limba engleza de special it ate

8/8/2019 Limba Engleza de Special It Ate

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A PRACTICAL ENGLISH COURSE IN COMMUNICATION STUDIES

Liliana Anton

Junior Lecturer MA, Ph.D. under completionContent

Introduction

I. Grammar in a nutshell Morphology/MorfologiaI.1. Articolul (The Article) Definition, examples and tasksI.2. Substantivul (The noun) Definition, examples and tasksI.3. Verbul (The verb - tenses of the indicative mood) Definition, examples and tasksI.4. Adjectivul si gradele de comparaie (The adjective and the degrees of comparison) Definition,examples and tasksI.5. Pronumele (The pronoun) Definition, examples and tasks

II. Negation and illocutionary actsII.1. Illocutionary acts - definitionII.2.Sentence definition 1 negation exampleII.3.Sentence negators: categories:

a. particle nob. adverbsc. pronounsd. anye. affixes

II.4. Degrees of negativitya. week vs. strong negationb. emphatic negativesc. semantic changes

II.5. Lexical negativityII.6. Sentence negation syntactic functionII.7.The negation of the verb in expressing / using tenses at the indicative moodII.8.Tests of negativityII.9.question tagsII.10. yes/ no questionsII.11.Tasks

III. English in communication studiesIII.1. Translation exercises from English into RomanianIII.2. Translation exercises from Romanian into EnglishIII.3. Creative writingIII.4. Tasks

Recommended sitesBibliography

Introducere


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Cursul de fata se adreseaz studenilor din anul I si al II-lea de studiu din cadrul Facultii detiine ale Comunicrii.

Obiectivele didactice vizeaz:

Pentru anul I de studiu1. familiarizarea studenilor cu limba engleza daca acetia sunt la nivel de nceptor, prin

explicarea cunotinelor de baza ale morfologiei, respectiv: articol, substantiv, verb, adjectiv,pronume

2. aprofundarea noiunilor de gramatica limbii engleze, negaia in limba engleza avnd aspectede morfologie si sintaxa

3. cunoaterea si nelegerea conceptelor fundamentale ale istoriei limbii engleze in contextullingvisticii generale, al pragmaticii, antropologiei culturale si sociolingvisticii. Intereseazelemente de istoria limbii, cum ar fi elemente specifice lexicale, definirea conceptelor delimba engleza academica, standard, oficiala. In egala msura este importanta definireaconceptuala a lingvisticii, antropologiei culturale si pragmaticii in strnsa corelaie cu studiullimbii engleze de specialitate. Abordarea conceptuala a exprimrii in limba engleza ca limbainternaionala este de asemenea de interes.

4. explicarea noiunilor fundamentale si a conceptelor de specialitate in contextul istoriei limbiiengleze ncepnd cu secolul al V-lea pana in prezent. Interpretarea acestora se realizeaz att

la nivel teoretic, prin nelegerea definiiilor si a fenomenului istoric dar si la nivel practic prinanaliza unui numr redus de texte de specialitate ilustrative in acest sens (de exemplu:impactul la nivel lexical al limbii latine asupra limbii engleze reflectat in tipuri de plural alsubstantivelor)

5. Categorizarea stilurilor funcionale ale limbii engleze si a registrelor lingvistice Determinarealimitata si specifica a limbii engleze in cadrul tiinelor comunicrii, respectiv a RelaiilorPublice cu aplicativitate in cercetare, planificare si monitorizarea acestora

6. Intereseaz categorizarea stilurilor funcionale ale limbii engleze si a registrelor lingvistice cuexemplificri sintetice pe tipuri de text de specialitate pentru fiecare categorie. Fiecare textexemplificator nu depaseste un numr de 3000 de caractere, pentru a se putea face diferenaclara intre acestea. Pentru textele de specialitate se are in vedere limbajul specific cercetrii inRelaiile Publice.

Pentru anul al II-lea de studiu1. Cunoaterea variantelor limbii engleze, prin asimilarea cunotinelor de istoria limbii, dinperspectiva antropologiei culturale. Realizarea cadrului cultural englez si explicarea noiunilor cein de colonialism si limba engleza ca limba strina.Dobndirea capacitaii de aplicare a noiunilor nsuite in redactarea textelor funcie de registrullingvistic; perspectiva pragmatica. Stimularea creativitii si originalitii la nivelul exprimriiscrise. Este stimulat si ncurajat procesul de gndire creativa, analitica si critica in abordareaculturii si limbii engleze2. nsuirea conceptelor fundamentale ale comunicrii in Relaii Publice si aplicarea acestora intipuri de discurs si texte de specialitate. Modele retorice de discurs in Relaiile Publice. Redactareatextului scris si prezentarea acestuia. Folosirea mijloacelor vizuale ca suport in prezentareadiscursului. Strategii si tehnici specifice de comunicare in Relaiile Publice.3. Intereseaz nivelul de nelegere al fiecrui student al conceptelor fundamentale si in egala

msura felul in care acesta aplica la nivel practic noiunile asimilate. Este ncurajata prezentareadiscursului in cadrul seminarului de specialitate.

La ncheierea cursului, studenii vor avea urmtoarele abilitai:- vor avea capacitatea de a citi un text de specialitate si de a-l nelege- vor putea redacta texte in limba engleza- se vor putea exprima fluent


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TEME DE SPECIALITATE PENTRU ANUL I

I. Strategies of communication in EnglishI.1.The English language in communication nowadaysI.2. The English language and its historyI.3. Cultural anthropology and the history of English languageI.4. Pragmatics and the use of English language in context

II. Standard EnglishII.1. What type of English language we learn?II.2. Sociolinguistics and the English language in briefII.3. Phonetics, Phonology and the proper accent BBCII.4. Is it dialect or standard? Is it British or American?II.5. The English in PR Research as a first step

III. Styles and registers in EnglishIII.1. Standard English, colloquial, slangIII.2. Formal vs. informalIII.3. Registers in Englisha. English in communicationb. English in literature (narrative description, poetry)c. English in journalismd. English in economics, banking, financee. English in ecologyf. English language in PR

IV. English language in PRIV.1. Definitions and research as a first stepIV.2. Planning in communication studiesIV.3. Evaluation of steps in PRIV.4. Public opinion and persuasion

TEME DE SPECIALITATE PENTRU ANUL AL II-LEA

I. The cultural history of English languageI.1. The Celtic heritage in the United Kingdom of Great Britain and Northern IrelandI.2. The American English and its historyI.3. The Republic of Ireland Gaelic and English languageI.4. Canadian English in prose

II. Creative writing in communicationII.1. Europass CV, Cover(ing) letter, Letter of RecommendationII.2. Formal, official, informal letterII.3. Newsrelease, institutional communication and the pressII.4. Types of letters: of complaint, expressingregret, asking for information

III. Programming communication in PRIII.1. The audience and how to reach itIII.2. Spoken tactics in PR: types of discoursesIII.3. Written tactics in PRIII.4. Visual tactics in PR


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I. MORFOLOGIA (Morphology)Prezentare generalaCele doua parti constitutive ale gramaticii tradiionale sunt morfologia si sintaxa. Morfologia cuprinderegulile privitoare la forma cuvintelor si la modificarile formale ale cuvintelor studiate pe parti de vorbire;sintaxa cuprinde regulile privitoare la imbinarea cuvintelor in propozitii si fraze.Unitatea de analiza in gramatica traditionala este cuvantul.Gramatica traditionala grupeaza cuvintele din punct de vedere morphologic in zece parti de vorbire:

1. articolul2. substantivul3. verbul4. pronumele5. numeralul6. adjectivul7. adverbul8. prepozitia9. conjunctia10. interjectia

Partile de vorbire se disting dupa ceea ce exprima, numele unui obiect (substantivul), un numar sau odeterminare numerica (numeralul), o actiune sau o stare (verbul), o caracteristica a unei actiuni, stari sau

insusjri (adverbul), exteriorizarea unui sentiment, a unei stari fizice, a unui act de vointa sau imitarea unuisunet (interjecfia).

I.1. Articolul (The article)

Definitie.Articolul este partea de vorbire care constituie un mijloc de individualizare a obiectelor si fenomenelor intr-un context lingvistic sau situational; nu are forme flexionare, fiind neflexibil din punct de vederemorfologic; indeplineste functia de determinant. Articolul este redat prin articolul hotarit the, articolulnehotarit a sau an sau prin articolul zero. Aceste articole se folosesc pentru a realiza: 1) referinta unica(unique reference) 2) referinta individuala (individual reference).Articolul hotarat este folosit pentru a exprima referinta unica.The earth moves round the sun. Pamintul se invirteste in jurul soarelui.

Articolul nehotarit poate fi folosit pentru introducerea in comunicare a unei notiuni care nu a fostmentionata anterior.

TASKSA. Fill in the blanks withthe, a, an or no article:Do you see _____ man standing near ______ door? He works as _____ assistant in ____ same shop as Ido. Well, I saw him the other day and he was driving ______ red Porsche. And do you see ______expensive clothes hes wearing? Where does he get ____ money to pay for it all? ______ month ago hehadnt got _____ penny. I told you about ______ burglary that we had at ________ shop, didnt I? Do youthink I should go to _____ police?

B. Fill in the gaps witha or one:.day last year it wasvery hot afternoon in June I was hurrying to get home. I was

about.. hour late - well, to be precise, exactly. hour and ten minutes: I had taken thetrain that arrived at the station at 6.15. Anyway, there was. woman standing under the trees, andthere were several children with her. I saw child clearly she was .lovely dark-haired girl but I only heard the others. Suddenly strange thing happened. The girl took some stones andleaves out of her pocket, and threw. stone after another into the air.

C. Inserta or an if necessary:My neighbour is.photographer; lets ask him foradvice about colour films.We hadfish andchips for..lunch.That doesnt sound.very interesting lunch.


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I had a very bad night. I didnt sleep ....wink.Wed better go bytaxi if we can get ..taxi at such ..hour as 2 a.m.

I.2. Substantivul (The noun)DefiniieSubstantivul denumete obiecte in sens foarte larg, adic fiine, lucruri, fenomene (man, chair, snow, walk,wisdom); are categoriile gramaticale de gen, numr i caz; poate ndeplini in propoziie funciile de subiect,nume predicativ, atribut, apoziie, complement, element predicativ suplimentar, sau poate fi echivalentulunei propoziii sau fraze.Numrul substantivelor (Number of Nouns)Substantivele in limba engleza au categoriile gramaticale de gen, numar si caz.Numarul este categoria gramaticala care se recunoaste cel mai uor, datorita desinenei -s, specific pentruforma de plural a substantivelor. Din punct de vedere al ideii de numr, substantivele in limba engleza sempart in numrabile (Count nouns) si nenumrabile (Mass nouns). Substantivele numrabile sunt de obiceivariabile ca forma (Variable nouns), avnd att singular cit si plural, iar cele nenumrabile sunt de regulainvariabile ca forma (Invariable nouns), avnd forma numai de singular sau numai de plural.TASKSA. Use these collective nouns to complete the sentences that follow: audience, crew, enemy, family,gang, government, media, public, staff, team

1. Take cover. The .. are attacking.2. Do you think Liverpool are the best . in Europe?3. Dad is out but the rest of the ... are at home.4. The has decided to increase taxes.5. The ship sank but the .... are safe.6. The office is closed. The are on strike.7. The house was surrounded and the . were arrested.8. The .. is much bigger than at last nights performance.9. The railways should provide a better service for the traveling .10. Some sports stars are very badly treated by the newspapers and other ..

B.Write the plural of the following nouns:1. address 4. witch 7. face 10. man2. reply 5. box 8. tomato 11.child3. toy 6. fish 9. deer 12. toothI.3. Verbul (The verb)Definiie. Verbul este partea de vorbire care exprima aciuni, procese sau stri; are categorii gramaticale depersoana i numr comune cu alte pari de vorbire i categoriile specifice de timp, mod, aspect i diateza;ndeplinete funcia sintactica de predicat.

I..3.1. Categoriile gramaticale ale verbuluiIn limba engleza, verbul are forme gramaticale determinate de categoriile specifice de timp, aspect, diatezasi mod si de categoriile nespecifice de persoana i numr. In funcie de prezena sau absena categoriilor detimp persoana i numr, formele verbale n limba engleza se mpart in forme personale si nepersonale.Formele personale ale verbului (Finite Forms of the Verb) sunt modurile indicativ si subjonctiv. La aceste

forme, verbul este marcat pentru a exprima categoriile de timp, mod, diateza, aspect, persoana si numr, iardin punct de vedere sintactic, ele pot forma singure predicatuli se acorda in numr si persoana cusubiectul.Formele nepersonale ale verbului (Non-Finite Forms of the Verb) sunt infinitivul, Gerund-ul (Gerunziul),participiul prezent si participiul trecut. Aceste forme nu au categoriile de timp, persoana si numr si nu potforma singure predicatul propoziiei.

I. 3.2. Timpul (Tense)Categoria gramaticala a timpului (Tense), categorie specific verbelor, se refera la ordinea evenimentelor intimp, aa cum este perceputa aceasta de vorbitor in momentul vorbirii.


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Momentul in care are loc actul de vorbire este momentul prezent (now). Faa de acest moment, careconstituie axa de referina a prezentului, unele evenimente sunt:a) anterioare, cnd ele au loc nainte de momentul vorbirii (evenimentele sunt amintite de vorbitor):Present Perfect;b) posterioare f aa de momentul vorbirii (evenimentele fiind anticipate de vorbitor, deoarece voravea loc intr-un moment posterior momentului vorbirii Future;c) simultane cu momentul vorbirii (avnd loc in acelai timp) Present.

Considernd momentul vorbirii punctul prezent, vorbitorul isi poate aminti un eveniment care a avut loc laun moment anterior momentului vorbirii (then). In raport cu acest moment amintit then, care se refera latrecut, alte evenimente pot fi:a) anterioare momentului trecut then: Past Perfect;b) simultane cu then: Past Tense;c) posterioare: Future in the Past.De asemenea, in momentul vorbirii (now), vorbitorul poate anticipa anumite evenimente (posterioaremomentului vorbirii). In raport cu un anume eveniment posterior momentului prezent (axa de referina aviitorului). Alte evenimente pot fi:a) anterioare: Future Perfect;b) simultane: Future;c) posterioare: engleza nu are marca formala pentru aceste evenimente.

In analiza timpului trebuie astfel luate in consideraie urmatoarele elemente:a) momentul vorbiriib) momentul aciunii;c) axa sau momentul de referina.In f uncie de cele trei elemente momentul vorbirii, momentul aciunii i momentul de referina limbaengleza cunoate urrnatorul sistem de timpuri: pe axa prezentului: Present, Present Perfect, Future; pe axa trecutului: Past Tense, Past Perfect, Future in the Past; pe axa viitorului: Future, Future Perfect

I.3.2.1. Timpul prezent simplu (Present Tense Simple)Definiie. Prezentul simplu desemneaz un eveniment (o aciune sau stare) care se ntmpla simultan cu

momentul vorbirii (prezentul instantaneu) sau care include momentul vorbirii (prezentul genericihabitual).Forma. Din punct de vedere al formei, prezentul simplu este identic cu infinitivul, la toate persoanelesingular si plural, cu excepia persoanei a III-a singular, care adaug -(e).s: Ex: I learn/ You learn/ He, Shelearns/ We learn/ You learn/ They learn

TASKS

A. Fill in the blanks with the appropriate form of the verb in brackets at the present simple tense:

He (live) in Belgravia in Londons West End. Hes very rich, and he (own). the companyOffice Blocks International. Every morning the young Lord (have).. breakfast in bed and(read). the newspapers. He (get). up at ten oclock and usually (go) for a walk in

Hyde Park. He (have) lunch at his club. He sometimes (meet). the directors of OBI, and they(talk).. about the companys plans. In the afternoon, Lord Stonebury and his friends (play) golf.Then they (have). a few drinks. Or sometimes, he and his girl friend (go).for a drive in hissports car. After dinner Lord Stonebury (go).. to a night club or a casino with one of his friends. They(get).. home at about two oclock.

B. Find and correct the verbs in the present tense that are mistaken in the text below:

Dear John,


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Thank you for your very interesting letter. I am very pleased to be your pen friend. Are you really have aswimming pool in the garden? It sound wonderful. As you know from my advertisement, I have 17 yearsold and came from Cartagena in Chile. Ive got two sisters and they is both older than me. My father own asmall factory paper but my mother dont work. We living in a house outside the city. I enjoying playingfootball and I am like science-fiction films.I. Look at this learners text. Match the teachers ticks and corrections 1-10 to rules a) f) below

C. Put the verbs into brackets into simple present or present continuous tense:1. What Tom (think).. of the Budget?2. He (think).. it most unfair.

I (agree).. with him.3. How much. this one (cost)?

It (cost) forty pence.4. Look at that crowd. I (wonder).. what they (wait).. for.5. This story is about a boy who (make) friends with a snake which he (find)..

in the garden. Then he (go). away but he (not forget) the snake and someyears later he (return) and (look).. for it.

6. He (find). the snake who (recognize).. its old friend and (coil)round him affectionately. But, unfortunately, the snake is by now a full-grown boa-constrictor and its embrace (kill) the poor boy.

The snake (feel). sorry about this?I (not know)... The story (end).. there.

7. How ..you (end) a letter that (begin).., Dear Sir?I always (put).., Yours truly, but Tom (prefer). Yours

faithfully.

D. Look at this learners text. Match the teachers ticks and corrections 1-10 to rules a) f)belowMy name is Kim and Im Korean. My family is living in lives.b)an apartment near the centre of Seoul, and they all 1..1 love the city except me. They 2 are thinking that 2 think...cities are exciting, but 3 Im not agreeing with them; I 3 dont agree ......4 am preferring quieter towns or villages. Anyway, 4 prefer..just this month I 5 work for a small travel agency; I 5 m working.

6 want to go traveling in Europe next month but 7 Im 6 .needing to earn some money first. 8 Im thinking of doing 7 need.a course when I come back from Europe my English 8..9 gets better so maybe I can study abroad next time. 9 is getting.Thats very expensive, of course. Perhaps that 10 is 10 dependsdepending on how much I can earn and my parents!

Note:a) use the present continuous to talk about changing situationsb) use the present simple to talk about a permanent situationc) use the present simple with a thought or feeling verbd) use the present simple with verbs describing what things are, what they are like and what they

possess

e)

use the present continuous for a temporary situationuse the present continuous for a temporary thoughtf) use the present continuous for a temporary thought

I.3.2.2. Timpul trecut simplu (Past Tense Simple)Definiie. Past Tense, aspectul simplu, desemneaza un eveniment definit care a avut loc pe axa trecutului(evenimentul este amintit in momentul prezent). Past Tense simplu este folosit pentru a exprima o aciunesvrita si ncheiata intr-un moment trecut:Forma. Marca timpului Past Tense simplu este, la verbele regulate, -ed.We listened to the concert last night. Am ascultat concertul aseara.


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In cazul verbelor neregulate este folosita forma a II-a. I wrote the letter to Mary. Am scris scrisoareaMariei.

Verbe neregulate

Participiu TraducereaInfinitiv Past Tense trecut infinitivuiui Observatii

be was/were been a fi

become became become a devenibe in be an be un a ince eblow blew blown a suf!a a batebreak broke broken a se s ar ebreed bred bred a creste a educabrin brou ht brou ht a'aducebuild buili buili a construibu bou ht bo U h I a cum aracatch cau ht cau ht a rindechoose chose chosen a ale e

cost cost cost a costa

deal dealt dealt a trata, a seocupa de

dra w drev drawn a tra e a desenadream dreamt dreamt a visa R. dreamed in spe-

cial in engleza ameri-drink drank drunk a bea drunken ad .drive drove- driven a mina a sofadwell dwelt dwell a locui R. dwelled (rar)

in engleza americanaeat ate eaten a manca engl. britanica,: ate

(et); engl.americana: ate (eit)

fall fell fallen a cadeafeed fed fed a hrani .feel felt fell a se siratifi ht fou ht fou ht a (se lu tafind found found a asifl . flew flown a zburaforbid forbad(e forbidden a interzice

for et for ot for otten a uitafor ive for ave for iven a ierta

get got got a primi, a obine engl. americana:get, got, gotten

t ive ave iven a da

row rew rown a creste

hear heard heard a auzihide hid hidden a (se) ascunde Partioipiul trecut si

hid (rar)hit hit hit a lovihold held held a |inehurt hurl hurt a lovi, a rni, a

dureakee ke t ke t a |ine a astraknow knew known a ti a cunoas tela laid laid a une a asezalearn learnt learnt a invata R. learned

engl.americana; ad .:

leave left left , a leca, a lasalend lent lent a da cu

m rumutlei let let a lasa a ermiteli ht lit lit a a rinde R. li hted

=lose lost lost a ierdemake made made a face


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mean meant meant a insemnameet met met a se intilnimow mowed mown mowed a cosia aid aid a lati

rin ran run a suna

say said said a spune pers. Ill singular says

[sez]

send sent sent a. trimiteshow showed shown a arata Uneori ortografiat

shew, shewed,shut shut shut a includesin san sun a eintasit sat sat a sedeaslee sle t sle t a dormismell smell s melt a mirosi R. smelled

engleza americanas eak s oke s oken a vorbispeed sped sped a grbi, a

accelerai R.: speeded

spell spelt spelt a ortografia R. spelled englezaamericana

spend spent spent a cheltui; a

petrecespread spread spread a (se) ntindesteal stole stolen a fura a se furisastick stuck stuck a li iswim swam swum a inotatake took taken a luateach taught taught. a invafa (pe

altui), a preda

tell told told a spune, apovesti

think thou ht thou ht a se indi 'throw threw thrown a aruncaunderstandd understood understood a n ele ewear wore worn a urtawee we t we t a lin e

wet wet wet a uda si R. wettedwin won won a cisti awrite wrote written a scrie

TASKSA. Fill in each gap with a verb from the box in the past tense simple. (The text below describes anunsuccessful driving test.)

be feel move pay push say run say stop try

On my first test, I 1. out of petrol. Shortly after the restart from the emergency stop, the car2.. again, although I 3 five times to restart.No, I 4.. to the examiner. It wont start. The examiner 5. into the driving seat,

and I 6.. the car to the nearest service station, where I 7 for the petrol. This isnot your fault and will not affect whether you pass the test, he 8.., but I 9..terrified and 10 not surprised to fail for lack of observation.

B. Put the verbs in brackets into the correct tense:1. Ann sees Paul putting on his coat and says: Where you (go ) , Paul?2. I (go ) to buy some cigarettes. You (want) an evening paper?3. Mary ( see ) Peter standing at the bus stop.4. What bus you (wait ) for?


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5. I usually (go ) to work by car, dont you?6. Yes, but the car (belong ) to my mother and she sometimes (want ) it.7. She ( use ) it today to take Tom to the dentist.

C. Put the verbs in brackets into the simple past or past continuous:I ( walk ) along the Piccadily when I (realize ) that a man with a ginger beard,

whom I had seen three times already that afternoon, ( follow ) me.To make quite sure, I (walk ) on quickly, (turn ) right, then left and (stop ) suddenly at a

shop window.In a few minutes the man with the beard (appear ) and (stop ) at another shop window.

I.3.2.3. Viitorul simplu (Shall/Will Future)Definiie. Viitorul simplu desemneaz un eveniment posterior faa de momentul vorbirii. Viitorul simplueste un viitor pur, indicnd doar ca aciunea are loc 'intr-un moment viitor, mai apropiat sau adeseori maindeprtat de momentul vorbirii.Forma. In structura viitorului simplu intra verbul auxiliar shall la persoana I singular si plural, will lapersoana a II-a i a Ill-a singular i plural i infinitivul scurt al verbului de conjugat:I shall go to the seaside tomorrow./ Vom merge la mare maine.

TASK

Decide if the underlined verbs in the sentences below refer to present time (p) or future time (f):

1. Im spending a few weeks with an uncle in the States this summer. _f_2. I cant find Barbara. Maybe shes meeting the others for lunch. ___3. When you see her, could you tell her to give me a call? ___4. The show starts at 8.30 every day except Monday. ___5. I hope everyones ready. We leave first thing in the morning. ___

I.4. ADJECTIVUL (The Adjective)Definiie. Adjectivul este partea de vorbire care exprima o calitate a unui obiect (an interesting lecture, anold man); are categoria gramaticala a comparaiei: He is taller than his brother.; ndeplinete funciilesintactice de atribut, apoziie, nume predicativ, element predicativ suplimentar.

Adjectivele monosilabice formeaz comparativul si superlativul in mod sintetic. Ele primesc -(e)r lacomparativ i the -(e)st la superlativ:small smaller the smallestshort shorter the shortest

Adjectivele formate din d o u a sau mai multe silabe formeaz comparativul si superlativul analitic cuajutorul lui more si the most:careful more careful the most carefuldifficult more difficult the most difficult

TASKSA. Write the comparative and superlative for the following adjectives:

1.

thin 2. beautiful 3. nice 4. good 5. bad B. Fill in the blanks with you, your, they or them_____ ve put the price of stamps up again.Oh, ______ havent, have ______? ________ seem to do it more and more often. ______ can buy morethan a few stamps at a time, or else ________ have to buy extra 1p stamps to add to all 7 letters.


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I know. And its got so expensive! Nowadays_____ think twice before _______ write a letter. Of course___ve got special rates for businesses its only ordinary people that pay the extra.I know. It makes ______ wonder why we keep electing ______.

C. Fill in the blanks with like or as :

1. He died ..he lived, fighting.2. Its mended, .you can see.3. In Paris,in Rome, traffic is heavy.4. His eyes are . knives.5. My brother isnt at all me.6. She left she came, silently.7. Youre shy, me.8. Your smile is.. your sisters.9. I said, youre too late.

D. Choose between all and everything:

a. I hurry to laugh at ... for fear of having to cry.b. I can resist .... except temptation.c. You can only have power over people so long as you dont take... away from

them.d. They say .. in the world is good for something.

i. Life is like nothing, because it is.E. Insert a, an, the, my, his, her, our, your, their:

1. He took off ... coat and set to work.2. Why are you standing with ..hand in ...pockets?3. At most meeting people vote by raising..right hands.4. He tore trousers getting over a barbed wire fence.5. She pulled.sleeve to attract his attention.6. He stroked ..chin thoughtfully.7. If you are too hot why dont you take off..coat?8. He pointed to a woman in...her green dress.9. Youll strain eyes if you read in ..bad light.10. Leave.coats in ..cloakroom; dont bring them into..theatre.

F.Insert a, an, the, or my, his, her, our, their if necessary.

1. At most meetings .. people vote by raising.. right hands.2. There was a shot and a policeman came out with.. blood running down . face.3. We shook .. hands with host.4. Youll strain . eyes if you read in . bad light.5. He is . throughly selfish man; he wouldnt lift finger to help anyone.6. He was ..very tall man with .. dark hair and.. small beard, but I couldnt see ..

eyes because he was wearing .. dark glasses.7. He strokedchin thoughtfully.8. He pointed to a woman in .. green dress.9. He has horrible job; I wouldnt like to be in . shoes.10. Brother and sister were quite unlike each other. He had . fair hair; . hair was dark

and straight.11. I saw him raise right hand and take . oath.12. I have . headache.

G.Insert the necessary capital letters in the following passage:


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professor arnold smith, who has spent a lifetime studying prehistoric remains, claims that the bones heunearthed in the californian desert area last may are those of a man-like creature existing millions ofyears ago, probably at a time when the pacific ocean covered much more of the surface of this part ofthe american continent . professor smith is to give a talk on the subject on bbc television on Monday,4th april, in the series where did we come from? this is to be followed by a discussion with membersof the lost atlantic society whose president, colonel arthur stone, contends that california is in fact apart of the legendary city, the remainder of which lies hidden under the sea.

II. NEGATION AND ILLOCCUTIONARY ACTS

1. Illocutionary acts - definition2. Sentence definition 1 negation examples3. Sentence negators: categories:f. particle nog. adverbsh. pronounsi. anyj. affixes4. Degrees of negativityd. week vs. strong negatione. emphatic negativesf. semantic changes5. Lexical negativity6. Sentence negation syntactic functions7. The negation of the verb in expressing / using tenses at the indicative mood8. Tests of negativitya. question tagsb. yes/ no questions9. TasksIllocutionary acts - definition

The English language is used for specific communication purposes, in various registers, such as: theEnglish used for business, finance, journalism, advertising, psychology, sociology, etc.

Definition: The illocutionary or communicative acts are those represented by the process of makingstatements, asking questions, giving directives with the aim of getting the hearer to carry out someaction, making an offer or promise, thanking or expressing an exclamation.

Ex: I saw Susan in London last year.1. SentenceDefinition: The basic unit for the expression of interpersonal and experiential meanings is theindependent clause, equivalent for the traditional simple sentence. It is also connected with the ideaof predication.

Ex: Your English seems to be very good.


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Sentence negation is given by the use of negators such as the particle no/not, negative adverbs orpronouns.

Ex: The readers did not believe that the story was true.

The readers never believed that the story was true.

The readers hardly believed that the story was true.

None of the readers believed that the story was true.

Few of the readers believed that the story was true.

Inherent negation with stylistic function:

Ex: The readers were unable to believe that the story was true.

The readers were too smart to believe that the story was true.

The readers did not believe that the story was true.

Forms of negative sentences:A. Declarative negative: I wont buy any cakes.B. Interrogative negative: Wont you buy some cakes?C. Imperative negative : Dont buy any cakes!

2. Sentence negation syntactic functions Subject: Nothing is ever expected of him.

No one saw him. Object: We saw no one.

We heard nothing.I lend my car to no one.

Adverbial: We drove to nowhere.3. Sentence negators. CategoriesForming negative statements when you want to say that something is not true, is not happening or isnot the case, you normally use a negative statement

a. Negative adverb - notex: Not many people were present at the wedding.

Not anyone who writes poems is a poet.Not a single man was killed.

All that glitters is not gold.All men are not born to reign.Reason is given to all men but all men do not know how to use it.

b. Negative Adverb/ indefinite place adverb (nowhere)Ex: Theres almost nowhere left to go.I never knew what she meant. (never + verb = emphatic use)

c. General determiner NO - which is used in front of singular and plural noun groups tostate that something does not exist.

Ex: There was no money for an operation.We had no union.He has no ambition.I could see no tracks.


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d. Negative Pronouns (none)/ Indefinite pronouns (no one, nothing, nobody)ex: I waited for comments but none came.

None of as a quantifierNone of the townspeople had ever seen such weather.None of this has happened without our consent.

Nobody in her house knows any English. Nobody knew the truth.Theres nothing I can do. Nothing happened.

e. Any; anybody anywhere, anyhowEx: He didnt say anything.No one said anything.He didnt want to go anywhere.Jane wasnt so pleased to listen the lecture anyhow.

f. Affixes prefixes: A, Anti, Counter, De, Dis, Ex, Il, Ir, Im, In, Mal, Mis, Non, UnA prefix such as un-, dis- can be added to the beginning of some words to give them theopposite meaning

Ex: Jane was unhappy. She unpacked.The footpath was invisible.Theres enormous inefficiency in the system.He has reached an illogical conclusion.I disliked change of any kind.He gave a look of disapproval.It was a peaceful, non-violent protest.The match was a non- event.They were completely helpless.Many of them were speechless.

Broad negatives - adverbs: barely, scarcely, rarely, and seldomIf they are put in initial position in the sentence this process triggers subject predicate inversion in

formal or literary English

Ex: I could scarcely believe my eyes. Scarcely could I believe my eyes.Examiners were seldom unkind.The new pressure group is barely six months old.The office was hardly ever empty.The lagoons are rarely deep.The results were scarcely encouraging.

4. Degrees of negativitya. week vs. strong negationex: I didnt miss anyone.

I missed no one.

b. emphatic negatives that triggers syntactic change subject predicate/ auxiliary verbex: Never (before) have I met anyone so strange.

I havent ever met anyone so strange.

5. Lexical negativityThe process of negation is given by the use of one category of negators (particle no/not attached tothe auxiliary verb or the use of a negative adverb or pronoun):

Ex:John isnt too smart, in fact anybody in their family is so.


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I dont know what has become of her, I havent seen her in years.Help me, please! I cant budge this rock.They say that this doctor has never studied anything anywhere.Nobody told us anything to any of us.Im sure that Mark didnt lift a finger to call me.I didnt sleep a wink last night.I didnt touch a drop ever since I have this ulcer.

The negation of the verb in expressing / using tenses at the indicative moodNegatives of tenses

For the simple present tense negative we use does not + infinitive for the third person and do not +infinitive for the other persons.Both are usually contracted in speech: he doesnt work; you dont workThe simple past tense makes its negative with did not (didnt) + infinitive: he/ we/ / they didnt workAll other tenses are formed with auxiliaries, and the negative is formed by putting not after the auxiliaries.Contractions are usual in speech:Ex:I havent seen him.It wont be easy.

I shant be here tomorrow.He wont drink wine.They hadnt applied for visas.

The present continuous tense and the perfect tenses can be contracted in two ways:Ex:He is not coming./ He isnt coming. / Hes not coming.I have not seen it./ I havent seen it. / Ive not seen it.

The future tense is normally contracted to wont but Ill is also possible.Ex:Hell not see you tomorrow./ He wont see you tomorrow.

In English a negative sentence can have only one negative expression in it. So, never, no, none, nobody, noone, nothing, hardly, hardly ever etc. are used with an affirmative verb.Ex:He ate nothing. He didnt eat anything.He never complains. He doesnt ever complain.We have seen no one. We havent seen anyone.They hardly spoke at all. They hardly ever spoke. They didnt speak much.

Double negation Unlike some languages, standard national forms of English (British, American,Canadian, Australian) do not favour multiple negation that is a succession of nuclear negative items in oneclause, although this is a feature of some dialects of English. Instead, the first negative item is followedthroughout the rest of the clause by non-assertive forms (any-)

Ex: not many Spaniards have any knowledge of bull-fighting.Most Spaniards have some knowledge of bull- fighting.Neighbours should not be uncooperative.Neighbours should be cooperative.

Tests of negativity

In question tags - these are short addition to sentences asking for agreement or confirmation

A. After negative statement we use the ordinary interrogative


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Ex: You didnt see him, did you?

Ann cant swim, can she?Peter doesnt smoke, does he?Bill didnt want to go, did he?James wasnt driving the car, was he?There wasnt enough time, was there?Ann hasnt got colour TV, has she?

B. After affirmative statements we use the negative interrogativeEx: Peter helped you, didnt he?

You are going to do this, arent you? Yes.Davids is quite a nice school, isnt it? Yes, it is.

Mary was there, was she?

Note that statements containing words such as: neither, nor, none, no one, nobody, nothing,scarcely, barely, hardly, seldom are treated like negative statements and followed by anordinary interrogative tag

Ex: None of your friends liked the film, did they?Nothing was said, was it?Peter hardly ever goes to parties, does he?

When the subject of the sentence is no one, nobody, anyone, anybody, none, neither we use the pronounTHEY as the subject of the tag

Ex: I dont suppose anyone will volunteer, will they?None of the bottles are broken, are they?Neither of them complained, did they?

INTONATION: When question tags are used, the speaker doesnt normally need information but merelyexpects agreement. These tags are therefore normally said with a falling intonation, as in statements.

Sometimes, however, the speaker does want information. He is not quite sure that the statement is true, andwants to be reassured. In this case, the question tag is said with a rising intonation and the important wordin the first sentence is stressed, normally with a rise of pitch.

yes/ no questionsA. Questions requiring the answer yes or no In these questions the auxiliary comes first

Ex: Do you smoke? Yes, I do./ No, I dont.The answer without the auxiliary is less polite

Do you understand my question?Didnt you meet George in France?Am I wrong?

Hasnt she got a car?Agreements and disagreements with remarks

Ex: Tom drinks too much. Yes, he does.Disagreements with negative remarks

Ex: Im not getting fatter. Yes, you are.Agreements with negative remarks

Ex: It wouldnt take long. No, it wouldnt.Disagreements with affirmative remarks

Ex: We have plenty of time. No, we havent.


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LONG (UNCONTRACTED) FORMS

Indicative Mood / Tense Aspect Example

Present

Simple/ AffirmativeSimple/ Negative

------------------------------------Continuous/ AffirmativeContinuous/ Negative------------------------------------Perfect/ AffirmativePerfect/ Negative------------------------------------Perfect continuous/ AffirmativePerfect continuous/ Negative

He worksHe does not work

------------------------------------He is workingHe is not working------------------------------------He has workedHe has not worked------------------------------------He has been working

He has not been working

Past

Simple / AffirmativeSimple/ Negative------------------------------------Continuous / AffirmativeContinuous/ Negative------------------------------------Perfect / AffirmativePerfect/ Negative------------------------------------Continuous / AffirmativeContinuous/ Negative

He workedHe did not work------------------------------------He was workingHe was not working------------------------------------He had workedHe had not worked------------------------------------He had been workingHe had not been working

Future

Simple / AffirmativeSimple/ Negative------------------------------------Continuous / AffirmativeContinuous/ Negative

------------------------------------Perfect / AffirmativePerfect/ Negative------------------------------------Perfect continuous / AffirmativePerfect continuous / Negative

He will workHe will not work------------------------------------He will be workingHe will not be working

------------------------------------He will have workedHe will not have worked------------------------------------He will have been working

He will not have been working

CONTRACTED (SHORT) FORMS

Indicative Mood / Tense Aspect Example

Present

Simple/ Affirmative

Simple/ Negative

------------------------------------Continuous/ Affirmative

Continuous/ Negative

------------------------------------Perfect/ Affirmative

He works

He does not work / He doesntwork------------------------------------He is working / Hes working

He is not working / Hes notworking / He isnt working------------------------------------He has worked / Hes worked


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Perfect/ Negative

------------------------------------Perfect continuous/ Affirmative

Perfect continuous/ Negative

He has not worked / He hasntworked / Hes not worked------------------------------------He has been working/ Hes beenworking

He has not been working/ Hehasnt been working/ Hes notbeen working

Past

Simple/ Affirmative

Simple/ Negative




Perfect/ Negative



He worked

He did not work / He didnt work------------------------------------He was working

He was not working / He wasntworking------------------------------------He had worked

He had not worked / He hadntworked------------------------------------He had been working

He had not been working / Hehadnt been working

Future

Future

Simple/ Affirmative

Simple/ Negative

Continuous/ Affirmative



Perfect/ Negative

------------------------------------Perfect continuous/ Affirmative

Perfect continuous/ Negative

He will work / Hell work

He will not work / He wont work

He will be working/ Hell beworking

He will not be working / Hewont be working / Hell not beworking------------------------------------He will have worked / Hell haveworked

He will not have worked / Hewont have worked / Hell not

have worked------------------------------------He will have been working /Hell have been working

He will not have been working /He wont have been working /Hell not have been working


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Note: In speech, auxiliaries are normally contracted in affirmative and negative.s may mean is or has: hes going = he is going ; hes gone = he has goned may mean had or would : hed paid = he had paid ; hed like to come = he would like to comeAuxiliaries are normally unstressed. The stress falls on the main verb.

TASK 1

Explain the type of negation in each of the sentences in italics:

Dont you know the actual name of the firm or association that employed her?No, I dont, Im afraid.Did she ever mention relatives?No. I gather she was a widow and had lost her husband many years ago. A bit of an invalid hed been, butshe never talked much about him.Didnt she mention where she came from what part of the country? I dont think she was a Londoner. Came from somewhere up north, I should say.Didnt you feel there was anything well, mysterious about her?

Lejeune felt a doubt as he spoke. If she was a suggestible woman but Mrs. Coppins did not takeadvantage of the opportunity offered to her.

Well, I can really say that I did. Certainly not from anything she ever said. The only thing that perhapsmight have me wonder was her suitcase. Good quality it was, but not new.

Adapted from Agatha Christie, The Pale HorseVocabulary

actual (adj.) = real, existing in fact: at the time beingto mention (v.) = to notice briefly, to remark, to nameto gather (v.) = to learn (know) by inference, to collect, to assemblewidow (n.) = a woman who has lost her husband and has not married againa bit (n.) = a bite, a small piecesuggestible (adj.) = capable of being influenced by suggestion

to take advantage (v.) = to have a profitsuitcase (n.)= an easily portable oblong traveling bag for carrying suits or clothes

TASK 2Turn the following sentences from the affirmative to negative by using for each situation three types ofnegation: the particle no/not; a negative adverb; a negative pronoun:

1. The readers believed that the story was true.2. They had applied for visas.3. You saw him.4. Mary was here.5. You know the name of the firm.6. She mentioned the address.7.

I can really say that.8. He mentioned something about his relatives.

9. I think she was a Londoner.10. They knew all about him.

TASK 3Turn the following sentences from the affirmative to negative by using for each situation three types ofnegation: the particle no/not; a negative adverb; a negative pronoun, if the case:

1. I have seen something like that before.


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2. You would better tell me the truth.3. The barrister was the best in town.4. There are limits in everything.5. Everything that glitters is gold.6. See you soon!7. Mother told me that she was at home.8. You should learn all the chapter.9. The students were nice.10. John has been lately in that pub.

III. 1. TRANSLATE INTO ROMANIAN:1.Communication, also called execution, is the third step in the public relations process. Five possibleobjectives at this stage are message exposure, accurate dissemination of the message, acceptance of themessage, attitude change, and change in overt behavior.

Successful communication involves interaction, or shared experience, because the message mustbe not only sent but received. The larger the audience, the greater the number of barriers to communication.

Because audiences have different approaches to receiving messages, communicators must tailorthe message to get the recipients attention. They need to understand the audiences mental state. Messagesfor passive audiences must have style and creativity, while messages for an audience actively seekinginformation must have more sophisticates content. In either case, the effective message will raise the

audiences need level by providing some obvious benefit. (Wilcox, D., Public Relations, Strategies andTactics, 2004)

2. The speechwriters role is often a hidden one; the final speech should reflect the personality andvoice patterns of the speaker, not the writer. The speech should say something of value; concentrate on oneor two main themes; include facts; be influenced by the audience; and be clear. The speech should includean introduction, statement of purpose, development, statement of secondary theme, enunciation of theprincipal point, pause on plateau, restatement of the theme, and a brief conclusion.Television is the dominant form of visual communication in contemporary life. News releases can beprovided to TV stations in printed form, like those submitted to newspapers; as prepared scripts; or as videonews releases (VNRs). VNRs can be expanded into infomercials. Cable television news has provided a newoutlet for public relations materials. (Wilcox, D., Public Relations, Strategies and Tactics, 2004)3. A conversation face-to-face between two persons is widely regarded as the most effective form ofinterpersonal communication. This is certainly true in the world of work. The chemistry of personality that

can develop by calling on a client or colleague is not easily defined but can be tremendously valuable.Telephone or face-to-face conversation also offers immediate clarification and feedback so thatmisunderstandings are minimized. Although e-mail also offers this immediacy and can emulate somecharacteristics of conversation, it is no substitute. Because the written word does not convey nuance oremotional tone, it can be easily misconstrued. E-mail messages often appear harsh and cut, leading tocommunication problems. (Wilcox, D., Public Relations, Strategies and Tactics, 2004)

5. Basically, a news release is a simple document whose purpose is the dissemination ofinformation in ready-to-publish form. Editors of print and broadcast media to whom news releases are sentjudge them on the basis of news interest for their audience and timeliness, and in some instances on theiradaptability to the mediums form. No payment is made to the publication or station if the material appearsin print or on the air. If an organization or individual purchases space in a publication to present itsmaterial, this is a paid advertisement, and the purchaser controls the content.

Releases should be prepared so that the media can relay their news content to audiences easily,

with confidence in their accuracy. Editors want the main facts stated succinctly in the opening paragraph ofa release, for quick recognition. (Wilcox, D., Public Relations, Strategies and Tactics, 2004)6. Hence William Hagues repeated accusations that Tony Blair and Labour are soft on asylum seekers,and foreigners in general. For asylum is only the start of it. What the focus groups will also have shownboth parties is that once people are convinced the Government is soft on asylum seekers, they becomeequally convinced that the Government is soft on foreigners in general; that Labour is failing to defendBritish interests. The asylum issue thus links with hostility towards the EU, fears that the Government isgiving away powers to Europe and will take us into the single currency and weaken Britain even further,and general insecurity about national strength. The EU is blamed for allowing asylum seekers to roamfreely within it, and then for dumping them on Britain. (The Observer, March 12, 2000)


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7. The trees began softly to sing a hymn of twilight. The sun sank until slanted bronze rays struck theforest. There was a lull in the noises of insects as if they had bowed their beaks and were making adevotional pause. There was silence save for the chanted chorus of trees. Then, upon the stillness, theresuddenly broke a tremendous clangour of sounds. A crimson roar came from the distance.The youth stopped. He was transfixed by this terrific medley of all noises. It was as if worlds were beingrendered. There was the ripping sound of musketry and the breaking crash of the artillery. Officers wereshouting. The brigade was hurrying briskly to be gulped into the infernal mouths of the war god. Whatmanner of men were they, anyhow? Ah, it was some wondrous breed! Or else they didnt comprehend thefools. The youth, light-footed, was unconsciously in advance. His eyes still kept note of the clump of trees.From all places near it the clannish yell of the enemy could be heard. The little flames of rifles leaped fromit. The song of the bullets was in the air and shells snarled among the treetops. One tumbled directly intothe middle of a hurrying group and exploded in crimson fury. There was an instant spectacle of a man,almost over it, throwing up his hands to shield his eyes.Other men, punched by bullets, fell in grotesque agonies. The regiment left a coherent trail of bodies. Theyhad passed into a clearer atmosphere. There was an effect like a revelation in the new appearance of thelandscape. Some men working madly at a battery were plain to them, and the opposing infantry's lines weredefined by the gray walls and fringes of smoke.It seemed to the youth that he saw everything. Each blade of the green grass was bold and clear. The brownor gray trunks of the trees showed each roughness of their surfaces. And the men of the regiment, with theirstarting eyes and sweating faces, running madly, or falling, as if thrown headlong, to queer, heaped-up

corpses-all were comprehended. His mind took a mechanical but firm impression, so that afterwardeverything was pictured and explained to him, save why he himself was there. But there was a frenzy madefrom this furious rush. The men, pitching forward insanely, had burst into cheerings, moblike and barbaric,but tuned in strange keys that can arouse the dullard and the stoic. It made a mad enthusiasm that, itseemed, would be incapable of checking itself before granite and brass. There was the delirium thatencounters despair and death, and is heedless and blind to the odds. It is a temporary but sublime absenceof selfishness. And because it was of this order was the reason, perhaps, why the youth wondered,afterward, what reasons he could have had for being there. He had been to touch the great death, and foundthat, after all, it was but the great death.He was a man. So it came to pass that as he trudged from the placeof blood and wrath his soul changed. He came from hot plowshares to prospects of clover tranquilly, and itwas as if hot plowshares were not. Scars faded as flowers. It rained. The procession of weary soldiersbecame a bedraggled train, despondent and muttering, marching with churning effort in a through of liquidbrown mud under a low, wretched sky. Yet the youth smiled, for he saw thatthe world was a world for

him, though many discovered it to be made of oaths and walking sticks. He had rid himself of the redsickness of battle. The sultry nightmare was in the past. He had been an animal blistered and sweating in

the heat and pain of war. He turned now with a lovers thirst to images of tranquil skies, fresh meadows,cool brooks an existence of soft and eternal peace. Over the river a golden ray of sun came through thehosts of leaden rain clouds. (Stephen Crane, The Red Badge of Courage)7. In Bloomsbury Guide to Human Thought, culture is defined etymologically as originating from Latincolere, inhabit, cultivate, protect, honour with worship.In anthropological terms, culture is a background for studying the way of life of a group of people. In 1871the anthropologist Edwin Tylor defined it thus: Culture or civilization...is that complex whole whichincludes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by manas a member of society.This definition takes European culture as the prototype for all other cultures. It suggests that primitivecultures have to undergo a developmental process in order to be as civilized as European culture.

Such evolutionary schemes were later abandoned; anthropologists now treat culture as a neutral term usedto describe a system of ideas, values and behaviours. For a considerable period early this century, Britishsocial anthropologists contrasted culture with society. In their aspirations for a social scientific approach,culture was regarded as an arbitrary and vague term while society was used to refer to functional roles,structures and organizations. For American cultural anthropologists, however, culture was treated assynonymous with society.When coupled with nature, culture is treated like nurture, which considers the degree to which humanthought and behaviour are affected by their environmental conditions rather than their biological make-up.Within structuralist theory, which attempts to discover the ordering principles of the mind, the nature-culture distinction has been transposed to chart the ways people make boundaries between what is


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considered a part of society and what is seen to lie beyond it. It is humans that determine what is nature forit is not something that is determined by itself. On this point, Marshall Sahlins has offered the usefulremark: Nature is to culture what culture makes of nature.In the last half-century, two fascinating sociological phenomena have been, first, the interpenetration(especially in the West) of such phenomenological views of culture-that is, that it comprises the wholeexperience of everyday life-with the old critical notion that it was inherently to do with the arts, and withhigh arts at that; and second, the extraordinary way in which Western mass culture (with all its ephemeraland transitory output: television, advertising, fashion, pastimes, social activities) has colonized the entireworld far more successfully than the earlier high culture of the imperialist West. Mass communications,mass-production of artefacts and global marketing are the reasons, and they have begun to dictate thecultural agenda of the entire world.Until recently (and still in some universities and among other literary subcultures) the mass culture whichemerges from such developments has been despised as somehow inferior to the high arts which aloneembody the notion of cultural excellence. The fear is ever-present that, in any society, because culture isabsorbed by a socialization process, and because the mass media occupy a central and powerful role in thatprocess, the output of the media may only reflect the culture of the dominant group who control it orconsume it. This would suffocate the cultural values of many people who do not subscribe to the dominantview. This would be a tragedy, not because of its effects on the chattering class (who, ironically, wouldnow find their culture marginalized and made second best in exactly the way they formerly treated theculture of the mass of the population) but, more seriously, because it led to the erosion and obliteration of

minority attitudes and the habits of mind of minority groups throughout the world.Perhaps in the end, culture is not what we discuss but what we live. As a set of value-judgements aboutbeliefs and ways of life, particularly in the areas of social behaviour and intellectual activity, it is aparticularly human phenomenon (unless one assumes that other creatures make such judgements), and cannever be objective. It is an example of the hierarchical, categorizing impulse which is such a charactersticfeature of the human mind and also of our love of defining ourselves and others, and by defining,excluding. In ancient Greece, Greek-speakers proclaimed that they were cultured compared tobarbarians (those whose speech sounded like bar-bar); it is not recorded what barbarians thought ofGreeks. In other areas, at one time or another, to be cultured has involved being a member of the JapaneseImperial household, following Islam, being a middle-European intellectual, not being a Westerner,preferring Beethoven to the Beatles, studying Arts rather than Sciences, rejecting all artefacts (physical orintellectual) created by dead, white, European males, observing particular rules of social etiquette or, ineach case, being or doing just the opposite.

The 19th-century English poet and critic Matthew Arnold wrote (in Culture and Anarchy) that culture wasa study of human perfection-which he went on to define as the exercise of rationality as opposed toinstinct. (To be rational, in this definition, includes the rational awareness of the power, and usefulness, ofinstinct.) A cultured person, for Arnold, enhanced his or her individual awareness, striving towards the goalof moral and spiritual perfection. Seventy years after Arnold's book was published, and in the course ofpursuing perfection of a different kind, Hermann Goering said (misquoting the poet Heinz Johst), When Ihear the world culture I reach for my gun. This perhaps epitomizes the practical (uncultured?) person'sreaction to the narcissistic and fashion-bound scholasticism of which redefinitions of culture are such apersistent, and egregious, example. (Bloomsbury Guide to Human Thought)8. In Ivory Tower or Grassroots, Margaret Laurence sums up the development of her fictional themes,framed as political, in relation to her own experience: My sense of social awareness, my feelings of anti-imperialism, anti-colonialism, anti-authoritarianism had begun probably in embryo form in my ownchildhood; they had been matured during my college years and immediately afterwards, in the North

Winnipeg of the Old Left; they had developed considerably through my African experience. It was notvery difficult to relate this experience to my own land, which had been under the colonial sway of Britainonce and now under the colonial sway of America. But these developing feelings also related veryimportantly to my growing awareness of the dilemma and powerlessness of women, the tendency ofwomen to accept male definition of ourselves, to be self-depreciating and uncertain, and to rage inwardly.The quest for physical and spiritual freedom, the quest for relationships of equality and communication these themes run through my fiction and are connected with the theme of survival, not more physicalsurvival, but a survival of the spirit, with human dignity and the ability to give and receive love.(p.15)9. Virginia Woolf shows in Women and Fiction that the ordinary woman gives support to theextraordinary, the housewife/ the working woman to the writer/ the artist: The extraordinary woman


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depends on the ordinary woman. It is only when we know what were the conditions of the averagewomans life-the number of her children, whether she had money of her own, if she had a room to herself,whether she had help in bringing up her family, if she had servants, whether part of the housework was hertask-it is only when we can measure the way of life and the experience of life made possible to theordinary woman that we can account for the success or failure of the extraordinary woman aswriter.(p.142 )

III. 2. TRANSLATE INTO ENGLISH:

1.Crearea imaginii de presa pornind de la o realitate obiectivaTipurile de discurs si implicit de argumentare creeaz imaginea in presa, indiferent de genul

jurnalistic crora le aparin. Realitatea obiectiva contextuala este receptata de jurnaliti/gatekeepers, care oredau publicului inta pe baza unui tip de discurs pe care acetia il considera pertinent, funcie de o suma defactori de in de registrul politic, economic si social. Discursul jurnalistic devine astfel modalitate deinfluenare, de schimbare a percepiei si de persuasiune. Mesajul in presa suporta o dubla influenta: acauzelor care determina emitatorul si a reaciei receptorului. Vizarea unui anumit tip de efect de ctrejurnalist duce la o producere de sensuri limitate, bine definite si strict orientate. Selecia lexicala sisemantica si contextualizarea orienteaz si structureaz mesajul in strategia de comunicare de presa.

Cu toate ca sunt relative fata de posibilitile oferite de circumstante, aceste tactici traversatoarenu asculta de legea locului. Ele nu sunt definite de el. In aceasta privinta nu sunt localizabile decatstrategiile tehnocrate (si scripturale) vizand crearea de locuri conforme cu anumite modele abstracte: ceeace le distinge pe unele de altele sunt tipurile de operatii in aceste spatii pe care strategiile sunt capabile sale produca, sa le defineasca si sa le impuna, pe cand tacticile pot numai sa le utilizeze, sa le manipuleze sisa le deturneze. 1

Ar fi deci demn de luat in considerare in ce masura strategia de comunicare jurnalistica si implicittactica abordata se concretizeaza in crearea de imagine a imigrantilor romani de etnie rroma in MareaBritanie si ce loc ocupa acestia.

Ruth Wodack realizeaza o clasificare a tipurilor de discurs austriac la adresa imigrantilor dinaceasta tara dupa 1989 in tipuri de discurs care fac diferenta si cele orientate pe eul social ca un mod deexistenta si justificare a strategiilor de argumentatie in discursul care prejudiciaza. Acesta se bazeaza peexistenta unor grupuri distincte: /(grup) comunitate interna si /(grup) comunitateexterna.

() The first consists of strategies of a group definition and construction, strategies which assist

in constituting a (the first step of a discourse of difference). The linguistic forms ofrealising this constitution of an ingroup and outgroup (our third dimension) include the use ofgrammatically cohesive elements, such as personal pronouns, depersonalisation, generalisation andequation of incommensurable phenomena; the use of vague characterisations; and the substantive definitionof groups. An essential function of is the denial of personal responsibility and itsdisplacement on to the group as a whole, in the sense that what many people believe cannot be wrong. In asimilar vein, strategies of self-justificationenable speakers to make normative evaluations of the outgroupand to assign guilt or responsibility to members of that group or to the group as a whole. The aim of such adiscourse of self-justification, which is closely wound up with we discourse, is to allow the speaker topresent herself or himself as free of prejudice or even as a victim of so-called prejudice./

Prima consta in strategiile definirii de grup si a constructiei acestuia, strategii care stau la bazaconstituirii (primul pas in realizarea discursului care face diferenta). Forma lingvisticade realizare a acestuia si de constituire a comunitatii interne si a celei externe (cea dea treia dimensiune)

include folosirea unor elemente constitutive, cum ar fi: pronumele personale, depersonalizarea,generalizarea, plasarea in ecuatie a unui fenomen altfel dificil de cuantificat, folosirea caracterizarilor vagisi definirea substantivala a grupurilor. O functie esentiala a este cel de a negaresponsabilitatea si de a separara grupul in cauza ca intreg, in sensul in care multe persoane daucredibilitate acestui fenomen.

Intr-o maniera similara, strategiile de autojustificare ii ajuta pe vorbitori/ comunicatori sasi poatacrea propriile evaluari normative ale grupului/comunitatii externe si sa transfere vina sau responsabilitatea

1 Michel de Certeau,Linvention du quotidien. 1. Les arts de faire, Bourgois, col.10-18, Paris, 1980, pp. 75-77 in Bernard Miege, Gandirea comunicationala, Cartea Romaneasca, 1998, p.76


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catre membrii grupului sau catre grup ca intreg. Scopul acestui discurs de autojustificare este corelat cu si permite vorbitorului sa se prezinte ca fiind deja eliberat de prejudicii sau chiar fiindvictima acestui asa-numit prejudiciu rasfrant asupra sa. 2

Discursul se regaseste in toate articolele campaniei de presa britanicereferitoare la imigrantii romani de etnie rroma. Opinia publica britanica este prezentata prin intermediuldiscursului jurnalistic ca fiind prejudiciata social si economic, agresata fizic si verbal de catre imigranti.Acest discurs jurnalistic centrat pe eul social este o exprimare a prejudiciului adus la nivel de grup. Functiasa este de redare a mesajului negativ, respectiv a opiniei, atitudinii si reactiei la nivel oficial si public.Discursul care face diferenta se regaseste atat in exprimarea directa a mesajului jurnalistic cat si prindeplasarea responsabilitatii de pe grupul social agresat pe cel care agreseaza. Tehnicile de argumentare sebazeaza explicit pe redarea situatiilor, contextelor si evenimentelor.(Anton L, Crearea de imagine printipuri de argumentatie in presa scrisa britanica)

III.3. Creative writing1. Write a short essay on interpersonal communication.2. Make a planning according to PR and advertising strategies for a product that you

consider interesting.3. Lindsay Jenkins is a journalist and a specialist in European Union affairs. She has a

particular perspective on the British postmodern identity. In the article below shemakes a critical analysis of the administrative and political structure of the present

Britain. Read the article and express your own opinion on the present structure ofthe UK.

Disappearing Britain

Lindsay Jenkins

The UK is Broken Up

John Major straddles the divideRegions were conspicuous by their absence during Mrs. Thatcher's three governments. But herConservative governments were responsible for transferring more power from local government tocentral government with rate capping, and the payment of business property rates direct to the

Treasury. Thus she deprived locally elected councillors of discretion to provide local services and onwhich the voters could judge them. Tinkering with local taxation culminated in the hated Poll Taxand riots on London's streets.This was all done in the name of efficiency and fiscal probity but it did nothing to promote localdemocracy, quite the reverse was true. The only thing that can be said is that it had nothing to dowith the EU. Unfortunately Mrs Thatcher's policies also gave a strong argument to those who laterpromoted regional government, Britain had indeed become highly centralised.Regions resurfaced under her successor, John Major.' In 1994 Major's Conservative government, inwhich scepticism of the European project was driven to the wastelands of political thought,established Government Offices for the Regions, outposts of central government civil servants todeliver government policy.On the one hand, Major curried popular favour by reverting to some pre-1974 boundaries; on theother hand he advanced the EU cause by creating Government Offices in the regions, regions which

had not previously existed, and by extending unitary or sub-regional government, a pre-requisite offull regional government.In 1995, picking up where Harold Wilson had left off, the first Regional Assembly for Yorkshire andHumberside was established combining the Regional Planning Office, the Yorkshire andHumberside Regional Association and its Brussels' office in an area of 22 local authorities/

2 Ruth Wodack, (1996) The Genesis of racist discourse in Austria since 1989, in Carmen Rosa Caldas-Coulthard&Malcolm Coulthard (coord.), Texts and

Practices, Readings in Critical Discourse Analysis, Routledge, London , p. 116


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Perhaps paradoxically it was Major's government which reversed some of the most hated of TedHeath's changes. In particular in 1996 the eight huge Welsh counties with their 37 districts councilswere abolished and replaced by 22 unitary authorities. Simultaneously, in Scotland the nine regions,the three island authorities and 53 district councils set up in 19753 were replaced by 32 unitaryauthorities.Today, it is clear that Scotland, Wales and Northern Ireland are regions in their own right, that theHeath regional divisions do not fit Brussels' current regulations.In England the changes were more varied and the pattern of local government reverted to somethingsimilar to the pre-1974 holocaust. The changes were phased to take effect on 1st April in each yearbetween 1995 and 1998.In particular in 1996 four of Heath's hated counties - Avon, Cleveland, Humberside and thecombined Hereford and Worcester - were all abolished and converted into numbers of unitaryauthorities plus Worcestershire County Council. The people of Rutland who had fought hard forthirty years to have their county restored were satisfied by the compromise of a unitary authoritycalled Rutland.In 1998, the Royal County of Berkshire ceased to exist, its Royal status abolished and now it onlyexists for ceremonial functions. The Lord Lieutenant and the High Sheriff remain: the substance ofgovernment has gone. Berkshire is in six unitary authorities.Labour promotes regionsWhile in opposition, the Labour Party remained committed to regional government: it featured in

both the 1992 and 1997 Party manifestos. A 1995 consultation paper, A Choice for England,proposed indirectly elected regional chambers and ultimately regional assemblies. London wouldhave an elected strategic authority combining both city and regional functions.4In marked contrast to its position today, the Labour Party had no problem admitting a Brussels'connection with regional government. It stated, 'Labour wants to transfer power to the local leveland encourage Scotland, Wales and Northern Ireland and the regions of England to strengthen theirlinks with the rest of Europe to allow them to influence the decision making process in Brussels andbenefit more from European regional and structural policy.'5On gaining office, the Labour government under Prime Minister Tony Blair acted almost at once. InJuly 1997 it published White Papers proposing a Scottish Parliament and a National Assembly forWales, and rushed to a referendum in September.6 With the summer holidays intervening, there wasno time for a serious debate.In Scotland, 74.3 per cent voted for a Scottish Parliament.

The Labour government's enthusiasm for this socialist revolution is imprinted in its 'PolicyDocuments' and 'Guidance' on local government published since 1997.7 There have been over 100 ofthem, more than one new publication for every month Labour has been in power, with well-wornsocialist titles like 'New Deal'.8It is time to worry about one-man one vote, when the government writes of 'removing the democraticdeficit'. The Labour government's intent to superimpose an elected regional assembly was an answerto what John Prescott recognised were undemocratic quangos and 'strategic partnerships' - over 60quangos and 140 partnerships in each region of England alone. But he had no intention of abolishingthem.Was the Welsh referendum biased?In Wales the referendum result was extremely close: the Yes vote won by a margin of only 6,721votes. 50.3 per cent voted Yes, and 49.7 per cent voted No.Unlike Scotland where 45 per cent of the total electorate went to the polls, in Wales the total voting

failed to reach that 40 per cent threshold required in 1979 for the result to count. The Blairgovernment had such a large majority in the Commons that it could ignore the threshold issue, whichhad been forced on Callaghan's weak government.Only a quarter of the Welsh electorate voted for a National Assembly for Wales and inMonmouthshire the figure was as low as 16 per cent. It was scarcely a resounding endorsement.That is the moral case against the referendum. But it was worse than that.The Committee on Standards in Public Life, set up by John Major with a wide ranging brief 'to actas ... an ethical workshop called in to do running repairs'," reported in 1998'We were disturbed, in particular, by the evidence we heard in Cardiff to the effect that thereferendum campaign in Wales . . . was very one sided, with the last minute No organisation seriously


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under-funded and having to rely for financial support essentially on a single wealthy donor. Theoutcome of the Welsh referendum was extremely close, and a fairer campaign might well haveresulted in a different outcome.'There appears to have been some deliberate manipulation of the No campaign.That old political trick of 'bouncing' voters into voting Yes was used: the Welsh referendum wastimed to be immediately after that for Scotland, where the Yes vote was expected to win easily, asindeed it did.Derek Gregory of UNISON, the public services trade union, funded a massive Yes campaign acrossWales and used UNISON facilities, without asking his members' permission.There was no attempt to give equal broadcasting time to both campaigns. That was especially true ofthe BBC (financed by the general public) and The Western Mail, the largest circulation newspaper inWales. Both favoured the Yes campaign.Some suspected that No votes failed to reach the count. The No campaign was not present at theopening of postal votes. In Flintshire 6,000 No votes were reportedly missing. At the Rhondda CynonTaff count, Labour supporters emptied ballot boxes behind a curtain, crudely sorted the ballotpapers and then produced them from behind the curtain to the counters.The count in Carmarthen was held up because of the late arrival of ballot boxes stuffed to the brim,in marked contrast to the other ballot boxes.The No campaign presented fully audited accounts showing that 90 percent of its approximate115,000 ($200,000) expenditure was by the banker, Sir Robert Hodge. The government's Yes

campaign, spending tax-payers' money, failed to produce any meaningful accounts. Sir Robert toldthe Neill Committee that 'I am led to believe that the other side . . . possibly spent a seven figure sum.That puts it in proportion."Regional Development Agencies at home and abroadWith the quick success of the Scottish and Welsh referendums behind it, in 1998 the LabourGovernment established nine Regional Development Agencies (RDAs), one in each English region,including one in London based in St Katherine's Dock.14 All these RDAs have a close workingrelationship with the civil servants in the neighbouring Government Offices (GOs).The nine agencies are expensive to run costing over 1.8 billion a year ($3.2 bn); the most expensiveis the North West Development Agency with a government allocation of 400 million a year ($720 m).They each employ between 100 and 350 staff.At a cost of about 600 million a year ($1.08 bn) the Scottish Enterprise's role is to be a veryexpensive 'gateway' for EU grants.15 With the Scottish Executive it runs a separate organisation,

Scottish Development International. That has 21 small offices round the world and larger ones inBoston, Houston, San Jose, Shanghai and Singapore.The Welsh Development Agency, sponsored by 'the Welsh Assembly government', has offices inAustralia, Ottawa, Toronto, Beijing, Shanghai, France, Holland, Hong Kong, India, Ireland, Italy,Japan, Korea, Taiwan, London, California, Illinois and New York. All these are additional to the'embassies' the Welsh First Minister is setting up (see page 93).The largest agency is Invest Northern Ireland with 710 staff and an undisclosed budget. The EnglishRDAs are public bodies responsible to the Department for Trade and Industry in London; thegovernment appoints15 board members to each one.The RDAs 'agreed' in 1999 to launch the eight 'English' regional assemblies, though as governmentbodies they were unlikely to refuse. Assembly members are not elected, they too are appointed. EachRDA consults with its regional assembly on the development of its Regional Economic Strategy,

described as the 'route map' for each region's development.In practice the staffs of the GOs, the RDAs and the regional assemblies are closely intertwined.Sharp-eyed watchers have spotted that some people have titles from each organisation and evenmuddle them on correspondence, using more than one at the same time.The RDAs co-ordinate land use, transport, economic devel-opment, agriculture, energy and waste.Every RDA has a fully staffed office in Brussels and a close working relationship with the EUCommission.They promote the regions as though they were a country. For example, the East of EnglandDevelopment Agency says it exports more to Europe than to the USA. Teams of business-men goabroad touting the claims of each region for inward investment.


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Two English RDAs have overseas offices. The North of England, in addition to its three offices in theNortheast and another in Brussels, has offices in Chicago, Atlanta, Boston, Los Angles, China, Korea,Taiwan and Tokyo.The South East of England Development Agency (SEEDA) has offices in Washington, San Diego andBoston, Sidney, and two offices in Japan, in Yokohama and Osaka.These must duplicate the work of the Department of Trade and Industry, which maintains a largenumber of offices round the world to promote British trade and are therefore an added andquestionable heavy cost forthe taxpayer.London demoted to a regional capitalAs a result of the steady break up of the UK, the London of the last 1,000 years will be no more.London will return to a regional capital, to the role it had before the twelfth century.London now has a form of regional assembly, following the endorsement of less than a quarter of theelectorate in a 1998 referendum. Only 34 per cent of Londoners voted of whom just over 70 per centsaid Yes.This was even fewer than voted for a National Assembly for Wales. While in Wales questions aboutthe legitimacy of its Assembly rumble on, Londoners have submitted without a murmur.The Labour government has described the Greater London Assembly as a half way house to aregional assembly and that more changes are likely. John Prescott told the House of Commons thathe had 'no doubt that reform will continue. As the Prime Minister reminds us constantly, change,

change, change is always on the agenda.The government has not yet made the nature of those changes public.Just like the other English regions, the mushrooming of organisations and the criss-crossresponsibilities between the various groups of people elected in London has made a farce oftransparency and accountability. On top of that the London Assembly constituencies are so vast thatthere is only the most tenuous of constituency links. Nearly half of the Assembly members are notlinked to a constituency at all.Will there always be an England?England's final destruction into nine parts began with the 2002 White Paper Your Region, YourChoice published in 2002.Reading the White Paper is an exercise in Kreminology: it abounds in obfuscations, deceptions anddeceits. For example, the overused word partnership has no precise meaning. 'When I use a word ...it means just what I chose it to mean -neither more nor less' as Humpty Dumpty remarked in Alice

Through The Looking Glass.The document is unimpressive: verbiage - 'economic cohesion', 'joined up government', 'joined uppolicy making' and 'joined up decisions' - is mixed with self-evident truths - 'plans have to beforward looking' and 'real knowledge' - with contradictions, dubious logic, and repetition. A wielderof a red pen could cut the paper in half and still have plenty of non-sense left over.Your Region, Your Choice sheds a little light on the source of regional government. Through theverbal murk, the origin of words gives some of the game away. It is clear that the British WhitePaper is not wholly British. 'Spatial planning' is imported from France via Brussels and wasunknown to British planners. 'Observatories', another EU favourite term, is derived from theFrench. The West Midlands region is to have a 'concordat' with other British governmentorganisations.The government's repeated use of the word devolution is misleading. As already described,devolution is nothing new; all British local government has been devolved.

Devolution disguises a three-stage process of revolution. First, some government offices are movedfrom London to the new regions. Second, some powers are taken from county councils and districtsand given to regions, and third, the county councils are abolished or turned into unitary authorities,like Rutland.The government avoids admitting that county councils are to be abolished and omits to say thatregional government is required by treaty obligation to the EU.The White Paper explicitly calls British local authorities sub-regions. In a convoluted way it states,'in any region where an elected Assembly is established, there should be an associated moveto a wholly unitary local government structure.'


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Those who favour an English parliament to match and counter-balance those in Scotland, Walesand Northern Ireland are answered elliptically. The White Paper notes that 84 per cent of thepopulation of the UK lives in England. In a leap of logic it continues that there cannot therefore be anEnglish parliament. Why not?To satisfy logic, the White Paper should admit - but does not - that the population of Englanddominates the UK so an English parliament would also be dominant.To achieve that EU revolution, England has to be broken up so that it cannot dominate. That is theWhite Paper's unwritten, but logical conclusion.What the White Paper fails to say is that the ultimate 'devolution' will be from Brussels, because thepowers given to regions are those powers that have already passed to Brussels.Direct links to the EU in Brussels can be discovered elsewhere for those who care to dig, but thoselinks are certainly not headlines. For example, the self-declared role of one directorate of the NorthWest Regional Assembly is 'To progress the European agenda through the provision of a coherentand coordinated management infrastructure, the delivery and development of a range of EU fundedprogrammes, building on existing partners arrangements with candidate countries, and theproduction of a regional European strategy.The Assembly of European Regions (AER), with its logo of the EU ring of stars and declared aim of'bringing together the regions of Europe and allowing them, together, to act in the construction ofEurope and European integration', truthfully reported that 'it is a matter of fact that today abouttwo thirds of all EU

legislation and programmes are applied at the regional, or local level.New capital cities add costIf and when formally elected, the regional assemblies will decide on their capital cities. Where mightthey be? No doubt that will be strenuously debated. This list shows regional cities whose importanceis already rising:

Region Government Office RDA HQ Assembly HQSE Guildford Guildford GuildfordSW Bristol Exeter TauntonNE Newcastle Newcastle NewcastleNW Yorks/Humber Manchester Leeds Liverpool Wakefield Wigan WakefieldW Midlands E Midlands East of England Birmingham Nottingham Cambridge BirminghamNottingham Bury St Edmunds Birmingham Melton Mowbray Bury St Edmunds

At present, most regional assemblies peregrinate around the region for their meetings like amediaeval court. If regional capitals are chosen will the assemblies then demand new 'parliament'buildings like those for London, Scotland and Wales and at the cost of millions of pounds to thetaxpayer? The answer is almost certainly yes.Overseas Territories caught in the EU net In 2001 the Overseas Territories qualified for EU grants.It stretches credulity that this is an entirely philanthropic exercise on the part of the EU. Grantsgiven to constituent parts of all member countries have all had substantial strings attached, intendedto lead to one unified country.To help them through the commando course of paperwork, the Foreign and Colonial Office in 2003appointed a EU-UK co-ordinator and money is now flowing to Anguilla, Monsterrat, Pitcairn, StHelena, the Turks and Caicos, and the Falklands. In 2004 they obtained financing worth overall 41million. The Cayman Islands and the British Virgin Islands have outstanding bids.Without a doubt, this EU funding will be at the price of some or all of the islands' freedom. They are

already under EU attack as tax havens. The 2005 FCO Departmental Report referred to EUfinancing to promote integration and improve their partnership with the EU.The story so farThree elected regional governments have started work after referendums on their existence: London,Scotland and Wales. The Northern Ireland Assembly is in cold storage awaiting warmer politicalclimes. It was suspended on 14th October 2002 when the peace process broke down, though electionswere held a year later.The remaining eight English regional assemblies are operating unelected, without democraticlegitimacy. All these regional governments began work without considering the issue of elections andbefore the relevant act of parliament was passed or even drafted.

8/8/2019 Limba Engleza