Limba Engleza II

ACADEMIA DE MUZICĂ
“GHEORGHE DIMA” – CLUJ
Limba ENGLEZA
MODUL DE STUDIU II
PENTRU STUDII UNIVERSITARE

PRIN ÎNVĂŢĂMÂNT LA DISTANŢĂ
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Cuprins
INTRODUCERE ........................................................................................................................ 5
UNITATEA DE ÎNVĂŢARE NR. 1 – STRUCTURI COMPARATIVE ................................. 7
LECŢIA 1 ............................................................................................................................... 8
LECŢIA 2 ............................................................................................................................. 10
UNITATEA DE ÎNVĂŢARE NR. 2 – TIMPURILE PREZENTE ALE VERBELOR .......... 15
LECŢIA 3 ............................................................................................................................. 16
LECŢIA 4 ............................................................................................................................. 18
LECŢIA 5 ............................................................................................................................. 20
UNITATEA DE ÎNVĂŢARE NR. 3 – TIMPURILE TRECUTE ALE VERBELOR ............ 26
LECŢIA 6 ............................................................................................................................. 27
LECŢIA 7 ............................................................................................................................. 31
LECŢIA 8 ............................................................................................................................. 35
LECŢIA 9 ............................................................................................................................. 37
UNITATEA DE ÎNVĂŢARE NR. 4 – TIMPURI PERFECTE .............................................. 43
LECŢIA 10 ........................................................................................................................... 44
LECŢIA 11 ........................................................................................................................... 46
LECŢIA 12 ........................................................................................................................... 48
LECŢIA 13 ........................................................................................................................... 50
LECŢIA 14 ........................................................................................................................... 51
BIBLIOGRAFIE GENERALĂ ................................................................................................ 59
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INTRODUCERE
Acest curs de limba engleză se adresează studenţilor Academiei de Muzică „Gheorghe

Dima” Cluj-Napoca din cadrul Departamentului de Învăţământ la Distanţă, având ca scop
acumularea de cunoştinţe în domeniul limbii engleze, prin însuşirea atât a elementelor de
morfologie şi sintaxă, specifice limbii engleze în general, cât şi a celor de vocabular, specifice
domeniului muzical-artistic.
Ca instrument de lucru de bază se va folosi volumul Grammar Practice for Intermediate
Students – with key and with CD-ROM, de Sheila Dignen şi Brigit Viney, împreună cu Elaine
Walker şi Steve Elsworth, ed. Pearson Longman, 2007, manual care găseşte la biblioteca
DECID din Cadrul Academiei de Muzică „Gheorghe Dima”.
Pentru însuşirea elementelor de vocabular specifice domeniului muzical se vor folosi
materiale (texte, exerciţii de înţelegere a acestor texte, exerciţii de traducere) preluate din
bibliografia adiţională.
Cursul este structurat sub forma a şase module de studiu care vor permite studenţilor
însuşirea graduală a elementelor de gramatică şi vocabular, precum şi aplicarea practică a
cunoştinţelor acumulate. Primele cinci module sunt bazate pe capitolele cuprinse în manualul
de studiu, în timp ce al şaselea va fi rezervat recapitularii şi fixării cunoştinţelor acumulate şi
pregătirii pentru examenul de limbă premergător examenului de licenţă.
Nivelul de însuşire a cunoştinţelor va fi verificat prin intermediul unor teste de
autoevaluare pe parcursul modulelor, la sfârşitul fiecărei unităţi de învăţare, precum şi prin
intermediul unor teste de evaluare la sfârşitul fiecărui modul. Dacă în cazul testelor de
autoevaluare studenţii au la dispoziţie cheia exerciţiilor, testul de la finalul fiecărui modul este
corectat de către profesor, pentru a avea o evaluare obiectivă a cunoştinţelor.
Dificultatea exerciţiilor şi a textelor studiate, dar şi a testelor, va creşte direct
proporţional cu cunoştinţele acumulate pe parcurs de către studenţi.
Învăţământul la distanţă implică utilizarea unor metode şi tehnici noi de învăţare pentru
a spori gradul de acces la sistemele educaţionale al persoanelor care nu pot participa la
cursurile Academiei de Muzică „Gheorghe Dima” Cluj-Napoca în regim cu frecvenţă. Având
în vedere că scopul lor este acela de a îmbunătăţi substanţial flexibilitatea învăţării în raport
cu timpul şi disponibilitatea cursanţilor, manualul de studiu menţionat este dotat şi cu un CD
care oferă studenţilor posibilitatea de studiu individual, exemplificând tehnici de execuţie,
detaliind şi explicând scheme din curs, sau prezentând diferite aplicaţii practice ale
materialului scris, iar textele studiate vor fi puse la dispoziţia studenţilor atât în variantă
tipărită, cât şi în variantă electronică.
Conform noilor cerinţe din domeniul învăţământului la distanţă, studenţii vor fi stimulaţi
în direcţia pregătirii individuale prin e-learning, dispunând de o bază media de stocare a
informaţiei (cursuri, articole, lucrări, materiale audio şi video).
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UNITATEA DE ÎNVĂŢARE NR. 1 – STRUCTURI
COMPARATIVE
Cuprins:
Obiectivele unităţii de învăţare............................................................................................ 7
Lecţia 1 ................................................................................................................................ 8
Lecţia 2 ................................................................................................................................ 10
Răspunsuri şi comentarii la testele de autoevaluare ............................................................ 13
Bibliografie minimală ......................................................................................................... 14
Obiectivele unităţii de învăţare
În urma parcurgerii unităţii de învăţare nr. 1, veţi dobândi următoarele competenţe:

- Însuşirea şi sistematizarea expresiilor şi structurilor comparative.
- Dezvoltarea abilităţilor de utilizare a acestor structuri în comunicarea scrisă şi orală.
- Îmbogăţirea vocabularului prin lectură, traducere de texte, exerciţii de înţelegere de
texte şi conversaţie prin utilizarea lexicului specific domeniului artistic-muzical şi nu
numai.
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LECŢIA 1
Gramatică
Structuri comparative
Comparaţii cu substantive
• Putem folosi more, the most, less, the least, fewer, the fewest împreună cu substantive
pentru a compara cantităţi.
• Putem folosi more, the most+substantive nenumărabile sau numărabile la plural: Who
won the most medals?
• Folosim less, the least+substantive nenumărabile: Which fuel causes the least
pollution?
• Folosim fewer, the fewest+substantive numărabile la plural: You’ve got fewer points
than me.
• Cu more, less, fewer folosim than+substantiv/pronume/propoziţie: She’s got more
problems than I do.
Vocabular
Reading comprehension – Aalyiah (exerciţiu de înţelegere a unui text – citire, traducere şi
răspuns la întrebări pe baza textului)
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The Power of Music - Music Therapy
Music has played a vital role in the lives of human beings from time immemorial. There
is an almost unexplainable bond between humans and music and this is evident from the fact
that music occupies a place in our daily lives from morning till night.
Music & You
When we are happy, we celebrate by listening to our favourite kind of music. When we
are sad, we like to reflect in the company of slow and soft music. Such is the power of
music!
From listening to a cassette of your favourite Bhajan first thing in the morning to tuning
into a variety of FM Radio Stations during breakfast or while driving to office, we even
carry music with us on our cell phones, car radio, CD Players and I pods. During lunch, many
offices play upbeat music to fight mid afternoon / post lunch lethargy. Evening offers some
time to rest and relax when most individuals like to watch TV or even shake a leg at a disco.
Night time calls for some soothing, soft music that helps to rest and unwind before finally
turning in for the day.
Music Therapy
No wonder, it is a recognised fact that music has therapeutic qualities which can be used
to influence and bring about positive changes in human behavior. Such a structured, organised
and goal oriented use of music is termed as Music Therapy.
Uses of Music Therapy - Music Therapists
Some of us turn to music to remove boredom and entertain ourselves while others listen
to music to celebrate, elevate moods and to fight sadness. Each of us use and benefit from the
therapeutic qualities of music without even realizing it! Certain songs, tunes, melodies and
beats are associated with a time gone by and on listening to the same, it can take us back
several years!
Music Therapists are trained professionals who know how to use the powers latent in
music to bring about a positive change in a child, adolescent and even in adults in the form of
improved communication skills, emotional development, enhanced attention span and better
social functioning.
Today, Music Therapy has found a place in psychological healing for people and
children who have physical and developmental disabilities, learning disorders, brain injuries
and even Autism. Situations of acute depression, schizophrenia, panic and anxiety disorders
etc can be treated through Music Therapy.
Some Important Music Therapy Associations include :
American Music Therapy Association
British Association for Music Therapy
Australian Music Therapy Association Inc
Canadian Association for Music Therapy etc.
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LECŢIA 2
Gramatică
Structuri comparative
Structuri şi expresii comparative
• As ...as, the same as, similar to, different from

• Too, enough, very
• So ...that, such (a/an) ...that
• Alte structuri comparative
Vocabular
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Benefits of Music Education
5 Reasons to Play a Musical Instrument
Learning to play a musical instrument offers a lot of benefits. I personally believe that if
there's one thing you should learn in your lifetime, it is how to play an instrument. Here are 5
reasons why:
1. Playing A Musical Instrument Makes You Smarter
Many studies have been conducted on the effects of music to the brain. Scientists say that
children who are exposed to music, or those who play an instrument, do better in school than
those who don't. Recent research suggests exposure to music may benefit a child's reading
age, IQ and the development of certain parts of the brain. Adults can benefit from learning to
play an instrument too because it helps the mind to be alert and active eventually helping to
sharpen the memory.
2. It Teaches Discipline
Learning to play an instrument is like learning to speak another language and it can be
challenging at times. One of the qualities musicians possess is discipline. You have to be
disciplined in order to master playing your instrument. You have to set time each day to
practice, practice and practice some more.
3. Playing A Musical Instrument Relieves Stress
We all have days when we are so stressed out and we just want to take a break from it all.
Have you ever noticed that when you hear soft, soothing music you feel more relaxed?
Playing an instrument can do that and more, especially if you're the one playing. Music is one
of life's simple joys; it helps calm the mind.
4. Sense of Achievement
If you're a beginner learning to play your first piece, it can be frustrating. But once you've
mastered it, the satisfaction you'll feel is priceless. Never mind if it's just a simple piece,
believe me you'll never forget the first piece you've mastered. You are one more step closer to
achieving your goal and that is certainly something to be proud of.
5. Playing A Musical Instrument is Fun
Sure it can be a lot of hard work but there is no denying playing an instrument is fun. Once
you get better at it, opportunities will arise for you to share your newly learned skill with your
family and friends. Who knows, you may also consider playing professionally in the future.
Playing a musical instrument opens up a lot of good possibilities that will surely enrich your
life.
http://musiced.about.com/od/beginnersguide/a/pinst.htm
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Test de autoevaluare nr. 1
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Răspunsuri şi comentarii la testele de autoevaluare
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Bibliografie minimală
1. Dignen, Sheila, Viney, Brigit, with Walker, Elaine and Elsworth, Steve – Grammar
Practice for Intermediate Students – with key and with CD-ROM, Pearson-Longman
2007, pag. 37 – 43
2. http://www.musicalescapades.com/useful-articles/music-therapy.htm
3. http://www.musiced.about.com/od/beginnersguide/a/pinst.htm
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UNITATEA DE ÎNVĂŢARE NR. 2 – TIMPURILE
PREZENTE ALE VERBELOR
Cuprins:

Lecţia 3 ................................................................................................................................ 16
Lecţia 4 ................................................................................................................................ 18
Lecţia 5 ................................................................................................................................ 20
În urma parcurgerii unităţii de învăţare nr. 2, veţi dobândi următoarele competenţe:

- Însuşirea şi sistematizarea timpurilor prezente ale verbelor.
numai.
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LECŢIA 3
Gramatică
Timpurile prezente ale verbelor
Prezentul simplu
Prezentul simplu are forma de bază a verbului (write, work).

La persoana a III-a sg., forma de bază + -s (he writes, she works).
Ex.: I play, you play, we play, they play
He plays, she plays, it plays
Forma negativă se formează cu auxiliarul do:

Ex.: I do not drink tea.
She/he does not play football.
Forma interogativă:
Ex.: Do you work here?
Does she/he sing beautifully?
➢ Funcţii: Acţiuni obişnuite, care se întâmplă în prezent sau în mod regulat, dar nu
neapărat în momentul exact al vorbirii
Adevăruri sau realităţi general acceptate
➢ Expresia opiniilor
Expresie a preferinţelor
Se foloseşte pentru a exprima aşa numitul prezent istoric
➢ Prezentul simplu poate avea valenţă de viitor mai ales cu verbe ca: arrive, come, leave
care sugerează evenimente plănuite sau programate
➢ Expresii care semnaleaza frecvent actiunile obisnuite exprimate prin prezentul
simplu:all the time, always, every classe, every day, every holiday, every hour, every
month, every semester, every week, every year, most of the time, never, often, rarely,
sometimes, usually
Vocabular
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Thankful to Know
Thankful to know when the landscape is shining,

When warm winds are blowing
And nature is fair,
Thankful to find that your smile is still glowing,
Thankful to know that your music is there.
Thankful to know when the night sky is gleaming

And breezes are colder
But sweeten the air,
Thankful to feel your strong hand on my shoulder,
Thankful to know that you always will care.
Thankful to know when the morning comes calling,

The world reemerges
And moves everywhere,
As I am driven by all of its surges,
Thankful you steady the life that we share.
Thankful to know as the years lie before us

Love is a fabric
That nothing can tear.
As you transform ordinary to magic,
Thankful to know that you’ll always be there.
For Discussion:
1. Who might the poet be addressing?
2. Perhaps we can’t be sure about the future. In this poem, what does the word “know”
actually mean? Explain.
3. Do you think this is a Thanksgiving Day poem? Why?
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LECŢIA 4
Gramatică
Prezentul continuu
Acest timp se formează cu ajutorul verbului auxiliar to be la prezent + forma de baza a

verbului + -ing (participiu prezent).
Ex.: I am buying all my family's Christmas gifts early this year. She is working through the
holiday break.
Forma negativa - se adauga not dupa forma de prezent simplu a auxiliarului to be.
Ex.: It is not raining.
Forma interogativa se obtine prin inversiunea auxiliarului to be cu subiectul.
Ex.: Are they playing? Is he eating?
Functii
➢ Prezentul continuu indică: o acţiune care se află în plină desfăşurare în momentul
vorbirii.
➢ O acţiune care se află în desfăşurare în perioada prezentă, dar care poate nu se
întâmplă concomitent cu momentul vorbirii.
➢ Descrie o tendinţă sau acţiune care a debutat recent
➢ Pentru a desemna o acţiune care este planificată pentru viitor
În general, numai anumite verbe pot fi folosite la aspectul continuu şi acestea se numesc verbe
dinamice.Aspectul continuu al unui verb arată că o acţiune este, era sau va fi în desfăşurare.
Formele verbale progresive (aspectul continuu) se folosesc numai în cazul verbelor dinamice,
de mişcare, care exprimă calităţi capabile de schimbare. Nu se spune "He is being tall" sau
"He is resembling his mother" sau "I am wanting spaghetti for dinner",ci vom spune: "He is
tall", "He resembles his mother", "I want spaghetti".
VERBE DINAMICE: abandon, ask, beg, call, drink, eat, help, learn, listen, look at, play,
rain, read, say, slice, throw, whisper, work, write
Vocabular
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Social Networks
Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably do because they are
some of the most popular sites on the internet today. These sites are all called 'social
networking' sites because they help people meet and discuss things online. Each of these
social networking sites has its own strengths: MySpace is especially popular among teenagers,
Facebook is popular with college age people, Orkut is especially loved in Brazil, and
CyWorld is the site to visit in South Korea. The common thread between all of these social
networks is that they provide a place for people to interact, rather than a place to go to read or
listen to 'content'.
Web 2.0
Social networks are considered to be web 2.0. What does this mean? To understand this, it's
important to understand what the original web did (often called web 1.0). Back in the nineties,
the internet - or web - was a place to go to read articles, listen to music, get information, etc.
Most people didn't contribute to the sites. They just 'browsed' the sites and took advantage of
the information or resources provided. Of course, some people did create their own sites.
However, creating a site was difficult. You needed to know basic HTML coding (the original
language the internet uses to 'code' pages). It certainly wasn't something most people wanted
to do as it could take hours to get a basic page just right. Things began to get easier when
blogs (from web log) were introduced. With blogs, many more people began writing 'posts',
as well as commenting on other people's blogs.
MySpace Surprises Everybody
In 2003 a site named MySpace took the internet by storm. It was trying to mimic the most
popular features of Friendster, the first social networking site. It quickly became popular
among young users and the rest was history. Soon everyone was trying to develop a social
networking site. The sites didn't provide 'content' to people, they helped people create,
communicate and share what they loved including music, images and videos. They key to the
success of these sites is that they provide a platform on which users create the content. This is
very different from the beginning of the internet which focused on providing 'content' for
people to enjoy.
Key to Success
Relying on users to create content is the key to the success of web 2.0 companies. Besides the
social networking sites discussed here, other huge success stories include: Wikipedia,
Digg.com and the latest success - Twitter. All of these companies rely on the desire of users to
communicate with each other, thereby creating the 'content' that others want to consume.
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LECŢIA 5
Gramatică
Verbe de stare
• Verbele de stare nu sunt folosite, de obicei, în formă continuă: agree, belive, know,
hate, like, love, hear, see, smell, appear, seem, be, belong, contain, have, cost, fit,
mean, owe. De ex.: I’m sorry, I don’t undestrand. Does this car belong to you?
• Unele verbe de stare pot fi folosite la forma continuă când descriu acţiuni. Acestea
includ: be, have, see, smell, taste, drink. De ex.: I think (=believe) you’re right. I’m
thinking (=considering) about it.
• În cazul lui feel şi look putem folosi atât forma simplă, cât şi cea continuă, fără să se
schimbe sensul: I’ feel/’m feeling ill. You’re looking/look tired.
• Adesea folosim can cu verbe de percepţie: I can’t hear you.
Vocabular
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Valley View Camping Ground
Many seasoned tourists find they don't like staying in hotels, and that they prefer to avoid
large cities. Does this description fit you? If the answer is yes, The Mountain View Camping
Ground is for you. Our camping grounds overlook the spectacular Hampson Valley. We rent
tents, bungalows and roulettes. If DIY yourself is your style bring your own tents or roulettes.
All guests enjoy access to cooking facilities, bathrooms with bathing facilities, and a
playground for the children.
Our panoramic setting offers a wide variety of recreation activities as well as inspiring views
of the mountains. Chisom, a quaint summer-resort village, is just 10 minutes by car. Take
advantage of the many entertainment, shopping and relaxation opportunities including fitness
centres, laundry/valet services, solariums and much more. Have lunch in one of the many
restaurants and savour the tasty local cuisine.
Mountain View Camping Ground offers fun, relaxation and opportunities for all types of
outdoor activities. Call us today to find out how we can make your next holiday perfect.
Key Vocabulary
bathing facilities - a place to take a shower or a bath and wash

bungalow - a small, detached type of accommodation
camping grounds - area where people can use their tents, roulettes, etc. to camp
cuisine - style of cooking
DIY - do it yourself
fitness centres - a place to get in shape
laundry/valet - a shop which will clean your clothes
playground - a place where children can play
quaint - charming
recreation - free time activity
roulette - a camper
seasoned tourist - a tourist who has travelled a lot
tasty - very good food
tent - a portable enclosure made of cloth in which people can sleep
to avoid - to try to not do something
to fit someone - to be appropriate for someone
to overlook - to have a view of
to savour - to enjoy greatly
Comprehension Quiz
1. What type of tourist is described at the beginning of the reading?
A first time tourist

An old tourist
A tourist who has travelled a lot
2. The camping grounds overlook:
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A tall mountain
An area between mountains
A city centre
3. What type of accommodation can you not bring with you?
A roulette
A tent
A bungalow
4. Who cooks dinner?
The guests
The chef at the camping ground restaurant
Doesn't say
5. What does Valley View offer besides the inspiring views?
Laundry/valet services
A fitness centre
Recreation activities
6. Where can tourists try the local cuisine?
At Valley View Camping Ground

In Chisom
In a bungalow.
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Simple Present / Present Continuous
Using the words in parentheses, complete the boxes below with the appropriate tenses, then
check your answers.
1. Every Monday, Sally (drive) her kids to football practice.
2. Usually, I (work) as a secretary at ABT, but this summer I (study)

French at a language school in Paris. That is why I am in Paris.
3. Shhhhh! Be quiet! John (sleep) .
4. Don't forget to take your umbrella. It (rain) .
5. I hate living in Seattle because it (rain, always) .
6. I'm sorry I can't hear what you (say) because everybody (talk) so
loudly.
7. Justin (write, currently) a book about his adventures in Tibet. I hope he

can find a good publisher when he is finished.
8. Jim: Do you want to come over for dinner tonight?

Denise: Oh, I'm sorry, I can't. I (go) to a movie tonight with some friends.
9. The business cards (be, normally ) printed by a company in New York. Their
prices (be) inexpensive, yet the quality of their work is quite good.
10. This delicious chocolate (be) made by a small chocolatier in Zurich,

Switzerland.
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1. Every Monday, Sally (drive) drives her kids to football practice.
2. Usually, I (work) work as a secretary at ABT, but this summer I (study) am studying
French at a language school in Paris. That is why I am in Paris.
3. Shhhhh! Be quiet! John (sleep) is sleeping.
4. Don't forget to take your umbrella. It (rain) is raining.
5. I hate living in Seattle because it (rain, always)'s always raining.
6. I'm sorry I can't hear what you (say) are saying because everybody (talk) is talking so
loudly.
7. Justin (write, currently) is currently writing a book about his adventures in Tibet. I hope
he can find a good publisher when he is finished.
8. Jim: Do you want to come over for dinner tonight?

Denise: Oh, I'm sorry, I can't. I (go) am going to a movie tonight with some friends.
9. The business cards (be, normally ) are normally printed by a company in New York. Their
prices (be) are inexpensive, yet the quality of their work is quite good.
10. This delicious chocolate (be) is made by a small chocolatier in Zurich, Switzerland.
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2007, pag. 44 – 47
2. http://www.rhlschool.com/read7n3.htm
3. http://esl.about.com/od/readingintermediate/a/r_social.htm
4. http://esl.about.com/od/intermediatereading/a/r_tourism.htm
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UNITATEA DE ÎNVĂŢARE NR. 3 – TIMPURILE
TRECUTE ALE VERBELOR
Cuprins:
Lecţia 6 ................................................................................................................................ 27
Lecţia 7 ................................................................................................................................ 31
Lecţia 8 ................................................................................................................................ 35
Lecţia 9 ................................................................................................................................ 37
În urma parcurgerii unităţii de învăţare nr. 3, veţi dobândi următoarele competeneţe:

- Însuşirea şi sistematizarea trecutului simplu şi a trecutului continuu.
numai.
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LECŢIA 6
Gramatică
Timpurile trecute ale verbelor
Trecutul simplu
• Verbele regulate formează trecutul simplu prin adăugarea la forma de bază a verbului
+-ed.
Ex.: scream > screamed, work > worked
• Verbele neregulate au forme proprii de trecut.
Ex.: sleep > slept, drink > drank
• Forma negativă se compune cu ajutorul auxiliarului to do, conjugat la trecut (did) +
not în faţa verbului principal. Did + not se folosesc des în forma contrasă didn't.
Ex.: I did not jump over.
She didn't finish the work.
• Forma interogativă se formează prin inversiunea dintre auxiliarul did şi subiect:
Ex.: Did you want it?
Did it rain there?
• Trecutul simplu se foloseşte pentru a exprima fapte şi realităţi din trecut:
Ex.: In the past people believed that the earth was flat.
• Descrie un eveniment sau acţiune incheiată petrecută în trecut:
Ex.: John Loud invented the ballpoint pen in 1888.
• Pentru a descrie starea, condiţia sau obiceiurile din trecut:
Ex.: I went to school by bus when I was a child.
Vocabular
27
Letter to a Young Musician:
On Artistic Ability, Entertainment, and the Music Industry
To our young readers: Check this out! The following letter is our response to a teenager who
is seeking a career in the music and entertainment industry. We hope that it will help those of
you who are on the hunt for fame, fortune and artistic skills.
Dear Webmaster,
I think I am writing the right person. I am almost thirteen and I am very interested in the
music business. Don't think I am trying to fool you. I along with others consider my self a
good singer. I would very much like to become professional one day and would like to start
getting there as soon as possible. If you could give my some tips on how to start my path to
stardom that would help me out a lot. Please write me back.
Thank You,
Jessie
It is wonderful that at your age you already have such a clear idea of what you want to do
with your life. While it does not seem that long ago, we would like to tell you a few things
about music and the music business that we wish we had known when we were teenagers.
While your email to us was only a paragraph, it generated quite a bit of interest! We are
posting your email and our response on our web site with the hope that it will help others who
are asking the same questions. We think that you will get the most out of our reply by reading
it and discussing it with your parents. Here goes...
You say that you would like to become a professional singer one day. In order to move
towards your goal we think there are three points that you should consider: artistic ability,
ability to entertain, and knowledge of the music business. You may be surprised that we do
not mention talent. This is because natural talent is a good starting place, but without a lot of
hard work it will get you nowhere.
Before we explain the three points that we mentioned above, we would like to say something
about "stardom." Your goal of becoming a professional musician is a very good goal that we
are sure you can achieve, but your goal of becoming a star is one that is likely to lead to
disappointment.
Please do not misunderstand us. We do not want to discourage you; we just want to tell you
something about the music industry. If you think carefully about all of the musicians you have
seen or heard perform we think you will notice that there are many stars who have very little
musical talent and that there are also many very talented musicians who are not stars.
Of course, there are also stars who have musical talent, but what is interesting is the number
of stars who have very little musical talent. Why do you think this is the case? In our
experience it is because there is an element of luck involved in becoming a star! In other
words, some people get lucky and others do not.
This element of luck has to do with little accidents such as being at the right place at the right
time, meeting by chance someone who can help you advance your career, writing or
performing a song that becomes very popular for no good reason, getting media attention
28
(television, radio, newspapers) because of something you did, and so on. What we would like
to suggest to you is that instead of focusing on becoming a star, you focus your goals on
becoming the best possible musician and entertainer that you can.
Now we would like to explain those three points that we mentioned above. First, artistic
ability. By artistic ability we mean the skills you develop to perform at a very high level on
your instrument, or in your case, with your voice. A good vocalist, for example, needs to
develop tone control, the ability to sing complex passages not just simple melodies, the ability
to sing in tune, the ability to harmonize well with others, the ability to sing in languages other
than English, the ability to improvise, and other vocal skills. Good vocalists usually also have
the ability to play an instrument such as the piano.
Artistic ability also includes your knowledge of music in general, including your ability to
read and write music, and your understanding of different musical styles. There are many
ways to learn these skills and knowledge. You can learn them from a music teacher, from
listening to recordings and watching live performances, and by reading textbooks. Of the
three points that we mentioned, artistic ability is by far the most important. You can start
developing your skills right now. If you study and practice music every day, then you will
have no problem attaining your goal of becoming a professional musician.
The second point we mentioned above was the ability to entertain. This is also a skill, but it is
different from the musical skills that we just described. The ability to entertain includes skills
such as the ability to stand in front of an audience and perform without getting too nervous,
the ability to choose an appropriate outfit for your performance, the ability to speak to and
interact with an audience, and the ability to plan a good concert or performance.
Many professional musicians also combine other skills such as comedy routines with their
performances. All of these entertainment skills can be learned. You are not too young to start
learning what makes an audience laugh, cry, or shout. You will notice that the importance of
this ability to entertain varies somewhat depending on the type of music a musician performs.
Classical musicians, for example, focus most of their energies on impressing an audience with
their musical skill, but the best ones are also very careful with the clothes that they wear and
their stage manner. Our suggestion to you is to put most of your energy into developing your
musical abilities, but you can also start to think about and learn entertainment skills.
The third point that we mentioned above was knowledge of the music industry. Your letter
indicates that you are aware that to become a professional musician you need to learn
something about the music business. This is very true and it is a point that many young
musicians do not realize. In order to become a successful professional musician you will need
to learn things about marketing, contracts, copyrights, working with agents, pricing your
services, negotiation, and so on. At your age, however, you should not bother with learning
any of this. You can easily gain all of this knowledge when you need it.
If you do get lucky and are discovered by someone who wants to make you into a star, you
should immediately ask your parents to consult with a good lawyer - with good professional
references - who specializes in the entertainment business and start reading up on the music
business. This is an extremely important point: You need to know that, while there are many
fine record companies, managers and other people in the music business who are honorable
29
and wish to help you, there are people out there who would take advantage of your dreams for
their own selfish, personal - and sometimes dishonest - goals.
At this point in your life, however, you should only concern yourself with becoming the best
possible musician you can and learning as much about music as you can. You should find a
good teacher. You should practice every day. You should attend live performances whenever
you can. You should study music theory. You should perform in front of an audience
whenever you have a chance and with a variety of ensembles. Most importantly, you should
devote yourself to your goal of becoming a professional musician and work hard at
developing your talent.
We look forward to seeing you perform on a big stage under bright lights someday!
Musically yours,
Ken Blacklock
violinist, composer, educator
Kirk Whipple
pianist, composer, educator
Marilyn Morales
30
LECŢIA 7
Gramatică
Trecutul continuu
• Trecutul continuu se formează cu ajutorul formei de trecut simplu a auxiliarului to be,

was/were + forma participiului prezent (-ing) a verbului principal.
Ex.: I was singing.
You were talking.
• Negativul:
Ex.: You were not / weren't singing.
She was not / wasn't reading.
• Interogativul:
Ex.: Was I speaking clearly?
Were they playing the flute?
• Trecutul continuu, ca şi prezentul continuu, sunt forme verbale aparţinând registrului
oral, limbii vorbite cu precadere, şi sunt rar folosite în registrul scris.
• Trecutul continuu este folosit pentru a exprima acţiuni în desfăşurare într-un moment
din trecut. Deoarece indică o limită a duratei acţiunii este foarte folosit pentru a indica
acţiuni care au avut loc (trecut simplu) în timp ce o altă acţiune era în desfăşurare, sau
pentru a indica o acţiune în desfăşurare care este întreruptă de o alta.
Ex.: Carlos lost his watch while he was running.
I was watching Oprah when John came in screaming.
• Exprimă activităţi din trecut:
Ex.: Once I was driving through Kenya with a friend.
• Pentru a vorbi despre obiceiuri din trecut. Trecutul continuu este insoţit în acest caz de
always.
Ex.: Grace was always handing in late papers.
My father was always lecturing my brother.
Vocabular
31
Letter to a Young Musician:
On Artistic Ability, Entertainment, and the Music Industry
To our young readers: Check this out! The following letter is our response to a teenager who
is seeking a career in the music and entertainment industry. We hope that it will help those of
you who are on the hunt for fame, fortune and artistic skills.
Dear Webmaster,
I think I am writing the right person. I am almost thirteen and I am very interested in the
music business. Don't think I am trying to fool you. I along with others consider my self a
good singer. I would very much like to become professional one day and would like to start
getting there as soon as possible. If you could give my some tips on how to start my path to
stardom that would help me out a lot. Please write me back.
Thank You,
Jessie
It is wonderful that at your age you already have such a clear idea of what you want to do
with your life. While it does not seem that long ago, we would like to tell you a few things
about music and the music business that we wish we had known when we were teenagers.
While your email to us was only a paragraph, it generated quite a bit of interest! We are
posting your email and our response on our web site with the hope that it will help others who
are asking the same questions. We think that you will get the most out of our reply by reading
it and discussing it with your parents. Here goes...
You say that you would like to become a professional singer one day. In order to move
towards your goal we think there are three points that you should consider: artistic ability,
ability to entertain, and knowledge of the music business. You may be surprised that we do
not mention talent. This is because natural talent is a good starting place, but without a lot of
hard work it will get you nowhere.
Before we explain the three points that we mentioned above, we would like to say something
about "stardom." Your goal of becoming a professional musician is a very good goal that we
are sure you can achieve, but your goal of becoming a star is one that is likely to lead to
disappointment.
Please do not misunderstand us. We do not want to discourage you; we just want to tell you
something about the music industry. If you think carefully about all of the musicians you have
seen or heard perform we think you will notice that there are many stars who have very little
musical talent and that there are also many very talented musicians who are not stars.
Of course, there are also stars who have musical talent, but what is interesting is the number
of stars who have very little musical talent. Why do you think this is the case? In our
experience it is because there is an element of luck involved in becoming a star! In other
words, some people get lucky and others do not.
This element of luck has to do with little accidents such as being at the right place at the right
time, meeting by chance someone who can help you advance your career, writing or
performing a song that becomes very popular for no good reason, getting media attention
32
(television, radio, newspapers) because of something you did, and so on. What we would like
to suggest to you is that instead of focusing on becoming a star, you focus your goals on
becoming the best possible musician and entertainer that you can.
Now we would like to explain those three points that we mentioned above. First, artistic
ability. By artistic ability we mean the skills you develop to perform at a very high level on
your instrument, or in your case, with your voice. A good vocalist, for example, needs to
develop tone control, the ability to sing complex passages not just simple melodies, the ability
to sing in tune, the ability to harmonize well with others, the ability to sing in languages other
than English, the ability to improvise, and other vocal skills. Good vocalists usually also have
the ability to play an instrument such as the piano.
Artistic ability also includes your knowledge of music in general, including your ability to
read and write music, and your understanding of different musical styles. There are many
ways to learn these skills and knowledge. You can learn them from a music teacher, from
listening to recordings and watching live performances, and by reading textbooks. Of the
three points that we mentioned, artistic ability is by far the most important. You can start
developing your skills right now. If you study and practice music every day, then you will
have no problem attaining your goal of becoming a professional musician.
The second point we mentioned above was the ability to entertain. This is also a skill, but it is
different from the musical skills that we just described. The ability to entertain includes skills
such as the ability to stand in front of an audience and perform without getting too nervous,
the ability to choose an appropriate outfit for your performance, the ability to speak to and
interact with an audience, and the ability to plan a good concert or performance.
Many professional musicians also combine other skills such as comedy routines with their
performances. All of these entertainment skills can be learned. You are not too young to start
learning what makes an audience laugh, cry, or shout. You will notice that the importance of
this ability to entertain varies somewhat depending on the type of music a musician performs.
Classical musicians, for example, focus most of their energies on impressing an audience with
their musical skill, but the best ones are also very careful with the clothes that they wear and
their stage manner. Our suggestion to you is to put most of your energy into developing your
musical abilities, but you can also start to think about and learn entertainment skills.
The third point that we mentioned above was knowledge of the music industry. Your letter
indicates that you are aware that to become a professional musician you need to learn
something about the music business. This is very true and it is a point that many young
musicians do not realize. In order to become a successful professional musician you will need
to learn things about marketing, contracts, copyrights, working with agents, pricing your
services, negotiation, and so on. At your age, however, you should not bother with learning
any of this. You can easily gain all of this knowledge when you need it.
If you do get lucky and are discovered by someone who wants to make you into a star, you
should immediately ask your parents to consult with a good lawyer - with good professional
references - who specializes in the entertainment business and start reading up on the music
business. This is an extremely important point: You need to know that, while there are many
fine record companies, managers and other people in the music business who are honorable
33
and wish to help you, there are people out there who would take advantage of your dreams for
their own selfish, personal - and sometimes dishonest - goals.
At this point in your life, however, you should only concern yourself with becoming the best
possible musician you can and learning as much about music as you can. You should find a
good teacher. You should practice every day. You should attend live performances whenever
you can. You should study music theory. You should perform in front of an audience
whenever you have a chance and with a variety of ensembles. Most importantly, you should
devote yourself to your goal of becoming a professional musician and work hard at
developing your talent.
We look forward to seeing you perform on a big stage under bright lights someday!
Musically yours,
Ken Blacklock
violinist, composer, educator
Kirk Whipple
Marilyn Morales
34
LECŢIA 8
Gramatică
Trecutul simplu şi trecutul continuu
• Folosim trecutul continuu pentru a vorbi despre o acţiune sau situaţie aflată în
desfăşurare la un moment dat în trecut: I was working at eight o’clock last night.
• Trecutul continuu descrie fundalul acţiunii unei povestiri: the sun was shining and I
was walking along the High Street.
• Când o acţiune de scurtă durată întrerupe o acţiune aflată în desfăşurare, folosim when
înaintea acţiunii la trecutul simplu şi while/when înainte de acţiunea la trecutul
continuu: When he arrived, I was working. My car broke down when/while I was
driving home.
• Când o acţiune se petrece după o altă acţiune, folosim trecutul simplu: when Sam
arrived, I cooked a meal. (= Sam arrived and the I cooked a meal)
Vocabular
35
The Elements of Music
Discovering melody
"The melody is generally what the piece is about."—Aaron Copland
We hear and understand the succession of pitches in a melody much like we perceive words
in a sentence—not one note or word at a time, but as a whole. Melodies may be described by
how wide or narrow their range is, by their overall shape (moving up and down in pitch), and
by how they move—in small steps or large leaps. A melody is often divided into component
parts, or phrases, which end with a type of "punctuation," or cadence.
Note these important points:
• All music cultures share the idea of a musical line.

• Melody is defined by pitches and intervals.
• A melody is perceived by the mind as a unity.
• Each melody has three basic characteristics:
o range, measured as narrow, medium, or wide;
o shape, or direction in which it moves;
o the way it moves (conjunct or disjunct).
• Phrases are the component parts of melodies and end in cadences.
• A countermelody is heard simultaneously with the main tune.
Reflecting on melody
• Melody is what makes the most universal appeal in music.

• Melody is the horizontal, or linear, element in music.
• Most musical cultures around the world share the concept of melodic line.
36
LECŢIA 9
Gramatică
Used to, would, be/get used to
• Folosim used to/would + infinitive pentru a descrie ceva ce s-a întâmplat regulat în
trecut: I used to/would go jogging every day until I hurt my knee.
• Folosim used to (şi nu would) pentru o situaţie care a fost adevărată în trecut: She
used to have long hair.
• Folosim be/get used to + substantive/pronume/-ing pentru a vorbi despre ceva care
pare sau devine normal pentru că a fost experimentat: We don’t mind the cold weather.
We’re used to it.
Vocabular
37
Discovering rhythm
"Music creates order out of chaos; rhythm imposes continuity upon the disjointed.” —
Yehudi Menuhin
Rhythm controls the movement of music in time, and we generally organize time in music in
regular beats, which are grouped into patterns, or meters. The most common patterns are
groups of two, three, four, and sometimes six. These are notated visually as measures. A
variety of techniques are used to "upset" the regularity of a recurring meter and its accents,
such as beginning on an upbeat, or placing accents between the beats (syncopation).
• Rhythm is what moves music forward.

• Meter and measure organize the beats in music.
• Simple meters are the most common: duple, triple, and quadruple.
• Compound meters subdivide each beat into 3 rather than 2 (ex., sextuple).
• Complexities in rhythm occur with upbeats, syncopation, and polyrhythm.
• Additive meters are found in some non-Western musics.
• Some music is nonmetric, or with a veiled pulse.
Reflecting on rhythm
• Rhythm is closely linked with physical movement.

• Rhythm is how music is organized in time (temporal art).
• Parallels can be drawn between musical meter and the accents (or meter) of poetry.
• Some non-Western musics have rhythmic complexities far beyond what is generally
heard in Western art or popular music.
38
Simple Past / Past Continuous

Using the words in parentheses, complete the text below with the appropriate tenses, then
check your answers.
1. A: What (you, do) when the accident occurred?

B: I (try) to change a light bulb that had burnt out.
2. After I (find) the wallet full of money, I (go, immediately) to

the police and (turn) it in.
3. The doctor (say) that Tom (be) too sick to go to work and that he
(need) to stay at home for a couple of days.
4. Sebastian (arrive) at Susan's house a little before 9:00 PM, but she (be, not)
there. She (study, at the library) for her final examination
in French.
5. Sandy is in the living room watching television. At this time yesterday, she (watch, also)
television. That's all she ever does!
6. A: I (call) you last night after dinner, but you (be, not) there.
Where were you?
B: I (work) out at the fitness center.
7. When I (walk) into the busy office, the secretary (talk) on the
phone with a customer, several clerks (work, busily) at their desks, and two
managers (discuss, quietly) methods to improve customer service.
8. I (watch) a mystery movie on TV when the electricity went out. Now I am

never going to find out how the movie ends.
9. Sharon (be) in the room when John told me what happened, but she didn't
hear anything because she (listen, not) .
10. It's strange that you (call) because I (think, just) about you.
11. The Titanic (cross) the Atlantic when it (strike) an iceberg.
39
12. When I entered the bazaar, a couple of merchants (bargain, busily) and
(try) to sell their goods to naive tourists who (hunt) for souvenirs.
Some young boys (lead) their donkeys through the narrow streets on their way
home. A couple of men (argue) over the price of a leather belt. I (walk)
over to a man who (sell) fruit and (buy) a banana.
13. The firemen (rescue) the old woman who (be) trapped on the
third floor of the burning building.
14. She was so annoying! She (leave, always) her dirty dishes in the sink. I
think she (expect, actually) me to do them for her.
15. Samantha (live) in Berlin for more than two years. In fact, she (live)
there when the Berlin Wall came down.
40
1. A: What (you, do) were you doing when the accident occurred?
B: I (try) was trying to change a light bulb that had burnt out.
2. After I (find) found the wallet full of money, I (go, immediately) immediately went to the
police and (turn) turned it in.
3. The doctor (say) said that Tom (be) was too sick to go to work and that he (need) needed
to stay at home for a couple of days.
4. Sebastian (arrive) arrived at Susan's house a little before 9:00 PM, but she (be, not) wasn't
there. She (study, at the library) was studying at the library for her final examination in
French.
5. Sandy is in the living room watching television. At this time yesterday, she (watch, also)
was also watching television. That's all she ever does!
6. A: I (call) called you last night after dinner, but you (be, not) weren't there. Where were
you?
B: I (work) was working out at the fitness center.
7. When I (walk) walked into the busy office, the secretary (talk) was talking on the phone
with a customer, several clerks (work, busily) were busily working at their desks, and two
managers (discuss, quietly) were quietly discussing methods to improve customer service.
8. I (watch) was watching a mystery movie on TV when the electricity went out. Now I am
never going to find out how the movie ends.
9. Sharon (be) was in the room when John told me what happened, but she didn't hear
anything because she (listen, not) wasn't listening.
10. It's strange that you (call) called because I (think, just) was just thinking about you.
11. The Titanic (cross) was crossing the Atlantic when it (strike) struck an iceberg.
12. When I entered the bazaar, a couple of merchants (bargain, busily) were busily
bargaining and (try) were trying to sell their goods to naive tourists who (hunt) were
hunting for souvenirs. Some young boys (lead) were leading their donkeys through the
narrow streets on their way home. A couple of men (argue) were arguing over the price of a
leather belt. I (walk) walked over to a man who (sell) was selling fruit and (buy) bought a
banana.
13. The firemen (rescue) rescued the old woman who (be) was trapped on the third floor of
the burning building.
14. She was so annoying! She (leave, always) was always leaving her dirty dishes in the sink.
I think she (expect, actually) actually expected me to do them for her.
41
15. Samantha (live) lived in Berlin for more than two years. In fact, she (live) was living
there when the Berlin Wall came down.
2007, pag. 52 – 66
42
UNITATEA DE ÎNVĂŢARE NR. 4 – TIMPURI
PERFECTE
Cuprins:
Lecţia 10 .............................................................................................................................. 44
Lecţia 11 .............................................................................................................................. 46
Lecţia 12 .............................................................................................................................. 48
Lecţia 13 .............................................................................................................................. 50
Lecţia 14 .............................................................................................................................. 51
Lucrare de verificare ........................................................................................................... 54
În urma parcurgerii unităţii de învăţare nr. 4, veţi dobândi următoarele competeneţe:

- Însuşirea şi sistematizarea timpurilor trecute: present perfect simple şi continuous, past
perfect simple şi continuous.
numai.
43
LECŢIA 10
Gramatică
Timpuri perfecte
Present Perfect Simple
• Prezentul auxiliarului have (have/ has) + participiul trecut al verbului (regulat sau
neregulat).
Ex.: You have worked hard.
She has taken her medicine.
• Negativul:
Ex.: I haven't been to Spain.
I've (have) not seen this movie.
• Interogativul:
Ex.: Have I met you before?
Have they built the house?
• Prezentul perfect este un timp aparţinând prezentului. A fost asemanat cu un pod care
face legătura dintre trecut şi prezent. Dar accentul se pune pe momentul vorbirii, pe
acum.
• Prezentul perfect exprimă o acţiune încheiată sau "perfectată" în trecut şi care se

extinde până în momentul prezent:
Ex.: I have walked two miles already (dar continui să merg).
I have run the Boston Marathon (dar acest lucru s-a întâmplat demult).
The critics have praised the film Saving Private Ryan since it came out (şi continuă să
îl laude).
• Acţiuni sau evenimente din trecut care conduc până în momentul prezent. În acest caz,
folosirea timpului prezent perfect arată că rezultatul evenimentului sau acţiunii care
aparţine momentului prezent este cel care contează şi nu momentul în care a avut loc
acţiunea.
Ex.: He has bought a new car (şi acum au o maşină nouă).
They have been to Mexico but they have not been to South Africa (în consecinţă, au
cunoştinţe despre Mexic, dar nu ştiu prea multe despre Africa de Sud).
• Obiceiuri sau evenimente şi acţiuni frecvente în decursul unei perioade de timp care
conduc la momentul prezentului.
Ex.: She has studied English for four years (şi încă mai studiază engleza.)
Brazil has won the World Cup four times.
Vocabular
44
Discovering harmony
"If only the whole world could feel the power of harmony!"—Wolfgang Amadeus Mozart
Harmony refers to simultaneous sounds called chords; these combinations of notes enrich
music with a sense of depth. The notes of each chord are selected from particular scales, each
of which gravitates around a home base, the tonic. Dissonance results in musical tension,
which resolves in consonant sounds.
• Harmony refers to the relationship of musical intervals.

• Chords are the building blocks of harmony; most common is the triad.
• The tonic, or keynote, is the center of the system of tonality.
• Primary scale types are major and minor.
• The designation for notes within a scale is diatonic; outside the scale, it is chromatic.
• Combinations of sounds are either consonant or dissonant.
Reflecting on harmony
• Harmony is the vertical aspect of music; it adds depth to music, as does perspective in
painting.
• Music has grown increasingly dissonant through the eras.
• Unlike many cultures, Western music has a complex harmonic system.
45
LECŢIA 11
Gramatică
Timpuri perfecte
Present Perfect Continuous
• Have/has + been + participiul prezent (-ing)

Ex.: I have been waiting for an hour.
• Negativul:
Ex.: You haven't been talking too much.
• Interogativul:
Ex.: Have they been feeling unwell?
• Şi această formă verbală aparţine timpului prezent şi se raportează la momentul
prezent.
• Se foloseşte pentru a descrie stări sau sentimente care au debutat în trecut şi au
continuat de-a lungul unei perioade de timp şi sunt încă prezente până în momentul
vorbirii.
Ex.: It has been raining for two days (and it's still raining).
Vocabular
46
Musical Instruments and Ensembles
Discovering the world of instruments
"Gladden thine heart, drum thine drum, and pipe thine pipe."—Arabian Nights
Each musical sound has various acoustical properties, including pitch, duration, volume, and a
characteristic sound quality (timbre). The voice, the most natural instrument, has been a
model for instruments and their ranges (register). The diverse world of musical instruments
requires a classification scheme beyond the standard one for Western instrument families.
• The four properties of sound are

o pitch, or rate of vibration (frequency);
o duration or length;
o volume or amplitude;
o timbre or tone color.
• Instruments are often built in families by register (similar to standard vocal ranges):
o soprano, alto, tenor, bass.
• World instruments are classified in four groups:
o aerophones;
o chordophones;
o membranophones;
o idiophones.
Reflecting on the world of instruments
• The human voice has been a model for instrument builders and players.
• The world of instruments is highly diversified and complex to classify.
47
LECŢIA 12
Gramatică
Timpuri perfecte
Past Perfect Simple şi Past Perfect Continuous
Past Perfect Simple
• Had + participiu trecut al verbului

• Trecutul perfect indică faptul că o acţiune s-a încheiat, "perfectat" la un moment din
trecut înainte ca un alt eveniment să se producă.
Ex.: I had walked two miles by lunchtime.
I had run three other marathons before entering the Boston Marathon
Past Perfect Continuous
• Had + been + participiu prezent (-ing)

• Acest timp indică o acţiune continuă care s-a încheiat la un moment dat din trecut.
• Exemple:
Hemingway had been losing his self-confidence for years before the publication of Old
Man and the Sea.
Had they been cheating on the exams before the school put monitors in the classroom?
Vocabular
48
Discovering Western instruments
"Instrumentation is, in music, the exact equivalent of color in painting."—Hector Berlioz
In the Western world, instruments are traditionally divided into four families (strings,
woodwinds, brass, percussion). Strings are chordophones, woodwinds and brass are
aerophones, and percussion instruments are either membranophones or idiophones. Keyboard
instruments do not fit neatly into the Western families. In orchestral playing, a number of
special effects are used, especially with the string instruments.
• Standard string instruments include

o bowed strings (violin, viola, cello, double bass);
o plucked strings (harp, guitar).
• Special techniques for strings include
o pizzicato, glissando, tremolo, double stopping, mute, harmonics.
• Standard woodwind instruments include
o single reeds (clarinet, bass clarinet, saxophone);
o double reeds (oboe, English horn, bassoon, contrabassoon);
o flute and piccolo.
• Standard brass instruments have a cup-shaped mouthpiece:
o valved (trumpet, French horn, tuba);
o slide (trombone).
• Standard orchestral percussion instruments include
o pitched (timpani, xylophone, celeste, chimes);
o unpitched (bass drum, cymbals, tambourine, gong).
Reflecting on instruments
• The woodwind family is not homogeneous in its sound production method.

• All modern instruments have early ancestors, some from non-Western origins.
• Instruments, in various combinations, provide an endless variety of tone colors.
49
LECŢIA 13
Gramatică
Timpuri perfecte
Timpurile trecute în naraţiuni
Jack got up early and opened his curtains. The sun was shining. He went downstairs. A
letter was lying on the floor by the front door. The postman had delivered it earlier. Jack
opened the letter and was delighted to learn that he had won a car in a competition.
• Folosim trecutul simplu în cazul evenimentelor importante, pentru a scoate în

evidenţă care eveniment s-a întâmplat în continuare: He went downstairs. He
opened the letter.
• Folosim trecutul continuu pentru acţiuni care au continuat în fundalul
evenimentelor principale: The sun was shining. A letter was lying on the floor.
• Past perfect este utilizat când ne referim la ceva care s-a întâmplat anterior: The
postman had delivered it earlier. He had won a car in a competition.
• Când am folosit deja past perfect pentru o acţiune care se petrece anterior, folosim
trecutul simplu pentru a ne referi la ce s-a întâmplat apoi: The postman had
delivered it earlier. Jack opened the letter and ...
Vocabular
50
Discovering musical ensembles
"I never use a score when conducting my orchestra . . . Does a lion tamer enter a cage with a
book on how to tame a lion?”—Dimitri Mitropolous
The diversity of music ensembles matches the vast variety of musical instruments around the
world. Choral groups can be homogeneous or heterogeneous, large or small, accompanied or
a cappella. Chamber music (for two to about twelve players) is played by a variety of standard
(and nonstandard) ensembles; larger ensembles (concert bands, orchestras, and choruses)
usually rely on a conductor to keep them together. One of the best ways to get to know the
orchestra inside and out is through Benjamin Britten's Young Person's Guide to the Orchestra.
• Choral groups include chorus or choir (men's, women's, mixed):

o They perform with piano, orchestra, or a cappella.
• Standard chamber ensembles include
o duos, string trio, piano trio, string quartet;
o woodwind quintet, brass quintet, piano quintet, string quintet.
• Types of bands include concert, marching, jazz, and rock.
• Standard conducting patterns are the same as meters:
o duple, triple, quadruple, sextuple (compound).
Reflecting on the world of ensembles
• Musical ensembles vary widely around the world.

• The Western orchestra has grown and developed over centuries.
• Today, various types of bands are associated primarily with American culture.
• Large ensembles rely on a conductor to keep them together.
LECŢIA 14
Recapitulare
51
Present Perfect / Present Perfect Continuous

check your answers.
Robin: I think the waiter (forget) us. We (wait) here for over
half an hour and nobody (take) our order yet.
Michele: I think you're right. He (walk) by us at least twenty times. He probably

thinks we (order, already) .
Robin: Look at that couple over there, they (be, only) here for five or ten
minutes and they already have their food.
Michele: He must realize we (order, not) yet! We (sit) here for

over half an hour staring at him.
Robin: I don't know if he (notice, even) us. He (run) from table

to table taking orders and serving food.
Michele: That's true, and he (look, not) in our direction once.
Past Perfect / Past Perfect Continuous

check your answers.
I'm sorry I left without you last night, but I told you to meet me early because the show started
at 8:00. I (try) to get tickets for that play for months, and I didn't want to miss it.
By the time I finally left the coffee shop where we were supposed to meet, I (have)
five cups of coffee and I (wait) over an hour. I had to leave
because I (arrange) to meet Kathy in front of the theater.
When I arrived at the theater, Kathy (pick, already) up the tickets and she was
waiting for us near the entrance. She was really angry because she (wait) for
more than half an hour. She said she (give, almost) up and (go)
into the theater without us.
Kathy told me you (be) late several times in the past and that she would not
make plans with you again in the future. She mentioned that she (miss) several
movies because of your late arrivals. I think you owe her an apology. And in the future, I
suggest you be on time!
52
Present Perfect / Present Perfect Continuous
Robin: I think the waiter (forget) has forgotten us. We (wait) have been waiting here for
over half an hour and nobody (take) has taken our order yet.
Michele: I think you're right. He (walk) has walked by us at least twenty times. He probably
thinks we (order, already) have already ordered.
Robin: Look at that couple over there, they (be, only) have only been here for five or ten
minutes and they already have their food.
Michele: He must realize we (order, not) haven't ordered yet! We (sit) have been sitting
here for over half an hour staring at him.
Robin: I don't know if he (notice, even) has even noticed us. He (run) has been running
from table to table taking orders and serving food.
Michele: That's true, and he (look, not) hasn't looked in our direction once.
Past Perfect / Past Perfect Continuous
I'm sorry I left without you last night, but I told you to meet me early because the show started
at 8:00. I (try) had been trying to get tickets for that play for months, and I didn't want to
miss it. By the time I finally left the coffee shop where we were supposed to meet, I (have)
had had five cups of coffee and I (wait) had been waiting over an hour. I had to leave
because I (arrange) had arranged to meet Kathy in front of the theater.
When I arrived at the theater, Kathy (pick, already) had already picked up the tickets and she
was waiting for us near the entrance. She was really angry because she (wait) had been
waiting for more than half an hour. She said she (give, almost) had almost given up and (go)
gone into the theater without us.
Kathy told me you (be) had been late several times in the past and that she would not make
plans with you again in the future. She mentioned that she (miss) had missed several movies
because of your late arrivals. I think you owe her an apology. And in the future, I suggest you
be on time!
53
Lucrare de verificare
Exerciţiul 1
Using the words in parentheses, complete the text below with the appropriate tenses.
Lars: Excuse me, which movie are you waiting for?
Tony: We (wait) for the new Stars Wars movie. In fact, we (wait)
here for more than five hours.
Lars: Five hours? When did you arrive?
Tony: We (get) here at 6:00 o'clock this morning. More than forty people (stand,
already) here waiting for tickets when we arrived.
Lars: I can't believe that! Are you serious?
Tony: Yeah, people (take) Star Wars movies seriously. In fact, this particular
showing has been sold out for over a week. We (wait, just) in line to get a good
seat in the theater.
Lars: When did you buy your tickets?
Tony: I (buy) them last week by phone. I (know) tickets would be

hard to get because I (see) a news interview with a group of people standing in
line to get tickets. They (wait) in line for almost a month to buy tickets for the
first showing.
Lars: I don't believe that!
Tony: It's true. They (camp) out in front of Mann's Chinese Theater in Los
Angeles for about a month because they (want) to be the first people to see the
movie.
Exerciţiul 2
1.
a. Look, I (have) two tickets for the circus.
b. Look, I (hold) two tickets for the circus.
54
2.
a. We (be) there for more than half an hour by the time the show began.
b. We (wait) there for more than half an hour by the time the show began.
3.
a. Sam (sit) in the seat next to me when the clown threw a bucket of water at
me.
b. Sam (be) in the seat next to me when the clown threw a bucket of water at
me.
4.
a. One clown was juggling while he (balance) a glass of wine on his head.
b. One clown was juggling while he (have) a glass of wine on his head.
5.
a. I (love) the circus ever since I was a child.
b. I (go) to the circus ever since I was a child.
6.
a. Right now, I (see) two elephants doing tricks in the ring.
b. Right now, I (look) at two elephants doing tricks in the ring.
Exerciţiul 3
My English is really getting better. I (try) to learn the language since 1985, but
only recently have I been able to make some real progress. By the time I started high school in
1988, I (study) the language for almost three years; however, I was only able
to introduce myself and utter a few memorized sentences. For a couple more years, I
(struggle) through grammar and vocabulary lessons, which made absolutely no
difference. Nothing worked, so I decided to study abroad.
I found an exchange program in England that sounded like the perfect answer. I (stay)
with a host family for one month. It was a huge disappointment! I (sit)
there the whole time staring at the host mother and father hoping that there
would be some breakthrough. Nothing.
When I returned, I mentioned to a friend that I (have) problems with the

language for years. He recommended that I spend a year in an English speaking country. I
decided to go abroad again. I (research) exchange programs for a couple of
weeks and finally decided on a school in the United States.
55
Well, it worked. I (live) and (study) in the U.S. for more than
two years. I (stay) here for at least another year before I return home. By then, I
should be completely fluent.
Exerciţiul 4
A Trekking Journal
November 12, 1997
Today (be) the second day of my trek around Mount Annapurna. I am exhausted
and my legs (shake) ; I just hope I am able to complete the trek. My feet (kill,
really) me and my toes (bleed) , but I (want, still) to
continue.
Nepal is a fascinating country, but I have a great deal to learn. Everything (be) so
different, and I (try) to adapt to the new way of life here. I (learn) a
little bit of the language to make communication easier; unfortunately, I (learn, not)
foreign languages quickly. Although I (understand, not) much yet,
I believe that I (improve, gradually) .
I (travel, currently) with Liam, a student from Leeds University in

England. He (be) a nice guy, but impatient. He (walk, always)
ahead of me and (complain) that I am too slow. I (do)
my best to keep up with him, but he is younger and stronger than I am. Maybe, I
am just feeling sorry for myself because I am getting old.
Right now, Liam (sit) with the owner of the inn. They (discuss) the
differences between life in England and life in Nepal. I (know, not) the real name
of the owner, but everybody (call, just) him Tam. Tam (speak)
English very well and he (try) to teach Liam some words in Nepali.
Every time Tam (say) a new word, Liam (try) to repeat it.
Unfortunately, Liam (seem, also) to have difficulty learning foreign languages. I
just hope we don't get lost and have to ask for directions.
56
Exerciţiul 5
Change the sentence to negative
1. The students studied for the test.

_________________________________________
2. Tom thought his best friend was lying to him.

_______________________________________________
3. Ms. Cohen drove her car too fast.

__________________________________________________
4. Mary swam faster than the other people on the team.
___________________________________________________
Exerciţiul 6
Make a question about the words in bold print.
1. __________________________________________
(I wrote a letter to my penpal.)
2. __________________________________________________
(The books cost $5.00 each. )
3. __________________________________________________________
(Maria spoke to her boyfriend last night.)
4. ____________________________________________________________
Many of the students came from El Salavador.
5. ____________________________________________________________
(She stole the cookies because she was hungry.)
Exerciţiul 7
Answer the following questions:
1) What is melody?
2) What is Harmony?
3) What is rhythm?
57
2007, pag. 52 – 66
58
BIBLIOGRAFIE GENERALĂ
2007
2. Moravec-Ocampo, A., Farrugia, A. – LIMBA ENGLEZĂ – Gramatica de bază, ed.
Teora 2004
3. http://www.musicalescapades.com/useful-articles/music-therapy.htm
4. http://www.musiced.about.com/od/beginnersguide/a/pinst.htm
5. http://www.rhlschool.com/read7n3.htm
6. http://esl.about.com/od/readingintermediate/a/r_social.htm
7. http://esl.about.com/od/intermediatereading/a/r_tourism.htm
8. http://www.unconservatory.org/articles/letter.html
59

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ACADEMIA DE MUZICĂ

“GHEORGHE DIMA” – CLUJ

PENTRU STUDII UNIVERSITARE

Acest curs de limba engleză se adresează studenţilor Academiei de Muzică „Gheorghe

Obiectivele unităţii de învăţare

În urma parcurgerii unităţii de învăţare nr. 1, veţi dobândi următoarele competenţe:

Music & You

Uses of Music Therapy - Music Therapists

Structuri şi expresii comparative

• As ...as, the same as, similar to, different from

1. Playing A Musical Instrument Makes You Smarter

3. Playing A Musical Instrument Relieves Stress

5. Playing A Musical Instrument is Fun

Obiectivele unităţii de învăţare............................................................................................ 15

Obiectivele unităţii de învăţare

În urma parcurgerii unităţii de învăţare nr. 2, veţi dobândi următoarele competenţe:

Prezentul simplu are forma de bază a verbului (write, work).

Forma negativă se formează cu auxiliarul do:

Thankful to know when the landscape is shining,

Thankful to know when the night sky is gleaming

Thankful to know when the morning comes calling,

Thankful to know as the years lie before us

1. Who might the poet be addressing?

3. Do you think this is a Thanksgiving Day poem? Why?

Acest timp se formează cu ajutorul verbului auxiliar to be la prezent + forma de baza a

MySpace Surprises Everybody

bathing facilities - a place to take a shower or a bath and wash

1. What type of tourist is described at the beginning of the reading?

A first time tourist

2. The camping grounds overlook:

3. What type of accommodation can you not bring with you?

4. Who cooks dinner?

5. What does Valley View offer besides the inspiring views?

6. Where can tourists try the local cuisine?

At Valley View Camping Ground

Simple Present / Present Continuous

1. Every Monday, Sally (drive) her kids to football practice.

2. Usually, I (work) as a secretary at ABT, but this summer I (study)

3. Shhhhh! Be quiet! John (sleep) .

4. Don't forget to take your umbrella. It (rain) .

5. I hate living in Seattle because it (rain, always) .

7. Justin (write, currently) a book about his adventures in Tibet. I hope he

8. Jim: Do you want to come over for dinner tonight?

10. This delicious chocolate (be) made by a small chocolatier in Zurich,

1. Every Monday, Sally (drive) drives her kids to football practice.

3. Shhhhh! Be quiet! John (sleep) is sleeping.

4. Don't forget to take your umbrella. It (rain) is raining.

5. I hate living in Seattle because it (rain, always)'s always raining.

8. Jim: Do you want to come over for dinner tonight?

Obiectivele unităţii de învăţare

În urma parcurgerii unităţii de învăţare nr. 3, veţi dobândi următoarele competeneţe:

• Trecutul continuu se formează cu ajutorul formei de trecut simplu a auxiliarului to be,

Trecutul simplu şi trecutul continuu

"The melody is generally what the piece is about."—Aaron Copland

Note these important points:

• All music cultures share the idea of a musical line.

• Melody is what makes the most universal appeal in music.

Used to, would, be/get used to

Note these important points:

• Rhythm is what moves music forward.

• Rhythm is closely linked with physical movement.

Simple Past / Past Continuous

1. A: What (you, do) when the accident occurred?

2. After I (find) the wallet full of money, I (go, immediately) to