MINISTERUL AGRICULTURII ŞI INDUSTRIEI ALIMENTARE DIN

REPUBLICA MOLDOVA
UNIVERSITATEA AGRARĂ DE STAT DIN MOLDOVA

FACULTATEA ECONOMIE

Catedra Limbi Moderne

LUCRĂRI METODICE

la disciplina: Limba străină I (engleză I) pentru studenţii specialităţii

366.1-Economie generală
363.1- Business şi administrare
364.1-Finanţe şi Bănci
362.1-Marketing şi Lgistică
362.2-Achiziţii
361.1-Contabilitate

CHIŞINĂU 2015

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Autori: Urum Oxana ,lector universitar;
Hariton Oxana, lector universitar.
Recenzent – Cristina Coşciug, Dr. în Filologie., conf. univ.inter., UASM

Se editează conform Hotărârii

Comisiei metodico-didactice a
UASM din 18. 12. 2014
proces verbal № 2

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 CUPRINS

SEM. I
Introducere ............................................................................................................. 4
UNIT 1. MONEY ..................................................................................................... 5
NOUN.POSSESIVE CASE ...................................................................................... 8
UNIT 2. MSRKETING........................................................................................... 12
ADJECTIVES.DEGREES OF COMPARISON ...................................................... 14
UNIT3. UNEMPLOYMENT.................................................................................. 17
PARTICIPLE I, GERUND, INFINITIVE ............................................................... 19
UNIT 4. HOW BUSINESS COMPETE ................................................................. 23
PRESENT TENSES ................................................................................................ 25
UNIT 5. WHAT CAUSES TECHNOLOGICAL PROGRESS ............................... 27
PAST TENSES ....................................................................................................... 29
UNIT 6. CENTRAL BANKING ............................................................................ 31
PRESENT PERFECT VERSUS PAST SIMPLE .................................................... 33
UNIT 7. DIFFERENCES IN WAGES ACROSS OCCUPATIONS ....................... 35
FUTURE TENSES ................................................................................................. 37
UNIT 8. LOOKING FOR A JOB ........................................................................... 40
BE, APPEAR,SEEM,BECOME,GET,HAVE,DO,MAKE ...................................... 43
UNIT 9. INTERNATIONAL TRADE .................................................................... 45
ADVERBS. DEGREES OF COMPARISON. CONJUNCTIONS: AS,
BECAUSE, FOR, UNLESS .................................................................................... 47
UNIT 10. BUSINESS LETTER WRITING ............................................................ 52
PREPOSITION OF PLACE. PREPOSITION OF TIME......................................... 54
BIBLIOGRAPHY ................................................................................................. 57

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 Introducere
Limba engleza, este limba internaţionala de baza in comerţ, afaceri, comunicaţii,
aviaţie, divertisment, informatica, diplomaţie şi in internet.In plus , este limba
maternă pentru aproximativ 400 de milioane de oameni, şi este utilizată ca a doua
limba în multe ţări.Este cea mai predată limba din lume.Cunoaşterea limbii engleze
fiind o necessitate in multe sectoare şi domenii de activitate.
Lucrări metodică elaborate pentru specialitătii 366.1-Economie generală 363.1-
Business şi administrare 364.1-Finanţe şi Bănci 362.1-Marketing şi Logistică
362.2-Achiziţii 361.1-Contabilitate ai Facultăţii de Economie şi Contabilitate este
destinată studenţilor anului I ai facultăţii de Economie şi Contabilitate ai Universităţii
Agrare de Stat din Moldova pentru însuşirea limbii engleze. Ea a fost pregatită în
corespundere cu curriculum la limba străină I engleza I în cadrul învăţămîntului
universitar şi includ lexic de specialitate în domeniul economic în general.
Îndrumarea conţine 10 lecţii elaborate cuprinzînd întrebări, exerciţii lexicale,
gramaticale, cuvinte ce ţin de specialitate propuse înainte fiecare text cu traducere în
limbile romîna şi rusă, ce contribuie la aprofundarea cunosţintelor la specialitatea în cauză.
Lucrarea îşi propune drept obiectiv de bază să familiarizeze studenţii cu
terminologia din domeniul economic. Lucrările metodice de faţă vor contribui la
îmbogăţirea vocabularului, in general, şi a terminologiei de specialitate, în special,
consolidarea şi aprofundarea cunoştinţelor de limbă, la perfecţionarea tehnicii de
traducere cu dicţionarul, la formarea şi dezvoltarea abilităţilor de comunicare,
utilizînd un limbaj profesional.
Pentru dezvoltarea exprimării orale sunt alcătuite exerciţii de lucru în
grup,studenţii pun întrebări colegilor , îşi expun propria opinie asupra unei probleme.
Pentru dezvoltarea exprimării în scris se propune a alcătui planul textului , a face
rezumatul şi a comenta numeroase probleme.

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 Unit 1. Money. (6 hours)

Objectives: to get acquainted with term money; to revise the Noun. Plural, Singular.
Tasks: to give the explanation of the new terms; to discuss the money functions; to
match the words with their definitions.
Economists define money as anything that is regularly used in economic
transactions or exchanges. We use money regularly, every day. In an ice cream store,
we hand the person behind the counter some dollar bills and coins, and we receive an
ice cream cone. This is an example of an economic exchange. One party hands over
currency – the dollar bills and the coins – and the other party hands over goods and
services (the ice cream cone). Why do the owners of the ice cream stores accept the
dollar bills and coins in payment for the ice cream? The reason is that they will be
making other economic exchanges with the dollar bills that they accept.
At other times and in other societies, different items have been used as money:
precious stones, gold, shells and so on.
Money serves several functions:
a. As a medium of exchange. Suppose money did not exist and you had a car you
wanted to sell in order to buy a boat. You can trade your car directly for a boat.
This would be an example of barter: trading goods directly for goods. But barter
presents obvious problems in making transactions. In a barter system there must
be a coincidence of wants before two people can trade- one must want exactly
what the other has to offer, when and where it is offered, so that the exchange
may occur. A medium of exchange permits the value of goods to be assessed and
rendered in terms of the intermediary, most often, a form of money widely
accepted to buy any other good. Money is accepted in economic exchanges, it
makes economic transactions much easier.
b. As a unit of account. A unit of account is a standard unit of measurement of
value / cost of goods, services, or assets. It lends meaning to profits, losses,
liability, or assets. Money provides a convenient measuring rod when prices for
all goods are quoted in money terms.
c. As a store of value. A recognized form of exchange can be a form of money or
currency. To act as a store of value, this form must be able to be saved and
retrieved at a later time, and be predictably useful when retrieved. If you sell your
car to purchase a boat, you may not be able to purchase the boat immediately. In
the meantime, you will be holding the money you received from the sale of the
car. During that period of time, the value of the money doesn’t change. Here is the
function of money to be a store of value.
Modern forms of money. When using money anonymously, the most common methods
are cash (coins or banknotes), stored-value cards or gold. When you leave a financial record
of the transaction, the most common methods are checks, debit cards and electronic money.
Electronic money (or e-currency, e-money, electronic cash) refers to money which is only
exchanged electronically. This involves the use of computer networks, the Internet.
Electronic Funds Transfer, direct deposits, digital gold currency and virtual currency are all
examples of electronic money. Electronic money provides many benefits: convenience,
privacy, increased efficiency of transactions, lower transaction fees, and new business
opportunities with the expansion of economic activities on the Internet.
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 Words to know

To exchange - a schimba / обменивать

Value – valoare / ценность
Cash - numerar, bani lichizi / наличные
Counter - tejghea/прилавок
Currency - monedă naţională / денежное обращение, валюта
Goods - bunuri, marfă / товар
Service – serviciu / услуга
Payment - plată/оплата
Rod – tijă / шкала
Measure - unitate de măsură, a măsura / мера измерения, измерять
To quote - a indica / котировать, давать расценку
To purchase - a procura / приобретать

Terms to know
Barter is the direct exchange of goods or services between parties involved in a
commercial transaction without money being employed
Medium (of exchange), pl. media or mediums-something that is used for a
particular purpose
Transaction-an individual act of reciprocal giving and receiving in the exchange
process
Debit card-a plastic card that can be used to take money directly from your bank
account when you pay for something
Credit card-a small plastic card that you can use to buy goods and services and pay
for them later
Store card-a card that a particular shop/store provides for regular customers so that
they can use it to buy goods that they will pay for later

Exercises
I. Find in the text English equivalents of the following word combinations
Bancnote şi monede, bunuri şi servicii, mijloc de schimb, unitate de măsură, stocarea
valorii, a procura o barcă, înregistrare financiară a tranzacţiei, orice ce este folosit
regulat în tranzacţii economice, a înmîna bancnote, monedă naţională, proprietar,
plată, comercializarea bunurilor pentru bunuri
Банкноты и копейки, товары и услуги, средство обмена, единица измерения,
накопление ценности, приобрести лодку, запись финансовой сделки, всё что
может быть регулярно использовано в экономических сделках, вручать банкноту,
денежное обращение, владелец, оплата, торговля товарами за другие товары
II. Choose from among the given meanings the one that fits the context
1. A “bill” means here
Check
Money
Suggestion for a new law
A program of entertainment at a theatre
2. An “exchange” means here
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 An argument
A building where business people met in the past
Giving and receiving
3. An “account” means here
An arrangement with a bank
A regular customer
A description
Business records
4. A “store” means here
A large shop
Goods of a particular kind
A place where goods are kept
III. State whether these statements are TRUE or FALSE
1. Money is used irregularly in economic transactions or exchanges.
2. The owners accept money in payment because they will be making other
economic exchanges with it.
3. Barter means trading goods directly for other goods.
4. Money is considered to be a medium of exchange.
5. Money doesn’t provide a convenient measuring rod.
6. No matter how long you hold the money from the sale, its value doesn’t change.
7. Today modern forms of money are bones, shells and feathers.
IV. Complete the following sentences using words from the text
1. Money is anything that is regularly used in…………
2. In an ice cream store, we hand the person behind…………..some dollar bills
and coins.
3. An example of an economic exchange is when one party………….currency and
the other party………goods and services.
4. At other times, different…………have been used as money.
5. Money makes economic transactions……..
6. If you sell your car to……..a boat, you may not be able to……..the boat
immediately.
7. When using money anonymously, the most common methods are………
8. When you leave a financial record of the transaction, the most common methods are…
V. Answer the following questions
1. What is money?
2. Why do the owners accept money in payment for their goods and services?
3. What is barter?
4. What items have been used as money?
5. What are the functions of money?
6. What are the modern forms of money?
VI. Talk on the following topics
1. Why isn’t barter efficient?
2. Modern forms of money.
3. The items that have been used instead of money.

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 GRAMMAR
THE NOUN. POSSESIVE CASE.
There are four kinds of nouns: abstract (love, beauty), common (chair, table),
collective (audience, family) and proper (Ann, Spain).
Gender.
Masculine = men, boys, animals when we know their sex (he).
Feminine = women, girls, ships, animals when we know their sex (she).
Neuter = things, babies/animals when we don’t know their sex (it).
Most personal nouns have the same form whether male of female (doctor, teacher
etc.). Some nouns have different forms, though. Some of these are:
actor - actor emperor - empress king - queen husband - wife
monk - nun steward - stewardess prince – princess son - daughter
boy - girl gentleman – lady landlord - landlady uncle – aunt
hero - heroine grandfather - grandmother barman - barmaid nephew - niece
brother – sister (bride)groom – bride waiter – waitress father – mother
duke - duchess policeman - policewoman widower - widow lord - lady
English nouns are often described as "countable" or "uncountable".
Countable nouns are easy to recognize. They are things that we can count. For
example: "pen". We can count pens. We can have one, two, three or more pens. Here
are some more countable nouns:
e.g. dog, cat, animal, man, person, bottle, box, litre
Countable nouns can be singular or plural:
e.g. My dog is playing. My dogs are hungry.
We can use the indefinite article a/an with countable nouns:
e.g. A dog is an animal.
When a countable noun is singular, we must use a word like a/the/my/this with it:
ke.g. I want an orange. (not I want orange.) Where is my bottle? (not Where is
bottle?)
When a countable noun is plural, we can use it alone:
e.g. I like oranges. Bottles can break.
Uncountable nouns are substances, concepts, etc. that we cannot divide into separate
elements. We cannot "count" them. For example, we cannot count "milk". We can
count "bottles of milk" or "litres of milk", but we cannot count "milk" itself. Here are
some more uncountable nouns:
music, advice, information, news, furniture, sugar, butter, electricity, money,
currency
We usually treat uncountable nouns as singular. We use a singular verb. For example:
This news is very important. Your luggage looks heavy.
We do not usually use the indefinite article a/an with uncountable nouns. We cannot
say "an information" or "a music". But we can say a something of:
a piece of news, a bottle of water, a grain of rice
Sometimes, the same noun can be countable and uncountable, often with a change of
meaning.

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 Countable Uncountable
There are two hairs in my coffee! hair I don't have much hair.
There are two lights in our bedroom. light Close the curtain. There's too much light!
It's difficult to work when there is too
Shhhhh! I thought I heard a noise. noise
much noise.
Have you got a paper to read? I want to draw a picture. Have you got
paper
(= newspaper) some paper?
Our house has seven rooms. room Is there room for me to sit here?
Last week I missed my classes for
time Have you got time for a coffee?
three times.
Macbeth is one of Shakespeare's
work I have no more.
greatest works.
A couple of, several, a few, many, a (large, great, good) number of, both are
followed by a countable noun. (Too) much, a little, a great/good deal of, a small/large
amount/quantity of are followed by an uncountable noun. A lot of, lots of, hardly any,
some, no, plenty of are followed by a countable or uncountable noun.
Possessive form.
To make the possessive form of nouns in writing, we add 's ('apostrophe s') to
singular nouns and to irregular plurals that don't end in -s:
e.g. Philip's car; the college's administrators; the women's liberation movement
and add ' (an apostrophe) to regular plurals:
e.g. the boys' football boots; the companies' difficulties.
The noun following a possessive form can be left out when we talk about someone's
home or some shops and services (e.g. the newsagent's, the chemist's, the hairdresser's):
e.g. We're going to Linda's for the evening. (= Linda's home)
We also usually leave out the noun when the meaning is clear in cases like:
e.g. 'Whose hat is this?' 'Richard's.' (rather than Richard's hat.)
In general, we are more likely to use the possessive 's form of a noun:
• when the noun refers to a particular person or group of people:
e.g. Carolyn's illness (rather than the illness of Carolyn)
• when we are talking about time, as in:
e.g. next year's holiday prices (rather than the holiday prices of next year)
In general, we are more likely to use the of + noun form:
• with an inanimate noun, i.e. referring to something that is not living:
e.g. the cover of the book (or the book cover) (rather than the book's cover)
• when we are talking about a process, or a change over time:
e.g. the establishment of the committee (rather than the committee's establishment)
• when the noun is a long noun phrase:
e.g. She is the sister of someone I used to go to school with, (rather than She is
someone I used to go to school with's sister.)
Compound nouns.
When we want to give more specific information about someone or something, we
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sometimes use a noun in front of another noun:
e.g. rice pudding, a glasshouse, the kitchen cupboard, a window-cleaner, a hill fog
When a particular combination is regularly used to make a new noun, it is called a
COMPOUND NOUN. We sometimes make compound nouns which consist of more
than two nouns:
e.g. a milk chocolate bar, an air-traffic controller, a dinner-party conversation
Some compound nouns are usually written as one word (e.g. a tablecloth), some as
separate words (e.g. waste paper), and others with a hyphen (e.g. a word-processor).
Some compound nouns can be written in more than one of these ways (e.g. a golf
course or a golf-course).
To make a compound noun plural we usually make the second noun plural:
e.g. coalmine(s), office-worker(s), tea leaf / tea leaves
However, in compound nouns that consists of two nouns joined by of or in, we make
a plural form by making the first noun plural:
e.g. bird(s) of prey, rule(s) of thumb, commander(s)-in-chief
Notice that we say:
a ten-minute speech, a 60-piece orchestra, a five-year-old child
Noun + ‘s + noun.
Sometimes a noun + noun is not appropriate and instead we use noun + 's + noun
(possessive form) or noun + preposition + noun. In general, we prefer noun + 's + noun:
• when the first noun is the user (a person or animal) or users of the item in the
second noun:
e.g. a baby's bedroom, a lion's den, a women's clinic
• when the item in the second noun is produced by the thing (often an animal) in the first:
e.g. goat's cheese, duck's eggs, cow's milk
• when we talk about parts of people or animals; but we usually use noun + noun to
talk about parts of things.
e.g. a woman's face, a boy's arm, a whale's tail, a giraffe's neck
We prefer noun + preposition + noun:
• when we talk about some kind of container together with its contents.
e.g. a cup of tea (= a cup with tea in it) and a tea cup (= a cup for drinking tea from)
• when the combination of nouns does not necessarily refer to a well-known class of items.
e.g. a grammar book (a well-known class of books) but a book about cats
(rather than 'a cat book').
1. Give the plural of the following nouns:
Value, rod, money, page, dish, cage, mass, bench, lady, tie, test, company, city, part,
place, factory, colony, hero, leaf, man, half, bus, wolf, fox, clock, roof, opportunity,
eye, barter, service, function, form, store, person, method, transaction, suggestion,
exchange, payment, debit card, banknote, dollar, stone, shell.
2. Put (M) for male, (F) for female or (M/F) for both in the spaces.
doctor – (M/F) pilot child landlord
nurse waiter lord stewardess
teacher wife queen grandfather
typist driver lady policeman
student barman scientist engineer
bride king prince musician
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3. Write the masculine or feminine of the following if there is a difference.
husband - nephew - doctor -
politician - policeman - monk -
brother - lawyer - duke -
uncle - waiter - clerk -
student - actor - shop assistant -
4. Fill in: is or are
1. Where ___ your trousers?
2. Could you tell me where the scissors ___?
3. Tonight, there ___ athletics on TV.
4. Money ___ easy to spend and difficult to save.
5. Gloves ___ worn in cold weather.
6. This student’s knowledge ___ amazing.
7. Love ___ the reason for much happiness in the world.
8. This bread ___ stale.
9. Your pajamas ___ on the bed.
10. My luggage ___ too heavy to carry.
11. My advice to you ___ to stay in bed.
12. Physics ___ my favourite subject.
13. Measles ___ a common illness.
14. The glasses ___ in the cupboard.
15. My mum’s hair ___ really long.
16. Our bathroom scales ___ quite accurate.
17. Darts ___ a popular game in England.
18. This work ___ too hard for me.
19. People ___ unhappy with the new tax system.

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 Unit 2. Marketing. (6 hours)
Objectives: to discuss the marketing concept; to revise the Adgective.The degrees of
comparison;
Tasks: to consider problems that arise in marketing; to deal with lexical tasks, to
evaluate proposals in a meeting; to make future arrangements.
The American Marketing Association defines marketing as “the process of planning
and executing the conception, pricing, promotion and distribution of ideas, goods and
services to create exchanges that satisfy individual and organizational objectives.”
The process that leads any business to success is the following: First, the firm
must talk to its potential customers to assess their needs for its products or services.
Then the firm must develop a product or service to satisfy those needs. Finally, the
firm must continue to seek ways to provide customer satisfaction. This process is an
application of the marketing concept.
To implement marketing concept a firm must first obtain information about its
present and potential customers. Next, the firm must mobilize its marketing resources to
provide a product that will satisfy its customers and price the product at a level that is
acceptable to buyers. Then the firm should promote the product so that potential
customers will be aware of its existence. And finally, the firm must ensure that the product
is distributed so it is available to customers where and when needed. At the end the firm
must again obtain marketing information regarding the effectiveness of its efforts.
Markets and their classification. A market is a group of individuals,
organizations or both who have needs for products and who have the ability,
willingness and authority to purchase such products. Markets are classified are
consumer, industrial and reseller markets. Consumer markets consist of purchasers
who intend to consume and who do not buy products to make a profit. Industrial
markets purchase specific kinds of products for use either in day-to-day operations or
in making other products for profit. Reseller markets consist of intermediaries such as
wholesalers and retailers who buy finished products and sell them for a profit.
After classifying and identifying its market, an organization must develop
marketing strategies to reach the audience. A marketing strategy is a plan that will
enable an organization to make the best use of its resources and advantages to meet
its objectives. A marketing strategy consists of: 1) the selection and analysis of a
target market and 2) the creation and maintenance of an appropriate marketing mix
that is a combination of a product, price, distribution and promotion developed to
satisfy a particular target market.

Words to know
Customer – client, consummator / клиент
To assess – a aprecia, a evalua / оценивать
To seek – a căuta / искать
To provide – a asigura, a aproviziona / обеспечивать
To be aware of – a fi conştient de / осознавать
To ensure – a (se) asigura, a garanta / обеспечивать, гарантировать
Available – accesibil, disponibil / доступный, имеющийся в расположении
Willingness – bunăvoinţă / желание, готовность
Reseller – / торговый посредник
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Wholesaler – angrosist / оптовик
Retailer – comerciant cu amănuntul / розничный торговец
Maintenance – menţinere, întreţinere / поддержка, обеспечение

Terms
1. target – a result that you try to achieve, e.g. business goals and targets
Synonyms: objective, goal, object, end.
Patterns and collocations:
to work towards a target
impossible / ambitious / difficult / tough / unrealistic target
economic / financial/ business / sales targets
to set / reach / succeed in / meet / exceed / fall short of / agree / identify a target
to achieve a target
2. to purchase – to buy smth
3. to price – to fix the price of something at a particular level
Idiom: to price yourself / smth out of the market – th charge such a high price for
your goods, services that nobody wants to buy them.
Price – the amount of money that you have to pay for smth.
Synonyms: cost, value, expense, worth.
Patterns and collocations:
The high price of smth
The real / true price of smth
To put / set price on smth
To lower / reduce / cut the price of smth
To increase / raise the price of smth
To drop / fall / go down in price
To go up / increase / rise in price
4. consumer – a person who buy goods or uses services
5. customer – a person or an organization that buys smth from a shop / store or business
6. advantage – a thing that helps you to be better or more successful than other people

Exercises
1. Find in the text English equivalents for these word combinations.
A satisface obiectivele individuale şi organizaţionale, clienţi potenţiali, a evalua
necesităţi, a căuta căi pentru prestarea satisfacţiei clientului, a obţine informaţie,
resurse comerciale, a promova produsul, a şti despre existenţa lui, produsul este
distribuit, a procura astfel de produse, consumatorii nu cumpără produse pentru
profit, operaţiuni zilnice, vânzători en gros sau cu amănuntul, a folosi cât mai bine
resursele şi avantajele sale, piaţa vizată.
Удовлетворять индивидуальным и организационным целям, потенциальные
клиенты, оценивать нужды, искать способы удовлетворения клиентов, получать
информацию, коммерческие ресурсы, продвигать товар, знать об его
существовании, товар распространяется, приобретать подобные товары,
потребители не покупают товары ради выгоды, ежедневные операции (сделки),
оптовые или розничные торговцы, использовать как можно эффективней свои
ресурсы и преимущества, определенный рынок.
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2. Insert if necessary prepositions.
1. The firm must talk … its potential customers to assess their needs … its products
or services. 2. A firm must obtain information … its present and potential customers.
3. A firm provides a product that will satisfy … its customers and price the product
… a level that is acceptable … buyers. 4. Potential customers will be aware … the
products’ existence. 5. Industrial markets purchase specific kinds of products … use
either in day-to-day operations or in making other products for profit. 6. Retailers buy
finished products and sell them … a profit.
3. Form nouns from the given verbs using the suffix - er and translate them.
To buy, to sell, to purchase, to consume, to produce, to work, to write, to read, to
manage, to retail, to trade, to research, to lead.
4. Find the synonyms of the words below.
Objective, to buy, value, goods, requirement, advertisement, to know, readiness, to allow
5. Answer the following questions.
a) How does the American Marketing Association define marketing?
b) What first step should a firm make to achieve success?
c) What is the second step?
d) What is the third step?
e) What is the fourth step?
f) What is a market?
g) What do consumer markets consist of?
h) What do industrial markets purchase?
i) What are reseller markets?
j) What is the definition of a marketing strategy?
6. Translate the following patterns and collocations and make up sentences
using them.
The high price of smth., to set a price on smth., to lower / reduce the price of smth., to
increase / raise the price of smth., to achieve a target, to set / reach a target.

GRAMMAR
THE ADJECTIVE. DEGREES OF COMPARISON.
Adjectives describe nouns. They have the same form in both the singular and the plural.
They normally go before nouns. They also go alone (without nouns) after the verbs:
appear, be, become, feel, seem, smell, taste, etc. e.g. She had a bad dream.
Adverbs normally describe verbs, adjectives or other adverbs. e.g. She drives carefully.
There are 2 basic positions for adjectives:
1. before the noun
2. after certain verbs (be, become, get, seem, look, feel, sound, smell, taste)
adj. noun verb adj.
1 I like big cars.
2 My car is big.
We sometimes use more than one adjective before the noun:
e.g. I like big black dogs. She was wearing a beautiful long red dress.
What is the correct order for two or more adjectives?
1. The general order is: opinion, fact:
14
 a nice French car (not a French nice car)
("Opinion" is what you think about something. "Fact" is what is definitely true about
something.)
2. The normal order for fact adjectives is size, age, shape, colour, material, origin:
a big, old, square, black, wooden Chinese table
An adjective can come after some verbs, such as: be, become, feel, get, look, seem,
smell, sound
Even when an adjective comes after the verb and not before a noun, it always refers
to and qualifies the subject of the sentence, not the verb.
Ram is English. Dinner smells good tonight.
Because she had to wait, she became impatient. This milk tastes sour.
That new film doesn't sound very interesting. It smells bad.

Degrees of comparison (positive, comparative, superlative)

Short adjectives
1-syllable adjectives old, fast
2-syllable adjectives ending in -y happy, easy
Normal rule: add "-er" (comparative) and “-est” old > older > the oldest
(superlative)
Variation: if the adjective ends in -e, just add -r late > later > the latest
Variation: if the adjective ends in consonant, vowel, big > bigger > the biggest
consonant, double the last consonant
Variation: if the adjective ends in -y, change the y to i happy > happier > the happiest
Long adjectives
2-syllable adjectives not ending in -y modern, pleasant
all adjectives of 3 or more syllables expensive, intellectual
Normal rule: use "more" (comparative) and “the modern > more modern > the
most” (superlative) most modern
expensive > more expensive >
the most expensive
Exception
The following adjectives have irregular forms:
good > better > the best bad > worse > the worst
well (healthy) > better > the best far > farther/further > the farthest / the furthest

1. Put the comparative or superlative form of the adjectives in brackets.

The sinking of the Titanic is one of the most famous shipwreck stories of all time. The
Titanic was said to be ___ (safe) ocean liner ___ the world. When it set sail, all the
cabins were full, from ___ (expensive) to ___ (cheap) ones on the lower deck. Some
of ___ (rich) people ___ the world set sail for America on one of ___ (long) and ___
(dangerous) crossings attempted by such a liner. The captain was one of ___ (good),
but he made a big mistake which caused hundreds of deaths. As they sailed on, the
going became ___ (difficult). Suddenly the captain saw an iceberg ahead but, by then,
15
it was too late to do anything. They sailed ___ (close) until finally they hit it.
Everyone rushed to the lifeboats. Some survived but many died. The survivors said it
was ___ (frightening) experience ___ their lives and they felt like ___ (lucky) people
on earth to have survived.
2. Fill in the sentences with the comparative or superlative degree of the
adjectives given in parantheses:
1.Mary is…… of the three sisters (young).2.The soup we had yesterday was even …..
then the soup we had a week ago(good).3.This is …….painting I have even
seen(beautiful).4. That room is even ……yours(light).5.I always buy food at
…….shop (near).6.She lives……away than he does(far).7.Our lab is equipped with
……..apparatus(last).8.Have you any……news to tellus(far)? 9.My……….brother is
a doctor(old).10. The …….I can do for him is to go with him(little).

16
 Unit 3. Unemployment. (6 hours)
Objectives: to exchange information about unemployment; to enumerate the basic
types of unemployment; to explain the ParticipleI, Gerund, Infinitive;
Tasks: to follow the presentation of terms; to discuss types of unemployment; to
explain the difference between ParticipleI, Gerund and Infinitive.
The unemployed are those individuals who do not currently have a job but who are
actually looking for work. The employed are individuals who currently have jobs.
Together the unemployed and employed comprise the labour force. We can divide
unemployment into three basic types. During periods of crisis, recession firms will not
want to employ as many workers as they do in good times because they are not producing
as many goods and services. The result will be fewer workers with jobs and rising
unemployment. This is cyclical unemployment. Frictional unemployment is the
unemployment that occurs naturally during the normal workings of an economy. People
change jobs, move across the country, search for new opportunities. These are the reasons
of frictional unemployment. During the six months in which you are looking for a good
job, you are among those unemployed who make up frictional unemployment.
Structural unemployment occurs because of a mismatch between the jobs that
are available and the skills of workers who are seeking jobs. Workers with low skills
may not find opportunities for employment. If the government requires employers to
pay wages, taxes and benefits that exceed the contribution of these workers, firms
will not be likely to hire them.
The level of unemployment at which there is no cyclical unemployment is called
the natural rate of unemployment. In the United States today economists estimate that
the natural rate of unemployment is between 4% and 5.5%. The natural rate of
unemployment can vary over time and will differ across the countries. In Europe, for
example, the natural rate of unemployment is between 7% and 10%. The actual
unemployment rate can be higher or lower than the natural rate of unemployment.
Different groups of people suffer more unemployment than other groups. Adults
have lower unemployment rates than teenagers. On average men and women have the
same unemployment rates, but the unemployment rates for married men and women
are lower than unemployment rates of women who maintain families alone.

Words to know
To employ – a angaja / предоставлять работу
Employment – serviciu / занятие, работа
Employer – angajator / работадатель
Employee – salariat / служащий
Unemployment – şomaj / безработица
Unemployed – şomer / безработный
To search = to seek = to look for – a căuta / искать
To occur – a apărea, a avea loc / случаться, происходить
Mismatch – nepotrivire / несоответсвие
Wage – salariu / зарплата
Tax – taxă, impozit / налог
To exceed – a depăşi / превышать

17
 Terms.
1. Labour force – the people who work or are available for work in a country or company.
Synonym: workforce
2. To hire – to give smb a job
3. To vary – to change or be different according to the situation
4. Rate – a measurement of the speed at which smth happens
5. To maintain – to make smth continue at the same level, standard
Synonyms: preserve, insist, keep
6. Job – work for which you receive regular payment
Idioms:
Do the job – to be effective in doing what you want e.g. This extra strong glue should
do the job.
Do a good/bad job e.g. They did a very professional job.
Good job e.g. It’s a good job you were there to help.
Synonyms: post, position, placement, appointment, opening.
e.g. 1) He’s trying to get a job in a bank.
2) a key post in the new government
3) a senior position in a large corporation
4) We have several vacancies for casual workers.
5) a summer placement with a computer firm
6) This is a permanent appointment, requiring commitment and hard work.
7) There are several openings in the sales department.
Patterns:
A permanent / temporary job
A full-time / part-time job
To apply for a job
To resign from / leave / quit a job
Exercises
1. Find in the text English equivalents for these word combinations.
Şomer, serviciu, a căuta serviciu, muncitor, forţa de muncă, şomaj, criză, a angaja,
şomaj ciclic, şomaj fricţional, a căuta noi oportunităţi, a forma, şomaj structural,
nepotrivire, competenţe joase, angajator, a plăti salarii, rata naturală a şomajului.
Безработный, работа, искать работу, служащий, рабочая сила, безработица,
кризис, нанимать на работу, циклическая безработица, фракционная
безработица, искать новые возможности, составлять, структурная безработица,
несоответствие, низкое мастерство, работодатель, платить зарплату,
естественный коэффициент безработицы.
2. Match the words as in the text.
have unemployment
labour force
cyclical skills
to search for a job
low wages, taxes, benefits
to pay families alone
natural new opportunities
to maintain rate of unemployment
18
3. Find the antonyms of the given words.
Employment, prosperity, to hire, match, unnatural, high, adult, men, single.
4. Complete the sentences.
1. The unemployed are those people … . 2. … comprise the labour force. 3. Cyclical
unemployment occurs when … . 4. Frictional unemployment is … . 5. Structural
unemployment occurs … . 6. … is called the natural rate of unemployment. 7. In
Europe the natural rate of unemployment is … . 8. Adults have … than teenagers. 9.
The unemployment rates for married men and women are lower than … .
5. Make up sentences with the following patterns.
A permanent / temporary job, a full time / part time job, to apply for a job, to resign /
leave / quit a job, to do a good / bad job.
6. Answer the questions.
a) What is the definition of unemployment?
b) What is the labour force formed of?
c) What are the three basic types of unemployment?
d) Define the cyclical unemployment.
e) What is frictional unemployment?
f) When does structural unemployment occur?
g) What is called natural rate of unemployed?
h) What groups of people suffer more unemployment?
7. Word box.
The synonyms of the word “job” are: post, position, vacancy, placement,
appointment, opening. Note their use in the sentences and translate them.
1. He is trying to get a job in a bank.
2. He occupies a key post in the new government.
3. They offered me a senior position in a large corporation.
4. We have several vacancies for casual workers.
5. I have got a summer placement with a computer firm.
6. This is a permanent appointment requiring commitment and hard work.
7. There are several openings in the sales department.

GRAMMAR
Participle I .Gerund. Infinitive.
INFINITIVE/ -ING FORM/ PARTICIPLES
The infinitive and –ing form
Forms of the Infinitive Forms of the –ing form
Active Voice Passive Voice Active Voice Passive Voice
Present (to) repair (to) be repaired repairing being repaired
Present Cont. (to) be repairing - -
Perfect (to) have repaired (to) have been having having been
repaired repaired repaired
Perfect Cont. (to) have been - -
repairing
* Passive Present Continuous and Perfect Continuous Infinitives are rarely used.
The Present Infinitive refers to the present of future. I hope to meet her tonight.
The Present Continuous Infinitive expresses an action happening now. He must be
19
sleeping now. The Perfect Infinitive is used to show that the action of the Infinitive
happened before the action of the verb. He claims to have worked here before. (First
he worked here, then he claimed he had worked here.) The Perfect Continuous
Infinitive is used to emphasise the duration of the action of the Infinitive, which
happened before the action of the main verb. He looks tired. He seems to have been
studying for the test all night.
The Present Gerund (-ing form) refers to the present or future. Ann enjoys
walking in the woods. The Perfect Gerund (-ing form) shows that the action of the –
ing form ahs happened before the action of the main verb. We can use the Present
Gerund instead of the Perfect Gerund without a difference in meaning. He denied
having killed James. OR He denied killing James.
Subject of the Infinitive / -ing form
When the subject of the infinitive or of the –ing form is different from the subject of
the verb, then an object pronoun (me, you, him etc) or a noun is placed before the
infinitive or the –ing form. I want him / John help me. The subject of the –ing form
can also be a possessive adjective (my, your etc) or the possessive form of the noun. I
remember his/him/Tim’s/Tim talking about that island.
The to-infinitive is used: The –ing form is used:
to express purpose as a noun
She went out to buy some milk. Eating vegetables is good for your health.
after certain verbs (advise, agree, appear, after certain verbs (admit (to), avoid,
decide, expect, hope, promise, refuse etc) consider, continue, delay, deny, enjoy,
He promised to be back at 10 o’clock. escape, excuse, fancy, finish, forgive,
after certain adjectives (angry, happy, glad imagine, involve, keep (= continue), look
etc) forward to, mention, mind, miss, object to,
She was glad to see him. postpone, practice, prevent, report, resist,
after question words (where, how, what, risk, save, stand, suggest, understand etc)
who, which, but not after “why”) He admitted to stealing the painting.
Has she told you where to meet him? But: I after love, like, dislike, hate, enjoy, prefer
don’t know why he left so early. (to express general preference)
after would like / would love / would prefer He likes cooking (in general).
(to express specific preference) * Note: like + to + inf = it’s a good idea; it’s
I’d love to go for a walk. useful
after nouns I like to eat a healthy breakfast. (specific
It’s a pleasure to work with you. preference)
after too / enough constructions after I’m busy, it’s no use, it’s (not) good,
He’s too short to reach the top shelf. it’s (not) worth, what’s the use of, can’t help,
He isn’t tall enough to reach the top shelf. there’s no point (in), can’t stand, be/get used
with it + be + adjective (+ of + object) to, be/get accustomed to, have difficulty (in)
It was nice of him to remember my birthday. It’s no use complaining.
with “only” to express unsatisfactory result after “go” for physical activities
He called me only to say that he would be late. They go skiing every winter.
The infinitive without to is used: after spend/waste time
after modal verbs (must, can, will etc) He wasted his time playing video games.
You must be back at 12 o’clock. after prepositions
after had better / would rather He entered without knocking at the door.
I’d rather have stayed in last night. after see, hear, listen, watch to express an
after make/let/see/hear/feel + object incomplete action, an action in progress
Mum let me watch TV. I made him or a long action
20
apologise. I saw Kate painting the kitchen. (I saw Kate
BUT: In the passive for: be made/be in the middle of painting. I saw part of the
heard/be seen + to –infinitive action in progress. I didn’t wait until she
He was made to apologise. had finished.)
BUT: see, hear, listen, watch + infinitive
NOTE: help is followed by a to-infinitive or without to to express a complete action,
an infinitive without to. something that one saw or heard from
She helped me (to) wash the dishes. beginning to end
I watched Kate paint the kitchen. It took her
two hours.
NOTE: If two infinitives are joined by
“and”, the “to” of the second infinitive can
be omitted.
I want to eat something and have rest.
Too and enough
Too is used before adjective or adverbs when the meaning of the sentence is negative.
e.g. She’s too tired to go out. (She is so tired that she can’t go out.)
Enough is used:
- after adjectives and adverbs when the meaning of the sentence is positive.
e.g. He’s rich enough to afford a yacht. (He is so rich that he can afford a yacht.)
- before nouns.
e.g. He’s got enough patience to be a teacher.
Participles
Present Participles (verb + ing) describe what something or somebody is.
e.g. Ted is an interesting person. (What kind of person? Interesting.)
Past Participles (verb + ed) describe how someone feels.
e.g. Mary is interested in English literature. (How does she feel about English
literature? Interested.)
1. Complete the sentences using suitable to-infinitives.
1. He went to London……….his English.2.She managed ……..the examination in
June.3.They did not hope …..3000$on the pools.4.She ought not …….lies to her
parents!5.Please, try not ……such mistakes again.6. She did not want ……..any food.
She was not hungry.7.Father promised…..us for a walk after dinner.8.I asked
him…….the line but he hung up.9.The police ordered us……into another road.10.We
did not expect him…..the army. He did not want to be a soldier.11.She asked a
friend………a photograph of her garden.12.We have finally decided…..to another flat.
2. Use the gerund of the verbs in parentheses.
1. I do not mind….. (to share) the room with her.2.Thank you for……(to help) me.3.I
am convinced of the importance of……(to visit) other countries.4.Do you mind my
…..(to ask) you some questions about university life in Moldova?5.He never heard the
story without …..(to think) about that terrible night.6.I can not help……..(to cry)
whenever I think of those helpless children.7.He used to dream of…..(to get) away to the
mountains.8.She was found of …….(to tell) strangers that she had never spent more than
one day outside her native town.9.Still in bed, without (to open) his eyes, the boy said
that he wanted to sleep longer.10.I can not stand…..(to see) drunken people.

21
3. Put the verbs in brackets into the correct form, using , where possible ,
Participles or Gerund.
1.(to read) the telegram twice, he understood that the matter needed immediate
attention.2.When (to fill in a form), you must write your name and address
clearly.3.(to make great progress) by the end of the school year he was able to start
reading books in origin.4.”Do not lose your things , little boy”, said a young man,(to
pick up) the gloves (to drop) by the boy.5.(to be fond) of music my brother never
misses an opportunity to go to a good concert.6.(to walk) about the town for some
time, he went up to a man (to stand0 a street corner and asked to be directed to the
main square.7.I thought I had lost my bag and was therefore very grateful to the man
(to bring)it back to me.8.I had never realized what a talented writer he was until I saw
his play (to stage) in London theatre.9.The man who (to make) the opening speech at
the exhibition is well-known painter.

22
 Unit 4.How businesses compete. (6 hours)
Objectives: to consider the facts and the comparisons taken into consideration
features of busines; to explain Present Tenses;
Tasks: to make and to discuss short situations with the terms; to report the
differences of a good monopoly and oligopoly; to analyse the using Present tenses.
Markets differ in the number of firms that compete against one another for
customers. At one extreme is a monopoly: a market with a single seller. The other
extreme is a perfectly competitive market with four features:
- There are many firms.
- The product is standardized.
- Firms can freely enter or leave the market in the long run.
- Each firm takes the market price as given.
The first three features of perfect competition imply the fourth. If there many
firms selling a standardized product, each firm has a tiny fraction of the market, and
no matter how much any individual firm produces and sells, the market price won’t
change. There is no reason to raise the price because a firm doing so would lose all its
customers to other firms selling the standardized product at the market price.
A monopoly is a market served by a single firm. In contrast with a perfectly
competitive firm, a monopolist can pick any price he wants. A monopoly occurs
when there is one firm and a barrier to entry – a barrier that prevents other firms from
entering a market. The possible barriers to entry are:
- a patent that is granted by the government, giving an inventor the exclusive
right to sell a new product for some period of time;
- under a franchise or licensing scheme the government designates a single firm
to sell a particular good;
- in some monopolistic markets a second firm could enter a market but if it did,
both firms would lose money. That’s why a single firm serves the entire market in
what is called a natural monopoly.
There are markets that lie between the two extremes: monopoly and perfect
competition. In a market subject to monopolistic competition dozens of firms enter
the market. Here are the characteristics of each market:
- Many firms in the market.
- Differentiated products. The firms sell slightly different products
- No artificial barriers to entry.
Oligopoly is a market with just a few firms. An oligopoly occurs for three reasons:
- Economies of scale in production (when a large firm can produce at a much lower
cost than a small firm).
- Government barrier to entry
- Advertising campaigns (when a firm can not enter without investment in advertising).
The result is that just a few firms will enter the market.
Words to know.
Market – piaţă / рынок
Seller – vânzător / продавец
Competitive – competitiv / конкурирующий
To compete – a concura / конкурировать
Feature – trăsătură, aspect / признак, свойство
23
To imply – a sugera, a da de înţeles / значить, подразумевать
Tiny – nesemnificativ, micuţ / очень маленький
To pick – a alege / выбирать, подбирать
To occur – a avea loc / случаться
To grant – a acorda / дарить, предоставлять, допускать
To designate – a desemna / определять, обозначать
Entire – întreg / целый, полный
Subject – subiect, materie de studiu / тема, субъект
Advertising – publicitate / реклама
Terms.
1. barrier ['bærɪə] – a problem or situation that prevents smb from doing smth or
that makes smth impossible
2. patent [ 'pætnt] – an official right to be the only person to make, use or sell a
product or an invention; a document that proves this.
3. franchise ['fræntʃaɪz] – formal permission given by a company to smb who wants
to sell its goods or services in a particular area
4. to achieve economies of scale in production – to produce many items so that the
cost of each one is reduced
5. campaign [kæm'peɪn] – a series of planned activities that are intended to achieve
a particular social, commercial or political aim
Exercises
1. Translate the following word combination from the text.
A concura, clienţi, vânzător unic, trăsătură, piaţa perfect competitivă, a întra sau
părăsi piaţa liber, a accepta preţul …, a sugera produsul standardizat, o parte mică a
pieţii, a produce, a ridica preţul, a pierde toţi clienţii, preţ de piaţă, o singură firmă, a
stabili orice preţ, a avea loc, barieră de intrare, a împiedica de a întra in piaţă, patent
acordat de guvern, pentru o perioadă de timp, a desemna schemă de licenţiere, a
pierde bani, a deservi întreagă piaţă, subiect a competiţiei, monopolist, produse
diferenţiate, campanii de publicitate, un preţ mai mic, economicitate de scară.
Конкурировать, клиенты, единственный продавец, черта, совершенный
конкурирующий рынок, принимать цену как данное, подразумевать
стандартизированный продукт, небольшая часть рынка, производить,
поднимать цену, потерять всех клиентов, рыночная цена, единственная фирма,
назначить любую цену, случаться, барьер при вступлении, препятствовать
вступлению в рынок, патент предоставленный правительством, на
определенный период, определять, схема лицензирования, потерять деньги,
обслуживать целый рынок, субъект монополистической конкуренции,
дифференцированная продукция, рекламная кампания, более низкая цена.
2. Match the words with their transcription.
advertising [kəm'pi:t] government ['laɪsns]
barrier [kəm'petətɪv] license [ski:m]
compete [mə'nɒpǝlɪ] monopoly [ɪn'taɪə]
competitive ['fi:tʃə] oligopoly [̗dɪfə'renʃɪeɪt]
differentiate ['stændədaɪz] patent ['ɡʌvnmənt]
entire ['taɪnɪ] scheme ['ædvətaɪzɪŋ]
feature ['bærɪə] standardize ['peɪtnt]
franchise ['fræntʃaɪz] tiny [ɒli'gɒpəli]
24
3. Insert prepositions where necessary.
1. Markets differ … the number of firms that compete … one another … customers.
2. Firms can freely enter or leave … the market … the long run. 3. A firm doing so
would lose … all its customers … other firms selling the standardized product … the
market price. 4. Monopoly is a market served … a single firm. 5. A barrier to entry
prevents other firms … entering a market. 6. There are markets that lie … the two
extremes. 7. A large firm can produce … a much lower cost.
4. Match the terms with their definitions.
barrier to produce many items so that the cost of each one is reduced
campaign an official right to be the only person to make, use or sell a product
or an invention; a document that proves this.
franchise a problem or situation that prevents smb from doing smth or that
makes smth impossible
patent formal permission given by a company to smb who wants to sell its
goods or services in a particular area
to achieve economies a series of planned activities that are intended to achieve a particular
of scale in production social, commercial or political aim

5. Find synonyms of the given words.

Business, client, characteristic, cost, small, to increase the price, to happen, unnatural,
publicity.
6. Answer the following questions.
a) What is a monopoly?
b) What are the features of a perfectly competitive market?
c) How do the first three features of the perfectly competitive market imply the fourth?
d) Can a monopolist pick any price he wants?
e) What is a barrier to entry?
f) List the possible barriers to entry.
g) Why cannot a second firm enter the market?
h) What is monopolistic competition?
i) What is oligopoly?

GRAMMAR
Simple, Present Continuous
Present Simple
- permanent situations or states She works as a nurse.
- repeated/habitual actions I usually get up at 7.30.
- permanent truths or laws of nature Money doesn’t buy happiness. Water freezes at 0° C.
- timetables/programmes The match finishes at 7.45. The plane leaves at 6.05.
- reviews/sports/commentaries/dramatic narrative Meryl Streep acts brilliantly in this film.
Present Continuous
- temporary situations They are staying at the Park Hotel at present.
- actions happening at or around the moment of speaking She is looking for a better job.
- repeated actions with “always” expressing annoyance or criticism She is always
interrupting me!
- fixed arrangements in the near future The Browns are visiting us tonight. (It’s all
arranged.)
25
- changing or developing situations His English is getting better.
Present Perfect
- recently completed actions She has tidied her room. It is tidy now.
- actions which happened at an unstated past time and are connected with the present
He has lost his keys. (He is still looking for them.)
- personal experiences/changes which have happened I’ve lost 10 kilos.
- emphasis on number She’s written three letters since this morning.
Present Perfect Continuous
- actions started in the past and continuing up to the present He has been writing the
letter for two hours. (He started two hours ago and he is still writing it.)
- past actions of certain duration having visible results or effects in the present She’s
been crying. (Her eyes are red.)
- actions expressing anger, irritation, annoyance, explanation or criticism Who has
been using my toothbrush?
- Emphasis on duration she has been calling on clients since this morning.
1. Put the verbs in Present Simple or Present Continuous.
1.What you (to do) here? – I (to wait) for a friend.2.He (to speak)French? – Yes,
he(to speak)French quite fluently.3.Listen! Someone(to knock) at the doo.4.Do not
go into the classroom! The students (to write) a dictation there.5.She (to write) letter
to her mother every week.6.Ships (to travel)from Odessa to Batumi in three and half
days.7.The man who (to smoke) a sigarette is our English teacher.8.Let’s go for a
walk, it not (to rain).9.You (to hear) anything? – I (to listen) hard, but I not (to hear)
anything.11.Listen! The tekephone (to ring).12.Where is Peter? He (to have) his
English lesson.I thinkthat he always (to have) it at this hour.
2. Fill in with Present Simple or Continuous.
1 A: I ___ (think) about visiting Jane this afternoon.
B: I wouldn’t bother. I ___ (think) she’s away on holyday.
2 A: Mr Johns ___ (have) a telephone message from his wife.
B: Can it wait? He ___ (have) a business meeting and I don’t want to disturb him.
3 A: The police ___ (still/look) for fingerprints left in the room.
B: It ___ (look) as if they won’t find the criminal.
4 A: I ___ (love) breathing in clean, country air!
B: So do I. I ___ (love) every minute of this walking trip.
5 A: Why ___ (you/taste) the soup? Is there anything wrong with it?
B: Yes – it ___ (taste) too sweat. I think I‘ve used sugar instead of salt.

26
 Unit 5.What causes Technological Progress. (6 hours)
Objectives: to outline the main steps in discussing technological progress; to
describe the formation and the use of Past Tenses).
Tasks: to discuss questions related to the theme; to make and follow a future total
business plan; to underline the major steps in planning; to practice in exercises the
finite forms of the verbs (past tenses).
To understand what economic growth means, consider how people lived in
1783. An average home at that time had no central heat, one fireplace, no hot water
and outdoor toilets. Houses had no electricity or gas, a solitary candle provided light
at night. For women things were particularly hard: they were expected to bake more
than half a ton of bread a year.
One of the mechanisms affecting economic growth is technological progress. In
economy the term “technological progress” means that an economy operates more
efficiently by producing more output without using any more inputs. In practice,
technological progress can take many forms. The invention of the light bulb made it
possible to read and work indoors at night; the invention of the thermometers assisted
doctors and nurses in their diagnosis. Technological progress can be thought of as the
birth of new ideas. These new ideas enable us to rearrange our economic affairs and
make us more productive.
Economists have identified a variety of factors that may influence the pace of
technological progress in an economy. One way to induce more technological progress
in an economy is to pay for it. If the government or large firms employ workers and
scientists to advance the frontiers in physics, chemistry and biology, their work can lead
to technological progress. But not all technological progress is “high tech”. an employee
of a soft-drink company who discovers a new and popular flavour for a soft drink is
engaged in technological progress, just as scientists and engineers are.
Another way to develop technological progress is when a firm tries to come up
with new products and more efficient ways to produce products to get high profit
from its innovation.
Education can contribute to economic growth in two ways. First, increased knowledge
and skills can be a form of investment in human beings that complements our investments
in physical capital. Second, education can enable the workforce in an economy to use its
skills to develop new ideas or to copy ideas or import them from abroad.
Words to know.
a soft drink – băutura care nu conţine alcool/ безалкогольный напиток
abroad - în străinătate / за рубежом
average – medie / среднее (число)
flavour – aromă, gust / аромат, приятный вкус
input – input, intrare / ввод, сырье
a light bulb – bec electric / электрическая лампочка
on average –în medie / в среднем
output – producţie, cantitate produsă / продукция
to bake – a coace / печь
to come up –a apărea / появляться
to enable – a da posibilitate, a facilita / давать возможность
27
to induce – a convinge, a incita / побуждать, стимулировать
to lead – a duce la / приводить к ч-л

Terms.
1. outdoor [aʊtdɔr] (adj.) – used, happening or located outside rather than in a building
2. the outdoors [aʊtdɔrz] (n.) – the countryside away from buildings and busy places
3. outdoors (adv.) – outside rather than in a building
Compare:
1. There is an outdoor swimming pool in this centre.
2. The rain prevented them from eating outdoors.
3. Come to Canada and enjoy the great outdoors.
Antonyms: indoor, indoors.
4. output [aʊtpʊt] (n.) – the amount of smth that a person, a machine or an
organization produces,
e.g. Manufacturing output has increased by 8%.
5. input [ɪnpʊt] (n.) – time, knowledge, ideas that you put into work, a project in
order to make it succeed,
e.g. There has been a big input of resources into the project from industry.
6. high-tech [haɪ tek] (adj., also hi-tech) – 1) using the most modern methods and
machines, e.g. high-tech industries; 2) very modern in appearance, using modern
materials, e.g. a high-tech table made of glass and steel
7. innovation [ɪnəveɪʃən] (n.) – the introduction of new things, ideas or ways of
doing smth, e.g. recent innovations in steel-making technologies

Exercises
1. Translate the following word combination from the text.
Creşterea economică, o casă medie, afară, a produce mai multă producţie, input, a scrie şi a
citi în încăpere, a ajuta la stabilirea diagnozei, naşterea noilor idei, a influenţa pasul
progresului tehnologic, a incita mai mult progres tehnologic, a plăti pentru el, a angaja
muncitori şi savanţi, a lărgi frontierele, a descoperi o nouă aromă, a apărea cu produse noi,
cunoştinţe şi abilităţi sporite, fiinţe umane, capital fizic, a importa de peste hotare.

Экономический рост, средний дом, на улице, производить больше продукции,

сырье, писать и читать внутри здания, помогать в диагностике, рождение новых
идей, влиять на развитие технологического прогресса, стимулировать
технологический прогресс, платить за него, нанимать рабочих и ученых,
расширять границы, создать новый вкус, появиться с новыми продуктами,
хорошие знания и навыки, человеческие существа, физический капитал,
импортировать из-за границы.
2. Write the transcription of the words below.
Idea, ton, thermometer, diagnosis, birth, physics, chemistry, biology, flavour, abroad.
3. Find the antonyms of the words below.
Input, regress, outdoors, death, employer, alcohol, to export.

28
4. Match the words as in the text.
technological new ideas to advance new products
thermometers assisted the frontiers to discover doctors and nurses
the birth of progress to come up with a popular flavour
to influence the place of technological increased investments
progress
to complement knowledge and skills
5. Complete the sentences.
1. In 1783 an average home had … .
2. In 1783 women were expected … .
3. … is technological progress.
4. Technological progress means that … .
5. The invention of the light bulb made it possible … .
6. The invention of the thermometers assisted … .
7. … are engaged in technological progress.
8. When a firm comes up with new products, it wants to … .
9. Increased knowledge and skills can be … .
10. Education enables the workforce to use its skills … .
Answer the following questions.
a) How did people live in old times?
b) What does “technological progress” mean?
c) What forms can technological progress take?
d) Is technological progress always “hi-tech”?
e) Why does a firm try to come up with new products?
f) How can education contribute to economic growth?
6. Think over the advantages and disadvantages of the technological progress.

GRAMMAR
Past Simple, Past Continuous.
Past Simple Past Continuous Past Perfect Past Perfect
Continuous
- past actions which - action in the middle - past action which - action continuing
happened one after of happening at a occurred before over a period up to a
the other e.g. She stated past time e.g. another action or specific time in the
sealed the letter, put He was playing tennis before a stated past past e.g. She had been
a stamp on it and at 4.30 yesterday. time e.g. He had left working as a clerk for
posted it. by the time I got there. 10 years before she
(or by 8.15) resigned.
- past habit or state; - past action in - complete past action - past action of certain
complete action or progress interrupted which had visible duration which had
event which happened by another past action results in the past e.g. visible results in the
at a stated past time e.g. While I was She was sad because past e.g. They were
e.g. She went to getting dressed the she had failed the wet because they had
school on foot. He bell rang. test. been walking in the
called an hour ago. rain.

29
- action which - two or more - the Past Perfect is - the Past Perfect Cont.
happened at a simultaneous past the past equivalent of is the past equivalent
definite past time actions or background the Present Perfect of the Present Perfect
although the time is description to events e.g. (He can’t find his Cont. e.g. (She is
not mentioned. This in a story e.g. While I watch. He has lost it.) going to the doctor.
action is not was sunbathing, Tim He couldn’t find his Her leg has been
connected with the was swimming. watch. He had lost it. aching for two days.)
present e.g. She went to the doctor.
Shakespeare wrote a Her leg had been
lot of plays. aching for two days.

1.he not(to see)me as (to red) when I (to come)into the room.2.When he was in Gorki
he (to visit) the places where he(to play) as a boy.3.It (to rain)hard last night when
I(to leave)the office.4.The train could not stop because it (to travel) too fast at the
time.5.I (to shout)to him to stop, but he (to run) too fast and not (to hear).6.Large
crowds (to wait)at the station when the delegation (to arrive).7.When I (to hear ) the
news,I (to hurry) to see him.8.We (to walk) to the station when it (to begin) to
rain.9.He (to sit) in the garden when the storm (to break )out.10.When I(towake up)
this morning , the sun (to shine) high in the sky.

30
 Unit 6.Central Banking. (6 hours.)
Objectives: to define the active vocabulary linked to the field of banking; to give
effective explanations about Present Perfect vs Past Simple.
Tasks:. to discuss questions related to the theme; to make and follow a future of
central bank; to underline the major steps in banking; to practice in exercises the
finite forms of the verbs Present Perfect vs Past Simple.
Commercial banks are the profit – motivated banks involved in banking activities.
The most significant function which the commercial bank fulfils is that of credit creation.
Its role is to accept money on deposit and then loaning the money out at interest.
The transmission of money is also a vital function of banks. Customers with
current accounts may write cheques to pay their creditors. Banks also offer advisory
services to their customers, usually charging for these services. The sorts of advisory
services which are offered are trusteeship, foreign exchange, broking, investment
management and taxation. Commercial banks may also offer other financial products
to customers such as mortgages and insurance.
Every country in the world has a central bank. The oldest central bank is that of
Sweden (1668). The Bank of England was founded in 1694, while in the USA the Federal
Reserve did not come into existence until 1913. Central banks are important to the
working of the monetary system. Among their most important functions are the following:
a) Government’s banker. Governments pay their revenues into the central bank
and pay their bills with cheques drawn on it. The fees which the bank charges for this
are an important source of revenue to the bank.
b) Banker’s bank. Commercial banks keep balance with the central bank. This is
both a method of controlling banks and also the way by which interbank
interdebtedness can be settled.
c) Lender of last resort. The central bank stands ready to support commercial
banks should they get into difficulties.
d) Banking supervision. Central banks usually have a major role to play in the
policing of the banking system.
e) Note issue. In most countries of the world the central bank is responsible for
the issue of banknotes. This is not so everywhere. In the USA, for example, the
currency is issued by the government.
f) Operating monetary policy. It is usually the central bank which operates
government monetary policy.
Words to know.
to fulfill – a împlini, a ţine / исполнять, осуществлять
to loan – a împrumuta / давать взаймы
account – cont / счет
advisory services – servicii consultative / услуги консультанта
to charge – a cere o taxă / назначить цену
trustee – curator, administrator / попечитель, опекун
trusteeship – curatelă / попечительство, опекунство
broking – curtaj / брокерские операции
mortgage – ipotecă / ипотека
insurance – asigurare / страхование
31
fee – onorariu, taxă / взнос, гонорар
to keep balance – a menţine echilibru / сохранять баланс, поддерживать равновесие
policy – politică / политика, линия поведения
a lender of last resort – împrumutător de ultima instanţă / кредитор в последней инстанции
Terms.
Exercises
1. Find in the text English equivalents of these word combinations.
Implicat în activitatea bancară, a împlini cea mai semnificativă funcţie, a împrumuta
bani cu procente, o funcţie vitală, cont curent, a oferi servicii consultative, curatelă,
curtaj, management investiţional, ipotecă şi asigurare, a fost fondat, a apărea, a plăti
conturile, a fixa o taxă, sursă de venit, împrumutător de ultima instanţă, emisiune a
bancnotelor, politica monetară a guvernului.
Вовлеченный в банковскую деятельность, выполнять самую значимую функцию,
давать деньги в долг под проценты, жизненно важная функция, текущий счет,
предоставлять услуги консультанта, покровительство, инвестиционное
управление, брокерские операции, ипотека и страхование, был создан, появиться,
платить по счетам, назначить цену, источник дохода, кредитор в последней
инстанции, выпуск банкнот, денежная политика правительства.
Choose the right answer.
1. Commercial banks are involved in … .
a) teaching activities
b) scientific activities
c) banking activities
d) students’ activities
2. The role of commercial banks is … .
a) to study the market
b) to accept money on deposit and then loaning the money out at interest
c) to help poor people
d) to solve environmental problems
3. The oldest central bank is that of … .
a) Sweden
b) England
c) France
d) the USA
4. Which of these is not the function of central banks?
a) Government’s banker
b) Banking supervision
c) Lender of last resort
d) Medium of exchange
5. In most countries the central bank is responsible for … .
a) the issue of newspapers
b) the issue of banknotes
c) the issue of books
d) agriculture

32
2. Match the words with their definitions.
mortgage - an amount of money that you pay for professional advice or services or
to join an organization, or to do something
loan - necessary or essential in order for something to succeed or exist
- an arrangement with a company in which you pay them regular
monetary amounts of money and they agree to pay the costs, for example, if you
die or are ill/sick, or if you lose or damage something
fee - lend smth to smb
- a legal agreement by which a bank or similar organization lends you
insurance money to buy a house, etc, and you pay the money back over a
particular number of years; the sum of money that you borrow
vital - connected with money, especially all the money in a country
3. Find synonyms of the words.
To lend, money, to ask money, receipts, control, giving professional advice, not one’s
own exchange.
4. Fill in the necessary words.
1. Commercial banks are … involved in banking activities.
2. The bank’s role is to … .
3. Another vital function of banks is … .
4. Banks also offer … .
5. The offered advisory services are … .
6. The Bank of England … in 1694, while in the USA the Federal Reserve … until 1913.
7. Government … into the central bank and pay … .
8. Commercial banks … with the central bank.
9. The central bank … to support commercial banks should they … .
10. In most countries of the world the central bank is responsible for … .
11. The central bank usually operates … .
5. Answer the following questions.
a) What activities are commercial banks involved in?
b) What is the most significant function of the central bank?
c) What sort of advisory services are offered to the customers by banks?
d) What other financial products may be offered by banks?
e) What is the oldest central bank?
f) Explain the bank’s function of government’s banker.
g) List the other bank’s functions.

GRAMMAR
Present Perfect versus Past simple.
The difference between Present Perfect and Past Simple
- The present perfect is used when the time period has NOT finished:
e.g. I have seen three movies this week. (This week has not finished yet.)
The simple past is used when the time period HAS finished:
e.g. I saw three movies last week. (Last week is finished.)
- The present perfect is often used when giving recent news:
e.g. Martin has crashed his car again. (This is new information.)
The simple past is used when giving older information:
33
 e.g. Martin crashed his car last year. (This is old information.)
- The present perfect is used when the time is not specific:
e.g. I have seen that movie already. (We don't know when.)
The simple past is used when the time is clear:
e.g. I saw that movie on Thursday. (We know exactly when.)
- The present perfect is used with for and since, when the actions have not finished yet:
e.g. I have lived in Victoria for five years. (I still live in Victoria.)
The simple past is used with for and since, when the actions have already finished:
e.g. I lived in Victoria for five years. (I don't live in Victoria now.)
1.Put the verbs in Present Perfect and Past Simple.
1.You (to read)that book yet? – No, I only just (to begin) it.2.petrov (to leave )
London?No, he is still in London.3.When the delegation (to arrive) in London? It (to
arrive) yesterday.4.I not (to see)Andrew at the lecture.5.I not (to see) this film yet, but
I (to hear) a lot about it.6.He is not here, he just (to go) out.7.I (to heve)no news from
him since (to leave)home.8.We (to discuss) the matter during supper.9.I can not give
you a definite answer as I not (to disscuss) the matter with the manager.

34
 Unit 7. Differences in wages across occupations. (6 hours)
Objectives: to exchange factual information about wages across occupations; to get
acquainted with the Future Tenses;
Tasks: to express the content of the text using the Active Vocabulary; to consider and
to try to solve the problems that arise in financing; to use the Future Tenses in
situations and in exercises.
Let’s think about why some occupations pay more than others, why women earn
less than men, and why college graduates earn more than high-school graduates.
There is substantial variation in wages across occupations. Most professional
athletes earn more than medical doctors, who earn more than college professors, who
earn more than janitors. The wage for a particular occupation will be high if the supply
of workers in that occupation is small relative to the demand for those workers. The
supply of workers in a particular occupation could be small for four reasons:
1. Few people with the required skills. To play professional baseball people must be
able to hit balls thrown at them at about 90 miles per hour. Few people who have
these skills are paid a lot of money because baseball team owners compete with
one another for skillful players. The same logic applies to other professional
athletes, musicians and actors.
2. High training costs. The skills required for some occupations can only be acquired
through education and training. For example, the skills that are required of a
medical doctor can be acquired in a medical school and legal skills can be
acquired in a law school. If it is costly to acquire these skills, a relatively small
number of people will become skilled and they will get high wages.
3. Undesirable job features. Some occupations are dangerous and only a relatively
small number of people are willing to work in dangerous occupations. The
workers who choose them receive high wages so they are compensated for the
danger associated with their jobs.
4. Artificial barriers to entry. Government and professional licensing boards restrict
the number of people in certain occupations.
Why do women earn less than men? On average women in many occupations have
less education and less work experience, so they are less productive and are paid less.
Why do college graduates earn higher wages? College education provides skills
necessary to enter certain occupations, so a college graduate has more job options
than a high-school graduate.
A labour union is an organized group of workers, the objectives of which are to
increase job security, improve working conditions and increase wages and benefits.

Words to know.
wage – salariu / заработная плата
janitor – portar / уборщик, дворник
supply – ofertă / предложение
demand – cerere / спрос
skill – competenţă, aptitudine / мастрество
to acquire – a dobîndi / овладевать
to require – a solicita / требовать
to be willing to – a fi gata să facă / охотно ч-л делать
35
board – consiliu / совет, коллегия
to increase – a mări / возрастать, увеличивать
to improve – a îmbunătăţi / улучшать, совершенствовать
Terms.
1. training ['treɪnɪŋ] – the action of teaching a person or animal a particular skill or
type of behaviour.
e.g. Few candidates had received any training in management.
2. education [̗edjυ'keɪʃn] – a process of teaching, training and learning, especially in
schools or colleges, to improve knowledge and develop skills.
3. board [bɔ:d] - the group of people who are responsible for controlling and
organizing a company or organization. e.g. board of directors
4. danger (of smth) - the possibility of harm or death to someone
5. graduate - a person who has finished their school, college or university education
6. skill (in/at smth) - an ability to do an activity or job well, especially because you
have practiced it e.g. Ruth had/possessed great writing skills.
7. skilled - having the abilities needed to do an activity or job well
8. skillful (or skilful)- good at doing something, especially because you have
practiced doing it
syn. accomplished, professional
9. to earn - to receive money as payment for work that you do

Exercises
1. Find in the text English equivalents of these word combinations.
A primi salariu, absolvent al colegiului, absolvent a şcolii, salarii, portar, ofertă de
muncitori, cerere pentru muncitori, o anumită ocupaţie, abilităţi necesare, a lovi
mingea, proprietarii echipei de baseball, jucări înzestraţi, costuri înalte pentru
pregătire profesională, competenţa poate fi dobândită, şcoală juridică, scump, aspecte
dezavantajoase ale serviciului, ocupaţie periculoasă, comisie de licenţiere, în mediu,
opţiuni de serviciu, sindicat, a îmbunătăţi condiţiile de muncă, a mări salariile.
Зарабатывать, выпускник колледжа, выпускник школы, зарплата, дворник,
предложение работников, спрос на работников, определенное занятие,
требуемое мастерство, ударять по мячу, владельцы бейсбольной команды,
умелый игрок, высокие цены на профессиональное обучение, мастерство может
быть приобретено, юридическая школа, дорогой, отрицательные стороны
работы, опасная профессия, лицензионная комиссия, в среднем, выбор работы,
синдикат, улучшать условия работы, увеличить зарплату.
2. Find the transcription of the words below.
Earn, substantial, athlete, particular, require, complete, musician, acquire,
undesirable, associate, board.
3. Find synonyms of the following words.
Salary, gain, ability, occupation, professional, offer, proprietor, expensive, to ask, to
want, make better.
4. Fill in the necessary words.
1. Most professional athletes earn … than medical doctors.
2. The wage for a particular occupation will be high if … is small relative to the
demand for the workers.
36
3. The supply of workers could be small if there are few people with … .
4. Baseball team owners … for skillful players.
5. The skills required for some occupations can only … .
6. Legal skills can be acquired in … .
7. The workers who … receive high wages so they are compensated for the danger.
8. Government and … restrict … .
9. A labour union is … .
5. Find 5 professions in Moldova with different wages and explain the difference
in wages.
6. Answer the questions.
a) Who earns more: a college professor or a medical doctor?
b) What does the wage for a particular occupation depend on?
c) What is the reason for a small supply of workers?
d) What happens if there few people with the required skills in a profession?
e) How do high training costs influence the wage?
f) Why do people working in dangerous occupations receive high wages?
g) Why do women earn less than men?
h) What is a labour union?

GRAMMAR
Future tenses. (to be going to)

Future Simple.
Meaning: The action will happen in the future.
Adverbs of time: tomorrow, in a few days, next week, in 2015, soon.
e.g. Maria will go to Chicago next year. We will be home after seven.
No future tense is used in the subordinate clauses of time and condition. Use the
Simple Present instead of the Future.
e.g. She’ll call him when he arrives.
The verb “will” does not express a preplanned action. The Present Continuous is used
instead of the Simple Future when it is necessary to show that the future action is
preplanned. The phrase “be going to” is widely used in speech and writing to show a
preplanned future action.
e.g. I’m visiting Anna tomorrow.
The Simple Present is used instead of the Simple Future for the actions according to
schedule / timetable (for example, about public transportation, stores, movies).
e.g. The concert starts in 2 hours.

Future Continuous
Meaning: 1. The action (the Future Continuous) will be going on when another future
action happens (the Simple Present, because the Future is not allowed in the subordinate
clause of time). 2. The action will be going on at a specified point of time in the future.
Adverbs of time: at 3 tomorrow, this time next year, 2 days from now, when.
e.g. When you come to the library, I’ll be sitting by the central window.

37
Future Perfect
Meaning: 1. The action (the Future Perfect) will take place before another action in
the future happens (the Simple Present, because the Future is not allowed in the
subordinate clause of time). 2. The action will take place before a specified point of
time in the future.
Adverbs of time: by the time; by 2015, by tomorrow, before, when (in the meaning
“by the time”).
e.g. By the time she returns, I will have finished my work on the report.
The Future Perfect is not very common in speech. It is used mostly in writing, for
example, in formal correspondence and scientific literature.

Future Perfect Continuous

Meaning: 1. The action (the Future Perfect Continuous) will last for some time
before another action in the future happens (the Simple Present, because the Future is
not allowed in the subordinate clause of time). 2. The action will last for some time
before a specified point of time in the future.
Adverbs of time: by the time; by 2015, by tomorrow, before, when (in the meaning
“by the time”); for two hours, for a long time.
e.g. By the time you return, I will have been waiting here for 3 days.
The Future Perfect Continuous is rarely used in speech. It is used mostly in writing,
for example, in formal correspondence and scientific literature.
Will and going to
Will + infinitive and going to + infinitive are commonly used to talk about the future.
Sometimes the difference between them is very small:
John'll / John's going to meet us in the restaurant at 8 o'clock.
Will you / Are you going to come back this evening?
However, going to is preferred in spoken English and will is preferred in formal
written English.
We use going to rather than will when we PREDICT that something will happen in the
future because we have some evidence for it now. It may be that we predict an event that
is just about to happen on the basis of something that we feel, see (etc.) now:
'What's that matter with her?' 'She thinks she's going to faint.'
or it may be that we can predict an event because we have been told that it will
happen:
Did you know that Bob and Kath are going to get married?
However, if we make a prediction based on our opinion or our past experience we use will:
Why not come over at the weekend? The children will enjoy seeing you again.
When we talk about INTENTIONS or DECISIONS about the future that were made
some time before we report them, we prefer going to or the present continuous.
'Who's arranging the party?' 'Jo's going to do it.'
When we state a decision made at the moment of speaking, we prefer will:
'Is that the phone? Don't worry. I'll get it.' • It's late. I think I'll go to bed now.
We use will (or another auxiliary), not going to, when we describe a future event that
follows another. Often 'if' has a meaning similar to 'when' in this kind of sentence:
If you look carefully, you'll (or can) find writing scratched on the glass.

38
1. Will or going to?
1. I feel really tired. - I think I … go to bed.
2. Where are you going? – I … visit a customer.
3. Do you want me to help you? - No thanks. John … help me.
4. Would you prefer tea or coffee? - I … have some coffee, please.
5. Would you like to come to my house for dinner and talk about this? Good idea. I
… bring some wine. I've already decided. I … buy a new car.
6. What are your plans for next week? I … to fly to New York on business. Probably
on Tuesday but I haven't bought my ticket yet.
7. What are your plans for the holidays? I … visit my parents for a few days and then
go walking in Scotland.
8. Why are you wearing your best suit? I … have lunch with my biggest customer.
9. Do you want to have the chicken or the beef? I think … have the beef.
2. Fill in the correct present or future forms.
If you ___ (want) to travel long distances on your bicycle, you must learn how to
mend a puncture. As soon as your tyre ___ (become) flat, get off the bike or you ___
(damage) the wheel. Then turn the bicycle upside down. Once it ___ (be) in position,
remove the tyre using tyre-levers or, if you ___ (have) nothing else, use spoons.
When the tyre ___ (be) off, pump up the inner tube. Put it in some water and turn it
until you ___ (see) bubbles coming from it. This is your puncture. Before you ___
(apply) the patch, you must clean and dry the area around the hole. After this you ___
(put) glue around the hole and wait until it ___ (dry) a little. Then select a suitably
sized patch. Stick the patch over the hole and don’t forget to put some chalk over it.
Unless you do this, the inner tube ___ (stick) to the inside of the tube. Replace the
tube, pump up the tyre and ride away. I don’t know if you ___ (be able to) remember
all this, but it’s worth trying because you never know when it ___ (be) useful to you.

39
 Unit 8. Looking for a job. (6 hours.)
Objectives: to get acquainted with traditional CV writting; to revise the picularities
in use the verbs: to be, appear, seem, become, get, have, do, make.
Tasks: to give the explanation of the new terms; to discuss the CV structure; to ask
information about Interview portfolio; to match the words with their definitions.
When choosing a career, it is better to work to a plan. You should begin by
attempting to define in clear terms what your requirements are. This involves taking a
realistic view of your strengths and weaknesses you have to answer important
questions as:
“What sort of life do you want to lead?”
“Is the size of your salary important?”
“What sort of work do you want to do?”
“Do you like working alone or in a team?”
“Do you want to develop new ideas?”
Your success in the job search process strongly depends on the way you
present your current and previous activities and achievements. They are reflected in
your Curriculum Vitae (CV). Making up your CV you must try hard to produce a
positive impression on a potential employer. What is required is a precise, well-
presented and error-free summary of your strengths and merits. A CV is a brief
outline of one’s professional activities and educational background. A CV should run
to no more than two A4 pages.
The structure of a traditional CV is the following:
1. Personal data
Name, surname
Address
Telephone number
Internet site name
2. Objective or a very short notice of the aim of job search.
3. Educational background
Dates of study
Names and locations of schools
Higher education establishments you graduated from
Scientific degrees
4. Supplementary training
5. Employment history
6. Information about other skills and occupations (computer literacy, language
proficiency)
7. Personal interests and hobbies
8. Note on letters of recommendation
If your CV succeeds you are invited to a job interview. A job interview is a
process in which a potential employee is evaluated by employers for prospective
employment in their company. It is very important to be well prepared for an
interview. You should collect some information about the company and decide
whether your skills, abilities and qualifications correspond to the company’s
standards. During the interview the interviewers ask the candidate questions about his
job history, personality, work style and other factors related to the job. The candidate
40
is usually given a chance to ask any questions at the end of the interview. Candidates
generally dress slightly better than they would for work. Avoid much make-up or
jewelry. Be tidy and neat.
When applying for a job you will need the following documents:
Resumé (CV) is a document that provides potential employers with a review of a
candidate’s credentials and contact information.
Cover letter serves as an introduction and accompanies the resumé (CV). Through
the cover letter a candidate expresses interest in employment with an organization.
Interview portfolio is a collection of documents which provides employers with
verification of credentials and examples of work potential.
Follow-up correspondence. It must be appropriate to send a note of thanks after an
interview.

Words to know
To define- a defini/ давать определение
Requirement-nevoie, cerinţă/ требование, потребность
Achievement-reuşită, performanţă/ достижение
Precise-precis/ точный, чёткий
Outline- schiţă, schiţare/ набросок
Search- căutare, a căuta/поиск, искать
Succeed- a reuşi/удаваться, иметь успех
To employ- a angaja/нанимать на работу
Employer- angajator/работодатель
Employee- salariat/ служащий
Employment- serviciu/ работа
Prospective- potenţial, viitor/ будущий
Credentials- document de identitate, formare profesională/ удостоверение
личности, рекомендация

Terms to know
Strength- the quality of being physically strong.
Adj. –strong, adv.- strongly, verb- strengthen
Potential- that can develop into something or be developed in the future.
Syn. – possible, prospective
Background- the details of a person’s family, education, experience etc.
Skill- the ability to do something well, a particular ability (management skills)
Ability- the fact that somebody is able to do something; a level of skill or intelligence
Qualification- an exam that you have passed or a course of study that you have
successfully completed. E.g. academic/educational/ professional/ vocational/
teaching qualifications
To provide- to give something to somebody or make it available for them to use.
Syn.- supply
Credentials- the qualities, training or experience that make you suitable to do something.
documents such as letters that prove that you are who you claim to be, and can
therefore be trusted

41
 Lexical exercises
I. Translate the following word combinations from the text
A încerca de a define, cerinţe, a privi realistic, puncte forte, slăbiciuni, proces de
cautare a serviciului, a depinde de, a prezenta, reuşite curente şi anterioare, posibil
angajator, un sumar fără erori, o schiţă scurtă, formare profesională, instituţie de
învăţămînt superior, cunoaşterea calculatorului, cunoaşterea limbilor, ordonat.

Пытаться определить, требования, взглянуть реально, сильные стороны,

слабости, процесс поиска работы, зависеть от, представить настоящие и
прошлые достижения, будущий работодатель, резюме без ошибок,
профессиональная подготовка, высшее учебное заведение, владение
компьютером, знание языков, опрятный.
II. Find the synonyms
Demand, aim, force, accomplishment, sketch, potential, work
III. Find the transcription of the words below
Career Scientific
Define Proficiency
Requirement Succeed
Strength Whether
Current Credentials
Precise
IV. Insert the necessary prepositions
1. When choosing a career it is better to work.....a plan. 2. Your succes strongly
depends....the way you present your CV. 3. You must try hard to produce a positive
impression......a potential employer. 4. A CV runs.....no more than two A4 pages. 5. You are
invited.....a job interview. 6. During a job interview the candidate is
evaluated......prospective employment. 7. it is very important to be prepared.....an interview.
V. Complete the following sentences
1. When writing a CV you should answer the questions...........
2. A CV is.........
3. Personal data consist of..........
4. Educational background consists of........
5. A job interbview is...........
6. The necessary documents for a candidate are..........
7. A resumé is.........
8. A cover letter serves.......
9. Interview portfolio is.........
VI. Answer the questions
1. What are the first steps in a job search?
2. How should a CV be?
3. What is a CV?
4. What is the structure of a CV?
5. What is a job interview?
6. What happens during a job interview?
7. What are the necessary documents of a candidate?

42
 GRAMMAR
BE, APPEAR, SEEM, BECOME, GET, HAVE, DO, MAKE, ETC
In the following sentences we use an adjective or noun after a verb to describe the
subject or say what or who the subject is:
e.g. Ian is a doctor. She seemed unable to concentrate. The house became
Peter's in 1980.
The adjective or noun in sentences like this is called a complement; the verb is called
a linking verb. The most common linking verb is be; others include become, come,
grow, turn; keep, remain, stay; appear, look, seem, sound.
Appear, seem
After appear (= seems true) and seem we sometimes use to be before an adjective:
e.g. He seems/appears (to be) very nervous.
We include to be before the adjectives alive, alone, asleep, and awake:
e.g. I didn't go in because she appeared to be asleep, (not ...appeared asleep.)
Before a noun we include to be when the noun tells us who or what the subject is, but
can often leave it out when we give our opinion of the person or thing in the subject.
We leave out to be in more formal English.
e.g. He went through what appeared to be a locked door, (not ...appeared a
locked door.)
Notice that we include to be before -ing forms (growing, moving, etc.):
e.g. It seems to be growing rapidly.
Become, get
We use the linking verb become to describe a process of change. A number of other
linking verbs can be used instead of become, including come, get, go, grow, turn
(into).
We use get rather than become in informal speech and writing, in imperatives, and in
phrases such as get broken, get dressed, get killed, get lost, get married, get washed:
e.g. Don't get upset about it! Where did you live before you got married.
We prefer become when we talk about a more abstract or technical process of change:
e.g. He became recognised as the leading authority on the subject.
We use become, not get, if there is a noun after the linking verb describing a change of job:
e.g. Dr Smallman became an adviser to the US government.
Have and have got
Sometimes we can use either have or have got when we talk about POSSESSION,
RELATIONSHIPS and similar meanings. Using have is often more formal:
e.g. She has a house in Italy. or She's got a house in Italy.
We use have, not have got, in to-infinitive or –ing forms, and after modal verbs:
e.g. Do you want to have a drink? I find having no car very inconvenient.
Notice that we don't use have got in short answers:
e.g. 'Have we got any biscuits left?' 'Yes, we have. In the cupboard.'
We use have rather than have got when we talk about the future or the past.
e.g. I have time to do the work now.
Do and make
We often use do with certain nouns to describe activities, or things that have an effect
on people:
e.g. I can't wash up, I have to do my homework.
43
Other nouns commonly used with do include business, damage, (an) exercise,
(somebody) a favour, (no) good (or not (do) any good), housework, (somebody) an
injury, a job, research.
We also use do when we talk about general or indefinite rather than particular activities:
e.g. I think David has done something to the computer. I can't get it to work.
We use do with an -ing form as a noun when we talk about jobs and leisure activities.
A word or phrase such as the, some, a bit of, a lot of, etc. is usually used before the noun:
e.g. I normally do the ironing while I'm watching TV.
We also use do to talk about cleaning, cooking, gardening, shopping, washing (up).
To talk about constructing or creating something we use make rather than do:
e.g. I made some fresh coffee and gave her a cup.
We also use make with certain nouns, particularly when we are talking about an
action that someone performs:
e.g. Try not to make a noise. She made an offer for my car that I accepted.
Other nouns commonly used with make include an announcement, an application, an
arrangement, an attempt, a choice, a comment, a contribution, a decision, a
difference, a discovery, an enquiry, an excuse, a habit of doing something, a list, a
journey, a mistake, money, a (phone) call, a plan, a point, a promise, a remark, a
sound, a speech, a suggestion.
1. Is to be necessary or optional in the following sentences?
1. The animals seemed to be coming nearer.
2. I could now hear Jane calling, and she seemed to be close by.
3. It was a very serious illness but she appears to be recovering.
4. There seems to be a connection between the disease and exposure to radiation.
5. He says he's leaving and he seems to be serious this time.
6. Dr Hickman appeared to be alone so I walked straight into his office.
7. She seems to be a very kind and thoughtful person.
8. Susan went to bed hours ago but she still seems to be awake.
9. It appears to be an excellent opportunity for me to get more experience.
10. He showed us what at first seemed to be a completely empty box.
2. Underline the correct or more likely alternative.
1. Sorry I'm late. I became/got lost.
2. Although he was young, he became/got regarded by the people as their leader.
3. He wouldn't let me get a word in and it became/got a bit irritating in the end.
4. It's time to go to school. Become/Get ready quickly!
5. She became/got a minister in the government in 1981.
6. As the microscope was focused, the bacteria became/got visible.
7. The children became/got really excited on Christmas Eve.
8. As his condition worsened his speech became/got unintelligible.

44
 Unit 9. International trade. (6 hours.)
Objectives: to get acquainted with international trde; to revise the picularities in use
the conjunctions, adverbs and the degrees of comparisson.
Tasks: to give the explanation of the new terms; to discuss the common forms of
protection in international trade; to ask information about quota, tariff; to match the
words with their definitions.
A market is an arrangement that allows buyers and sellers to exchange things. A
buyer exchanges money for a product, while a seller exchanges a product for money. Why
do markets exist in the first place? If each person were self-sufficient, producing
everything he/she consumed, there would be no need for markets. Markets exist because
we aren’t self-sufficient but instead consume many products produced by other people.
In today’s global economy, many products are produced in one country and sold in
another. International trade is one component of the global economy. An export is a
good produced, for example, in Moldova and sold in another country. An import is a
good produced elsewhere and purchased in Moldova. Despite the advantages from
global trade, most nations use trade barriers to restrict international trade. Trade barriers
are often designed to protect domestic firms from competition from foreign firms and to
protect the jobs of workers in industries. Policies that restrict trade are known as
protectionist policies. There are three common forms of protection:
-A quota is an absolute limit on the volume of a particular good that can be imported
into a country. If a country imposed a quota on steel imports of 200.000 tons only
200.000 tons of steel could enter that country.
-Under a voluntary export restraint, one country agrees to limit the volume of
exports to another country. For example, the Japanese government agreed to limit the
number of Japanese cars sold in Europe.
-A tariff is a special tax on imported goods. For example, a 10% tariff on imported
television sets means that the tax on a 300$ imported TV set is 30$.
To conduct international transactions between countries with different
currencies, it is necessary to exchange one currency for another. The exchange rate is
defined as the rate at which we can exchange one currency for another. An increase
in the value of a currency is called an appreciation. A depreciation is a reduction in
the value of a currency.
In recent years, many economies have undergone a process of financial liberalization,
opening up their financial markets to participants from foreign countries. Financial
liberalization creates many new opportunities for countries. They can tap the
resources from the entire world, investors can scout the world for new and profitable
investment opportunities.
Words to know
Self-sufficient-suficient/ самостоятельный
Particular-anumit, deosebit/взятый в отдельности ,особенный
Steel-oţel/сталь
Restraint-moderaţie, restricţie/ограничение
Tax-taxă, impozit/налог
To define-a defini/определять
Increase-mărire/рост
45
Appreciation-creştere/повышение ценности
Depreciation-depreciere/обесценивание
Reduction-reducere/ снижение
To undergo-a trece prin,a fi supus/испытывать, подвергаться
To tap-a expluata/ эксплуатировать
Terms to know
To invest- to buy property, shares in a company etc. in the hope of making a profit.
To scout- to search an area or various areas in order to find or discover something
e.g.-They scouted the area for somewhere to stay at night
Advantage- a thing that helps you to be better or more successful than other people
Policy- a plan of action agreed or chosen by a political party, a business etc.
Lexical exercises
I. Translate the following word combinations from the text.
În primul rînd, suficient, nevoie de piaţă, altundeva, a cumpăra, avantaje, a restrînge
comerţul internaţional, firme domestice, firme străine, a proteja, politica protecţionistă,
cotă, a intra în ţară, restricţie voluntară pentru export, taxă pe bunurile importate, a
efectua tranzacţii internaţionale, monedă, rată de schimb, liberalizare financiară, a
expluata resurse din întreaga lume, a cerceta lumea, oportunităţi de investiţie.
В первую очередь, самодостаточный, нужда в рынке, где-нибудь в другом
месте, покупать, преимущество, ограничивать международную торговлю,
отечественные фирмы, иностранные фирмы, защищать, политика
протекционизма, квота, поступать в страну, добровольное ограничение
импорта, налог на импортируемый товар, заключать международные сделки,
валюта, обменный курс, финансовая либерализация, эксплуатировать ресурсы
всего мира, исследовать мир, возможности инвестирования.
II. Find the transcription of the words below
Sufficient, import (n, v), export (n. v), advantage, foreign, protectionist, quota,
particular, voluntary, reduction, liberalization, scout, opportunity.
III. Find the antonyms of the following words.
Increase, buyer, dependent, consumer, domestic, restriction, import, in the last
place, here, leave the country.
IV. Match the words as in the text.
To exchange money barriers
We aren’t international trade
Global self-sufficient
Trade for a product
To restrict domestic firms
To protect policies
Protectionist trade
Absolute international transactions
A special tax limit
To conduct rate
Exchange on imported goods
Financial the resources
To tap liberalization
46
V. Complete the sentences.
1. A market is……..
2. A buyer exchanges…….while the seller exchanges……..
3. Markets exist because………..
4. An export is………..
5. An import is……….
6. In order to restrict international trade most nations use………
7. …….are known as protectionist policies.
8. A quota is………
9. Under a voluntary export restraint one country agrees………
10. A tariff is……….
11. An exchange rate is…………..
12. In recent years, many economies have undergone……..
VI. Answer the questions.
1. Why do markets exist?
2. What is an export?
3. What is an import?
4. What are trade barriers designed for?
5. What forms of protectionist policies do you know?
6. Is exchange rate an absolute limit on the volume of a particular good? If no, why.
7. Is financial liberalization useful?

GRAMMAR
Adverbs. The Degrees of comparison. Conjunctions: as, because, for, unless,
Adverbs tell us in what way someone does something. Adverbs can modify verbs,
adjectives or other adverbs. In contrast adjectives tell us something about a person or
a thing. Adjectives can modify nouns or pronouns.
e.g. Mandy drives carefully. Mandy is a careful driver.
Formation of adverbs from adjectives.
Most adverbs are formed by adding –ly to an adjective, e.g. quick – quickly.
Adjectives ending in –ic add –ally to form their adverbs, e.g. dramatic – dramatically.
Adjectives ending in –le drop –le and add –ly to form their adverbs, e.g. terrible –
terribly.
Adjectives ending in consonant + y dop y and add –lly to form their adverbs, e.g.
happy – happily.
Adjectives ending in –ly (friendly, lonely, etc.) form their adverbs with in a … way,
e.g in a friendly way.
Adjectives ending in –e form their adverbs adding –ly without dropping –e, e.g. rare –
rarely.
Exceptions: whole – wholly, true – truly.
The adverb of ‘good’ is ‘well’.
Tip: Not all words ending in -ly are adverbs.
adjectives ending in -ly: friendly, silly, lonely, ugly
nouns, ending in -ly: ally, bully, Italy, melancholy
verbs, ending in -ly: apply, rely, supply
There is no adverb for an adjective ending in -ly.
47
 Types of adverbs
1) Adverbs of manner 3) Adverbs of frequency 5) Adverbs of place
quickly often here
kindly sometimes nowhere
2) Adverbs of degree 4) Adverbs of time
very now
rather today
Word Order of Adverbs
Adverbs can be used in front, mid or end position in a sentence.
e.g. Obviously they will never see her again.
When there is more than one adverb in the sentence, their usual order is manner –
place – time.
e.g. He watched TV quietly in his room until 6.00.
When there is a verb of movement in the sentence the order is place – manner – time.
e.g. Ann was rushed to hospital suddenly an hour ago.
Adverbs of frequency come after the auxiliary verb but before the main verb.
e.g. She never comes to work on time. She’s often late.
Adverbs of degree go before the adjective or the adverb they describe. When these
adverbs describe verbs, they go before a main verb or after an auxiliary verb.
e.g. He is absolutely hopeless at Maths. We quite enjoyed the film.
Degrees of comparison
A - Comparison with -er/-est C - Irregular adverbs
We use -er/-est with the following adverbs: well better best
1) all adverbs with one syllable badly worse worst
fast faster fastest much more most
high higher highest little less least
2) The adverb: early late later last
B - Comparison with more - most
carefully - more carefully - (the) most carefully farther farthest
far
adverbs ending on -ly (not early) further furthest
ATTENTION! In informal English some adverbs are used without -ly (e.g. cheap, loud,
quick). There are two forms of comparison possible, depending on the form of the adverb:
cheaply - more cheaply - most cheaply
cheap - cheaper - cheapest
Some pairs of adverbs have different meanings.
deep = a long way down (He dug deep in the ground.) deeply = greatly (The scientist
was deeply respected.)
free = without payment (Children travel free on buses.) freely = willingly (He spoke
freely about his past.)
hard = with a lot of effort (He works hard.) hardly = scarcely (I hardly see him.)
high = to/at a high level (The pilot flew high above the clouds.) highly = very much
(She is highly regarded by her employers.)
last = after all others (He got here last.) lastly = finally (Lastly, read the instructions
then do the test.)
late = after the arranged or proper time (They arrived late.) lately = recently (I
haven’t seen him lately.)
48
near = close (I live near the school.) nearly = almost (I have nearly finished.)
pretty = fairy (I thought the film was pretty awful.) prettily = in an attractive way
(She smiled prettily.)
short = suddenly (The driver stopped short.) shortly = soon, not long (He will be
arriving shortly.)
wide = far away from the right point (He threw the ball wide.) widely = to a large
extent (It’s widely believed that the Prime Minister will resign soon.)
Like – as.
Like is used: As is used:
- to say what smb or smth looks like. - to say what smb or smth is really or to
She looks like Madonna. (She isn’t talk about one’s job or role. He works
Madonna.) as a clerk. (He’s a clerk.)
- after feel, look, smell, sound + noun. - in certain expressions: as usual, as …
It smells like fish. as, as much, such as, the same as. He
plays the piano as well as I do.
- with nouns/pronouns/-ing. - after the verbs: accept, be known, class,
She works like a robot. (She isn’t a robot.) describe, refer to, regard, use. He is
It was like flying in the air. regarded as the best student in his class.
As, because, seeing that/as, since
We can begin a clause with these words to give a reason for a particular situation:
e.g. As it was getting late, I decided I should go home.
We must be near the beach, because I can hear the waves.
Since he was going to be living in Sweden for some time, he thought he should
read something about the country.
We could go and visit Sue, seeing that we have to drive past her house anyway.
It is also common and acceptable for because to begin a sentence, as in:
Because everything looked different, I had no idea where to go.
To give reasons in spoken English, we most often use because. So is also commonly
used to express the same meaning.
e.g. Because my mother's arrived, I won't be able to meet you on Thursday after all.
My mother's arrived, so I won't be able to meet you on Thursday after all.
With this meaning, since is rather formal:
e.g. I didn't go out since I was feeling awful.
Seeing that is used in informal English. Some people also use seeing as in informal speech:
e.g. He just had to apologise, seeing that/as he knew he'd made a mistake.
Because of
Because of is used before a noun or a noun phrase to give a reason for something:
e.g. We won't be able to come because of the weather.
For and with
We can use for and with to introduce reasons. For has a similar meaning to because of:
e.g. She was looking all the better for (= because of) her stay in hospital.
With this meaning, for is common in most styles of English. With has a similar
meaning to 'because there is/are':
e.g. With so many people ill (= because so many people are ill), I've decided to
cancel the meeting.
Notice we can use with, but not for, at the beginning of a sentence to introduce a reason.
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If ...not and unless
Unless is used in conditional sentences with the meaning 'if...not':
e.g. There's no chance of you getting the job unless you apply, (or ...if you don't
apply.)
You can't travel on this train unless you have a reservation, (or ...if you don't have...)
In most real conditional sentences, we can use either unless or if...not with a similar
meaning. However, we use if...not but not unless:
· in most unreal conditional sentences:
e.g. He would be happier if he didn't take things so seriously.
· when we talk about emotions:
e.g. I'll be amazed if Christie doesn't win.
· in most questions:
e.g. If you don't pass the test, what will you do?
We use unless but not if...not when we introduce an afterthought.
e.g. Without Philip to run it, the course can't continue - unless you want the job, of
course.
If and whether
We can use if or whether to say that two possibilities have been talked about, or to
say that people are not sure about something:
e.g. They couldn't decide whether/if it was worth re-sitting the exam.
Whether can usually be followed directly by or not.
e.g. I didn't know whether or not Tom was coming, (or ...whether Tom was
coming or not.)
We prefer whether rather than if:
· after the verbs advise, consider, discuss:
e.g. You should consider carefully whether the car you are interested in is good value.
· before to-infinitives and after prepositions:
e.g. I couldn't decide whether to buy apples or bananas.
· in a clause acting as a subject or complement:
e.g. Whether the minister will quit over the issue remains to be seen.
· in the pattern noun + as to + whether to mean 'about' or 'concerning':
e.g. There was some disagreement as to whether he was eligible to play for France.
1. Underline the correct item, and then explain the difference in meaning.
e.g. The soldier near/nearly died as a result of being hit full/fully in the chest by a
bullet, which penetrated deep/deeply inside him.
1. Simon told everyone he would pass the exam easy/easily, so he was deep/deeply
embarrassed when he came last/lastly in the class, with 20%.
2. “I sure/surely am happy to meet you,” said the reporter to the high/highly
respected singer. “You’re pretty/prettily famous around here, you know”.
3. When he was almost full/fully recovered from his illness the doctor told him to
take it easy/easily and said that he would be able to return to work short/shortly.
4. As he was found near/nearly the scene of the murder with a knife in his hand, it is
hard/hardly surprising that he was wrong/wrongly accused.
5. Sure/Surely you couldn’t have answered every question wrong/wrongly.

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6. Rob was a very poor archer. His first arrow fell short/shortly of the target, his
second flew about 10 meters wide/widely and the third flew high/highly into the air
and landed behind him.
7. Although he arrived an hour late/lately, he started work direct/directly and tried
hard/hardly to make up for lost time.
8. Lately/Late she has been getting all her clothes freely/free from the fashion
company, so I can’t understand why she doesn’t dress more prettily/pretty.
9. It is wide/widely believed that there is a bus that goes direct/directly from here to
the airport, but it’s not true.
10. Last/Lastly, I would like to say that I would free/freely give my life for the cause
of world peace.
2. Rewrite the letter and put the adverbs below in the correct position.
for a long time, extremely, frequently, nowadays, too long, often, soon, very hard, at
the office, probably, for three months, terribly, quickly, quite.
Dear Kate,
I know I haven’t written to you. I was sorry to hear about your accident.
Accidents like that happen. I hope you won’t have to stay in hospital and that your
friends are able to visit you. I’m going to send you a present. I’ve been working
lately. Paul will be working in France. I know I’ll miss him. I hope you get better as
I’d like to come and stay with you.
3. Complete the sentences below by filling in the blanks (because, until, so, but, when).
1. She didn’t do well in the final test, … she didn’t study hard.
2. I will stay with you, … your father comes to pick you up.
3. We made a pizza, … we didn’t eat it.
4. The wedding won’t start, … the groom arrives.
5. We were exhausted, … we went to bed.
6. We’ll stay in the restaurant, … the rain stops.
7. We will be happy, … the exams are over.
8. I won’t see you tomorrow, … I will call you on your cell phone.

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 Unit 10. Business letter writing. (6 hours.)
Objectives: to get acquainted with traditional business letter writting; to revise the
picularities in use propositions of place and time.
Tasks: to give the explanation of the new terms; to discuss the business letter
structure; to ask information about body of letter ; to match the words with their
definitions.
Being a component part of human communication business correspondence is
an important topic that should be mastered by any economist. The layout of a
business letter usually consists of 12 elements, some of which are optional.
1. The letterhead 7. The complimentary close
2. The reference line 8. The signature
3. The date 9. Attention line (optional)
4. The inside address 10. Subject line (optional)
5. The salutation 11. Notes on enclosures (optional)
6. The body of the letter 12. Notes on copies (optional)

Business letters are usually brief and seldom exceed one page. Its layout must be
attractive and elegant. The letterhead should give potential correspondents all the
information they might need if they wish to contact the company: its full name, postal
address, telephone numbers, e-mail address.
The reference line includes the initials of the person who dictated the letter and of
the typist and indications needed for filing. The reference line links the letter with the
previous correspondence.
There are 4 accepted variants of showing the date:
23rd January, 2010
23 January, 2010
January 23rd, 2010
January 23, 2010
The inside address is the address of the person the letter is sent to.
The salutation is the starting line of the letter, it begins with Dear followed by the
title: Mr., Mrs., Ms., Dr., Prof. If you don’t know the name of your correspondent,
you should write Dear Sir/Madam.
The body of the letter should follow the three rules of business communication and be
brief, clear and direct. Here are some expressions that may be used in starting your letter:
Thank you for taking the trouble to write and tell me about……
I was delighted to receive your letter of 15 September about…..
and in closing it:
I look forward to hearing from you
I hope to hear from you soon
Thank you for your help
The complementary close may have several variants:
Yours faithfully
Yours sincerely
Yours truly
The signature consists of the addresser’s personal signature deciphered in the
following line. The next line shows the signatory’s position in the company.
52
e,g. Yours sincerely,
Dr, Jessica Brown
Executive Secretary
Bradford Ltd.
Words to know
To master-a stăpîni, a poseda/ овладеть, изучить
Enclosure-anexă/ сопроводительные документы
Brief- succinct, laconic/ краткий
To exceed- a depăşi/ превышать
Layout- aşezare pe pagină/ расположение на бумаге
Reference line- referinţă/ ссылка
To decipher- a descifra/ расшифровать
Signature- semnătură/ подпись
To sign- a semna/ подписывать
Signatory- semnator/ сторона, подписывающая документ

Lexical exercises
I. Translate the following word combinations from the text.
Trebuie să fie stăpînit de orice economist, aşezare în pagină, opţional, încheiere,
anexă, a depăşi o pagină, informaţie despre autorul scrisorii, iniţiale, a stabili o
legătură cu corespondenţa precedentă, linia de start, a se deranja, încîntat, Aştept cu
nerăbdare răspunsul D-tră, Cu respect, semnătura personală, post în companie.
Должна быть изучена любым экономистом, расположение на бумаге,
необязательный, заключительная фраза, сопроводительные документы,
превысить одну страницу, данные об авторе письма, инициалы, связывать с
предыдущей корреспонденцией, стартовая строчка, беспокоиться,
восхищённый, Жду с нетерпением Вашего ответа, С уважением, личная
роспись, пост в кампании.
II. Find the transcription of the words below.
Layout, optional, letterhead, salutation, complimentary close, signature, enclosure,
brief, exceed, initial, filing, previous, delighted, faithfully, decipher, signatory, sign.
III. State True or False
1. The layout of a business letter consists of 22 elements.
2. The body of the letter is an optional element of a letter.
3. Business letters seldom exceeds one page.
4. The letterhead should give the information about the potential correspondents.
5. The reference line links the letter with the previous correspondence.
6. There are 2 accepted variants of showing the date.
7. The body of the letter should be brief, clear and direct.
8. If you don’t know the name of your correspondent, you should write: “Dear Stranger”.
IV. Complete the sentences.
1. Business correspondence should be........by any economist.
2. The elements of a business letter are.........
3. The letterhead contains..........
4. The reference line includes...........
5. The inside address is..........
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 6. The salutation is.........
7. You should close your letter by writing..........
8. The signature consists of...........
V. Translate the synonyms of the word „sign” and the sentences below.
Indication, symptom, symbol, indicator, signal
1. Headaches may be a sign of stress.
2. They gave no indication as to how the work should be done.
3. Symptoms include a sore throat.
4. The dove is an universal symbol of peace.
5. The economic indicators have changed recently.
6. Chest pains can be a warning signal of heart problems.
VI. Answer the questions.
1. How many elements are there in a business letter?
2. What information is contained in the letterhead?
3. What does the reference line include?
4. What are the 4 accepted variants of writing the date?
5. How can you characterize the body of the letter?
6. How can you start your letter?
7. How can you close the letter?
8. What are the parts of a the signature?

GRAMMAR
PREPOSITIONS: PREPOSITIONS OF PLACE; BETWEEN AND AMONG; DURING, FOR,
OVER; THROUGHOUT, BY AND UNTIL

54
in + cities / towns / streets / the surburbs / an armchair / danger / the middle of / the queue
at + house number (at 32 Oxford St) / home / school / university / work / the bus-stop
on + the floor / the outskirts / a chair / foot / holiday
by + bus / taxi / car / helicopter / plane / train / coach / ship / air / sea
BUT on a/the bus / plane / train / coach / ship / boat – in a taxi / car / helicopter
Prepositions of time
AT IN ON
at 6:15 in the morning/afternoon/night on Sunday, Monday, etc.
at Christmas / Easter in July (months) on March 28th
at night/midnight/noon in summer (seasons) on a winter night
at the weekend in 1991 (years)
in the 20th century
NOTE: on time = at the right time at 8:30 = exactly at that time
in time = early enough, not late by 8:30 = not later than that time, before
Between, among
We use between with two or more people or things that we see as individual or
separate. We use among when we see the people or things as part of a group or mass.
You can't say that you are among two people or things. Amongst is sometimes used
instead of among, but is a more literary.
e.g. She held the diamond between her thumb and forefinger.
The boy walked into the room between/among his mother and father.
During, for, in, over, throughout
We use during or in to talk about something that happens within a particular period
of time.
e.g. The population of the city has actually fallen during the last decade, (or
...in the last...)
We use during rather than in when we talk about something that happens within the
same time as another event or activity rather than over a particular period of time:
e.g. Mrs Newton came into our classroom during a maths test.
We also prefer during when we emphasise that something continues for the whole of
a particular period of time:
e.g. No-one was allowed to leave the ship during (the whole of) its time in port.
We can also use throughout to express a similar meaning:
e.g. We had enough firewood to keep us warm during (the whole of) the winter,
(or...warm throughout the winter.)
We can use over or during when we talk about an event or activity that goes on for a
length of time within a period of time, either for some of that period or for the whole of it:
e.g. Weather conditions have been improving over/during the past few days.
However, if we talk about an event or activity having little duration that happens
within a period of time, we prefer during:
e.g. She sneezed during the performance, (not ...over the performance.)
We use for to say how long something continues, and during to say when something
takes place:
e.g. You can only come in for a few minutes, (not ...during...)
About ten of us were taken ill during a party we were at in York, (not ...for a party...)

55
By, until
We use by when we say that something will happen or be achieved either before a
particular time or at that time at the latest.
e.g. We have to be at the stadium by 2.30. (That's when the competition starts.)
We use until when we say that something will continue up to a particular time.
e.g. We have to be at the stadium until 2.30. (We can't leave before that time.)
In negative sentences, until means 'not before':
e.g. You mustn't open your presents until your birthday.
In informal English we can use till instead of until.
1. Fill in: on, in, by or at.
Last year when I was … holiday I received a telegram asking me to go home
immediately. I traveled … plane and landed … London at midnight. My flight was
terrible because there were lots of babies … the plane with me and most of them
cried throughout the trip. After I left the airport, I waited … a bus stop over half an
hour but no bus came so I decided to continue my journey … taxi. My sister lives …
10, Mill road, Hariton, and so I asked the driver to take me there. The house is … the
outskirts of the town and it took quite a while to find. We had to stop … the suburbs
to ask for directions as I had never been there before. When we finally arrived at the
house, my sister was waiting for me.
2. Fill in: in front of, between, behind, under, past, towards, at, in or against.
There are lots of people … the bank today. … the cashier’s desk there is a long
queue. Two cashiers are sitting … the desk. The manager is standing … the cashiers
holding some papers. There’s a guard … the door. He’s leaning … the cashier’s desk.
He’s got a gun… his arm. An old woman is going … the guard … the cashier. a man
wearing a hat is standing … the queue … a couple.
3. Fill in: through, at, on, among, above, between, under, beside, near, in, against
or in the middle of.
Mrs. Moore is having a party this evening. She’s standing … her guests … the room
pointing … a picture … the fireplace. There’s a lot of food … the table and … the
table there are several empty bottles. … the fireplace there is a record player. A man
is standing … it. A waitress is coming … the door holding … a tray of drinks. a man
is leaning … the wall … two women. They are holding glasses … their hands.
4. Fill in: over, round, into, down, on, up, along, out of or towards.
Today is Christmas Eve. The centre of town is very busy. Lots of people are going …
and … the shops buying Christmas presents. They are walking … and … the street
looking in the windows. There are some children dancing and singing carols … the
Christmas tree. A car is coming … the corner. It has a Christmas tree … the roof. A
man is going to put some parcels … his car. His wife is coming … the street … him
with more parcels. There are Christmas decorations hanging … the street.

56
 Bibliography:

Compulsory
1. J. BEARDSHAW “Economics.A student’s guide”, Pitman Publishing, London,
1992. - 543p. ISBN 0-273-03777 3
2. AYERS RONALD M, COLLINGE ROBERT A “Economics: explore and apply”,
Prentice Hall, New Jersey, 2004. -482p. ISBN 0-13-016410-0
3. Oxford Advanced Learner’s Dictionary, Oxford University Press, seventh
edition,2010.- 1900p.ISBN-13978-0-19-43160664

Optional
1. Concise Oxford Lingua English Romanian Dictionary, Oxford University Press,
2009. - 829p. ISBN 10: 973-20-0195-X
2. Oxford Advanced Learner’s Dictionary, Oxford University Press, 2005. -1780p.
ISBN 0 19 431164 3
3. VIOLETA NĂSTĂSESCU “Dicţionar economic englez român, român englez”,
Editura Niculescu, Bucureşti ,2007. -776p. ISBN 13:978-973-20-0195-0
4. Oxford Advanced Learner’s Dictionary, Oxford University Press, seventh
edition,2008.- 1900p.ISBN-13978-0-19-43160507
5. Dicţionar englez –rus,rus- englez,Ch.Î.S.F.E.-P Tipografia centrală.2006 -680 p.
ISBN 978-9975-78-487-0

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