A-Doua-Sansa Secundar Engleza Elev 3

UNIUNEA EUROPEANĂ ȘI MINISTERUL EDUCAŢIEI ȘI CERCETĂRII
Proiect Phare „Acces la educaţie pentru grupuri dezavantajate”

Programul „A doua șansă”
IUDIT SERA
LIMBA ENGLEZĂ
Modulul 3
Interacţiuni
Ghidul elevului
Centrul Step by Step, 2006

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 – au
fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada de
aplicare experimentală a programului educaţional revizuit
„A doua șansă” – învăţământ secundar inferior.
Membrii echipei care a elaborat materialele sunt:

Lucia Copoeru, coordonatoarea componentei „A doua șansă”– învăţământ secundar inferior
Dorina Kudor, autoare „Limba și literatura română”
Gina Anton, autoare „Limba și literatura rromani”
Carmen Costina, autoare „Limba engleză”
Iudit Sera, autoare „Limba engleză”
Nicolae Pellegrini, autor „Matematică”
Ariana-Stanca Văcăreţu, autoare „Matematică”
Luminiţa Chicinaș, autoare „Știinţe”
Ioana Mihacea, autoare „Știinţe”
Mihai Stamatescu, autor „Istorie”
dr. Horaţiu Popa-Bota, autor „Geografie”
Elena Bălan, autoare „Cultură civică”
dr. Doina-Olga Ștefănescu, autoare „Cultură civică”
Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale”
Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba engleză
din cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de
Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005,
și este distribuit gratuit cursanţilor înscriși în acest program educaţional.
Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform sugestiilor de
îmbunătăţire formulate în urma utilizării lor în școală.
În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe adresa
secondchance@wyginternational.ro
Coordonator editorial: Laura Codreanu

Design copertă, layout: Elemér Könczey
Design și DTP: András Tánczos
Ilustraţii: Levente Szekeres
Corectură: Mirabela Mitrică
Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de aplicare
experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior.
Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le folosi în
această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi la
secondchance@wyginternational.ro.
Descrierea CIP a Bibliotecii Naţionale a României

SERA, IUDIT
Limba engleză : modulul 3 : ghidul elevului / Iudit Sera. – București : Step by Step, 2006
Index
ISBN (10) 973-1706-04-6 ; ISBN (13) 978-973-1706-04-7
371.3:811.111
Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri dezavantajate”,
componenta „A doua șansă”.
Editorul materialului: Ministerul Educaţiei și Cercetării
Data publicării: august 2006
Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.
© Ministerul Educaţiei și Cercetării

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What Type of Learner Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit Lesson Functions Language focus Page

• Adjectives and nouns
1 Where Does
• to describe people, places of nationality
She Come 10
• to express tastes, preferences • British and American
From?
English
People
• to encourage / warn somebody • Present simple/

2 Mind Your
of something Present continuous 12
Health
• to give advice • Adverbs of frequency
3 Are You • to ask and give instructions
Coming to the • to make plans • Expressing future 14
Party? • to write a note
1 Fame and • to describe people • Adjectives
20
Fortune • to express preferences • Order of adjectives
2 What’s on the • to conduct an interview
Society
• Building vocabulary 22
News? • to write a report
• to narrate events
3 The Way It • Past tense simple /
• to write about a famous 24
Used to Be Past continuous
person
1 The Right
• to give personal information
Person for the • Present perfect 30
• to write an application
Job
• to express personal opinions
Jobs
2 Working
• to conduct a survey, to report • Nouns 32
Mothers
on the results
3 Are They • to express and ask for an
• Conditionals 34
Underpaid? opinion
• Adverbs / Adjectives
1 What’s the • to give reasons
Culture & Technology
• Comparatives and 40
Point? • to make comparisons
superlatives
• to express agreement / • Modal verbs
2 Romeo and
disagreement • Ability obligation 42
Juliet
• to write a short description permission
• to draw conclusions
3 The World’s • Prepositions
• to make predictions 44
Going Crazy • Word formation
• to write an email
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 3

Introduction
Dear student,
Welcome to the last module in the Secondary Second Chance series. We believe that by
now you have grown to like English, so we chose topics that we hope you will enjoy
discussing with your colleagues. In this module you will have many opportunities to
express yourself freely. We think you will also enjoy listening to the songs we chose for
you and will be interested in the stories of the characters in this module. They are
students like you. They sometimes agree, other times they disagree, they even have
conflicts now and then. We’ll ask you to help solve the problems by thinking of possible
solutions, we’ll challenge you with activities and exercises that prepare you for the time
when you no longer have a teacher by your side to help you out. We think it’s now time
for you to discover that you can be your own teacher, in other words start by…
Learning to learn!
It’s not easy to learn to swim, to skate or ride a bike, but once you’ve learnt them you can
swim, skate or ride a bike even if you stop practising for twenty years. With foreign
languages the learning process can last forever as there is always something new to find
out, something interesting to learn. A good teacher, good books, opportunities to practise
are important but nothing can help you more than finding the learning style that suits
you best.
Try some of our tips to successful learning and see if they work for you:
1. Find out what you like doing and why. This may be the starting point in developing your
personal learning style.
2. Organise your learning:

• Find out what you need to do • Practise regularly
• Plan your learning • Keep a learning diary
4 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

3. Make use of all the resources you can (e.g. a dictionary, a grammar book, your teacher).
4. Listen carefully when you hear music in English, watch films, try to read magazines and
books in English.
5. Don’t be afraid to take risks. If you can make yourself understood, no matter how many
mistakes you have made, you can proudly say that you are able to communicate in
English. So don’t worry too much about making mistakes.
6. Find out your strong and weak points (by

taking the self-assessment tests and
answering the self-assessment questions in
each unit, by talking to your teacher and to
your fellow students). This will help you
decide what you need to do next.
7. Review often and regularly. It is practice

that makes perfect, after all!

What Type of Learner
Are You?
Think about it!

1. How do you rate your English?
I need more work. O.K. Excellent
I can understand my teacher.
I can read a simple text.
I can talk in English about
some things.
I can write a simple letter.
2. Think about how you like to learn and talk to the group to find out if you all
learn in the same way, or each of you likes to learn in a different way.
3. Meet Daniel, Paul, Victor and Marc. Listen to what four students replied when they
were asked the question: “How do you like to learn?”. Can you find similarities and
differences between yourself, your fellow colleagues and the four students?
Daniel: “I like the teacher to correct every mistake I make and I always expect the
teacher to tell me what to do.”
Victor: “I hate doing the same things all the time. I only enjoy activities and
games with my colleagues. I like talking to people and I never worry about
making mistakes.”
Paul: “I learn grammar rules by heart and I always think about rules when I
speak or write in English.”
Marc: “Oh, I can’t be bothered to think about that. It’s a stupid question. I don’t
know how I like to learn. In fact, I’m not sure I like learning at all!”

Catch on to it!
1. Find out more about them! They’re very different. One is easygoing, one is
obedient, one is diligent and one is phlegmatic.
Read the dictionary entries to find out what the words mean. Can you match the
adjectives to the illustrations?
obedient adjective
diligent adjective
someone who is phlegmatic adjective
easygoing adjective [formal]
obedient does what a [formal]
not easily upset, someone who works
person, law, or rule calm and not easily
annoyed, or worried very hard and
tells them to do excited or worried
carefully
[≠ disobedient]
2. Listen to the descriptions of the four students and decide on the most suitable
adjective for each of them:
diligent, phlegmatic, obedient, easy-going.
Work on it!
1. Go back to the illustrations and match them with the names. Fill the grid below:
Illustration Student’s name What he is like: Teacher’s advice

1 Daniel obedient a
Paul
Victor
Marc
2. Teacher’s advice. Each student gets tips for improvement from their teacher. Who
needs these pieces of advice? Write the letters a, b, c or d in the grid above.
a. Try to rely upon yourself more!
b. Spend some time studying if you want to make some progress!
c. Don’t forget to use your language!
d. Come to the English classes. There might be some activities that you’ll
enjoy!
Go for it! Did you get it?

Can you find similarities between you/your fellow students What type of learner are you?
and the four students? What are some things you
Conduct a survey to find out how your classmates like to would like to know about
learn and try to give them useful advice. the six students?

PEOPLE
Unit I
In this unit you will...

…learn about people from various countries
…find out how to eat a lot and still stay fit
…plan a party with your friends
…listen to some music, maybe even sing a bit…

PEOPLE
Where Does She

Come From? 1
Word bank
Think about it!
• stereotype = an idea of
People in different countries speak different languages. Is what a person or thing is
this the only difference? Can you find examples of other like, often wrong or unfair
differences? • cultural differences =
How many languages do people speak in Romania? What do differences relating to
we mean by cultural differences? Can you give examples? particular societies and
their ways of life
Catch on to it!
Look at the illustration, listen to the conversation and try to identify the characters.
Victor and Marc are sitting in a café. At the table next to theirs, two young women are
talking in English. The men can overhear the conversation.
Short-haired woman: “Germany, France,

Italy accepted the euro as their currency
without fuss in 2002, but not us! The
government has promised to hold a
referendum on the subject and let
people decide.”
Long-haired woman: “I can tell what the
result will be. I bet your people will
vote against it!”
Marc: “Where do you think the tall one
comes from?” big green eyes. And that long, wavy hair!
Victor: “I don’t know. Maybe she’s I wonder where she comes from.”
American.” Marc: “You’d better wake up. You don’t
Marc: “She can’t be! Why should they have a chance! Look at the classy guy
accept the euro? They’re not in the approaching their table!”
Union. She must be British.” Good-looking man: “Bonjour les filles!”
Victor: “Who cares if she’s British, Canadian Victor: “What did he say?”
or Australian! It’s the long-haired one Marc: “He said “Hello girls.” He’s French.”
that I’m interested in. She’s so beautiful, Victor: “Oh no! Now I really don’t have a
with that tanned complexion and those chance!”
Work on it!
Phrase bank
1. Discuss these questions with your classmates.
• Why does Victor think he has no chance against the I agree/ disagree with…
French man? I think that…
• Are stereotypes true? I don’t think…
• Is it a good thing to apply labels to people? Do you believe/think that…?
• Are stereotypes dangerous? Why? Maybe you’re right, but…

2. Draw a table in your notebooks with three columns and
sixteen lines. Remember
Write the following headings for the three columns:
Use capital letters for
Country Adjective Noun (Person) nouns and adjectives
Poland Polish a Pole of nationality.
• Translate the names of the following countries into English and write them under
the first heading.
China, Danemarca, Anglia, Franþa, Germania, Grecia, Norvegia, Pakistan, Polonia,
România, Spania, Suedia, Olanda, Turcia.
• Use a dictionary to find the nationality adjectives and nouns and write them in the
next two columns.
• Add two countries of your choice and check if your deskmate knows the nationality
adjectives/nouns for them.
3. Did you know that there are differences between British and American English? Many
words are similar but some are not. Use a dictionary to find the missing words in the
table below. Can you translate them?
British English American English Translation Take a moment

truck to relax!
= apartament Listen to the song
An Englishman in New York
maize
by Sting. Write down some
fall differences between British
and American lifestyles.
elevator How does the Brit feel in
flat tire = panã de cauciuc the States?
Go for it!
Lisa has invited her Romanian friends to go
and visit her in the UK. She left a note for
them with useful advice. Read the note and
discuss what is different in our country.
What useful advice would you give to a
foreign visitor to Romania?
Write a note.
Did you get it?

• How many nationalities can you name?
• Can you explain why stereotypes can be dangerous?
• Is it a good thing to be aware of cultural differences?
Why?

PEOPLE
Mind Your Health! 2

Think about it!
What do you like to eat?
Is there healthy food and unhealthy food? Can you give
examples?
Is it true that unhealthy food tastes better?
Have you ever tried to lose weight? Did you go on a diet?
Catch on to it!
1. Angela and Monica are shopping for clothes. Angela is
trying on blouses, skirts, dresses but nothing looks nice on
her. She has put on some weight lately and she’s not
pleased with her looks. Everything looks perfect on
Monica, she’s in great shape and she’s feeling excellent.
What do you think they are talking about?
Angela: “How do you do this?”

Monica: “Do what?”
Angela: “Manage to be so slim? Are you on a diet?”
Monica: “No, but I’ve changed my lifestyle, including my
eating habits.”
Angela: “I’m on a diet. I starve all day, I’m feeling depressed
and I lost a few kilos, but I stil look fat and ugly.”
Monica: “You should try changing your lifestyle too.” Word bank
Angela: “I don’t have time to go jogging or to the gym, and
I’ve already changed my eating habits. I eat only once a eating habits
day. It’s not working! Can’t you see?” (un)refined oil / sugar
Monica: “Eating once a day is not the solution. It’s what you white flour
eat, not how much you eat that really matters. I’ll help wholemeal flour
you. If you listen to my advice, I’m sure you’ll soon look raw vegetables
better and feel better. I’ll share my secret with you.” salad
Angela: “But first let’s find a place where we can sit and fry / boil / bake / roast
talk quietly. Maybe drink some hot coffee with recipe
sweetener instead of sugar.” to put on / to lose weight
Monica: “How about some plain fruit tea without sugar or to be / go on a diet
sweetener?”
2. What do you think Monica will advise Angela to eat?

Listen to the second part of the dialogue and check your predictions.
Work on it!
Make a similar table in your notebooks, but replace the examples in this table with
examples from the text. Can you write some more examples of your own?

PRESENT SIMPLE PRESENT CONTINUOUS
Subject + verb (+ s/es) Subject + am / is / are + verb+ing
+ –
–
+ I am working I am not working.
I /you/we/they
I /you/we/they You/we/they are You/we/they are
don’t work.
work. working. not/ aren’t working.
He/she/it doesn’t
He/she/it works He/she/it is He/she/it is
work.
working. not/isn’t working.
?
?
Am I working?
Do I /you/we/they work?
Are you/we/they working?
Does he/she/it work?
Is he/she/it working?
Write the senteces in your notebooks using the verbs in

brackets in the correct form: Spelling tip!
e.g. Monica (try) to help Angela.
Monica is trying to help Angela. 1. verbs ending in -ch, -o,
1. I (not think) it’s a good idea. -sh,- ss,- x get the ending es
2. He (like) fish and chips? teach – teaches
3. We (be) very busy this week. go – goes
4. They (stay) with some friends for a while. wash – washes
5. She can’t come right now. She (have) a shower. cross – crosses
6. Watch out! The tree (fall)! fix – fixes
2. verbs ending in y:
3. Fill the gaps in Angela’s letter to Lisa. Write the words in play – plays
your notebook. say – says
e.g. weight. try – tries
deny – denies
Dear Lisa, Can you explain why?
I’m making efforts to lose w__ __ __ __ __. I’m on a special
diet. You would like it because you don’t have to starve.
You can eat as much as you like, but don’t eat white
f__ __ __ __, refined o__ __, meat and s__ __ __ __.
I’m eating a lot of fruit, raw v__ __ __ __ __ __ __ __ __, and Take a moment
I drink a lot of t__ __. I even got used to the t__ __ __ __ of to relax!
wholemeal bread. I sometimes go jogging in the evening.
The best thing about this d__ __ __ is that it makes you feel Listen to Chris Rhea’s song,
even more energetic. For me it is working very well. I hope “Gone Fishing” and choose
next time we meet you’ll be surprised to see how s__ __ __ the best answer to the
I’ve become. questions:
Write to me soon! 1. Why is he going fishing?
Love, a. His hobby is fishing.
Angela b. There’s nothing else he
can do in the
Go for it! circumstances.
2. How is he feeling?
Your friend is a heavy smoker. The doctor is worried about a. Sad and misunderstood.
his health. Make a funny poster for your friend to put on b. Happy to take up a hobby.
the wall. You could “show” him what bad things happen 3. Why does he want to be
to smokers (e.g. get wrinkles, black lungs etc) and suggest a alone?
daily programme with interesting activities that you could a. He has work to do.
do together to help him quit smoking. (e.g. On Sunday we b. He needs to get away.
go fishing, Saturday evening we go dancing etc)

PEOPLE
Are You Coming to the Party? 3

Think about it!
• Talk to your deskmate about a party you won’t ever forget.
• Do you like surprises? When was the last time you made / got a surprise?
Catch on to it!
Paul’s birthday is in two weeks’ time. His friends are planning a surprise party
for him. What present(s) do you think they will buy for Paul? Where do you
think they will celebrate Paul’s birthday?
Listen to the dialogue to find out!
Victor: “I’ll steal his keys and we’ll all wait

for him at his place. We’ll turn off the
lights and when he walks into the room,
we’ll start singing “happy birthday”.”
Daniel: “That’s silly. You can’t steal his
keys! If you do, he won’t go home, he’ll
go looking for his keys. And even if he
does go home he’ll get a heart attack
when he finds the door open and five
people inside in the dark.”
Monica: “Daniel’s right. It’s not a good
idea. I’m going to book a table for six at Angela: “In fact Daniel’s idea was great.
a restaurant.” Now we don’t have to waste time
Marc: “And how are you going to get him deciding what to get him. We’ll buy a
there?” big dictionary for him, so he can keep
Monica: “I don’t know, but I’ll think up one at home and take the other one to
something. Don’t worry, I’m going to school.”
take care of that. We’d better talk about Monica: “And we’ll wrap the two together
the presents now.” and give him one big present.”
Angela: “I think we should all buy him one Marc: “So that’s settled! I’m going to the
big present.” club now to have some fun. It’s Saturday
Daniel: “But I already have something for evening after all! Are you joining me or
him. I bought two pocket dictionaries not?”
last week and I’m giving one to him on Victor: “You bet we are!”
his birthday.” Angela: “Shall I phone Paul to ask if he
Victor: “Why do you always have to do wants to come?”
that?” Marc: “I bet he’s got a book to finish.”
Daniel: “Do what?” Monica: “How can you be so mean?”
Victor: “Do things on your own, without Marc: “Here we go again! I’m not going into
talking to us first.” a fight. I’m off! Girls, I’ll buy you two a
Marc: “Are we here to plan a party or to beer if you get him to the club. Ha, ha!”
argue? If you two start arguing, I’m Monica: “Gin tonic for me, please!
leaving. I’ve got better things to do.” Thank you.”

Study the Word bank and answer the questions below. Word bank
• Which of these two meanings of the word fight does
Marc use when he says “I’m not going into a fight?” • fight (noun)
• Which meaning of the adjective mean does Monica 1. a situation in which two
use when she accuses Marc of being “mean”? people or groups hit each
other
2. an argument
Work on it! • mean (adjective)
1. not kind
• Underline verbs in the text which express future actions. 2. not willing to spend
Use the table nr. 1 in Appendix A3 for guidance. money
• What other ways of expressing future have you found in
the text?
• Match the examples on the left to the explanations on the
right. e.g. 1 – b
1. I’m sure everything will go well. a. I’ve just decided.

2. I think I’ll take a taxi. I’m too tired to walk home. b. I’m sure.
3. The sky is overcast. It’s going to rain soon. c. I can tell because I can
4. I’m going to work hard this semester. see the clouds.
5. I have to be back in August. School starts in September. d. It’s my intention.
6. He has to go to bed early. His train leaves at 6 a.m. e. It’s an official
tomorrow. programme / schedule.
7. I don’t need a hotel reservation for next week. I’m f. It’s already arranged.
staying with some friends at their place.
8. Marc is taking Angela to a nice restaurant tonight.
He’s booked a table for two.
Go for it! Take a moment

to relax!
• Work in groups to plan a surprise party for a friend. Decide
together on the time, place, number of guests, etc. Make a Listen to the song entitled
list of things you need to buy for the party. Give each Tonight, and count how
group member different responsibilities. Use the questions many times you hear the
below for guidance. What else comes to your mind? word “will”.
Who’s in charge with the music?
Who’s going to buy drinks?
Who’s going to make sandwiches?
Who will buy the present(s)?
• Write a note to remind yourself what you have to do.

Look at the note Monica wrote herself as a reminder.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

PEOPLE
Check Your Progress I

I. Fill the table with the name of the country and the nationality adjective.
Buon giorno!
Buenas dias!
They come from I__ __ __ __
S__ __ __ __
They are __ __ __ __ __ __ __
Bonjour! __ __ __ __ __ __ __
F__ __ __ __ __
__ __ __ __ __ __ Bunã ziua!
Guten tag!
R__ __ __ __ __ __
G__ __ __ __ __ __
__ __ __ __ __ __ __ __
__ __ __ __ __ __
II. Fill the gaps in the following sentences with nationality adjectives and nouns.
1. I like ________________ music, toreros and bull-fights, which they call “corridas”.
2. There’s a new ________________ restaurant in the city. I wonder if there are any
Romanian restaurants in China.
3. Tom Cruise is a famous ________________ actor.
4. If you go to Japan always take off your shoes when you go into people’s houses.
The ________________ think it’s rude to keep your shoes on in the house.
5. Goulash is originally a ________________ dish.
6. Tolstoy and Dostoyevsky were two great ________________ novelists.
III. Find the missing words in the table below. Use a dictionary to check your answers.
British English American English Translation

pavement
petrol
= metrou
garbage

IV. Read the text below with a dictionary and decide whether the author is British or
American. Find three words or phrases that caused confusion to him and write them in a
table similar to the one on the left.
My vacation was full of incidents. The lift didn’t work. I asked for a room on the first floor
and they gave me a room on the ground floor. I told the taxi driver to take me into town.
“Downtown or uptown?”he asked as if he didn’t understand. I told the receptionist that the
tap’s broken and she said ”What’s that?” “A tap is a tap” I said.
I met a nice girl and she told me to meet her in the park at a quarter of seven. When I got
there, flowers in hand, she was red with anger. She said I was half an hour late. I don’t
understand. It was exactly a quarter past. Not one minute later!
V. Change the sentences according to the model.

e. g. Angela: I like chocolate icecream. Angela likes chocolate icecream.
1. Lisa: I live in Liverpool. _____________________________________________________
2. Marc: I go to the gym by bike. ________________________________________________
3. Paul: I say Monica is right.___________________________________________________
4. Daniel: I do the shopping. ___________________________________________________
5. Angela: I try to keep fit. _____________________________________________________
6. Monica: I wash the vegetables well because I eat them raw.
___________________________________________________________________________
VI. Choose the best option.

e.g. 1. I’ll buy
1. I think I’ll buy / I’m buying him a CD.

2. My bus leaves / is going to leave early in the morning.
3. He is going to tell / tells her the truth no matter what you say.
4. If you listen to my advice, everything will be / is just fine.
5. I’m doing / I do the shopping this week, and my brother is doing / do it next
week. Usually it’s mom who does / is doing the shopping but we’ve decided to
help her from now on.
6. This salad tastes / is tasting delicious. I’ll ask / I ask the waitress to bring me
some more.
VII. Answer the questions and then rate your progress.

1. Can you name various nationalities? How many come to your mind in two minutes?
2. Can you distinguish between British and American English? Can you give three
examples?
3. On a scale from 1 to 3 (1=can do better, 2=good, 3=excellent), where is your English
now? Are you pleased or do you need improvement? Can you make a plan for your
future learning?

SOCIETY
Unit II

…talk about famous people
…state opinions about the mass media
…learn about the way things were in the past
…listen to some more music

SOCIETY
Fame and Fortune 1

Think about it!
Listen to Elton John’s song and answer the questions:
1. Who was Norma Jean?
2. Why does he compare her to “a candle in the wind”?
3. What does he mean by: “your candle burned out long
before your legend ever did”?
Catch on to it!
1. Read the lyrics of the 1997 version of the song and answer
the questions.
• Is the song dedicated to the same person?
• Who was England’s Rose?
• Why did he choose the same title for two songs
dedicated to two different persons? What is similar
about them?
• What differences are there between them?
Candle in the Wind (1997)
Goodbye England’s rose All our words cannot express

May you ever grow in our hearts The joy you brought us through the years
You were the grace that placed itself
Where lives were torn apart And it seems to me […]
You called out to our country
And you whispered to those in pain Goodbye England’s rose
Now you belong to heaven May you ever grow in our hearts
And the stars spell out your name You were the grace that placed itself
Where lives were torn apart
And it seems to me you lived your life Goodbye England’s rose
Like a candle in the wind From a country lost without your soul
Never fading with the sunset Who’ll miss the wings of your compassion
When the rain set in More than you’ll ever know
And your footsteps will always fall here
Along England’s greenest hills And it seems to me […]
Your candle’s burned out long before
Your legend ever will
Loveliness we’ve lost

These empty days without your smile
This torch we’ll always carry
For our nation’s golden child
And even though we try
The truth brings us to tears

2. Discuss:
• How do people get to be famous?
• Can you name people who are (were) famous and yet seem(ed) to be
unhappy?
• Can you name three advantages and three disadvantages of being famous?
• Would you like to be famous? Can you explain why?
• Can you describe a famous person using at least five adjectives?
(e.g. beautiful, intelligent, talented, friendly, well-known, fantastic, rich,
wealthy, lucky, etc.)
Work on it!
1. Study the table below to find the right adjective order to describe the
people,objects, places, events, then arrange the words under a–f.
number opinion size/condition/age shape colour material compound noun
two beautiful large square red brick terraced houses
a nice little brown wooden weekend cottage
three pretty plump little girls
a funny big round-shaped red face
a pair of worn-out shapeless blue leather training shoes
a. furry, guard, big, three, dogs Describe the pictures.

b. useless, long, a, training, session
c. diamond, antique, valuable, a, ring
d. a, phone, mobile, fantastic, new
e. singer, beautiful, a, world-famous, opera, South-
American
f. rocky, magnificent, mountains
2. Use a dictionary to find adjectives for the following nouns:

wind, party, film, clothes, city
3. Use words like very, really, extremely to make the

adjectives “stronger”.
(e.g. an extremely boring party, very strong wind…)
Go for it!
1. Describe something / someone in your classroom without
naming the object/person. You score a point if other
students or the teacher can guess what / who you are
describing.
Did you get it?
2. Write one page about somebody you admire. If you can
find pictures, stick them next to your text. • What did you like in this
• Find interesting pieces of information about his/her life. lesson?
• Describe what the person looks like. • What adjectives would you
• Decide what adjectives best describe what he/she is use to describe yourself?
like. • Who is the famous person
• Explain why you think he/she deserves to be admired that you would like to
In groups, read out the descriptions and decide whose resemble?
composition will be read out to the whole class.

SOCIETY
What’s on the News? 2

Word bank
Think about it!
TV channel
Imagine a TV programme that you would like to watch commercial
every day. Tell your group what you news (bulletin)
would like to watch in the morning, in the afternoon and talk show
in the evening. Can you agree on a programme that you soap opera
would all like to watch? feature film
sports
Catch on to it!
1. Paul and Angela are watching TV. What do you think
Angela likes to watch? What about Paul?
Listen to the conversation to check your predictions.
2. Discuss the following questions with your classmates.

1. Why do Paul and Angela disagree?
2. Do you talk about politics?
3. Which of these words do you know?
republic, regime, democracy, dictatorship, monarchy,
totalitarian country/state, government
4. Can you find their their dictionary definitions? Write
them in your notebooks!
3. Work in groups. Look at the TV programme below. Which

programme would be interesting to watch?

Work on it!
1. Match the words with the definitions. Work in pairs and use your dictionary to check
your answers! (e.g. 1 – f)
1. the media a. to send out radio or television programmes

b. a short film or message encouraging people to buy a particular
2. commercial
product or service, which is broadcast on television or radio
c. a short news programme on radio or television, reporting only the
3. journalist
most important information
d. an article in a newspaper or magazine that gives an opinion about a
4. to broadcast
new book, play, film etc.
e. someone who writes news reports for newspapers, magazines,
5. news bulletin
television, or radio
f. all the organizations, such as television, radio, and newspapers, that pro-
6. review
vide news and information for the public, or the people who do this work
7. the press g. newspapers and news magazines, or the people who work for them
2. Work in your notebook. Use the words below to complete the gaps in the following
sentences: article, channels, correspondent, edition, episode, programmes, radio station,
reporters, talk show (e. g. 1 – channels)
1. A lot of people switch __ __ __ __ __ __ __ __ during the commercials.

2. I heard the news on the local __ __ __ __ __ __ __ __ __ __ __ __ __.
3. A lot of people complain about the boring television __ __ __ __ __ __ __ __ __ __.
4. There’s a new __ __ __ __ __ __ __ __ on Rural TV.
5. The final __ __ __ __ __ __ __ of the series will be broadcast next week.
6. The story appeared in the Sunday __ __ __ __ __ __ __ of the newspaper.
7. I read an interesting __ __ __ __ __ __ __ about smoking yesterday. It was so
convincing that I’m seriously considering quitting smoking now.
8. Some people have a pretty low opinion of __ __ __ __ __ __ __ __ __, especially those
who investigate the lives of famous people.
9. I think working as a foreign __ __ __ __ __ __ __ __ __ __ __ __ __is a dangerous job,
especially if you are sent to countries which are at war.
Go for it!
Organize your report into three main parts:
Add a page to your portfolio. 1. Introduction
Imagine a TV channel has 2. General findings
hired you to find out what 3. Conclusions (+ recommendations)
people’s preferences are. Ask Begin by summarising the purpose of writing the report
about their favourite The aim of this report is to….
programmes and write a Explain how the information was gathered
report on the findings. The data was collected from….
Interview your classmates and Group the information logically. Try to keep the report factual
other people you know. The majority said that… / On the whole… / According to…
Try to organize your report as Compare options, assess problems, solutions.
suggested here. Give reasons for any suggestions (… is due to…).
Summarise the points so far.
Optional: Make a recommendation / refer to future action.

SOCIETY
The Way It Used to Be 3

Think about it!
1. Can you name countries that are ruled by kings / queens?
2. Would you like to live in a country ruled by a monarch?
Did you know?
… that England used to be a republic?

In 1629 Charles I dismissed the parliament because he wanted the
monarchy to have more power and he ruled without it. In 1642 a war broke
out between the supporters of the king (the Royalists) and the supporters of
parliament led by Oliver Cromwell (The Roundheads). The Roundheads
won, and in 1649 the king was beheaded and the monarchy abolished. England was a republic for eleven years,
governed by a Lord Protector. In 1660 Charles’s son, Charles II was made king and the age of Restoration began.
Catch on to it!
Victor and his new friend from the UK are chatting over a beer.
Listen to the dialogue and answer the questions below.
Tom: “Last month my granddad and American woman who had been
grandmom celebrated their 70th married and divorced twice before.”
wedding aniversary. Can you Victor: “What’s funny about that?”
imagine?” Tom: “It’s that he had to choose between
Victor: “That’s hard to believe. 70 years his love and the throne because his
is a lifetime. How old are they?” family and the government
Tom: “He’s 90 and she’s 88. We were all disapproved of their relationship.”
having dinner when granddad started Victor: “Which did he choose?”
talking about the year they got Tom: “What do you think?”
married. It’s funny, he can’t remember Victor: “I don’t know. The world is full
what he did last week but he can of beautiful women.”
clearly remember what he did 1936.” Tom: “He gave up the throne. He said he
Victor: “What did he tell you about couldn’t rule without her by his side.”
that year, except that he married Victor: “So who got to be king?”
your grandmom?” Tom: “His brother, George VI.”
Tom: “It was the year when George V Victor: “Wasn’t he Queen Elisabeth’s
died. The funny thing is that his son father?”
whose name was Edward, like my Tom: “That’s right. And he proved to
granddad’s, was in love with an be a great king too!”
• Choose the best answer to the following questions.

1. What is funny about Tom’s grandfather?
a. His name is Edward, like George V’s heir’s.
b. He can’t remember recent events but he’s got vivid memories of his youth.

2. What happened in 1936? 3. Who succeeded to the throne?
a. Edward VIII was dethroned. a. Queen Elisabeth
b. Edward VIII abdicated. b. George VI
Work on it!
1. Match the sentences to the illustrations. (e.g. a–3.)
a. They were having dinner when a stranger knocked on
the door. 1.
b. I was working in the garden while he was watching TV.
c. She was cooking when a ball broke the kitchen window.
d. He was having a nap when the phone rang.
e. When he got home, the children were cutting up his
collection of newspapers.
2. 3. 5.
4.
2. Write the following sentences in your notebooks, using the past tense forms of the verbs
in brackets to complete the gaps. Use table nr. 2 in Appendix A3 for guidance and the list
of irregular verbs (Appendix A4) to check your answers.
They (go) _____________ to Spain last year.

He (buy)_____________ her an expensive engagement ring.
We (catch)_____________ a late train and we (get)_____________there early in the morning.
She (leave) _____________ her car keys in the house so she (take)_____________ the bus.
I (be) _____________so tired that I (sleep)_____________ like a log.
My uncle (teach) ____________ me how to swim at the age of six. He (make) _____________
me practise the movements on the shore, and then he (throw)_____________ me into the
water. Later I (find out)_____________ that he (not know)_____________ how to swim.
You (eat)_____________ too many sandwiches, that’s why you (be)_____________sick.
3. Retell the story of Edward VIII using the information you can find in the dialogue
between Tom and Victor. Use the following words and phrases:
twice-divorced, before the coronation, to abdicate, to be coronated, strong monarch
Go for it!
Word bank
Talk to your history teacher about British monarchs to find
some interesting / funny / unusual historical facts. Monarchy • King • Queen •
Using the model in the “Did you know?” box, add a page to Coronation • Republic •
your portfolio about a British king / queen / prince / State • President • Election
princess. • Government • Parliament
You could write about: • Prime minister
• Queen Victoria and her 20-year retirement after her • Political parties
husband’s death • to abdicate = to give up
• Princess Diana’s tragic death being king
• Henry VIII and his many wives

SOCIETY
Check Your Progress II

I. Match the words with the dictionary definitions.
republic, regime, democracy, dictatorship, monarchy, totalitarian country/state,
government (two meanings)
e.g. 0. the group of people who govern a country = government
1. a political system in which everyone can vote to choose the government, or a

country that has this system
2. a country that has an elected government, and does not have a king or queen
3. a country that has a king or queen as the head of state, and which may or may not
also have an elected government
4. a government, especially one that was not elected fairly or that you disapprove of
5. a political system in which a dictator (=a leader who has complete power and who
has not been elected) controls a country, or a country that has this system
6. a country in which the government has complete control over everything
7. the process of governing a country
II. Unscramble the words in the following sentences.

1. he expensive bought her an jacket leather
2. concert a fantastic rock to we went
3. she actress a beautiful very is talented and
4. live nice brick in they a house little the by lake
5. funny a very worn-out she has hat
6. wear don’t skirt woolen blue that shapeless!
III. Use the words below to fill the gaps in the following text.
advertised, film, commercials, programmes, reporters, public, survey, private
People complain that television ______________________ are too often interrupted by
commercials. Studies have shown that although most people say that they stop paying
attention when ______________________ start, they will tend to buy the products
______________________ on TV. Another interesting conclusion of the
______________________ conducted on a sample of 1000 people is that, in spite of the fact
that people think ______________________ should not be allowed to investigate the private
lives of ______________________ personalities, they tend to pay more attention to details
concerning the ______________________ lives of famous people. For instance, 60% of the
ones interviewed knew who Tom Cruise’s new wife is, but did not know the title of the
last ______________________ in which the actor played.

IV. Circle the best alternative
e.g. They danced / were dancing and sang /
singing when the neighbours started / were
starting to knock on the door.
1. He worked / was working in a factory

for a year, and then he got / was
getting a new job.
2. I slept / was sleeping when she came
/ was coming home so I didn’t hear /
wasn’t hearing her come in.
3. We went / were going to Bucharest by
train. We arrived / were arrived early
in the morning.
We took / were taking the bus to the
hotel.
4. He bought / was buying her a
beautiful bunch of flowers on her
birthday.
5. Carmen came / was coming early to the party because she didn’t know / wasn’t
knowing it was planned to start at eight.
6. I had / was having breakfast when the boss phoned / was phoning and told / was
telling me to go to the office right away.
7. I’m happy we went / were going to the seaside together. We had / were having a
lovely holiday.
8. I didn’t like / wasn’t liking the icecream they served / were serving for dessert.
V. Use the past tense forms of the verbs in brackets to find out how a little boy who seemed
to have no future became a great musician. Write the verbs in your notebook.
He …(be) a disobedient child. His parents …(have) a hard time trying to make him go to
school. He …(not like) it, so he …(not learn) anything.
One day he …(find) his father’s old guitar in the attic. He …(ask) his father to teach him
how to play the guitar. The parents …(discover) that the boy had a special talent for
music, so they …(send) him to a music school. When he …(be) 12, he …(give) his first
concert. Later he …(start) composing songs.
That’s how he …(become) a successful musician. He will always remember the day when
he …(go) up into the attic to hide from his parents who …(keep) telling him that he
…(have) to go to school.
VI. Write a story

Think about your childhood. What is your earliest memory?
• How old were you when it happened? Who else was there? Where did it happen?
• What happened? Try to remember as many details as you can.
• Why didn’t you forget the incident / event? What made it special?
Answer all these questions in three short paragraphs.
VII. Rate your progress

Make a list of what you can now do and say how well you can do them.
You might use the 1 – 3 scale (1 = can do better, 2 = good, 3 = excellent)

JOBS
Unit III

…talk about various jobs and maybe find the job that suits you best
…learn how to apply for a job
…practise how to show your best at a job interview
…give reasons, express opinions

JOBS
The Right Person

for the Job 1
Think about it!
• Do you think some jobs are suitable for men, while others Word bank
are for women?
• What job would you like to have? Why? guide = someone whose job
• What qualities are needed for the job that you chose? is to take tourists to a place
and show them around
host = someone who
Catch on to it! provides the place and
everything that is needed
• Look at the following job advertisement and and decide for an organised event
with your deskmate what kind of person would be suitable retainer = an amount of
for the job. money paid to someone so
that they will continue to
work for you in the future
Part-time hosts/guides hourly rate = the amount
L
FUN HOLIDAYS INTERNATIONA
nise persona lised tour s for small groups. someone is paid per hour
orga
can act as local
We are looking for persons who
expenses = money that you
to acco mpa ny our clients during
hosts and guides spend on things such as
hav vacancies for
e
their stay in your city/village. We travel and food while you
wee ken ds or evenings, as
hosts who can only work are doing your job and
We offer gen erou s hourly rates, a
well as weekdays.
all expenses. Send which your employer then
monthly retainer and we cover
ress belo w.
your application to the add pays to you
• Look at the CV and application letter sent by Ionica Pop. (in Appendices A1 and A2)
Do you think he qualifies for the job? Why?
• Ionicã Pop was selected for a job interview. Listen to the interview to decide if you would
give him the job or not.
Employer: “Good morning, Mr. Pop, Candidate: “It’s like whisky but it’s
have a seat.” made from fruit. The best one’s
Candidate: “Good morning, Mr Evans. made from plums.”
Thank you.” Employer: “Do you make that too or do
Employer: “Tell me, Mr. Pop, what you buy it?”
made you apply for this position?” Candidate: “Everything is home-made.
Candidate: “Well, I have lived in this My grandmom even bakes bread. It’s
village all my life, I know what a the best I’ve ever tasted.”
foreign tourist would like to see.” Employer: “Where would you take me
Employer: “I see. Imagine I’m the tourist. next? That is, if we didn’t get drunk
Where would you take me first?” and spend the rest of the day
Candidate: “First I would take you to drinking.”
my grandparents’ house to taste our Candidate: “Don’t worry, the food is so
“þuica”, some traditional food and delicious, you’d eat so much that
some home-made wine from my you wouldn’t feel any effects from a
grandpa’s vineyard.” small glass to start with and a glass
Employer: “What’s þuica?” of pure wine after the main course.

Over lunch I would ask you some And there’s a lot to see: old books,
questions to find out what you were paintings and even an old loom that the
most interested in.” nuns are still using. You can watch them
Employer: “What sorts of things?” weave beautiful linen and wool fabrics.”
Candidate: “If you were a nature-lover, I Employer: “Why are they doing that?”
would take you hiking in the mountains. Candidate: “They sell them to give money
If you liked fishing, I would take you to to the poor.”
the river to fish for trout. If you liked Employer: “So, I would definitely not be
horse-riding, I could talk to my father bored then. One last question, Mr. Pop.”
and we’d go for a horse-ride.” Candidate: “Yes, sir?”
Employer: “I’m afraid I’m not that kind of Employer: “Where did you learn English?”
tourist. I’ve spent my life reading books. Candidate: “I went to Second Chance
I don’t really like nature and insects, courses.”
and I wouldn’t kill an animal, not even Employer: “I’m impressed. We’ll contact
if it was a fish.” you.”
Candidate: “No problem. There’s the old Candidate: “Thank you. Good-bye,
monastery, not far from the village. We Mr. Evans.”
could get there by car in twenty minutes. Employer: “Good-bye, Mr. Pop”
• How long has Ionicã Pop lived in the village? • Where did he learn English?
Work on it!
1. Work in pairs. Read the following sentences Add explanations from the table below to
and compare them: the sentences on the left and write the sen-
• a. Ionicã Pop has lived in this village all tences under the right heading.
his life.
b. His great grandfather lived in this PRESENT PERFECT PAST SIMPLE –
village all his life. – indefinite past definite past
(connected to the (not connected to
• a. Have you ever eaten watermelon present) the present)
icecream?
_____ He is dead
b. Did you eat the watermelon icecream ______ He is alive.
_____ I remember
they served for dessert? ______ I know what
when I saw it.
it’s about.
_____ They are no
• a. I’ve seen “Out of Africa”. ______ They are still
longer
b. I saw “Out of Africa” three years ago. married.
married.
______ Do you know
_____ Did you like
• a. They’ve been married for three years. what it tastes
the taste of
b. They were married for three years, like?
the icecream?
and then they got divorced.
2. Study tables 2 and 3 in Appendix A3 and write true sentences about yourself.
Go for it!
1. Apply for the job advertised on the previous page or find a job in a newspaper / on the
internet and apply for it. Write a CV and a letter of application. Keep them in your
portfolio, maybe you’ll have to use them soon.
2. Make a list of ten questions that you might be asked if you get selected for an interview.
Rehearse for the interview with a friend. Take turns in playing the interviewer and the
interviewee.

JOBS
Working Mothers 2
Think about it!
• What is more important for you: a job in which you can make a career or a family?
• Do you think it’s a man’s obligation to work and a woman’s obligation to mind
the house and the children?
Catch on to it!
Angela, Daniel, Marc, Paul and Victor are sitting on a terrace with drinks in front of
them, waiting for Monica, who is late. Try to predict why Monica is late.
Marc: “Oh, let’s order something to eat.

I’m hungry. I don’t think she’s
coming. It’s half past.”
Angela: “She’ll be here all right. I
know her. She keeps her promises.
Something must have come up.”
Victor: “There she comes! Finally, we
can eat!”
Monica: “Hello!”
Marc: “You’re late!”
Monica: “I know.” Monica: “He earns enough money for
Daniel: “Oh, let her be! Can’t you see the whole family.”
she’s in a bad mood? What’s the Victor: “See? She doesn’t need to work.
matter, Monica? You look concerned.” I can understand why he got angry.
Monica: “I am. My sister’s getting a It’s the man’s job to make money
divorce.” and the woman’s job to mind the
Angela: “Oh, no! They’ve been married children and take care of the
at least ten years. And those nice house.”
children!” Daniel: “If he can afford to keep her
Paul: “If the parents don’t love each oth- home, he can afford a housekeeper
er any more, it’s better for the children or a baby-sitter, or both.”
not to see them hating each other.” Marc: “How many women does a man
Monica: “It’s not a question of love or need in the house? Children need
hatred. They’ve been arguing ever their mother at this age. I think men
since Daniela went back to work.” only need housekeepers if they are
Victor: “Why did she do that? How single. My mother wouldn’t have
much money does her husband another woman mess around her
make?” house.”
Listen to the second part of the conversation, and then work in groups to decide
who you think is right and who is wrong.

Work on it!
1. Find the nouns in the dialogue above and group them according to the table on page ….
Can you add three more examples of your own?
2. Which of the underlined nouns are Countable nouns Uncountable

countable and which are not? – can be both singular nouns
Write [C] or [U] next to them. and plural – have only one
a. He really likes his new job. – when the noun is form
b. Did you do your homework? singular, the – the verb that
c. I have a lot of work to do. following verb is also follows an
d. Do you like beer? singular, when the uncountable
e. She didn’t have time to finish the test. noun is plural, the noun is always
f. There’s a policeman at the door. verb is also plural singular
g. His new car is expensive.
h. Who’s your favourite football player? Some nouns can have both countable and
i. Where’s my money? uncountable meaning. They are usually
j. They had a happy life together. names of animals, food, drink.
3. Practise asking and answering questions about ten nouns at your choice.
Look at the table no 4 in Appendix A3 for guidance. Examples:
Student A: “How many women does a man need…?”
Student B: “I think a man needs one woman.”
Student B: “How much money do you need for the trip?”
Student A: “I don’t need too much money because I’m staying with some friends.”
Student A: “How many players are there in a football team?”
Student B: “…………………”
Go for it!
Jane Barry, an American reporter, wants to find out what people in our country think
about working mothers. She came to your school and asked you to help her because she’s
got a lot of work to do in very little time.
These are my questions:

• Do you think children should stay
with their mothers or go to nurseries?
• When is the right time for a mother to
go back to work?
• Do you think it is good for a father to
be on “paternity leave” if the wife has
a well-paid job and she wants to go to
work?
Ask as many people as you can, then
answer the questions yourself. Add some
questions if you like!
Thanks for your help,
Jane Barry
Interview some people in your class, take some notes, then try to summarise people’s
opinions. Then, answer the questions yourself.

JOBS
Are They Underpaid? 3

Tune in!
Think about it! How many different ways of

making money can you
• Do you know many people who are paid less than they name? Listen to ABBA’s
deserve? What are their jobs? song “Money, money,
• Do you know people who get more money than they money”. What solution does
deserve? What do they do? she have for getting rich? Do
you think it is a good idea?
Why?/Why not?
Catch on to it!
Listen to the conversation and discuss the questions that follow.
Monica: “Have you read the article in

the newspaper today?”
Paul: “Which one?”
Monica: “The one about the teachers
threatening to go on strike.”
Paul: “Yes, I have. I don’t understand.
If they are not pleased with their
salaries why don’t they give up
teaching for better-paid jobs? If they
go on strike, all the children will be
in the streets.”
Monica: “Has it occurred to you that better. You learn many things
they might like their jobs? Maybe working with experienced people.”
they don’t want other jobs, they just Monica: “I think it’s better if you
want decent salaries.” learn by yourself. You can gain
Paul: “I would not go on strike if I were a experience and self-confidence if you
teacher. I would either look for a new have the courage to take the risk.”
job or accept the fact that teachers are Paul: “Risk is the key-word here. You
underpaid everywhere in the world.” have to borrow money to start and
Monica: “What job would you look for?” then you risk losing everything
Paul: “A job in a big company. They because you’re inexperienced. And
make you work hard but they also pay believe me: nobody will help you if
you well. Wouldn’t you do the same?” you’re in trouble.”
Monica: “I’d rather work for myself.” Monica: “What are friends for, then?”
Paul: “What do you mean?” Paul: “Come on, honestly which one of
Monica: “I mean I’d like to be self- your friends has that kind of money?
employed. Start a business. On my It’s not about selfishness. Think!
own! That’s what I’d do!” Who could pay out your debts?”
Paul: “I still think working for a large Monica: “You’re too pessimistic. But
company, say a multinational one is here comes Victor! Let’s ask him!”
• Why do Monica and Paul disagree? • Who is right? • What would you choose? •
What do you think Victor would choose?
Listen to the second part of the conversation to find out.

Work on it!
• Study the table number 5 in Appendix A3, and then underline some examples of
conditionals in the dialogue on the left.
• Match the sentences to the illustrations (write the number of the sentence in the
blank corner of the illustration), then group them under the right column:
1st Conditional or 2nd Conditional.
1. If I marry a rich man, I will not work. 2. I will tell you a secret if you promise
not to tell anyone. 3. I will tell Dianne the news if I see her. 4. He would marry
her today if she said “yes”. 5. If they had more money, they would move into a
bigger house.
Remember
The form of the 2nd
Conditional is past but the
meaning is not.
Compare:
They won the lottery and
now they have a big house.
• In your notebook, write true sentences about yourself:

If I learn to speak English well, ……
If I have time today, ……
If I had a lot of money, ……
If I could change one thing about my life, ……
I would be happier if …… If they won the lottery, they
I will help my friend if …… would buy a big house.
If I get a good job, ……
Go for it! Phrase bank

Discuss in groups: to work for the money
If you were to choose between a well-paid job that you do to inherit money
not like and an underpaid job that you like, which one to steal money
would you choose? to marry a rich person
Ask your classmates questions starting like this: What will to gamble
you do if……? What would you do if…? to win the lottery

JOBS
Check Your Progress III

I. Match the words with the definitions
e.g. 1 – e
1. application a. a list describing your education, previous jobs etc.

2. CV (British English) / b. a letter saying that someone is suitable for a job or
résumé (American the name of of someone who will write this letter
English) c. an official list or the work and resonsibilities that
3. covering letter (British you have in your job
English) / cover letter d. a letter that you send with a document, which gives
(American English) more information about it
4. job description e. a formal request, usually in writing, for something
5. reference such as a job, a university place, or permission to do
something
II. Fill the gaps in the following text about jobs

Use one word in each gap. Write the words in your notebook.
e. g. 0 – apply
Jobs are advertised in newspapers, magazines etc in job ads. When you …0… for a job,
you usually fill out an …1… form. You may have to send your …2…, with a covering
…3… You will need to give a …4… If you are suitable, you are invited to an …5… If you
are chosen, you will be offered the …6…
III. What are their jobs? Fill the blanks with the missing letters.
This person writes music for a living. S/he is a c__ __ __ __ __ __ __.
This person serves food and drink in a restaurant. He is a w__ __ __ __ __.
This person drives a car, truck, bus etc. S/he is a d__ __ __ __ __.
This person serves customers in a shop. S/he is a s__ __ __ a__ __ __ __ __ __ __ __.
This person performs in a play or film. She is an a__ __ __ __ __ __. He is an a__ __ __ __.
IV. Use the present perfect form of the verbs in brackets. Write the sentences in your notebook.
e.g. 1. I have never been to Italy. I hope to go there some day.
1. I _______________ never _______________ (be) to Italy. I hope to go there some day
2. There are so many exciting things that I _______________(not do) yet. I would like to
try them all.
3. _______________ you ever _______________ (eat) avocado?
4. He _______________always _______________(be) my best friend.
5. She _______________ (lose) her keys. She can’t find them anywhere.
6. _______________ you _______________ (read) the article about unempoyment in the
newspaper today?
7. We _______________ (not see) each other for five years.

V. Circle the most suitable verb form.
I’ve had / had this job for five years and I still like it.
When I’ve got / got the job I didn’t think / haven’t thought I would like it so much.
I didn’t want / haven’t wanted to apply at first, but my best friend said / has said that it
was / has been the right job for me. So I decided / have decided to give it a try. It was /
has been the right decision. I learned / have learned so many new things, I made / have
made so many new friends, I was / have been so happy ever since I got / have got this job.
VI. Choose the best option. Circle the letter of your choice.
1. I have a) a lot of b) few c) many work to do today.
2. She had a) many b) a little c) any jobs in the past but she didn’t like a. every b. any
c. a little
3. Do you have a) many b) any c) few money?
4. He is a) an b) a c) – plumber.
5. a) Many b) Much c) Any workers went on strike.
6. We didn’t have a) much b) many c) a few time so we didn’t visit our friends.
7. There were a) a lot of b) much c) a little foreign tourists in the mountains.
8. How a) many b) much c) few people were there at the interview?
VII. Translate the sentences into English.

e.g. 1. If I have time today, I’ll clean the kitchen.
1. Dacã am timp azi, voi face curãþenie în bucãtãrie.
2. Ce vei face dacã plouã?
3. Dacã învãþ sã vorbesc engleza, voi gãsi o slujbã bunã.
4. Prietenul nostru va fi fericit dacã îl inviþi la petrecere.
5. Dacã o vãd pe Maria, îi voi da cartea.
VIII. Apply for a job

Read the two job advertisements and apply for one of them. Write a CV and a covering
letter. Mention details that are relevant to the job that you are applying for.
No Experience Needed! Professional training provided! Our gigantic commissions & unit
bonuses give you LOTS of opportunities to make LOTS of MONEY! We are currently
seeking applicants to fill immediate full time sales positions. Auto sales is one of the
highest paid professions available without a formal education.
Do you love pets? Like to be active and outdoors? Want a flexible work schedule?
Pet Care is a pet care service seeking friendly, reliable and professional individuals to
walk dogs, play and care for cats and other small pets in their homes during the day or
overnight while their owners are away. We’re also looking for sitters to board pets or
provide day care services in their own homes as well!
Currently we have part-time positions available. We offer competitive pay, as well as
exciting contests and promotions. [http://jobsearch.monster.com]
IX. Rate your progress

What is your score at the Progress Check?
What are your strengths and weaknesses? Tick in the box below.
I need more work good excellent

vocabulary
grammar
communication

CULTURE & TECHNOLOGY
Unit IV

… express your opinions about what is beautiful and what is useful
… watch a film and talk about it
… listen to music, … again?
… demonstrate your artistic skills!

CULTURE AND TECHNOLOGY
What’s the Point? 1

Think about it!
• Why do people watch movies, go to the theatre / opera, read books, listen to music?
• Can you paint / sing / dance? Would you like to act in a film / play?
Catch on to it!
Listen to the conversation, then discuss the questions below.
Marc: “Why do people waste time

painting? If they like the scenery
why don’t they just take pictures?”
Monica: “You don’t get it, Marc.
Painting is art.”
Marc: “So is photography.”
Monica: “But painting is not about
recording an image on paper. It
creates a new world, because in the
end you don’t see a “copy” of the Monica: “Look! I’ve got two theatre
place. It’s not what the place looks tickets for tomorrow evening.
like that you see.” They’ve put on a play by Eugen
Marc: “Now I get it! In the end you see Ionescu. Come with me to the theatre
what the place doesn’t look like!” and see who’s talking nonsense.”
Monica: “Now you’re being stupid. Marc: “What’s the play called?”
You see the painter’s perception of Monica: “The Bald Prima Donna.”
the place, you see what it made him Marc: “I’m afraid I don’t want to see
feel like.” “that”. It sounds boring.”
Marc: “What if it made him feel like Monica: “Suit yourself! Anyway, I’m
listening to some music? Will there sure Paul will be more than happy
be musical notes hanging from the to join me.”
trees?” Marc: “Yeah, the two of you will have
Monica: “Why not?” a great time singing happily with
Marc: “Because there’s no such thing the bald prima donna.”
as musical notes hanging from trees. Monica: “It’s a play, not an opera. You
That’s absurd!” don’t know anything!”
Monica: “Art is never absurd. Although Marc: “Maybe I don’t. But who needs
there is Theatre of the Absurd!” to know all these things? What’s the
Marc: “Now you’re talking nonsense.” point?”
• Can you find an example in the conversation above Word bank

which proves that Marc is ironic?
• Whose side are you on? Who is right: Monica or ironic = saying the opposite
Marc? of what you mean, especially
• Is there any point in art? Is art necessary? in order to be funny

Work on it!
1. Study the following examples:
He is a happy man.
He is singing happily.
The play is boring. They are bored.
• Which word tells us about the play? Remember

• Which word tells us about how they felt about the play?
Not all words ending in – ly
2. Find examples in the table no. 6 in Appendix A3 that are adverbs. Some
illustrate the following notes: adjectives end in –ly too.
• Adverbs are generally formed by adding –ly to the friendly, lonely, lovely, silly
adjective Don’t be silly.
• If the adjective ends in –y we replace the –y with –ily He behaved in a silly way.
• If the adjective ends in –le we replace the –e with –y
3. Write the following sentences in your notebooks and insert the right adverbs.
• He is a careful driver. He drives …… • They are slow workers. They work ……
• It was a good film. The actors played very …… • She’s a really bad singer. She sings ……
4. Make a table like the one below in your notebooks and fill it with examples that illustrate the
following rules. Choose from: big nice modern funny expensive good. Add some of your own.
Adjective Comparative Superlative Rule

cheap cheaper (the) cheapest 1
bad worse (the) worst 4
1. The comparative and superlative of one-syllable adjectives are usually made by

adding – er and (the)… – est.
2. When the adjective ends with a vowel plus a consonant, you double the consonant
before adding – er and – est.
3. The comparative and superlative of two and three-syllable adjectives is usually
made by putting more or (the) most before the adjective.
4. Some adjectives have irregular comparative and superlative forms.
Can you make rule no. 5 for adjectives ending with –y? (e.g. funny – funnier – funniest)
Go for it!
Bring out the artist in you! Do something creative. It’s up to you to write a simple poem or
recite one, sing a song, make a drawing / painting / a sculpture. You can do anything that
you find artistic. Your classmates will be “the critics” of your performance / work of art.

Romeo and Juliet 2

Tune in!
• Listen to “Romeo and Juliet”
Think about it! by Tchaikovsky. How does it
make you feel?
Do you know the story of Romeo and Juliet? Have you • Listen to the song with the
seen/read the play? Have you watched a film inspired by same title by Dire Straits.
the famous story? • What is different? What is
similar?
are’s
One of William Shakespe
ys, a sad rom antic
best-know n pla
ple , Phrase bank
story about two young peo
wh o fal l in love
Romeo and Juliet,
ir fam ilie s are gre at
although the Expressing (dis)agreement
mi es. They ma rry sec retly, but
ene I (dis)agree with…
together,
are prevented from being I(strongly) think / believe
the y bot h kil l
and finally
that…
themselves.
… should (not) be allowed /
ed version
You can read the abridg permitted… because…
Pen gui n Rea ders,
of the play in
You are right / wrong when
level 3.
you say that…
Catch on to it!
1. Listen to the dialogue and answer the questions.
• Are these statements true (T) or false (F)? Circle the right answer.
1. Shakespeare is a contemporary writer. T F
2. Monica disliked the modern version of Romeo and Juliet. T F
3. Angela thinks men are romantic nowadays. T F
4. Monica cried when she read the play. T F
5. Victor thinks women always know everything. T F
• Do you think classic works of art should not be adapted /

changed / modernised? Why?
2. Read these lines from “Romeo and

Juliet”. Even if you don’t understand
some words, don’t worry.
Shakespeare’s language is not easy to
understand. A dictionary / your
teacher can be of help.
You could
… try to recite the lines / learn
them by heart.
… try to translate them into your
language.

Work on it!
1. Find the right captions for the cartoons. Put the correct letters in the blank corner.
a. They should read the play.
b. I must finish the work tonight.
c. You don’t have to cook if you are tired, dear. We can order a pizza.
d. You mustn’t smoke in here. Look at that sign!
e. May I borrow your pocket calculator?
f. “It must be a giraffe.” “It can’t be. It’s got wings!”
g. It might rain.
2. Should and ought to are used to give advice. What verbs do you use…
• to express obligation?
• to say that it’s not necessary to do something?
• to say that you are very sure?
• to say you are sure that something is not possible?
• to say that something is possible, but you are not sure?
• when you are not allowed to do something?
• to ask permission?
3. Make eight sentences of your own using may, might, must, mustn’t can’t, should, have to,
ought to.
Go for it!
Have you ever expressed your feelings in words? Would you like to give it a try?
Write about how you feel about someone you love. You could write a love letter, a poem
or a simple description of what s/he looks like and how you feel about her/him.

The World’s Going Crazy 3

Think about it!
• Do you often hear people say that “life is no longer like it
used to be”? What examples do they give?
• Do you think we have a better/worse life than people in
the past?
• Do you agree with those people who think that technology
destroys nature?
• Can you name three positive aspects and three negative
effects of technology?
Catch on to it! You can read the abridged

version of Nevil Shute’s novel in
Look at the book cover and try to predict what “On the Penguin Readers, level 4.
Beach” is about. Have you read the novel / watched the film?
Listen to the conversation between the six students about
the film inspired from the book and then state your own
opinion about the topic.
Work on it!
1. The following text is a fragment from the novel. Can you insert the prepositions
that have been omitted?
Use: about, to, from, on, of (3 times)
e.g. 1 – of
Soon after the middle…1… winter things felt better. At the beginning…2… July
few people were doing any work. Broken Hill and Perth were dead. The electricity
was still on. As the weeks passed, people drank less and less. Then motor-cars
began to appear…3… the roads. Nobody cared…4… money any more. If you
wanted food, you took it …5… the shops. If you couldn’t find any, you went…6…
another place. There was plenty…7… time because there was no work to do.
[from Penguin Readers, level 4: On the Beach by Nevil Shute]
2. Word building
• Add prefixes to the following words to make new words.
anti- co- dis- im- in- mis- non- over- pro- re- un- under-
appear build certain cooked dependent democracy developed nuclear operate
possible understand violent
e.g. antinuclear
• What similarity is there between the underlined prefixes?
a. They mean “not” and form opposites?
b. They mean too little.
• Find the prefixes and the examples that complet the table on the right.

Prefix Meaning Example
anti- against antinuclear
Remember
with, together
A prefix is a group of letters
wrongly added to the beginning of a
word to change its meaning
too much and make a new word.
A suffix is a group of letters
for, in favour of added to the end of a word
to form a new word. It often
again, back tells us if the word is a
noun, verb, adjective or
too little adverb.
• Group the following words under the right heading. Write the words in your notebook.
improvement information identify financial careful careless carefully accurate active
capable communicate production expression happiness teacher widen practise
Noun Example Verb Example Adjective Example Adverb Example
Suffix Words Suffix Words Suffix Words Suffix Words
-ment … -ify identify -ial … -ly …
-ation … -ate … -ful …
-tion … -ise … -less …
-ion … -en … -ate …
-er … -able …
-ness … -ive …
• Find some more examples and write them in your notebook or in your learning diary
Go for it!
Did you get it?
Can you predict what the

future will bring us? Are you
optimistic or pessimistic
about the future?
What are your plans for the
future? How can you fulfill
them?
• Discuss: Why do you think so many computer games are war games? Do you agree
with those people who say that cartoons for children are not suitable for children,
because they are too aggressive, too violent? Do you think people should do
something to make things better?
• Work in groups. Write down some of your ideas about “making things better” and
present them to the class.
• Write an email to ecological / anti-war organisations to take effective measures to
improve life on earth.

Check Your Progress IV

I. Match the words with the explanations.
artist artistic creative critic museum work of art
e.g. something that an artist has produced = work of art
1. something that an artist has produced
2. relating to art
3. someone who produces art
4. good at producing art
5. a place where art is shown
6. someone whose job is to make judgements about art
II. Circle the right word.

1. I liked the film. It was interested / interesting.
2. He is such a bad / badly driver. He drives bad / badly.
3. I was a bit nervous / nervously at first, but in the end everything went good / well at
the exam.
4. She didn’t buy the dress because it was too expensive / expensively.
5. It was a really nice / nicely present. I was so pleased / pleasing with it.
6. She’s such a wonderful / wonderfully person. I’m so happy / happily to be her
friend.
7. He behaved friendly / in a friendly way. He’s not so badly / bad after all.
III. Make new words from the words below to complete the gaps in the sentences.
obey, smoking, care, inform, build, use, estimate, possible, make, understanding
e.g. 1 – disobedient
1. He was a very __________________ child. His parents complained all the time.
2. You are not allowed to smoke in here. Can’t you see the __________________ sign?
3. I’m not worried to let my son go to school in her car. She’s a very _________________
driver.
4. I need some __________________ to fill out this form.
5. The president lives in a large __________________ in the centre of the town.
6. A dictionary will be __________________if you want to translate that text.
7. In a game, you should never __________________ the adversary.
8. The maths problems we had for today were almost __________________ to solve.
They were too difficult.
9. That’s not the original song. It’s a __________________, and I don’t like it.
10. It wasn’t a fight. It was just a __________________ and everything is settled now.

IV. Circle the correct preposition in Monica’s email to Lisa.
http://www.gmail.com
Hi Lisa,
We are in / at some trouble with / against a project for English. We have to work
on / in groups and send an email to / at ecological or anti-war organisations to
take measures to defend the planet. We have never heard of / over such
organisations, so we thought you might help us if you know on / of such groups
or organisations.
We need the information very quickly because we have to write the email about /
for next week. To make things more difficult, our computer is giving us some
trouble. It got a virus last week, and now we have to wait about / for the systems
engineer to fix it. I hope we haven’t lost all our work. We had so many files and
folders saved at / on that computer. I am writing about / to you from / over an
Internet Café. Keep your fingers crossed for us.
We all miss you, and we are looking forward to / at having you back in / to
Romania.
Love,
Monica & friends
V. What would you say in the following situations? Circle the letter of your choice.
1. Your friend looks tired.
a. “You should go to bed.”
b. ” You can go to bed.”
2. Your friend tells you a story that you don’t believe.
a. “You must be joking. It can’t be true!”
b. “You can be joking. It mustn’t be true!”
3. Your friend is worried about getting to the cinema on time.
a. “Don’t worry. We shouldn’t be there until 8.45’.”
b. “Don’t worry. We don’t have to be there until 8.45’.”
4. It’s hot and your friends are still playing football. They started two hours ago.
a. “They can’t be tired and thirsty.”
b. “They must be tired and thirsty.”
5. A student is giving a presentation. Your friend wants to ask some questions.
a. “Let her finish the presentation. You mustn’t interrupt her when she’s speaking.”
b. “Let her finish the presentation. You don’t have to interrupt her when she’s
speaking.”
6. Your friend thinks you need umbrellas at the football match.
a. “You might be right. There are some big clouds in the sky.”
b. “You have to be right. There are some big clouds in the sky.”
7. The teacher has opened the window but you are very cold.
a. “Teacher, must I close the window? I’m very cold.”
b. “Teacher, may I close the window? I’m very cold.”
VI. Answer these questions about Unit 4.

1. Which lesson from this unit did you (not) like? Why?
2. Write three “I can” statements to say what you have learned to do.
3. Write one idea that you discussed in this unit and explain why you have
remembered it.

APPENDIX
Sample
Curriculum Vitae A1
Personal information
Surname / First name Pop Ionicã
25, Strada Principalã, sat Chiuieni, comuna Lataretu,
Address
judeþ Alva, Romania
Telephone(s) 0273 – 524768
Mobile 0776 – 542631
E-mail ionica.pop@rmail.ro
Nationality Romanian
Date of birth 12 August 1979
Desired employment Local guide for foreign tourists
Work experience
Dates 1990 – 2005
Occupation farmer
Main activities Farming activities: working the land, breeding animals
Type of business Family business
Education and training
2004 – 2006 Second Chance Secondary Courses
Dates
1985 – 1989 Primary School – sat Chiuieni
Personal skills and
competences
Mother tongue Romanian
Other language English
Self-assessment Understanding Speaking Writing
Spoken Spoken
European level (*) Listening Reading
interaction production
A A A A A
English 2 2 2 2 1
(*) Common European Framework of Reference for Languages
Social skills and
I communicate well with people.
competences
Organisational skills
I can organize a group of people. I am a good time manager.
and competences
I have acquired computer skills at the Second Chance courses
Computer skills and that I am presently attending.
competences I can use a computer to write text and to find information on
the Internet. I can communicate by email.
I can play the fiddle. I have been a dancer in „Ceteraºul” folk
Artistic skills and group since 1995. We have participated in several folk dance
competences competitions and we won 1st prize in the Regional Folk Dance
Festival in 2000.
I am skilled at woodwork. I make wooden objects such as
Other skills and
chessboards and chess-pieces, wooden spoons, etc. I have
competences
acquired this skill in my family.
Additional information References available on request.

APPENDIX
Sample
Application Letter A2
Dear Mr. Evans,
I am writing to apply for the position of Local Host and
Guide with your company. I read your advertisement in the
Ziarul Tãu and I would like to be considered for the job.
I believe I am suitable for this post as I already have

experience in hosting people. I have hosted several
families from countries such as Germany, Austria and Italy
for up to twelve days. I arranged sightseeing tours,
watching and trying traditional activities such as pottery,
weaving and carving. They were all highly appreciated by
the foreign visitors.
In addition, I am hard-working and responsible. I have

recently completed my education by attending Second
Chance Courses that I graduated successfully. I have a good
knowledge of English and I am considering taking the
Cambridge First Certificate. I also understand and speak
Italian. I have a clean driving licence and I know many
interesting facts about the history of the region where I
live, I can give detailed presentations of our customs and
traditions.
I would like to work for your company as it would give me

an opportunity to develop my English skills further, and I
am sure that it will be very enjoyable guiding tourists in
the region.
I am enclosing a copy of my CV with this letter. I would be

available for an interview here in Romania at any time
convenient to you. Please do not hesitate to contact me if
you have any further questions.
I look forward to hearing from you.
Yours sincerely,
Ionicã Pop

APPENDIX
Grammar Reference A3
1. GOING TO
Subject + am/is/are + going to + verb
WILL
Subject + will + verb
+ –
I am going to give a I am not going to
party tomorrow. stay at home. + –
You/we/they are You/we/they are not I/you/he/she/it/we/t I/you/he/she/it/we/t
going to buy her (aren’t) going to do hey will (‘ll) come hey will not (won’t)
some presents that. tomorrow. be late
He/she/it is going to He/she/it is not
work. (isn’t) going to work.
?
?
Am I } going to visit her tonight?
Shall I/we phone him?
Are we/you/they
Will you/she/he/they come to the party?
Is she/he
2. PAST SIMPLE
Subject + verb-ed (regular verbs) /
PAST CONTINUOUS
Subject + was / were + verb+ing
2nd form of irregular verbs
–
+
I/he/she/it was not
+ – I/he/she/it was
/wasn’t working.
I/you/he/she/it/ I/you/he/she/it/ working.
You/we/they were
we/they worked. we/they didn’t work. You/we/they were
not/ weren’t
working.
working.
?
?
Was I / he/she/it working?
Did I /you/he/she/it/we/they work?
Were you/we/they working?
3. PRESENT PERFECT
Subject + have/has + past participle [verb-ed (regular verbs) /
3rd form of irregular verbs]
+ –
I /you/we/they have worked. I /you/we/they have not / haven’t worked.
He/she/it has worked. He/she/it has not / hasn’t worked.
?
Have I /you/we/they worked?
Has he/she/it worked?

4. Countable nouns
singular plural
Uncountable nouns
money
a chair six chairs news
Regular plurals
an apple ten apples water
a child two children happiness
Irregular plurals
a man three men electricity
Hint! Use dictionaries if you are not sure about how to use nouns.
The label [C], [U] or [C/U] next to the noun will help you use the noun correctly.
COUNTABLE NOUNS UNCOUNTABLE NOUNS
How many managers? How much information?

a manager, one manager, (an accountant), a piece of information / three pieces of
three managers information
some / several / (a) few / not many / some / (a) little / not much /
a lot of managers a lot of information
fewer / more managers less / more information
not …any / no managers not …any / no information
all / none all / none
5. 1ST CONDITIONAL
IF + Present simple, will + verb
2ND CONDITIONAL
IF + Past simple, would + verb
If I/you/we/they have time, If I/you/we/they had time, I/you/we/they’d
I/you/we/they’ll go there. go there.
If he/she has time, he/she’ll go there. If he/she had time, he/she’d go there.
We use the 2nd Conditional to show that
We use the 1st Conditional to say that
something is just imagination or probably
something is possible but not certain.
will not happen
6. ADJECTIVE
happy
ADVERB
happily
slow slowly
beautiful beautifully
fast fast
good well
bad badly
simple simply
Adjectives tell us about the noun Adverbs tell us about the verb

APPENDIX
Irregular Verbs A4
Past Past Past Past
Infinitive Translation Infinitive Translation
Simple Participle Simple Participle
was/ mean meant meant a însemna
be been a fi
were meet met met a întâlni
become became become a deveni pay paid paid a plãti
begin began begun a începe put put put a pune
bite bit bitten a muºca read read read a citi
break broke broken a sparge ride rode ridden a cãlãri
bring brought brought a aduce ring rang rung a suna
build built built a construi run ran run a fugi
buy bought bought a cumpãra say said said a spune
catch caught caught a prinde see saw seen a vedea
choose chose chosen a alege sell sold sold a vinde
come came come a veni send sent sent a trimite
cost cost cost a costa show showed shown a arãta
cut cut cut a tãia shut shut shut a închide
do did done a face sing sang sung a cânta
drink drank drunk a bea sit sat sat a ºedea
drive drove driven a conduce sleep slept slept a dormi
eat ate eaten a mânca speak spoke spoken a vorbi
fall fell fallen a cãdea a spune
spell spelt spelt
feel felt felt a simþi pe litere
find found found a gãsi a petrece
fly flew flown a zbura spend spent spent (timpul);
forget forgot forgotten a uita a cheltui
a primi; a sta în
stand stood stood
get got got a ajunge; picioare
a deveni steal stole stolen a fura
give gave given a da swim swam swum a înota
go went gone a merge take took taken a lua
grow grew grown a creºte a preda;
have had had a avea teach taught taught a învãþa
hear heard heard a auzi (pe cineva)
hit hit hit a lovi tear tore torn a rupe
hold held held a þine tell told told a spune
hurt hurt hurt a rãni; a durea a se gândi;
think thought thought
keep kept kept a þine; a pãstra a crede
know knew known a ºti throw threw thrown a arunca
learnt/ learnt/ under- under- under-
learn a învãþa a înþelege
learned learned stand stood stood
leave left left a lãsa; a pleca woke
wake up woken up a (se) trezi
a da cu up
lend lent lent
împrumut wear wore worn a purta (haine)
let let let a lãsa win won won a câºtiga
lose lost lost a pierde write wrote written a scrie
make made made a face

APPENDIX
Scripts A5
Introduction What Type Of Learner Are You?
Paul is a hard-working student. He is very

Daniel is a very quiet student who can’t
ambitious and he wants his English to be
take his eyes off their young and beautiful
perfect. The problem is that he never dares
teacher. If she asked them to write the word
to say or write a word that he hasn’t
conspicuous a million times he would do it
checked in his dictionary. His friends make
without asking why and without daring to
fun of him and call him a bookworm. He is
ask her what that word means. He secretly
secretly in love with Monica. She has a
listens to an old song, trying to remember
natural gift for languages so she is almost
the lyrics.
fluent in English.
Big mouth Victor is the star of the group. Marc just doesn’t care. He seems indifferent
He’s funny, witty, he has answers to all the to everything. Victor’s jokes are boring,
questions in the world. Nobody knows school’s boring, the teachers are boring.
better than he does, not even the teachers. Nobody understands how he manages to do
He makes loads of mistakes, but who cares? so well in the tests. He likes Angela but
It’s what he wants to say, not how he says he’s too proud to tell her. When she looks
it that really matters. at him, he looks away.
Unit II Society, Lesson 2 What’s On The News?
Angela: “Can we now switch on to my Angela: “You know something? I can find
favourite soap?” it in the dictionary if I want to know
Paul: “We’re watching the news. Don’t you what totalitarian means. But right now I
want to know what’s going on in the want to watch “Broken Hearts”. It lasts
world?” only 45 minutes. You can watch the 8
Angela: “I know what I need to know. o’clock news, or listen to the news on
Anyway there are two kinds of news: the radio, or read the newspaper.”
the ones about crimes, murders, thefts Paul: “OK, whatever. I’ll go and read
and all kinds of psychopats that scare something. Let me know when they’ve
me, and the ones about politics, which I put back the pieces.”
don’t understand.” Angela: “What pieces?”
Paul: “What do you mean by “I don’t Paul: “The broken ones, sweetheart!”
understand”?” Angela: “Take off the mask, Paul dear, I
Angela: “It’s all those words that don’t know your secret!”
make sense, like regime and totolatirian Paul: “What mask? What secret?”
and ….” Angela: “The mask of indifference. I know
Paul: “Ha, ha… that’s totalitarian.” your heart’s aching for Monica.”
Angela: “What’s that?” Paul: “No, it’s not.”
Paul: “A totalitarian country or state is a Angela: “Yes, it is. But you’re too shy to
country in which the government….” tell her.”
Unit III Jobs, Lesson 2 Working Mothers
Monica: “I can’t believe how narrow-minded, Victor: “It’s not true! I love women. I want
prejudiced males you two can be!” to protect and take care of them, that’s
why I think they shouldn’t work.”

Angela: “That’s nice.” Angela: “Why start a new business? Her
Monica: “That’s not what I meant. I know husband’s already got one. She could
you love women, you womaniser! I mean, keep the books for him or even run his
if a woman like my sister, who likes her business if she’s good at it.”
job, wants to work, her husband should Paul: “In your soap-operas!”
accept that. And if she’s ambitious Monica: “Wait a minute, Paul. Angela
enough to take up an accountancy course, might be right! If she convinces him that
like she did, he should admire her and she’s doing it so she can help him,
encourage her, not criticise her.” maybe their arguments will finally end.”
Paul: “Why is she studying accountancy if Marc: “That would be a lie, wouldn’t it?”
she’s happy with her job?” Monica: “So, what? Women have to survive
Monica: “She likes it, but she says it’s time in this “man’s world” after all.”
to move on. First she wants to work as Victor: “But it would be nothing, nothing
an accountant, and later maybe she’ll go without a woman … or a girl.”
into business.” Angela: “Oh, I like this song!”
Unit III Jobs, Lesson 3 Are They Underpaid?
Victor: “Ask me what? The answer’s yes!” Monica: “See, Paul? I win! Finally he chose
Paul: “It’s not a ” yes or no” question. If you the business.”
were to choose between working for a large Paul: “In fact he chose them both. One
company or having a small business of after the other.”
your own, which one would you choose?” Monica: “Anyway, the good news is that
Victor: “Neither. My plan is to go abroad.” even if he went to work abroad he’d still
Paul: “To do what?” come back to us.”
Victor: “Anything!” Paul: “He knows we’d miss his big mouth.”
Monica: “So it’s either, not neither! Since Monica: “And his jokes!”
you said you’d do anything.” Victor: “By the way, I know a new one;
Victor: “In fact, I’d work there for a few “There’s this blonde chick driving on
years, for a big or a small firm, it doesn’t the highway, and…”
matter. And then I’d come back with Monica: “Victor… we know this joke!”
enough money to do what I like. Maybe
open a restaurant or a club.”
Unit IV Culture and Technology, Lesson 2 Romeo and Juliet
Angela and Monica are talking in front of the days with period costumes. Shakespeare
cinema, waiting for the others to come out. wrote in the 16th century, not nowadays.”
Angela: “It was horrible. That classic love Monica: “The story is as beautiful today as
story turned into a movie with it was centuries ago. Why not move it
gangsters, guns and leather jackets. I into our society?”
read the play and I cried. It’s for the Angela: “Because there’s no romance in our
theatre, not for the cinema. And even if lives. Men just want sex, they don’t care
they make an adaptation by no means about our feelings, they don’t write
should they make changes to such a poems to us. I’ve never received a love
masterpiece.” letter in my life! All I get is invitations
Monica: “I think it was great. Even though to go out to have some fun together.
it was set in our days, they still kept They don’t like beautiful women, they
Shakespeare’s lines. I think it was a like sexy women.”
fantastic combination of characters from Monica: “What’s wrong in that? I don’t
our days and Shakespeare’s poetic mind being sexy and I don’t mind going
language.” out to have fun. And I don’t think
Angela: “The two just don’t go together. there’s no romance in our lives, I just
They should have placed it all in those think we don’t use the same words to

express our feelings. If men don’t write Victor: “Hi girls! Did you enjoy the movie?
love letters and poems it doesn’t mean I liked their cars and bikes, but Juliet
that they don’t have feelings. They just wasn’t very sexy, was she?”
put them into different words.” Angela: “See what I mean?”
Angela: “Anyway, I wish I had lived in Monica, smiling: “Hm… Yes!”
those days and I wish there was a Victor: “No!... What do you mean?!”
Romeo for me.” Marc: “She means there’s nothing in your
Monica: “Don’t worry. There must be one head but cars and sex, that’s what she
for you! He might be just round the means!”
corner. So you don’t have to go five Victor: “It’s not true. There’s more.”
centuries back in time to find him.” Monica: “Obviously, there’s football.”
Victor and Marc are approaching the girls Victor: “These women! Why must they
from round the corner. always know everything?”
Angela: “Very funny! Can it be one of
them,… I wonder…?”
Unit IV Culture and Technology, Lesson 3 The World’s Going Crazy
Marc: “Did you watch “On the Beach” last Monica: “Come to think of it, most of us
night? How can they make such films? are irresponsible to some extent.”
How can they write such books? How Daniel: “What do you mean? Ordinary
can anyone imagine that the whole people like us would not decide that
population on this planet can nuclear bombs are the solution to put an
disappear?” end to conflicts.”
Daniel: “I think it’s good that they make Monica: “No, but think how many people
films like this one. It makes people smoke knowing that it ruins their health,
think of the possible consequences of they get mobile phones whether they
irresponsible acts.” need them or not, they spend hours in
Marc: “What acts? People didn’t do front of their computers eating junk food
anything to make those bad things and expecting doctors to perform
happen. It was the leaders’ decision to miracles.”
use nuclear bombs in their desire to gain Paul: “I don’t smoke and I don’t eat junk
more power.” food. But what’s wrong with mobile
Daniel: “Exactly. But politicians and phones and computers? I think they are
generals are people like us. Films like useful. We live in the age of technology
this one might make them consider the after all. Are you suggesting that we
danger in their reckless decisions.” should give up on the benefits we get
Angela: “I don’t understand. They from these machines and go back to
destroyed the enemy but at the same living in nature like our ancestors?”
time they destroyed themselves. Nobody Monica: “No, that’s not what I wanted to
survived. What’s the point in killing say. What I’m saying is that our lives are
your enemy if you die as well? Or did stressful and we sometimes don’t care
they think they were immortal?” about our health.”
Paul: “They say power makes people blind. Victor: “When you’re done with your
Once in power, people get the virus that health education lesson, will you come
makes them want more and more power, outside and watch our football game?”
so they forget they are human beings. Monica: “Maybe next time. I haven’t
They have no feelings, no pity. Nothing checked my emails for three days. I’m
can stand in their way to achieve what afraid it will take some time to reply to
they want.” all of them.”
Victor: “I see. It’s something like: “If I can’t
get it nobody will.”

APPENDIX
Lyrics A6
I.1 “Englishman In New York” II.1 “Candle In The Wind” (Elton John)
I don’t drink coffee I take tea my dear Goodbye Norma Jean
I like my toast done on one side Though I never knew you at all
And you can hear it in my accent when I talk You had the grace to hold yourself
I’m an Englishman in New York While those around you crawled
They crawled out of the woodwork
See me walking down Fifth Avenue And they whispered into your brain
A walking cane here at my side They set you on the treadmill
I take it everywhere I walk And they made you change your name
I’m an Englishman in New York
And it seems to me you lived your life
I’m an alien I’m a legal alien Like a candle in the wind
I’m an Englishman in New York Never knowing who to cling to
I’m an alien I’m a legal alien When the rain set in
I’m an Englishman in New York And I would have liked to have known you
But I was just a kid
If, “Manners maketh man” as someone said Your candle burned out long before
Then he’s the hero of the day Your legend ever did
It takes a man to suffer ignorance and smile
Be yourself no matter what they say Loneliness was tough
The toughest role you ever played
I’m an alien […] Hollywood created a superstar
Modesty, propriety can lead to notoriety And pain was the price you paid
You could end up as the only one Even when you died
Gentleness, sobriety are rare in this society Oh the press still hounded you
At night a candle’s brighter than the sun All the papers had to say
Was that Marilyn was found in the nude
Takes more than combat gear to make a man
Takes more than a license for a gun Goodbye Norma Jean
Confront your enemies, avoid them when you can From the young man in the 22nd row
A gentleman will walk but never run Who sees you as something as more than sexual
More than just our Marilyn Monroe
I.2 Gone Fishing (Chris Rea)
I’m going fishing II.2 “Democracy” (Leonard Cohen)
I got me a line It’s coming through a hole in the air,
Nothin’ I do’s gonna’ make the difference from those nights in Tiananmen Square.
So I’m taking the time It’s coming from the feel
that this ain’t exactly real,
And you ain’t never gonna’ be happy or it’s real, but it ain’t exactly there.
Anyhow, anyway From the wars against disorder,
So I’m going fishing from the sirens night and day,
And I’m going today from the fires of the homeless,
from the ashes of the gay:
I’m going fishing Democracy is coming to the U.S.A.
Sounds crazy I know It’s coming through a crack in the wall;
I know nothing about fishing on a visionary flood of alcohol;
But just watch me go from the staggering account
of the Sermon on the Mount
And when my time has come which I don’t pretend to understand at all.
I will look back and see It’s coming from the silence
Peace on the shoreline on the dock of the bay,
That could have been me from the brave, the bold, the battered
heart of Chevrolet:
You can waste whole lifetime
Democracy is coming to the U.S.A.
Trying to be
What you think is expected of you It’s coming from the sorrow in the street,
But you’ll never be free the holy places where the races meet;
from the homicidal bitchin’
May as well go fishing
that goes down in every kitchen
to determine who will serve and who will eat.

From the wells of disappointment won / And I’ve got this intuition, says it’s all for
where the women kneel to pray your fun / And now will you tell me why?“
for the grace of God in the desert here
and the desert far away: The young queen, she fixed him with an arrogant
Democracy is coming to the U.S.A. eye / She said, “You won’t understand, and you
may as well not try” / But her face was a child’s,
Sail on, sail on and he thought she would cry / But she closed
O mighty Ship of State! herself up like a fan.
To the Shores of Need
Past the Reefs of Greed And she said, “I’ve swallowed a secret burning
Through the Squalls of Hate thread / It cuts me inside, and often I’ve bled” / He
Sail on, sail on, sail on, sail on. laid his hand then on top of her head / And he
bowed her down to the ground.
It’s coming to America first,
the cradle of the best and of the worst. “Tell me how hungry are you? How weak you
It’s here they got the range must feel / As you are living here alone, and you
and the machinery for change are never revealed / But I won’t march again on
and it’s here they got the spiritual thirst. your battlefield” / And he took her to the window
It’s here the family’s broken to see.
and it’s here the lonely say
that the heart has got to open And the sun, it was gold, though the sky, it was
in a fundamental way: gray / And she wanted more than she ever could
Democracy is coming to the U.S.A. say / But she knew how it frightened her, and she
turned away / And would not look at his face
It’s coming from the women and the men. again.
O baby, we’ll be making love again.
We’ll be going down so deep And he said, “I want to live as an honest man / To
the river’s going to weep, get all I deserve and to give all I can / And to love
and the mountain’s going to shout Amen! a young woman who I don’t understand / Your
It’s coming like the tidal flood highness, your ways are very strange.”
beneath the lunar sway, But the crown, it had fallen, and she thought she
imperial, mysterious, would break / And she stood there, ashamed of
in amorous array: the way her heart ached / She took him to the
Democracy is coming to the U.S.A. doorstep and she asked him to wait / She would
Sail on, sail on… only be a moment inside.
I’m sentimental, if you know what I mean Out in the distance her order was heard / And the
I love the country but I can’t stand the scene. soldier was killed, still waiting for her word / And
And I’m neither left or right while the queen went on strangeling in the
I’m just staying home tonight, solitude she preferred / The battle continued on
getting lost in that hopeless little screen.
But I’m stubborn as those garbage bags III.2 This Is a Man’s World (James Brown)
that Time cannot decay, This is a man’s world, this is a man’s world / But it
I’m junk but I’m still holding up wouldn’t be nothing, nothing without a woman or
this little wild bouquet: a girl
Democracy is coming to the U.S.A.
You see, man made the cars to take us over the road
/ Man made the trains to carry heavy loads / Man
II.3 “The Queen & The Soldier” (Suzanne Vega) made electric light to take us out of the dark / Man
The soldier came knocking upon the queen’s door made the boat for the water, like Noah made the
/ He said, “I am not fighting for you any more” / ark
The queen knew she’d seen his face someplace
before / And slowly she let him inside. This is a man’s, a man’s, a man’s world / But it
wouldn’t be nothing, nothing without a woman or
He said, “I’ve watched your palace up here on the a girl
hill / And I’ve wondered who’s the woman for
whom we all kill / But I am leaving tomorrow and Man thinks about a little baby girls and a baby boys
you can do what you will / Only first I am asking / Man makes them happy ‘cause man makes them
you why.” toys / And after man has made everything,
everything he can / You know that man makes
Down in the long narrow hall he was led / Into her money to buy from other man
rooms with her tapestries red / And she never
once took the crown from her head / She asked This is a man’s world / But it wouldn’t be nothing,
him there to sit down. nothing without a woman or a girl
He said, “I see you now, and you are so very young He’s lost in the world of man / He’s lost in
/ But I’ve seen more battles lost than I have battles bitterness
source: www.azlyrics.com

Vocabulary
Introduction
(to) believe = a crede how do you rate your… = cum îþi apreciezi
topic = temã / subiect (de discuþie) / evaluezi…
(to) express yourself freely = sã te exprimi (to) find out = a afla
liber mistake = greºealã
(to) agree = a fi de accord rule = regulã
forever = pentru totdeauna (to) hate = a detesta
(to) be afraid = a-i fi teamã upset = supãrat
that suits you best = care þi se potriveºte I can’t be bothered to… = nu-mi pasã, nu
cel mai bine mã intereseazã
proudly = cu mândrie (to) match = a potrivi, a se potrivi
(to) be able to = a putea, a fi în stare sã improvement = îmbunãtãþire
weak points = puncte slabe advice = sfat, sfaturi
self-assessment = autoevaluare survey = sondaj de opinie
fellow students = colegi
Unit I – People
overhear = a auzi (farã voie) conversaþia (to) share = a împãrþi, a împãrtãºi

altor personae quietly = încet, în liniºte
without fuss = fãrã zarvã instead of = în loc de
(to) hold a referendum = a organiza un sweetener = îndulcitor
referendum for a while = o vreme, pentru un timp
long-haired = cu pãrul lung wholemeal bread = pâine integralã
wavy hair = pãr ondulat heavy smoker = fumãtor înrãit
tanned complexion = pielea (feþei) creolã / wrinkles = riduri
bronzatã lungs = plãmâni
classy guy = tip ºic, elegant even if = chiar dacã
label = etichetã in the dark = în întuneric
(to) apply labels = a eticheta (to) book = a face o rezervare
deskmate = coleg de bancã present = cadou
missing words = cuvintele care lipsesc on your own = de capul tãu, singur
food = mâncare, aliment (to) argue = a se certa
unhealthy = nesãnãtos (to) waste = a risipi, a irosi
(to) lose weight = a slãbi (to) wrap = a împacheta, a ambala
she’s not pleased = nu e mulþumitã that’s settled = este stabilit, aranjat
in great shape = în formã (fizicã) excelentã you bet! = cred ºi eu!
(to) manage = a reuºi guidance = dirijare, ghidare
lifestyle = stil de viaþã tired = obosit
(to) starve = a înfometa the sky is overcast = cerul e plin de nori
ugly = urât(ã) guest = invitat, musafir
it matters = conteazã (to) remind = a aminti
soon = (în) curând

Unit II – Society
candle = lumâmare (to) rule = a conduce, a guverna

(to) grow = a creºte (to) dismiss = a concedia, a destitui
(to) whisper = a ºopti a war broke out = a izbucnit un rãzboi
footsteps = urme de paºi (to) chat = a sta de vorbã
torch = torþã, lanternã vivid memories = amintiri vii
wing = aripã he proved to be = s-a dovedit a fi
sunset = apus twice = de douã ori
tears = lacrimi wedding = cãsãtorie
wealthy = înstãrit, bogat youth = tinereþe
valuable = de valoare stranger = strãin, necunoscut
useless = fãrã rost while = în timp ce
(to) stick = a lipi expensive = scump
(to) score a point = a marca un punct shore = mal
(to deserve = a merita (to) sleep like a log = a dormi buºtean
(to) switch = a comuta, a face schimb coronation = încoronare
(to) hire = a angaja unusual = neobiºnuit
Unit III – Jobs
suitable = potrivit hatred = urã

vacancy = loc / post liber, vacant he can afford = îºi poate permite
home-made = artizanal (to) mess around = a se amesteca
vineyard = vie nursery = creºã
plums = prune (to) summarize = a rezuma
(to) bake = a coace (to) deserve = a merita
the main course = felul principal (la masã) (to) threaten = a ameninþa
(to) hike = a face drumeþii has it occurred to you…? = te-ai gândit
trout = pãstrãv vreodatã…?
loom = rãzboi de þesut I’d rather = aº prefera sã
(to)weave = a þese self-confidence = încredere în sine
linen = pânzã de in (to) borrow = a lua cu împrumut
wool = lânã (to) lend = a da cu împrumut
watermelon = lebeniþã selfishness = egoism
(to) predict = a prezice, a prevedea debts = datorii
in a bad mood = prost dispus(ã) (to) inherit = a moºteni
concerned = îngrijorat (to) gamble = a juca la jocuri de noroc, a
(to) earn (money) = a câºtiga (bani) risca
Unit IV – Culture and Technology
recording = înregistrare statement = afirmaþie

(to) hang = a sta atârnat, a atârna, a (to) dislike = a-i displace
spânzura nowadays = în zilele noastre
bald = chel often = adesea
suit yourself! = fã ce/cum vrei! state your opinion = exprimã-þi opinia
slow workers = muncitori fãrã randament plenty of = suficient, destul
sad = trist (to) fulfill = a îndeplini, a realiza
although = deºi accurate = clar, corect
(to) prevent from = a împiedica (to) widen = a lãrgi

Now What?
Congratulations for having had the patience and energy to

get this far. From now on you’re on your own. We hope we
have succeeded in arousing your interest and you’ll keep
on learning English. We hope you found out new things
about the English speaking world. We hope you have
discovered new countries, met new people and new ideas
that will be useful to you.
Write to us if you ever go to an English-speaking country or

meet a foreigner and you are able to communicate using
words, not just gestures.
Are you listening to more music in English, now that you

can understand at least some of the lyrics?
Be brave and confident in your potential. It’s remarkable

that you decided to take up studies at an age when most
people are too bored or too busy to study. This means that
from now on you can be your own teacher. Now you know
where and how to get the information you need and you
can also teach your friends and family.
You can now mention a foreign language in your CV and

confidently apply for the job that suits you best.
Good luck in life.

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UNIUNEA EUROPEANĂ ȘI MINISTERUL EDUCAŢIEI ȘI CERCETĂRII

Proiect Phare „Acces la educaţie pentru grupuri dezavantajate”

Centrul Step by Step, 2006

Membrii echipei care a elaborat materialele sunt:

Coordonator editorial: Laura Codreanu

Descrierea CIP a Bibliotecii Naţionale a României

© Ministerul Educaţiei și Cercetării

Unit Lesson Functions Language focus Page

• to encourage / warn somebody • Present simple/

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 3

2. Organise your learning:

4 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

6. Find out your strong and weak points (by

7. Review often and regularly. It is practice

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 5

Think about it!

6 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

Illustration Student’s name What he is like: Teacher’s advice

Go for it! Did you get it?

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 7

In this unit you will...

8 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

Where Does She

Short-haired woman: “Germany, France,

10 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

British English American English Translation Take a moment

flat tire = panã de cauciuc the States?

Did you get it?

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 11

Mind Your Health! 2

Angela: “How do you do this?”

2. What do you think Monica will advise Angela to eat?

12 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

Write the senteces in your notebooks using the verbs in

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 13

Are You Coming to the Party? 3

Victor: “I’ll steal his keys and we’ll all wait

14 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

1. I’m sure everything will go well. a. I’ve just decided.

Go for it! Take a moment

• Write a note to remind yourself what you have to do.

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 15

Check Your Progress I

Romanian restaurants in China.

3. Tom Cruise is a famous ________________ actor.

5. Goulash is originally a ________________ dish.

6. Tolstoy and Dostoyevsky were two great ________________ novelists.

British English American English Translation

16 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

V. Change the sentences according to the model.

1. Lisa: I live in Liverpool. _____________________________________________________

2. Marc: I go to the gym by bike. ________________________________________________

3. Paul: I say Monica is right.___________________________________________________

4. Daniel: I do the shopping. ___________________________________________________

5. Angela: I try to keep fit. _____________________________________________________

6. Monica: I wash the vegetables well because I eat them raw.

VI. Choose the best option.

1. I think I’ll buy / I’m buying him a CD.

VII. Answer the questions and then rate your progress.

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR 17

In this unit you will...

18 LIMBA ENGLEZĂ • GHIDUL ELEVULUI

Fame and Fortune 1

1. A lot of people switch during the commercials.

This person writes music for a living. S/he is a c __.

This person serves food and drink in a restaurant. He is a w __.

This person serves customers in a shop. S/he is a s a __.