Universitatea Hyperion

Facultatea de Ştiinţe Economice

ENGLISH Suport de curs în format ID

Autori:
Lect.univ.dr. Carmen Dominte
Lect.univ.dr. Sorina Georgescu
Asist.univ.dr. Irina Bahkaya
 Continutul cursului de Limba Engleza

Semestrul: I / II
Numarul de ore: 14 seminare / 28 ore. (14 2 = 28)
Finalizarea: Colocviu la sfârsitul semestrului.

1.Obiectivul general: dezvoltarea abilitatilor lingvistice de exprimare corecta, fluenta, si la un nivel

mediu de cunostiinte, atât în scris cât si oral.

2.Scopul: dezvoltarea capacitatii de recunoastere, întelegere, comentare si exersare a constructiilor

lingvistice învatate, folosirea corecta a notiunilor de vocabular generale si specifice domeniului
economic.

3.Mijloace: manualul de curs practic, casete, caietul de curs practic, culegeri de exercitii
gramaticale si lexicale, scrisori comerciale si de afaceri.

4.Continutul cursului practic se bazeaza pe parcurgerea unor teme gramaticale si de vocabular în

diferite registre (formal si neformal, în scris si oral, fata în fata si la distanta).

5.Obiectivele: scopul cursului practic consta în deprinderea si exersarea a patru abilitati

comunicative dupa cum urmeaza:

a. Reading – la sfârsitul semestrului studentii vor putea citi cu usurinta un text în limba engleza
cu grad de dificultate medie, recunoscând constructii gramaticale de baza, vor formula
întrebari si vor da raspunsuri pe baza textului, vor identifica sinonime, antonime si omonime,
vor putea alcatui familii de cuvinte, vor putea explica formarea cuvintelor compuse si
derivate, sa ordoneze paragrafe si texte scurte, sa stabileasca titlurile unor texte.
b. Listening - la sfârsitul semestrului studentii vor putea întelege usor un monolog sau un dialog
în limba engleza si în acelasi timp vor reusi sa rezolve exercitiile corespunzatoare ( sa
completeze un tabel, sa bifeze anumite raspunsuri, sa dea raspunsuri în scris pe baza textului
înregistrat, sa retina câteva informatii din prezentarea înregistrata ).
c. Writing – la sfârsitul semestrului studentii vor fi în stare sa scrie compuneri de lungime medie
pe o tema data, sa descrie un loc sau o persoana, sa scrie scrisori standard formale si
neformale, sa completeze formulare.
d. Speaking – la sfârsitul semestrului studentii vor putea raspunde oral la întrebari, vor purta
conversati pe o tema data, vor face descrieri orale de locuri si persoane, vor putea discuta
conform rolurilor primite, îsi vor putea exprima parerile personale în legatura cu diverse teme
în discutie conform subiectelor propuse de manualul cursului practic.
CONTENTS
UNIT 1
1. Grammar: Present Simple and Present Continuous
2. Vocabulary: suffixes and prefixes
3. Reading: A long distance teacher
4. Reading, Listening and Writing: writing to a pen friend
UNIT 2
1. Grammar: Past Tense Simple and Past Tense Continuous
2. Reading and Writing: Charles Dickens
3. Reading: Inside the Buckingham Palace
4. Writing: Biographies
UNIT 3
1. Grammar: Verbs not normally used in the continuous aspect
2. Reading and Speaking: Hello, people of the world.
3. Reading and Listening: Two teenage geniuses
4. Reading and Writing: Arranging jumbled texts
UNIT 4
1. Grammar: The degree of comparison
2. Reading and Listening: Marks and Spencer
3. Reading and Writing: The richest man in the world
4. Vocabulary: adjectives
UNIT 5
1. Grammar: Future
2. Reading and Speaking: Living in the skies
3. Reading and Writing: English food
4. Vocabulary: Nouns plural
UNIT 6
1. Grammar: Present Perfect Simple and Present Perfect Continuous
2. Vocabulary: Synonyms and Antonyms
3. Reading and Writing: Paul Newman, actor, director and racing driver
4. Reading and Speaking: Allen is a little disaster
UNIT 7
1. Grammar: -Ing Forms: Gerund and Participle
2. Reading and Speaking: Television
3. Reading and Writing: A life in a day of Linda McCartney
4. Speaking: role play
UNIT 8
1. Grammar: Modals
2. Reading: Scots in Sweden upset by cheap jokes
3. Reading and Writing: a narrative
4. Vocabulary: the literary language
UNIT 9
1. Grammar: Past Perfect Simple and Past Perfect Continuous
2. Reading and Listening: All you need is love
3. Reading: The man who could turn back the clock
4. Writing: a short story
UNIT 10
1. Grammar: Indirect Speech
2. Reading and Listening: An interview with a writer
3. Reading and Vocabulary: Travellers‟ tales
4. Writing: a CV
REVISIONS AND TESTS
 UNIT 1
Objectives:
a. Students will be able to recognize and use the present tenses, both simple and continuous.
b. Students will be able to read and speak on a given subject (level elementary).
c. Students will be able to write simple, informal letters.

GRAMMAR
Present Tense
A. Present Tense Simple
Pattern
Affirmative: Subject + Verb (Short Infinitive/+ -s/-es for third person singular)
Interrogative: Do/Does + Subject + Verb (Short Infinitive)?
Negative: Subject + do/does + not +Verb (Short Infinitive).
Use
1. habitual actions: I go to work every day.
2. repeated actions: He often goes to the cinema.
3. general truths: The sun rises in the east.
4. instantaneous present: The goal-keeper misses the ball.
5. exclamations: Here comes the train!
6. planned actions: We leave London at eight.
7. the date: Tomorrow is Friday.

B. Present Continuous
Pattern
Affirmative: Subject + am/is/are + Verb+ing.
Interrogative: Am/is/are + Subject + Verb+ing?
Negative: Subject + am/is/are + not + Verb+ing.
Use
1. an action in the moment of speaking: He is reading a book right now.
2. a progressive action which was not finished in the moment of speaking: He is doing his
work.
3. a repeated action in the moment of speaking: He is knocking at the door.
4. a temporary action: Tom is attending the Poly.
5. a planned action: We are leaving tomorrow.

Practice: Put the verbs in brackets into the correct present tense (simple or continuous):
1. This book is about a man who (desert) his family and (go) to live on a Pacific island.
2. Why you (walk) so fast today? You usually (walk) quite slowly.
3. I (hurry) because I (meet) my mother at four o‟clock and she (not like) to be kept waiting.
4. When the curtain (rise) we (see) a group of workers. They (picket) a factory gate.
5. He never (listen) to what you say. He always (think) about something else.
6. You (hear) the wind? It (blow) very strongly tonight.
7. You (see) my car keys? I (look) for them but I (not see) them.
8. In most countries a child (start) school at six and (stay) for about five ears in a primary
school. Then he (move) to a secondary school. At 18 he (take) an exam.
9. Where he (come) from? He (come) from Japan.
10. Mr. Brown often (go) to the theatre but his wife (not go) very often. He (like) all sorts of
plays but she (prefer) comedies.
 READING AND LISTENING

Paola is an Italian student of English at a school in London. Read and listen to her letter to
David, her pen friend.

72 Newton Drive
London SW 6
3rd October

Dear David

How are you? I‟m fine. I‟m in London, at the International School of English. I‟m in a class 3
with eight other students. They‟re all from different countries- Spain, France, Japan,
Argentina, Switzerland, and Thailand. Our teacher‟s name is Peter Briscall. He‟s very nice.
He‟s funny and he‟s a very good teacher.

My new address is at the top of the letter. I‟m with an English family, the Browns. Mrs.and
Mr. Brown have three children. Thomas is fourteen, Catherine is twelve, and Andrew is
seven. They are all very friendly, but it isn‟t easy to understand them!

London is very big and very interesting. The weather is good - cold but sunny - and the parks
are beautiful! Hyde Park, Green Park, and St. James` Park are all in the centre. It isn‟t easy to
use the Underground, but I understand it now. It‟s very expensive!

English food is OK, but the coffee is horrible!

Write to me soon.

Love, Paola

P.S. Is my English OK?

Questions:
1. Who is Paola?
2. Where is she studying?
3. What is she studying?
4. What is the teacher‟s name?
5. Where is she staying?
6. How old is Thomas? But Catherine?
7. Is English coffee OK?
Writing: Write a similar letter to one of your pen friends.

READING AND LISTENING The long-distance teacher

Mr. Frank Garret, 65, is a

Pre-reading task schoolteacher. He is English, but he
lives in France, in the Normandy
village of Yerville. Mr. Garret lives in
1. Look at the map. Which two France, but he works in England.
countries are they? Write the
names of the capital cities on the Every Monday he leaves home at 2.30
map. in the morning and drives 101 miles
from his village to Boulogne, where he
leaves his car and catches the ferry to
2. Check the meaning of the Folkestone. Then he catches the train to
underlined words in your Maidstone in Kent and he arrives at
dictionary. Manor School at 8.25. He teaches
He leaves home. French from 9.00 in the morning to
She drives to work. 3.30 in the afternoon, and then leaves
He catches a train at 9.00. school. He arrives home at 9.30 in the
a ferry evening. The journey there and back
She arrives at work at 8.30. takes twelve hours and costs only £ 16!
The journey takes twenty
minutes. Fortunately, Mr. Garret works in
It costs only ten pence. England only one day a week.
Fortunately
And what does he do on the other
days? He teaches English! He has a
Reading class of eighteen French students in
Yerville.
Read the text. Answer the three
questions. ' Yes, on Tuesday I‟m tired,' he says,
'but I love my job in England and I
a. Where does Mr. Garret live?
love my home in France. I'm happy
b. What‟s his job? man! '
c. Where does he work?
Vocabulary

Suffixes and prefixes

1. Identify the roots in the following derivatives:

Application, blockage, booklet, boredom, bravery, breakage, capitalism, consistency, consumption,

drunkard, employee, idealism, intricacy, importance, lemonade, mathematician, naturalist,
relevancy, scientist, spinster, strength, supremacy, Vietnamese.

2. Attach the appropriate suffixes to the following words:

a. advise, arm, boil, cigar, drop, free, hand, kitchen, mine, mouth, level, novel, percent,
person, short, spoon, train, wait, wave.
b. Suffixes: -age, -doom, -ee, -er, -ette, - ful, - let, - y.

3. Identify the noun forming prefixes in the following derivatives:

Anticlimax, arch-bishop, co-partner, dissatisfaction, ex-soldier, forefinger, inattention,

impossibility, midday, misprint, non-conformist, neo-realism, overstrain, post- meridian,
predominant, pro-rector, reaction, self-determination, semi-darkness, subtitle, superstructure,
undersecretary, vice-admiral.

4. Combine the suffixes with the words:

a. active 1. –acy
b. achieve 2. –ance
c. compose 3. –ation
d. deliver 4. –hood
e. fair 5. –ism
f. fellow 6. –ity
g. man 7. –ment
h. pagan 8. –ness
i. perform 9. –ship
j. supreme 10. –th
k. wide 11. –ure
12. –y
 UNIT 2
Objectives:
a. Students will be able to recognize and use the past tenses, both simple and
continuous.
b. Students will be able to read a text and answer the questions.
c. Students will be able to form Wh-questions.

GRAMMAR
Past Tense

A. Past Tense Simple

Pattern
Affirmative: Subject + Veb (-ed, II)
Interrogative: Did + Subject + Verb (Short Infinitive)?
Negative: Subject + did + not + Verb (Short Infinitive).

Use
1. a past action: I went to the opera last night.
2. a repeated action in the past: I often visited him.

B. Past Tense Continuous

Pattern
Affirmative: Subject + Was/Were + Verb+ing.
Interrogative: Was/Were + Subject + Verb+ing?
Negative: Subject + Was/Were + not + Verb+ing.

Use
1. a progressive action in the past: I was walking at this time last week.
2. a progressive action interrupted by a momentary action: He came in when I was eating.
3. two progressive past actions: She was reading while I was sleeping.
4. an unfinished past action: He was reading a book last night.
5. a repeated action in the past: He was always coming late to the English classes.
6. a temporary action: He was living in Madrid when I met him.
7. a future action which was planned in the past, but was not fulfilled: We were leaving the
next day.

Practice: Put the verbs in brackets into the Simple Past or Past Continuous:
1. He (sit) on the bench fishing when he (see) a man‟s hat floating down the river. It (seem)
strangely familiar.
2. It (snow) heavily when he (wake) up. He (remember) the Jack (come) for lunch and (decide)
to go down to the station to meet him in case he (lose) his way in the snow.
3. When I (reach) the street I (realize) that I (not know) the number of Tom‟s house. I (wonder)
what to do about it when Tom himself (tap) me on the shoulder.
4. I (pick) up the receiver and (dial) the number. To my surprise I (find) myself listening to an
extraordinary conversation. Two men (plan) to kidnap the Prime Minister.
5. While I (wonder) whether to buy the dress or not, someone else (come) and (buy) it.
6. She (promise) not to report me to the police but ten minutes later I (see) her talking with
a policeman, and I am sure she (tell) him all about it.
7. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder.
8. As it (rain) the children (play) in the sitting-room. Tom (try) to write a letter but the children
(keep) asking him questions.
Grammar
Practice

Put the verbs in brackets into the Simple Past or Past Continuous:

1. He (sit) on the bench fishing when he (see) a man‟s hat floating down the river. It (seem)
strangely familiar.
2. It (snow) heavily when he (wake) up. He (remember) that Jack (come) for lunch and (decide)
to go down to the station to meet him in case he (lose) his way in the snow.
3. When I (reach) the street I (realize) that I ( not know) the number of Tom‟s house. I (wonder)
what to do about it when Tom himself (tap) me on the shoulder.
4. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder.
5. I (look) through the classroom window. A geometry lesson (go) on. The teacher (draw)
diagrams on the blackboard.
6. Most of the boys (listen) to the teacher but a few (whisper) to each other, and Tom (read) a
history book. Tom (hate) mathematics, he always (read) history during the mathematics
lessons.
7. She (promise) not to report me to the police but ten minutes later I (see) her talking with a
policeman and from the expression on his face I am sure she (tell) him all about it.
8. I (pick) up the receiver and (dial) a number. To my surprise I (find) myself listening to an
extraordinary conversation. Two men (plan) to kidnap the Prime Minister.
9. I (meet) Paul at the university. We both (be) in the same year. He (study) law, but he (not be)
very interested in it and (spend) most of his time practicing the flute.
10. My neighbour (look) in last night and (say) that he (leave) the district and (go) to Yorkshire, to
a new job. I (say) that I (be) very sorry that he (go) and (tell) him to write to me from Yorkshire
and tell me how he (get) on.
11. I (go) to Jack‟s house but (not find) him in. His mother (say) that she (not know) what he (do)
but (think) he probably (play) football.
12. This used to be a station and all the London trains (stop) here. But two years ago they (close)
the station and (give) us a bus service instead.
13. Ann works in the branch where the big robbery (take) place. She actually (work) there at the
time of the raid?
14. When Ann (say) that she (come) to see me the next day, I (wonder) what flowers she would
bring. She always brings flowers.
15. While I (wonder) whether to buy the dress or not, someone else (come and (buy) it.
16. My dog (attack) the postman as he (put) the letters into the letter box. The man (thrust) a large
envelope into the dog‟s mouth and of course he (tear) it. Unfortunately the letter (contain) my
diploma. I (patch) the diploma with Sellotape but it still looks a bit odd.
17. We (not get) much sleep last night because the people next door (have) a noisy party. I (ring)up
the landlord and (say) that his tenants (make) too much noise. He (point out) that it (be)
Saturday and that people often (have) parties on Saturdays nights. I (say) that the people in his
house always (have) parties.
18. How you (break) your leg?/ I (fall) off the ladder whe n I(put up) the curtains. The worst of it
(be) that it (be) just before the holidays and I (go) away.
19. So you (not go) away?/ No, of course not. I (cancel) my bookings and (spend) the holiday
hobbling about at home.
20. As it (rain) the children (play) in the sitting-room. Tom was there too. He (try) to write a letter
but he (not get on) very well because the children (keep) asking him questions.
 Charles Dickens (1812- 1870)
DICKENS THE MAN

Charles Dickens is one of the greatest
novelists in the English language. He wrote
about the real world of Victorian England and
many of his characters were not rich,
middleclass ladies and gentlemen, but poor
and hungry people.
Dickens had ten children, but he didn‟t have
happy family life. He was successful in his
work but not at home, and his wife left him.
He never stopped writing and travelling, and
he died very suddenly in 1870.

DICKENS THE CHILD

Writing

His family lived in London. His father was a
clerk in an office. It was a good job, but he
always spent more money than he earned and
he was often in debt. There were eight
children in the family, so life was hard.
Charles went to school and his teachers
thought he was very clever. But suddenly,
when he was only eleven, his father went to
prison for his debts and the family went, too.
Only Charles didn‟t go to prison. He went to
work in a factory, where he washed bottles.
He worked ten hours a day and earned six
shillings (30p) a week. Every night, after
work, he walked four miles back to his room.
Charles hated it and never forgot the
experience. He used it in many novels,
especially David Copperfield and Oliver
Twist.
DICKENS THE WRITER
1. Write about your past. Use these ideas to
help you.
Born Parents School Free time First job
when? work? like? sports? what?
where? live? not like? hobbies? when?
earn?
2. Answer the questions.
a. How old was Dickens when he died?
b. How many brothers and sisters did he
have?
c. Was he good at school?
d. Why did he leave school when he was
eleven?
e. Who was in prison?
f. What did Charles do in his first job?
g. What was his next job?
h. Was he happy at home?
i. When did he stop writing?

When he was sixteen, he started works for a

newspaper. He visited law courts and the
Houses of Parliament. Soon he was one of the
Morning Chronicle’s best journalists. He also
wrote short stories for magazines. There were
funny descriptions of people that he met.
Dickens` characters were full of colour and
life- good people were very, very, very good
and bad people were horrible. His books
became popular in many countries and he
spent a lot of time abroad, in America, Italy,
and Switzerland.
 INSIDE
Buckingham Palace
THE PALACE
There are two addresses in London
that the whole world knows. One is 10
Downing Street, where the Prime Minister
lives. The other is Buckingham Palace. This
famous palace, first built in 1703, is in the
very centre of London.
It is two places, not one. It is a family
house, where children play and grow up. It is
also the place where presidents, kings, and
politicians go to meet the Queen.
Buckingham Palace is like a small
town, with a police station, two post offices, a
hospital, a bar, two sports clubs, a disco, a
cinema, and a swimming pool. There are 600
rooms and three miles of red carpet. Two men
work full/time to look after the 300 clocks.
About 700 people work in the Palace.
THE QUEEN`S DAY
When the Queen gets up in the
morning, seven people look after her. One
starts her bath, one prepares her clothes, and
one feeds the Royal dogs. She has eight or
nine dogs, and they sleep in their own
bedroom near the Queen‟s bedroom. Two
people bring her breakfast. She has coffee
from Harrods, toast, and eggs. Every day for
fifteen minutes, a piper plays Scottish music
outside her room and the Queen reads The
Times.
Every Tuesday evening, she meets the
Prime Minister. They talk about world news
and have a drink, perhaps a gin and tonic or a
whisky.
AN INVITATION TO THE
PALACE
When the Queen invites a lot of
people for dinner, it takes three days to
prepare the table and three days to do the
washing- up. Everybody has five glasses: one
for red wine, one for white wine, one for
water, one for port, and one for liqueur.
During the first and second courses, the
Queen speaks to the person on her left and
then she speaks to the person on her right for
the rest of the meal. When the Queen finishes
her food, everybody finishes, and it is time for
the next course!
Comprehension check
1. Are the sentences true (v) or false (x)?
Correct the false sentences.
a. The Palace is more than two hundred
years old.
b. It is famous because it is the centre of
London.
c. The same person starts the Queen‟s
bath, prepares her clothes, and feeds the
dogs.
d. The dogs sleep in the Queen‟s bedroom.
e. The Queen and the Prime Minister go
out for a drink on Tuesday nights.
2. Answer the questions.
a. „Buckingham Palace is two places, not
one.‟ How?
b. Why is it like a small town?
c. Are there a lot of clocks?
d. How many dogs does the Queen have?
e. What newspaper does she read?
f. What sort of music does the piper play?
g. Why do people have five glasses on the
table?
h. Who does the Queen speak to during a
meal?
i. What happens when the Queen finishes
her food?
3. Check the meaning of new words in
your dictionary or with your teacher.
inside (prep) to prepare (v)
the whole world own (adj)
famous (adj) piper (n)
grow up (v) outside (prep)
like (prep) course(food) (n)
everybody(pron) during (prep)
do the washing- up (v)
 Biographies
Read the biography of William Shakespeare.

Shakespeare, William, 1564 – 1616,

English dramatist and poet, considered the greatest of all playwrights; b.Stratford-upon-Avon.
He was the son of a glove maker and leather craftsman, and attended the local grammar school.
In 1582 he married Anne Hathway, and his first child, a daughter, was born within six months.
Two years later they had twins. Little else of his life is known before 1594, when he appeared in
London as an actor and a playwright with a growing reputation. In 1594 he joined a group of
actors known as the Lord Chamberlain‟s Men, which became the King‟s Men under the
patronage of James I. In 1599 he bought the Globe Theatre. He retired to Stratford- upon-Avon
in 1613. He wrote at least thirty-seven plays: history plays, comedies and tragedies. Their
appeal lies in his human vision, which recognises the complexity of moral questions, and in the
richness of his language.

Ask and answer questions about Shakespeare.

- When……?
- Where…...?
- What…….?
- Did he…...?
- Who……..?
- How many….?
- What sort of……..?

Read the biography of Jeffrey Archer.

Archer, Jeffrey, was born in 1940, and was educated at Wellington School and Oxford University.
In 1969 he became a Member of Parliament when he won a by-election. At 29, he was the
youngest member of the Ho use of Commons. He resigned from Parliament in 1974 because he had
debts of over $ 427,000, following the collapse of a Canadian company in which he had invested.
In the same year he wrote his first novel, “Not a Penny More, Not a Penny Less”, which was
based on his business experiences. He has been writing ever since, and all six of his novels have
been best sellers. They have been translated into over fifteen languages. His most successful novel,
“Kane and Abel”, has sold more than four million copies world-wide, and has been made into a
television series.
After the success of his books, he decided to return to politics. From September 1985 to October
1986 he was Deputy Chairman of the Conservative Party. He married his wife in 1966, and they
live with their two children in Cambridge and London.

Ask and answer questions about Jeffrey Archer.

- When………?
- Where……...?
- What……….?
- Why……….?
- How many……….?
- How long………..?
- Have any……..films………
 UNIT 3

Objectives:
a. Students will be able to make a difference between the simple and the progressive aspect.
b. Students will be able to recreate a text from pieces.
c. Students will be able to comment about the stories presented in the texts and to express their own
experiences.

GRAMMAR

Verbs not normally used in the continuous aspect

a. Verbs of non-durative activity: score, shoot, slam, kick, etc.

Eg. He bangs the door.

b. Verbs of universal truth or general characteristic:

Eg. Fish swim.

c. Verbs of inert perception: see, hear, smell, feel, sound, taste.

Eg. The flower smells nice.
Attention: These verbs can be used in the continuous aspect if they show a conscious usage of the
senses:
1. by using synonymic pairs: I hear music. / I am listening to the music.
2. by using them with a different meaning: I am seeing him tonight.
3. by using the transitively (as actions): The cake tastes good. / I am tasting the cake.

d. Verbs of cognition: believe, know, think, imagine, mean, mind, remember, forget,
recollect, recall, suppose, suspect, guess, presuppose, realize, understand. Some of them can be used
in the continuous aspect if they are used as verbs of activity.
Eg. I think you are right. / I am thinking of my future.

e. Verbs of feelings: like, love, care for, adore, hate, dislike, detest, regret,
prefer, wish. Eg. I detest lazy people.

f. Verbs of relation: apply to, be, belong to, concern, consist of, contain, cost, depend
on, deserve, include, involve, lack, matte, need, owe, own, possess, have, require, resemble, seem.
Eg. This book belongs to him.
Attention: BE and HAVE can be used in the continuous aspect when they do not express the state or
the possession.
Eg. He is kind. / Why is he being so kind today?
He has a new car. / We are having an interesting conversation.
SKILLS DEVELOPMENT
Reading and speaking
Pre -reading task
Work in pairs.
1. Write down the names of as many
animals as you can. What can they do
that people can‟t?
Example: Birds can fly.
2. What can people do that animals
can‟t?
Example: We can write poetry.
3. Look up the following words in your
bilingual dictionary and write down
the translation.
jungle (n) species (n)
numerous (adj) powerful (adj)
to record (v) e.g. sense (n)
information in a book to choose (v)
joke (n) to look after (v)
to destroy (v)
Hello people of the World!
They are five billion people in the
world and they live in all different corners of
it. They live on the snow and ice of the Poles
and in the tropical jungles on the equator.
They have climbed the highest mountains and
walked on the sea bed. Some of them have
even left the earth and visited the moon.
The human species is the most
numerous and the most powerful of all the
animals on earth. How did this happen? In
many ways, animals can do things better than
we can. Dogs can smell and hear better than
we can. Cats can see in the dark. Birds can fly
thousands of miles away and return to the
same place every year. But we are different.
No other animal build cathedrals, plays
football, tells jokes, gets married, has prisons,
Reading
Now read the article.
1. Write down the correct question for
each paragraph.
a. How are people and animals
different?
b. How many people are there?
c. What can people choose to do?
d. What is the biggest difference
between people and animals?
2. Check your lists of what people and
animals can and can‟t do. What ideas
did you have that are not in the
article?
3. How do people communicate?
4. Why is writing a special kind of
communication?
What do you think?
1. Do animals have a sense of past and
future?
2. How do animals communicate?
3. In what ways are we looking after the
world, and in what ways are we
destroying it?
writes symphonies, elects presidents, or goes
to the moon.
There is one thing above all that
makes people and animals different. People
love to talk-talk-talk. We are the great
communicators! And we can communicate so
many things in so many ways- with our faces,
our hands, our bodies, and our voices. Most
important of all, we can record what we say
and think in writing, so that we can
communicate through time. We have a sense
of past and future, not just present.
We are the only species that can
change the world, and we are the only species
that can choose either to look after our wood
or to destroy it.
 READING AND SPEAKING Comprehension check

Pre-reading a. How old is he?

b. Does he go to school?
What do teenagers like doing in your country? c. Where was he born?
Think of three things and tell the others in the d. Where does he live with?
class. e. Who does he live with?
f. What does his father do?
g. How was he different when he was
Reading very young?
h. What does he do in the evening?
Divide into two groups. i. Can his father speak English?
j. Does he have any friends?
Group A Read about Ivan Mirsky. k. What does he do in his free time?
Group B Read about Jaya Rajah.
Check your answers with your group.
Answer the questions.

Ivan Mirsky is thirteen and he is the number 13 chess player in the world.
He was born in Russia but now lives in America with his father, Vadim. They live in a one-
room flat in Brooklyn. Ivan doesn‟t go to school and his father doesn‟t have a job. They practice
chess problems all day, every day, morning, afternoon, and evening.
Ivan was different from a very young age: he could ride a bike when he was eighteen
months old and read before he was two. He could play cards at three and the piano at four. When he
was twelve, he was the under-20 chess champion of Russia.
His father can‟t speak English and can‟t play chess, either! Ivan translates for him. Vadim
says, „I know that I can‟t play chess, but I can still help Ivan. He and I don‟t have any friends- we
don‟t want any friends. Other teenagers are boring! We don‟t like playing sports or watching TV.
We live for chess!‟

TWO TEENAGE GENIUSES

Jaya Rajah is fourteen, but he doesn‟t go to school. He studies medicine at New York
University in a class of twenty-year-olds. Jaya was born in Madras in India but now lives in a house
in New York with his mother, father, and brother. They can all speak English fluently. His father is
a doctor.
Jaya was different from a very young age. He could count before he could say „Mummy‟ or
„Daddy‟. He could answer questions on calculus when he was five and do algebra when he was
eight.
Now he studies from 8.15 to 4.00 every day at the university. Then he studies at home with
his father from 6.30 to 10.00 every evening.
Jaya doesn‟t have any friends. He never goes out in the evenings, but he sometimes watches
TV. He says, „I live for one thing- I want to be a doctor before I am seventeen. Other children of my
age are boring. They can‟t understand me.‟
SKILLS DEVELOPMENT
Reading
Arranging jumbled texts
Here are three stories about people who have
started their own businesses, but the stories
have been mixed up.
First read the paragraphs quickly and decide
which paragraphs go with which story.
Then put them in the right order.
James McClarty:
1 2 3 4 5
Jeremy Taylor:
1 2 3 grown. „We use up to 20 riders and we buy
John Glover:
1 2 3 4
a.
James McCharty, 16, runs a part-time
bakery delivery service. Every Friday evening
he goes round his local village selling his
wares-bread, rolls and teacakes, which he
buys wholesale from a bakery.
b.
Jeremy Taylor has had his market
garden for 18 months now, growing fruit and
vegetables for local consumption. He is most
proud of his early potatoes and juicy
raspberries. He thought starting a business
would be complicated, but in fact he found it
was quite straightforward.
c.
He had the excellent idea of giving out
free hot cross buns before Easter, and as a
result he got bumper orders for the Easter
weekend. „I‟ve already expanded to include
the next village, but I‟ve employed a friend to
do the delivering.‟
d.
But there weren‟t any. „I still had £100
and my bike. I‟m lousy at mathematics, but
my girlfriend Lynn was good at accounts, so
we set up with another friend, Paul, as a third
partner.‟
e.
James likes the extra money, but he
does have one complaint. „I‟m getting fat. I
can‟t help eating the teacakes!‟
f.
At first they found it very difficult to
get known. „Nothing seemed to work- leaflets
and adverts in the paper brought nobody.‟
Then slowly the customers trickled in.
g.
Since then they have grown and
ourselves a new bike every year. We‟ve
learned a lot about management, and we‟re
now pretty confident about the future.‟
h.
But his organization is far from old-
fashioned. He has bought a computer, which
he uses to work out orders, costs and profit.
He has had the business for nine months.
i.
He was given good advice by his bank
manager. „Start small, consolidate and expand
gradually. There‟s been an increased demand
for really fresh vegetables, and my produce is
picked, packed and sold within 24 hours.‟
j.
A clever observation by John Glover
gave him and two of his friends the idea for
their small business. „We‟d all had jobs but
we were made redundant. I had seen a lot of
motorcycle couriers in London, so I thought I
would try and get a job with one locally.‟
k.
„I‟ve always loved gardening, and the
thought of making a living out of a hobby is
wonderful.‟
l.
„There hasn‟t been a baker in the
village since the big supermarkets opened in
town 10 years ago. People like the service and
especially the old- fashioned bread
 UNIT 4
Objectives:
a. Students will be able to identify and use adverbs and adjectives in their degrees of
comparison.
b. Students will be able to make a person description.
Reading and speaking
You are going to read a magazine article about one of Britain‟s most famous shop-Marks &
Spencer.
Pre -reading task
Work in pairs and use dictionaries if necessary.
The following people, places, and things are in the article. What connection do you think they have
with Marks & Spencer? They appear here in the same order as in the text.
- Princess Diana
- £10 million
- a Polish immigrant
- shoelaces
- Spain
- Paris and Newcastle
- Jumpers
- chiropodists
Now read the article quickly and discuss the list again.

MARKS & SPENCER there are 564 branches of M&S all over the

Britain’s favourite store

Marks & Spencer (or M&S) is

Britain‟s favourite store. Tourists love it too.
It attracts a great variety of customers, from
housewives to millionaires. Princess Diana,
Dustin Hoffman, and the British Prime
Minister are just a few of its famous
customers.
Last year it made a profit of £529
million, which is more than £10 million a
week.

How did it all begin?

It all started 105 years ago, when a

young Polish immigrant, Michael Marks, had
a stall in Leeds market. He didn‟t have many
things to sell: some cotton, a little wool, lots
of buttons, and few shoelaces. Above his stall
he put the now famous notice:

DON`T ASK HOW MUCH- IT`S A PENNY.

Ten years later, he met Tom Spencer

and together they started Penny Stalls in
many towns in the north of England. Today
world - in America, Canada, Spain, France,
Belgium, and Hungary.

What are the best sellers?

Surprisingly, tastes in food and clothes

are international. What sells well in Paris sells
just as well in Newcastle. Their best-selling
clothes are:
For women: jumpers, bras, and knickers
(M&S is famous for its knickers!).
For men: shirts, socks, pyjamas, dressing
gowns, and suits.
For children: underwear and socks.

Best-sellers in food include: fresh

chickens, bread, vegetables, and sandwiches.
Chicken Kiev is internationally the most
popular convenience food.

Why is M&S so successful?

The store bases its most important key to

its success is its happy, well- trained staff.
Conditions of work are excellent. There are
company doctors, dentists, hairdressers, and
even chiropodists to look after the staff, and
all the staff can have lunch for under 40p!
GRAMMAR

The adjective and the adverb

Adjective Adjectives have the same form fo singular and plural. They do not change for male or
female. Most adjectives are used in front of the nouns.
Some adjectives describe similar qualities (hot, cold): hot-warm-boiling, cool-cold-
freezing.
Comparative adjectives with one syllable are formed by adding –e r to the adjective.
Eg. Long – Longer, Big – Bigger, Dry – Drier
Superlative adjectives are formed by adding –est to the adjective.
Eg. Long – Longest, Big – Biggest, Dry – Driest
Comparative adjectives with two or more syllables are formed with more , and the
superlative of these adjectives is formed with the
most. Eg. Modern – more Modern – the most Modern
Interesting – more Interesting – the most Interesting
Irregular adjectives:
Good – better – the best
Bad – worse – the worst
Far – farther/further – the farthest/the furthest
Little – less – the least
Much/many –more – the most
Old – elder – the eldest

Adverbs Adverbs describe actions. Most adverbs are formed from adjectives adding –ly (slow –
slowly). Some adverbs have the same form as adjectives (fast), but some adverbs have the same
form as the adjective and a different meaning for the adverb meaning (a hard question/ to work hard)
Most adverbs have comparative and superlative forms in –er and –est (early, far, fast,
hard, late). Comparatives are used to compare two separate things; superlatives compare one thing
in the group with all the other things in that group.
Eg. Maru is a better player than Monica. / She is the best player in the team.

Intensifiers
When we make comparisons the adjective is often strengthened with an intensifier: This house is
much/a lot/far bigger than that one.
We can also use intensifiers with more/less: The Italian film was much more interesting./ That film
was far less frightening the this one.

Practice: Choose the correct word:

1. The fish was so tasty as/as tasty as the meat.
2. This book is the most interesting/the more interesting.
3. The temple is the eldest/oldest in Europe.
4. That dress is a lot longer than/that the other one.
5. Nothing is worse/worst than being stuck in a traffic jam.
6. The test was not as had as/hard as I thought.
7. Today I feel more bad/worse than I did yesterday.
8. Our journey took longer than/the longest we expected.
9. Could you work more quietly/ quietly please?
10. This skyscraper is one of the taller/tallest building in our city.
 2. Check in your dictionary that you
SKILLS DEVELOPMENT understand the following words:
extravagant (adj) shy (adj)
wealth (n)/ wealthy (adj) reserved (adj)
Reading and speaking
to share (v) e.g. a reserved
person
You are going to read a newspaper article
chandelier (n) outgoing (adj)
about the Sultan of Brunei. He is the richest
despite (prep) e.g. an outgoing
man in the world.
person
Reading for information
Pre -reading task
Now read the article quite quickly. As you
1. Have you heard of the country of Brunei?
read, check if you were right about where
Do you know where it is?
Brunei is. Decide what you think is the most
Is it in the Middle East/ East Asia/ West
extravagant way the Sultan spends his money.
Africa?
Discuss your ideas in pairs.

THE RICHEST MAN IN THE WORLD

A year ago the Sultan of Brunei gave a birthday party for his eleven- year-old daughter. It
was in the ballroom of Claridges Hotel, in Mayfair, London. It cost £100,000, but for the Sultan this
is not a great amount of money. He is so rich that he can buy whatever he wants.
A few years ago he built the biggest palace in the world. It has 1,788 rooms, 5 swimming
pools, 257 toilets, 44 staircases and 18 lifts. The dining room can seat 4,000 people. There are 564
chandeliers with 51,490 light bulbs. A servant is employed full time to change bulbs- about 200 a
day. The total cost of the palace was $400 million. The Sultan invited his friends to see it but they
didn‟t like it- they said it looked more like a multi-storey car park than a palace. What could the
Sultan do? You guessed- he built another one!
Brunei is one of the smallest but richest countries in the world. Its wealth comes from oil
and gas. Most people think that Brunei is in the Middle East but it isn‟t. It‟s in East Asia, on the
north coast of the island of Borneo. It sells the oil and gas to Japan, and earns $2 billion a year- that
is $229,000 every hour- from it. And the beauty is that there are so few people to share all this
money. The population of Brunei is only 230,000. The Sultan and his brothers are the government.
Despite all this money and power the Sultan is a very shy man. He is 42 years old but still
looks like a schoolboy. He says very little at international meetings. When he was nineteen he
married his cousin, Princess Saleha, who was then sweet, pretty, and only sixteen. Time passed and
she became more and more reserved. In 1980 the Sultan met an air hostess called Mariam Bell, who
is half Bruneian, a quarter Japanese, and a quarter English. She is much more outgoing in her
manner than most Bruneian girls, and the Sultan fell in love with her. He married her, too, and now
has two wives and two families all living happily together in the new palace. The Sultan‟s total
wealth is more than $25 billion. He owns hotels all round the world: the Dorchester in London, the
Beverley Hills Hotel in Los Angeles and the Hyatt Hotel in Singapore. He has a fleet of private
planes, including an airbus. One o f his London houses has the biggest garden in the city, except for
Buckingham Palace. With all this, is he a happy man? Nobody asks him that.