limba_engleza_de_spec.pdf

8/13/2019 Limba_engleza_de_spec.pdf

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A PRACTICAL ENGLISH COURSE IN COMMUNICATION STUDIES

(curs elaborate de lect.univ. Liliana Anton)Content

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 - definition

II.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 studiesII.1. Translation exercises from English into Romanian

II.2. Translation exercises from Romanian into EnglishII.3. Creative writingII.4. Tasks

Recommended sites

Bibliography


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IntroducereCursul de fata se adreseazstudenilor din anul I de studiu din cadrul Facultii detiine ale Comunicrii.

Obiectivele didacticevizeaz:

1. 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. cunoaterea si nelegerea conceptelor fundamentale ale istoriei limbii engleze incontextul lingvisticii generale, al pragmaticii, antropologiei culturale sisociolingvisticii. Intereseazelemente de istoria limbii, cum ar fi elementespecifice lexicale, definirea conceptelor de limba engleza academica, standard,oficiala. In egala msura este importanta definirea conceptuala a lingvisticii,antropologiei culturale si pragmaticii in strnsa corelaie cu studiul limbii englezede specialitate. Abordarea conceptuala a exprimrii in limba engleza ca limbainternaionala este de asemenea de interes.

3. explicarea noiunilor fundamentale si a conceptelor de specialitate in contextulistoriei limbii engleze ncepnd cu secolul al V-lea pana in prezent. Interpretareaacestora se realizeazatt la nivel teoretic, prin nelegerea definiiilor si afenomenului istoric dar si la nivel practic prin analiza unui numr redus de texte despecialitate ilustrative in acest sens (de exemplu: impactul la nivel lexical al limbiilatine asupra limbii engleze reflectat in tipuri de plural al substantivelor)

4. Categorizarea stilurilor funcionale ale limbii engleze si a registrelor lingvisticeDeterminarea limitata si specifica a limbii engleze in cadrul tiinelor comunicrii,respectiv a Relaiilor Publice cu aplicativitate in cercetare, planificare simonitorizarea acestora

5. Intereseazcategorizarea stilurilor funcionale ale limbii engleze si a registrelorlingvistice cu exemplificri sintetice pe tipuri de text de specialitate pentru fiecarecategorie. Fiecare text exemplificator nu depaseste un numr de 3000 de caractere,pentru a se putea face diferena clara intre acestea. Pentru textele de specialitate seare in vedere limbajul specific cercetrii in Relaiile Publice.

IndicaiiStudenilor li se sugereazsparcurgcursul, respectiv si nsueasc

elementele de morfologie i sintax, iar pentru detalii de clarificare sconsulte bibliografia despecialitate recomandat, inclusiv suporturile electronice. Se acordimportanformei iconinutului textului scris. Pentru traducere i retroversiune, studenii vor selecta un numr de

4 texte pe semestru din numrul total de extrase prezente n curs. n ceea ce privete eseul,acesta trebuie sfie argumentativ, snu depeascun numr de 3000 de caractere i sfiestructurat dupmodelul: nceput, cuprins, concluzii.

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 englezase vor putea exprima fluent


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TEME DE SPECIALITATE PENTRU ANUL ISEMESTRUL II. Strategies of communication in English

I.1.The English language in communication nowadaysI.2. The English language and its history

I.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

SEMESTRUL AL II-LEA

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

I. MORFOLOGIA (Morphology) timp de lucru: 5 orePrezentare generalaCele doua parti constitutive ale gramaticii tradiionale sunt morfologia si sintaxa. Morfologiacuprinde regulile privitoare la forma cuvintelor si la modificarile formale ale cuvintelor

studiate pe parti de vorbire; sintaxa cuprinde regulile privitoare la imbinarea cuvintelor inpropozitii si fraze.Unitatea de analiza in gramatica traditionala este cuvantul.Gramatica traditionala grupeaza cuvintele din punct de vedere morphologic in zece parti devorbire:

1. articolul2. substantivul3. verbul4. pronumele5. numeralul6. adjectivul7. adverbul8. prepozitia


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9. conjunctia10.interjectia

Partile de vorbire se disting dupa ceea ce exprima, numele unui obiect (substantivul), unnumar sau o determinare numerica (numeralul), o actiune sau o stare (verbul), o caracteristicaa unei actiuni, stari sau insusjri (adverbul), exteriorizarea unui sentiment, a unei stari fizice, a

unui act de vointa sau imitarea unui sunet (interjecfia).

I.1. Articolul (The article)

Definitie.Articolul este partea de vorbire care constituie un mijloc de individualizare a obiectelor sifenomenelor intr-un context lingvistic sau situational; nu are forme flexionare, fiind neflexibildin punct de vedere morfologic; indeplineste functia de determinant. Articolul este redat prinarticolul hotarit the, articolul nehotarit a sau an sau prin articolul zero. Aceste articole sefolosesc 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. Pamntul se invirteste in jurul soarelui.Articolul nehotarit poate fi folosit pentru introducerea in comunicare a unei notiuni care nu afost mentionata anterior.

TASKS/ supportive answersA. Fill in the blanks withthe, a, anor no article:Do you see _____ man standing near ______ door? He works as _____ assistant in ____ same shop as I do.Well, I saw him the other day and he was driving ______ red Porsche. And do you see ______ expensive clotheshes wearing? Where does he get ____ money to pay for it all? ______ month ago he hadnt got _____ penny. Itold you about ______ burglary that we had at ________ shop, didnt I? Do you think I should go to _____police?

Answers:Do you see __the___ man standing near __the____ door? He works as __an___ assistant in __the__ sameshop as I do. Well, I saw him the other day and he was driving __a____ red Porsche. And do you see ____the__expensive clothes hes wearing? Where does he get __the__ money to pay for it all? ____A__ month ago hehadnt got __a___ penny. I told you about __the____ burglary that we had at _____the___ shop, didnt I? Doyou think I should go to ___the__ police?

B. Fill in the gaps witha or one:.day last year it wasvery hot afternoon in June I was hurrying to gethome. I was about.. hour late - well, to be precise, exactly. hour and ten

minutes: I had taken the train that arrived at the station at 6.15. Anyway, there was.woman standing under the trees, and there were several children with her. I sawchild clearly she was .lovely dark-haired girl but I only heard the others.Suddenly strange thing happened. The girl took some stones and leaves out of herpocket, and threw. stone after another into the air.

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


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I.2. Substantivul (The noun)DefiniieSubstantivul denumete obiecte in sens foarte larg, adicfiine, lucruri, fenomene (man, chair,snow, walk, wisdom); are categoriile gramaticale de gen, numr i caz; poate ndeplini inpropoziie funciile de subiect, nume predicativ, atribut, apoziie, complement, element

predicativ suplimentar, sau poate fi echivalentul unei 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,specificpentru forma de plural a substantivelor. Din punct de vedere al ideii de numr,substantivele in limba engleza se mpart in numrabile (Count nouns) si nenumrabile (Massnouns). Substantivele numrabile sunt de obicei variabile ca forma (Variable nouns), avndatt singular cit si plural, iar cele nenumrabile sunt de regula invariabile ca forma (Invariablenouns), avnd forma numai de singular sau numai de plural.

TASKS/ supportive answers

A. 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. toothAnswers: address addresses; face- faces; man men; child children; deer deer;tooth teeth

I.3. Verbul (The verb)Definiie. Verbul este partea de vorbire care exprima aciuni, procese sau stri; are categoriigramaticale de persoana i numr comune cu alte pari de vorbire i categoriile specifice detimp, 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, diateza si mod si de categoriile nespecifice de persoana i numr. In funcie deprezena sau absena categoriilor de timp persoana i numr, formele verbale n limba englezase mpart in forme personale si nepersonale.

Formele personale ale verbului (Finite Forms of the Verb) sunt modurile indicativ sisubjonctiv. La aceste forme, verbul este marcat pentru a exprima categoriile de timp, mod,


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diateza, aspect, persoana si numr, iar din punct de vedere sintactic, ele pot forma singurepredicatul i se acorda in numr si persoana cu subiectul.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 pot forma singure predicatul propoziiei.

I. 3.2. Timpul (Tense)Categoria gramaticala a timpului (Tense), categorie specificverbelor, se refera la ordineaevenimentelor in timp, aa cum este perceputa aceasta de vorbitor in momentul vorbirii.Momentul in care are loc actul de vorbire este momentul prezent (now). Faa de acestmoment, care constituie axa de referina a prezentului, unele evenimente sunt:a) anterioare, cnd ele au loc nainte de momentul vorbirii (evenimentele sunt amintite devorbitor): Present Perfect;b) posterioare f aa de momentul vorbirii (evenimentele fiind anticipate de vorbitor,deoarece vor avea 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 carea avut loc la un moment anterior momentului vorbirii (then). In raport cu acest momentamintit then, care se refera la trecut, 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(posterioare momentului vorbirii). In raport cu un anume eveniment posterior momentuluiprezent (axa de referina a viitorului). 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 dereferina limba engleza 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 desemneazun eveniment (o aciune sau stare) care se ntmplasimultan cu momentul vorbirii (prezentul instantaneu) sau care include momentul vorbirii(prezentul generic i habitual).Forma. Din punct de vedere al formei, prezentul simplu este identic cu infinitivul, la toatepersoanele singular si plural, cu excepia persoanei a III-a singular, care adaug-(e).s: Ex: Ilearn/ You learn/ He, She learns/ We learn/ You learn/ They learn



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

He (live) in Belgravia in Londons West End. Hes very rich, and he (own).the company Office Blocks International. Every morning the young Lord (have)..

breakfast in bed and (read). the newspapers. He (get). up at ten oclock andusually (go) for a walk in Hyde Park. He (have) lunch at his club. Hesometimes (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). afew drinks. Or sometimes, he and his girl friend (go).for a drive in his sports car. Afterdinner 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,

Thank you for your very interesting letter. I am very pleased to be your pen friend. Are youreally have a swimming pool in the garden? It sound wonderful. As you know from myadvertisement, I have 17 years old and came from Cartagena in Chile. Ive got two sisters andthey is both older than me. My father own a small factory paper but my mother dont work.We living in a house outside the city. I enjoying playing football and I am like science-fictionfilms.

Answers:Dear John,Thank you for your very interesting letter. I am very pleased to be your pen friend. Doyoureally have a swimming pool in the garden? It soundswonderful. As you know from my

advertisement, I am17 years old and comefrom Cartagena in Chile. Ive got two sisters andthey areboth older than me. My father ownsa small factory paper but my mother doesntwork. We are living in a house outside the city. I enjoy playing football and I likescience-fiction films.

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 (notforget) the snake and some years 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 bynow 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


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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..1love the city except me. They 2are thinking that 2 think...cities are exciting, but 3Im not agreeing with them; I 3 dont agree ......4am preferring quieter towns or villages. Anyway, 4 prefer..

just this month I 5work for a small travel agency; I 5 m working.6want to go traveling in Europe next month but 7Im 6 .needing to earn some money first. 8Im thinking of doing 7 need.a course when I come back from Europe my English 8..9gets better so maybe I can study abroad next time. 9 is getting.Thats very expensive, of course. Perhaps that 10is 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 possesse) use the present continuous for a temporary situation

use 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 peaxa trecutului (evenimentul este amintit in momentul prezent). Past Tense simplu este folositpentru a exprima o aciune svrita 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.In cazul verbelor neregulate este folosita forma a II-a. I wrote the letter to Mary. Am scrisscrisoarea Mariei.

Verbe neregulate

Participiu TraducereaInfinitiv Past Tense trecut infinitivuiui Observatii

bebeat

was/werebeat

beenbeaten-

a fia bate

become became become a devenibegin began begun a incepeblow blew blown a suf!a, a batebreak broke broken a (se) spargebreed bred bred a creste, a educabring brought brought a'aducebuild buili buili a construi

buy bought bo Ugh I a cumparacatch caught caught a prinde


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choose chose chosen a alegecome came come a venicost cost cost a costacut cut cut a taiadeal dealt dealt a trata, a se

ocupa dedo did done a facedra w drevy drawn a trage, a desenadream dreamt dreamt a visa R. dreamed in

special in engleza

drink drank drunk a bea drunken ad .-

dwell dwelt dwell a locui R. dwelled (rar)in en leza

eat ate eaten a manca engl. britanica,: ate(et); engl.

fall fell fallen a cadea

feed fed fed a hrani .feel felt fell a (se) siratifight fought fought a (se) luptafind, found found a gasifly . flew flown a zburaforbid forbad(e) forbidden a interziceforget forgot forgotten a uitaforgive forgave forgiven a iertafreeze froze frozen a inghetaget got got a primi, a obine engl. americana:

get, got, gotten

tgive gave given a dago went gone a mergegrow grew grown a crestehave had had a aveahear 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 dureakeep kept kept a |ine, a pastra

know knew known a ti, a cunoasjtelay laid laid a pune, a asezalead led led a conducelearn learnt learnt a invata R. learned

engl.americana; adj.:a learned [k:nid]man

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

mprumutlei let let a lasa, a permite

light lit lit a aprinde R. lightedlie lay lain a zacea, a se afla R. lie, lied = a min|i


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lose lost lost a pierdemake made made a facemean meant meant a insemnameet met met a (se) intilnimow mowed mown,

moweda cosi

pay paid paid a platiput put put a puntread. read read a citiring rang rung a sunarun ran run a fugi

sayi

said said a spune pers. Ill singularsays [sez]

see saw seen a vedeasell sold sold a vindesend sent sent a. trimiteshow showed shown a arata Uneori

ortografiat shew,shewed, shewnshut shut shut a includesing sang sung a eintasit sat sat a sedeasleep slept slept a dormismell smell s melt a mirosi R. smelled

engleza americanaspeak spoke spoken a vorbispeed sped sped a grbi, a

accelerai R.: speeded

spell spelt spelt a ortografia R. spelled

engleza americanaspend spent spent a cheltui; apetrece

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

altui), a predatell told told a spune,

a povesti

think thought thought a (se) gindi 'throw threw thrown a aruncaunderstanddd

understood understood a nelege

wear wore worn a purtaweep wept wept a plingewet wet wet a uda si R. wettedwin won won a cistigawrite wrote written a scrie


A. Fill in each gap with a verb from the box in the past tense simple. (The text belowdescribes an unsuccessful driving test.)


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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 car 2.. again, although I 3 five times to restart.

No, I 4.. to the examiner. It wont start. The examiner 5. into thedriving seat, and I 6.. the car to the nearest service station, where I7 for the petrol. This is not your fault and will not affect whether you pass thetest, he 8.., but I 9.. terrified and 10 not surprised tofail 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?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 anothershop window.

Answers:I (waswalking) along the Piccadilly when I (realized) that a man with a ginger beard,

whom I had seen three times already that afternoon, (was following) me.To make quite sure, I (walked) on quickly, (turned) right, then left and (stopped) suddenly

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

window.

I.3.2.3. Viitorul simplu (Shall/Will Future)Definiie. Viitorul simplu desemneazun eveniment posterior faa de momentul vorbirii.Viitorul simplu este un viitor pur, indicnd doar ca aciunea are loc 'intr-un moment viitor,mai apropiat sau adeseori mai ndeprtat de momentul vorbirii.Forma. In structura viitorului simplu intra verbul auxiliar shall la persoana I singular si plural,will la persoana 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/ supportive answersDecide 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_


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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. ___Answers1. 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. _p__3. When you see her, could you tell her to give me a call? _f__4. The show starts at 8.30 every day except Monday. __p_5. I hope everyones ready. We leave first thing in the morning. _f__

I.4. ADJECTIVUL (The Adjective)Definiie. Adjectivul este partea de vorbire care exprima o calitate a unui obiect (aninteresting lecture, an old man); are categoria gramaticala a comparaiei: He is taller than hisbrother.; ndeplinete funciile sintactice de atribut, apoziie, nume predicativ, element

predicativ suplimentar.

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

Adjectivele formate din d o u a sau mai multe silabe formeazcomparativul si superlativulanalitic cu ajutorul lui more si the most:careful more careful the most carefuldifficult more difficult the most difficult

TASKS/ supportive answersA. Write the comparative and superlative for the following adjectives:1. thin 2. beautiful 3. nice 4. good 5. bad Answers:

1.

thin thinner- the thinnest2. beautiful more beautiful the most beautiful3. nice nicer the nicest4. good better the best5. bad worse the worst

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 more than a few stamps at a time, or else ________ have to buy extra 1p stamps toadd to all 7 letters.


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I know. And its got so expensive! Nowadays_____ think twice before _______ write aletter. Of course ___ve got special rates for businesses its only ordinary people that paythe 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.e. Life is like nothing, because it is.

Answers:1. I hurry to laugh at everything.. for fear of having to cry.2. I can resist all.. except temptation.3. You can only have power over people so long as you dont takeeverything . away

from them.4. They say everything.. in the world is good for something.5. Life is like nothing, because it isall

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.


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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:

professor arnold smith, who has spent a lifetime studying prehistoric remains, claims thatthe bones he unearthed in the californian desert area last may are those of a man-likecreature existing millions of years ago, probably at a time when the pacific ocean coveredmuch more of the surface of this part of the american continent . professor smith is to givea talk on the subject on bbc television on Monday, 4 thapril, in the series where did wecome from? this is to be followed by a discussion with members of the lost atlanticsociety whose president, colonel arthur stone, contends that california is in fact a part ofthe legendary city, the remainder of which lies hidden under the sea.

II. NEGATION AND ILLOCCUTIONARY ACTS timp de lucru: 5 ore

1. Illocutionary acts - definition2. Sentence definition 1 negation example3. Sentence negators: categories:

a. particle nob.

adverbsc. pronouns

d. anye. affixes

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

5. Lexical negativity6. Sentence negation syntactic functions7. The negation of the verb in expressing / using tenses at the indicative mood


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8. 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: the English used for business, finance, journalism, advertising, psychology,sociology, etc.

Definition: The illocutionary or communicative acts are those represented by the processof making statements, asking questions, giving directives with the aim of getting thehearer to carry out some action, making an offer or promise, thanking or expressing anexclamation.

Ex: I saw Susan in London last year.

1. SentenceDefinition: The basic unit for the expression of interpersonal and experiential meanings isthe independent clause, equivalent for the traditional simple sentence. It is alsoconnected with the idea of predication.

Ex: Your English seems to be very good.

Sentence negation is given by the use of negators such as the particle no/not, negativeadverbs or pronouns.

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?


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A prefix such as un-, dis- can be added to the beginning of some words to givethem the opposite 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 seldom

If they are put in initial position in the sentence this process triggers subject predicateinversion 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/ auxiliaryverb

ex: 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/notattached to the auxiliary verb or the use of a negative adverb or pronoun):

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


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Negatives of tenses

For the simple present tense negative we use does not + infinitive for the third person and donot + infinitive for the other persons.Both are usually contracted in speech: he doesnt work; you dont work

The simple past tense makes its negative with did not (didnt) + infinitive: he/ we/ / theydidnt workAll other tenses are formed with auxiliaries, and the negative is formed by putting not afterthe 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, no one, 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 ofnuclear negative items in one clause, although this is a feature of some dialects of English.Instead, the first negative item is followed throughout 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 orconfirmation

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 andfollowed by an ordinary 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 usethe pronoun THEY 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 informationbut merely expects agreement. These tags are therefore normally said with a fallingintonation, as in statements. Sometimes, however, the speaker does want information. He isnot quite sure that the statement is true, and wants to be reassured. In this case, the questiontag is said with a rising intonation and the important word in 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


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CONTRACTED (SHORT) FORMS

Indicative Mood / Tense Aspect Example

Present

Simple/ Affirmative

Simple/ Negative

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

Continuous/ Negative

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

Perfect/ Negative

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

Perfect continuous/ Negative

He works

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

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

He has not worked / He

hasnt worked / Hes notworked------------------------------------He has been working/ Hesbeen working

He has not been working/ Hehasnt been working/ Hesnot been working

Past

Simple/ Affirmative

Simple/ Negative

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



Perfect/ Negative------------------------------------Continuous/ Affirmative


He worked

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

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

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

He had not been working /He hadnt been working

Future

Simple/ Affirmative

Simple/ Negative

He will work / Hell work

He will not work / He wont

work


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Future

Continuous/ Affirmative



Perfect/ Negative

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

Affirmative

Perfect continuous/ Negative

He will be working/ Hell beworking

He will not be working / He

wont be working / Hell notbe working------------------------------------He will have worked / Hellhave worked

He will not have worked / Hewont have worked / Hellnot have worked------------------------------------He will have been working /

Hell have been working

He will not have beenworking / He wont havebeen working / Hell not havebeen working

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 tocomeAuxiliaries 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 invalidhed been, but she 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 nottake advantage of the opportunity offered to her.

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

Adapted from Agatha Christie, The Pale Horse


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Vocabulary

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 assemble

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

TASK 2/ supportive answersTurn the following sentences from the affirmative to negative by using for each situationthree types of negation: 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.

Answers:11.The readers dont believethat the story was true.12.They hadntapplied for visas.13.You didnt see him.14.Mary wasnthere.15.You dont know the name of the firm.16.She didnt mention the address.17.I cantreally say that.18.He didnt mention something about his relatives.19.I think she wasnta Londoner.20.They didnt know all about him.

TASK 3Turn the following sentences from the affirmative to negative by using for each situationthree types of negation: the particle no/not; a negative adverb; a negative pronoun, if thecase:

1. I have seen something like that before.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!


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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: - timp de lucru 3 ore1. Communication, also called execution, is the third step in the public relations process. Fivepossible objectives at this stage are message exposure, accurate dissemination of the message,acceptance of the message, attitude change, and change in overt behavior.

Successful communication involves interaction, or shared experience, because themessage must be not only sent but received. The larger the audience, the greater the numberof barriers to communication.Answer:Comunicarea, numitn acest caz comunicarea efectiv, reprezintcel de-al treilea pas

n procesul de relaii publice. n aceastetappot fi menionate trei posibile obiective :prezentarea mesajului, transmiterea exacta acestuia, acceptarea mesajului,

schimbarea de atitudine a receptorului i a comportamentului acestuia.Comunicarea de succes implicinteraciune sau experienmprtit, deoarecemesajul nu trebuie doar sfie trimis ci i receptat. Cu ct publicul inteste mai marecu att se vor nmuli barierele de comunicare.

Because audiences have different approaches to receiving messages, communicatorsmust tailor the message to get the recipients attention. They need to understand theaudiences mental state. Messages for passive audiences must have style and creativity, whilemessages for an audience actively seeking information must have more sophisticates content.In either case, the effective message will raise the audiences need level by providing someobvious benefit. (Wilcox, D., Public Relations, Strategies and Tactics, 2004)

2.The speechwriters role is often a hidden one; the final speech should reflect the personality and

voice patterns of the speaker, not the writer. The speech should say something of value; concentrate on one ortwo main themes; include facts; be influenced by the audience; and be clear. The speech should include anintroduction, statement of purpose, development, statement of secondary theme, enunciation of the principalpoint, pause on plateau, restatement of the theme, and a brief conclusion.Television is the dominant form of visual communication in contemporary life. News releasescan be provided to TV stations in printed form, like those submitted to newspapers; asprepared scripts; or as video news releases (VNRs). VNRs can be expanded into infomercials.Cable television news has provided a new outlet 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 effectiveform of interpersonal 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 easilydefined but can be tremendously valuable.Telephone or face-to-face conversation also offers immediate clarification and feedback so

that misunderstandings are minimized. Although e-mail also offers this immediacy and canemulate some characteristics of conversation, it is no substitute. Because the written worddoes not convey nuance or emotional tone, it can be easily misconstrued. E-mail messagesoften appear harsh and cut, leading to communication problems. (Wilcox, D., Public

Relations, Strategies and Tactics, 2004)5.Basically, a news release is a simple document whose purpose is the dissemination

of information in ready-to-publish form. Editors of print and broadcast media to whom newsreleases are sent judge them on the basis of news interest for their audience and timeliness,

and in some instances on their adaptability to the mediums form. No payment is made to thepublication or station if the material appears in print or on the air. If an organization or


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individual purchases space in a publication to present its material, this is a paid advertisement,and the purchaser controls the content.

Releases should be prepared so that the media can relay their news content toaudiences easily, with confidence in their accuracy. Editors want the main facts statedsuccinctly in the opening paragraph of a 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 onasylum seekers, and foreigners in general. For asylum is only the start of it. What the focusgroups will also have shown both parties is that once people are convinced the Government issoft on asylum seekers, they become equally convinced that the Government is soft onforeigners in general; that Labour is failing to defend British interests. The asylum issue thuslinks with hostility towards the EU, fears that the Government is giving away powers toEurope and will take us into the single currency and weaken Britain even further, and generalinsecurity 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)7.The trees began softly to sing a hymn of twilight. The sun sank until slanted bronze rays

struck the forest. There was a lull in the noises of insects as if they had bowed their beaks andwere making a devotional pause. There was silence save for the chanted chorus of trees. Then,upon the stillness, there suddenly broke a tremendous clangour of sounds. A crimson roarcame from the distance.The youth stopped. He was transfixed by this terrific medley of all noises. It was as if worldswere being rendered. There was the ripping sound of musketry and the breaking crash of theartillery. Officers were shouting. The brigade was hurrying briskly to be gulped into theinfernal mouths of the war god. What manner of men were they, anyhow? Ah, it was somewondrous breed! Or else they didnt comprehend the fools. The youth, light-footed, wasunconsciously in advance. His eyes still kept note of the clump of trees. From all places nearit the clannish yell of the enemy could be heard. The little flames of rifles leaped from it. Thesong of the bullets was in the air and shells snarled among the treetops. One tumbled directlyinto the middle of a hurrying group and exploded in crimson fury. There was an instantspectacle 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 ofbodies. They had passed into a clearer atmosphere. There was an effect like a revelation in thenew appearance of the landscape. Some men working madly at a battery were plain to them,and the opposing infantry's lines were defined 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 andclear. The brown or gray trunks of the trees showed each roughness of their surfaces. And themen of the regiment, with their starting eyes and sweating faces, running madly, or falling, as

if thrown headlong, to queer, heaped-up corpses-all were comprehended. His mind took amechanical but firm impression, so that afterward everything was pictured and explained tohim, save why he himself was there. But there was a frenzy made from this furious rush. Themen, pitching forward insanely, had burst into cheerings, moblike and barbaric, but tuned instrange 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 thedelirium that encounters despair and death, and is heedless and blind to the odds. It is atemporary but sublime absence of selfishness. And because it was of this order was thereason, perhaps, why the youth wondered, afterward, what reasons he could have had forbeing there. He had been to touch the great death, and found that, after all, it was but the greatdeath.He was a man.So it came to pass that as he trudged from the place of blood and wrath

his soul changed. He came from hot plowshares to prospects of clover tranquilly, and it wasas if hot plowshares were not. Scars faded as flowers. It rained. The procession of weary


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soldiers became a bedraggled train, despondent and muttering, marching with churning effortin a through of liquid brown mud under a low, wretched sky. Yet the youth smiled, for he sawthat the world was a world for him, though many discovered it to be made of oaths andwalking sticks. He had rid himself of the red sickness of battle. The sultry nightmare was inthe 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 anexistence of soft and eternal peace. Over the river a golden ray of sun came through the hostsof leaden rain clouds.(Stephen Crane, The Red Badge of Courage)7. In Bloomsbury Guide to Human Thought, culture is defined etymologically as originatingfrom Latin colere, inhabit, cultivate, protect, honour with worship.In anthropological terms, culture is a background for studying the way of life of a group ofpeople. In 1871 the anthropologist Edwin Tylor defined it thus: Culture or civilization...isthat complex whole which includes knowledge, belief, art, morals, law, custom and any othercapabilities and habits acquired by man as a member of society.This definition takes European culture as the prototype for all other cultures. It suggests thatprimitive cultures 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 aneutral term used to describe a system of ideas, values and behaviours. For a considerableperiod early this century, British social anthropologists contrasted culture with society. Intheir aspirations for a social scientific approach, culture was regarded as an arbitrary andvague term while society was used to refer to functional roles, structures and organizations.For American cultural anthropologists, however, culture was treated as synonymous withsociety.When coupled with nature, culture is treated like nurture, which considers the degree to whichhuman thought and behaviour are affected by their environmental conditions rather than theirbiological make-up. Within structuralist theory, which attempts to discover the orderingprinciples of the mind, the nature-culture distinction has been transposed to chart the wayspeople make boundaries between what is considered a part of society and what is seen to liebeyond it. It is humans that determine what is nature for it is not something that is determinedby itself. On this point, Marshall Sahlins has offered the useful remark: Nature is to culturewhat culture makes of nature.In the last half-century, two fascinating sociological phenomena have been, first, theinterpenetration (especially in the West) of such phenomenological views of culture-that is,that it comprises the whole experience of everyday life-with the old critical notion that it wasinherently to do with the arts, and with high arts at that; and second, the extraordinary wayin which Western mass culture (with all its ephemeral and transitory output: television,

advertising, fashion, pastimes, social activities) has colonized the entire world far moresuccessfully 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 todictate the cultural agenda of the entire world.Until recently (and still in some universities and among other literary subcultures) the massculture which emerges from such developments has been despised as somehow inferior to thehigh arts which alone embody the notion of cultural excellence. The fear is ever-presentthat, in any society, because culture is absorbed by a socialization process, and because themass media occupy a central and powerful role in that process, the output of the media mayonly reflect the culture of the dominant group who control it or consume it. This wouldsuffocate the cultural values of many people who do not subscribe to the dominant view. 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


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treated the culture of the mass of the population) but, more seriously, because it led to theerosion and obliteration of minority attitudes and the habits of mind of minority groupsthroughout the world.Perhaps in the end, culture is not what we discuss but what we live. As a set of value-

judgements about beliefs and ways of life, particularly in the areas of social behaviour and

intellectual activity, it is a particularly human phenomenon (unless one assumes that othercreatures make such judgements), and can never be objective. It is an example of thehierarchical, categorizing impulse which is such a characterstic feature of the human mindand also of our love of defining ourselves and others, and by defining, excluding. In ancientGreece, Greek-speakers proclaimed that they were cultured compared to barbarians (thosewhose speech sounded like bar-bar); it is not recorded what barbarians thought of Greeks. Inother areas, at one time or another, to be cultured has involved being a member of theJapanese Imperial household, following Islam, being a middle-European intellectual, notbeing a Westerner, preferring Beethoven to the Beatles, studying Arts rather than Sciences,rejecting all artefacts (physical or intellectual) created by dead, white, European males,observing particular rules of social etiquette or, in each case, being or doing just the opposite.

The 19th-century English poet and critic Matthew Arnold wrote (in Culture and Anarchy) thatculture was a study of human perfection-which he went on to define as the exercise ofrationality as opposed to instinct. (To be rational, in this definition, includes the rationalawareness of the power, and usefulness, of instinct.) A cultured person, for Arnold,enhanced his or her individual awareness, striving towards the goal of moral and spiritualperfection. Seventy years after Arnold's book was published, and in the course of pursuingperfection of a different kind, Hermann Goering said (misquoting the poet Heinz Johst),When I hear the world culture I reach for my gun. This perhaps epitomizes the practical(uncultured?) person's reaction to the narcissistic and fashion-bound scholasticism of whichredefinitions of culture are such a persistent, and egregious, example. (Bloomsbury Guide to

Human Thought)8.In Ivory Tower or Grassroots, Margaret Laurence sums up the development of her fictionalthemes, 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 inembryo form in my own childhood; they had been matured during my college years andimmediately afterwards, in the North Winnipeg of the Old Left; they had developedconsiderably through my African experience. It was not very difficult to relate this experienceto my own land, which had been under the colonial sway of Britain once and now under thecolonial sway of America. But these developing feelings also related very importantly to mygrowing awareness of the dilemma and powerlessness of women, the tendency of women toaccept 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 equalityand communication these themes run through my fiction and are connected with the themeof survival, not more physical survival, but a survival of the spirit, with human dignity and theability to give and receive love.(p.15)9. Virginia Woolf shows in Women and Fiction that the ordinary woman gives support tothe extraordinary, the housewife/ the working woman to the writer/ the artist: Theextraordinary woman depends on the ordinary woman. It is only when we know what werethe conditions of the average womans life-the number of her children, whether she hadmoney of her own, if she had a room to herself, whether she had help in bringing up herfamily, if she had servants, whether part of the housework was her task-it is only when we canmeasure the way of life and the experience of life made possible to the ordinary woman that

we can account for the success or failure of the extraordinary woman as writer.(p.142 )


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III. 2. TRANSLATE INTO ENGLISH:

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

genul jurnalistic crora le aparin. Realitatea obiectiva contextuala este receptata de

jurnaliti/gatekeepers, care o redau publicului inta pe baza unui tip de discurs pe care acetiail considera pertinent, funcie de o suma de factori de in de registrul politic, economic sisocial. Discursul jurnalistic devine astfel modalitate de influenare, de schimbare a percepieisi de persuasiune. Mesajul in presa suporta o dubla influenta: a cauzelor care determinaemitatorul si a reaciei receptorului. Vizarea unui anumit tip de efect de ctre jurnalist duce lao producere de sensuri limitate, bine definite si strict orientate. Selecia lexicala si semanticasi contextualizarea orienteazsi structureazmesajul in strategia de comunicare de presa.

Cu toate ca sunt relative fata de posibilitile oferite de circumstante, aceste tacticitraversatoare nu asculta de legea locului. Ele nu sunt definite de el. In aceasta privinta nu suntlocalizabile decat strategiile tehnocrate (si scripturale) vizand crearea de locuri conforme cuanumite modele abstracte: ceea ce le distinge pe unele de altele sunt tipurile de operatiiin

aceste spatii pe care strategiile sunt capabile sa le produca, sa le defineasca si sa le impuna, pecand tacticile pot numai sa le utilizeze, sa le manipuleze si sa le deturneze. 1

Ar fi deci demn de luat in considerare in ce masura strategia de comunicarejurnalistica si implicit tactica abordata se concretizeaza in crearea de imagine a imigrantilorromani de etnie rroma in Marea Britanie si ce loc ocupa acestia.

Ruth Wodack realizeaza o clasificare a tipurilor de discurs austriac la adresaimigrantilor din aceasta tara dupa 1989 in tipuri de discurs care fac diferenta si celeorientate pe eul social ca un mod de existenta si justificare a strategiilor de argumentatie indiscursul care prejudiciaza. Acesta se bazeaza pe existenta unor grupuri distincte: /(grup) comunitate interna si /(grup) comunitate externa.

() The first consists of strategies of a group definition and construction, strategieswhich assist in constituting a (the first step of a discourse of difference). Thelinguistic forms of realising this constitution of an ingroupand outgroup (our thirddimension) include the use of grammatically cohesive elements, such as personal pronouns,depersonalisation, generalisation and equation of incommensurable phenomena; the use ofvague characterisations; and the substantive definition of groups. An essential function of is the denial of personal responsibility and its displacement on to the group as awhole, in the sense that what many people believe cannot be wrong. In a similar 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. Theaim of such a discourse of self-justification, which is closely wound up with we discourse,

is to allow the speaker to present herself or himself as free of prejudice or even as a victim ofso-called prejudice./Prima consta in strategiile definirii de grup si a constructiei acestuia, strategii care

stau la baza constituirii (primul pas in realizarea discursului care facediferenta). Forma lingvistica de realizare a acestuia si de constituire a comunitatii interne si acelei externe (cea dea treia dimensiune) include folosirea unor elemente constitutive, cum arfi: pronumele personale, depersonalizarea, generalizarea, plasarea in ecuatie a unui fenomenaltfel dificil de cuantificat, folosirea caracterizarilor vagi si definirea substantivala agrupurilor. O functie esentiala a este cel de a nega responsabilitatea si dea separara grupul in cauza ca intreg, in sensul in care multe persoane dau credibilitate acestuifenomen.

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


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Intr-o maniera similara, strategiile de autojustificareii ajuta pe vorbitori/ comunicatorisasi poata crea propriile evaluari normative ale grupului/comunitatii externe si sa transferevina sau responsabilitatea catre membrii grupului sau catre grup ca intreg. Scopul acestuidiscurs de autojustificare este corelat cu si permite vorbitorului sa seprezinte ca fiind deja eliberat de prejudicii sau chiar fiind victima acestui asa-numit prejudiciu

rasfrant asupra sa.2

Discursul se regaseste in toate articolele campaniei de presa britanice referitoarela imigrantii romani de etnie rroma. Opinia publica britanica este prezentata prin intermediul discursului

jurnalistic ca fiind prejudiciata social si economic, agresata fizic si verbal de catre imigranti. Acest discursjurnalistic centrat pe eul social este o exprimare a prejudiciului adus la nivel de grup. Functia sa este de redare amesajului negativ, respectiv a opiniei, atitudinii si reactiei la nivel oficial si public. Discursul care face diferentase regaseste atat in exprimarea directa a mesajului jurnalistic cat si prin deplasarea responsabilitatii de pe grupulsocial agresat pe cel care agreseaza. Tehnicile de argumentare se bazeaza explicit pe redarea situatiilor,contextelor si evenimentelor.(Anton L, Crearea de imagine prin tipuri de argumentatie in presa scrisa britanica)

III.3. Creative writing - timp de lucru: 3 oreD. Write a short essay on interpersonal communication.E. Make a planning according to PR and advertising strategies for a product thatyou consider interesting.F. Lindsay Jenkins is a journalist and a specialist in European Union affairs. She

has a particular perspective on the British postmodern identity. In the articlebelow she makes a critical analysis of the administrative and political structureof the present Britain. Read the article and express your own opinion on thepresent structure of the 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. Buther Conservative governments were responsible for transferring more power from localgovernment to central government with rate capping, and the payment of business propertyrates direct to the Treasury. Thus she deprived locally elected councillors of discretion toprovide local services and on which the voters could judge them. Tinkering with localtaxation culminated in the hated Poll Tax and riots on London's streets.This was all done in the name of efficiency and fiscal probity but it did nothing to promote

local democracy, quite the reverse was true. The only thing that can be said is that it hadnothing to do with the EU. Unfortunately Mrs Thatcher's policies also gave a strong argumentto those who later promoted regional government, Britain had indeed become highlycentralised.Regions resurfaced under her successor, John Major.' In 1994 Major's Conservativegovernment, in which scepticism of the European project was driven to the wastelands ofpolitical thought, established Government Offices for the Regions, outposts of centralgovernment civil servants to deliver government policy.

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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On the one hand, Major curried popular favour by reverting to some pre-1974 boundaries; onthe other 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-regionalgovernment, a pre-requisite of full regional government.In 1995, picking up where Harold Wilson had left off, the first Regional Assembly for

Yorkshire and Humberside was established combining the Regional Planning Office, theYorkshire and Humberside Regional Association and its Brussels' office in an area of 22 localauthorities/Perhaps paradoxically it was Major's government which reversed some of the most hated ofTed Heath's changes. In particular in 1996 the eight huge Welsh counties with their 37districts councils were abolished and replaced by 22 unitary authorities. Simultaneously, inScotland the nine regions, the three island authorities and 53 district councils set up in 19753were replaced by 32 unitary authorities.Today, it is clear that Scotland, Wales and Northern Ireland are regions in their own right, thatthe Heath regional divisions do not fit Brussels' current regulations.In England the changes were more varied and the pattern of local government reverted to

something similar to the pre-1974 holocaust. The changes were phased to take effect on 1stApril in each year between 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 hardfor thirty years to have their county restored were satisfied by the compromise of a unitaryauthority called Rutland.In 1998, the Royal County of Berkshire ceased to exist, its Royal status abolished and now itonly exists for ceremonial functions. The Lord Lieutenant and the High Sheriff remain: thesubstance of government has gone. Berkshire is in six unitary authorities.Labour promotes regionsWhile in opposition, the Labour Party remained committed to regional government: itfeatured in both the 1992 and 1997 Party manifestos. A 1995 consultation paper, A Choice forEngland, proposed indirectly elected regional chambers and ultimately regional assemblies.London would have an elected strategic authority combining both city and regionalfunctions.4In marked contrast to its position today, the Labour Party had no problem admitting aBrussels' connection with regional government. It stated, 'Labour wants to transfer power tothe local level and encourage Scotland, Wales and Northern Ireland and the regions ofEngland to strengthen their links with the rest of Europe to allow them to influence thedecision making process in Brussels and benefit more from European regional and structural

policy.'5On gaining office, the Labour government under Prime Minister Tony Blair acted almost atonce. In July 1997 it published White Papers proposing a Scottish Parliament and a NationalAssembly for Wales, and rushed to a referendum in September.6 With the summer holidaysintervening, there was no 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 over100 of them, more than one new publication for every month Labour has been in power, withwell-worn socialist titles like 'New Deal'.8It is time to worry about one-man one vote, when the government writes of 'removing the

democratic deficit'. The Labour government's intent to superimpose an elected regionalassembly was an answer to what John Prescott recognised were undemocratic quangos and


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'strategic partnerships' - over 60 quangos and 140 partnerships in each region of Englandalone. But he had no intention of abolishing them.Was the Welsh referendum biased?In Wales the referendum result was extremely close: the Yes vote won by a margin of only6,721 votes. 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 totalvoting failed to reach that 40 per cent threshold required in 1979 for the result to count. TheBlair government had such a large majority in the Commons that it could ignore the thresholdissue, which had 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 resoundingendorsement.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 act as ... 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 the

referendum campaign in Wales . . . was very one sided, with the last minute No organisationseriously under-funded and having to rely for financial support essentially on a single wealthydonor. The outcome of the Welsh referendum was extremely close, and a fairer campaignmight well have resulted 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 referendumwas timed to be immediately after that for Scotland, where the Yes vote was expected to wineasily, as indeed it did.Derek Gregory of UNISON, the public services trade union, funded a massive Yes campaignacross Wales and used UNISON facilities, without asking his members' permission.There was no attempt to give equal broadcasting time to both campaigns. That was especiallytrue of the BBC (financed by the general public) and The Western Mail, the largest circulationnewspaper in Wales. Both favoured the Yes campaign.Some suspected that No votes failed to reach the count. The No campaign was not present atthe opening of postal votes. In Flintshire 6,000 No votes were reportedly missing. At theRhondda Cynon Taff count, Labour supporters emptied ballot boxes behind a curtain, crudelysorted the ballot papers 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 thebrim, in marked contrast to the other ballot boxes.The No campaign presented fully audited accounts showing that 90 percent of itsapproximate 115,000 ($200,000) expenditure was by the banker, Sir Robert Hodge. The

government's Yes campaign, spending tax-payers' money, failed to produce any meaningfulaccounts. Sir Robert told the 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 Englishregion, including one in London based in St Katherine's Dock.14 All these RDAs have a closeworking relationship 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 mostexpensive is the North West Development Agency with a government allocation of 400million 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


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organisation, Scottish Development International. That has 21 small offices round the worldand larger ones in Boston, Houston, San Jose, Shanghai and Singapore.The Welsh Development Agency, sponsored by 'the Welsh Assembly government', hasoffices in Australia, 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. TheEnglish RDAs are public bodies responsible to the Department for Trade and Industry inLondon; the government appoints15 board members to each one.

The RDAs 'agreed' in 1999 to launch the eight 'English' regional assemblies, though asgovernment bodies they were unlikely to refuse. Assembly members are not elected, they tooare appointed. Each RDA consults with its regional assembly on the development of itsRegional 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 closelyintertwined. Sharp-eyed watchers have spotted that some people have titles from each

organisation and even muddle them on correspondence, using more than one at the same time.The RDAs co-ordinate land use, transport, economic devel-opment, agriculture, energy andwaste. Every RDA has a fully staffed office in Brussels and a close working relationship withthe EU Commission.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 go abroad touting the claims of each region for inward investment.Two English RDAs have overseas offices. The North of England, in addition to its threeoffices in the Northeast and another in Brussels, has offices in Chicago, Atlanta, Boston, LosAngles, China, Korea, Taiwan and Tokyo.The South East of England Development Agency (SEEDA) has offices in Washington, SanDiego and Boston, Sidney, and two offices in Japan, in Yokohama and Osaka.These must duplicate the work of the Department of Trade and Industry, which maintains alarge number of offices round the world to promote British trade and are therefore an addedand questionable 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 nomore. 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 aquarter of the electorate in a 1998 referendum. Only 34 per cent of Londoners voted of whom

just over 70 per cent said Yes.This was even fewer than voted for a National Assembly for Wales. While in Wales questionsabout the legitimacy of its Assembly rumble on, Londoners have submitted without amurmur.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 ofCommons that he had 'no doubt that reform will continue. As the Prime Minister reminds usconstantly, 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 of

transparency and accountability. On top of that the London Assembly constituencies are so


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vast that there is only the most tenuous of constituency links. Nearly half of the Assemblymembers are not linked 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,Your Choice published in 2002.

Reading the White Paper is an exercise in Kreminology: it abounds in obfuscations,deceptions and deceits. 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 HumptyDumpty remarked in Alice Through The Looking Glass.The document is unimpressive: verbiage - 'economic cohesion', 'joined up government','joined up policy making' and 'joined up decisions' - is mixed with self-evident truths - 'planshave to be forward looking' and 'real knowledge' - with contradictions, dubious logic, andrepetition. A wielder of a red pen could cut the paper in half and still have plenty of non-senseleft over.Your Region, Your Choice sheds a little light on the source of regional government. Throughthe verbal murk, the origin of words gives some of the game away. It is clear that the British

White Paper is not wholly British. 'Spatial planning' is imported from France via Brussels andwas unknown to British planners. 'Observatories', another EU favourite term, is derived fromthe French. 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 aremoved from London to the new regions. Second, some powers are taken from county councilsand districts and given to regions, and third, the county councils are abolished or turned intounitary authorities, like Rutland.The government avoids admitting that county councils are to be abolished and omits to saythat regional government is required by treaty obligation to the EU.The White Paper explicitly calls British local authorities sub-regions. In a convoluted way itstates,'in any region where an elected Assembly is established, there should be anassociated move to a wholly unitary local government structure.'

Those who favour an English parliament to match and counter-balance those in Scotland,Wales and Northern Ireland are answered elliptically. The White Paper notes that 84 per centof the population of the UK lives in England. In a leap of logic it continues that there cannottherefore be an English parliament. Why not?To satisfy logic, the White Paper should admit - but does not - that the population of England

dominates 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. Thatis the White Paper's unwritten, but logical conclusion.What the White Paper fails to say is that the ultimate 'devolution' will be from Brussels,because the powers 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, butthose links are certainly not headlines. For example, the self-declared role of one directorateof the North West Regional Assembly is 'To progress the European agenda through theprovision of a coherent and coordinated management infrastructure, the delivery anddevelopment of a range of EU funded programmes, building on existing partnersarrangements with candidate countries, and the production of a regional European strategy.

The Assembly of European Regions (AER), with its logo of the EU ring of stars and declaredaim of 'bringing together the regions of Europe and allowing them, together, to act in the


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construction of Europe and European integration', truthfully reported that 'it is a matter of factthat today about two thirds of all EUlegislation and programmes are applied at the regional, or local level.New capital cities add cost

If and when formally elected, the regional assemblies will decide on their capital cities.

Where might they be? No doubt that will be strenuously debated. This list shows regionalcities whose importance is 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 Birmingham Nottingham Bury St Edmunds Birmingham Melton Mowbray Bury StEdmunds

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 ofpounds to the taxpayer? The answer is almost certainly yes.Overseas Territories caught in the EU net In 2001 the Overseas Territories qualified for EUgrants. It stretches credulity that this is an entirely philanthropic exercise on the part of theEU. Grants given to constituent parts of all member countries have all had substantial stringsattached, intended to lead to one unified country.To help them through the commando course of paperwork, the Foreign and Colonial Office in2003 appointed a EU-UK co-ordinator and money is now flowing to Anguilla, Monsterrat,Pitcairn, St Helena, the Turks and Caicos, and the Falklands. In 2004 they obtained financingworth overall 41 million. The Cayman Islands and the British Virgin Islands haveoutstanding 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 referredto EU financing 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 awaitingwarmer political climes. It was suspended on 14th October 2002 when the peace processbroke down, though elections were 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 ofelections and before the relevant act of parliament was passed or even drafted.Worse, the eight referendums still pending in England are not to decide if there should beregional assemblies, but only if they should be elected assemblies. If the vote is No, theAssemblies will continue to operate unelected, just like the North East of England.All the parliaments and assemblies are closely intertwined with developments agencies athome and abroad and governmentoffices full of civil servants.

III.4. ANSWER THE FOLLOWING QUESTIONS:

Circle the correct answer below1. The most widely read newspaper in the UK is


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a. Daily Mirrorb. Sunc. The Observer

2.Freebies means:

a. a.daily newspapersb. b.free newspapersc. tabloids

3.Tabloids are related to:a. a.entertainmentb. b.analysisc. c.gossip

4. BBC is:a. a.an American networkb. b.a British national Corporationc. c.a private channel

5. Research in PR is:a. a.preventing crisesb. b.gathering informationc. measure success

6. When you define audiences and segment publics you:a. test messagesb. search for characteristicsc. monitor the competition

7. A questionnaire in PR research contains:a. analysisb. simple questionsc. complicated words

8.Scientific samplinga. is a research techniqueb. is not used in PR researchc.

is used by physicians

9. Online networksa. are no