CSI - CIG I Lb. Engl. (Sem 1)

Universitatea OVIDIUS Constanţa
Centrul ID-IFR
Facultatea de Ştiinţe economice
Business
Communication and
Correspondence
Caiet de Studiu Individual
Specializarea CIG
Anul de studii I
Semestrul I
Coordonator de disciplină:
Conf. univ. dr. Alina Popescu
2021
Cupri
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CUPRI NS
Unitate Titlul Pagina
de
învăţare
INTRODUCERE 5
1 …Unitate de învăţare Nr. 1
Obiectivele Unităţii de învăţare Nr. 1…………………………………. 7

1.A. Present Tenses: Basic contrasts
1.B. Essential Characteristics of Business Communications
Lucrare de verificare Unitate de învăţare Nr. 1 11
Răspunsuri şi comentarii la întrebările din testele de autoevaluare 12
Bibliografie Unitate de învăţare Nr. 1 12
2
…Unitate de învăţare Nr. 2
Obiectivele Unităţii de învăţare Nr. 2………………………………….. 14

2.A FUTURE TENSES 14
2.B Business Forms and Documents……………………………….. 16
Lucrare de verificare Unitate de învăţare Nr. 2…… .... 20
Răspunsuri şi comentarii la testele de autoevaluare………… ........ 21
Bibliografie Unitate de învăţare Nr. 2…………………… ……… ………..21
…
Cupri
Obiectivele Unităţii de învăţare Nr. 3………………… ………………….. 23

3.A Past Tenses ... 2
3.B Effective Business Writing (I) 25
Lucrare de verificare Unitate de învăţare Nr. 3……… ….... 2
Răspunsuri şi comentarii la testele de autoevaluare................................. 2
Bibliografie Unitate de învăţare Nr. 3…………………………… …….. 2
…
Obiectivele Unităţii de învăţare Nr. 4……………… ……….. 31

4. A Past Tense Vs. Present Perfect 31
4.B Effective Business Writing (II)... 32
Lucrare de verificare Unitate de învăţare Nr. 4……………….... 34

Răspunsuri şi comentarii la testele de autoevaluare…................. 35
Bibliografie Unitate de învăţare Nr. 4………………………….. 36
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5
Obiectivele Unităţii de învăţare Nr. 5………………………….. 39

5.A Phrasal verbs 39
5.B BUSINESS WRITING —PURPOSE. TARGET READERS 40
Lucrare de verificare Unitate de învăţare Nr. 5……………….... 43
Răspunsuri şi comentarii la testele de autoevaluare……………... 43
Bibliografie Unitate de învăţare Nr. 5………………….. 44
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6
Obiectivele Unităţii de învăţare Nr. 6……………………….. 44

Lucrare de verificare Unitate de învăţare Nr. 6……....
Răspunsuri şi comentarii la testele de autoevaluare.....
Bibliografie Unitate de învăţare Nr. 6……………………..
…
Cupri
Obiectivele Unităţii de învăţare Nr. 7………………………….. 5

7.A Passive Constructions 5
Lucrare de verificare Unitate de învăţare Nr. 7………………….... 6
Răspunsuri şi comentarii la testele de autoevaluare…....................... 6
Bibliografie Unitate de învăţare Nr. 7………………………….. 6
BIBLIOGRAFIE 63
…
Introducere
...
INTRODUCERE
Stimate student,
Cursul de fata este destinat studentilor anului I Contabilitate și

Informatică de Gestiune ID, care doresc sa-si perfectioneze cunostintele
de comunicare in limba engleza. Cursul isi propune sa acopere concepte
importante legate de domeniul afacerilor, notiuni de vocabular si
redactarede documente (scrisori, memoranda, e-mail-uri, Cv-uri). La
finalizarea cursului student
-Dezvoltarea cunoştinţelor în domeniul comunicării în afaceri şi al
relaţiilor economice internaţionale în limba engleză;
-Dezvoltarea bunelor practici în comunicarea orală şi scrisă în limba
engleză în diverse medii de afaceri;
-Dezvoltarea capacităţii analitice şi de studiu individual în vederea
fundamentării deciziilor în soluţionarea de probleme de comunicare
în contexte reale;
-Extinderea capacităţilor de selecţionare şi interpretare a
informaţiilor esenţiale dintr-o bază de date referitoare la mediul
internaţional.
Lucrarea de verificare reprezintă o evaluare finală la sfârşitul fiecărei
etape de învăţare, lucrare pe care o vei transmite prin e-mail la adresa
<alinadpopescu@yahoo.com> pentru corectare şi eventualele
comentarii.
Pe prima pagină a lucrării se vor scrie următoarele informaţii: numele
acestei discipline (…), numărul lucrării de verificare (Lucrarea de
verificare nr. …), numele/prenumele şi adresa de e-mail a
dumneavoastră.
Vă recomand să scrieţi clar răspunsurile la întrebări. Dacă este posibil
utilizaţi un procesor de texte. Pentru comentariile profesorului, lăsaţi o
distanţă de circa 5 cm între răspunsuri.
Pentru securitatea lucrării vă recomand să vă scrieţi numele pe fiecare
pagină.
Spor la învăţat şi succes!
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…
Unitate de învăţare Nr. 1
ESSENTIAL CHARACTERISTICS OF BUSINESS

COMMUNICATIONS
Cuprins Pagina
Obiectivele Unităţii de învăţare Nr. 1………………………………………………. 7
Lucrare de verificare Unitate de învăţare Nr. 1 11
Răspunsuri şi comentarii la întrebările din testele de autoevaluare 12
Bibliografie Unitate de învăţare Nr. 1 12
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…
OBIECTIVELE Unităţii de învăţare Nr. 1

Principalele obiective ale Unităţii de învăţare Nr. 1 sunt:
1. Unitatea urmareste repetarea unor cunostinte dobandite anterior
referitoare la utilizari ale timpurilor prezentului in limba engleza;
2. Unitatea isi propune sa ofere o vedere de ansamblu asupra timpurilor
prezentului in limba engleza;
3. Unitatea isi propune sa prezinte o parte dintre cele mai importante
trasaturi ale comunicarii in domeniul afacerilor;
4. Unitatea isi propune sa testeze cunostintele dobandite de studenti
anterior dar si pe parcursul acestei unitati.
1.A. Present Tenses: Basic contrasts
PRESENT TENSE SIMPLE PRESENT TENSE CONTINUOUS

-used to express: -used to express:
1. permanent states and habitual actions: 1. temporary actions and developing
e.g. John works for a multinational company. situations:
e.g. Helen usually jogs in the morning. e.g. Helen is going to the gym this week.
2. universal truths and laws of nature: e.g. More and more people are searching
e.g. Children love sweets. for jobs on the Internet nowadays.
e.g. Oil floats over water. 2. actions taking place at the moment of
3. timetables and programmes: speaking:
e.g. The plane to Rome takes off at 8.10 pm. e.g. Are you listening to me?
e.g. The film starts at 10.15 pm. 3. personal arrangements in the future: e.g.
4. instructions, sports commentaries, narration: Her family are leaving for New
e.g. First plug the device in, then switch it on... Mexico next Thursday.
e.g. At first, nobody knows who the murderer is, 4. annoyance, irritation or anger (with
adverbs like always, constantly or never):
but clues add up and point to the porter.
e.g. He is never telling the truth!
at present, at the moment , now, this
always, at dawn/noon/night/ the weekend,
Sunday/week/ year/spring, today, tonight
each/every day/week/month/year, in the
morning/ evening, often, seldom, usually, etc.
State verbs describe a continuing state, so do not usually have a continuous form. Typical
examples are:
believe, belong, consist, contain, doubt, fit, have, know, like, love, matter, mean, need, own,
prefer, seem, suppose, suspect, understand, want, wish
Some verbs have a stative meaning and a different active meaning. Typical examples are:
be, depend, feel, have, measure, see, taste, think, weigh
Compare these uses:
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…
Event State
Jill's being noisy. Jack is noisy.
We're having an interesting conversation! Deirdre has a Porsche. I
David's thinking about getting a new job. I'm think I like you!
just tasting the soup. This fish tastes awful!
I'm feeling terrible. I feel that you are wrong.
We're weighing the baby. This bag weighs a ton!
Bill, I'm depending on you to win this contract for us. It depends what you mean.
NOTE! The differences here apply to all verb forms, not just to present verb forms.
Test de autoevaluare 1.1 – Scrieţi răspunsul în spaţiul liber din chenar.

Present simple or present continuous?
1. María (work) for a TV station.
2. At the moment she (travel) in the Sahara Desert.
3. Dan (love) wild animals.
4. He (not visit) Alaska at the moment.
5. Marta (not live) in Africa.
6. She (stay) in Africa at the moment.
7. Dad usually (cook) dinner.
8. My parents (go) to Italy every year.
9. My sister (walk) to school every day.
10. We (have) lunch now.
Răspunsul la test se găseşte la pagina 12 .

Present simple or present continuous?
1. I never (stay in) on Saturday evening.
2. I (go) to the cinema now.
3. My mum (not work) today.
4. Peter (not like) rap music.
5. He (listen) to pop music at the moment.
6. Donna usually (go) shopping on Saturdays.
7. Let´s go out. It (not rain) now.
8. Hurry up! Everybody (wait) for you!
9. The sun (rise) in the east.
10. Water (boil) at 100 degrees.
Răspunsul la test se găseşte la pagina 12.
1.B. ESSENTIAL CHARACTERISTICS OF BUSINESS

COMMUNICATIONS
Many business communications are concerned with ensuring efficiency,

quality, and cost effectiveness - with a view to making a profit so that those who
devote time to the business (employees and owners) or invest money (owners or
…
…
shareholders) can be paid. Such communications include not only letters and
memoranda, and reports of various kinds, but also manuals, plans, specifications,
guidelines, procedures - including instructions and drawings - and records of activities
performed and results achieved.
Any communications that are, for example, inaccurate, inappropriate, unclear,
verbose, inconsistent, incomplete or imprecise are likely to be ignored, or may
confuse, or may result in inappropriate actions, wrong decisions, accidents, costly
mistakes, and wasted effort.
To help you decide how you should write, consider some of the characteristics
listed here - in alphabetical order - as being essential in business communications.
Accuracy
Accuracy in writing depends on your choice and use of words, to ensure you convey
the intended message. The accuracy of any statistics reported also depends upon
care in planning the enquiry or investigation from which they were derived, care in
observing and in measuring, and care in recording and analyzing data. No amount of
care in analyzing data, or presenting the results of the analysis, can compensate for
lack of care in earlier stages of the work.
Balance
In your writing devote equal attention to things of comparable importance, and
maintain a sense of proportion. Unless expected to present only the case for or the
case against, you should normally show an awareness of all sides of a question.
Coherence
There should be a clear train of thought that leads readers smoothly from
sentence to sentence and from paragraph to paragraph, with headings where
necessary as signposts to help readers along, so that the work as a whole has the
quality of unity or wholeness.
Explanation
Whether you are requesting or supplying information, the needs of your
readers should be your first consideration. Who are they? What do they know
already? What more do they need to know to ensure they understand your message?
You must provide enough information, explanation, and where necessary
examples, to ensure that readers understand and can judge the validity of your
conclusions.
Forcefulness
To achieve your objective you must show an awareness of all points of view,
but be prepared to put your case strongly - supported by sufficient evidence and
convincing argument, and without undue reservations.
Impartiality
In business you may not be in a position to give impartial advice: you may
advertise only the advantages of the products or services you can provide and the
disadvantages of those available from a competitor. The reader should understand
this. Alternatively, you may be independent of any particular producer or service
provider and claim to give impartial advice.
Objectivity
When the interpretation and assessment of evidence call for the expression of
an opinion this must be clearly indicated as such. Arguments in favor of any
idea
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…
expressed should be based on the evidence summarized in your composition. If in

your writing you are concerned with facts, care is needed to ensure that any
assumption, conjecture, extrapolation, generalization, opinion or possibility mentioned
early in a document is not later referred to as if it were a fact. Words to watch
because they may introduce an assumption are: obviously, surely and of course. Also
take care not to state your opinion as a fact. Rely on evidence, not authority. Do not
state the opinions of others as facts, or the opinion of a majority of those consulted as
if it were a fact.
Order
To help readers follow your train of thought, present information and ideas in
an appropriate order. This will depend on the kind of writing in which you are engaged
and on whom you are trying to interest. For example, in a newspaper story an editor
would start with the main point in an eye-catching headline and a topical first
paragraph, and then proceed to background information, including events leading to
the recent occurrence reported. But in business you would probably write an account
of an occurrence or event in chronological order.
Try to fulfill your readers’ expectations. A logical argument, starting from a true
premise, should lead to a valid conclusion.
Persuasiveness
If your intention is to persuade, present by evidence clearly and forcefully using words
alone or words supported by effective illustrations - which may have a more
immediate impact than words. Those who can provide little evidence may seek to
convince readers by unsupported opinion or by repetition.
Relevance
A business document should include only material relevant to its title or terms
of reference. However, do not include things just because they are relevant. Some
relevant material will be omitted because, for example, you have already given
enough explanation to make your meaning clear or provided enough evidence to
convince the reader.
Simplicity
As in a mathematical proof, simplicity in writing is an outward sign of clarity of
thought. Business writing should therefore be direct: without jargon, superfluous
words, or other distractions.
Tact
Although clarity and completeness are essential in any composition, one
should always be tactful. Sometimes this can be achieved by deliberate omission of
what in other circumstances would be considered essential points. For example, in a
reference anyone who has agreed to be a referee should be positive. An internal
assessment is a different matter, because it is written by someone whom the subject
may not have chosen as a referee. The assessor should nevertheless try to be fair;
and should also bear in mind that whatever is written in a person’s records may be
seen by that person - and if unfavorable may even be the subject of litigation. In a
reference or performance assessment a person’s shortcomings may not be
mentioned. But if it does not end with a statement to the effect that the writer has no
reservations in recommending the applicant, or end on some similarly positive note, it
is up to the reader to read between the lines.
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…

List five of the characteristics presented above in order of their
importance.
Am ajuns la sfârşitul Unităţii de învăţare Nr. 1.
Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate în

această unitate şi să revizuiţi obiectivele precizate la început.
În loc de rezumat
Este timpul pentru întocmirea Lucrării de verificare Unitate de învăţare
Nr. 1 pe care urmează să o transmiteţi tutorelui.
Lucrare de verificare Unitate de învăţare Nr. 1
1.Present simple or present continuous?

1. Who is that man? What he (want)?
2. Who is that man? Why he (look) at
us?
3. you (believe) in God?
4. Gilbert says he is 80, but nobody (believe) him.
5. Every Monday Maite (drive) her kids to football
practice.
6. Be quiet. Arturo (sleep).
7. Don´t forget to take your umbrella. It (rain).
8. I don´t like living in England. It always (rain).
9. Look!. It (snow). We are going to have a white
Christmas.
10. Maila (watch) TV every morning.
2. Fill in the blanks using one word:
Many business communications are concerned with
efficiency, quality, and cost effectiveness - with a view
to a profit so that those who devote time to the
business ( and owners) or invest money (owners
or ) can be paid. Such communications include
not letters and memoranda, or reports of various kinds, but
also manuals, plans, specifications, guidelines, procedures -
including instructions and - and records of
activities and results achieved.
Any communications that are inaccurate, inappropriate,
unclear, verbose, inconsistent, incomplete or imprecise are
to be ignored, or may confuse, or may result in
inappropriate actions, wrong , accidents,
costly mistakes, and wasted .
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…
Răspunsurile şi comentariile la testele de autoevaluare
Test de autoevaluare 1.1

1. María works (work) for a TV station.
2. At the moment she is travelling (travel) in the Sahara Desert.
3. Dan loves_ (love) wild animals.
4. He is not visiting (not visit) Alaska at the moment.
5. Marta does not live _ (not live) in Africa.
6. She _is staying_ (stay) in Africa at the moment.
7. Dad usually cooks_ (cook) dinner.
8. My parents _go (go) to Italy every year.
9. My sister _walks (walk) to school every day.
10. We are having (have) lunch now.

1. I never stay in (stay in) on Saturday evening.
2. I am going_ (go) to the cinema now.
3. My mum _is not working (not work) today.
4. Peter _does not like (not like) rap music.
5. He is listening (listen) to pop music at the moment.
6. Donna usually goes (go) shopping on Saturdays.
7. Let´s go out. It _is not raining (not rain) now.
8. Hurry up! Everybody is waiting (wait) for you!
9. The sun rises (rise) in the east.
10. Water _boils (boil) at 100 degrees.
Bibliografie Unitate de învăţare Nr. 1
Collins Cobuild, English Usage. London. HarperCollins Publishers, 2004
Oxford Advanced Learners Dictionary, Oxford University Press, 2004
Popescu A. , (2009), Writing for Business. A Coursebook, Constanta

Editura Europolis
Vince, Michael, Advanced Language Practice - (3rd Edition) - English

Grammar and Vocabulay with Key, Macmillan Publishing House, 2009
http://www.edufind.com/english/grammar/grammar_topics.php
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Cuprins Pagina
Obiectivele Unităţii de învăţare Nr. 2…………………………………………………….. 14

2.A FUTURE TENSES 14
2.B Business Forms and Documents 16
Lucrare de verificare Unitate de învăţare Nr. 2………………………………………….... 20

Răspunsuri şi comentarii la testele de autoevaluare…………………................................. 21
Bibliografie Unitate de învăţare Nr. 2…………………………………………………….. 21
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referitoare la timpuri gramaticale care pot exprima viitorul in limba
engleza;
viitorului in limba engleza;
3. Unitatea isi propune sa prezinte diverse modalitati de comunicare
scrisa in domeniul afacerilor (minute ale sedintelor, invitatii, alte
tipizate);
anterior dar si pe parcursul acestei unitati.
2.A FUTURE TENSES

FUTURE SIMPLE FUTURE FUTURE PERFECT
CONTINUOUS
-is used to express: -is used to -is used to express:
1.decisions which are made at express: 1.actions which will
the moment of speaking and 1.actions in finished prior to a st
concern the future: progress at a future moment: e.g. P
e.g. I will pay them a visit. stated future will have solved all of
2.promises/threats/requests/ moment: problems by Friday.
offers: eg. This time next e.g. The mechanic
e.g. Will you help me? week Mike will be won’t have fixed my
Of course, I will. swimming. until tomorrow afternoon
3.predictions about the future 2.a polite request:
which are based on what it is e.g. Will you be
thought rather than on evidence: needing the
e.g. She is sure that they will win photocopier for
the race. long? I have to
4. ‘lack of willingness’, when photocopy this
used in the negative: document.
e.g. The door won’t open !
soon, next Monday/ week/ year/ this time next by 3 o’clock/ next
summer, tonight, tomorrow, week/ year week, before, by then,
until (only in negative
sentences)
Note: Words and expressions that state time (after, as soon as, as long as, before, by the
time, once, when, whenever, while) or condition (if, in case, provided that, on condition
that, supposing, unless) cannot be used in order to introduce a sentence which has a verb
…
…
in the future tense. In this case, future tenses are replaced as follows:
a. Future Simple Present Simple

e.g. I won’t tell you anything until/unless you are sincere. (not:…until you will
be sincere)
b. Future Continuous Present Continuous
e.g. John will be listening to music while Pam is doing her homework.(not:…while Pam
will be doing her homework)
c. Future Perfect Present Perfect
e.g. We will leave as soon as/ if/ on condition that we have finished cleaning.(not: as
soon as we will have finished cleaning)
Other ways of expressing future time

1. timetables and programmes are expressed by Present Tense Simple:
e.g. The plane to Rome takes off at 8.10 pm.
The film starts at 10.15 pm.
2. personal arrangements in the future are expressed by Present Tense
Continuous:
e.g. Her family are leaving for New Mexico next Thursday.
3. To Be Going to is used to convey:
a. plans or intentions related to future
e.g. My parents are going to buy a new car.
b. predictions based on a piece of evidence
e.g. Look out! That tree is going to fall.

Choose the correct item:
1. This month, Ann a course in British history.
a. will take b. takes c. is taking
2. This month next week, Ann a course in British history.
a. will take b. will be taking c. takes
3 By September, Ann a course in British history.
a. will take b. is taking c. will have taken
4. “I know, I a course in British history! “, exclaims Ann.
a. will take b. am taking c. will have taken
5. This month, Ann a course in British history. At least this is her
intention.
a. will take b. is going to take c. is taking
6. While Ann a course in British history, I will be taking a course in
British Literature.
a. will take b. will be taking c. is taking
Răspunsul la test se găseşte la pagina .21
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…

B. Match column a to column b:
a
1. Will you be driving your car today?
1.
2. What can I get you, Madam?
3. We are having dinner at 6pm. 2.
4. Have you heard the good news? 3.
5. What are you doing this evening? 4.
6. Have you seen the speeding bus? 5.
7. How old is your son? 6.
8. I’m going to the chemist’s. 7.
9. What time shall I pick you up tonight? 8.
9.
b
a. It is going to have an accident.
b. Will you buy some aspirins for me, please? I have a terrible
headache.
c. I won’t be needing it.
d. He will be six in June.
e. At 8pm it’s fine by me.
f. Yes, she is getting engaged.
g. I’ll have a kilo of sausages.
i. By then I will have finished my work at the office.
k. At 9 pm I will be watching the match.
2.B Business Forms and Documents
Less elaborate writing such as minutes, postcards, invitations and forms are
characterized by special layouts. This unit will focus on miscellaneous business
writing which enables quick and simple exchanges of information.
Minutes are used to establish a record of what is discussed during a meeting
(see Table 1). They refer to the decisions that were taken, to the important points of
the discussion that led to these decisions, and to the issues that are to be considered
at the future meetings. Moreover, they serve as a record of who attended, spoke, and
chaired the meeting.
The degree of detail can vary, so try to establish the degree of complexity
of the minutes you are going to take beforehand. What you need to be careful about
is identifying and summarizing the main points and not transcribing word by word. It
can be said, therefore, that getting the gist is a skill which is based on the art of
listening. So, examples, digressions, or anecdotes should be filtered out. Usually,
meetings are
…
…
organized ahead of time and their structure is explained in an agenda. Consequently,

the first thing to do before taking minutes is to familiarize yourself with the agenda. In
this way, you will be able to anticipate the order of discussion and to follow it more
easily. As you sum up the main points,
• Listen for content (not for the style of the presentation);
• Focus on ideas;
• Note outcomes (more than processes);
• Compress ideas into brief phrases or sentences;
• Rephrase (if the exact wording is not significant).
Review your notes as soon as the meeting ends to spot gaps or confusion, to
check with others and ensure accuracy. As final piece of advice, to make sure you
spell all names correctly.
North-Star Engineering Company
Minutes of the Management Committee Meeting
On: Monday, 9 October 2008, at 2 p.m.
Present: Director of Personnel (Chairperson), Managing Director,
General Manager, Head of Research and Development, Training
Manager, Financial Director, Senior Sales Executive
1) The minutes of the last meeting, held on 25 September 2008,

were signed and accepted.
2) Assessment Centre Progress Report: The Director of Personnel
informed members that the new centre was in full operation.
3) Andrew Watson: The attitude and behavior of our colleague
were discussed at great length. Opinions were divided as to the
way the situation should be dealt with.
There being no further business, the meeting was closed.
Table 1 How to write the minutes of a meeting
Much correspondence in business comprises mass-produced yet

individualized documents that have been carefully designed and tested in an attempt
to ensure that they satisfy the requirements of all those to whom they are sent. The
resulting communications may not look like conventional business letters. Although
each one includes the recipient’s name and other personal details, it may not have
been composed by one person. It may comprise, for example, a part that looks like a
letter yet may have neither a salutation nor a complimentary close, a part to provide
background information, and a part that indicates the action required (for example, a
form to complete and return).
A mass-produced letter that includes some of each recipient’s personal details
may be used in just one mailing, but other standard letters used for routine
…
…
communications should be checked regularly to ensure: (a) that the information they
convey remains up-to-date, (b) that each one is still needed, and (c) that it
continues to tell recipients what they need to know - as indicated by the
adequacy of their replies and an absence of complaints.
Postcards are very useful, in conducting business, for very short messages
(see Tables 2). For example, they may be used to acknowledge receipt of a letter
or to request details of an item of equipment from a supplier.
Address of the sender
Telephone and fax numbers
Date of sending
Name and position of the receiver
Address of the receiver
Salutation,
Subject heading (underlined)
1. Information required (purpose or main point)
2. Supporting details
3. Conclusion or action required.
Complimentary close.
Signature
Name and position of the sender
Encl.
Table 2 How to use a postcard
Printed invitations are also needed when you want to announce a special event
like
the anniversary of the company’s foundation, a charity ball, or a reception (see
Table
3). The register you should use is very formal: “(Name/ job title)… request
the company of (guest’s name)… on the occasion of …(anniversary) at …
(place) on…(date) at …(time).”
The Directors of North-Star Engineering
Corporation
request the company of
Mr. D. Robertson
on the occasion of the eleventh anniversary of the
foundation of the company at the Bam Boo Club on Friday,
6 December 2008, at 8.00 p.m.
(Dress—Smart Casual)
North-Star Engineering, 15 Colentinei Street, Bucharest, Romania
Table 3 The format of an invitation
...
…
…
1-Holiday
În loc de rezumat
…
…
Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate

în această unitate şi să revizuiţi obiectivele precizate la început.

1. Fill in the gaps with the correct form of the verbs in brackets. Use
any of the future tenses or other ways of expressing future time as
you think fit:
1. Don’ t buy a new pair of socks. I (knit) one for
you.
2. The Smiths (build) a garage for their new car this month.
They have already bought the materials.
3. By next year, the team of explorers (travel) half of the
Australian continent.
4. Next week it is your mother’s birthday. What (you/buy)
her as a present?
5. When Tom (tell) the news to his parents, they will be
extremely happy for him.
6. After they (finish) their written assignment, they will be
allowed to watch TV.
7. Michel (have) a swim in the hotel pool this time next Sunday.
8. The bank won’t give you the loan, unless you (fulfill) the
required conditions.
9. It’s stuck! This window _(open).
10. As soon as I (read) this magazine, I’ll lend it to you.
2. Decide whether the following statements are true or false.

1. The minutes must be comprehensible only to those who were
present at the meeting.
2. Minutes should be written economically, in note form.
3. Indications of time and place must be made clear.
4. The rules of reported speech must be followed carefully. Not only
tenses, but also pronouns, possessive adjectives, and adverbs of time
and place may need to be changed.
…
…
5. Minutes are considered legal documents by auditors and civil courts.

6. The secretary is the only person who can take minutes during
meetings.
7. Written minutes are distributed to board members after each
meeting for member's review.
3. Discuss these questions.
1. What is the purpose of a meeting agenda? What are the points that
a typical agenda may include?
2. What is the purpose of keeping minutes at a meeting? What are the
basic components of formal business minutes?

1-c; 2-b; 3-c; 4-a; 5-b; 6-c.
1-c; 2-g; 3-i; 4-f; 5-k;6-a; 7-d; 8-b; 9-e.
1-holiday; 2-accident; 3-employment; 4-job;5-attendance; 6-
maternity; 7-application; 8-appraisal; 9-expenses.

Popescu A. (2009), Writing for Business. A Coursebook, Constanta
Editura Europolis
Flinders S. (1997, 2003), Test Your Professional English. Business
Intermediate, Pearson Education Ltd.
…
…
...
Cuprins Pagina

3.A Past Tenses ... 23
3.B EFFECTIVE BUSINESS WRITING (I) 25

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4. Unitatea urmareste repetarea unor cunostinte dobandite anterior referitoare la
timpurile care pot exprima trecutul in limba engleza
trecutului in limba engleza
6. Unitatea isi propune sa prezinte o introducere a modalitatilor de exprimare
scrisa eficiente in domeniul afacerilor
4. Unitatea isi propune sa testeze cunostintele dobandite de studenti anterior dar
si pe parcursul acestei unitati
3. A PAST TENSES
PAST TENSE SIMPLE PAST TENSE PAST PERFECT SIMPLE
CONTINUOUS -is used to express:
-is used to express: -is used to express: 1.actions which were
1.actions which took place at 1.actions in progress at a finished prior to other past
a definite past moment : stated past moment: actions or to a stated time
e.g. I paid them a visit e.g. He was swimming at in the past:
yesterday. 8 a.m. yesterday. e.g. Paula had solved all of
2.an enumeration of past 2. actions in progress her problems by the time
actions : which are interrupted by her parents got back.
e.g. He opened the door, asked other past actions:
us how we were and smiled. e.g. He was revising for his
3.habitual past actions (also exam when his phone rang.
rendered by the expression 3. simultaneous past

used to) actions in progress:
e.g. As a child she always e.g. He was playing the
went to the seaside with her piano while she was
grandmother. accompanying him on
(or, As a child she used to go her violin.
to the seaside with her
grandmother.)
in 1985, last all day/night, as, when, after, already, before, by
year/week/Monday, five while the time, just, when
days/weeks/years ago, then,
yesterday, When…?, How
long ago…?
Notes:
1. Sometimes, in order to express the fact that an action was in progress for while before
another action happened, the progressive aspect of the Past Perfect can be used:
e.g. Her friend was upset because he had been waiting for her to show up for an hour.
…
…
2. In order to express a posterior action in the past (i.e. which happened after another past
action), the Future-in-the-past is usually used:
e.g. At the time he didn’t know that they would leave the following day.
Was/were going to are also used to express future plans/ intentions or predictions in the
past:
e.g. We were going to ask our accountant for some financial advice the next week.

Choose the correct item:
1. He and explained us the whole thing.
a.had smiled b.was smiling c. smiled
2. Paula was crying because she .
a.fell b.had fallen c. was falling
3. Mike when he met his old friend.
a.was shopping b.had shopped c.shopped
4. The boys and the dogs were barking.
a.shouted b.were shouting c.had shouted
5. My classmates were happy as they a bad mark .
a.didn’t take b.weren’t taking c.hadn’t taken
6. Why when you saw them?
a. had they hidden b.were they hiding c. hid
...

Fill in the gaps with the correct form of the verbs in brackets
1. My cousin (leave) the next Friday. At least that was her plan.
2. The plane (take off) and soon nobody could see it.
3. I didn’t know what (happen); I think I_ (faint).
4. Where were you when he (phone) you?
5. The band (play) and the crowd _(wave) their hands.
6. What your mother _(say) when she saw that you (break) your arm?
7. The driver (stop) but the brakes (work).
8. He (throw) a stone at me but fortunately he (miss) me.
9. What you (think) of when you (stare) at the empty room?
10. The student (forget) that he (have) to do some research on the Civil
War.
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…
3.B EFFECTIVE BUSINESS WRITING (I)

... Business English has developed in response to societal changes, encouraging
us to address our co-workers and our customers in a respectful manner. Political
correctness (PC) requires that we should avoid describing someone by way of
gender, racial, or religious traits. The best way to do that is to choose neutral words.
Police officer-policeman, business people-businessmen, chairperson-chairman, mail
carrier-postman are examples where the first term in each pair is more appropriate
when you want to avoid gender-biased language. As far as the pronoun problem is
involved, you can use the neutral one, he or she or, even easier, use the third person
plural they.
e.g. a. Here, every employee brings one’s / his or her share of
contribution to promoting a positive image of the organization.
b. Here, all employees bring their share of contribution to promoting
a positive image of the organization.
Register. The degree of formality or informality in your written language can

vary. When addressing your superiors, external readers, someone considerably older,
or people you do not know you should use a formal register. This register requires
• the use of words of Latin/ French origin (cf. to function- to work,
incorrect-wrong, vacant-free),
• single-word verbs ( cf. to appear-to pop up, to refuse-to turn down),
• formal connecting words (cf. therefore-so, moreover-what is more),
• abstract nouns (cf. After the clarification of the problem…- when the
bits everyone got wrong had been made clear…)
• not ending with preposition; the use of whom (cf. Whom did you
send this fax?-Who did you send this fax to?)
• complex sentences,
• the use of inversion for conditional sentences (cf. Should you require
further information, please contact me.- If you require…),
• the use of emphatic constructions (cf. It is the dramatic decline in
the selling figures that prompted me to write this memo.- The
dramatic decline in the selling figures prompted me to write this memo.),
• few contractions (e.g. you’ll, weren’t, it’s) (Am E), no contractions (Br E).
You can use a more relaxed tone if you are writing in an informal/ casual
context, but still minimize colloquial words and slang to a minimum.
The art of good business writing involves creating a positive verbal climate that
…
…
encourages your audience to read your messages. Choosing the words and the
register that are most unlikely to offend your readers are skills that promote such a
warm climate. Additionally, what you should be careful about is the tone of your
writing.
On the one hand, cold language can be useful if you need to be firm, reserved,
or blunt, or if you want to keep your reader at a distance. On the other hand, if
you aim at improving your working relationships you need to use warm words, words
that are reassuring.
e.g. warm language: advantage, agree, benefit, capable, fulfill, generous,
honest, improvement, privilege, profit , progress, reliable, sincere, success, trust
cold language: allege, bias, blame, careless, defective, dissatisfy, fail, fault,
inadequacy, inappropriate, inferior, mistake,
neglect.

Rewrite the following sentences to avoid gender-biased language.
1. The next time I see a doctor, I’ll ask him about your problem.
2. She also served as chairman of the newspaper publishers group.
3. From the beginning, James hated the way stewardesses were treated by
the airlines.
4. Job loss has a great impact on employees and their wives who
experience high levels of stress.
5. Every shopper can apply for her Club card membership.
6. His deepest personal desire was to leave mankind the gift of piece.
7. It took firemen nearly two hours to cut eight passengers free.
8. Each pilot must demonstrate his knowledge and execution of
emergency procedures.
9. A receptionist was fired for refusing to serve coffee to her supervisors.
10. In an ideal world every qualified nurse would have the chance to further
her professional education in this way.

În loc de Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate în
rezumat această unitate şi să revizuiţi obiectivele precizate la început.
Este timpul pentru întocmirea Lucrării de verificare Unitate de învăţare Nr. 3 pe

care urmează să o transmiteţi tutorelui.
…
…
1. . Read the internal email below and discuss these questions.
a) What is the level of formality of the email - is it friendly or respectful, familiar

or distanced, informal or formal?
b) What language features of the text contribute to create this impression?
c) When would it be appropriate for you to use this level of formality?
…
…
2.Tick the sentences which are error free and rewrite those sentences whTick
the sentences which are error free and rewrite those sentences which contain
mistakes:
1. Sheila was already washing the dishes.
2. Nick read the note and put it down.
3. When were they leaving for Paris?
4. Helen dusted while her sister was wiping the floor.
5. I was wondering where my wallet disappeared.
6. Mary walked down the street when a car stopped right by her side.
7. Her cell phone wasn’t working as its battery had finished.
8. Had you listened to your parents?
9. When I was a child, I wasn’t listening to anyone.

1-c;2-b;3-a;4-b;5-c;6-b
1. My cousin was leaving_(leave) the next Friday. At least that was her plan.
2. The plane _took off (take off) and soon nobody could see it.
3. I didn’t know what _had happened (happen); I think I had fainted (faint).
4. Where were you when he _phoned (phone) you?
5. The band _was playing_(play) and the crowd were waving (wave) their hands.
6. What_did_your mother_say_(say) when she saw that you_had broken_(break)
your arm?
7. The driver_was going to stop_(stop) but the brakes_wouldn’t work_(work).
8. He_threw (throw) a stone at me but fortunately he _missed_(miss) me.
9. What _were you thinking (think) of when you_were staring (stare) at the
empty room?
10. The student forgot (forget) that he _had had_(have) to do some research on
the Civil War.
…
…

Popescu A. , (2009), Writing for Business. A Coursebook, Constanta Editura
Europolis
Flinders S. (1997, 2003), Test Your Professional English. Business Intermediate,
Pearson Education Ltd.
…
…
...
Cuprins Pagina

4. A PAST TENSE vs. PRESENT PERFECT 31
4.B EFFECTIVE BUSINESS WRITING (II)... 32

…
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referitoare la diferentele de utilizare a timpurilor Past Tense Simple si
Present Perfect Simple
2. Unitatea isi propune sa ofere o vedere de ansamblu asupra acestor
timpuri in limba engleza
3. Unitatea isi propune sa continue prezentarea modalitatilor prin care
comunicarea de afaceri isi poate creste eficienta
4. Unitatea isi propune sa testeze cunostintele dobandite de studenti anterior
dar si pe parcursul acestei unitati
4.A PAST TENSE vs. PRESENT PERFECT

PAST TENSE SIMPLE PRESENT PERFECT PRESENT PERFECT
SIMPLE CONTINUOUS
-is used to express: -is used to express: -is used to express:
1.actions which took place at 1. actions which took 1.actions rendered by
a definite past moment : place at an unspecified/ dynamic verbs which
e.g. I paid them a visit indefinite past moment: started at a definite
yesterday. e.g. Have you paid them moment in the past and
2.an enumeration of past a visit (recently)? continued up to the
actions : 2. actions rendered by present:
e.g. He opened the door, state verbs which started e.g. These students have been
asked us how we were and at a definite moment in the studying German for
smiled. past and continued up to 3 years.
3.habitual past actions (also the present: e.g. Our client is angry: he has
rendered by the expression e.g. Sheila has been my been waiting for his complaint
used to) friend since 1992. to be dealt with since 9 a.m.
e.g. As a child she always went to e.g. He has loved Maria for
the seaside with her 8 years./
grandmother.
(or, As a child she used to go
to the seaside with her
grandmother.)
in 1985, last (n)ever, just, always, for two hours/ weeks/
year/week/Monday, five already, yet, recently, it’s years, since 9 o’clock/
days/weeks/years ago, then, the first/ last time, how 1999/ I was a child,
yesterday, When…?, How long
long ago…?
..
…
…

Fill in the gaps with a suitable verb in the past simple or the present
perfect (simple or continuous. Choose one from the box below (some
verbs may be used more than once). You should also pay attention to the
interrogative sentences and supply them with an appropriate subject, as
well.
stare, tell, remember, miss, confess, be ,know, ask, have,
mention
1. Ann: How long_ Jack?
2. Paula: I him since he _a kid. I still remember that
he_ curly blond hair and his green eyes _at anyone
who how he _.
3. Ann: (ever) you anything about his childhood?
Paula: No, he_ (never) anything about it. Oh, I (just) that
three months ago Jack about his grandparents. He also
then that he them.
4.B EFFECTIVE BUSINESS WRITING (II)

Your writing can become more powerful and effective if you rely on the
following techniques:
a. use verbs in the active voice;
b. use concrete, specific nouns;
c. avoid tiered language (clichés).
a. Active verbs are important in business writing because they usually create
shorter sentences and thus bring energy into your writing. Sentences in which
the verb is used in the passive voice are shorter because they need helping
verbs (auxiliaries) and an extra phrase to show who is responsible for the
action (the agent).
Cf. I will type the report.—The report will be typed by me.
The project manager decided to require all staff to attend the meetings.—
The decision to require the meetings to be attended by all staff was made
by the project manager.
Most importantly however, active verbs prevent misunderstanding as they

make it clear who is responsible for the action.
In other situations, such as writing on technical topics you may be inclined to
…
…
use verbs in the passive voice because it appears to eliminate reference to the writer
and hence it makes your lines look objective. Similarly, when writing for business,
there are instances that require the use of passive voice
• If the person performing the action is unknown or unimportant; and
• If you want to be indirect.
E.g. The stock market was deeply affected by the depreciation of the euro.
b. With your writing, you may call up mental pictures. To this purposes, abstract
nouns serve you best because their referents is perceived by the senses in a
more rapid way. In the following examples, the nouns are arranged according
to the general-concrete scale:
E.g. event- accident- malfunction- plane crash
person- worker- skilled laborer- mechanic
sensation- taste- sweetness-honey.
You can see now that the more specific your vocabulary is, the more likely it is
for the communication between you and your reader to be effectively
achieved
.
c. Clichés are useful only to the extent that they abbreviate ideas we seem to
share. However, they also display lazy, uncritical thinking by reducing complex
ideas to wooden language. For this reason, try expressing your thoughts by
avoiding fixed phrasing.
E.g. What doesn't kill you makes you stronger.
The game isn't over till the final whistle blows.
Presidential candidates are being marketed like bars of soap or boxes of
cereal. Truth is stranger than fiction.

Rewrite the following sentences, replacing the personal construction with
a passive.
1. You must do something about these problems.

2. If you want to keep your customers happy, you should’t break the
promises you made in your brochure.
3. What I don’t like about your club is that you don’t offer enough activities
for young people.
4. If you need to file a written document you can write the file name on the
document.
5. You should dispose of all messages once you have dealt with them.

În loc de
…
…
rezumat Am ajuns la sfârşitul Unităţii de învăţare Nr. 4.
Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate în

această unitate şi să revizuiţi obiectivele precizate la început.
Este timpul pentru întocmirea Lucrării de verificare Unitate de învăţare Nr. 4

pe care urmează să o transmiteţi tutorelui.
1. Translate the sentences below into English:

1. Traducerea acestui text a durat o ora: am lucrat la ea de la ora 9.15.
2. Proiectul lor a fost realizat la timp şi speră să obţină aprobarea consiliului.
3. De ce nu aţi încercat să treceţi peste neînţelegerile precedente când aţi

realizat că altfel nu este posibil?
4. Cine a prezidat întâlnirea tinerilor manageri de zonă?
5. De cât timp a început congresul?
6. Cu cât timp în urmă aţi început să studiaţi serios această problemă?
2. Rewrite the following sentences to make them formal.
1. I’m really sorry to let you down over our hols, but I can’t make those dates
now.
2. We can’t do anything about it, so we can’t give you any money back.
3. Before we said yes we’d have to work out how much it’d cost.
4. It’s great to know you’re backing us all the way.
5. It would be nice to arrange an appointment to have a chat about the project

in a bit more detail.
6. Thanks a lot for your letter which I got on Friday.
7. If there’s anything else you want to know, drop me a line.
8. Sorry I haven’t got back to you sooner, but anyway, here are my ideas on
the project.
…
…
9. I’m sorry to say that our prices have gone up.
10. When do you think the goods will get here?

Ann: How long_ have you known _Jack?
Paula: I_ _have known him since he was a kid. I still remember that
heused to have curly blond hair and his green eyes stared at anyone who
asked how he was.
Ann: Has he ever told you anything about his childhood?
Paula: No, he has nevermentioned anything about it. Oh, I have just
remembered that three months ago Jack confessed about his
grandparents. He also mentioned then that he missed them.
Rewrite the following sentences, replacing the personal construction with
a passive.
1. Something must be done about these problems.
2. If you want to keep your customers happy, the promises you made in
your brochure should’t be broken.
3. What I don’t like about your club is that not enough activities for young
people are offered.
4. If you need to file a written document the file name can be written on the
document.
5. All messages should be disposed of once you have dealt with them.

Popescu A. (2009), Writing for Business. A Coursebook, Constanta Editura Europolis
Vince, Michael, Advanced Language Practice - (3rd Edition) - English Grammar and
Vocabulay with Key, Macmillan Publishing House, 2009
…
…
...
Cuprins Pagina

5.A Phrasal verbs 37
5.B BUSINESS WRITING —PURPOSE. TARGET READERS. 38
...

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referitoare la formarea si utilizarea verbelor frazale in limba engleza
8. Unitatea isi propune sa ofere cateva exemple de verbe frazale si
sensurile acestora in limba engleza (GIVE, COME, GET, CARRY)
9. Unitatea isi propune sa discute importante definirii scopului unei
comunicari de afaceri si ssa clasifice tipurile de cititori careia aceasta le
este destinata.
anterior dar si pe parcursul acestei unitati
5.A Phrasal verbs
Phrasal verb Synonym

to come across to meet, to find, to
To give in To admit defeat discover
to come down to get an illness
To give up To renounce
with something
To give away a. To
toreveal
come into a. to inherit
b. To give for free
To give out To emit b. to be involved
to come over to visit
to come through a. to become official
b. to survive

Fill in the gaps with one word only:
1. He is always giving our secrets!
2. I have just come an old family picture in the attic
3. He gave smoking two years ago.
4. Please, come whenever you are in the neighbourhood.
5. After her aunt’s death, Julia came a fortune.
6. Don’t give in and keep with your work!
7. She doesn’t feel well. She’s afraid she’s coming with a flu.
8. This shop gives presents at Easter if you are its customer.
9. She hoped that the wounded girl would come the operation.
10. This stove gives a lot of smoke.
...
…
…

Fill in the gaps with one word only. Rely on the tables below.
1. How are you and Mike getting ?
2.He got carried with the good news and started to sing.
3. How do they manage to get with such low wages?
4. The robbers got even if the police cars surrounded the bank.
5. .Stop chatting and carry with your work!
6. You should get to writing your report.
7. Unless you get your disagreement t with your partner, you’ll
never .be able to do business together.
8. I think we should work harder if we want to carry our plan.
9. Did she get her health problems?
10. Despite her injury, Sarah managed to carry her task _..

to get away to escape
to get by to survive
to get down to to start doing sth
seriously
to get on with a. to have a good
relationship
b. to continue after an interruption
to get over a. to recover from

b. to overcome
Phrasal Verb Synonym

To be/get carried away To be/get excited:
To carry on with To continue
To carry out To fulfil (a threat, promise, plan, etc.)
To carry sth. through To complete (often in spite of difficulties)
5.B BUSINESS WRITING —PURPOSE. TARGET READERS.

Even before starting the writing process you should devote your attention to the
purpose of your writing and the target reader(s).
Knowing why you are writing, understanding your readers, and adapting to
their needs are basic activities, central to the beginning of the writing process.
Every business communication is performed so as to achieve at least one of
these purposes:
• presenting ideas, recommendations
• expressing decisions
…
…
• explaining situations
• persuading its reader to agree with the issues presented
• inviting your reader to take some action.
In order to identify your purpose and to make it explicit, answer these central
questions: What do I want to accomplish? Why?
In order to understand your readers, first it is necessary for you to take into
account their position in the hierarchy of the organization, their level of relevant
knowledge on the topic you are going to write about, their frame of reference, and
other variables that may influence their motivation and attitude towards your writing.
Secondly, as we are going to see in this lecture, adapting your writing to your
readers’ needs implies that you should point out how they can benefit from your
proposal, that you should consider their point of view and that you should use an
appropriate and preferably positive tone.
When identifying your readers, take into consideration that although you write a
single name at the top of a letter, or a memo, other people are also likely to read it.
Primary readers (the former) and secondary readers (the latter) differ in terms of
acquaintance with the topic presented or the terminology used.
On the other hand, hierarchically speaking, the readers’ position within the
organization is also different: first come the higher –level readers, then the
peer- level readers, and, finally the lower-level readers. This is an important factor
since the social status and the social relationships affect the way your writing is
approached in the following way:
a. The readers at a higher level need to be impressed because they
influence your work assignments and control your career advancement.
Besides, they may as well use your writing as a basis for their own work,
recommendations, or decisions. Because the protocol requires it, your
writing style will be formal.
b. The readers who are on a similar hierarchical position as you need to be
addressed to in a tone that acknowledges their expertise and social
status, although you must be aware that they may not share the same
amount of information about the presented topic as you do.
c. If writing to readers at a lower level in order to either instruct or reprimand
them, you could use an authoritative tone. Otherwise, your tone can be
friendly and casual. However, be careful: an error of tone (too severe or
too familiar) may give the wrong impression that you are not comfortable
…
…
with your superior position or may be interpreted as offensive .

Apart from these three categories of internal readers, there is another one,
that which includes the external readers. For this category, your writing should
promote a positive image of both your organization and of yourself. When addressing
people working outside your organization, you should avoid organizational jargon (i.e.
the technical or specialized language shared by the members with the same
profession).If you doubt whether the external readers will understand field
terminology, it is better for you either to explain it or to avoid it.
The reason why you are writing is usually because you have the technical
expertise and the necessary background about the topic. Knowing more implies that
you need to express your ideas clearly so that your readers should not find
themselves in the awkward position of having to guess what you mean.
When you think about your readers’ response, consider their personal
factors or their frames of reference. Information is processed in a different way by
each individual, depending on factors such as culture, age, gender, race, nationality,
education and so on. Each person is more than the sum of his or her socioeconomic
profile, but one’s values and expectations are influenced by both these variables and
by our personal history.
Bear in mind the readers’ frames of reference and think of communicating with
them efficiently. So, before proceeding to the act of writing, you need to ask yourself if
the reader has any preconceived ideas about the topic and if you can guess what his
or her motivations are.
In case that you address multiple readers (which means that you will have to
consider multiple needs), it is recommended that you should focus primarily on the
reader who is most likely to make a decision or to take an action based on your
writing. Additional explanations can be included for the secondary readers but pay
attention not to shift the focus from your primary reader. Better still, include these
extra pieces of information in an attachment or in other kinds of optional reading.
Keep your writing streamlined, unless you want it to go unread, which often happens
to long documents.
Along with adopting these practical methods, using some basic psychology in
your work increases the chances of its being read and heeded. For instance, if you
want to persuade someone to accept your ideas, try to describe how accepting these
ideas will benefit him or her. By thinking about your readers’ motivations, you can
choose appeals that gratify their needs and your needs, too.
…
…

Match the following forms of communication within an organization
with their definitions:
1. internal 2. external 3. verbal
4. non-verbal 5. interpersonal 6. intercultural
7.written 8. spoken
a) communication which involves the use of symbols other than the written
or spoken word, such as gestures, eye contact, tone of voice, space, and
touch.
b) communication which takes place when the sender and the receiver are
from different cultures.
c) the process of transacting meaning between individuals.
d) communication which takes the form of letters, memos, reports,
correspondence, notes, forms, applications, resumes, legal documents, and
so on.
e) the primary vehicle organizations use to maintain contact with their
internal and external environments. It can be either oral or written.
f) communication which includes presentations, meetings, negotiations,
verbal exchange (e.g. one-to-one, to a group), and voice messaging.
g) communication between employees or departments across all levels or
divisions of an organization.
h) the exchange of information and messages between an organization and
other organizations, groups, or individuals outside its formal structure.

Este timpul pentru întocmirea Lucrării de verificare Unitate de învăţare Nr.

5 pe care urmează să o transmiteţi tutorelui.
1. Write 15 sentences using the phrasal verbs presented in this unit.

2. Look at the organization chart below and imagine that you are in
charge of the Finance/ Marketing/Production Department.
…
…
Chairman (GB)
President (US)
Board of
Directors
Managing Director (GB)

Chief Executive Officer
(US)
Director
Director Director DevelopmentDire Director
Production Marketing Finance Research& Personnel
ctor
Factory Manager Sales Manager Advertising&Promotion Accounts Manager Research & Personnel Manager
Maintenance
Production Foreman Manager Developmen Training Officer Health&SafetyOffice
Engineer
t r
Skilled workers
Consider your social and political relationships with the other members
of the organization and how all of that may influence your writing. Are
you trying to impress or influence some of them? Who controls your
ability to advance within the organization? Do you direct someone?
Identify the internal readers (the higher-, peer- and lower- level readers)
as well as the external readers.
1. He is always giving away our secrets!

2. I have just come across an old family picture in the attic
3. He gave up smoking two years ago.
4. Please, come over whenever you are in the neighbourhood.
5. After her aunt’s death, Julia came into a fortune.
6. Don’t give in and keep up with your work!
7. She doesn’t feel well. She’s afraid she’s coming down with a flu.
8. This shop gives away presents at Easter if you are its customer.
9. She hoped that the wounded girl would come through the operation.
10. This stove gives out a lot of smoke.
1. How are you and Mike getting on?

2.He got carried away with the good news and started to sing.
3. How do they manage to get by with such low wages?
4. The robbers got away even if the police cars surrounded the bank.
5. .Stop chatting and carry on with your work!
6. You should get down to writing your report.
7. Unless you get over your disagreement t with your partner, you’ll never
.be able to do business together.
8. I think we should work harder if we want to carry out our plan.
9. Did she get over her health problems?
10. Despite her injury, Sarah managed to carry her task through.

11-g;2-h;3-e;4-a;5-c;6-b;7-d;8-f.
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Popescu A. (2009), Writing for Business. A Coursebook, Constanta Editura
Europolis
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...
Cuprins Pagina

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referitoare la formarea diatezei pasive in limba engleza;
2. Unitatea isi propune sa ofere o vedere de ansamblu asupra formarii si
utilizarii diatezei pasive in limba engleza;
3. Unitatea are ca scop prezentarea etapelor ce stau la baza procesului de
intocmire a unui document scris in limba engleza;
4. Unitatea isi propune sa testeze cunostintele dobandite de studenti anterior
dar si pe parcursul acestei unitati.
6.A THE PASSIVE VOICE
We form the passive with the verb to be [in the mood (Indicative, Infinitive, Conditional,
etc.), tense (present, past, perfect or future) and aspect (simple or continuous) required by
the context] plus the past participle of the main verb (write-wrote-written).
Present Simple: This book is written by a famous American novelist.

Present Continuous: Its review is being written this week.
Past Simple: That book was written last month.

Past Continuous: Its review was being written when he called.
Future Simple: A new book will be written soon.
Future Perfect: A new book will have been written by 2009.

Present Perfect: The second volume has just been written.
Past Perfect: Its review had already been written by the end of June.
Present Infinitive: A positive review may be written soon.
Perfect Infinitive: A positive review may have already been written.

Present Participle (-ing form): He insists on this complaint being written.
Changing from active into passive:

•the object of the active sentence becomes the subject in the passive sentence
•the active verb remains in the same mood, tense, and aspect but changes into a passive
form
•the subject of the active sentence becomes the agent, and is either introduced with the
preposition by or is omitted
…
…
e.g. ACTIVE A famous American novelist has written this book.

Subject Verb Object
PASSIVE This book has been written by a famous American novelist.

Subject Verb Agent
Uses:
1. When we try to avoid taking responsibility for an action or when we refer to an
unpleasant event and we do not want to say who or what is to blame.
e. g. The window has been smashed. (instead of "You have smashed the window.')
2. If the person who does the action
-is unknown (My purse was stolen on the train.)
-unimportant (These clothes are made in Italy.)
-obvious from the context (My house was painted two weeks ago.)
3. When the action itself is more important than the person who does it, as in news
headlines, newspaper articles, formal notices, advertisements, instructions, processes, etc.'
e.g. The Fine Arts Museum will be opened to the public on July 1st. (formal notice)
NOTES:
•The present perfect continuous, the future continuous, the past perfect continuous and the future
perfect continuous are not normally used in the passive.
•We can use the verb to get instead of the verb to be in everyday speech when we talk about things
that happen by accident or unexpectedly.
e.g. He got injured while he was fixing the roof. (= he was injured)
•When we want to find out who or what did something, the passive question form is: “Who/What...
by?” (e.g. Who was the Tower of London built by? What was this building destroyed by?)
•With verbs which take two objects such as bring, tell, send, show, teach, promise, buy, sell, read,
offer, give, lend, etc., we can form two different passive sentences:
*active: Andrew offered me a bunch of flowers.
*passive: 1. I was offered a bunch of flowers by Andrew.
2. A bunch of flowers was offered to me by Andrew.
•In the passive, the preposition that follows a verb is placed immediately after the verb.
*active: They accused him of stealing.
*passive: He was accused of stealing.
•The verbs hear, help, see and make are followed by the short infinitive (without to) in the active
but by the long infinitive in the passive.
*active: They heard me call for help.
*passive: I was heard to call for help.
But: hear, see, watch, + ing form (both active and passive)
*active: They saw Jane skating the other day.
*passive: Jane was seen skating the other day.
•Let becomes be allowed to in the passive.
*active: I let my son drive my car last week.
*passive: My son was allowed to drive my car last week.
Only transitive verbs, i.e. verbs that take an object, can be changed into the passive.
*active: The mechanic has just fixed your car.
*passive: Your car has just been fixed.
However, some transitive verbs such as have, fit, suit, resemble, etc., cannot be used into the
passive voice.
…
…
Nick resembles his grandfather. (Incorrect: His grandfather is resembled by Nick.)

•By + agent is used to say who or what carries out an action.
e.g. The sculpture was made by Brancusi.
•With + instrument/material/ingredient is used to say what the agent used.
e.g. The sculpture was carved with a sharp utensil.
The walls were covered with expensive paintings.
His favourite dish is made with eggs, onions and mayonnaise.
•The agent can be omitted when the subject of the active sentence is one of the following words:
people, one, someone/somebody, they, he, etc.
*active: Somebody locked the front door.
*passive: The front door was locked.
The agent is not omitted when it is a specific or important person or when it is essential to the
meaning of the sentence.
e.g. This ball dress was designed by my grandmother.
This novel was written by Charles Dickens.
...

Fill in the gaps with the appropriate form of the verbs in brackets:
1 A: I think it's dangerous when the car passengers don't wear
seatbelts.
B: I know. They ...................................................(should/fine) if
they don't.
2 A: Let's play football!
B: I can't. My teacher told me that my science projects
................................. (must/hand in) by Thursday and I haven't
even started it yet.
3 A: Has she ordered her wedding invitations?
B: She didn't have to. They ......................... (make) by my cousin
who is an artist.
4 A: Where did you get that cashmere jumper?
B: It ........................... (knit) by my grandmother five years ago.
5 A: Your room is a mess!
B: It ................................... (clean) tomorrow by the cleaning
lady.
6 A: Have the police found the person who broke into his shop?
B: A middle-aged man ........................... (see) running down the
street after the alarm went off but
he................................................. (not/find) yet.
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…
7 A: You look very exhausted. What happened?

B: I went to bed late last night. My students' tests
.................................... (have to/correct) so I went to bed at
3am.
8 A: ...................................... (contracts/type) yet, Fiona?
B: Yes, Mr. Smith. They're on your desk.
9 A: The new public library .................................... (already/open) to
the public.
B: Yes, I heard. It .................................... (open) by the mayor last
Monday.
10 A: I have to buy a birthday present for my daughter.
B: Go to the jewellery shop on Northern Avenue. The pieces of
jewellery that ............................................................ (design) there
are unique.

...

Insert the correct prepositions in the gaps:
1 The beautiful poem was written .................. my best friend.
2 Jimmy was bitten ............................ a mosquito during the night.
3 His suit was made ............................ his aunt.
4 The hall was decorated ........................yellow balloons.
5 The old table was covered ............................... a red tablecloth.
6 She was frightened ......................... a strange noise coming from
the attic.
7 This sauce was made ................................. fresh garlic.
8 This pie is made ............... eggs and cheese.
9 Kim was hit…….a overhanging branch by accident.
10 Dan had been hit…… a stone but fortunately he soon recovered.
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6.B THE FOUR STAGES OF BUSINESS WRITING

Getting organized is essential if you want to communicate in an efficient way.
Every composition, whether it is a short business letter, a memo, or a long report,
should be undertaken in four stages. Always: (1) think, (2) plan, (3) write, and (4)
check your work. If you do not give enough thought to what must be committed to
paper and how best to express it, your writing may be neither clear nor convincing.
A. Thinking
Irrespective of the length of a composition or the time available, the first step is to
think about what is required and by whom. Analyze your audience. As we have
already discussed, the needs of the people expected to read any communication
you are preparing have to be considered first. Try to anticipate questions that will be
in your readers’ minds. They will expect relevant information, well organized and
clearly presented, with enough explanation.
B. Planning
Create an outline. An outline—formal or informal— can help you identify
problems of logic and structural flaws. While a formal outline consists of parallel
headings (i.e. written in parallel grammatical form) and at least two subheadings
under each main heading, an informal one, which is meant to make your
message short and straightforward, can be made of a few words jotted down and
organized by arrows.
By adding numbers, to indicate the order of paragraphs, you convert your first
thoughts into a plan or topic outline. Preparing this plan will serve to remind you of
relevant things that you already know, and to recognize gaps in your knowledge.
Headings are useful in a plan, whatever you are writing, and you should
include them in business communications if they will help your readers. In a letter or
memorandum headings may be useful, and in longer documents they are essential.
Consider, therefore, what headings you should use in planning and in writing your
first draft of any document - even if you decide later not to use headings.
Organize your material. A direct pattern of organization involves that you
should start your main point in a clear topic sentence which in most paragraphs
comes first. In this pattern, the sentences that follow provide further explanation or
evidence, or perhaps an example. If the topic sentence comes last in the paragraph,
the observations or evidence provided in the earlier sentences lead to some
conclusion. This second pattern is called indirect organization.
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…
Obtain a response. The order of paragraphs should be such that readers are
able to appreciate how the topic of one paragraph leads, appropriately, to that of the
next - but where necessary a commenting or connecting word, or a phrase, should
be used at the beginning of a paragraph to provide continuity (for example, Clearly,
Consequently, First, Second, On the one hand, On the other hand)
Next, we are going to present the most common ways of sequencing ideas:
➢ Chronology, or time sequence follows the natural order of events,
from past to present. Sometimes, when writing a résumé for example,
you have to use a reverse chronology (present your current job first
and then work backwards to earlier jobs).
➢ Categorization helps you divide facts, ideas, or examples into groups
that have common characteristics.
➢ Problem analysis /solution. This type of organizing ideas requires that
you should show how an action has a certain outcome. That is why it is
also called a cause-and-effect sequence.
➢ Comparison. When you have to compare numbers, such as prices,
costs, or profits, make sure that you are looking at similar items (in
terms of packages, sizes, quantities, etc).
➢ Process analysis is a sequence in which you organize your supporting
material so as to answer questions such as How does it work? or How
do you do it? This sequence is used when you instruct someone in a
procedure, or explain how something will be implemented.
C. Writing
With your plan complete, the theme chosen, and the end in sight, try to write
your composition - if it is not too long - at one sitting. Use the words that first come to
mind. To stop for conversation, or to revise sentences already written, or to check
the spelling of a word, or to search for a better word, may interrupt the flow of ideas
and so destroy the spontaneity which gives freshness, interest, continuity and unity
to writing. The time for revision is when the first draft is complete.
Knowing how you will introduce the subject, the order of paragraphs, and how
you will end, you will be able to: (a) begin well; (b) avoid repetition by dealing with
each topic fully in one paragraph; (c) ensure relevance; (d) emphasize your main
points; (e) include comment and connecting words to help your readers along; (f)
write quickly, maintaining the momentum that makes a composition hold together;
…
…
and (g) arrive at an effective conclusion.

In order to get started and to keep going bear in mind several tricks: 1. try
different prewriting techniques, e.g. brainstorm, talk to your colleagues, ask yourself
questions; 2. in the first draft ignore rules: don’t correct spelling or grammar, don’t
cross out, just write; 3. take breaks, especially if you are stuck, and do something
different; 4. allow yourself enough time to do a good job.
D. Checking and revising
Check your first draft of any composition to try to ensure that it is complete,
that your words do record your thoughts, and that all readers will take the same
meaning. A common fault in writing is to include things in one place that should be in
another. Indeed, one of the most difficult tasks is to get things into the most effective
order. One reason for this, even after careful planning, is that we think of things as
we write - and include them in one paragraph when they would be better placed in
another, or even under a different heading. Another reason is that the words that first
come to mind, as we write, are not necessarily the best for our purpose and they
may not be arranged in the most effective order. Wrong words, and words out of
place, result in ambiguity and distract the readers’ attention, and so have less impact
than would the right words in the right places.
Check your work, therefore, and revise it carefully so that your readers do not
have to waste time trying to understand an uncorrected first draft that reflects neither
your intentions nor your ability. If you have been working on a computer screen you
are advised to print out your first draft so that you can see several pages at once, if
necessary, as you check the whole document.
Thinking, planning, writing and revising are not separate processes, because
writing is an aid to thinking. The time spent at each stage is time well spent, for when
the work is complete your understanding of the subject will have improved. However,
the time spent on a composition must be related to its importance and to the time
available in relation to your other commitments. It is important to recognize when a
composition is complete and will serve its purpose.
Mr Brown is planning his reply to Ms Miller. Look at the notes and

complete the plan below.
…
…
• How many trainees on course?

• London flight on 26 September leaves at 17.00, not at 17.30.
• Time of meeting with Mr Cousteau - OK.
• 18 September flight arrives in Paris at 13.30.
• Photocopying facilities at Training Centre?
Paragraph 1 Acknowledge letter

Paragraph 2 ……………………………………
Paragraph 3 ……………………………………
Paragraph 4 ……………………………………
Paragraph 5 Thank Ms Moret for help


1. Rewrite the sentences in the passive, where possible.

1 Brenda hasn't written the Christmas postcards yet.
………………………………………………………..
2 Leo goes bowling with his friends on Sundays.
…………………………………………………………
3 The mechanic will fix our car on Monday.
………………………………………………………….
4 Alice enjoys cooking traditional food.
………………………………………………………….
5 Had Jill ordered the pepperoni pizza?
…………………………………………………………..
6 The cameras recorded the face of the man running out of the
bank.
…
…
……………………………………………………………
7 Mike and Sam have a shower every morning.
……………………………………………………………..
8 Mum is baking a pie at the moment.
………………………………………………………………
9 The Smiths will be cruising in the Caribbean next summer.
………………………………………………………………
10 In this village, children walk to school every day.
………………………………………………………………
11 Mom didn't collect the dry cleaning yesterday.
………………………………………………………………
12 The shop won't deliver our furniture until Friday.
………………………………………………………………
13 This dress fits Dora perfectly.
………………………………………………………………
2.

1 B: I know. They should be fined if they don't.
2 My teacher told me that my science projects mustbe handed in
by Thursday and I haven't even started it yet.
3 They .were made by my cousin who is an artist.
4 It was knit by my grandmother five years ago.
5 B: It will be cleaned tomorrow by the cleaning lady.
6 A middle-aged man was seen running down the street after the
alarm went off but he has notbeen foundyet.
7 B: I went to bed late last night. My students' tests had to be
corrected so I went to bed at 3am.
8 A: Have the contracts been typed yet, Fiona?
9 B: Yes, I heard. It was opened by the mayor last Monday.
10 B: Go to the jewellery shop on Northern Avenue. The pieces of
jewellery that are designed there are unique.
…
…

1 The beautiful poem was written by my best friend.
2 Jimmy was bitten by a mosquito during the night.
3 His suit was made by his aunt.
4 The hall was decorated with yellow balloons.
5 The old table was covered in a red tablecloth.
6 She was frightened by a strange noise coming from the attic.
7 This sauce was made with fresh garlic.
8 This pie is made with eggs and cheese.
9 Kim was hitby a overhanging branch by accident.
10 Dan had been hit with a stone but fortunately he soon recovered.

Paragraph 1 Acknowledge letter
Paragraph 2: 18 September flight arrives in Paris at 13.30.
London flight on 26 September leaves at 17.00, not at 17.30.
Paragraph 3: Time of meeting with Mr Cousteau - OK.
Paragraph 4: How many trainees on course?
Photocopying facilities at Training Centre?
Paragraph 5: Thank Ms Moret for help

Popescu A. (2009), Writing for Business. A Coursebook, Constanta
Editura Europolis
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...
Cuprins Pagina

7.A PASSIVE CONSTRUCTIONS 56
7.B SENTENCE STRUCTURE WITH BUSINESS WRITING 58

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1. Unitatea urmareste repetarea unor cunostinte dobandite anterior referitoare la
diversele modalitati de exprimare a diatezei pasive in limba engleza
2. Unitatea isi propune sa ofere o vedere de ansamblu asupra altor constructii
pasive specifice limbii engleze
3. Unitatea pune in discutie cateva modalitati de structurare a frazelor pentru a
eficientiza transmiterea mesajului scris in domeniul afacerilor;
4. Unitatea isi propune sa testeze cunostintele dobandite de studenti anterior dar
si pe parcursul acestei unitati
7.A PASSIVE CONSTRUCTIONS
Personal /Impersonal Constructions

The verbs think, believe, say, report, know, expect, consider, understand, etc., are used in
the following passive patterns in personal and impersonal constructions
*active: People think Tom inherited a fortune when his aunt died.
*passive: a) It is thought (that) Tom inherited a fortune when his aunt died.
b) Tom is thought to have inherited a fortune when his aunt died.
*active: They expect their favourite team to win.
*passive: a) It is expected (that) their favourite team will win.
b) Their favourite team is expected to win.

Rewrite the following sentences in the passive,; in the example.
1 They say she has moved to France.
She is said to have moved to France.
It is said that she has moved to France.
2 They expect him to run for Presidency.

……………………………………………………………………………………………………………………………
…………………………………………………………………
3 They think Mr. Brown has left the country.
……………………………………………………………………………………………………………………………
………………………………………………………………..
4 They report the victim is willing to make a statement.
……………………………………………………………………………………………………………………………
…
…
………………………………………………………………..
5 They believe he had been forced to hide the truth.
……………………………………………………………………………………………………………………………
………………………………………………………………..
Causative form (have something done)

We use have + object + past participle to say that we have arranged for someone to do
something for us. This structure is equivalent with the passive.
Last year, she had her villa redesigned by an interior designer. (She didn't redesign it herself.
The interior designer redesigned it for her.)
Questions and negations of the verb have are formed with do/does (present simple) or did
(past simple).
e.g. Does he have his suits cleaned every week?
She didn't have her house painted last summer.
We also use have something done to talk about an unpleasant experience somebody had.
e.g. Sarah had her car broken into while she was shopping. (= Mary's car was broken into.)
We can use the verb get instead of have in informal conversation.
e.g. Jim must get his phone fixed soon.
...

Rewrite the following sentences using have something done, as in the
example.
1 My floors are wiped twice a week.
I have my floors cleaned twice a week.
1 Our swimming pool will be drained.

…………………………………………………………………………………………..
2 The carpets must be fitted in our bed-sit by Saturday.
………………………………………………………………………………………….
3 The brakes on his bicycle have been oiled.
…………………………………………………………………………………………….
4 Our office is being painted at the moment.
……………………………………………………………………………………………
5 Her parcel was delivered last month.
…………………………………………………………………………………………….
…
…
7.B SENTENCE STRUCTURE WITH BUSINESS WRITING

Besides the choice of language, register and tone, you also need to pay
attention to the way you structure the sentences that you are going to use. To select
the sentence pattern that best conveys your meaning, you have three main choices:
1. a simple sentence, which has one main clause. E.g. He went bankrupt.
2. a compound sentence, which has two or more closely related, equally
important ideas, each stated in a main clause. The connection between these
clauses is made by linkers/ connectives such as
and, but, yet, for, so, (n)or, however, moreover, nevertheless, therefore,
furthermore, consequently
E.g. He went bankrupt and sold all his estates.
3. a complex sentence, which has two or more closely related, but not equally
important ideas. This pattern is made of one main clause and at least one
subordinate clause. The relationship of subordination is displayed by
connectors, such as
when, after, before, as soon as (in a time sequence);
if, unless, in case that, provided that (by some condition);
because, as , since (as cause and effect);
so that, otherwise, or else (an action that has a purpose or leas
to a result)
E.g. When/ Because he went bankrupt, he sold all his estates.
If he went bankrupt, he would sell all his estates.
He sold all his estates so that he shouldn’t go bankrupt.
He sold all his estates otherwise he would have gone bankrupt.
When you write, you combine sentences in order to form coherent paragraphs.
Each paragraph begins with a topic sentence which previews or summarizes the
main ideas presented. After you highlight your key idea in a topic sentence, develop
the rest of the paragraph by offering additional information or analysis to support that
idea. There are several possible organizational tools for expanding on the topic
sentence, including:
• providing facts, examples, or a chronology;
• comparing or contrasting ideas or methods;
• narrating a sequence of events; and
• stating a proposal.
If you want to smoothly shift from one sentence or from one paragraph to
…
…
another, use transitions. These usually come at the beginning and refer to what
came before. There are several types:
✓ Modifiers—thus, moreover, therefore, however, consequently,
nevertheless, etc.;
✓ Phrases—in addition, to sum it up, in contrast, in conclusion,
for example;
✓ Pronouns (e.g. Mr. Johnson argued in favor of a new advertising
campaign. He also proposed another financing plan.)
✓ Key words that are repeated;
✓ Numbering or sequence words—first, second,
third, before, afterwards, last, finally.
In order to emphasize an idea, choose one of the suggestions listed below:
• Put it in a main clause;
• Place it at the beginning or at the end of the sentence ;
• Make it the subject of the sentence.
Conversely, if you want to deemphasize an idea
o Put it in the subordinate clause;
o Place it in the middle position;
o Don’t make it the subject of the sentence.
Solid sentences require the use of parallel structures, i.e. a series of equally
important items in a sentence should be presented in identical grammatical forms.
These may all be verbs (e.g. The aims of our meeting are to determine the
consumers’ attitude towards the new product, to evaluate possible
improvements, and to recommend appropriate action.), nouns (e.g. Education, work
experience, and references are what we consider in hiring.), or clauses (e.g. The
client insisted that the proposal should be reviewed and a discount should be
included.). Parallel structures are also to be used when creating headings and
subheadings.
...
What are the possible tools that can be used in order to organize the message and
expand on the topic sentence?
În loc de Am ajuns la sfârşitul Unităţii de învăţare Nr. 7.

rezumat
…
…
Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate în această

unitate şi să revizuiţi obiectivele precizate la început.
Este timpul pentru întocmirea Lucrării de verificare Unitate de învăţare Nr. 7 pe

care urmează să o transmiteţi tutorelui.
1. Study the example. Rewrite the following sentences so that the second
sentence should have a similar meaning to the first sentence.
1 I have to finish the book report by Monday. finished

My book report has to be finished by Friday.
2 Dolce & Gabbana designed the dress she is wearing. was

The dress …………………………………………………….
3 People think that he has committed the crime. is
He ………………………………………………………..
4 It is believed that the fire was caused by faulty wiring. have
The fire …………………………………………………….
5 Any boss hates people telling him or her what to do. being
Any boss ………………………………………………………………
6 People expect that prices will go down soon. expected
It ………………………………………………………………
7 The robbers made me give them the money. was
I ……………………………………………………………….
8 David's father doesn't let him borrow the car. allowed
David ………………………………………………………..
9 You mustn't smoke in the lounge. forbidden
It ……………………………………………………………
10 They hired a plumber to fix the leaking pipe. fixed
They had ………………………………………………………….
…
…

2 They expect him to run for Presidency.
He is expected to run for presidency./ It is expected that he will run for
presidency.
3 They think Mr. Brown has left the country.
Mr Brown is thought to have left the company./ It is thought that Mr brown has
left the company.
4 They report the victim is willing to make a statement.
The victim is reported to be willing to make a statement./ It is reported that the
victim is willing to make a statement.
5 They believe he had been forced to hide the truth.
He is believed to have been forced to hide the truth./ It is believed that he had
been forced to hide the truth.

1 Our swimming pool will be drained.
We will have our swimming pool drained.
2 The carpets must be fitted in our bed-sit by Saturday.
We must have our carpets fitted in our bed-sit by Saturday.
3 The brakes on his bicycle have been oiled.
He has had the brakes on his bicycle oiled.
4 Our office is being painted at the moment.
We are having our office painted at the moment.
5 Her parcel was delivered last month.
She had her parcel delivered last month

There are several possible organizational tools for expanding on
the topic sentence, including:
• providing facts, examples, or a chronology;
• comparing or contrasting ideas or methods;
• narrating a sequence of events; and
• stating a proposal.
…
…
Flinders S. (1997, 2003), Test Your Professional English. Business Intermediate,

Pearson Education Ltd.
Popescu A. (2009), Writing for Business. A Coursebook, Constanta Editura
Europolis
Vince, Michael, Advanced Language Practice - (3rd Edition) - English Grammar
and Vocabulay with Key, Macmillan Publishing House, 2009
…
Bibliografie
BIBLIOGRAFIE
Barrass, R. (2002). Writing at Work: A Guide to Better Writing in Administration, Business and
Management, London: Routledge
Brookes, M., Horner, D. (1997, 2006). Business English, Bucuresti: Teora
Collins Cobuild (2004), English Usage. London. HarperCollins Publishers
Flinders S. (1997, 2003), Test Your Professional English. Business Intermediate, Pearson
Education Ltd.
Jones, L., Alexander, R. (1989, 1996). New International Business English, Cambridge
University Press
Popescu, Alina (2009), Writing for Business. A Coursebook, Constanta Editura Europolis
Vince, Michael (2009), Advanced Language Practice - (3rd Edition) - English Grammar and
Vocabulay with Key, Macmillan Publishing House

CSI - CIG I Lb. Engl. (Sem 1)

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Universitatea OVIDIUS Constanţa

1 …Unitate de învăţare Nr. 1

Obiectivele Unităţii de învăţare Nr. 1…………………………………. 7

Obiectivele Unităţii de învăţare Nr. 2………………………………….. 14

3 …Unitate de învăţare Nr. 3

Obiectivele Unităţii de învăţare Nr. 3………………… ………………….. 23

4 …Unitate de învăţare Nr. 4

Obiectivele Unităţii de învăţare Nr. 4……………… ……….. 31

Lucrare de verificare Unitate de învăţare Nr. 4……………….... 34

Obiectivele Unităţii de învăţare Nr. 5………………………….. 39

Obiectivele Unităţii de învăţare Nr. 6……………………….. 44

7 …Unitate de învăţare Nr. 7

Obiectivele Unităţii de învăţare Nr. 7………………………….. 5

Cursul de fata este destinat studentilor anului I Contabilitate și

Unitate de învăţare Nr. 1

ESSENTIAL CHARACTERISTICS OF BUSINESS

Obiectivele Unităţii de învăţare Nr. 1………………………………………………. 7

Lucrare de verificare Unitate de învăţare Nr. 1 11

Răspunsuri şi comentarii la întrebările din testele de autoevaluare 12

Bibliografie Unitate de învăţare Nr. 1 12

OBIECTIVELE Unităţii de învăţare Nr. 1

1.A. Present Tenses: Basic contrasts

PRESENT TENSE SIMPLE PRESENT TENSE CONTINUOUS

Compare these uses:

Test de autoevaluare 1.1 – Scrieţi răspunsul în spaţiul liber din chenar.

Răspunsul la test se găseşte la pagina 12 .

Test de autoevaluare 1.2 – Scrieţi răspunsul în spaţiul liber din chenar.

Răspunsul la test se găseşte la pagina 12.

1.B. ESSENTIAL CHARACTERISTICS OF BUSINESS

Many business communications are concerned with ensuring efficiency,

expressed should be based on the evidence summarized in your composition. If in

Test de autoevaluare 1.3 – Scrieţi răspunsul în spaţiul liber din chenar.

Am ajuns la sfârşitul Unităţii de învăţare Nr. 1.

Vă recomand să faceţi o recapitulare a principalelor subiecte prezentate în

Lucrare de verificare Unitate de învăţare Nr. 1

1.Present simple or present continuous?

Răspunsurile şi comentariile la testele de autoevaluare

Test de autoevaluare 1.1

Test de autoevaluare 1.2

Bibliografie Unitate de învăţare Nr. 1

Collins Cobuild, English Usage. London. HarperCollins Publishers, 2004

Oxford Advanced Learners Dictionary, Oxford University Press, 2004

Popescu A. , (2009), Writing for Business. A Coursebook, Constanta

Vince, Michael, Advanced Language Practice - (3rd Edition) - English

Unitate de învăţare Nr. 2

Obiectivele Unităţii de învăţare Nr. 2…………………………………………………….. 14

Lucrare de verificare Unitate de învăţare Nr. 2………………………………………….... 20

OBIECTIVELE Unităţii de învăţare Nr. 2

2.A FUTURE TENSES

a. Future Simple Present Simple

Other ways of expressing future time

Test de autoevaluare 2.1 – Scrieţi răspunsul în spaţiul liber din chenar.

Test de autoevaluare 2.2 – Scrieţi răspunsul în spaţiul liber din chenar.

Răspunsul la test se găseşte la pagina .21

2.B Business Forms and Documents

organized ahead of time and their structure is explained in an agenda. Consequently,

1) The minutes of the last meeting, held on 25 September 2008,

Much correspondence in business comprises mass-produced yet

Name and position of the sender

Table 2 How to use a postcard

request the company of

North-Star Engineering, 15 Colentinei Street, Bucharest, Romania

Table 3 The format of an invitation