Download - Limba Engleza IV
UNIVERSITATEA TRANSILVANIA DIN BRAŞOV
FACULTATEA DE DREPT
LIMBAJ JURIDIC – LIMBA ENGLEZA IV
SUPORT DE CURS REDACTAT ÎN TEHNOLOGIE ID
ASIST.UNIV.DR. CRISTINA VALCEA
AN II, SEMESTRUL II
2014
Introducere
Acest curs se adreseaza studentilor de la Facultatea de Drept din anul II, semestrul II.
Cursul se doreste a fi o introducere a studentilor in tainele englezei de specialitate prin
exercitii practice care vizeaza imbunatatirea cunostintelor lor de engleza aferenta domeniului
lor.
Obiectivele cursului
Cursul urmareste activarea cunostintelor anterioare si consolidarea
acestora prin expunerea studentilor la o varietate de activitati care le
va asigura o imbunatatire a cunostintelor de engleza de specialitate.
Competenţe conferite
Studentii vor fi capabili sa citeasca si sa inteleaga un text de
specialitate.
Studentii vor fi capabili sa ofere scurte prezentari de specialitate in
limba engleza
Studentii vor fi capabili sa redacteze scurte texte de specialitate in
care sa reuneasca toate abilitatile pe care le-au acumulat pe
parcursul semestrului
Resurse şi mijloace de lucru
– Pentru o buna desfasurare a activitatii, studentii vor avea acest
manual care le va oferi informatiile necesare acumularii de
informatii;
– Este recomandabil sa detina si sa lucreze cu un dictionar
roman-englez, englez-roman care le va permite un acces mai
mare la informatiile din manual;
– Activitatile vor avea atat un caracter colectiv cat si individual,
dandu-le astfel posibilitatea de a lucra atat la scoala cat si
acasa
Structura cursului
o Cursul contine 3 module
– Fiecare modul va fi compus din 6 unitati de invatare, tinand cont ca
fiecare unitate de invatamant trebuie parcursa in 2–3 ore.
– Manualul este prevazut cu trei teme de control.
– Dat fiind faptul ca manualul contine trei module, la sfarsitul fiecarui
modul exista o tema de control, deci in total trei teme de control.
– Temele de control vor fi predate la sfarsitul semestrului si vor face
parte din evaluarea finala, avand o pondere de 50%.
Cerinţe preliminare
Este foarte important ca studentii sa fi studiat limba straina pe parcursul a
cel putin doua module pentru a se acomoda atat cu limba de predare cat si cu
informatiile furnizate in material.
Discipline deservite
- Limba straina insasi.
Durata medie de studiu individual
Pentru parcurgerea unei unitati de invatare estimam ca timpul necesar este
de 2–3 ore de studiu individual. Aceasta conduce la un numar total de 18 ore.
Evaluarea
– ponderea evaluării finale (colocviu) este de 50% din nota finala
– ponderea evaluărilor pe parcurs (teme de control) este de 50%
Cuprins
Pentru cursurile structurate pe MODULE
Introducere ...................................................................................................................................
Chestionar evaluare prerechizite .................................................................................................
Modulul I. FIELD OF LAW
Cuprins
Unitatea de învăţare I.1 Field of law. ..........................................................................................
I.1.1. Introducere ........................................................................................
I.1.2. Competenţe .......................................................................................
Unitatea de învăţare I.2 Divorce ..................................................................................
I.2.1. Introducere ........................................................................................
I.2.2. Competenţe .......................................................................................
Unitatea de învăţare I.3 Contracts. ..............................................................................
I.3.1. Introducere ........................................................................................
I.3.2. Competenţe .......................................................................................
Unitatea de învăţare I.4 Anti-Gun Mission. .................................................................
I.4.1. Introducere ........................................................................................
I.4.2. Competenţe .......................................................................................
Unitatea de învăţare I.5 Future forms. .........................................................................
I.5.1. Introducere ........................................................................................
I.5.2. Competenţe .......................................................................................
Unitatea de învăţare I.6 Comparison of adjectives. .....................................................
I.1.1. Introducere ........................................................................................
I.1.2. Competenţe .......................................................................................
Temă de control ............................................................................................................
Modulul II. CRIME AND OFFENCE
Cuprins
Modulul II.Crime and Offence .....................................................................................................
Introducere....................................................................................................................
Competenţe ...................................................................................................................
Unitatea de învăţare II.1.Crime and Offence ...............................................................
II.1.1. Introducere ......................................................................................
II.1.2. Competenţe ......................................................................................
Unitatea de învăţare II.2.Crime and Punishment .........................................................
II.2.1. Introducere ......................................................................................
II.2.2. Competenţe ......................................................................................
Unitatea de învăţare II.3.Death Penalty .......................................................................
II.3.1. Introducere ......................................................................................
II.3.2. Competenţe ......................................................................................
Unitatea de învăţare II.4.The passive voice .................................................................
II.4.1. Introducere ......................................................................................
II.4.2. Competenţe ......................................................................................
Unitatea de învăţare II.5.Countable and uncountable nouns .......................................
II.5.1. Introducere ......................................................................................
II.5.2. Competenţe ......................................................................................
Unitatea de învăţare II.6.Expresions of Quantity .........................................................
II.6.1. Introducere ......................................................................................
II.6.2. Competenţe ......................................................................................
Temă de control
Modulul III. CRIME AND PUNISHMENT
Cuprins
Modulul III Crime and Punishment .. ...........................................................................................
Introducere....................................................................................................................
Competenţe ...................................................................................................................
Unitatea de învăţare III.1 Crime and Punishemnt. ......................................................
III.1.1. Introducere .....................................................................................
III.1.2. Competenţe .....................................................................................
Unitatea de învăţare III.2 Criminals. ...........................................................................
III.2.1. Introducere .....................................................................................
III.2.2. Competenţe .....................................................................................
Unitatea de învăţare III.3 Relative pronouns and clauses. ..........................................
III.3.1. Introducere .....................................................................................
III.3.2. Competenţe .....................................................................................
Unitatea de învăţare III.4 One word-two meanings. ....................................................
III.4.1. Introducere .....................................................................................
III.4.2. Competenţe .....................................................................................
Unitatea de învăţare III.5 Reported Speech. ................................................................
III.5.1. Introducere .....................................................................................
III.5.2. Competenţe .....................................................................................
Unitatea de învăţare III.2 Crimes and Sentences. ........................................................
III.2.1. Introducere .....................................................................................
III.2.2. Competenţe .....................................................................................
Temă de control
Bibliografie
Chestionar evaluare prerechizite
Part 1
Questions 1 − 6
Read the following extract from a reference book on contracts.
Choose the best word or phrase to fill each gap from A, B, C or D below.
For each question 1 − 6, mark one letter (A, B, C or D) on your answer sheet.
There is an example at the beginning (0).
4.2 Incapacity in General
Even though individuals differ markedly in their ability to represent their own
interests in the bargaining process, a person is generally (0) ............... to have full
power to bind himself contractually. Only in extreme (1) ............... is one’s power
regarded as impaired because of an inability to participate meaningfully in the
bargaining process. One whose power is so impaired is said to lack capacity to contract
and is (2) ............... to special rules that allow him to avoid the contracts that he makes
in order to protect him from his own improvident acts.
Two principal kinds of defects are today (3) ............... as impairing the power to
contract: immaturity and mental infirmity. In the past, the common law regarded a
woman’s marriage as (4) ............... her of her separate legal identity, including the
capacity to contract, during the life of her husband. (5) ............... , this disability was
largely removed by statutes (6) ............... in the nineteenth century.
1 A stages B junctures C occasions D circumstances
2 A subject B conditional C liable D open
3 A granted B recognized C conceded D appreciated
4 A depriving B debarring C dissolving D dismissing
5 A For example B In particular C However D Consequently
6 A realized B ruled C legislated D enacted
Questions 7 − 12
Read the following extract from a rental contract.
Choose the best word to fill each gap from A, B, C or D below.
For each question 7 − 12, mark one letter (A, B, C or D) on your answer sheet.
PROVISION FOR LATE CHARGES UNDER LEASE
Tenant acknowledges that late payment of rent will cause Landlord to (7)
............... costs not contemplated by this Lease, the exact amount of which will be
extremely difficult to (8) ............... . These costs include, but are not (9) ............... to,
processing and accounting charges, and late charges which may be (10) ............... on
Landlord by the terms of any Superior Leases and Mortgages. Accordingly, if any
installment of Monthly Rent or payment of additional rent is not received by Landlord
or Landlord’s designee within fourteen days after the amount is (11) ............... , Tenant
shall pay to Landlord a late charge equal to ten per cent of said amount. Acceptance of
late charges by Landlord shall not constitute a waiver of Tenant’s default with respect
to said amount, nor prevent Landlord from (12) ............... any of the other rights and
remedies granted hereunder or at law or in equity.
7 A derive B acquire C collect D incur
8 A affirm B classify C ascertain D locate
9 A contained B limited C held D bound
10 A imposed B dictated C obliged D required
11 A owing B scheduled C due D unpaid
12 A practising B exercising C commanding D undertaking
Questions 13 − 22
Read the following extract from a journal article about competition.
Think of the best word to fill each gap.
For each question 13 − 22, write one word in CAPITAL LETTERS on your answer sheet.
There is an example at the beginning (0). PRINCIPLES OF COMPETITION
Invariably in every law (0) ............... are provisions which tend to be overlooked. The
Commercial Agents Regulations are no exception. Ten cases concerning the Regulations have
reached the UK courts since 1994, but (13) ............... of them has concerned the provisions
which deal with an agent competing against his or her principal. (14) ............... part this can
be attributed (15) ............... the fact that the other provisions of the Regulations have had (16)
............... a great effect on agency law that the non-compete provisions may seem to pale into
insignificance. But principals who overlook these regulations (17) ............... so at their peril.
It has always (18) ............... open to a principal to include a non-compete provision in an
agency contract. The most important consideration here is whether a provision of this nature
might be void (19) ............... a result of infringing the common law doctrine of restraint of
trade. (20) ............... it is fairly easy to determine the legality of restrictions which are either
extremely harsh in terms (21) ............... their geographical extent and duration (22) ...............
quite lenient, the question of (23) ............... to treat a moderate non-compete provision can be
hard to resolve. In practice, (24) ............... that can be said with certainty is that the narrower
the restriction, the greater the chance of enforceability.
Modulul I. FIELD OF LAW
Cuprins
Unitatea de învăţare I.1 Field of law. ..........................................................................................
I.1.1. Introducere ........................................................................................
I.1.2. Competenţe .......................................................................................
Unitatea de învăţare I.2 Divorce ..................................................................................
I.2.1. Introducere ........................................................................................
I.2.2. Competenţe .......................................................................................
Unitatea de învăţare I.3 Contracts. ..............................................................................
I.3.1. Introducere ........................................................................................
I.3.2. Competenţe .......................................................................................
Unitatea de învăţare I.4 Anti-Gun Mission. .................................................................
I.4.1. Introducere ........................................................................................
I.4.2. Competenţe .......................................................................................
Unitatea de învăţare I.5 Future forms. .........................................................................
I.5.1. Introducere ........................................................................................
I.5.2. Competenţe .......................................................................................
Unitatea de învăţare I.6 Comparison of adjectives. .....................................................
I.1.1. Introducere ........................................................................................
I.1.2. Competenţe .......................................................................................
Temă de control ............................................................................................................
Introducere
This module introduces some basic information for all law students
necessary in their future careers in their professinal development. The module
contains 6 units, each addressing one important domain
Competenţe
After this unit you will know much more about the field of law. You will
also be able to use Future forms better and easier.
Unitatea de învăţare I.1. FIELD OF LAW
I.1.1. Introducere
This unit deals with the practice and expansion of vocabulary and phrases
associated with describing the field of law.
I.1.2. Competenţele unităţii de învăţare
At the end of this unit students will use expressions belonging to the field of
law.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
lawyer (both)....counselor (AE)...
advocate (BE: Scotland)...attorney (AE)
solicitor (BE)....barrister (BE: England)....counsel (both)
OVERVIEW OF THE LEGAL PROFESSION
Try this practice for basic description of roles and tasks within the legal field.
1 Label the following as British English (BE) or American English (AE). Some
could be both British and American.
* lawyer _______________ * counsellor _______________
* advocate _______________ * attorney _______________
* solicitor _______________ * barrister _______________
* counsel _______________
2 Circle the words to combine with law to describe major areas of legal practice.
company relevant state corporate market
target cooperative finance criminal
regulation labour common real contract
tax copyright development public
3 Underline the appropriate words or phrases to finish these sentences.
►Law forms/firms offer complete legal services for domestic and international
clientele/customers.
►Lawyers draw up/decide on documents such as contracts, deeds/drafts and
wills/warranties.
►They typically alternate/ arbitrate problems and disputes between players/parties.
►Lawyers can fold/file a case of wrong-doing where someone wants to sue/to sew for a cash
settlement.
►When a person doesn’t want to talk directly to the other, attorneys often speak in spite of/on
behalf of
someone.
4 Using words and phrases from the above exercises, write 3-4 sentences about your
roles and tasks within the legal field.
.......................................................................................................................................................
.....
.......................................................................................................................................................
.....
.......................................................................................................................................................
......
.......................................................................................................................................................
.....
Să ne reamintim...
Let’s remember the types of legal vocabulary we have looked at
Rezumat
We have dealt with legal vocabulary.
Unitatea de învăţare I.2. DIVORCE
I.X.1. Introducere
This unit presents the actions involved in a divorce case
I.X.2. Competenţele unităţii de învăţare
After this unit you will know much more about the divorce and about the
actions that are regularly taken in such cases
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Vocabulary: Talking about relationships.
Look at these expressions about John and Cristina. Which ones indicate that they
are in a happy relationship, and which expressions indicate that they are in an
unhappy relationship? Write H for happy and U for unhappy next to each
sentence.
Their relationship is on the rocks.
They are still in a honeymoon period.
They aren’t getting along very well.
They’re going through a rough patch.
They can’t see enough of each other.
She can’t put up with him anymore.
They’re going (their) separate ways.
They stick together through thick and thin.
Divorce Case: Ford vs. Ford
Imagine you are judges. YOU are responsible for divorce cases where the
husband and wife cannot agree. Today you have been presented with another
difficult case: Ford vs.Ford. Read about the case below.
Cristina Ford
Cristina Ford is a forty-year-old advertising executive. She works very long hours
and earns a lot of money. Since their daughter Olivia was born four years ago,
Cristina has worked and supported the family.
John Ford
John Ford is an unemployed forty-two year old man. He worked for many years
in a bookshop. At the moment he is trying to write a novel. He stopped working
when their daughter Olivia was born, and has stayed at home to take care of her
for the past four years.
The Divorce
John and Cristina got married ten years ago. They began to have problems in
their marriage after Olivia was born. They have decided to get divorced, but are
now very angry with one another.
Cristina wants:
-bedroom house in a nice part of town.
refuses to give John any money at all. She does not want any money from John.
John can see his daughter every two weeks and have her for the summer
holidays.
John wants:
family house in the city and share the money. He also
wants Cristina to pay $1000 a month for child support. Cristina can see her
daughter every two weeks and have her for the summer holidays. John also
wants $25 000 compensation because he feels he sacrificed his work to raise
Olivia.
Now discuss with the other judges in your group. You must come to a decision
and make some clear recommendations. Write your recommendations here:
When you have written your recommendations, consult with another group of
judges.
Did you agree on what should be done? Then turn the page and look at the
discussion questions on divorce.
Să ne reamintim...
Let’s remember the actions to be taken in a divorce
Rezumat
This unit introduces the actions to be taken in a divorce
. Unitatea de învăţare I.3.CONTRACTS
I.1.1. Introducere
This unit deals with the nature of the contracts, the elements of the
contracts, the parties of the contracts
I.1.2. Competenţele unităţii de învăţare
At the end of this unit students will know more about the nature of the
contracts, the elements of the contracts, the parties of the contracts
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
What do you know about a making an offer?
A contract is a legal agreement between two or more parties that is binding in law
Stage 1
Read these questions and see if you can complete the answers using the
words below:uress intention consideration unilateral implied legal
capacity
1. How many elements are there in the formation of a contract, and what are they?
There are three elements. They are …
2. What else is important to the parties when a contract is formed?
The parties must have …
3. What types of terms does a contract consist of?
They are either …
4. When can a contract be cancelled?
If it has been induced by …
5. What rule covers third parties rights under a contract?
The rule of …
6. How many classes of contracts are there, and what are they?
Essentially there are two classes. They are …
Stage 2
Now put each half of these conversations together - they illustrate the vocabulary in
Stage 1:
1. Have you seen this? We’ve just had an
offer for our house in London. What
should we do?
2. It’s got to be a unilateral contract.
and consideration only has to be
sufficient, it doesn’t have to be adequate
3. I know we have a contract but if you
don’t agree to pay me more, I won’t
deliver the next consignment.
4. Everybody knows he’s an alcoholic.
How can he have been legally capable of
signing that contract?
5. I’m glad we were able to reach a
bilateral agreement
6. I’m sorry; I made a mistake about the
car.
7. As a landlord, you should know that you
have to look after the stairs and lift in the
property. It’s not in the agreement
8. You sold that painting for only £600. It’s
worth at least twice that!
9. Did you hear what happened to that
poor woman who was married to a man
who had financial problems and went to
see her bank manager for help?
10. It’s very important you understand this
term of the contract about packaging as it
cannot be changed. Do you?
11. You still owe my daughter for the
jewellery she sold you, don’t you? Give
me the money now and I’ll pass it on to
her.
12. I only said I might be interested in
selling my boat
a. He told her the only way he could help
her husband was for her to sign a loan on
a house that she owned, and she believed
him. This sounds like undue influence.
b. Yes, I know, but I never really liked it
c. Well, I’m afraid you aren’t a party to our
contract. The rule of privity of contract
means unfortunately you don’t have any
rights. I’ll pay her directly.
d. I think we should accept. We have an
agreement and all we need to do is ask
our lawyer to draw up the contract as
quickly as possible
e. I know. They took him out to lunch, got
him drunk and of course he had no idea
what he was signing!
f. You can’t do that. I already have agreed
to sell the order on. That’s duress and it’ll
cost me a lot of money.
g. It seems as though you have no
intention in getting rid of it so there’s no
point in even trying to agree a price.
h. I didn’t realise my wife had sold the car
yesterday. The contract we sold is void.
i. Yes, it’s an express term. It’s very
unusual. I’ve never seen a term like this
before.
j. It’s a well-established principle so it’s an
implied term.
k. Although we never signed anything you
offered a reward to anyone if they found
your camera – and I’ve got it here!
l. Yes, if you agree to buy my products at
the price we’ve agreed, I can start delivery
next week.
Write your answers here:
1 - 2 - 3 - 4 - 5 - 6 -
7 - j 8 - 9 - 10 - 11 - 12 -
Stage 3
An agreement is made when one party - the offeror - makes a genuine
offer to the other party - the offeree - and it is accepted
Look at this situation:
Smith wanted to buy a van for his business and Jones offered to sell him one.
The understanding was that a certain amount would be paid in cash, and ‘the
balance of the purchase price can be paid on credit terms over a period of two
years’. Smith accepted, but Jones refused to supply the van.
Smith sued, but Jones claimed that that the contract was not certain as it was not
possible for a reasonable man to know what exactly had been agreed.
Is it a genuine offer? Does it fulfil the requirements of an offer?
______ communicated – in writing, orally or by conduct – so that the other party
may accept or reject it
______ made to a particular person, a group of persons or to the whole world
______ contains clear, definite and specific terms
_______ made with serious intention
What’s your opinion?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Stage 4
An offer is a statement by one of the parties that shows willingness to
contract on specific terms - if accepted it will become immediately
binding.
The Courts have recognised situations which are not binding offers: these are a
called ‘invitations to treat’.
Which of these situations is an invitation to treat and which of these is a
genuine offer?
If someone is inviting offers or indicates that they are willing to enter into
negotiations but is not prepared to be bound immediately and can accept or
reject any offer made – this is called an invitation to treat.
A. The Ministry invites offers for the supply of books for use in its schools.
B. Try one of our anti-flu pills – we’ll pay you a £100 if you take them and still
catch the flu!
C. ‘How much am I offered for this painting?’
D. The cheapest in town Come to our shop and see our selection of
mobile phones – our prices start at £50
Case A Case Bfers Invitations to
treat
Stage 5
Now, complete this text about contracts and offers using some of the
vocabulary you have read so far:
A contract can be ____1____ or bilateral. If it is a bilateral contract, the parties
have duties to each other; however in a unilateral contract one party ____2____
to do something in return for an act of the other.
Some advertisements are considered by the courts to be ____3____ contracts
as it has been held that an offer can be made to the whole world.
If an offer is made by an offeror to the other party, ____4____, and is accepted
by them, then there is an ____5____. To be ____6____ it must be on specific
terms, and one party must show ____7____ to contract, however if they are not
prepared accept any offer immediately then this is an ____8____.
This could be a price ticket in a ____9____ as the courts have ruled that they
are not bound to sell at the price and the ____10____ cannot demand to buy it.
Stage 7
What are the elements of a contract in your country and when is an
agreement binding?
Do you have the concept of invitations to treat in your contractual system?
If so, under what circumstances do they exist?
How is your contract law developed and changed?
Are there any significant differences between your system of contract law
regarding offers and English law?
Să ne reamintim...
Let’s remember about all the details related to contracts
Rezumat
This unit introduces all the details related to contracts
Unitatea de învăţare I.4. ANTI-GUN MISSION
I.1.1. Introducere
This unit deals with the reading of a text that deals with a shooting in
America
I.1.2. Competenţele unităţii de învăţare
At the end of this unit students will be more familiarized with the legal
shooting vocabulary
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Să ne reamintim...
Let’s remember the names of the dimensions
Rezumat
This unit introduces the dimensions that are very useful for the engineering
students.
Unitatea de învăţare I.5. FUTURE FORMS
I.1.1. Introducere
This unit deals with the expression and use of future forms in English
I.1.2. Competenţele unităţii de învăţare
At the end of this unit students will learn how to use future forms and will
adapt the forms to appropriate contexts.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
We use different future forms (Present simple & continuous, Will future, Going to
future, Future continuous and Future perfect) to describe events that are likely to
happen in the near or distant future. Here are a few examples (I’m seeing my doctor
next week. She’s having a meeting later in the afternoon. The match starts at 7
o’clock tonight. When does the sun rise tomorrow? I’ll have a cup of coffee, please.
They’ll go on holiday to Hawaii. She won’t accept the job because the salary is too
low. I’m going to buy a new car when I save enough money. She’s going to have a
baby soon. Before the exam I’ll be studying a lot. When will you have finished that
report?).
I. Answer the following questions:
What are your plans for this weekend? I’ll go out with my friends; we are going to
have agood time. On Sunday I’m seeing my old friend and we will be having a
picnic together.
When is your next birthday?
What will you be doing tonight? Will you be watching TV?
Where are you going to spend your next holiday?
Will you buy a new car soon?
Do you happen to know when the sun rises tomorrow?
When will you have finished this school?
Who will you be working for in 5 years’ time?
What position will you have in the company?
What sort of things, do you think, you will be doing as part of your job?
What will you have achieved by 2020? What changes will have taken place in your
personal life by then?
II. Make predictions what life will be like in the future – 50 or 100 years from now.
For example: We will all use flying cars. We will develop new drugs which
will heal or even prevent all illnesses.
III. Complete the conversation below (it takes place at a construction site) with the
correct expressions from the list:
won’t be able to start work won’t let you come to work
won’t be able to get our lorries won’t have to widen the road
Will the site be ready will not be able to start work
will have to widen the door it will be
Jim: OK, let’s get over this one more time. Will the site be ready for us to start work
tomorrow?
Joe: Bob says ____________________________ and he’s in charge.
Jim: If they haven’t prepared the site, we ____________________________ on
time and that means unexpected costs.
Joe: We gave clear instruction. Bob says everything is ready.
Jim: What about access to the site? If they haven’t taken down the fence, we
____________________________ to the site.
Joe: Don’t worry. It’s been done already. So we don’t need any specific tools
because we ____________________________.
Jim: What about the door?
Joe: The door?
Jim: We ____________________________ to get the compressor in. It was in the
plan.
And if we can’t get the compressor in, we ____________________________ on
time.
Joe: But can they do it?
Jim: They’ll have to. But don’t worry so much. It’ll be OK. If you are so worried
about everything, I ____________________________ tomorrow.
IV. The export manager of an agricultural machinery company is talking to his
assistant about the business trip he’s going to take. Put the verbs in the conversation
in the correct future form:
Nancy: I’ve booked your flight and hotels for your visit to Vietnam next Friday.
You are leaving (leave) at 6.30 a.m. and that means you _________________
(arrive) there late in the afternoon.
Jason: What about hotels?
Nancy: You _________________ (stay) at the Marriott for the first two nights. You
_________________ (have to) take a taxi from the airport. Your first meeting is on
Monday and you _________________ (see) Mr. Chin from the Ministry of
Agriculture at 10 o’clock.
Jason: _________________ (I need) any vaccinations?
Nancy: I’m not sure. I _________________ (ask) our Health Directorate and I
_________________ (let) you know as soon as possible.
Jason: What about the rest?
Nancy: Your next meeting is on Monday afternoon. You _________________
(meet) Mr. Jin of the Vietnamese Agricultural Association.
Jason: And on Tuesday?
Nancy: Then you _________________ (have) another meeting with Mr. Ly Tien,
the manager of Tractors, Ltd. I’ve arranged a table for the two of you in the local
restaurant.
Jason: Anything else?
Nancy: No, that about covers it.
Jason: Please let me know about the vaccinations as soon as possible so I
_________________ (able) to make the doctor’s appointment.
Nancy: We’ll do, don’t worry.
V. Fill in the correct future form:
Dear Jane,
Why don’t you come with us to Yorkshire? It’s all arranged. Jo is coming (come) to
my house at six so we can go to the station together. The train
____________________ (not leave) until 6.45, but we don’t want to be late. It
___________________ (stop) a lot on the way so it _____________________ (not
arrive) until three in the afternoon. I imagine we _________________ (get) quite
tired by the time we get there. We________________ (stay) in a youth hostel and
we ____________________ (spend ) five days there.
We can catch a bus on the way from the station, but it ___________________ (not
go) all the way, so we __________________ (have) to walk the last two miles from
the village.
We ________________ (have) breakfast and dinner at the youth hostel. It’s in a
beautiful spot with lots to see. On the way back we need to set off early as there’s
only one bus and it _____________________ (leave) at 8.30. The train back is
much faster so it arrives just after lunch.
As you can see we have everything planned and organised. I hope you
_________________ (change) your mind and join us.
Write soon.
Love,
Emily
Să ne reamintim...
Let’s remember the use of future forms
Rezumat
This unit introduces the future forms that are very useful for the engineering
students.
Unitatea de învăţare I.6. COMPARISON OF ADJECTIVES
I.1.1. Introducere
This unit deals with the expression and use of adjectives in English
I.1.2. Competenţele unităţii de învăţare
At the end of this unit students will learn how to use adjectives and will
adapt the forms to appropriate contexts.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
When we talk about distances, dimensions … we very often have to compare things,
items or characteristics: we can do this with suffixes (long – longer than – the
longest, easy – easier –the easiest, big – bigger – the biggest; good – better – the
best, bad – worse – the worst, far –further, the furthest) or (with longer adjectives)
we use more and the most (difficult – more difficult – the most difficult).
I. Can you complete these sentences with the correct form of an appropriate
adjective? Sometimes there are different possibilities.
My brother is the tallest in our family. He’s 198.
The BMW was the _______________ car in their showroom.
I don’t have much money so I’ll choose the _______________ hotel for my holiday.
These days everything is so _______________. Yesterday I bought some fruit.
Bananas were the _______________ while the grapes were _______________ than
the melon.
Last night I was very tired so I went to bed _______________ than usually.
Their house is the _______________ in our street.
This box is just too _______________. It won’t fit into the car.
II. Compare the characteristics of three means of transport below (use adjectives:
fast, expensive, cheap, heavy…):
Price: €150 €1,560 €45,000
Weight: 15 kg 80 kg 1,340 kg
Top speed: 85 km/h 185 km/h 240km/h
Length: 195 cm 245 cm 5,485 cm
Width: 35 cm 45 cm 2,450 cm
Example: The BMW is the most expensive and the bicycle is the cheapest.
Do you have your own motorbike or a car? Can you describe it?
SHORT REVISION
1. Explain the difference between cardinal and ordinal numbers.
2. Write your birth date in Roman numbers.
3. Can you divide the shapes into two- and three-dimensional?
Să ne reamintim...
Let’s remember the comparison of adjectives
Rezumat
We revised the comparison of adjectives.
Modulul II. CRIME AND OFFENCE
Cuprins
Modulul II.Crime and Offence .....................................................................................................
Introducere....................................................................................................................
Competenţe ...................................................................................................................
Unitatea de învăţare II.1.Crime and Offence ...............................................................
II.1.1. Introducere ......................................................................................
II.1.2. Competenţe ......................................................................................
Unitatea de învăţare II.2.Crime and Punishment .........................................................
II.2.1. Introducere ......................................................................................
II.2.2. Competenţe ......................................................................................
Unitatea de învăţare II.3.Death Penalty .......................................................................
II.3.1. Introducere ......................................................................................
II.3.2. Competenţe ......................................................................................
Unitatea de învăţare II.4.The passive voice .................................................................
II.4.1. Introducere ......................................................................................
II.4.2. Competenţe ......................................................................................
Unitatea de învăţare II.5.Countable and uncountable nouns .......................................
II.5.1. Introducere ......................................................................................
II.5.2. Competenţe ......................................................................................
Unitatea de învăţare II.6.Expresions of Quantity .........................................................
II.6.1. Introducere ......................................................................................
II.6.2. Competenţe ......................................................................................
Temă de control
Introducere
This module introduces some basic information for all law students
necessary in their future careers in their professinal development. The module
contains 6 units, each addressing one important domain
Competenţe
After this unit you will have a more detailed knowledge about crime and
punishments
Unitatea de învăţare II.1. CRIME OR OFFENCE
II.1.1. Introducere
This unit deals with the knowledge of crime
II.1.2. Competenţele unităţii de învăţare
At the end of this unit students will understand what offences are
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Match crime or offence from the left column with its definition from the right
column. Be warned, it only looks easy…
Match the crimes and offenses with the definitions.
Crime or
offense
Definition
Arson 1 is taking a person away by force and keeping them
prisoner, usually in order to demand money for their
safe return.
Assassination 2 is bad or improper behavior by a person in a position of
authority or trust, such as a doctor, dentist, police
officer, et.
Assault 3 is the serious crime of stealing large amounts of money
from a bank, a shop or a vehicle, often using force or
threats of violence.
Blackmail 4 is stealing things from people's pockets or handbags,
usually in crowds or in public places.
Bribery and
corruption
5 is the crime of copying things such as banknotes, letters,
official documents, etc. in order to deceive people.
Burglary 6 is saying something untrue about someone with the
intention of damaging his or her reputation.
Drug trafficking 7 is killing a person by accident or negligence.
Embezzlement 8 is deliberately damaging public buildings and other
public property, usually just for the fun of it.
Forgery 9 is forcing someone to have sex with you.
Fraud 10 is offering money or gifts to someone in a position of
authority, e.g. a government official, in order to
persuade them to help you in some way.
Hijacking 11 is the crime of deliberately setting fire to a building.
Kidnapping 12 is the crime of lying in court while giving evidence
when you have promised to tell the truth.
Libel 13 is taking control of an airplane, train, etc. by force,
usually in order to make political demands.
Looting 14 is the crime of taking things or people illegally into or
out of a country.
Manslaughter 15 is killing a person deliberately.
Misconduct 16 is murdering a public figure such as a king, a president,
etc.
Mugging 17 is demanding money or favors from someone by
threatening to reveal a secret about them which, if made
public, could cause the person embarrassment and harm
Murder 18 is entering privately owned land or property without the
permission of the owner.
Perjury 19 is deliberately taking goods from a shop without paying
for them.
Pick-pocketing 20 is attacking someone, usually in a public place, in order
to rob him or her.
Pilfering 21 is stealing money that is placed in your care, often over
a period of time.
Rape 22 is trading illegal drugs such as heroin, cannabis, cocaine,
LSD, etc.
Robbery 23 is the crime of getting money from someone by tricking
or deceiving them.
Shoplifting 24 is the crime of betraying your own country by helping
its enemies.
Slander 25 is the crime of physically attacking someone.
Smuggling 26 is stealing small amount of goods or things of little
value, often over a long period of time.
Terrorism 27 is printing or publishing something which is untrue and
damages another person's reputation in some way.
Theft 28 is stealing, especially in large quantities, often causing
widespread damage.
Treason 29 is the crime of breaking into a house, a flat, etc. in order
to steal things.
Trespassing 30 is the use of violence or the threat of violence to obtain
political demands.
Vandalism 31 is the crime of stealing.
Să ne reamintim...
Let’s remember what offences are and exemplify them.
Rezumat
We have dealt with elements of criminal law
Unitatea de învăţare II.2. CRIME AND PUNISHMENT
II.2.1. Introducere
This unit presents the crimes that are mostly used.
I.2.2. Competenţele unităţii de învăţare
After this unit you will know much more about crimes and you will be able
to describe them and name them, say where they are used.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Before you read
Work with a partner.
Have you read a newspaper today? What was the headline?
Reading
Read and fill in the spaces.
Write a headline for each story. Use no more than five words for each one.
Choose From
I_____________________________
Police are appealing for witnesses to a robbery which took place Monday
afternoon in Fenbury. Two masked men broke into Statham Jewelers.
One robber brandished a sawn-off shotgun, while an accomplice 1…………….
display cases, stealing rings and necklaces.
Police believe that the robbers escaped in a getaway car driven by a third gang
member.
_____________________________
A fire at Fenbury Warehouse is being treated as arson, according to a police
spokesperson. The fire broke out at around 5 am and quickly engulfed the whole
building. By the time the fire brigade arrived at the scene, almost the entire
warehouse had been 2……………. . The warehouse contained electronic parts,
and insurers have estimated the damage to be in the region of three million
pounds.
_____________________________
A local woman was involved in a hit-and-run incident early Sunday afternoon.
Monica Parsons, 27, was 3……………. Finchley Road near her house, when she
was hit by a car being driven at speed.
Hospital sources say that the victim has no recollection of the incident. Police
have appealed for information from anyone who saw a white car being driven at
speed in the area.
_____________________________
A local man has been given a three-month jail sentence for repeatedly shoplifting
in the Newbury area.
Gary Dibbot, 28, who paid a fine six months ago for a previous conviction,
admitted stealing DVDs from RentaVideo in Fenbury. Dibbot's lawyer said that
his client 4……………. his actions and that he would turn over a new
leaf after serving his sentence.
In the context of this article, choose the best explanation for the following
phrases:
1. When the police appeal for witnesses:
A) they want to speak to witnesses
B) they are interviewing witnesses
C) they are pleased with the witnesses
2. In the region of three million pounds is:
A) under three million pounds
B) at least three million pounds
C) about three million pounds
3. A previous conviction is:
A) something you used to believe
B) a past crime you were guilty of
C) something you did that you regret
4. If you brandish a shotgun:
A) you fire the gun repeatedly
B) you point it at someone
C) you keep a shotgun hidden under your clothes
Are these sentences true or false? Correct the false ones.
1. The two robbers threatened staff and customers with knives.
2. The robbers got away on foot.
3. Police think the warehouse fire was an accident.
4. The fire spread through the building quickly.
5. The car that hit Monica Parsons was going very fast.
6. She can remember the incident clearly.
7. A man has gone to prison for three months for stealing.
8. He says he will steal again in the future.
�
How well do you remember?
Crime Vocabulary Match the phrase to the definition.
Collocations #1 Match the two halves of these crime-related collocations.
1. to admit in a getaway car
2. to be given stealing something
3. to escape at the scene
4. [the police] arrived for witnesses [to something]
5. to appeal a sawn-off shotgun
6. to brandish a three month prison sentence
Collocations #2
Rewrite these sentences using a collocation from exercise six. Make
grammatical changes where necessary.
1. The police want to speak to people who saw the accident.
2. The masked man held a knife.
3. The robbers left by car.
4. An ambulance soon arrived at the place the accident happened.
5. My neighbour has been sent to prison for 5 years.
6. The prisoner said that he had broken into the victim's house.
Discussion Ask your partner(s) these questions. Ask follow-up questions.
Crime
Do you think crime is common in your country?
How you think crime rates have changed in the last 25 years?
Which countries have are seen as having high/low rates of crime?
What kinds of penalties does the law have for criminals?
Do you think criminals are punished strongly enough?
Punishment
What kinds of penalties does the law have for criminals?
Do you think criminals are punished strongly enough?
What do you think of community service as a punishment for crime?
In Addition
Have you ever been a victim of petty crime, such as pickpocketing? What did
you do?
Do you feel safe when you walk in a street at night?
Are you worried about 'new crimes' such as Internet-related fraud?
What do you think are the main causes of crime?
Să ne reamintim...
Let’s remember the characteristics of crimes
Rezumat
This unit introduces the crimes.
. Unitatea de învăţarei II.3. DEATH PENALTY
II.3.1. Introducere
This unit deals with death penalty
I.3.2. Competenţele unităţii de învăţare
At the end of this unit students will recognize the actions that might
sentence somebody to death penalty.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
Să ne reamintim...
Let’s remember the names of the criems and their uses
Rezumat
This unit introduces the crimes.
Unitatea de învăţare II.4. PASSIVE VOICE
II.4.1. Introducere
This unit deals with the passive forms: forms, use
II.4.2. Competenţele unităţii de învăţare
At the end of this unit students will use and transform active sentences into
passive one.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
The Passive Voice - in English the stress is on what has/was/is/will be…
done/achieved/finished/completed…
I. Read these sentences and decide whether they are active or passive:
This is where the crash tests are carried out. passive
We use crash-test dummies to measure the injuries.
A 1,360 kg barrier is driven into the side of the car at 50km/h.
Side air bags can prevent a lot of serious head injuries.
But a lot of side bags are not designed to protect smaller passengers.
We now use smaller dummies in a lot of our tests.
These tests are expensive to set up and carry out, but they can save a lot of lives.
Over 40,000 people a year are killed in traffic accidents in the USA only.
Boxes should never be lifted manually.
A fork-lift is much safer than manual lifting.
My new set of tools was made in China.
It is of good quality so it can be used all the time.
II. Put these two stories into the Passive Voice:
1
If there is a vacancy we usually advertise it in-house first of all, and if I don’t find
any suitable candidates, then we advertise the job in newspapers. We ask the
applicants to send their CVs and we invite some of the candidates to an interview.
After that, we make a list of suitable candidates and ask some of them back for a
second interview. We choose the best candidate and then I check his or her
references and if everything is OK, we offer the successful applicant the job.
A vacancy is usually advertised in-house first and if no suitable candidates are
found, the job is advertised in newspapers.
2
Thieves held the manager of the Ridgeway Hotel at gunpoint last night during a
robbery in which they took nearly $50,000 from the hotel safe. They also broke into
several of the bedrooms and removed articles of value.
The thieves made their escape through the kitchen where they damaged several
pieces of equipment. They injured the chef when he tried to stop them and left him
lying unconscious on the floor. But they didn’t enjoy in their money long because
the police arrested them this
morning.
Să ne reamintim...
Let’s remember the form and use of the Passive Voice
Rezumat
This unit introduces the passive voice which is highly used in the technical
communication.
Unitatea de învăţare II.5. COUNTABLE AND UNCOUNTABLE NOUNS
II.5.1. Introducere
This unit deals with the countable and uncountable nouns
II.5.2. Competenţele unităţii de învăţare
At the end of this unit students will learn the difference between countable
and uncountable nouns and they will use them in context
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
When talking about different materials and tools we also need to know whether
these nouns are countable or uncountable. In English most nouns are countable and
have singular and plural forms: these are the names of separate objects, people,
ideas and can be counted (a book – books, a box – boxes, a watch – watches, an idea
– ideas, an engineer – engineers, a child – children, a man – men, a mouse – mice
…) but there are also a lot of uncountable nouns which are the names of materials,
liquids, abstract qualities, collections and only have singular or plural forms (meat,
sugar, water, steel, carbon, money, luggage, paper, information – pliers, glasses,
scissors, binoculars, jeans, clothes, police, handcuffs …). Sometimes the
same noun can be both, countable and uncountable (Glass is a fragile material.
There are four glasses on the table. I need glasses for reading.)
I. Sort these nouns into two groups: one for countable and the other for uncountable
(some may be both):
tip, trip, clothing, work, glass, case, baggage, fact, news, research, job, advice,
travel, accommodation, chocolate, costume, equipment, spaghetti, stone, rubber,
athlete, patience, tea-bag, concrete, coal, braces, traffic-lights, knife, iron, rain, hair
countable: trip,
uncountable: tip,
II. Are the sentences below correct or wrong? If they are wrong, correct them.
I’ve just heard a wonderful news. I’ve just heard (some) wonderful news.
I need an pen. Can I borrow yours?
The contents of the house were sold after his death.
Physics were always my favourite subject.
I need scissor to cut this paper.
She has done some research on the life of dolphins.
The people who works there is very well-paid.
The police is looking for a suspect.
He likes playing billiard.
My knowledges in that area are very poor.
In the north of the country most houses are made of stones while in the south bricks
are more common.
I have a new leather jacket.
This railing is made of irons.
Să ne reamintim...
Let’s remember the use of future forms
Rezumat
This unit introduces the future forms that are very useful for the engineering
students.
Unitatea de învăţare II.6. EXPRESSION OF QUANTITY
II.6.1. Introducere
This unit deals with the expression of quantity in English
II.6.2. Competenţele unităţii de învăţare
At the end of this unit students will learn how to express quantity
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
When we talk about different materials and we want to express how much of them we need,
we use different expressions of quantity, such as: some (We need some water to cool this
tool.), any (We don’t need any more raw materials at present.), a lot of (There’s a lot of
valuable steel available.), much/many/more (How much time do we need to finish this
project? There are many engineers involved in this project.), several (We need several new
machines to modernise our production.), every/each (Every engineer should know about this
new invention.), a huge amount of (We require a huge amount of plastic to pack all of our
finished products.), all/whole (The whole company will benefit from this improvement.),
no/none/not (They invested no money in the modernisation, so they were not competitive
anymore.), a little/a few (We need a little more time. A few of our workers are on sick
leave.),
something/somewhere/someone/noone/nobody/nowhere/nothing/anything/anybody/anywhere
/everybody/everything/everywhere (I need somebody to help me. Something came up.
There’s nothing we can do. I couldn’t find it anywhere.), both (Both our partners declared
bankruptcy.), half (We will invest half of our profits into buying new premises.)…
I. Fill in the missing expressions of quantity:
Did you make any progress at the meeting?
Shall I send you _____________ samples of our latest fabrics?
We only made _____________ money on this product so perhaps we should start phasing it
out.
I met _____________ potential customers at the trade fair.
_____________ has used my files and now I can’t find _____________!
_____________ told me that this information is confidential.
I’m sorry to hear that _____________ went wrong on your trip to Barcelona.
The flood caused _____________ damage in our warehouse.
_____________ person involved in this project should do their best.
Managers spend more than _____________ of their work time at meetings.
Do you have any idea how _____________ material do we still have on stock?
Search your pockets and your bag and describe what you have found – use
different expressions of quantity.
SHORTSHORT REVISION
1. Explain the difference between cardinal and ordinal numbers.
2. Write your birth date in Roman numbers.
3. Can you divide the shapes into two- and three-dimensional?
SHORT REVISION
1. Try to analyse the importance of technological discoveries and inventions in our daily
life.
2. Describe the tools that are found in your own home, are they mechanical or machine?
What do you use them for? How often?
Să ne reamintim...
In this unit we obtained a lot of useful vocabulary and learned about technology in
general, different types of materials and some tools you will come across on daily basis but
also in your professional life. We also revised the Passive Voice and countable and
uncountable nouns and expressions of quantity.
Rezumat
We have looked at expressions of quantity
Modulul III. CRIME AND PUNISHMENT
Cuprins
Modulul III Crime and Punishment .. ...........................................................................................
Introducere....................................................................................................................
Competenţe ...................................................................................................................
Unitatea de învăţare III.1 Crime and Punishemnt. ......................................................
III.1.1. Introducere .....................................................................................
III.1.2. Competenţe .....................................................................................
Unitatea de învăţare III.2 Criminals. ...........................................................................
III.2.1. Introducere .....................................................................................
III.2.2. Competenţe .....................................................................................
Unitatea de învăţare III.3 Relative pronouns and clauses. ..........................................
III.3.1. Introducere .....................................................................................
III.3.2. Competenţe .....................................................................................
Unitatea de învăţare III.4 One word-two meanings. ....................................................
III.4.1. Introducere .....................................................................................
III.4.2. Competenţe .....................................................................................
Unitatea de învăţare III.5 Reported Speech. ................................................................
III.5.1. Introducere .....................................................................................
III.5.2. Competenţe .....................................................................................
Unitatea de învăţare III.2 Crimes and Sentences. ........................................................
III.2.1. Introducere .....................................................................................
III.2.2. Competenţe .....................................................................................
Temă de control
Introducere
This module introduces some basic information for all law students
necessary in their future careers in their professinal development. The module
contains 6 units, each addressing one important domain
Competenţe
After this unit you will definitely have a much better knowledge of the
criminal vocabulary. You will also revise relative pronouns and relative clauses.
Unitatea de învăţare III.1. CRIME AND PUNISHMENT
III.6.1. Introducere
This unit deals with the introduction of crime and punishment
III.6.2. Competenţele unităţii de învăţare
At the end of this unit students will learn types of crimes and punishment
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
I.
Unitatea de învăţare III.2. CRIME AND PUNISHMENT
III.6.1. Introducere
This unit deals with the presentation of crimes
III.6.2. Competenţele unităţii de învăţare
At the end of this unit students will present the types of crimes
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
Să ne reamintim...
In this unit we obtained a lot of useful vocabulary and learned about crimes in
general, different elements that you will come across on daily basis but also in your
professional life.
Rezumat
We have looked at crime constituency
Unitatea de învăţare III.3. RELATIVE PRONOUNS AND CLAUSES
III.6.1. Introducere
This unit deals with the relative pronouns in English
III.6.2. Competenţele unităţii de învăţare
At the end of this unit students will use relative pronouns
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
Relative clauses are divided into defining (provide necessary information without which the
sentence is incomplete: I know a man who has 10 children. This is the vase which/that I was
given for my birthday.) and non-defining relative clauses (they give additional information:
Marilyn Monroe, who died very young, is still an icon. Their advertisement, which I saw
yesterday, is very impressive. My mother, who will be 80 years old next year, asked me to
find her a painter to decorate her house. Jack Jones, whose phone number I can’t find, is our
loyal customer.).
I. Fill in the missing relative pronouns (who, whose, what, which, where):
A quality controller is a person who checks the production systems.
Does anyone really know __________ responsibility this is?
I don’t know __________ happened! Suddenly the fire started!
Do you know the name of the woman __________ is organising the conference?
This is the company __________ offers the most favourable prices for these items.
I don’t know __________ company to contact first. They all seem to have a wide range of
products on offer.
The computers __________ you ordered last week have just arrived.
Yesterday I was talking to someone __________ brother went to school with you.
The specialists __________ repaired our broken machinery were very efficient.
II. Read the specifications for this car and then complete the relative clauses below:
Tight, light body. Great handling. Excellent brakes. Five-star safety. Six-cylinder refinement
and performance. Six-speed automatic works well in any shift mode. More interior space.
Low cabin-noise levels. 320i struggles to convince at $50,000-plus. Unforgiving, low-speed
ride. Some front-end suspension/tyre noise. Back end can get twitchy on rough roads.
Inconsistent steering, with less feedback than before. Tight rear-seat access, and tall adults sit
knees up. All seats lack support. Run-flats are expensive (around $2000 a set) and might be
difficult to get.
This is a car that has a tight and light body.
Another good feature is _____________________________.
It has a six-speed automatic _____________________________.
The great cabin is _____________________________ outside noise-levels.
A disadvantage is _____________________________.
It has a back end _____________________________.
Run-flats are the part ____________________________
Să ne reamintim...
In this unit we obtained a lot of useful vocabulary and learned about relative pronouns
and clauses.
Rezumat
We have looked at relative pronouns and clauses.
Unitatea de învăţare III.4. ONE WORD – TWO MEANINGS
III.4.1. Introducere
This unit deals with words with multiple meaning
III.4.2. Competenţele unităţii de învăţare
At the end of this unit students will improve their vocabulary by multi-
meaning words.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
In English there are many words that have more than one meaning – these are the so called
homonyms (they can be further divided into homographs and homophones). To name just a
few: live, bank, swallow, free, fair, party, see, operation, model, mark, can, wind, house, lead,
hard, minute, refuse, wound, read, row …(sometimes the pronunciation is the same but very
often it is different).
I. Fill in the missing words in these pairs of sentences:
I enclose a free sample of our latest magazine.
I’m terribly sorry but Ms Cartwright won’t be free until 4 p.m.
I just need a __________ of your time.
Dust is so __________ that we can’t see it with a naked eye.
Unfortunately we have to __________ your offer. It’s just not competitive enough.
After the rave party there was a lot of __________ in the streets.
BMW now have a huge __________ in the USA.
He has serious problems with his heart. He’s been scheduled for an __________ next week.
The concert was going on __________ on all major broadcasting companies.
Where do you suppose to __________ when you move abroad?
The __________ singer in that group is gorgeous.
We all know that __________ pipes are dangerous and should be replaced.
She had a sore throat so she couldn’t __________ the food.
One early __________ doesn’t bring the spring.
I usually got good __________ in school, except in languages.
He was a clumsy eater, so he had several __________ on his white shirt.
She usually sits in the front __________ in the classroom.
If you live near a river, it’s useful to learn how to __________ a boat.
Să ne reamintim...
In this unit we obtained a lot of useful vocabulary and learned about
Multi-meaning words.
Rezumat
We have looked at multi-meaning words.
Unitatea de învăţare III.5. REPORTED SPEECH
III.5.1. Introducere
This unit deals with reported speech
III.5.2. Competenţele unităţii de învăţare
At the end of this unit students will transform direct speech into indirect
speech.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
We very often have to report what other people have told or asked us or ordered us to do and
we can’t do it by using the direct speech, so we have to use the reported speech. There are
some rules to follow, such as the rule of one tense back (present forms become past, present
and past change into past perfect, will into would, can into could and may into might). We
also have to be careful about the word order, especially in questions (He said, ‘I live in
Slovenia.’ - He told me he lived in Slovenia.; She explained, ‘These products will be available
next year.’ – She explained that those products would be available the following year.; He
wanted to know, ‘When did you start working here?’ – He wanted to know when I had started
working there.; She asked, ‘Do they know anything about this?’ – She asked if they knew
anything about that.; He said, ‘Please do this today.’ – He asked me to do that that day.)
I. Read these sentences that a candidate said at an interview. Put them into Reported
Speech:
Miss Bridgwater said, ‘I’m very interested in working for you.’
She said that she was very interested in working for us.
Miss Bridgwater explained, ‘I’ve been working in the city for three years.’
She explained __________________________________________.
She said, ‘I like what I do, but I want more responsibility.’
She also said __________________________________________.
She told me, ‘I have a degree in Mechanical Engineering.’
She told me __________________________________________.
She made it clear, ‘I can’t leave my present position for another month.’
She made it clear __________________________________________.
II. You were a speaker at the conference on new machinery that took place last month in
Munich, Germany. You were asked the following questions:
When will the new product be ready?
How much are you going to spend on promotion?
Will you offer any discounts to your distributors?
Why has it taken so long to develop?
Who will the target consumers be?
Did you have any problems developing this machine?
Who is the contact person?
Now report the above questions to your superior:
They asked me when the new product would be ready.
They asked me __________________________________________.
They asked me __________________________________________.
They asked me __________________________________________.
They asked me __________________________________________.
They asked me __________________________________________.
They asked me __________________________________________.
III. Change these sentences from direct into Reported Speech:
‘Where have you been so long?’
He asked me where I had been.
‘I’m writing my CV.’
He told me __________________________________________.
‘I’ll phone you at seven o’clock tonight.’
She promised __________________________________________.
‘He’s never made such a stupid mistake before.’
Rebecca said __________________________________________.
‘Don’t overtake here.’
The sign warned us __________________________________________.
‘Can I get your latest catalogue?’
Their potential client asked __________________________________________.
My superior said, ‘Don’t work too much or you’ll get ill.’
My superior advised me __________________________________________.
Să ne reamintim...
In this unit we obtained a lot of transformation from direct into indirect speech.
Rezumat
We have looked at direct/ indirect speech.
Unitatea de învăţare III.6.CRIMES AND SENTENCES
III.6.1. Introducere
This unit deals with the issue of sentences
III.6.2. Competenţele unităţii de învăţare
At the end of this unit students will become aware of sentences issues.
Durata medie de parcurgere a primei unităţi de învăţare este de 3 ore.
Exemple
II.
Să ne reamintim...
In this unit we obtained a lot of information about sentencing
Rezumat
We have looked at sentencing.
BIBLIOGRAPHY
Ashley , A. A Correspondence Workbook. Oxford: Oxford University Press, 1992.
Duckworth, M. Grammar and Practice. Oxford: Oxford University Press, 2001.
Duckworth, M. Oxford Business English Grammar & Practice. Oxford: Oxford University
Press, 2001.
McCarthy, M. English Vocabulary in Use. Cambridge: Cambridge University Press, 2001.
Murphy, R. English Grammar in Use. Cambridge: Cambridge University Press, 2004.
Vince, M. Advanced Language Practice. Macmillan: Heinemann Publishers, 1994.
Vince, M. First Certificate Language Practice. Macmillan: Macmillan Education, 2003.
Vince, M. Advanced language Practice. Heinemann: Heinemann English Language Teaching,
1994.
Watson-Delestree, A. & Hill, J. The Working Week, Cambridge: Language teaching
Publications, 1996.