better.’
1.8. LET’S REMEMBER...
PUBLIC [adj.] = connected with the government and the services it provides
 public money/spending/funding/expenditure
 He spent much of his career in public office (= working in the government).
 (British English) the public purse (= the money that the government can spend)
 The rail industry is no longer in public ownership (= controlled by the
government).
 public≠ private
ADMINISTRATION
1. [uncountable noun] the activities that are done in order to plan, organize and run a
business, school or other institution
 Administration costs are passed on to the customer.

 the day-to-day administration of a company
 I work in the Sales Administration department.
2. (also Administration) [countable] the government of a country, especially the US
 the Obama administration

 Successive administrations have failed to solve the country's economic
problems.
THE CIVIL SERVICE = the government departments in a country and the people who
work for them, except the armed forces, judges and elected politicians
 He had a long career in the civil service.
CIVIL SERVANT = a person who works in the civil service.
 He’s a 35-year-old civil servant with two young children.
20
GOVERNMENT
1. [countable + singular or plural verb] (also the Government) (abbreviation govt)
the group of people who are responsible for controlling a country or a state.
 to lead/form a government
 the last Conservative government
 the government of the day
 Foreign governments have been consulted about this decision.
 She has resigned from the Government.
 The Government has/have been considering further tax cuts.
 government policies/officials/ministers
 a government department/agency/grant government expenditure/intervention
2. [uncountable] a particular system or method of controlling a country
 coalition/communist/democratic/totalitarian, etc. government

 Democratic government has now replaced military rule.
 central/federal government
3. [uncountable] the activity or the manner of controlling a country.
 strong government
 The Democrats are now in government in the US.
1.9. SUMMARY
• Nouns may be formed from verbs, adjectives or other nouns. The forms are
often Latin or Greek in origin. There is no simple rule for adding suffixes, but
there are patterns.
• Adding a suffix to a verb form is one way of forming a noun. A suffix is a part
added to the end of a word.
We will continue the revision of English nouns – next unit will deal with types of
nouns.
1.10. TEST
(I) To fill the spaces, use a word formed from the words in brackets.
Parliament consists of two houses: the House of Commons and the House of Lords.
The third part of the (01) [govern] ...................... is the Monarchy, which is of (02)
[symbol] ................... (03) [signify] ...................... only.
The Lords are not elected. A member of the House of Lords can inherit his position, or
he can be made a member, appointed for his service to the State. The members of the
House of Lords receive no salary for their (04) [parliament] ...................... work.
However, they receive travelling expenses from their homes to Westminster, together
with an (05) [attend] ...................... (06) [allow] ...................... .
The House of Commons is a (07) [represent] ...................... (08) [assemble]
21
...................... elected by everyone over the age of 18. Members receive a salary for
their work, and are elected. The Commons is presided over by the Speaker who is
elected by the members immediately after a new Parliament is formed.
English politics have been dominated by two parties: the Conservative, or Tory, party,
and the Socialist, or Labour, party. The small Liberal party also has quite a lot of
popularity. However, as England does not have proportional (09) [represent]
...................... , small parties are not very (10)...................... [succeed].
(II) Translate the following text into Romanian:
Dating back to Antiquity, Pharaohs, kings and emperors have required pages,
treasurers, and tax collectors to administer the practical business of government. Prior
to the 19th century, staffing of most public administrations was rife with nepotism,
favoritism, and political patronage, which was often referred to as a "spoils system".
Public administrators have been the "eyes and ears" of rulers until relatively recently.
In medieval times, the abilities to read and write, add and subtract were as dominated
by the educated elite as public employment. Consequently, the need for expert civil
servants whose ability to read and write formed the basis for developing expertise in
such necessary activities as legal record-keeping, paying and feeding armies and
levying taxes. As the European Imperialist age progressed and the militarily powers
extended their hold over other continents and people, the need for a sophisticated
public administration grew.
(http://en.wikipedia.org/wiki/Public_administration)
1.11. BIBLIOGRAPHY
Dracsineanu, Cătălin; Haraga, Radu (2012). Manual de limba engleză pentru

Fleischhack, Eric; Schwarz, Hellmut (2009) – English Grammar. Practice Book,
22
Unit 2: PRINCIPLES OF PUBLIC ADMINISTRATION
Contents:
2.1. Introduction
2.2. Objectives
2.3. Warm-up
2.5. Skills Focus
2.7. Language Focus
2.9. Summary
2.10. Test
2.11. Bibliography
2.1. INTRODUCTION
This unit will focus on vocabulary related to the principles of public

administration. As for grammar issues, we will deal with types of nouns.
2.2. OBJECTIVES

- develop vocabulary skills for public administration
- revise and practice types of nouns
- improve your writing skills – discourse markers
2.3. WARM-UP
I. Complete the sketch as shown, so as to get expressions including the word

"public":
Public opinion
____________
____________
____________
____________
____________
____________
23
II. Make up sentences using at least five of the expressions you have identified.
A. Scan following text and find the information referring to:

a) the major principle of public administration;
b) the origin of the organizational principles of public administration;
c) the characteristics that a person should possess to work in civil service;
d) the role of the budget.
PRINCIPLES OF PUBLIC ADMINISTRATION
A prominent principle of public administration has been economy

and efficiency, that is, the provision of public services at the minimum cost.
This has usually been the stated objective of administrative reform. Despite
growing concern about other kinds of values, such as responsiveness to
5 public needs, justice and equal treatment, and citizen involvement in
government decisions, efficiency continues to be a major goal.
Public administration has focused frequently on questions of formal
organization. Many organizational principles originated with the military, a
few – from private business. They include, for example: (1) organizing
10 departments, ministries, and agencies on the basis of common or closely
related purposes, (2) grouping like activities in single units, (3) equating
responsibility with authority, (4) ensuring unity of command (only one
supervisor for each group of employees, (5) limiting the number of
subordinates reporting to a single supervisor, (6) employing the principle of
15 management by exception (only the usual or problem case is brought to the
top), and (7) having a clear-cut chain of command downward and of
responsibility upward.
Public administration has also laid stress upon personnel. In most
countries administrative reform has involved civil service reform.
20 Historically, the direction has been toward “meritocracy”- the best
individual for each job, competitive examinations for entry, and selection
and promotion on the basis of merit. Attention has increasingly been given
to factors other than intellectual merit, including personal attitudes,
24
incentives, personality, personal relationships.
25 In addition, the budget has developed as a principal tool in planning
future programmes, deciding priorities, managing current programmes,
linking executive with legislature, and developing control and
accountability. The contest for control over budgets, particularly in the
Western world, began centuries ago and at times was the main relationship
30 between monarchs and their subjects. The modern executive budget system
in which the executive recommends, the legislature appropriates, and the
executive oversees expenditures originated in 19th century Britain. In the
United States during the 20th century, the budget became the principle
vehicle for legislative surveillance of administration, executive control of
35 departments, and departmental control of subordinate programs. It has been
assuming a similar role in many of the developing countries of the world.
B. Reread the text and answer the questions below
1. What values, besides economy and efficiency, are considered important by the
science of public administration?
2. What is “meritocracy”?
3. When did the struggle for control over budget begin?
4. Why is control over budget so important?
C. Match the sentence beginnings (1-6) to the correct endings (a-f).
1. A major principle of public administration has been ….…… .

2. Other kinds of values of the administrative reform are …..… .
3. Organizational principles of public administration are similar to ……….……… .
4. Public administration pays great attention to ………....….…. .
5. Attention has also been given to ……………..……………... .
6. Budget is important in ……………………..……..…………. .
a) ……….……….…………. formal organization of the military.
b) …………..………… personal characteristics of an individual.
c) ……………… .personal incentives and collective bargaining.
d) …….....… provisions of public services at the minimum cost.
e) ……..……………………………. justice and equal treatment.
f) …………………………………….. planning future programs.
1. provide a) priorities
2. involve b) expenditures
3. decide c) civil service reform
4. oversee d) public services
5. plan e) public needs
6. respond to f) responsibility
7. equate g) future programs
E. Complete these sentences with the correct form of the word combinations
from Exercise D.
25
1. A major principle of public administration is to ............... .
2. One of the principles of public administration is also to ...... .
3. An organizational principle includes .......... with authority.
4. In most countries administrative reform has ..................... .
5. Budget plays an important role in ..................................... .
6. Budget is also an important tool in ................................... .
7. The system in which the executive ................ originated in Britain.
2.5. SKILLS FOCUS: WRITING AN ARGUMENTATIVE ESSAY -

Discourse markers
A. The fragment below explains why goals of public organisations are more
complex and often conflicting as compared to those of private bodies. It is a
well-built up text, with clear divisions of meaning, marked by certain linguistic
elements that support the structure of the paragraph.
Read the text carefully and select the words and phrases that mark the
structure of the text contributing to its cohesion. Read your list trying to explain
the way in which these elements connect various parts of the text (e.g. They may
illustrate contrast or similitude, create parallel structures, show consequences
or order of arguments, focus on conclusions etc.)
Public organisations are given goals which reflect the purposes for which they exist
but, in contrast to those of private bodies, they tend to be complex, vaguely defined
and often conflicting. As we all know, in a liberal democracy, politicians have the
task of trying to satisfy many different interests and of integrating these into the
policies which public bodies pursue. Therefore, the more general the stated goals, the
wider their appeal. It is because of the many different areas of concern for
government that their goals may often conflict. For example, a government may be
committed to reducing taxation and, at the same time, expanding education. In
conclusion, governments pursue multiple goals which are also continuously disputed
as sectional interests challenge them.
B. Alongside discourse markers, signposts gain importance in an argumentative

essay. They enable the readers to follow our arguments easily.
When pointing out opposing arguments (CONs):

Opponents of this idea claim / maintain that …
Those who disagree / are against these ideas may say / assert that …
Some people may disagree with this idea.
When stating specifically why they think like that:
The put forward this idea because …
They claim that … since …
Reaching the turning point:
However,
but
On the other hand,
When refuting the opposing idea, we may use the following strategies:
• compromise but prove that their argument is not powerful enough:
They have a point in thinking like that.
26
To a certain extent they are right.
• completely disagree:
After seeing this evidence, there is no way we can agree with what they say.
• say that their argument is irrelevant to the topic:
What we are discussing here is not what they are trying to prove.
Their argument is irrelevant.
YOUR TASK
Now write a 250 word essay using discourse markers such as: for the beginning,
first of all, then, from that point on, hence, therefore, so, accordingly, consequently,
apart from this, moreover, in addition to, in contrast with, finally, in conclusion.
You may choose one of the following topics.
1. What should a government do for a country to become successful?

2. The only effective way to deal with unemployment is to offer wide access to long
life learning. How far you agree?
I. Fill in the blanks with suitable words and phrases. Choose from the following:
accountable administrative arbitration deadlines delegation fighting

for to link management objectives practice procedures
protagonist resources reviewed rule taking targets
Both public and private organisations are held (1) __________ to their stakeholders.
They use (2) __________ to achieve their goals. In both types of organisation,
administration involves establishing (3) __________ designed (4) __________
policy with (5) __________. In (6) __________ systems, objectives are rarely (7)
__________ or changed. (8) __________ systems have clearer (9) __________ and
goals, with specific (10) __________ and (11) __________. In administrative
systems there is limited (12) __________. An administrator has a role of (13)
__________ and (14) __________ interpretation. A manager is a (15) __________,
looking (16) __________ opportunities, (17) __________ for resources and (18)
__________ initiatives.
II. Match up the following words and phrases with the correct meaning:
1. policy a. to justify minutely the way in which some

amounts of money have been used
2. efficiency b. plan of action made by a government, a
company or a political party
3. consensus c. ability, quality to work well or to produce the
right result or the right work quickly
27
4. to account for d. working or producing results
5. system of accountability e. to come out; to derive from
6. to emerge f. system according to which people are held
responsible for their work and they have to
report to their superiors
7. effectiveness g. the state of always being the same in
behaviour, thought, etc.
8. to avert h. general agreement; collective opinion
9. consistency i. to avoid; to turn away
2.7. LANGUAGE FOCUS: TYPES OF NOUNS
• Nouns belong to two broad families: countable nouns and uncountable nouns.
• Countable nouns include:

- individual things, people and places: a diary, a memo, a receptionist, a
factory, a corridor
- units of measurement: a metre, a mile, a kilo, a pound, a litre, a gallon
Countable nouns - are used with a / an

- can be used in the plural (diaries, memos etc)
- follow words such as many, these, those, several, few, a fe
number of
• Uncountable nouns include:

- substances: gas, glass, gold, iron, oil, plastic, water
- many abstract ideas: access, freedom, health, humour, profitability,
progress, relevance, safety
- verbal nouns: brainstorming, job-sharing, restructuring, shopping, timing
Uncountable nouns - do not take the when used in a general sense (NOT the t
broadens the mind)
- take the singular form of the verb
- have words like much, little, a little, some, a great deal of b
them
Some of the more common uncountable nouns are:
accommodation advertising advice baggage brainstormin

cash clothing damage employment equipment
furniture hardware information insurance legislation
merchandise money news progress research
software traffic training travel weather
It is possible to refer to one example of an uncountable noun by using a countable

expression before it or by using another word or expression:
28
accommodation  a place to live
advice  a piece of advice
information  a piece of information
insurance  an insurance policy
money  a coin / a banknote / a sum
progress  a step forward
work  a job / a task
I. Decide whether the following nouns are used as countable nouns or

uncountable nouns:
1. The children are playing in the garden. C U

2. I don't like milk. C U
3. I prefer tea. C U
4. Scientists say that the environment is threatened by pollution. C U
5. My mother uses butter to prepare cakes. C U
6. There are a lot of windows in our classroom. C U
7. We need some glue to fix this vase. C U
8. The waiters in this restaurant are very professional. C U
9. My father drinks two big glasses of water every morning. C U
10. The bread my mother prepares is delicious. C U
11. Drivers must be careful; the road is slippery. C U
12. Some policemen are organizing road traffic to avoid any accidents. C U
13. I bought three bottles of mineral water for our picnic. C U
14. I'd like some juice, please! C U
15. Successful candidates will join the camp later this year. C U
16. A rise in oil prices is inevitable since there is more and more world demand for
energy. C U
17. The exercises on this website are interesting. C U
18. Dehydrated babies must drink a lot of water. C U
19. Adult illiterates learn through a special government program. C U
20. I met some nice people when I was walking along the beach. C U
II. In each sentence, choose the best phrase to complete the gap from the choices
below (a, b, c, or d).
1. The receptionist at the front desk gave me two ___ .

a) informations b) information
c) pieces of information d) lots of information
2. My cousin is very beautiful. She has green eyes and ___ .
a) long hair b) long hairs
c) a long hair d) a long length of hair
3. ___ have you got in the bank? Is it enough to buy a house?
a) How many moneys b) How many money
c) How much money d) How much moneys
29
4. On Saturday, my friend Paul went fishing and he caught ___.
a) three fish b) three fishes
c) three items of fish d) three of fish
5. Can I borrow __ from you? I've left mine at home and I want to write some notes.
a) paper b) a paper
c) a slice of paper d) a piece of paper
6. How many ___ did the teacher give us today? He always gives us a lot to do.
a) homework b) homeworks
c) a lot of homework d) pieces of homework
7. Every morning before I come to school, I spend thirty minutes doing ___. That's
how I stay so slim.
a) exercise b) an exercise
c) some exercises d) some pieces of exercise
8. Your sister is a great pianist. She played ________ at the party.
a) a lovely music b) some lovely musics
c) lovely musics d) a lovely piece of music
III. Decide whether the following nouns are used as countable nouns (C) or
uncountable nouns (U), as in the examples:
e.g. She has had three years’ experience as a solicitor.  U

The demolition was a painful experience.  C
a) Are you here for business or pleasure?

b) He has set up a small fashion business.
c) I’ve never read the works of Shakespeare.
d) She’s found work as a commercial assistant.
e) Have you got a light?
f) Were you able to throw any light on the subject?
g) We’ll need some more wine glasses for the reception.
h) 50% of our bottles are made of recycled glass.
i) They failed to reach an agreement.
j) Is there agreement on how much will be spent?
k) Self advertisement is not always a good thing.
l) We put an advertisement in the Financial Times.
IV. Match each countable noun with an uncountable noun with a similar
meaning.
traffic equipment insurance machines accidents cars

employment policies travel advice news laws
legislation damage jobs journeys bulletins hints
Countable Uncountable
30
RESPONSIVENESS[uncountable noun]
1. the ability to react quickly and in a positive way to something
 a lack of responsiveness to client needs
2. an interested and enthusiastic reaction to somebody/something
 His letters express his profound responsiveness to nature and beauty.
BUDGET [countable, uncountable noun] = the money that is available to a person or

an organization and a plan of how it will be spent
over a period of time
 a monthly/an annual/a family budget

 the education/defence budget (= the amount of money that can be spent on this)
 an advertising budget of $2 million
 a big-budget movie
 We decorated the house on a tight budget (= without much money to spend).
 The work was finished on time and within budget (= did not cost more money
than was planned).
 They went over budget (= spent too much money).
 budget cuts
CITIZEN (countable noun)
1. a person who has the legal right to belong to a particular country
 She's Italian by birth but is now an Australian citizen.

 British citizens living in other parts of the European Union
2. a person who lives in a particular place
 the citizens of Budapest

 When you're old, people treat you like a second-class citizen.
PROVISION (noun)
1. [uncountable, countable, usually singular] the act of supplying somebody with
something that they need or want; something that is supplied
 housing provision
 The government is responsible for the provision of health care.
 There is no provision for anyone to sit down here.
 The provision of specialist teachers is being increased.
[uncountable, countable] provision for somebody/something = preparations that
31
you make for something that might or will happen in the future
 He had already made provisions for (= planned for the financial future of) his
wife and children before the accident.
 You should make provision for things going wrong.
 Small businesses are advised to make adequate provisions against bad debts.
 The plans for developing the area include provision for both water and field
sports.
3. provisions [plural] = supplies of food and drink, especially for a long journey
We have enough provisions to last us two weeks.
4. [countable] a condition or an arrangement in a legal document
Under the provisions of the lease, the tenant is responsible for repairs.
INCENTIVE
1. [countable, uncountable] incentive (for/to somebody/something) (to do

something) something that encourages you to do something
 There is no incentive for people to save fuel.

 There is an added incentive for you to buy from our catalogue—a free gift with
every purchase.
 opposite = disincentive
2. a payment or concession (= a reduction in the amount of money that has to be

paid) that encourages somebody to do something
 tax incentives to encourage savings
2.9. SUMMARY
• Countable nouns are nouns that can be counted. Most nouns in English are
countable.
• Uncountable nouns are not counted in English. This usually has to do with the
way English speakers think of these nouns. We often picture these nouns as a
single concept or one big thing which is hard to divide. Many of these words
are countable in other languages, but they ARE NOT countable in English.
Generally, we do not use plural forms of these words; however some of these
words do end in "s", so don't get confused.
We will continue the revision of English nouns – next unit will deal with noun plural.
2.10. TEST
(I) Choose the best answer:
1. Be careful, there's ________ on the floor! Someone has broken the window.
32
A. a glass B. some glass C. glasses
2. There _________ in the area.
A. are a lot of heavy industries

B. are much heavy industry
C. is a lot of heavy industry
3. __________ on the roads this morning?
A. Were there many traffics

B. Was there much traffics
C. Was there much traffic
4 He refused to give me _________ about the new project.
A. an information
B. some informations
C. informations
D. any information
5 She had _________ when she was younger.
A. long hair
B. a long hair
C. long hairs
6 I really need _________ before I buy a new car.
A. advices
B. some advice
C. an advice
D. some advices
7 Did you buy me _________ this morning? I'd like to read it now.
A. paper
B. a paper
C. some paper
8 We can't store the boxes in this room because there _________.
A. isn’t enough spaces

B. aren’t enough spaces
C. isn’t enough space
9 Can you come back later? I need _________ to finish this letter I'm writing.
A. a few more time
33
B. a little more time
C. more times
D. a few more times
10. ‘Have you ever been to Manchester?’ ‘Yes, _________.’
A. a few times
B. a little time
C. little times
D. much time
The term public administration has always been associated with the study of
the public sector, in addition to being an activity and a profession. There are a lot of
words to describe the study of the public sector. Public policy, public administration
and public management are terms all referring essentially to the same thing, which is
how the administrative sectors of government are organised, process information and
produce outputs in policies, laws or goods and services.
There are different views on the primacy of these terms. Some theoreticians
uphold that public administration is the use of managerial, political, and legal
theories and processes to fulfil legislative, executive and judicial governmental
mandates for the provision of regulatory and service functions for the society as a
whole or for some segments of it. This is a comprehensive, overarching definition,
putting within public administration every conceivable part of the public sector.
Other scientists see public management as a branch of the larger field of public
administration or public affairs; the part which overviews the art and science of
applied methodologies for public administrative program design and organisational
restructuring, policy and management planning, resource allocations through
budgeting systems, financial management, human resources management, and
programme evaluation and audit.
(Adapted and abridged from "Public Management and Administration" by Owen E. Hughes)
2.11. BIBLIOGRAPHY

34
Unit 3: CIVIL SERVICE
Contents:
3.1. Introduction
3.2. Objectives
3.3. Warm-up
3.5. Skills Focus
3.7. Language Focus
3.9. Summary
3.10. Test
3.11. Assignment 1
3.12. Bibliography
3.1. INTRODUCTION
This unit will focus on vocabulary related to the civil service. As for grammar
issues, we will deal noun plurals.
3.2. OBJECTIVES

- develop vocabulary skills (civil service, suffixes, phrasal verbs)
- revise and practice noun plurals
- improve your writing skills – the minutes of the meeting
3.3. WARM-UP
Answer the following questions:
a) How would you translate the term ‘civil service’ into Romanian?
b) What are the principles of appointing civil servants?
A. Scan the text below and compare your WARM-UP answers with the
information in the text.
B. Read the text and complete the missing information in the sentences below:
35
1. The term ‘civil servants’ refers to employees who have ___________.
2. In earlier times, civil servants were ___________.
3. In the 19th century appointments of civil servants depended on ___________.
4. In the 20th century public administration became ___________.
5. Today civil servants are mainly appointed on the basis of ___________.
6. A civil servant is not allowed to ___________.
7. Civil servants are also prohibited from ___________.
THE HISTORY OF CIVIL SERVICE
Civil service is the body of government officials who are employed in

civil occupations that are neither political nor judicial. In most countries the term
refers to employees selected and promoted on the basis of a merit and a system
which may include examinations.
5 In earlier times, when civil servants were part of the king’s household,
they were literally the monarch’s personal servants. As the powers of monarchs
and princes declined, appointment became a matter of personal choice by
ministers and heads of departments. In Europe in the 19th century, appointment
and promotion frequently depended on personal or political favour, but tenure
10 was common in the lower and middle ranks once appointment had been made.
Recruitment in many European countries corresponded to the national
educational systems: the highest class of civil servants entered service after
graduation from a university, the executive class – after full completion of
secondary school, the clerical class – after the intermediate school examination.
15 As public administration became more complex in the 20th century, specialized
categories of civil servants were created to bring into the service doctors,
scientists, architects, naval constructors, lawyers, and so on.
All countries base appointments on some kind of competition. In some
countries great emphasis is placed on formal written examinations supplemented
20 by interviews. Such is the situation in France, where entry into the higher civil
service is channelled through specialist schools. In Great Britain, the Civil
Service Commission relies more on informal tests and a series of interviews and
tends to measure the candidate’s intellectual competence by the quality of his
university degree. The conventional written examination is dispensed with also
25 in such European countries as Finland, Switzerland, the Netherlands, and
Portugal.
Most federal countries try to ensure an equitable distribution of posts
among their constituent elements. In Switzerland the federal authorities try to
maintain a balance of posts not only between the cantons but also between the
30 political parties, religions, and languages.
There are certain standards which are placed upon a civil servant’s
conduct. As a general rule, a civil servant is not allowed to engage directly or
indirectly in any trade or business and may engage in social or charitable
organizations only if these have no connection with official duties. There are
35 always strict limits on a civil servant’s right to lend or borrow money, and they
are prohibited from accepting gifts. There are also different attitudes about the
extent to which civil servants may engage in political activities. The United
Kingdom bans its senior civil servants to engage in any form of political
activity. The prohibition becomes progressively less strict, however, for the
40 medium and lower grades of the service.
36
C. Mark the statements True or False according to the information in the text.
Justify your answer by reference to the text.
1. Civil servants can’t be employed in political occupations.

2. Civil servants are usually promoted on the basis of their merits.
3. In the 19th century appointment often depended o the results of interviews.
4. Today all countries base appointments on some kind of competition.
5. Civil servants are not restricted in their conduct by any standards.
6. Civil servants are allowed to engage in business.
7. Civil servants are not allowed to accept gifts.
D. Complete these sentences using an appropriate phrase from the ones listed
below. Only some of the phrases are used.
to be employed in to make appointments to depend on

tenure lower (middle) ranks personnel management
to bring into the service to place emphasis on intellectual competence
university degree performance of duties to engage in
to prohibit from
1. Civil servants can’t ___________ political or judicial occupations.

2. In earlier times ___________ were a matter of personal choice.
3. In the 20th century doctors, lawyers, architects were ___________.
4. Today many countries ___________ on formal examinations and interviews while
making appointments.
5. In Great Britain a candidate’s ___________ is measured by the quality of his
___________.
6. Usually, a civil servant is not allowed to ___________ any trade or business.
7. In the UK civil servants are ___________ taking part in political activities.
E. Match these verbs and nouns to make common collocations.
1. carry out a) the core values

2. include b) services
3. provide c) a political or judicial office
4. outline d) a change in staff
5. involve e) political activity
6. hold f) public sector employees
7. participate in g) the administrative work of government
Complete these sentences using appropriate collocations from exercise E.
1. Civil servants are politically impartial employees who ___________.

2. Civil servants are public sector employees who can not ___________.
3. The Civil Service in the United Kingdom does not ___________ all ___________.
4. Civil servants at an intermediate level must seek permission to ___________.
5. About half of all civil servants ___________ direct to the public.
6. A change of minister of a department does not ___________.
7. The current civil service code ___________ expected of civil servants.
37
3.5. SKILLS FOCUS: THE MINUTES OF A MEETING
People in organisations meet on various occasions, either formally or informally, to

discuss certain issues. During formal meetings, an official recording may be needed
so that anyone who is interested (someone who could not attend the meeting, for
example) might find out what has been discussed there and what conclusions or
decisions have been reached. Recordings of meetings are called minutes.
The minutes of a meeting should contain:

• the name of the organisation/company holding the meeting
• the type of meeting (regular, special etc.)
• the date and the place of the meeting
• the chairperson of the meeting
• the subject of the meeting
• the names of the persons attending the meeting
• the time the meeting was opened
• who took the floor and what they said; the other persons’ reactions
• the actions/decisions taken
• the time of adjournment and the time and place of the next meeting
• the signatures of the persons that attended the meeting
When writing the minutes of a meeting, consider the following:

• minutes should be accurate and concise (stick to the essentials, after all, ‘to
minute’ means to summarise)
• concentrate on the main points, that is on the decisions, conclusions and
agreements
YOUR TASK
You work as a public officer in a governmental organisation/department and you will

attend a meeting where an important issue will be discussed and some decisions will
be taken. First, decide which is the subject of the meeting, then take the minutes of
the meeting, keeping in mind the information given at the beginning of this section.
I. SUFFIXES: CHANGING WORDS INTO NOUNS. Add a suffix to the

following words (-al, -ance, -ence or -y), then fill the gaps in the sentences below:
absent differ important perform

apologize difficult insure refuse
arrive discover intelligent try
1. I had great __________ in starting the car this morning. There must be something
wrong with the battery.
2. I wish I had the body of Mr Universe, the looks of Mel Gibson and the
__________ of Albert Einstein.
3. The __________ at the Old Bailey took six weeks. In the end, the jury found him
38
guilty and he was sent to prison for three years.
4. Your behaviour was disgusting last night. I think you owe everyone an
__________.
5. ‘I cannot stress the __________ of passing this exam enough, the teacher told the
class. ‘Your whole future may depend on it.’
6. Everyone was shocked at her __________ to attend her son’s wedding.
7. The crowd waited excitedly for the __________ of Princess Catherine.
8. Countries in the Middle East became rich following the __________ of oil.
9. If pupils in Britain miss school, they are expected to take a letter to their teacher
from their parents explaining their __________.
10. Sir Anthony Hopkins was awarded an Oscar for his __________ in Silence of the
Lambs.
11. Can you tell the __________ between butter and margarine?
12. __________ companies lost millions of pounds when a hurricane destroyed
property all along the south coast.
II. PHRASAL VERBS. Match the phrasal verbs on the left with their definitions
on the right.
1. call for (a) return (a thing) to its owner

2. call off (b) begin a journey
3. fill in (c) connect (by telephone)
4. get in (d) complete (a form, etc.)
5. give back (e) collect someone
6. look up (f) tolerate
7. put through (g) reduce the noise (of a radio, television, etc.)
8. put up with (h) search for something (in a dictionary, encyclopaedia, etc.)
9. set off (i) cancel, abandon
10. turn down (j) arrive home
Use the phrasal verbs above to complete the following dialogues. Make any
necessary changes.
1) A: What does the word ‘inevitable’ mean?
B: I’ve no idea. ________ it ________ in a dictionary.
2) A: I’d like to join the tennis club, please.
B: Certainly. Just ________ this application form.
3) A: Are you leaving early tomorrow morning?
B: No, not really. We think we’ll ________ at about 10.30.
4) A: What was the rock concert like?
B: Didn’t you hear? They had to ______ it ______ because the lead singer was ill.
5) A: Pam’s husband never helps in the home. He doesn’t even do the washing-up.
B: It’s a disgrace! I don’t know how she ________ it!
6) A: Here’s the book you asked to borrow.
B: Thanks. I’ll ________ it ________ to you tomorrow.
7) A: What time shall we go to Bob’s party?
B: Why don’t I ________ you about 7.30?
8) A: That music is very loud!
B: Shall I ________ it ________?
9) A: You didn’t phone me last night.
B: I know. I’m very sorry but I didn’t ________ until midnight.
39
10) A: Could I speak to Mr. Barker, please?
B: One minute, caller, I’ll just ________ you ________.
3.7. LANGUAGE FOCUS: PLURAL NOUNS
• We add –s to form the plural of most nouns. If the noun ends in –s, -x, -ch or sh, we
add –es:
classes boxes churches crashes
• Nouns ending in –o get either –s or –es when turned into plural:
-s  nouns whose final –o is preceded by a vowel: bamboos, radios

 some nouns ending in –o of foreign origin: casinos, sopranos
 abbreviations: kilos, photos
-es  nouns whose final –o is preceded by a consonant: heroes,

tomatoes
• If the final consonant of a noun is followed by –y, it is changed into –ies:
delivery  deliveries party  parties worry  worries
• There are nouns which only occur in the plural. For example:
Refreshments are available in the lobby. Their headquarters are in Boston

The goods will be sent by special delivery. Don’t leave valuables in your car.
My trousers are too tight. All her clothes were lost at the airport.
We’ve opened new premises in Warsaw. Earnings per share have increased.
He lives on the outskirts of the town. Many thanks for your invitation.
What means of transport do you prefer? Works entrance
• SINGULAR NOUNS ENDING IN –S: some nouns end in –s, but are not plural.
The news was good.

Politics has never been one of my favourite subjects.
Economics is not an exact science.
Rabies is a dangerous disease.
• IRREGULAR PLURALS: some nous do not take an –s, but have other forms,
other endings or stay the same.
aircraft  aircraft criterion  criteria

foot  feet formula  formulae (or formulas)
half  halves life  lives
matrix  matrices person  people
phenomenon  phenomena tooth  teeth
woman  women
• GROUPS AND ORGANISATIONS: singular nouns such as government or
40
committee can be seen either as a number of persons (plural) or as a collective
unit (singular). As a result, the following verb or pronoun may be either singular
or plural.
The government has decided to postpone elections.

The committee have shelved the project.
Other nouns in this category include:
club bank media public team

firm management police staff union
• The following singular expressions also usually have plural verbs:
a number of ... the majority of ... a couple of ... a group of ...
A number of us are worried about it.

The majority disagree.
There are a couple of children outside.
A lot of them were late.
The rest of the members are ill.
• Some plural expressions have singular verbs:
 names of quantities:
Ten pounds is too much to pay. / Three weeks wasn’t enough holiday.
 plural names of countries:

The United States is smaller than Canada.
 compound nouns joined by and:

Fish and chips cost $3.
 more than one + singular noun:

More than one person disagrees.
 one of + plural noun:

One of our children has lost a shoe.
I. Complete the sentences using these plural nouns:
refreshments valuables works outskirts

premises goods crossroads means
a) Their offices are on the __________ of Milan.

b) The money was acquired by dishonest __________.
c) Please hand in all __________ at the reception desk.
d) The demand for __________ and services is lower this year.
e) Our new __________ are located downtown, near the municipal library.
f) He’s the official in charge of the engineering __________.
41
g) __________: tea, coffee and snacks, will be served during the break.
h) When I became redundant for the first time I felt I had reached a __________ in
my life.
II. Complete the sentences with is, are, has or have.
a) Statistics __________ a subject about which I know very little.

b) The goods you ordered __________ arrived.
c) All their belongings __________ in the hotel room.
d) People __________ often strange.
e) Mathematics __________ often used as a test of intelligence.
f) The government __________ brought in a new piece of legislation.
III. Choose the right answer A, B, C or D:
1. You may only take one _____ of luggage onto the plane with you as hand luggage.
A case B lot C amount D piece
2. Maria is my best friend so I gave her an extra large _____ of my birthday cake.
A loaf B item C slice D stick
3. I won the second prize in the raffle, which was a ____ of 24-year-old single malt
whisky, six bottles altogether.
A pack B loaf C case D packet
4. When I saw Martha walking home last night, she was carrying two big ____ of
shopping, one in each hand.
A pieces B bags C cases D items
5. Photoshop is a very expensive _____ of software if you pay for it legally. These
days it's over six hundred pounds.
A piece B item C case D pack
6. The carpet in this room was very expensive. It cost over a hundred pounds for ten
_____________ of it.
A metric squares B metres C square metres D round metres
7. The gym that I go to has just bought a fantastic new _____ of exercise equipment.
You can exercise your arms, legs and head at the same time.
A piece B item C machine D lump
8. I'm sorry guys. I can't come out to the pub with you tonight. My teachers have
given me four ______ of homework to do for tomorrow.
A pieces B items C amounts D loads
9. I do have a bit of a sweet tooth. I still take three ______ of sugar in my coffee.
A pieces B items C forks D spoons
10. The new Art Gallery opened for the first time this week. It already has ten major
_____ of art on display and soon there will be another five.
A pieces B items C works D bits
11. I think it will take a(n) ___ of time for all the students to finish this test. If you
finish early, you should check your answers carefully.
A piece B item C length D bit
12. She only wears one ____ of jewellery on her face, and that's the ring she has
42
through the end of her nose.
A piece B item C lump D slice
IV. Choose the best combination for each blank.
class is club has orchestra is school has staff do

class are club have orchestra are school have staff does
1. a) In England, a state __________ to give time to religious education.

b) My daughter’s __________ decided to hold their sports day next Saturday.
2. a) The __________ given $5,000 to charity this year.

b) The __________ fifty per cent more members than a year ago.
3. a) The __________ not like the new manager.

b) The __________ not need to be increased.
4. a) Jane’s __________ in Room 6.

b) Our __________ planning a party.
5. a) The __________ just turning up – let’s hurry in.

b) An __________ composed of string, wind and percussion instruments.
V. Choose the verb in parentheses that correctly completes the sentence.
1. A group of teenagers in the town (has/have) organised a scheme to help old

people with their shopping.
2. A number of people (has/have) complained about the noise.
3. Do you think three pounds (is/are) a big enough tip?
4. Hamburger and chips (is/are) not a very healthy lunch.
5. In the latest rail union vote, the majority (has/have) voted to go on a strike; the
rest of the members (is/are) expected to support the strike fairly solidly.
6. Two kilos (is/are) pretty small for a newborn baby.
7. Our teenage son thinks there (is/are) a number of good reasons for staying up late
and having a good time.
8. More than one house in our street (has/have) been broken into recently.
9. A couple of dangerous looking men (is/are) waiting for you outside.
10. One of my friends (has/have) just won two free plane tickets to New York.
11. Six weeks (is/are) a long time to wait for news in your family.
12. The majority of the children’s parents (is/are) unemployed.
13. A lot of shops (is/are) opening on Sundays now.
14. The Philippines (has/have) signed the new human rights agreement.
15. The police think that more than one person (was/were) in the stolen car.
16. Tom and Rosie were late, but the rest of us (was/were) there on time.
17. (Is/Are) bacon and eggs what you usually eat for breakfast?
18. We’ve just learnt that a couple of our club members (has/have) been chosen for
the national team.
19. Each of the math problems (take, takes) twenty minutes to solve.
20. Some of the spectators (are, is) already leaving the stadium.
21. Neither of your arguments (are, is) very convincing.
43
22. All of the time-outs (has, have) been used.
23. No one on the highways (is, are) exempt from the traffic rules.
24. Several of the group (have, has) taken the trip before.
25. Anyone with glasses (need, needs) to wear them for the driving exam.
26. None of the car breakdowns (were, was) reported in the newspaper.
27. The shears (were, was) left outside in the rain.
28. Ms. Burns, as well as Dr. Carroll, (teach, teaches) home economics.
29. Neither of the girls (has, have) seen the movie.
30. Any one of the three car routes (is, are) better than the one that goes through
town.
31. Both of the boys in the family (has, have) red hair.
32. Either of those answers (is, are) correct.
33. The family (plan, plans) to go swimming.
34. Some fans in the grandstand (were, was) shouting at the umpire.
35. Three dollars (is, are) a lot of money for that magazine.
36. All of the trouble between the settlers and the natives who lived there (were, was)
the result of a misunderstanding.
37. Few of the airlines (offer, offers) direct service between those cities.
BODY = [countable + singular or plural verb] a group of people who work or act
together, often for an official purpose, or who are connected in some other way
 a regulatory/an advisory/a review body

 The governing body of the school is/are concerned about discipline.
 recognized professional bodies such as the Law Association
 An independent body has been set up to investigate the affair.
 A large body of people will be affected by the tax cuts.
 The protesters marched in a body (= all together) to the White House.
 a meeting of representatives of the student body and teaching staff
APPOINTMENT (noun)
1. [countable, uncountable] appointment (as/to something) the act of choosing a

person for a job or position of responsibility; the fact of being chosen for a job, etc.
 her recent appointment to the post

 his appointment as principal
 the appointment of a new captain for the England team
 appointments and dismissals
2. [countable] a job or position of responsibility
 a permanent/first appointment
 The department wished him success in his new appointment as sales manager.
TENURE [uncountable noun]
1. the period of time when somebody holds an important job, especially a political
one; the act of holding an important job
44
 his four-year tenure as President
 She knew that tenure of high political office was beyond her.
2. the right to stay permanently in your job, especially as a teacher at a university
 It's still extremely difficult to get tenure.
RANK [uncountable, countable noun] = the position, especially a high position, that
somebody has in a particular organization, society, etc.
 She was not used to mixing with people of high social rank.
 He rose through the ranks to become managing director.
 Within months she was elevated to ministerial rank.
 Promotion will mean that I’m immediately above him in rank.
DUTY (noun)
1. [countable, uncountable] something that you feel you have to do because it is your
moral or legal responsibility
 It is my duty to report it to the police.

 Local councillors have a duty to serve the community.
 I don't want you to visit me simply out of a sense of duty.
 your duties as a parent
 to do your duty for your country
 I’ll have to go I’m afraid - duty calls.
 The company owes a duty of care to its customers.
2. [uncountable] the work that is your job
 Report for duty at 8 a.m.
3.9. SUMMARY
• Most singular nouns form the plural by adding -s.

• A singular noun ending in s, x, z, ch, sh makes the plural by adding-es.
• A singular noun ending in a consonant and then y makes the plural by dropping
the y and adding-ies.
• There are some irregular noun plurals. The most common ones were listed in
the section 3.7.
• Some nouns have the same form in the singular and the plural.
• Some nouns have a plural form but take a singular verb.
• Some nouns have a fixed plural form and take a plural verb. They are not used
in the singular, or they have a different meaning in the singular.
.
We will continue the revision of English nouns – next unit will deal with noun
combinations.
45
3.10. TEST
(I) Are these sentences correct?
1. The police is still looking for him.

2. Athletics are my favourite sport.
3. Twenty pounds is a lot of money.
4. The news is not very good.
5. Three years are a long time.
6. Economics are very difficult to understand.
7. The police have arrested him.
8. Many people is worried about this.
9. One of my friends are coming to meet us here.
10. There are a couple of points to make.
The term civil service has two different meanings:

- a branch of governmental service in which individuals are employed on the basis
of professional merit as proven by competitive examinations;
- the body of employees in any government agency other than the military.
A civil servant or public servant is a person in the public sector employed for
a government department or agency. The term explicitly excludes the armed services,
although civilian officials can work at "Defence Ministry" headquarters. The extent
of civil servants of a state as part of the "Civil Service" varies from country to
country. In the United Kingdom, for instance, only Crown employees are referred to
as civil servants, county or city employees are not.
Many consider the study of civil service to be a part of the field of public
administration. Workers in "non-departmental public bodies" (sometimes called
"QUANGOs") may also be classed as civil servants for the purpose of statistics and
possibly for their terms and conditions. Collectively a state's civil servants form its
Civil Service or Public Service.
(http://en.wikipedia.org/wiki/Civil_service)
3.11. ASSIGNMENT 1
You can choose one of the following assignments:
1. REPORT, described in Unit 1, Section 1.5. SKILLS FOCUS.
2. AN ARGUMENTATIVE ESSAY, described in Unit 2, Section 2.5. SKILLS

FOCUS.
3. THE MINUTES OF A MEETING, described in Unit 3, Section 3.5. SKILLS

FOCUS.
This assignment should be uploaded on the eLis platform (under “teme online”)
no later than 14.01.2018.
Assignment 1 represents 15% of your final grade.
46
3.12. BIBLIOGRAPHY

47
Unit 4: CONSTITUTION
Contents:
4.1. Introduction
4.2. Objectives
4.3. Warm-up
4.5. Skills Focus
4.7. Language Focus
4.9. Summary
4.10. Test
4.11. Bibliography
4.1. INTRODUCTION
This unit will focus on vocabulary related to constitution. As for grammar issues,
we will deal noun combinations.
4.2. OBJECTIVES

- develop vocabulary skills (constitution)
- revise and practice noun combinations
- improve your writing skills – argumentative essay
4.3. WARM-UP
Try and answer the following questions:
1. What is a constitution?
2. Which is the branch of law that studies the constitution of a country?
3. Can constitutions be amended? If so, how?
A Scan the text below and answer these questions:
a) How many definitions of a constitution are given in the text?
48
b) Which constitution is the oldest one?
c) What countries have no written constitution?
B Read the text. Mark the statements True or False according to the
information in the text. Justify your answer by reference to the text.
1. All states are governed according to some fundamental rules.

2. Almost every country possesses a constitution.
3. The British Constitution is the oldest one.
4. The British Constitution is a written document which is considered the highest law
of the country.
5. The only definition of a constitution is that provided by the Oxford English
Dictionary.
6. There are only few countries which have no written constitution.
CONSTITUTIONS
Constitutions describe the fundamental rules according to which states

are governed. They set out how decisions are made, how power is distributed
among the institutions of government, the limits of governmental authority and
the methods of election and appointment of those who exercise power.
5 Constitutions also define the relationships between the state and the individual
and usually include the listing of the rights of the citizens. There are wide
variations between different types of constitution and even between different
constitutions of the same type. In essence, the British constitution can be
described as unwritten, parliamentary, monarchial and flexible, whereas the
10 American one can be seen as written, federal, presidential, republican and rigid.
Every country has a constitution of some kind, but the term is used in
two different but related ways. There are many definitions of a constitution,
such as that provided by the Oxford English dictionary: ‘A body of
fundamental principles or established precedents according to which a state or
15 other organization is acknowledged to be governed’. In other words, the
constitution is concerned with the way in which decisions are made, and how
powers are distributed among the various organs of government, be they
central or local. It usually determines the boundaries of governmental
authority, and the methods of election/appointment of those who are in power.
20 In a more precise and narrower sense, the ‘constitution’ refers to a single
document which sets out the rules governing the composition, powers and
methods of operation of the main institutions of government. Almost every
country currently possesses a constitution. The oldest one is the American
Constitution, the writing of which introduced ‘the age of constitutions’. Britain
25 does not have such a written statement. It is almost alone among modern states
in that it does not have ‘a constitution’ at all. Of course, there are rules,
regulations, principles and procedures for the running of the country. But there
is no single written document which can be appealed to as the highest law of
the land. Nobody can refer to ‘article 6’ or ‘the first amendment’ or anything
30 like that, because nothing like that exists. Written constitutions are important in
states which have been subjected to internal dissention and upheaval over a
long period. The American Constitution followed in the aftermath of the War
of Independence, just as the Japanese and West German documents were
49
devised after World War II. Most constitutions are written down and embodied
35 in a formal document. The American one is much briefer than many, having
some 7000 words, expressed in seven long articles, and a mere ten pages. Few
democratic countries today have unwritten constitutions. Apart from the United
Kingdom, only Israel and New Zealand lack formal documents.
C. Choose the most suitable word in each sentence.
1. Constitutions describe the fundamental rules according to which states are

executed / managed / governed.
2. The constitution sets out how power is distributed / divided / organized among the
institutions of power.
3. It also determines the methods of election / choice and nomination / appointment
of those who are in power.
4. Today nearly all countries possess / provide / set out a constitution.
5. There is no single written document in Britain which can be discussed / appealed
to / governed as the highest law of the country.
D. Match the following words as they appear together in the text.
1. fundamental a) authority
2. to make b) document
3. to define c) rules
4. to run d) relationships
5. to distribute e) the country
6. a single f) decisions
7. governmental g) dissention
8. internal f) the power
4.5. SKILLS FOCUS: Writing an Argumentative Essay -

STRUCTURE
Definition: In this kind of essay, we not only give information but also present an
argument with the PROS (supporting ideas) and CONS (opposing ideas) of an
argumentative issue. We should clearly take our stand and write as if we are trying to
persuade an opposing audience to adopt new beliefs or behavior. The primary
objective is to persuade people to change beliefs that many of them do not want to
change.
Organization: All argumentative topics have PROs and CONs. Before starting
writing, it is imperative to make a list of these ideas and choose the most suitable
ones among them for supporting and refuting.
There are three possible organization patterns:
Pattern 1: Pattern 2: Pattern 3:
50
Thesis statement: Thesis statement: Thesis statement:
PRO idea 1 CON(s) + Refutation(s) CON idea 1Refutation

PRO idea 2 PRO idea 1 CON idea 2Refutation
CON(s) + Refutation(s) PRO idea 2 CON idea 3Refutation
Conclusion Conclusion Conclusion
Supporting our ideas: This is the most important part when persuading others. We are
asking some people to change their beliefs or actions. We should be supporting our
ideas with such facts, statistics and/or authorities that there should not be room for any
doubts. Here are some faulty supports we should avoid:
THESIS:
Leaving the university and starting to work is good for the adolescent because …
• Feelings, emotional arguments (… it makes one feel much better.)
• Irrelevant examples (wandering off the topic) (… he would then be able to take
his girlfriend to expensive restaurants.)
• Oversimplification (… only then would he understand what it means to be an
adult.)
• Hasty generalizations (... it is a widely known fact that all adolescents look
forward to earning money.)
• Unreliable, even false outside sources (… according to www.doubtme.com,
80% of working men wish they quit school when they were at university and
started working at an earlier age.)
Refuting opposing arguments: Before we start saying that the opponents are wrong,
we should specify their opposing ideas. Otherwise, it would be like hitting the other
person with eyes closed. We should see clearly what we are hitting and be prepared
beforehand so that he cannot hit us back. We can do this by knowing what we are
refuting.
e.g. X Some people may say that adolescents should not leave university education;
however, they are wrong. (what they say is not wrong. Maybe their supporting idea is
wrong /irrelevant /insufficient. We should state their supporting idea specifically to be
able to refute it.)
√ Some people may say that adolescents should not leave university education because
they are not physically and psychologically mature enough to cope with the problems
of the real world. However, they forget one fact: adolescents can vote or start driving
at the age of 18 (in some countries even before that age!), which proves that they are
considered physically and psychologically mature at that age.
TASK:
Write an argumentative essay that tells whether you believe the 1991 Romanian
Constitution is still relevant today.
51
I. Fill in the blanks in the sentences below with the appropriate words:
salary suffrage demise casting

quorum written enforced hereditary
counterparts conservatism case-law amendment
reforms predecessor disqualified neutral
absenteeism meeting Speaker independent
conflict agreement crown
a) Although the UK does not have a (1) __________ constitution, numerous statutes
contain provisions about the Constitution.
b) Legal cases recorded in the Law Reports contain constitutional principles; thus,
(2) __________ is an important source of constitutional law.
c) Conventions are rules of political practice: as they are not laws, they cannot be
(3) __________ by the courts.
d) Whereas in many countries the constitutional texts contain special provisions for
any (4) __________ of the Constitution, no such thing exists in Britain, where the
Constitution may be altered by the ordinary process of legislation.
e) The composition of the House of Lords has been changed by two recent (5)
__________.
f) The (6) __________ peers of the UK acquire their title by lineal inheritance.
g) Although there were more than 1000 Lords in the House of Lords, attendance
was generally below 300. (7) __________ was encouraged by several facts: the
premises too small to contain all peers; peers received no (8) __________ for
their work; the (9) __________ for the House to be able to sit was only 3,
although a minimum of 30 was required for the vote.
h) (10) __________ was the rule in the House of Lords: very often the Lords
opposed the reforms proposed by the House of Commons.
i) The following categories of persons are (11) __________ from membership of
the House of Commons: persons under 21, aliens, mentally handicapped persons,
peers, bankrupts, persons convicted of treason or felony who have not completed
their sentence or been pardoned, persons convicted of corrupt or illegal practices
at parliamentary elections, Church ministers.
j) If the amendments of the House of Lords are rejected by the House of Commons
negotiations take place between the two houses until an (12) __________ is
reached.
k) The House of Commons is composed of Members of Parliament (MPs) elected
on the basis of universal (13) __________, who represent the country.
l) The House of Commons is presided over by the (14) __________ who, once
elected, must be impartial: he only has a (15) __________ vote, i.e. he votes only
in the event of a tie.
m) In case of (16) __________ of laws, statute law prevails over any other form of
law.
n) Although it is possible to stand as an (17) __________, i.e. without party
backing, most candidates belong to and have been selected by a political party.
52
o) By convention, the male heirs of the Sovereign have precedence over their
female (18) __________ to succeed to the throne.
p) The new Sovereign succeeds to the throne without any delay on the death of his
(19) __________.
q) The duration of Parliament is not affected by the (20) __________ of the
Sovereign: the life of a Parliament continues uninterrupted on the monarch’s
death and on the accession of his successor.
r) The term “(21) __________” nowadays covers not only the Sovereign, or
Monarch. But also his/her Ministers.
s) As they are politically (22) __________, civil servants are expected to serve the
government of the day, whatever its political colour.
t) The Cabinet (23) __________ is a forum in which key policy decisions are taken.
II. Complete the following sentences using suitable words from the box below:
draft law interest formality policy

set out Assent bills Legislative
Draft laws take the form of parliamentary Bills. Most are public Bills involving
measures relating to public (1) _________. Private (2) _________ deal with matters
of individual, corporate or local (3) _________ Proposals for (4) _________ changes
are sometimes set out in government ‘White Papers’. Consultation papers, sometimes
called ‘Green Papers’, (5) _________ government proposals which are still taking
shape and seek comments from the public. A (6) _________ is given a first reading
in the House of Commons without debate; this is followed by a thorough debate on
general principles at second reading, and a third and final reading. Bills must
normally be passed by both Houses. They must then receive the Royal (7)
_________ before becoming Acts. In practice this is a (8) _________.
4.7. LANGUAGE FOCUS: NOUN COMBINATIONS
There are three main ways of putting two nouns together:
1. noun + ’s + noun 2. noun + preposition + noun compound nouns

the manager’s task the punishment of fraud a market survey
the agent’s fee an article on the theatre consumer confidence
1. noun + ’s + noun
We use the ’s structure to express the relationships between nouns:
 possession John’s briefcase, Mr Smith’s office

 relationships my wife’s name, his brother’s success
 duration and time a month’s holiday, yesterday’s papers, the year’s results
’s can be used to show that something belongs to or is associated with a place or an

organization:
53
New York’s Fifth Avenue Amsterdam’s canals Moscow’s Red Square
the board’s decision the company’s profits the bank’s important
clients
’s is added to a noun that specifies a part of an object or a quality it has:
the car’s design the computer’s memory the plane’s wing
2. noun + preposition + noun
When we want to talk about a particular unit of something, we use a countable noun
before an uncountable noun linked by of. For example:
a piece of equipment an item of news a piece of paper a piece of software

a bit of land a bit of trouble a bit of research a run of bad luck
Some constructions are relatively fixed combinations:
a word of advice a show of strength a spell of bad weather

a mountain of work a round of talks / negotiations a stroke of luck
Expressions of measurement follow this pattern:
a gallon of petrol a pint of beer a kilo of rice
The of structure is used to refer to containers and their contents. The noun + noun
structure refers to the container without its contents:
a barrel of oil an oil barrel

a packet of cigarettes a cigarette packet
a jar of coffee a coffee jar
a glass of wine a wine glass
We also use an of structure with words that indicate part of something:
the middle of the meeting the bottom of the page

the back of the building the end of my stay
I. Match the place name and the feature it is famous for.
Copenhagen skyscrapers Berlin Cairo canals

Prado Madrid London Brandenburg Gate Venice
pyramids mermaid Big Ben New York
e.g. Copenhagen’s mermaid
II. Match an expression on the left with the appropriate noun on the right.
54
a lump of coffee
a can of salt
a jar of beer
a bar of milk
a carton of chocolate
a grain of sugar
III. Study the entries from the Longman Business English Dictionary and
complete the sentences below.
rate of return [plural rates of return] (C) the amount of profit that a particular
investment will make, expressed as a percentage: Merrill Lynch Ready Assets Trust
showed an annual rate of return of 5.42%.
basket of currencies [plural baskets of currencies] (C usually singular) a group of

currencies against which the value of another currency is measured: The yen’s
exchange rate against a basket of currencies has fallen to itrs lowest level for three
months.
breach of contract [plural breaches of contract] (C) LAW when someone fails to do
something that they have agreed to do in a contract: Watson had to pay more than
$55 million in damages for breach of contract.
letter of credit [written abbreviation l/c plural letters of credit] (C) in foreign trade,
a written promise by an importer’s bank to pay the exporter’s bank on a particular
date or at a particular time after the goods are sent by the exporter: Coffee buyers in
Central America are required to have proof of financing, such as a letter of credit.
conflict of interest [plural conflicts of interest] (C) a situation in which you cannot
do your job fairly because you have the power to decide something in a way that it
would be to your advantage, although this may not be the best decision: There is a
growing conflict between her position as a politician and her business activities.
1. The value of the RON against a selected ________________ has fallen to 85% of
its 2010 value.
2. Her refusal to work flexible hours constituted a ________________.
3. He would expect a ________________ of at least 15% on our investment.
4. Being both an MP and CEO of a major firm could lead to a ________________.
5. The bank has opened a confirmed and an irrevocable ________________ in your
favour.
IV. Rewrite these using ’s, ’ or of the.
e.g. the club +its monthly meeting  the club’s monthly meeting
his parents + their car  his parents’ car
the world + its end  the end of the world
1) Angela + her leg

2) the trees + their highest branches
3) your dog + its leg
55
4) your office + its floor
5) the table + its leg
6) my family + its name
7) the town + its atmosphere
8) our company + its best sales manager
9) the police force + its main problems
10) next week + its timetable
11) last night + its party
12) today + its news
V. Make two noun groups from each set of words.
e.g. file: your secretary, legal documents  your secretary’s file

the file of legal documents
a) story: Helen, the French Revolution

b) bed: the stream, the patient
c) policy: full employment, the company
d) style: my favourite author, the 1930s
e) place: language education, women
f) ideas: modern physics, my son
g) rules: the club, football
h) view: the committee, the lake
i) head: the cat, the queue
j) arm: the chair, John
POLITIC [adjective] = (of actions) based on good judgement
 synonym = prudent, wise

 It seemed politic to say nothing.
BODY POLITIC = all the people of a particular nation considered as an organized

political group
BOUNDARY (countable noun) = a real or imagined line that marks the limits or edges
of something and separates it from other things or places; a dividing line
 national boundaries
 (British English) county boundaries
 boundary changes/disputes
 The fence marks the boundary between my property and hers.
 Scientists continue to push back the boundaries of human knowledge.
 the boundary between acceptable and unacceptable behaviour
 He could just see her beyond the boundary wall of the cemetery.
 to extend the boundaries of high art to include some popular music
DISSENSION [uncountable noun] = disagreement between people or within a group
56
 dissension within the government
UPHEAVAL [countable, uncountable noun] = a big change that causes a lot of

confusion, worry and problems
 synonym = disruption
 the latest upheavals in the education system
 I can't face the upheaval of moving house again.
 a period of emotional upheaval
4.9. SUMMARY
• We normally use the ’s with people, animals though it can also be used with
places, organizations and companies (which suggest a group of people).
• It is not common to use the ’s with non-living things.
We will continue the revision of English nouns – next unit will deal with noun plural.
4.10. TEST
(I) Choose the best answer:
1. Maria works at a _______ in London.
A. travel agent's
B. travel agents
C. travel's agent
2. She's a successful manager and her speciality is dealing with _______.
A. the problems of customers

B. customers's problems
C. customers' problems
3. Her parents are Mexican, and when she travels to Mexico she stays on her _______.
A. grandparents's farm
B. grandparents' farm
C. farm of her grandparents
4. _______ lives in Lima.
A. The cousin of Maria

B. Maria's cousin
C. Cousin's Maria
5. When she goes to Peru, she stays at _______.
A. her cousin
B. the house of her cousin
57
C. her cousin's
6. Maria has two children, but she is divorced. _______ lives in Madrid.
A. Her children's father

B. Her childrens' father
C. The father of her children
7. Once a month the children spend a weekend at their _______.
A. fathers'
B. father's
C. house of their father
8. After her divorce, Maria has problems. She thinks that her ex-husband doesn't
understand _______.
A. her situation's difficulties.

B. her situations' difficulties.
C. the difficulties of her situation.
9. Her children love the Rolling Stones. _______ are covered in posters of Mick
Jagger.
A. Their bedroom's walls

B. Their bedrooms's walls
C. The walls of their bedroom
10. They have painted "We know it's only rock and roll, but we like it", on _______.
A. the garage's door

B. the door of the garage
C. the door's garage
The 1866 Constitution of Romania was the fundamental law that capped a
period of nation-building in the Danubian Principalities, which had united in 1859.
Drafted in a short time and using as its model the 1831 Constitution of Belgium, then
considered Europe's most liberal, it was substantially modified by Prince (later King)
Carol and adopted by the Constituent Assembly. The newly-installed Prince then
promulgated it on July 1; this was done without input from the major powers,
including the Ottoman Empire, which still had formal sovereignty over Romania.
The document proclaimed constitutional monarchy as the form of
government, on the basis of separation of powers and on the principle of national
sovereignty. The throne was a hereditary office of the male descendants of Carol;
women were excluded by salic law. Legislative power was exercised by the Prince
and Parliament (composed of an Assembly of Deputies and a Senate), while
executive power was entrusted to the Prince, who exercised it through his ministers.
The political regime was liberal but not democratic; elections were held with a
58
limited franchise (voters, all men, were divided into four colleges based on their
wealth and social origins). The Prince's constitutional powers were hereditary, "from
male to male through primogeniture and perpetually excluding women and their
descendants". His person was proclaimed "inviolable"; his acts were valid only if
countersigned by a minister, who then became answerable for the act in question.
The Prince was the head of the army, he named and dismissed ministers, sanctioned
and promulgated laws, named and confirmed men to all public functions, signed
treaties and conventions on commerce and navigation with foreign countries, had the
right to grant political amnesty, to pardon criminals or reduce their sentences, to
confer military ranks and decorations, to coin money. At the same time, he opened
and closed sessions of Parliament, which he could convoke in emergency session and
which he could dissolve.
Citizens' rights and freedoms were of the most modern vintage: enshrined in
the document were the freedom of conscience, of the press, of assembly, of religion;
equality before the law, regardless of class; individual liberty; inviolability of the
home. Capital punishment was abolished in peacetime, while property was
considered sacred and inviolable. The Romanian Orthodox Church was accorded
superior status ("the dominant religion of the Romanian state"), while article 7
provided that non-Christians could not become citizens (which chiefly affected
Jews).
In 1879, under Western pressure, article 7 was ostensibly diluted but in fact it
remained nearly impossible for Jews to gain citizenship. In 1881, the constitution
was amended to proclaim Romania a kingdom. In 1884, the number of electoral
colleges was reduced to three, thus expanding the franchise. In 1917, the Constitution
underwent two major modifications in order to fulfill promised made to the soldiers
then fighting World War I: the college-based electoral system was abolished, and the
right to property weakened so that land reform could be carried out. It remained in
effect until 1923, when a new constitution came into effect.
http://en.wikipedia.org/wiki/1866_Constitution_of_Romania
4.11. BIBLIOGRAPHY

59
Unit 5: DEMOCRACY AS A FORM OF GOVERNMENT
Contents:
5.1. Introduction
5.2. Objectives
5.3. Warm-up
5.5. Skills Focus
5.7. Language Focus
5.9. Summary
5.10. Test
5.11. Bibliography
5.1. INTRODUCTION
This unit will focus on vocabulary related to government. As for grammar issues,
we will deal with compound nouns.
5.2. OBJECTIVES

- develop vocabulary skills (government)
- revise and practice noun compounds
- improve your writing skills – short report
5.3. WARM-UP
Try and answer the following questions:
1. What is democracy?
2. What words or expressions do you usually associate with democracy?
A. Scan text below and answer these questions:
a) What happened in 1780s? What about 1863?

b) When and where did the term democracy come into use?
60
B. Read the text and complete the information below:
1. The word democracy has _________________ origin.

2. A true democracy means a society in which _________________.
3. A true democracy was defined by _________________.
4. Direct democracy was the government adopted by _________________.
5. Ancient Greek had no true democracy because _________________.
6. Britain became genuine democracy only _________________.
ORIGIN OF DEMOCRACY
(1) In his Gettysburg Address of November 1863, President Abraham

Lincoln defined the kind of society he wanted the United States to preserve:
“government of the people, by the people, for the people.” He was defining
democracy, but not as it existed anywhere in the world at that time. He was
5 describing an ideal, which increasingly became realized in the next century.
The ideal was based upon a basic concept of the Declaration of Independence-
all human beings are created equal and are endowed with certain inalienable
rights, including life, liberty, and the pursuit of happiness.
(2) The word democracy is derived from two Greek words: dēmos,
10 meaning “the people”, and krātos, meaning ‘rule’. A democracy is a way of
governing in which the whole body of citizens takes charge of its own affairs.
As citizens of towns, cities, counties, states or provinces, and nations, the
people are the sovereigns, the source of power. Democracy means that they
can freely make the decisions about what is best for them: what policies to
15 adopt and what taxes to pay. A true democracy, as Lincoln was defining it,
means a society in which all the people are citizens with the same rights to
participate in its government.
(3) As a term for a type of government, democracy came into use
during the 5th century BC in Greece. Since then it has acquired a number of
20 different meanings, most of which have common elements. The most basic
and original sense is direct democracy – a government in which political
decisions are made directly by all the citizens and policies are decided by
majority rule.
(4) Direct democracy was the government adopted by some ancient
25 Greek city-states. Many centuries later, during the colonial era in North
America, the New England townships chose direct democracy as their form of
government. All the townspeople gathered at one time and place to decide
public policies.
(5) Neither ancient Greek nor colonial New England had a true
30 democracy because some segments of the population did not have the rights
of citizenship. Certain members of Greek society were considered either non-
citizens or second-class citizens. Women and slaves, for example, were denied
participation in government. In New England, only property-owning white
males were active in government. Women, poor whites, and slaves were
35 nonparticipants.
(6) To the extent that any segment of the population is deliberately
excluded from citizen participation, a government fails to be a true
democracy. It is really an oligarchy, or government by the few. In the United
States, for example, women were not granted suffrage until the 20th century,
61
40 after World War I. Although the United States became a constitutional
republic in the 1780s, about a century after Britain became a constitutional
monarchy, neither was a genuine democracy before the 20th century.
C. For sentences 1-7 choose the variant (a, b) which fits best according to the
text.
1. A democracy is a way of governing in which _____.

a) the government takes charge of its own b) the citizens take charge of their
affairs. own affairs.
2. Democracy came into use during the 5th century BC in _____.

a) Greece. b) Italy.
3. Direct democracy means a government in which political decisions are made by

_____.
a) representatives of all the citizens. b) all the citizens.
4. Women in ancient Greece _____.

a) did not participate in government. b) had equal rights with males.
5. In New England women and slaves _____.

a) took active participation in government. b) were denied participation in
government.
6. In the United States women received the right to vote _____.

a) in the 20th century. b) in the 19th century.
7. Britain became a genuine democracy _____.

a) after 1900. b) before 1900.
1. define a) decisions
2. come b) the kind of society
3. acquire c) public policies
4. make d) suffrage
5. grant e) a number of meanings
6. decide f) into use
7. deny g) participation
E. Complete these sentences using an appropriate phrase from Exercise D in the

correct form.
1. Democracy means that people can freely _____ about what is best for them.
2. In ancient Greece women were _____ in government.
3. As a term for a type of government democracy _____ during the 5th century BC in
Greece.
4. Since then democracy has _____ most of which have common elements.
5. In the United States women were not _____ until the 20th century.
62
6. All the townspeople gathered at one time and place to _____.
7. In 1863 President Abraham Lincoln _____ he wanted the United States to
preserve.
F. Choose the most suitable word in each sentence.
1. In 1863 President Abraham Lincoln defined the kind of society he wanted the
United States to keep / preserve / possess.
2. The word democracy is descended / derived / divided from two Greek words.
3. A democracy is a track / means / way of governing in which the whole body of
citizens takes charge of its own affairs.
4. A true democracy, as Lincoln was defining it, means a society in which all the
people are citizens with the same rights / votes / positions to participate in its
government.
5. Direct democracy was the government assumed / adopted / proposed by some
ancient Greek city-states.
6. Democracy has acquired a number of different meanings, most of which have
general / total / common elements.
7. Political decisions are made straight / directly / immediately by all the citizens.
G. Replace the underlined items with words and phrases from the text that have
a similar meaning.
1. Lincoln was depicting an ideal which became realized in the next century. (P1)
2. The ideal was grounded on a basics concept of the Declaration of Independence.
(P1)
3. The most fundamental and original sense is direct democracy. (P3)
4. Women and slaves were refused participation in government. (P5)
5. To the extent that some people are excluded from citizen participation, a
government doesn’t succeed to be a true democracy. (P6)
6. In the United States women were not granted vote until the 20th century. (P6)
5.5. SKILLS FOCUS: WRITING A SHORT REPORT
Reports provide essential information for everyday operations and decision

making. Organisations could not function without written reports. Reports range from
informal interoffice memos describing seminar attendance to bound formal reports
such as feasibility studies. Reports are categorised according to subject, intended
audience and length. Each type of report requires a different format and organisational
style and these vary widely from one organisation to another.
Short reports are also called informal, semiformal or semitechnical reports.
They get right to the point, reporting facts objectively in one to three pages. Depending
on the subject of the report, one decides its length and its structure. Short reports are
generally related to routine activities, and have a limited “audience”, made up of the
persons who are at the same hierarchical level as the person who writes the report or
just below this level and the superior.
A short report will answer the questions WHO, WHY, WHERE, WHEN,
WHAT and HOW. Typically, a short report includes the following elements:
• purpose
63
• findings
• conclusion or summary
• recommendations
Detailed information such as drawings, charts or cost analysis is usually placed
at the end of the report in a section referred to as “attachments” or “appendices”.
TASK:
Imagine the organisation you work for sent you to attend a three-month course to
improve your English. Write a 300-350 word report on the course for your superior.
Make up any information you need.
I. PREFIXES: You can change the meaning of a word in English by placing a

prefix (un-, im-, dis-, etc) in front of it. Add a prefix (dis-, in-, ir-, mis- or re-) to the
following root words, then fill the gaps in the sentences below.
advantage dependent like responsible agree

formal print write correct honest
1. It was very _________ of her to cheat in the examination.

2. It was very _________ of you to go away for the weekend without telling your
parents where you were.
3. It is a great _________ nowadays not to be able to drive – especially when
applying for a job.
4. You don’t need to wear a suit or a jacket; it’s going to be a very _________ party.
5. I’m not very happy with this essay, I think I’ll _________ it.
6. 17 plus 18 doesn’t make 46. That’s _________. The right answer is 35.
7. There was an amusing _________ in today’s newspaper. Instead of saying ‘The
choir often sings for charity’ it said, ‘The choir often sins for charity’.
8. This year our country will have been _________ for 40 years.
9. ‘In think shops should be closed on Sundays!’ ‘I _________! I think they should be
opened seven days a week.’
10. I _________ all animals – especially dogs. My sister, on the other hand, loves
them.
II. PHRASAL VERBS: Complete these sentences using the correct form of one of
the phrasal verbs below:
let down come down put down take down

pull down turn down knock down
1. A good friend never _________ you _________.

2. The show is over. We can _________ the poster now.
3. They offered her a lot of money for the house but she _________ them _________.
4. As the old lady was crossing the road she was _________ by a bus.
5. It was such an old house they decided to have it _________.
6. You should draw up a contract and _________ everything _________ in writing.
7. Prices in the shops never seem to _________; they are always going up.
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III. VERBS: SYNONYMS. Complete the table below with words that are
similar in meaning to the ones given. Chose from the following:
adore alter assist attempt bathe

brag depart detest enter inquire
occur permit purchase repair require
scare speak stumble vanish weep
1. allow ___________ 2. ask ___________

3. boast ___________ 4. buy ___________
5. change ___________ 6. cry ___________
7. disappear ___________ 8. fall ___________
9. frighten ___________ 10. go in ___________
11. happen ___________ 12. hate ___________
13. help ___________ 14. leave ___________
15. love ___________ 16. mend ___________
17. need ___________ 18. swim ___________
19. talk ___________ 20. try ___________
5.7. LANGUAGE FOCUS: COMPOUND NOUNS
1. Nouns used as adjectives
In the noun + noun structure, the first noun functions like an adjective and describes
the second noun. Very often, the first noun answers the question What kind?
a bank transfer (a kind of transfer)

work experience (a type of experience)
a bank loan (a kind of loan)
a work permit (a kind of permit)
We can also make compound nouns when the first noun ends in –ing:
the training budget a spending review a turning point
2. Singular with a plural meaning
In a compound noun the first noun is usually singular, even if it has a plural meaning:
a record store (a store that sells records)

a cheque book (a book containing cheques)
a car factory (a factory that produces cars)
Nouns in numerical expressions are always singular:
a four-star hotel a five-year plan a 35-hour week

a 50-dollar bill a 10-ton truck a million-dollar loan
However, s is kept on the first noun in the following expressions:
65
accounts department futures market needs analysis sports car
clothes store goods train overseas branch sales policy
customs officer incomes policy savings account works manager
3. Choice of structures
Sometimes only one construction is possible:
a breach of contract (NOT a contract’s breach, a breach contract)

the terms of reference (NOT reference terms, terms’ reference)
Peter’s friends (NOT the friends of Peter, Peter friends)
a traffic jam (NOT a traffic’s jam, a jam’s traffic, the traffic of jam)
a silicon chip (NOT a silicon’s chip, a chip’s silicon, a chip of silicon)
Sometimes it is possible to use two structures but it is not possible to use all three:
 the decision of the board or the board’s decision, NOT the board decision
 the responsibilities of the project manager or the project manager’s
responsibilities, NOT the project manager responsibilities
I. One word can be used each time to make compound nouns as in the example.
e.g. answer phone phone card phone call
1. _________ pitch _________ figures _________ hype

2. savings _________ bank _________ _________ number
3. bear _________ _________ leader home _________
4. _________ awareness _________ image _________ loyalty
5. _________ concessions _________ secret _________ union
II. Put a tick (√) if the expression is correct and a cross (X) if it is incorrect, as in
the examples.
e.g.
a point of view √ a viewpoint √ a view’s point X
1. a window of opportunity 7. data collection 13. a spending’s review

2. an opportunity’s window 8. data’s collection 14. an eight-hour day
3. a promise’s breach 9. a savings account 15. an eight hours day
4. a breach of promise 10. a saving account 16. an eight hours’ day
5. a sales target 11. a spending review 17. a plant of recycling
6. a target of sales 12. a review of spending 18. a recycling plant
III. Use these words to make compounds to fill in the blanks.
figures sense loyalty revenue production operas
Soap operas are the economic powerhouses of television (1) _________. They are
cheap to make and enjoy high viewing (2) _________. And the income is secure.
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They tend to run forever and the stars are not paid a lot for the time they spend on
screen. They make good business (3) _________ for broadcasters for they act as a
focal point for the audience, building up viewer (4) _________ and attracting
advertising (5) _________.
IV. What do you call these?
a) a shop that sells music e) the clock in the station

b) a man from Birmingham f) a rocket that goes into space
c) a frame for a picture g) a factory that makes biscuits
d) tea made from mint h) powder made from soap
V. Put these words into pairs to make noun+noun expressions. Change plural to
singular if necessary.
antique bicycle bus cowboy

door film grapes juice
kitchen map newspapers publisher
race roads shop station
VI. Choose the correct group noun:
a) a bus’s station or a bus station

b) a toys’ shop or a toy shop
c) the teacher’s office or the teacher office
d) computer’s disks or computer disks
e) my mother’s chair or my mother chair
f) car’s papers or car papers
g) Tom’s plan or the Tom plan
h) a telephone’s box or a telephone box
i) the dog’s toy or the dog toy
j) a horse’s race or a horse race
k) vegetables’ soup or vegetable soup
l) China’s history or the China history
m) a cowboys’ film or a cowboy film
n) street’s lamps or street lamps
o) the firm’s office or the firm office
p) a bath’s towel or a bath towel
q) that cat’s tail or that cat tail
r) the teacher trainer or the teachers’ trainer
s) the paper’s editor or the paper editor
t) a glass’s factory or a glass factory
VII. Change the following phrases into noun combinations:
a) a job with a salary of a hundred thousand pounds

b) a research project costing five million dollars
c) a takeover bid worth two million pounds
d) a meeting which lasts 45 minutes
67
VIII. Match the nouns in box A with the nouns in box B to make common noun
combinations. You may want to use some of the nouns more than once. (e.g.
business consultant)
A business management office sales
B block equipment staff

consultant gurus talk
department hours tax
drive leaders teams
trip
IX. Choose the correct or the best phrase in each group.
1. a) the secretary of Mr Lorenzo 6. a) a personnel’s policy

b) Mr Lorenzo’s secretary b) a policy of personnel
c) Mr Lorenzo secretary c) a personnel policy
2. a) our company future 7. a) a salary increase
b) our companies future b) an increase of salary
c) our company’s future c) a salaries increase
3. a) last year’s results 8. a) a contract breach
b) last year results b) a contract’s breach
c) the results of last year c) a breach of contract
4. a) our sales target 9. a) unemployment figures
b) our sale target b) figures of unemployment
c) our target of sales c) unemployment’s figures
5. a) last month board meeting
b) last month’s board meeting
c) board meeting of last month
PRESERVE [verb]
1. preserve something = to keep a particular quality, feature, etc.; to make sure that
something is kept
 He was anxious to preserve his reputation.

 Efforts to preserve the peace have failed.
 She managed to preserve her sense of humour under very trying circumstances.
2. [often passive] to keep something in its original state in good condition
 preserve something/somebody
 a perfectly preserved 14th century house
 (humorous) Is he really 60? He's remarkably well preserved.
 preserve something + adj. This vase has been preserved intact.
3. preserve something = to prevent something, especially food, from decaying by

treating it in a particular way
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 olives preserved in brine
 Wax polish preserves wood and leather.
4. preserve somebody/something (from something) = to keep

somebody/something alive, or safe from harm or danger
 synonym = save
 The society was set up to preserve endangered species from extinction.
ENDOW = to give a large sum of money to a school, a college or another institution to

provide it with an income
 In her will, she endowed a scholarship in the physics department.
Phrasal Verbs: be endowed with something; endow somebody with something
MAJORITY RULE = a system in which power is held by the group that has the largest
number of members
 Black majority rule in South Africa took many years to achieve.
TOWNSHIP = (in the U.S. or Canada) a division of a county that is a unit of local
government
SUFFRAGE [uncountable noun] = the right to vote in political elections
 universal suffrage (= the right of all adults to vote)

 women’s suffrage
5.9. SUMMARY
• A compound noun is a noun that is made with two or more words.

• A compound noun is usually [noun + noun] or [adjective + noun], but there are
other combinations.
• It is important to understand and recognize compound nouns. Each compound
noun acts as a single unit and can be modified by adjectives and other nouns.
• There are three forms for compound nouns:
- open or spaced - space between words (tennis shoe)
- hyphenated - hyphen between words (six-pack)
- closed or solid - no space or hyphen between words (bedroom)
We will continue the revision of English nouns – next unit will deal with nouns and
prepositions.
5.10. TEST
(I) Match a word in A with a word in B to make a new noun. Then fill in the gaps
in the sentences below the table with a compound noun from the table.
69
A B
(A) Town 1. Park
(B) Railway 2. Way
(C) Traffic 3. Agent’s
(D) Book 4. Center
(E) Bus 5. Office
(F) Free 6. Station
(G) Department 7. Port
(H) Car 8. Stop
(I) Travel 9. Store
(J) Ticket 10. Shop
(K) Rush 11. Light
(L) Air 12. Hour
(A) Stop the car! The __________________ is red!

(B) When you arrived in Brazil, which ________________ did you fly into?
(C) In a _____________________ you can buy almost anything you desire.
(D) We waited in the rain at the _________________for an hour before the bus
arrived.
(E) All big towns have a ___________________ in the morning and evening.
(F) Getaway is the best ___________________ in the town. They have good cheap
holidays.
(G) I hate driving on the__________________ when it is full of traffic.
(H) The __________________ was very big. There were trains arriving and
departing all the time. I bought a ticket at the ______________ and found the
Platform my train was due to depart from.
(I) No I didn’t borrow this book from the library. I bought it at a ________________.
The etymological origins of the term democracy hint at a number of urgent

problems that go far beyond semantic issues. If a government of or by the people—a
“popular” government—is to be established, at least five fundamental questions must
be confronted at the outset, and two more are almost certain to be posed if the
democracy continues to exist for long.
(1) What is the appropriate unit or association within which a democratic
government should be established? A town or city? A country? A business
corporation? A university? An international organization? All of these?
(2) Given an appropriate association—a city, for example—who among its
members should enjoy full citizenship? Which persons, in other words, should
constitute the dēmos? Is every member of the association entitled to participate in
governing it? Assuming that children should not be allowed to participate (as most
adults would agree), should the dēmos include all adults? If it includes only a subset
of the adult population, how small can the subset be before the association ceases to
be a democracy and becomes something else, such as an aristocracy (government by
the best, aristos) or an oligarchy (government by the few, oligos)?
(3) Assuming a proper association and a proper dēmos, how are citizens to
govern? What political organizations or institutions will they need? Will these
institutions differ between different kinds of associations—for example, a small town
and a large country?
70
(4) When citizens are divided on an issue, as they often will be, whose views
should prevail, and in what circumstances? Should a majority always prevail, or
should minorities sometimes be empowered to block or overcome majority rule?
(5) If a majority is ordinarily to prevail, what is to constitute a proper
majority? A majority of all citizens? A majority of voters? Should a proper majority
comprise not individual citizens but certain groups or associations of citizens, such as
hereditary groups or territorial associations?
(6) The preceding questions presuppose an adequate answer to a sixth and
even more important question: Why should “the people” rule? Is democracy really
better than aristocracy or monarchy? Perhaps, as Plato argues in the Republic, the
best government would be led by a minority of the most highly qualified persons—
an aristocracy of “philosopher-kings.” What reasons could be given to show that
Plato’s view is wrong?
(7) No association could maintain a democratic government for very long if a
majority of the dēmos—or a majority of the government—believed that some other
form of government were better. Thus, a minimum condition for the continued
existence of a democracy is that a substantial proportion of both the dēmos and the
leadership believes that popular government is better than any feasible alternative.
What conditions, in addition to this one, favour the continued existence of
democracy? What conditions are harmful to it? Why have some democracies
managed to endure, even through periods of severe crisis, while so many others have
collapsed?
http://www.britannica.com/EBchecked/topic/157129/democracy
5.11. BIBLIOGRAPHY

71
Unit 6: LEVELS OF GOVERNMENT
Contents:
6.1. Introduction
6.2. Objectives
6.3. Warm-up
6.5. Skills Focus
6.7. Language Focus
6.9. Summary
6.10. Test
6.11. Assignment 2
6.12. Bibliography
6.1. INTRODUCTION
This unit will focus on vocabulary related to government. As for grammar issues,
we will deal with prepositions following nouns.
6.2. OBJECTIVES

- develop vocabulary skills (government)
- revise and practice prepositions following nouns
- improve your writing skills – summarizing
6.3. WARM-UP
A. Which are the levels of government in Romania? How would you translate into
Romanian levels of government?
B. Are the ones managing these structures elected or appointed?
A. Scan the text below and answer the questions:
a) What are unitary states?

b) How many levels of government do federal states have?
72
B. Read the text and answer the following questions:
1. What kind of constitution do federal states require?

2. How can we identify states with two levels of government?
3. How many levels of government are there in all modern states, in general?
4. What kind of jurisdiction do regional governments possess?
UNITARY, FEDERAL, AND REGIONALIST SYSTEMS
No modern state can govern a country only from a central point. In all
modern states there are at least two levels of government: the central
government and the local governments. But in a number of states, between the
two levels, there exists a third one, consisting of governments that take care of
5 the interests of, and rule over, more or less large regions.
The distribution of powers among different levels of government is an
important aspect of the constitutional organization of a state. States with two
levels of government can be distinguished on account of the greater or lesser
autonomy they grant to the local level. Great Britain’s respect for local self
10 government has always been a characteristic of its constitution. France,
instead, at least until recently, used to keep under strict central control its local
authorities. In states with three levels of government the distribution of
powers among the central and the intermediate governments varies. States
formed through the union of formerly independent states usually maintain
15 considerable legislative, executive and judicial power at the intermediate
level: the United States and Switzerland fall into this category. However,
other states with three levels of government grant few powers to the
intermediate level.
States with two levels of government are called unitary, with three
20 levels of the first category-federal, and with three levels of the second type-
decentralized or “regionalist”. A great majority of the world’s nation-states
are unitary systems, including Belgium, Bulgaria, France, Great Britain, the
Netherlands, Japan, Poland, the Scandinavian countries.
The model ‘federal state’ requires the existence, at the national level,
25 of a rigid constitution guaranteeing not only independence of the several
intermediate governments but also the amplitude of their legislative,
executive, and judicial powers. The national constitution must delegate to the
central government only enumerated powers; the remaining powers are
reserved to the intermediate governments.
30 Regionalist states are also based, as a rule, on written rigid
constitutions granting some limited legislative and administrative powers to
the intermediate or regional governments. But because regional governments
possess jurisdiction only over enumerated matters, their actual role and
political weight within the system largely depend on the will of the central
35 government.
C. Match the sentence beginnings (1-7) to the correct endings (a-g).
1. All modern states have …………………………..……….……

2. States with two levels of government ………….…….………..
3. States with two levels of government …………..……………..
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4. Some states with three levels of government ………….……...
5. The model ‘federal state’ …………………………..………….
6. Regionalist states are also based on ……………………..…….
7. The role of regional governments largely depends on …….….
a) …………………………………………….. are called unitary.

b) ………………….. requires the existence of rigid constitution.
c) ……………………………. at least two levels of government.
d) ………………….. grant few powers to the intermediate level.
e) …………………………………………….. rigid constitution.
f) ……………………………….. the will of central government.
g) ………….. grant greater or lesser autonomy to the local level.
D. Complete these sentences using an appropriate phrase from the ones listed
below.
to take care of sb./ sth. distribution of powers

to grant autonomy intermediate level
independent states local authorities
to delegate powers a rigid constitution
to possess jurisdiction political weight
1. In some countries between the two levels of government there exists an ……… .
2. The intermediate level of government ……… the interests of more or less large
regions.
3. States with two levels of government ……… greater or lesser…to the local level.
4. In states with three levels of government ……….. varies.
5. Some states with three levels of government ……… few ……… to the
intermediate level.
6. The model ‘federal state’ requires the existence of ……...
7. Regional governments ……… only over enumerated matters.
6.5. SKILLS FOCUS: Writing – SUMMARIZING
Summary writing often requires you to surmount a barrier of complicated sentences

and unusual words in order to reach the gist of what it is being said. The acronym
below may help you RUN OVER the stages of summary writing as a reminder of the
basic techniques:
• Read the text carefully;
• Underline the essential points in the text;
• Note down these points;
• Order them to make a paragraph;
• Verify that your paragraph summarizes the original accurately;
• Examine the construction of your paragraph and its length;
• Rewrite it in its final form.
Summarizing is an essential skill in communications and most of us use it whenever
we talk about what we did the previous day, when we retell an important piece of
news, when we discuss the lecture delivered by one of our professors et. What we
basically do is to pick out the most important parts, which we then communicate in
74
connected, understandable language.
A possible definition is: a summary is a concise outline of source materials, with
points selected for relevance to a specific purpose.
A summary should be clear, complete and correct.
Here is some advice on how to write a good summary:
• include all the essential points;
• include only the essential points;
• include only the author’s ideas;
• preserve the author’s meaning and ideas.
TASK:
Read the article below and summarize it, keeping in mind the points given above.
Most national societies have passed through a stage in their social and political
development, usually referred to as feudalism, in which a weak and ineffectively
organized national government competes for territorial jurisdiction with local power
holders. In medieval England and France, for example, the crown was perennially
threatened by the power of the feudal nobles, and a protracted struggle was necessary
before the national domain was subjected to full royal control. Elsewhere, innumerable
societies continued to experience this kind of feudal conflict between local magnates
and the central government well into the modern era. The warlords of 19th- and 20th-
century China, for example, were just as much the products of feudal society as the
warring barons of 13th-century England and presented the same kind of challenge to
the central government’s claim to exercise sovereign jurisdiction over the national
territory. By the 1970s, feudalism was almost extinct. The social patterns that had
formerly supported the power of local landowners were rapidly disappearing, and
central governments had generally acquired a near monopoly of communications and
military technology, enabling them to project their power into areas once controlled by
local rulers.
In nearly all national political systems, central governments are better equipped
than ever before to exercise effective jurisdiction over their territories. In much of the
developing world, nationalist political movements and a variety of modern economic
forces have swept away the traditional structures of local government, and the quasi-
autonomous governments of village and tribe and province have been replaced by
centrally directed systems of subnational administration. Even in the heavily
industrialized states of the modern world, there has been an accelerating tendency
toward greater centralization of power at the national level. In the United States, for
example, the structure of relationships among the governments at the national, state,
and local levels has changed in a number of ways to add to the power of the federal
government in Washington. Even though the system of national grants-in-aid appears
to have been designed as a means of decentralizing administration, the effect has been
decidedly centralist, for the conditional character of the grants has allowed the federal
government to exercise influence on state policies in fields that were once invulnerable
to national intervention.
http://www.britannica.com/EBchecked/topic/467746/political-system/36728/Contemporary-levels-of-
government
75
I. The following expressions are all linked to the British government. Match
them with their definitions, then find suitable Romanian equivalents:
(1) Minister of State (4) The Civil Service (6) The Lord Privy Seal
(2) Paymaster General (5) Secretary of State (7) The Privy Council
(3) Lord Chancellor (8) The Treasury
a) government department that controls public revenue;

b) minister in charge of the department of the Treasury through which payments
are made;
c) head of one of the major government departments;
d) body of statesmen, politicians, etc. appointed by the sovereign formerly as
advisers on affairs of State, but now more as a personal honour for its
members;
e) the senior British government minister without official duties;
f) the highest judge and chairman of the House of Lords;
g) departmental senior minister between a departmental head and a junior
minister;
h) all government departments other than the armed forces.
II. Put each of the following words or phrases in its correct place in the passage
below:
(1) cabinet (2) alliance (3) right-wing (4) prime minis

(5) split (6) coalition (7) majority (8) left-wing
(9) opposition (10) one-party states
In most countries, except (a) __________, there are several different political parties.
The one with the (b) __________ of seats normally forms the government, and the
parties which are against the government are called the (c) __________. Sometimes no
single party wins enough seats, and several parties must combine together in a (d)
__________ to form a government. The principal ministers in the government form a
group called the (e) __________. The leader of this group, and of the government, is
the (f) __________. Of course, there are many different kinds of parties and
governments. A socialist or communist party is often described as (g) __________. A
conservative party on the other hand, is usually said to be (h) __________. Political
situations are always changing. Sometimes in a party or between two parties there is a
big argument or deep difference of opinion. This is called a (i) __________. When, on
the other hand, two parties work together, this is sometimes called an (j) __________.
III. Complete the passage below by choosing the correct words from the list:
fairness common (x2) criminal Supreme

separate remedies judge-made decentralised
decided facts Chancery barons
redress equity permanent justice
King’s Bench Judicature maxims civil
76
Before the Norman conquest the law in England was (1) _________. Fear of
the power of local (2) _________ led Henry II to create a (3) _________ royal court
in London called the (4) _________. Judges from his court would travel the country
hearing (5) _________ and (6) _________ cases. The central court in London (7)
_________ the legal issue in a case and this would be applied to the (8) _________
in the regional courts. In this way a (9) _________ system of law was developed
which was (10) _________ to most parts of the country.
Equity was developed by the Court of (11) _________. It introduced new (12)
_________ to provide (13) _________ for disappointed litigants. The common law
courts were (14) _________ from the Court of chancery until a single court
established by the (15) _________ Act 1873. Each branch of the (16) _________
Court of Judicature can administer (17) _________ law and (18) _________.
However, the difference between the two is still important because of the (19)
_________ of equity. These illustrate that equity is based on (20) _________ and (21
) _________.
6.7. LANGUAGE FOCUS: NOUNS AND PREPOSITIONS
 It can be difficult to know what preposition comes after a noun.
The insurance industry last week published a code of practice on genetics. It says
companies will seek medical advice on how to interpret tests.
Internal reorganisation was cited as the main reason for redundancies by49.8%
of the organisations surveyed.
The English do not put the same resources into language teaching as others, and
since the 17th century there has never been any particular interest in foreign
languages.
 Here is a list of nouns and the prepositions that follow them:
attention to detail interest in my idea the solution to the problem

a cheque for $2.000 a need for change a vote of confidence
a value for money an order for goods an application for a grant
a fall of 3% a request for more time the alternative to job cuts
a rise in prices the return on the reason for the change
a rise of 5% investment fall in demand
a tax on cigarettes
 Prepositional phrases. Prepositional phrases are formed when a noun

follows a preposition. All the phrases below are common:
AT your disposal / our expense / your risk / short notice

BEYOND our control / reasonable doubt / our wildest dreams
BY accident / law / mistake
IN advance / arrears / bulk / demand / debt / force / due course / full /
good condition / stock / transit
ON approval / arrival / closer inspection / delivery / display / loan /
77
regular basis / sale / schedule
OUT OF date / order / stock / work
THROUG the usual channels / no fault of your own
H
UNDER pressure / separate cover / way
WITHIN a week / the next few months
I. Complete these sentences with a suitable preposition:
1. Thank you for your interest ______ our proposal.

2. There has been a fall ______ demand for their products.
3. There has been a fall ______ 2.5% in the volume of sales.
4. What was the reason ______ his resignation?
5. The government is increasing the tax ______ cigarettes.
6. I made out a cheque ______ 300 euros.
7. She is meticulous and pays great attention ______ detail.
8. Plans are ______ way for a new link road.
II. Which preposition completes each set of three sentences?
a) The error was due to circumstances _______ our control.

It started off good-humouredly but then went _______ a joke.
Roger Penrose, _______ a doubt, is one of the great minds of our time.
b) _______ law, you have to carry an identity card in many countries.
I met her quite _______ chance in the street in Munich.
Someone left the door open _______ mistake.
c) I will be in touch _______ due course.

We’re _______ luck; there’s still one left.
The debt must be paid _______ full by 31 January.
d) Mr Evans will meet you _______ your arrival.

I don’t always use the car; I try to go _______ foot whenever possible.
The goods seemed all right, but _______ closer inspection at least 30% were
defective.
e) Mr Gonzales cannot see you _______ such short notice.

A chauffeur-driven car will be put _______ your disposal.
I attended the reception _______ the chairman’s invitation.
III. Complete each sentence by using a word or phrase from the list. Use each
word once only.
at by for in on off out of to under without
a. Police officers don't have to wear uniform when they are _________ duty.
b. I feel very tired._________ times I consider giving up work.
c. The children were all upset, and some were _________ tears.
d. This factory needs modernising. Everything here is _________ date.
e. Don't worry, everything is _________ control.
f. Sorry, I seem to have taken the wrong umbrella _________ mistake.
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g. Please hurry. We need these documents _________ delay.
h. That wasn't an accident! You did it _________ purpose.
i. We thought the two films were very similar _________ a great extent.
j. We decided to take a holiday in Wales _________ a change.
IV. Choose the most suitable phrase.
a) I can't disturb John now. He's at bed / in bed.

b) Tony always arrives exactly in time / on time for his lesson.
c) Two pounds for each ticket, that makes £12 in all / with all.
d) I can't pick that last apple. It's out of hand / out of reach.
e) Joe and I met on the plane completely by chance / by surprise.
f) The children spend most of their time out of doors / out of place.
g) I'm sorry but Jane isn't here at present / at a time.
h) How can Sam love Lucy? They have nothing in common / in general.
i) They should be here soon. They are in the way / on the way.
j) Terry isn't here. He's away in business / on business.
V. Complete each sentence with a suitable word from the list. Use each word once
only.
breath fail impression secret strike

costs hurry return stock words
a) This is important. You must catch the two men at all _________.
b) He says he's ill. Or in other _______, he doesn't want to come.
c) I was under the _______ that you enjoyed working here.
d) Sorry, I can't stop. I'm in a _______.
e) Please hand your work in on Tuesday, without _______.
f) We can't go by train. The train-drivers are on _______.
g) Martin is supposed to have given up smoking, but he smokes in _______.
h) I'm afraid we don't have your size, we are out of _______.
i) If I give you the information, what will you give me in _______?
j) I ran for the bus, and now I'm out of _______.
VI. Complete each sentence with a suitable word from the list. Use each word
once only.
average force particular profit sight

detail himself practice public whole
a. Harry managed to sell his house at a _________.

b. What was he doing here all by _______?
c. Larry is so famous that he doesn't appear in _______ very often.
d. That was a terrible shot! I'm rather out of _______.
e. How many cars do you sell, on _______, every week?
f. The police are coming! Stay out of _______ until they leave.
g. I might be able to help you. What do you want to know in _______?
h. I suppose I enjoyed my holiday on the _______.
i. Can you tell me about the plans in _______?
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j. The gun had to be taken away from David by _______.
VII. Complete each sentence with one of the phrases from the list. Use each
phrase once only.
by heart in difficulties in turn on holiday out of work

by sight in pain in two on sale without a doubt
a) When I sat on the pencil, it broke _________.

b) Most of the people in the office are _______ at the moment.
c) This is _______ the best washing machine on the market.
d) Graham has been _______ ever since he came to London.
e) I know her _______, but I don't know her name.
f) The lifeguard dived in to save a swimmer _______.
g) John learned his first speech _______.
h) Why don't you share the bike? You can ride it ___________.
i) You could tell he was _______ by the way he kept groaning.
j) Cigarettes and ice-cream are _______ in the foyer.
VIII. Complete each sentence with one of the phrases from the list. Use each
phrase once only.
at any rate by surprise in person out of danger out of tune

by all means from now on in private out of order under orders
a. Jim's excuse was that he was acting _________ from his boss.
b. Things have changed. _______, no-one will leave before 5.00.
c. Thank goodness. All the passengers are now ___________.
d. The president would like to meet you and thank you _______.
e. Your violin sounds awful! I think it's ___________.
f. It's a warm country. We won't need our pullovers, _______.
g. Excuse me, but I'd like to have a word with you _______.
h. You can't use the phone. It's ___________.
i. The news about Shirley took me completely _______.
j. Yes, of course. Take the chairs, _______.
UNITARY (adjective)
1. (specialist) (of a country or an organization) consisting of a number of areas or

groups that are joined together and are controlled by one government or group
 a single unitary state

 (British English) a unitary authority (= a type of local council, introduced in
some areas from 1995 to replace existing local governments which consisted of
county and district councils)
2. (formal) single; forming one unit
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FEDERAL (adjective)
1. having a system of government in which the individual states of a country have
control over their own affairs, but are controlled by a central government for national
decisions, etc.
 a federal republic
2. (within a federal system, for example the US and Canada) connected with national
government rather than the local government of an individual state
 a federal law
 state and federal income taxes
DELEGATE [verb]
1. [intransitive, transitive] to give part of your work, power or authority to somebody
in a lower position than you
 Some managers find it difficult to delegate.

 delegate (something) (to somebody) The job had to be delegated to an
assistant.
2. [transitive] delegate somebody to do something [usually passive] = to choose

somebody to do something
 I've been delegated to organize the Christmas party.
JURISDICTION (noun)
1. [uncountable, countable] jurisdiction (over somebody/something); jurisdiction

(of somebody/something) (to do something) = the authority that an official
organization has to make legal decisions about somebody/something
 The Court of Appeal exercised its jurisdiction to order a review of the case.
 These matters do not fall within our jurisdiction.
2. [countable] an area or a country in which a particular system of laws has authority
 Practice varies between different European jurisdictions.
6.9. SUMMARY
• Many nouns have particular prepositions which normally follow them.

• A good learner’s dictionary will tell you which prepositions to use after nouns.
6.10. TEST
(I) Fill in the blanks with the correct preposition: FOR / IN / BY / ON.
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1. _______ my opinion, she would make a splendid wife.
2. I'm afraid I took your coat _______ mistake.
3. Where would you like to go _______ holiday this year?
4. Where should we go _______ a drink?
5. That book was written _______ Stephen King.
6. Donata came across the business idea _______ accident!
7. She bought a painting _______ Waterhouse.
8. We went _______ a short business trip to Gdansk.
9. Would you like to come _______ a walk with me?
10. He fell _______ love with Joanna over the course of several months.
11. How long were you _______ the phone for?
12. What did you have _______ lunch?
13. I'm afraid it's time for her to go _______ a diet.
14. Did you see Donata _______ chance?
15. Let's drive today. I think the bus drivers are _______ strike.
Even in systems in which a division of functions between national and subnational

governments is constitutionally prescribed, the prevailing trend in intergovernmental
relations is toward increasing involvement of the national government in areas once
dominated by regional or state governments. Thus, the original constitutional
arrangements prescribed by the Allied powers for the West German republic in 1949
won general acclaim at the time because they provided for greater decentralization than
had the Weimar Constitution; but, as soon as Germany was free to amend its own
constitution, several state functions were reassigned to the national government. In the
United States, also, the collapse of the doctrine of “dual federalism,” according to
which the powers of the national government were restricted by the powers reserved to
the states, signalled the end of an era in which the states could claim exclusive
jurisdiction over a wide range of functions. Today, forms of cooperative federalism
involving joint action by national and state governments are increasingly common.
Such cooperative relationships in the United States include programs of public
assistance, the interstate highway system, agricultural extension programs, and aid to
education. In some areas, such as school desegregation, the national government has
used broad powers to compel states to conform to national standards.
http://www.britannica.com/EBchecked/topic/467746/political-system/36730/Regional-and-state-
government
6.11. ASSIGNMENT 2
You can choose one of the following assignments:
1. An argumentative essay, described in Unit 4, Section 4.5. SKILLS FOCUS.
2. A short report, described in Unit 5, Section 5.5. SKILLS FOCUS.
3. A summary, described in Unit 6, Section 6.5. SKILLS FOCUS.
This assignment should be uploaded on the ELIS platform (under “teme online”) no
later than 14.01.2018.
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Assignment 2 represents 15% of your final grade.
6.12. BIBLIOGRAPHY

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Felicia Bucur

EDITURA UNIVERSITĂŢII „NICOLAE TITULESCU”

Conţinutul cursului este proprietatea intelectuală a autorului/autorilor; designul, machetarea şi

Calea Văcăreşti, nr. 185, sector 4, Bucureşti

Titular curs: lect.univ.dr Norica Felicia BUCUR

Cadrul general al cursului

Obiectivele cursului sunt:

Competenţele pe care trebuie să le dobândească studenţii se înscriu în precizările

Competenţele de comunicare lingvistică pe care studentul le poate dobândi cuprinde

Resurse şi mijloace de lucru

Propunem utilizarea următoarelor resursele si mijloacele de lucru:

Fiecare unitate este alcătuită din:

1. INTRODUCERE [INTRODUCTION] = Scurtă descriere a conţinutului unităţii de

Cheia exerciţiilor este postată pe platform eLis.

Acest curs conține și 2 TEME DE CONTROL (ASSIGNMENTS)

Tema de control 1 (ASSIGNMENT 1) - secțiunea 3.11 – presupune rezolvarea în scris, la

Cerinţe preliminare pentru parcurgerea cursului

Durata medie de studiu individual

120 minute pentru fiecare unitate.

La sfârşitul semestrului studentul va primi o nota care va fi compusă din:

Structura examenului scris poate fi următoarea:

1. Dracsineanu, Cătălin; Haraga, Radu (2012). Manual de limba engleză pentru

This unit will focus on vocabulary related to public administration. As for

This unit will help you:

- develop your reading comprehension skills (skimming and scanning)

AVERAGE STUDY TIME: 2 hours

I. What is public administration? Identify expressions related to this concept (e.g.

1.4. READING AND COMPREHENSION

A. Scan the text below and answer the questions:

B. Read the text and answer the questions below:

1. How could public administration be defined?

WHAT IS PUBLIC ADMINISTRATION?

(1) Public Administration can be broadly described as the development,

1. Not all nations have public administration.

1. include a) a growing problem

to be common at the level to take into consideration

1. Public administration .............. studying and implementing the government policy.

1.5. SKILLS FOCUS: MAKING PROPOSALS

Your proposal should follow this structure:

Write between 160 - 200 words.

1.6. VOCABULARY DEVELOPMENT

1. break down a. match

1. A: What do you think of the curtains?

1. apply for (a) a new planet

absent imaginary noisy single

1.7. LANGUAGE FOCUS: NOUN FORMATION

deliver  delivery employ  employment exhibit  exhibition

• Some of the common noun endings are:

depart  departure initiate  initiative

• Nouns can also be formed from adjectives or other nouns:

accurate  accuracy free  freedom

• Some nouns have the same form as verbs. For example:

attempt benefit blame budget call claim copy cost delay

Verb Noun Verb Noun

lawyer actor technician trainee consultant dentist

Verb Noun Adjective Noun

II. Match the sentence halves:

1. Flying on a charter flight

a) He works at the reception desk, so he’s a ______________.

describe discuss educate elect

active dark govern sad

1.8. LET’S REMEMBER...

 Administration costs are passed on to the customer.