A Doua Sansa Secundar Engleza Elev 3

UNIUNEA EUROPEANĂ ȘI MINISTERUL EDUCAŢIEI ȘI CERCETĂRII Proiect Phare „Acces la educaţie pentru grupuri dezavantajate” Programul „A doua șansă”

IUDIT SERA

LIMBA ENGLEZĂ Modulul 3 Interacţiuni Ghidul elevului

Centrul Step by Step, 2006

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 – au fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada de aplicare experimentală a programului educaţional revizuit „A doua șansă” – învăţământ secundar inferior. Membrii echipei care a elaborat materialele sunt: Lucia Copoeru, coordonatoarea componentei „A doua șansă”– învăţământ secundar inferior Dorina Kudor, autoare „Limba și literatura română” Gina Anton, autoare „Limba și literatura rromani” Carmen Costina, autoare „Limba engleză” Iudit Sera, autoare „Limba engleză” Nicolae Pellegrini, autor „Matematică” Ariana-Stanca Văcăreţu, autoare „Matematică” Luminiţa Chicinaș, autoare „Știinţe” Ioana Mihacea, autoare „Știinţe” Mihai Stamatescu, autor „Istorie” dr. Horaţiu Popa-Bota, autor „Geografie” Elena Bălan, autoare „Cultură civică” dr. Doina-Olga Ștefănescu, autoare „Cultură civică” Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale” Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba engleză din cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005, și este distribuit gratuit cursanţilor înscriși în acest program educaţional. Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform sugestiilor de îmbunătăţire formulate în urma utilizării lor în școală. În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe adresa [email protected] Coordonator editorial: Laura Codreanu Design copertă, layout: Elemér Könczey Design și DTP: András Tánczos Ilustraţii: Levente Szekeres Corectură: Mirabela Mitrică Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de aplicare experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior. Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le folosi în această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi la [email protected]. Descrierea CIP a Bibliotecii Naţionale a României SERA, IUDIT Limba engleză : modulul 3 : ghidul elevului / Iudit Sera. – București : Step by Step, 2006 Index ISBN (10) 973-1706-04-6 ; ISBN (13) 978-973-1706-04-7 371.3:811.111

Această publicaţie face parte din Programul Phare 2003 „Acces la educaţie pentru grupuri dezavantajate”, componenta „A doua șansă”. Editorul materialului: Ministerul Educaţiei și Cercetării Data publicării: august 2006 Conţinutul acestui material nu reprezintă în mod necesar poziţia oficială a Uniunii Europene.

© Ministerul Educaţiei și Cercetării

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What Type of Learner Are You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Culture & Technology

Jobs

Society

People

Unit

Lesson

Functions

Language focus

Page

1 Where Does She Come From?

• to describe people, places • to express tastes, preferences

• Adjectives and nouns of nationality • British and American English

10

2 Mind Your Health

• to encourage / warn somebody • Present simple/ of something Present continuous • to give advice • Adverbs of frequency

12

3 Are You Coming to the Party?

• to ask and give instructions • to make plans • to write a note

• Expressing future

14

1 Fame and Fortune 2 What’s on the News?

• • • •

• Adjectives • Order of adjectives

20

• Building vocabulary

22

3 The Way It Used to Be

• to narrate events • to write about a famous person

• Past tense simple / Past continuous

24

1 The Right Person for the Job

• to give personal information • to write an application

• Present perfect

30

2 Working Mothers

• to express personal opinions • to conduct a survey, to report on the results

• Nouns

32

3 Are They Underpaid?

• to express and ask for an opinion

• Conditionals

34

1 What’s the Point?

• to give reasons • to make comparisons

• Adverbs / Adjectives • Comparatives and superlatives

40

2 Romeo and Juliet

• to express agreement / disagreement • to write a short description

• Modal verbs • Ability obligation permission

42

3 The World’s Going Crazy

• to draw conclusions • to make predictions • to write an email

• Prepositions • Word formation

44

to to to to

describe people express preferences conduct an interview write a report

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Now What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR

3

Introduction Dear student, Welcome to the last module in the Secondary Second Chance series. We believe that by now you have grown to like English, so we chose topics that we hope you will enjoy discussing with your colleagues. In this module you will have many opportunities to express yourself freely. We think you will also enjoy listening to the songs we chose for you and will be interested in the stories of the characters in this module. They are students like you. They sometimes agree, other times they disagree, they even have conflicts now and then. We’ll ask you to help solve the problems by thinking of possible solutions, we’ll challenge you with activities and exercises that prepare you for the time when you no longer have a teacher by your side to help you out. We think it’s now time for you to discover that you can be your own teacher, in other words start by…

Learning to learn! It’s not easy to learn to swim, to skate or ride a bike, but once you’ve learnt them you can swim, skate or ride a bike even if you stop practising for twenty years. With foreign languages the learning process can last forever as there is always something new to find out, something interesting to learn. A good teacher, good books, opportunities to practise are important but nothing can help you more than finding the learning style that suits you best. Try some of our tips to successful learning and see if they work for you: 1. Find out what you like doing and why. This may be the starting point in developing your personal learning style.

2. Organise your learning: • Find out what you need to do • Plan your learning

4

LIMBA ENGLEZĂ • GHIDUL ELEVULUI

• Practise regularly • Keep a learning diary

3. Make use of all the resources you can (e.g. a dictionary, a grammar book, your teacher).

4. Listen carefully when you hear music in English, watch films, try to read magazines and books in English. 5. Don’t be afraid to take risks. If you can make yourself understood, no matter how many mistakes you have made, you can proudly say that you are able to communicate in English. So don’t worry too much about making mistakes. 6. Find out your strong and weak points (by taking the self-assessment tests and answering the self-assessment questions in each unit, by talking to your teacher and to your fellow students). This will help you decide what you need to do next. 7. Review often and regularly. It is practice that makes perfect, after all!


5

What Type of Learner Are You?

Think about it! 1. How do you rate your English? I need more work.

O.K.

Excellent

I can understand my teacher. I can read a simple text. I can talk in English about some things. I can write a simple letter. 2. Think about how you like to learn and talk to the group to find out if you all learn in the same way, or each of you likes to learn in a different way. 3. Meet Daniel, Paul, Victor and Marc. Listen to what four students replied when they were asked the question: “How do you like to learn?”. Can you find similarities and differences between yourself, your fellow colleagues and the four students?

Daniel: “I like the teacher to correct every mistake I make and I always expect the teacher to tell me what to do.” Victor: “I hate doing the same things all the time. I only enjoy activities and games with my colleagues. I like talking to people and I never worry about making mistakes.” Paul: “I learn grammar rules by heart and I always think about rules when I speak or write in English.” Marc: “Oh, I can’t be bothered to think about that. It’s a stupid question. I don’t know how I like to learn. In fact, I’m not sure I like learning at all!”

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Catch on to it! 1. Find out more about them! They’re very different. One is easygoing, one is obedient, one is diligent and one is phlegmatic. Read the dictionary entries to find out what the words mean. Can you match the adjectives to the illustrations?

easygoing adjective not easily upset, annoyed, or worried

obedient adjective someone who is phlegmatic adjective obedient does what a [formal] person, law, or rule calm and not easily tells them to do excited or worried [≠ disobedient]

diligent adjective [formal] someone who works very hard and carefully

2. Listen to the descriptions of the four students and decide on the most suitable adjective for each of them: diligent, phlegmatic, obedient, easy-going.

Work on it! 1. Go back to the illustrations and match them with the names. Fill the grid below: Illustration Student’s name 1 Daniel

What he is like: obedient

Teacher’s advice a

Paul Victor Marc 2. Teacher’s advice. Each student gets tips for improvement from their teacher. Who needs these pieces of advice? Write the letters a, b, c or d in the grid above. a. Try to rely upon yourself more! b. Spend some time studying if you want to make some progress! c. Don’t forget to use your language! d. Come to the English classes. There might be some activities that you’ll enjoy!

Go for it!

Did you get it?

Can you find similarities between you/your fellow students and the four students? Conduct a survey to find out how your classmates like to learn and try to give them useful advice.

What type of learner are you? What are some things you would like to know about the six students?


7

PEOPLE

Unit

I

In this unit you will...

…learn about people from various countries …find out how to eat a lot and still stay fit …plan a party with your friends …listen to some music, maybe even sing a bit…

8



9

PEOPLE

Where Does She Come From?

1 Word bank

Think about it! People in different countries speak different languages. Is this the only difference? Can you find examples of other differences? How many languages do people speak in Romania? What do we mean by cultural differences? Can you give examples?

• stereotype = an idea of what a person or thing is like, often wrong or unfair • cultural differences = differences relating to particular societies and their ways of life

Catch on to it! Look at the illustration, listen to the conversation and try to identify the characters. Victor and Marc are sitting in a café. At the table next to theirs, two young women are talking in English. The men can overhear the conversation. Short-haired woman: “Germany, France, Italy accepted the euro as their currency without fuss in 2002, but not us! The government has promised to hold a referendum on the subject and let people decide.” Long-haired woman: “I can tell what the result will be. I bet your people will vote against it!” Marc: “Where do you think the tall one comes from?” Victor: “I don’t know. Maybe she’s American.” Marc: “She can’t be! Why should they accept the euro? They’re not in the Union. She must be British.” Victor: “Who cares if she’s British, Canadian or Australian! It’s the long-haired one that I’m interested in. She’s so beautiful, with that tanned complexion and those

big green eyes. And that long, wavy hair! I wonder where she comes from.” Marc: “You’d better wake up. You don’t have a chance! Look at the classy guy approaching their table!” Good-looking man: “Bonjour les filles!” Victor: “What did he say?” Marc: “He said “Hello girls.” He’s French.” Victor: “Oh no! Now I really don’t have a chance!”

Work on it! 1. Discuss these questions with your classmates. • Why does Victor think he has no chance against the French man? • Are stereotypes true? • Is it a good thing to apply labels to people? • Are stereotypes dangerous? Why?

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Phrase bank I agree/ disagree with… I think that… I don’t think… Do you believe/think that…? Maybe you’re right, but…

2. Draw a table in your notebooks with three columns and sixteen lines. Write the following headings for the three columns: Country Poland

Adjective Polish

Noun (Person) a Pole

Remember Use capital letters for nouns and adjectives of nationality.

• Translate the names of the following countries into English and write them under the first heading. China, Danemarca, Anglia, Franþa, Germania, Grecia, Norvegia, Pakistan, Polonia, România, Spania, Suedia, Olanda, Turcia. • Use a dictionary to find the nationality adjectives and nouns and write them in the next two columns. • Add two countries of your choice and check if your deskmate knows the nationality adjectives/nouns for them. 3. Did you know that there are differences between British and American English? Many words are similar but some are not. Use a dictionary to find the missing words in the table below. Can you translate them? British English

American English

Translation

truck = apartament

Take a moment to relax! Listen to the song An Englishman in New York

maize

by Sting. Write down some

fall

differences between British and American lifestyles.

elevator flat tire

How does the Brit feel in

= panã de cauciuc

the States?

Go for it! Lisa has invited her Romanian friends to go and visit her in the UK. She left a note for them with useful advice. Read the note and discuss what is different in our country. What useful advice would you give to a foreign visitor to Romania? Write a note.

Did you get it? • How many nationalities can you name? • Can you explain why stereotypes can be dangerous? • Is it a good thing to be aware of cultural differences? Why?


11

PEOPLE

Mind Your Health!

2

Think about it! What do you like to eat? Is there healthy food and unhealthy food? Can you give examples? Is it true that unhealthy food tastes better? Have you ever tried to lose weight? Did you go on a diet?

Catch on to it! 1. Angela and Monica are shopping for clothes. Angela is trying on blouses, skirts, dresses but nothing looks nice on her. She has put on some weight lately and she’s not pleased with her looks. Everything looks perfect on Monica, she’s in great shape and she’s feeling excellent. What do you think they are talking about? Angela: “How do you do this?” Monica: “Do what?” Angela: “Manage to be so slim? Are you on a diet?” Monica: “No, but I’ve changed my lifestyle, including my eating habits.” Angela: “I’m on a diet. I starve all day, I’m feeling depressed and I lost a few kilos, but I stil look fat and ugly.” Monica: “You should try changing your lifestyle too.” Angela: “I don’t have time to go jogging or to the gym, and I’ve already changed my eating habits. I eat only once a day. It’s not working! Can’t you see?” Monica: “Eating once a day is not the solution. It’s what you eat, not how much you eat that really matters. I’ll help you. If you listen to my advice, I’m sure you’ll soon look better and feel better. I’ll share my secret with you.” Angela: “But first let’s find a place where we can sit and talk quietly. Maybe drink some hot coffee with sweetener instead of sugar.” Monica: “How about some plain fruit tea without sugar or sweetener?”

Word bank eating habits (un)refined oil / sugar white flour wholemeal flour raw vegetables salad fry / boil / bake / roast recipe to put on / to lose weight to be / go on a diet

2. What do you think Monica will advise Angela to eat? Listen to the second part of the dialogue and check your predictions.

Work on it! Make a similar table in your notebooks, but replace the examples in this table with examples from the text. Can you write some more examples of your own?

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PRESENT SIMPLE Subject + verb (+ s/es) + I /you/we/they work. He/she/it works

– I /you/we/they don’t work. He/she/it doesn’t work.

? Do I /you/we/they work? Does he/she/it work?

PRESENT CONTINUOUS Subject + am / is / are + verb+ing + – I am working I am not working. You/we/they are You/we/they are working. not/ aren’t working. He/she/it is He/she/it is working. not/isn’t working. ? Am I working? Are you/we/they working? Is he/she/it working?

Write the senteces in your notebooks using the verbs in brackets in the correct form: e.g. Monica (try) to help Angela. Monica is trying to help Angela. 1. I (not think) it’s a good idea. 2. He (like) fish and chips? 3. We (be) very busy this week. 4. They (stay) with some friends for a while. 5. She can’t come right now. She (have) a shower. 6. Watch out! The tree (fall)! 3. Fill the gaps in Angela’s letter to Lisa. Write the words in your notebook. e.g. weight. Dear Lisa, I’m making efforts to lose w__ __ __ __ __. I’m on a special diet. You would like it because you don’t have to starve. You can eat as much as you like, but don’t eat white f__ __ __ __, refined o__ __, meat and s__ __ __ __. I’m eating a lot of fruit, raw v__ __ __ __ __ __ __ __ __, and I drink a lot of t__ __. I even got used to the t__ __ __ __ of wholemeal bread. I sometimes go jogging in the evening. The best thing about this d__ __ __ is that it makes you feel even more energetic. For me it is working very well. I hope next time we meet you’ll be surprised to see how s__ __ __ I’ve become. Write to me soon! Love, Angela

Spelling tip! 1. verbs ending in -ch, -o, -sh,- ss,- x get the ending es teach – teaches go – goes wash – washes cross – crosses fix – fixes 2. verbs ending in y: play – plays say – says try – tries deny – denies Can you explain why?

Take a moment to relax! Listen to Chris Rhea’s song, “Gone Fishing” and choose the best answer to the questions: 1. Why is he going fishing? a. His hobby is fishing. b. There’s nothing else he can do in the

Go for it!

circumstances.

Your friend is a heavy smoker. The doctor is worried about his health. Make a funny poster for your friend to put on the wall. You could “show” him what bad things happen to smokers (e.g. get wrinkles, black lungs etc) and suggest a daily programme with interesting activities that you could do together to help him quit smoking. (e.g. On Sunday we go fishing, Saturday evening we go dancing etc)

2. How is he feeling? a. Sad and misunderstood. b. Happy to take up a hobby. 3. Why does he want to be alone? a. He has work to do. b. He needs to get away.


13

PEOPLE

Are You Coming to the Party?

3

Think about it! • Talk to your deskmate about a party you won’t ever forget. • Do you like surprises? When was the last time you made / got a surprise?

Catch on to it! Paul’s birthday is in two weeks’ time. His friends are planning a surprise party for him. What present(s) do you think they will buy for Paul? Where do you think they will celebrate Paul’s birthday? Listen to the dialogue to find out! Victor: “I’ll steal his keys and we’ll all wait for him at his place. We’ll turn off the lights and when he walks into the room, we’ll start singing “happy birthday”.” Daniel: “That’s silly. You can’t steal his keys! If you do, he won’t go home, he’ll go looking for his keys. And even if he does go home he’ll get a heart attack when he finds the door open and five people inside in the dark.” Monica: “Daniel’s right. It’s not a good idea. I’m going to book a table for six at a restaurant.” Marc: “And how are you going to get him there?” Monica: “I don’t know, but I’ll think up something. Don’t worry, I’m going to take care of that. We’d better talk about the presents now.” Angela: “I think we should all buy him one big present.” Daniel: “But I already have something for him. I bought two pocket dictionaries last week and I’m giving one to him on his birthday.” Victor: “Why do you always have to do that?” Daniel: “Do what?” Victor: “Do things on your own, without talking to us first.” Marc: “Are we here to plan a party or to argue? If you two start arguing, I’m leaving. I’ve got better things to do.”

14


Angela: “In fact Daniel’s idea was great. Now we don’t have to waste time deciding what to get him. We’ll buy a big dictionary for him, so he can keep one at home and take the other one to school.” Monica: “And we’ll wrap the two together and give him one big present.” Marc: “So that’s settled! I’m going to the club now to have some fun. It’s Saturday evening after all! Are you joining me or not?” Victor: “You bet we are!” Angela: “Shall I phone Paul to ask if he wants to come?” Marc: “I bet he’s got a book to finish.” Monica: “How can you be so mean?” Marc: “Here we go again! I’m not going into a fight. I’m off! Girls, I’ll buy you two a beer if you get him to the club. Ha, ha!” Monica: “Gin tonic for me, please! Thank you.”

Study the Word bank and answer the questions below. • Which of these two meanings of the word fight does Marc use when he says “I’m not going into a fight?” • Which meaning of the adjective mean does Monica use when she accuses Marc of being “mean”?

Word bank • fight (noun) 1. a situation in which two people or groups hit each other 2. an argument

Work on it!

• mean (adjective)

• Underline verbs in the text which express future actions. Use the table nr. 1 in Appendix A3 for guidance. • What other ways of expressing future have you found in the text? • Match the examples on the left to the explanations on the right. e.g. 1 – b 1. 2. 3. 4. 5. 6.

I’m sure everything will go well. I think I’ll take a taxi. I’m too tired to walk home. The sky is overcast. It’s going to rain soon. I’m going to work hard this semester. I have to be back in August. School starts in September. He has to go to bed early. His train leaves at 6 a.m. tomorrow. 7. I don’t need a hotel reservation for next week. I’m staying with some friends at their place. 8. Marc is taking Angela to a nice restaurant tonight. He’s booked a table for two.

Go for it! • Work in groups to plan a surprise party for a friend. Decide together on the time, place, number of guests, etc. Make a list of things you need to buy for the party. Give each group member different responsibilities. Use the questions below for guidance. What else comes to your mind? Who’s in charge with the music? Who’s going to buy drinks? Who’s going to make sandwiches? Who will buy the present(s)?

1. not kind 2. not willing to spend money

a. I’ve just decided. b. I’m sure. c. I can tell because I can see the clouds. d. It’s my intention. e. It’s an official programme / schedule. f. It’s already arranged.

Take a moment to relax! Listen to the song entitled Tonight, and count how many times you hear the word “will”.

• Write a note to remind yourself what you have to do. Look at the note Monica wrote herself as a reminder. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________


15

PEOPLE

Check Your Progress

I

I. Fill the table with the name of the country and the nationality adjective. Buon giorno! They come from I__ __ __ __ They are __ __ __ __ __ __ __

Buenas dias! S__ __ __ __ __ __ __ __ __ __ __

Bonjour! F__ __ __ __ __ __ __ __ __ __ __

Bunã ziua!

Guten tag!

R__ __ __ __ __ __

G__ __ __ __ __ __

__ __ __ __ __ __ __ __

__ __ __ __ __ __ II. Fill the gaps in the following sentences with nationality adjectives and nouns. 1. I like ________________ music, toreros and bull-fights, which they call “corridas”. 2. There’s a new ________________ restaurant in the city. I wonder if there are any Romanian restaurants in China. 3. Tom Cruise is a famous ________________ actor. 4. If you go to Japan always take off your shoes when you go into people’s houses. The ________________ think it’s rude to keep your shoes on in the house. 5. Goulash is originally a ________________ dish. 6. Tolstoy and Dostoyevsky were two great ________________ novelists. III. Find the missing words in the table below. Use a dictionary to check your answers. British English

American English

Translation

pavement petrol = metrou garbage

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IV. Read the text below with a dictionary and decide whether the author is British or American. Find three words or phrases that caused confusion to him and write them in a table similar to the one on the left. My vacation was full of incidents. The lift didn’t work. I asked for a room on the first floor and they gave me a room on the ground floor. I told the taxi driver to take me into town. “Downtown or uptown?”he asked as if he didn’t understand. I told the receptionist that the tap’s broken and she said ”What’s that?” “A tap is a tap” I said. I met a nice girl and she told me to meet her in the park at a quarter of seven. When I got there, flowers in hand, she was red with anger. She said I was half an hour late. I don’t understand. It was exactly a quarter past. Not one minute later! V. Change the sentences according to the model. e. g. Angela: I like chocolate icecream. Angela likes chocolate icecream. 1. Lisa: I live in Liverpool. _____________________________________________________ 2. Marc: I go to the gym by bike. ________________________________________________ 3. Paul: I say Monica is right.___________________________________________________ 4. Daniel: I do the shopping. ___________________________________________________ 5. Angela: I try to keep fit. _____________________________________________________ 6. Monica: I wash the vegetables well because I eat them raw. ___________________________________________________________________________ VI. Choose the best option. e.g. 1. I’ll buy 1. 2. 3. 4. 5.

I think I’ll buy / I’m buying him a CD. My bus leaves / is going to leave early in the morning. He is going to tell / tells her the truth no matter what you say. If you listen to my advice, everything will be / is just fine. I’m doing / I do the shopping this week, and my brother is doing / do it next week. Usually it’s mom who does / is doing the shopping but we’ve decided to help her from now on. 6. This salad tastes / is tasting delicious. I’ll ask / I ask the waitress to bring me some more.

VII. Answer the questions and then rate your progress. 1. Can you name various nationalities? How many come to your mind in two minutes? 2. Can you distinguish between British and American English? Can you give three examples? 3. On a scale from 1 to 3 (1=can do better, 2=good, 3=excellent), where is your English now? Are you pleased or do you need improvement? Can you make a plan for your future learning?


17

SOCIETY

Unit

II


…talk about famous people …state opinions about the mass media …learn about the way things were in the past …listen to some more music

18



19

SOCIETY

Fame and Fortune

1

Think about it! Listen to Elton John’s song and answer the questions: 1. Who was Norma Jean? 2. Why does he compare her to “a candle in the wind”? 3. What does he mean by: “your candle burned out long before your legend ever did”?

Catch on to it! 1. Read the lyrics of the 1997 version of the song and answer the questions. • Is the song dedicated to the same person? • Who was England’s Rose? • Why did he choose the same title for two songs dedicated to two different persons? What is similar about them? • What differences are there between them? Candle in the Wind (1997) Goodbye England’s rose May you ever grow in our hearts You were the grace that placed itself Where lives were torn apart You called out to our country And you whispered to those in pain Now you belong to heaven And the stars spell out your name And it seems to me you lived your life Like a candle in the wind Never fading with the sunset When the rain set in And your footsteps will always fall here Along England’s greenest hills Your candle’s burned out long before Your legend ever will Loveliness we’ve lost These empty days without your smile This torch we’ll always carry For our nation’s golden child And even though we try The truth brings us to tears

20


All our words cannot express The joy you brought us through the years And it seems to me […] Goodbye England’s rose May you ever grow in our hearts You were the grace that placed itself Where lives were torn apart Goodbye England’s rose From a country lost without your soul Who’ll miss the wings of your compassion More than you’ll ever know And it seems to me […]

2. Discuss: • How do people get to be famous? • Can you name people who are (were) famous and yet seem(ed) to be unhappy? • Can you name three advantages and three disadvantages of being famous? • Would you like to be famous? Can you explain why? • Can you describe a famous person using at least five adjectives? (e.g. beautiful, intelligent, talented, friendly, well-known, fantastic, rich, wealthy, lucky, etc.)

Work on it! 1. Study the table below to find the right adjective order to describe the people,objects, places, events, then arrange the words under a–f. number two a three a a pair of

opinion beautiful nice pretty funny

size/condition/age shape large square little plump big round-shaped worn-out shapeless

colour material compound red brick terraced brown wooden weekend little red blue leather training

a. b. c. d. e.

furry, guard, big, three, dogs useless, long, a, training, session diamond, antique, valuable, a, ring a, phone, mobile, fantastic, new singer, beautiful, a, world-famous, opera, SouthAmerican f. rocky, magnificent, mountains

noun houses cottage girls face shoes

Describe the pictures.

2. Use a dictionary to find adjectives for the following nouns: wind, party, film, clothes, city 3. Use words like very, really, extremely to make the adjectives “stronger”. (e.g. an extremely boring party, very strong wind…)

Go for it! 1. Describe something / someone in your classroom without naming the object/person. You score a point if other students or the teacher can guess what / who you are describing. 2. Write one page about somebody you admire. If you can find pictures, stick them next to your text. • Find interesting pieces of information about his/her life. • Describe what the person looks like. • Decide what adjectives best describe what he/she is like. • Explain why you think he/she deserves to be admired In groups, read out the descriptions and decide whose composition will be read out to the whole class.

Did you get it? • What did you like in this lesson? • What adjectives would you use to describe yourself? • Who is the famous person that you would like to resemble?


21

SOCIETY

What’s on the News? Think about it! Imagine a TV programme that you would like to watch every day. Tell your group what you would like to watch in the morning, in the afternoon and in the evening. Can you agree on a programme that you would all like to watch?

2 Word bank TV channel commercial news (bulletin) talk show soap opera feature film sports

Catch on to it! 1. Paul and Angela are watching TV. What do you think Angela likes to watch? What about Paul? Listen to the conversation to check your predictions. 2. Discuss the following questions with your classmates. 1. Why do Paul and Angela disagree? 2. Do you talk about politics? 3. Which of these words do you know? republic, regime, democracy, dictatorship, monarchy, totalitarian country/state, government 4. Can you find their their dictionary definitions? Write them in your notebooks! 3. Work in groups. Look at the TV programme below. Which programme would be interesting to watch?

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Work on it! 1. Match the words with the definitions. Work in pairs and use your dictionary to check your answers! (e.g. 1 – f) 1. the media

a. to send out radio or television programmes

b. a short film or message encouraging people to buy a particular product or service, which is broadcast on television or radio c. a short news programme on radio or television, reporting only the 3. journalist most important information d. an article in a newspaper or magazine that gives an opinion about a 4. to broadcast new book, play, film etc. e. someone who writes news reports for newspapers, magazines, 5. news bulletin television, or radio f. all the organizations, such as television, radio, and newspapers, that pro6. review vide news and information for the public, or the people who do this work 2. commercial

7. the press

g. newspapers and news magazines, or the people who work for them

2. Work in your notebook. Use the words below to complete the gaps in the following sentences: article, channels, correspondent, edition, episode, programmes, radio station, reporters, talk show (e. g. 1 – channels) A lot of people switch __ __ __ __ __ __ __ __ during the commercials. I heard the news on the local __ __ __ __ __ __ __ __ __ __ __ __ __. A lot of people complain about the boring television __ __ __ __ __ __ __ __ __ __. There’s a new __ __ __ __ __ __ __ __ on Rural TV. The final __ __ __ __ __ __ __ of the series will be broadcast next week. The story appeared in the Sunday __ __ __ __ __ __ __ of the newspaper. I read an interesting __ __ __ __ __ __ __ about smoking yesterday. It was so convincing that I’m seriously considering quitting smoking now. 8. Some people have a pretty low opinion of __ __ __ __ __ __ __ __ __, especially those who investigate the lives of famous people. 9. I think working as a foreign __ __ __ __ __ __ __ __ __ __ __ __ __is a dangerous job, especially if you are sent to countries which are at war. 1. 2. 3. 4. 5. 6. 7.

Go for it! Add a page to your portfolio. Imagine a TV channel has hired you to find out what people’s preferences are. Ask about their favourite programmes and write a report on the findings. Interview your classmates and other people you know. Try to organize your report as suggested here.

Organize your report into three main parts: 1. Introduction 2. General findings 3. Conclusions (+ recommendations) Begin by summarising the purpose of writing the report The aim of this report is to…. Explain how the information was gathered The data was collected from…. Group the information logically. Try to keep the report factual The majority said that… / On the whole… / According to… Compare options, assess problems, solutions. Give reasons for any suggestions (… is due to…). Summarise the points so far. Optional: Make a recommendation / refer to future action.


23

SOCIETY

The Way It Used to Be

3

Think about it! 1. Can you name countries that are ruled by kings / queens? 2. Would you like to live in a country ruled by a monarch?

Did you know? … that England used to be a republic? In 1629 Charles I dismissed the parliament because he wanted the monarchy to have more power and he ruled without it. In 1642 a war broke out between the supporters of the king (the Royalists) and the supporters of parliament led by Oliver Cromwell (The Roundheads). The Roundheads won, and in 1649 the king was beheaded and the monarchy abolished. England was a republic for eleven years, governed by a Lord Protector. In 1660 Charles’s son, Charles II was made king and the age of Restoration began.

Catch on to it! Victor and his new friend from the UK are chatting over a beer. Listen to the dialogue and answer the questions below. Tom: “Last month my granddad and grandmom celebrated their 70th wedding aniversary. Can you imagine?” Victor: “That’s hard to believe. 70 years is a lifetime. How old are they?” Tom: “He’s 90 and she’s 88. We were all having dinner when granddad started talking about the year they got married. It’s funny, he can’t remember what he did last week but he can clearly remember what he did 1936.” Victor: “What did he tell you about that year, except that he married your grandmom?” Tom: “It was the year when George V died. The funny thing is that his son whose name was Edward, like my granddad’s, was in love with an

American woman who had been married and divorced twice before.” Victor: “What’s funny about that?” Tom: “It’s that he had to choose between his love and the throne because his family and the government disapproved of their relationship.” Victor: “Which did he choose?” Tom: “What do you think?” Victor: “I don’t know. The world is full of beautiful women.” Tom: “He gave up the throne. He said he couldn’t rule without her by his side.” Victor: “So who got to be king?” Tom: “His brother, George VI.” Victor: “Wasn’t he Queen Elisabeth’s father?” Tom: “That’s right. And he proved to be a great king too!”

• Choose the best answer to the following questions. 1. What is funny about Tom’s grandfather? a. His name is Edward, like George V’s heir’s. b. He can’t remember recent events but he’s got vivid memories of his youth.

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2. What happened in 1936? a. Edward VIII was dethroned. b. Edward VIII abdicated.

3. Who succeeded to the throne? a. Queen Elisabeth b. George VI

Work on it! 1. Match the sentences to the illustrations. (e.g. a–3.) a. They were having dinner when a stranger knocked on the door. b. I was working in the garden while he was watching TV. c. She was cooking when a ball broke the kitchen window. d. He was having a nap when the phone rang. e. When he got home, the children were cutting up his collection of newspapers. 2.

3.

1.

5. 4.

2. Write the following sentences in your notebooks, using the past tense forms of the verbs in brackets to complete the gaps. Use table nr. 2 in Appendix A3 for guidance and the list of irregular verbs (Appendix A4) to check your answers. They (go) _____________ to Spain last year. He (buy)_____________ her an expensive engagement ring. We (catch)_____________ a late train and we (get)_____________there early in the morning. She (leave) _____________ her car keys in the house so she (take)_____________ the bus. I (be) _____________so tired that I (sleep)_____________ like a log. My uncle (teach) ____________ me how to swim at the age of six. He (make) _____________ me practise the movements on the shore, and then he (throw)_____________ me into the water. Later I (find out)_____________ that he (not know)_____________ how to swim. You (eat)_____________ too many sandwiches, that’s why you (be)_____________sick. 3. Retell the story of Edward VIII using the information you can find in the dialogue between Tom and Victor. Use the following words and phrases: twice-divorced, before the coronation, to abdicate, to be coronated, strong monarch

Go for it! Talk to your history teacher about British monarchs to find some interesting / funny / unusual historical facts. Using the model in the “Did you know?” box, add a page to your portfolio about a British king / queen / prince / princess. You could write about: • Queen Victoria and her 20-year retirement after her husband’s death • Princess Diana’s tragic death • Henry VIII and his many wives

Word bank Monarchy • King • Queen • Coronation • Republic • State • President • Election • Government • Parliament • Prime minister • Political parties • to abdicate = to give up being king


25

SOCIETY

Check Your Progress

II

I. Match the words with the dictionary definitions. republic, regime, democracy, dictatorship, monarchy, totalitarian country/state, government (two meanings) e.g. 0. the group of people who govern a country = government 1. a political system in which everyone can vote to choose the government, or a country that has this system 2. a country that has an elected government, and does not have a king or queen 3. a country that has a king or queen as the head of state, and which may or may not also have an elected government 4. a government, especially one that was not elected fairly or that you disapprove of 5. a political system in which a dictator (=a leader who has complete power and who has not been elected) controls a country, or a country that has this system 6. a country in which the government has complete control over everything 7. the process of governing a country II. Unscramble the words in the following sentences. 1. he expensive bought her an jacket leather 2. concert a fantastic rock to we went 3. she actress a beautiful very is talented and 4. live nice brick in they a house little the by lake 5. funny a very worn-out she has hat 6. wear don’t skirt woolen blue that shapeless! III. Use the words below to fill the gaps in the following text. advertised, film, commercials, programmes, reporters, public, survey, private People complain that television ______________________ are too often interrupted by commercials. Studies have shown that although most people say that they stop paying attention when ______________________ start, they will tend to buy the products ______________________ on TV. Another interesting conclusion of the ______________________ conducted on a sample of 1000 people is that, in spite of the fact that people think ______________________ should not be allowed to investigate the private lives of ______________________ personalities, they tend to pay more attention to details concerning the ______________________ lives of famous people. For instance, 60% of the ones interviewed knew who Tom Cruise’s new wife is, but did not know the title of the last ______________________ in which the actor played.

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IV. Circle the best alternative e.g. They danced / were dancing and sang / singing when the neighbours started / were starting to knock on the door. 1. He worked / was working in a factory for a year, and then he got / was getting a new job. 2. I slept / was sleeping when she came / was coming home so I didn’t hear / wasn’t hearing her come in. 3. We went / were going to Bucharest by train. We arrived / were arrived early in the morning. We took / were taking the bus to the hotel. 4. He bought / was buying her a beautiful bunch of flowers on her birthday. 5. Carmen came / was coming early to the party because she didn’t know / wasn’t knowing it was planned to start at eight. 6. I had / was having breakfast when the boss phoned / was phoning and told / was telling me to go to the office right away. 7. I’m happy we went / were going to the seaside together. We had / were having a lovely holiday. 8. I didn’t like / wasn’t liking the icecream they served / were serving for dessert. V. Use the past tense forms of the verbs in brackets to find out how a little boy who seemed to have no future became a great musician. Write the verbs in your notebook. He …(be) a disobedient child. His parents …(have) a hard time trying to make him go to school. He …(not like) it, so he …(not learn) anything. One day he …(find) his father’s old guitar in the attic. He …(ask) his father to teach him how to play the guitar. The parents …(discover) that the boy had a special talent for music, so they …(send) him to a music school. When he …(be) 12, he …(give) his first concert. Later he …(start) composing songs. That’s how he …(become) a successful musician. He will always remember the day when he …(go) up into the attic to hide from his parents who …(keep) telling him that he …(have) to go to school. VI. Write a story Think about your childhood. What is your earliest memory? • How old were you when it happened? Who else was there? Where did it happen? • What happened? Try to remember as many details as you can. • Why didn’t you forget the incident / event? What made it special? Answer all these questions in three short paragraphs. VII. Rate your progress Make a list of what you can now do and say how well you can do them. You might use the 1 – 3 scale (1 = can do better, 2 = good, 3 = excellent)


27

JOBS

Unit

III


…talk about various jobs and maybe find the job that suits you best …learn how to apply for a job …practise how to show your best at a job interview …give reasons, express opinions

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29

JOBS

The Right Person for the Job

1

Think about it! • Do you think some jobs are suitable for men, while others are for women? • What job would you like to have? Why? • What qualities are needed for the job that you chose?

Word bank guide = someone whose job is to take tourists to a place and show them around host = someone who

Catch on to it!

provides the place and

• Look at the following job advertisement and and decide with your deskmate what kind of person would be suitable for the job.

everything that is needed for an organised event retainer = an amount of money paid to someone so that they will continue to

Part-time hosts/guides L FUN HOLIDAYS INTERNATIONA small groups. for s tour d lise ona pers nise orga can act as local We are looking for persons who clients during our ny mpa acco to hosts and guides e hav vacancies for their stay in your city/village. We ds or evenings, as ken wee hosts who can only work s hourly rates, a erou gen r offe We well as weekdays. all expenses. Send monthly retainer and we cover w. belo ress your application to the add

work for you in the future hourly rate = the amount someone is paid per hour expenses = money that you spend on things such as travel and food while you are doing your job and which your employer then pays to you

• Look at the CV and application letter sent by Ionica Pop. (in Appendices A1 and A2) Do you think he qualifies for the job? Why? • Ionicã Pop was selected for a job interview. Listen to the interview to decide if you would give him the job or not. Employer: “Good morning, Mr. Pop, have a seat.” Candidate: “Good morning, Mr Evans. Thank you.” Employer: “Tell me, Mr. Pop, what made you apply for this position?” Candidate: “Well, I have lived in this village all my life, I know what a foreign tourist would like to see.” Employer: “I see. Imagine I’m the tourist. Where would you take me first?” Candidate: “First I would take you to my grandparents’ house to taste our “þuica”, some traditional food and some home-made wine from my grandpa’s vineyard.” Employer: “What’s þuica?”

30


Candidate: “It’s like whisky but it’s made from fruit. The best one’s made from plums.” Employer: “Do you make that too or do you buy it?” Candidate: “Everything is home-made. My grandmom even bakes bread. It’s the best I’ve ever tasted.” Employer: “Where would you take me next? That is, if we didn’t get drunk and spend the rest of the day drinking.” Candidate: “Don’t worry, the food is so delicious, you’d eat so much that you wouldn’t feel any effects from a small glass to start with and a glass of pure wine after the main course.

Over lunch I would ask you some questions to find out what you were most interested in.” Employer: “What sorts of things?” Candidate: “If you were a nature-lover, I would take you hiking in the mountains. If you liked fishing, I would take you to the river to fish for trout. If you liked horse-riding, I could talk to my father and we’d go for a horse-ride.” Employer: “I’m afraid I’m not that kind of tourist. I’ve spent my life reading books. I don’t really like nature and insects, and I wouldn’t kill an animal, not even if it was a fish.” Candidate: “No problem. There’s the old monastery, not far from the village. We could get there by car in twenty minutes.

And there’s a lot to see: old books, paintings and even an old loom that the nuns are still using. You can watch them weave beautiful linen and wool fabrics.” Employer: “Why are they doing that?” Candidate: “They sell them to give money to the poor.” Employer: “So, I would definitely not be bored then. One last question, Mr. Pop.” Candidate: “Yes, sir?” Employer: “Where did you learn English?” Candidate: “I went to Second Chance courses.” Employer: “I’m impressed. We’ll contact you.” Candidate: “Thank you. Good-bye, Mr. Evans.” Employer: “Good-bye, Mr. Pop”

• How long has Ionicã Pop lived in the village? • Where did he learn English?

Work on it! 1. Work in pairs. Read the following sentences and compare them: • a. Ionicã Pop has lived in this village all his life. b. His great grandfather lived in this village all his life. • a. Have you ever eaten watermelon icecream? b. Did you eat the watermelon icecream they served for dessert? • a. I’ve seen “Out of Africa”. b. I saw “Out of Africa” three years ago. • a. They’ve been married for three years. b. They were married for three years, and then they got divorced.

Add explanations from the table below to the sentences on the left and write the sentences under the right heading. PRESENT PERFECT – indefinite past (connected to the present)

PAST SIMPLE – definite past (not connected to the present)

_____ He is dead ______ He is alive. _____ I remember ______ I know what when I saw it. it’s about. _____ They are no ______ They are still longer married. married. ______ Do you know _____ Did you like what it tastes the taste of like? the icecream?

2. Study tables 2 and 3 in Appendix A3 and write true sentences about yourself.

Go for it! 1. Apply for the job advertised on the previous page or find a job in a newspaper / on the internet and apply for it. Write a CV and a letter of application. Keep them in your portfolio, maybe you’ll have to use them soon. 2. Make a list of ten questions that you might be asked if you get selected for an interview. Rehearse for the interview with a friend. Take turns in playing the interviewer and the interviewee.


31

JOBS

Working Mothers

2

Think about it! • What is more important for you: a job in which you can make a career or a family? • Do you think it’s a man’s obligation to work and a woman’s obligation to mind the house and the children?

Catch on to it! Angela, Daniel, Marc, Paul and Victor are sitting on a terrace with drinks in front of them, waiting for Monica, who is late. Try to predict why Monica is late. Marc: “Oh, let’s order something to eat. I’m hungry. I don’t think she’s coming. It’s half past.” Angela: “She’ll be here all right. I know her. She keeps her promises. Something must have come up.” Victor: “There she comes! Finally, we can eat!” Monica: “Hello!” Marc: “You’re late!” Monica: “I know.” Daniel: “Oh, let her be! Can’t you see she’s in a bad mood? What’s the matter, Monica? You look concerned.” Monica: “I am. My sister’s getting a divorce.” Angela: “Oh, no! They’ve been married at least ten years. And those nice children!” Paul: “If the parents don’t love each other any more, it’s better for the children not to see them hating each other.” Monica: “It’s not a question of love or hatred. They’ve been arguing ever since Daniela went back to work.” Victor: “Why did she do that? How much money does her husband make?”

Monica: “He earns enough money for the whole family.” Victor: “See? She doesn’t need to work. I can understand why he got angry. It’s the man’s job to make money and the woman’s job to mind the children and take care of the house.” Daniel: “If he can afford to keep her home, he can afford a housekeeper or a baby-sitter, or both.” Marc: “How many women does a man need in the house? Children need their mother at this age. I think men only need housekeepers if they are single. My mother wouldn’t have another woman mess around her house.”

Listen to the second part of the conversation, and then work in groups to decide who you think is right and who is wrong.

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Work on it! 1. Find the nouns in the dialogue above and group them according to the table on page …. Can you add three more examples of your own? 2. Which of the underlined nouns are countable and which are not? Write [C] or [U] next to them. a. He really likes his new job. b. Did you do your homework? c. I have a lot of work to do. d. Do you like beer? e. She didn’t have time to finish the test. f. There’s a policeman at the door. g. His new car is expensive. h. Who’s your favourite football player? i. Where’s my money? j. They had a happy life together.

Countable nouns – can be both singular and plural – when the noun is singular, the following verb is also singular, when the noun is plural, the verb is also plural

Uncountable nouns – have only one form – the verb that follows an uncountable noun is always singular

Some nouns can have both countable and uncountable meaning. They are usually names of animals, food, drink.

3. Practise asking and answering questions about ten nouns at your choice. Look at the table no 4 in Appendix A3 for guidance. Examples: Student A: “How many women does a man need…?” Student B: “I think a man needs one woman.” Student B: “How much money do you need for the trip?” Student A: “I don’t need too much money because I’m staying with some friends.” Student A: “How many players are there in a football team?” Student B: “…………………”

Go for it! Jane Barry, an American reporter, wants to find out what people in our country think about working mothers. She came to your school and asked you to help her because she’s got a lot of work to do in very little time. These are my questions: • Do you think children should stay with their mothers or go to nurseries? • When is the right time for a mother to go back to work? • Do you think it is good for a father to be on “paternity leave” if the wife has a well-paid job and she wants to go to work? Ask as many people as you can, then answer the questions yourself. Add some questions if you like! Thanks for your help, Jane Barry Interview some people in your class, take some notes, then try to summarise people’s opinions. Then, answer the questions yourself.


33

JOBS

Are They Underpaid? 3 Tune in!

Think about it!

How many different ways of

• Do you know many people who are paid less than they deserve? What are their jobs? • Do you know people who get more money than they deserve? What do they do?

making money can you name? Listen to ABBA’s song “Money, money, money”. What solution does she have for getting rich? Do you think it is a good idea? Why?/Why not?

Catch on to it! Listen to the conversation and discuss the questions that follow. Monica: “Have you read the article in the newspaper today?” Paul: “Which one?” Monica: “The one about the teachers threatening to go on strike.” Paul: “Yes, I have. I don’t understand. If they are not pleased with their salaries why don’t they give up teaching for better-paid jobs? If they go on strike, all the children will be in the streets.” Monica: “Has it occurred to you that they might like their jobs? Maybe they don’t want other jobs, they just want decent salaries.” Paul: “I would not go on strike if I were a teacher. I would either look for a new job or accept the fact that teachers are underpaid everywhere in the world.” Monica: “What job would you look for?” Paul: “A job in a big company. They make you work hard but they also pay you well. Wouldn’t you do the same?” Monica: “I’d rather work for myself.” Paul: “What do you mean?” Monica: “I mean I’d like to be selfemployed. Start a business. On my own! That’s what I’d do!” Paul: “I still think working for a large company, say a multinational one is

better. You learn many things working with experienced people.” Monica: “I think it’s better if you learn by yourself. You can gain experience and self-confidence if you have the courage to take the risk.” Paul: “Risk is the key-word here. You have to borrow money to start and then you risk losing everything because you’re inexperienced. And believe me: nobody will help you if you’re in trouble.” Monica: “What are friends for, then?” Paul: “Come on, honestly which one of your friends has that kind of money? It’s not about selfishness. Think! Who could pay out your debts?” Monica: “You’re too pessimistic. But here comes Victor! Let’s ask him!”

• Why do Monica and Paul disagree? • Who is right? • What would you choose? • What do you think Victor would choose? Listen to the second part of the conversation to find out.

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Work on it! • Study the table number 5 in Appendix A3, and then underline some examples of conditionals in the dialogue on the left. • Match the sentences to the illustrations (write the number of the sentence in the blank corner of the illustration), then group them under the right column: 1st Conditional or 2nd Conditional. 1. If I marry a rich man, I will not work. 2. I will tell you a secret if you promise not to tell anyone. 3. I will tell Dianne the news if I see her. 4. He would marry her today if she said “yes”. 5. If they had more money, they would move into a bigger house.

Remember The form of the 2nd Conditional is past but the meaning is not. Compare: They won the lottery and now they have a big house.

• In your notebook, write true sentences about yourself: If I learn to speak English well, …… If I have time today, …… If I had a lot of money, …… If I could change one thing about my life, …… I would be happier if …… I will help my friend if …… If I get a good job, ……

Go for it!

If they won the lottery, they would buy a big house.

Phrase bank

Discuss in groups: If you were to choose between a well-paid job that you do not like and an underpaid job that you like, which one would you choose? Ask your classmates questions starting like this: What will you do if……? What would you do if…?

to work for the money to inherit money to steal money to marry a rich person to gamble to win the lottery


35

JOBS

Check Your Progress III I. Match the words with the definitions e.g. 1 – e 1. application 2. CV (British English) / résumé (American English) 3. covering letter (British English) / cover letter (American English) 4. job description 5. reference

a. a list describing your education, previous jobs etc. b. a letter saying that someone is suitable for a job or the name of of someone who will write this letter c. an official list or the work and resonsibilities that you have in your job d. a letter that you send with a document, which gives more information about it e. a formal request, usually in writing, for something such as a job, a university place, or permission to do something

II. Fill the gaps in the following text about jobs Use one word in each gap. Write the words in your notebook. e. g. 0 – apply Jobs are advertised in newspapers, magazines etc in job ads. When you …0… for a job, you usually fill out an …1… form. You may have to send your …2…, with a covering …3… You will need to give a …4… If you are suitable, you are invited to an …5… If you are chosen, you will be offered the …6… III. What are their jobs? Fill the blanks with the missing letters. This person writes music for a living. S/he is a c__ __ __ __ __ __ __. This person serves food and drink in a restaurant. He is a w__ __ __ __ __. This person drives a car, truck, bus etc. S/he is a d__ __ __ __ __. This person serves customers in a shop. S/he is a s__ __ __ a__ __ __ __ __ __ __ __. This person performs in a play or film. She is an a__ __ __ __ __ __. He is an a__ __ __ __. IV. Use the present perfect form of the verbs in brackets. Write the sentences in your notebook. e.g. 1. I have never been to Italy. I hope to go there some day. 1. I _______________ never _______________ (be) to Italy. I hope to go there some day 2. There are so many exciting things that I _______________(not do) yet. I would like to try them all. 3. _______________ you ever _______________ (eat) avocado? 4. He _______________always _______________(be) my best friend. 5. She _______________ (lose) her keys. She can’t find them anywhere. 6. _______________ you _______________ (read) the article about unempoyment in the newspaper today? 7. We _______________ (not see) each other for five years.

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V. Circle the most suitable verb form. I’ve had / had this job for five years and I still like it. When I’ve got / got the job I didn’t think / haven’t thought I would like it so much. I didn’t want / haven’t wanted to apply at first, but my best friend said / has said that it was / has been the right job for me. So I decided / have decided to give it a try. It was / has been the right decision. I learned / have learned so many new things, I made / have made so many new friends, I was / have been so happy ever since I got / have got this job. VI. Choose the best option. Circle the letter of your choice. 1. I have a) a lot of b) few c) many work to do today. 2. She had a) many b) a little c) any jobs in the past but she didn’t like a. every b. any c. a little 3. Do you have a) many b) any c) few money? 4. He is a) an b) a c) – plumber. 5. a) Many b) Much c) Any workers went on strike. 6. We didn’t have a) much b) many c) a few time so we didn’t visit our friends. 7. There were a) a lot of b) much c) a little foreign tourists in the mountains. 8. How a) many b) much c) few people were there at the interview? VII. Translate the sentences into English. e.g. 1. If I have time today, I’ll clean the kitchen. 1. Dacã am timp azi, voi face curãþenie în bucãtãrie. 2. Ce vei face dacã plouã? 3. Dacã învãþ sã vorbesc engleza, voi gãsi o slujbã bunã. 4. Prietenul nostru va fi fericit dacã îl inviþi la petrecere. 5. Dacã o vãd pe Maria, îi voi da cartea. VIII. Apply for a job Read the two job advertisements and apply for one of them. Write a CV and a covering letter. Mention details that are relevant to the job that you are applying for. No Experience Needed! Professional training provided! Our gigantic commissions & unit bonuses give you LOTS of opportunities to make LOTS of MONEY! We are currently seeking applicants to fill immediate full time sales positions. Auto sales is one of the highest paid professions available without a formal education. Do you love pets? Like to be active and outdoors? Want a flexible work schedule? Pet Care is a pet care service seeking friendly, reliable and professional individuals to walk dogs, play and care for cats and other small pets in their homes during the day or overnight while their owners are away. We’re also looking for sitters to board pets or provide day care services in their own homes as well! Currently we have part-time positions available. We offer competitive pay, as well as exciting contests and promotions. [http://jobsearch.monster.com] IX. Rate your progress What is your score at the Progress Check? What are your strengths and weaknesses? Tick in the box below. I need more work

good

excellent

vocabulary grammar communication


37

CULTURE & TECHNOLOGY

Unit

IV


… express your opinions about what is beautiful and what is useful … watch a film and talk about it … listen to music, … again? … demonstrate your artistic skills!

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39

CULTURE AND TECHNOLOGY

What’s the Point?

1

Think about it! • Why do people watch movies, go to the theatre / opera, read books, listen to music? • Can you paint / sing / dance? Would you like to act in a film / play?

Catch on to it! Listen to the conversation, then discuss the questions below. Marc: “Why do people waste time painting? If they like the scenery why don’t they just take pictures?” Monica: “You don’t get it, Marc. Painting is art.” Marc: “So is photography.” Monica: “But painting is not about recording an image on paper. It creates a new world, because in the end you don’t see a “copy” of the place. It’s not what the place looks like that you see.” Marc: “Now I get it! In the end you see what the place doesn’t look like!” Monica: “Now you’re being stupid. You see the painter’s perception of the place, you see what it made him feel like.” Marc: “What if it made him feel like listening to some music? Will there be musical notes hanging from the trees?” Monica: “Why not?” Marc: “Because there’s no such thing as musical notes hanging from trees. That’s absurd!” Monica: “Art is never absurd. Although there is Theatre of the Absurd!” Marc: “Now you’re talking nonsense.”

Monica: “Look! I’ve got two theatre tickets for tomorrow evening. They’ve put on a play by Eugen Ionescu. Come with me to the theatre and see who’s talking nonsense.” Marc: “What’s the play called?” Monica: “The Bald Prima Donna.” Marc: “I’m afraid I don’t want to see “that”. It sounds boring.” Monica: “Suit yourself! Anyway, I’m sure Paul will be more than happy to join me.” Marc: “Yeah, the two of you will have a great time singing happily with the bald prima donna.” Monica: “It’s a play, not an opera. You don’t know anything!” Marc: “Maybe I don’t. But who needs to know all these things? What’s the point?”

• Can you find an example in the conversation above which proves that Marc is ironic? • Whose side are you on? Who is right: Monica or Marc? • Is there any point in art? Is art necessary?

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Word bank ironic = saying the opposite of what you mean, especially in order to be funny

Work on it! 1. Study the following examples:

He is a happy man. He is singing happily.

The play is boring. They are bored. • Which word tells us about the play? • Which word tells us about how they felt about the play? 2. Find examples in the table no. 6 in Appendix A3 that illustrate the following notes: • Adverbs are generally formed by adding –ly to the adjective • If the adjective ends in –y we replace the –y with –ily • If the adjective ends in –le we replace the –e with –y

Remember Not all words ending in – ly are adverbs. Some adjectives end in –ly too. friendly, lonely, lovely, silly Don’t be silly. He behaved in a silly way.

3. Write the following sentences in your notebooks and insert the right adverbs. • He is a careful driver. He drives …… • They are slow workers. They work …… • It was a good film. The actors played very …… • She’s a really bad singer. She sings …… 4. Make a table like the one below in your notebooks and fill it with examples that illustrate the following rules. Choose from: big nice modern funny expensive good. Add some of your own. Adjective cheap bad

Comparative cheaper worse

Superlative (the) cheapest (the) worst

Rule 1 4

1. The comparative and superlative of one-syllable adjectives are usually made by adding – er and (the)… – est. 2. When the adjective ends with a vowel plus a consonant, you double the consonant before adding – er and – est. 3. The comparative and superlative of two and three-syllable adjectives is usually made by putting more or (the) most before the adjective. 4. Some adjectives have irregular comparative and superlative forms. Can you make rule no. 5 for adjectives ending with –y? (e.g. funny – funnier – funniest)

Go for it! Bring out the artist in you! Do something creative. It’s up to you to write a simple poem or recite one, sing a song, make a drawing / painting / a sculpture. You can do anything that you find artistic. Your classmates will be “the critics” of your performance / work of art.


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Romeo and Juliet

2 Tune in!

Think about it!

• Listen to “Romeo and Juliet”

Do you know the story of Romeo and Juliet? Have you seen/read the play? Have you watched a film inspired by the famous story?

• Listen to the song with the

by Tchaikovsky. How does it make you feel? same title by Dire Straits. • What is different? What is similar?

are’s One of William Shakespe antic rom sad a ys, pla n best-know , ple story about two young peo love in l fal o wh Romeo and Juliet, at gre are s ilie fam ir although the retly, but sec rry ma ey Th es. mi ene together, are prevented from being l kil h bot y the and finally themselves. ed version You can read the abridg ders, Rea n gui Pen of the play in level 3.

Phrase bank Expressing (dis)agreement I (dis)agree with… I(strongly) think / believe that… … should (not) be allowed / permitted… because… You are right / wrong when you say that…

Catch on to it! 1. Listen to the dialogue and answer the questions. • Are these statements true (T) or false (F)? Circle the right answer. 1. Shakespeare is a contemporary writer. 2. Monica disliked the modern version of Romeo and Juliet. 3. Angela thinks men are romantic nowadays. 4. Monica cried when she read the play. 5. Victor thinks women always know everything. • Do you think classic works of art should not be adapted / changed / modernised? Why? 2. Read these lines from “Romeo and Juliet”. Even if you don’t understand some words, don’t worry. Shakespeare’s language is not easy to understand. A dictionary / your teacher can be of help. You could … try to recite the lines / learn them by heart. … try to translate them into your language.

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T T T T T

F F F F F

Work on it! 1. Find the right captions for the cartoons. Put the correct letters in the blank corner. a. They should read the play. b. I must finish the work tonight. c. You don’t have to cook if you are tired, dear. We can order a pizza. d. You mustn’t smoke in here. Look at that sign! e. May I borrow your pocket calculator? f. “It must be a giraffe.” “It can’t be. It’s got wings!” g. It might rain.

2. Should and ought to are used to give advice. What verbs do you use… • to express obligation? • to say that it’s not necessary to do something? • to say that you are very sure? • to say you are sure that something is not possible? • to say that something is possible, but you are not sure? • when you are not allowed to do something? • to ask permission? 3. Make eight sentences of your own using may, might, must, mustn’t can’t, should, have to, ought to.

Go for it! Have you ever expressed your feelings in words? Would you like to give it a try? Write about how you feel about someone you love. You could write a love letter, a poem or a simple description of what s/he looks like and how you feel about her/him.


43


The World’s Going Crazy

3

Think about it! • Do you often hear people say that “life is no longer like it used to be”? What examples do they give? • Do you think we have a better/worse life than people in the past? • Do you agree with those people who think that technology destroys nature? • Can you name three positive aspects and three negative effects of technology?

Catch on to it! Look at the book cover and try to predict what “On the Beach” is about. Have you read the novel / watched the film? Listen to the conversation between the six students about the film inspired from the book and then state your own opinion about the topic.

You can read the abridged version of Nevil Shute’s novel in Penguin Readers, level 4.

Work on it! 1. The following text is a fragment from the novel. Can you insert the prepositions that have been omitted? Use: about, to, from, on, of (3 times) e.g. 1 – of Soon after the middle…1… winter things felt better. At the beginning…2… July few people were doing any work. Broken Hill and Perth were dead. The electricity was still on. As the weeks passed, people drank less and less. Then motor-cars began to appear…3… the roads. Nobody cared…4… money any more. If you wanted food, you took it …5… the shops. If you couldn’t find any, you went…6… another place. There was plenty…7… time because there was no work to do. [from Penguin Readers, level 4: On the Beach by Nevil Shute] 2. Word building • Add prefixes to the following words to make new words. anti- co- dis- im- in- mis- non- over- pro- re- un- underappear build certain cooked dependent democracy developed nuclear operate possible understand violent e.g. antinuclear • What similarity is there between the underlined prefixes? a. They mean “not” and form opposites? b. They mean too little. • Find the prefixes and the examples that complet the table on the right.

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Prefix anti-

Meaning against

Example antinuclear

with, together

Remember A prefix is a group of letters added to the beginning of a

wrongly

word to change its meaning and make a new word.

too much

A suffix is a group of letters added to the end of a word

for, in favour of

to form a new word. It often tells us if the word is a

again, back

noun, verb, adjective or adverb.

too little

• Group the following words under the right heading. Write the words in your notebook. improvement information identify financial careful careless carefully accurate active capable communicate production expression happiness teacher widen practise Noun Suffix -ment -ation -tion -ion -er -ness

Example Words … … … … … …

Verb Suffix -ify -ate -ise -en

Example Words identify … … …

Adjective Suffix -ial -ful -less -ate -able -ive

Example Adverb Words Suffix … -ly … … … … …

Example Words …

• Find some more examples and write them in your notebook or in your learning diary

Go for it! Did you get it? Can you predict what the future will bring us? Are you optimistic or pessimistic about the future? What are your plans for the future? How can you fulfill them?

• Discuss: Why do you think so many computer games are war games? Do you agree with those people who say that cartoons for children are not suitable for children, because they are too aggressive, too violent? Do you think people should do something to make things better? • Work in groups. Write down some of your ideas about “making things better” and present them to the class. • Write an email to ecological / anti-war organisations to take effective measures to improve life on earth.


45


Check Your Progress

IV

I. Match the words with the explanations. artist artistic creative critic museum work of art e.g. something that an artist has produced = work of art 1. something that an artist has produced 2. relating to art 3. someone who produces art 4. good at producing art 5. a place where art is shown 6. someone whose job is to make judgements about art II. Circle the right word. 1. I liked the film. It was interested / interesting. 2. He is such a bad / badly driver. He drives bad / badly. 3. I was a bit nervous / nervously at first, but in the end everything went good / well at the exam. 4. She didn’t buy the dress because it was too expensive / expensively. 5. It was a really nice / nicely present. I was so pleased / pleasing with it. 6. She’s such a wonderful / wonderfully person. I’m so happy / happily to be her friend. 7. He behaved friendly / in a friendly way. He’s not so badly / bad after all. III. Make new words from the words below to complete the gaps in the sentences. obey, smoking, care, inform, build, use, estimate, possible, make, understanding e.g. 1 – disobedient 1. He was a very __________________ child. His parents complained all the time. 2. You are not allowed to smoke in here. Can’t you see the __________________ sign? 3. I’m not worried to let my son go to school in her car. She’s a very _________________ driver. 4. I need some __________________ to fill out this form. 5. The president lives in a large __________________ in the centre of the town. 6. A dictionary will be __________________if you want to translate that text. 7. In a game, you should never __________________ the adversary. 8. The maths problems we had for today were almost __________________ to solve. They were too difficult. 9. That’s not the original song. It’s a __________________, and I don’t like it. 10. It wasn’t a fight. It was just a __________________ and everything is settled now.

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IV. Circle the correct preposition in Monica’s email to Lisa. http://www.gmail.com

Hi Lisa, We are in / at some trouble with / against a project for English. We have to work on / in groups and send an email to / at ecological or anti-war organisations to take measures to defend the planet. We have never heard of / over such organisations, so we thought you might help us if you know on / of such groups or organisations. We need the information very quickly because we have to write the email about / for next week. To make things more difficult, our computer is giving us some trouble. It got a virus last week, and now we have to wait about / for the systems engineer to fix it. I hope we haven’t lost all our work. We had so many files and folders saved at / on that computer. I am writing about / to you from / over an Internet Café. Keep your fingers crossed for us. We all miss you, and we are looking forward to / at having you back in / to Romania. Love, Monica & friends

V. What would you say in the following situations? Circle the letter of your choice. 1. Your friend looks tired. a. “You should go to bed.” b. ” You can go to bed.” 2. Your friend tells you a story that you don’t believe. a. “You must be joking. It can’t be true!” b. “You can be joking. It mustn’t be true!” 3. Your friend is worried about getting to the cinema on time. a. “Don’t worry. We shouldn’t be there until 8.45’.” b. “Don’t worry. We don’t have to be there until 8.45’.” 4. It’s hot and your friends are still playing football. They started two hours ago. a. “They can’t be tired and thirsty.” b. “They must be tired and thirsty.” 5. A student is giving a presentation. Your friend wants to ask some questions. a. “Let her finish the presentation. You mustn’t interrupt her when she’s speaking.” b. “Let her finish the presentation. You don’t have to interrupt her when she’s speaking.” 6. Your friend thinks you need umbrellas at the football match. a. “You might be right. There are some big clouds in the sky.” b. “You have to be right. There are some big clouds in the sky.” 7. The teacher has opened the window but you are very cold. a. “Teacher, must I close the window? I’m very cold.” b. “Teacher, may I close the window? I’m very cold.” VI. Answer these questions about Unit 4. 1. Which lesson from this unit did you (not) like? Why? 2. Write three “I can” statements to say what you have learned to do. 3. Write one idea that you discussed in this unit and explain why you have remembered it.


47

APPENDIX

Sample Curriculum Vitae

A1

Personal information Surname / First name Pop Ionicã 25, Strada Principalã, sat Chiuieni, comuna Lataretu, Address judeþ Alva, Romania Telephone(s) 0273 – 524768 Mobile 0776 – 542631 E-mail [email protected] Nationality Romanian Date of birth 12 August 1979 Desired employment Local guide for foreign tourists Work experience Dates 1990 – 2005 Occupation farmer Main activities Farming activities: working the land, breeding animals Type of business Family business Education and training 2004 – 2006 Second Chance Secondary Courses Dates 1985 – 1989 Primary School – sat Chiuieni Personal skills and competences Mother tongue Romanian Other language English Understanding Speaking Writing Self-assessment Spoken Spoken Listening Reading European level (*) interaction production A A A A A English 2 2 2 2 1 (*) Common European Framework of Reference for Languages Social skills and I communicate well with people. competences Organisational skills I can organize a group of people. I am a good time manager. and competences I have acquired computer skills at the Second Chance courses Computer skills and that I am presently attending. competences I can use a computer to write text and to find information on the Internet. I can communicate by email. I can play the fiddle. I have been a dancer in „Ceteraºul” folk Artistic skills and group since 1995. We have participated in several folk dance competences competitions and we won 1st prize in the Regional Folk Dance Festival in 2000. I am skilled at woodwork. I make wooden objects such as Other skills and chessboards and chess-pieces, wooden spoons, etc. I have competences acquired this skill in my family. Additional information References available on request.

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APPENDIX

Sample Application Letter

A2

Dear Mr. Evans, I am writing to apply for the position of Local Host and Guide with your company. I read your advertisement in the Ziarul Tãu and I would like to be considered for the job. I believe I am suitable for this post as I already have experience in hosting people. I have hosted several families from countries such as Germany, Austria and Italy for up to twelve days. I arranged sightseeing tours, watching and trying traditional activities such as pottery, weaving and carving. They were all highly appreciated by the foreign visitors. In addition, I am hard-working and responsible. I have recently completed my education by attending Second Chance Courses that I graduated successfully. I have a good knowledge of English and I am considering taking the Cambridge First Certificate. I also understand and speak Italian. I have a clean driving licence and I know many interesting facts about the history of the region where I live, I can give detailed presentations of our customs and traditions. I would like to work for your company as it would give me an opportunity to develop my English skills further, and I am sure that it will be very enjoyable guiding tourists in the region. I am enclosing a copy of my CV with this letter. I would be available for an interview here in Romania at any time convenient to you. Please do not hesitate to contact me if you have any further questions. I look forward to hearing from you. Yours sincerely, Ionicã Pop


49

APPENDIX

Grammar Reference A3 1.

GOING TO Subject + am/is/are + going to + verb + I am going to give a party tomorrow. You/we/they are going to buy her some presents He/she/it is going to work.

– I am not going to stay at home. + You/we/they are not I/you/he/she/it/we/t (aren’t) going to do hey will (‘ll) come that. tomorrow. He/she/it is not (isn’t) going to work.

? Am I } going to visit her tonight? Are we/you/they Is she/he

2.

PAST SIMPLE Subject + verb-ed (regular verbs) / 2nd form of irregular verbs + I/you/he/she/it/ we/they worked.

PAST CONTINUOUS Subject + was / were + verb+ing – I/he/she/it was not /wasn’t working. You/we/they were not/ weren’t working.

? Was I / he/she/it working? Were you/we/they working?

PRESENT PERFECT Subject + have/has + past participle [verb-ed (regular verbs) / 3rd form of irregular verbs] + I /you/we/they have worked. He/she/it has worked.

– I /you/we/they have not / haven’t worked. He/she/it has not / hasn’t worked. ? Have I /you/we/they worked? Has he/she/it worked?

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– I/you/he/she/it/we/t hey will not (won’t) be late

? Shall I/we phone him? Will you/she/he/they come to the party?

+ – I/he/she/it was I/you/he/she/it/ working. we/they didn’t work. You/we/they were working.

? Did I /you/he/she/it/we/they work?

3.

WILL Subject + will + verb


4.

Regular plurals Irregular plurals

Countable nouns singular a chair an apple a child a man

plural six chairs ten apples two children three men

Uncountable nouns money news water happiness electricity

Hint! Use dictionaries if you are not sure about how to use nouns. The label [C], [U] or [C/U] next to the noun will help you use the noun correctly.

5.

COUNTABLE NOUNS

UNCOUNTABLE NOUNS

How many managers?

How much information?

a manager, one manager, (an accountant), three managers some / several / (a) few / not many / a lot of managers

a piece of information / three pieces of information some / (a) little / not much / a lot of information

fewer / more managers

less / more information

not …any / no managers

not …any / no information

all / none

all / none

1ST CONDITIONAL IF + Present simple, will + verb If I/you/we/they have time, I/you/we/they’ll go there. If he/she has time, he/she’ll go there. We use the 1st Conditional to say that something is possible but not certain.

6.

ADJECTIVE happy slow beautiful fast good bad simple Adjectives tell us about the noun

2ND CONDITIONAL IF + Past simple, would + verb If I/you/we/they had time, I/you/we/they’d go there. If he/she had time, he/she’d go there. We use the 2nd Conditional to show that something is just imagination or probably will not happen ADVERB happily slowly beautifully fast well badly simply Adverbs tell us about the verb


51

APPENDIX

Irregular Verbs

become begin bite break bring build buy catch choose come cost cut do drink drive eat fall feel find fly forget

Past Simple was/ were became began bit broke brought built bought caught chose came cost cut did drank drove ate fell felt found flew forgot

get

got

got

give go grow have hear hit hold hurt keep know

leave

gave went grew had heard hit held hurt kept knew learnt/ learned left

given gone grown had heard hit held hurt kept known learnt/ learned left

lend

lent

lent

let lose make

let lost made

let lost made

Infinitive be

learn

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Past Participle

Translation

been

a fi

become begun bitten broken brought built bought caught chosen come cost cut done drunk driven eaten fallen felt found flown forgotten

a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a

deveni începe muºca sparge aduce construi cumpãra prinde alege veni costa tãia face bea conduce mânca cãdea simþi gãsi zbura uita primi; ajunge; deveni da merge creºte avea auzi lovi þine rãni; a durea þine; a pãstra ºti

a învãþa a lãsa; a pleca a da cu împrumut a lãsa a pierde a face


A4 mean meet pay put read ride ring run say see sell send show shut sing sit sleep speak

Past Simple meant met paid put read rode rang ran said saw sold sent showed shut sang sat slept spoke

Past Participle meant met paid put read ridden rung run said seen sold sent shown shut sung sat slept spoken

spell

spelt

spelt

spend

spent

spent

stand

stood

stood

steal swim take

stole swam took

stolen swum taken

teach

taught

taught

tear tell

tore told

torn told

think

thought thought

throw understand

threw understood woke up wore won wrote

Infinitive

wake up wear win write

thrown understood

Translation a însemna a întâlni a plãti a pune a citi a cãlãri a suna a fugi a spune a vedea a vinde a trimite a arãta a închide a cânta a ºedea a dormi a vorbi a spune pe litere a petrece (timpul); a cheltui a sta în picioare a fura a înota a lua a preda; a învãþa (pe cineva) a rupe a spune a se gândi; a crede a arunca a înþelege

woken up a (se) trezi worn won written

a purta (haine) a câºtiga a scrie

APPENDIX

Scripts

A5

Introduction What Type Of Learner Are You? Daniel is a very quiet student who can’t take his eyes off their young and beautiful teacher. If she asked them to write the word conspicuous a million times he would do it without asking why and without daring to ask her what that word means. He secretly listens to an old song, trying to remember the lyrics.

Paul is a hard-working student. He is very ambitious and he wants his English to be perfect. The problem is that he never dares to say or write a word that he hasn’t checked in his dictionary. His friends make fun of him and call him a bookworm. He is secretly in love with Monica. She has a natural gift for languages so she is almost fluent in English.

Big mouth Victor is the star of the group. He’s funny, witty, he has answers to all the questions in the world. Nobody knows better than he does, not even the teachers. He makes loads of mistakes, but who cares? It’s what he wants to say, not how he says it that really matters.

Marc just doesn’t care. He seems indifferent to everything. Victor’s jokes are boring, school’s boring, the teachers are boring. Nobody understands how he manages to do so well in the tests. He likes Angela but he’s too proud to tell her. When she looks at him, he looks away.

Unit II Society, Lesson 2 What’s On The News? Angela: “Can we now switch on to my favourite soap?” Paul: “We’re watching the news. Don’t you want to know what’s going on in the world?” Angela: “I know what I need to know. Anyway there are two kinds of news: the ones about crimes, murders, thefts and all kinds of psychopats that scare me, and the ones about politics, which I don’t understand.” Paul: “What do you mean by “I don’t understand”?” Angela: “It’s all those words that don’t make sense, like regime and totolatirian and ….” Paul: “Ha, ha… that’s totalitarian.” Angela: “What’s that?” Paul: “A totalitarian country or state is a country in which the government….”

Angela: “You know something? I can find it in the dictionary if I want to know what totalitarian means. But right now I want to watch “Broken Hearts”. It lasts only 45 minutes. You can watch the 8 o’clock news, or listen to the news on the radio, or read the newspaper.” Paul: “OK, whatever. I’ll go and read something. Let me know when they’ve put back the pieces.” Angela: “What pieces?” Paul: “The broken ones, sweetheart!” Angela: “Take off the mask, Paul dear, I know your secret!” Paul: “What mask? What secret?” Angela: “The mask of indifference. I know your heart’s aching for Monica.” Paul: “No, it’s not.” Angela: “Yes, it is. But you’re too shy to tell her.”

Unit III Jobs, Lesson 2 Working Mothers Monica: “I can’t believe how narrow-minded, prejudiced males you two can be!”

Victor: “It’s not true! I love women. I want to protect and take care of them, that’s why I think they shouldn’t work.”


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Angela: “That’s nice.” Monica: “That’s not what I meant. I know you love women, you womaniser! I mean, if a woman like my sister, who likes her job, wants to work, her husband should accept that. And if she’s ambitious enough to take up an accountancy course, like she did, he should admire her and encourage her, not criticise her.” Paul: “Why is she studying accountancy if she’s happy with her job?” Monica: “She likes it, but she says it’s time to move on. First she wants to work as an accountant, and later maybe she’ll go into business.”

Angela: “Why start a new business? Her husband’s already got one. She could keep the books for him or even run his business if she’s good at it.” Paul: “In your soap-operas!” Monica: “Wait a minute, Paul. Angela might be right! If she convinces him that she’s doing it so she can help him, maybe their arguments will finally end.” Marc: “That would be a lie, wouldn’t it?” Monica: “So, what? Women have to survive in this “man’s world” after all.” Victor: “But it would be nothing, nothing without a woman … or a girl.” Angela: “Oh, I like this song!”

Unit III Jobs, Lesson 3 Are They Underpaid? Victor: “Ask me what? The answer’s yes!” Paul: “It’s not a ” yes or no” question. If you were to choose between working for a large company or having a small business of your own, which one would you choose?” Victor: “Neither. My plan is to go abroad.” Paul: “To do what?” Victor: “Anything!” Monica: “So it’s either, not neither! Since you said you’d do anything.” Victor: “In fact, I’d work there for a few years, for a big or a small firm, it doesn’t matter. And then I’d come back with enough money to do what I like. Maybe open a restaurant or a club.”

Monica: “See, Paul? I win! Finally he chose the business.” Paul: “In fact he chose them both. One after the other.” Monica: “Anyway, the good news is that even if he went to work abroad he’d still come back to us.” Paul: “He knows we’d miss his big mouth.” Monica: “And his jokes!” Victor: “By the way, I know a new one; “There’s this blonde chick driving on the highway, and…” Monica: “Victor… we know this joke!”

Unit IV Culture and Technology, Lesson 2 Romeo and Juliet Angela and Monica are talking in front of the cinema, waiting for the others to come out. Angela: “It was horrible. That classic love story turned into a movie with gangsters, guns and leather jackets. I read the play and I cried. It’s for the theatre, not for the cinema. And even if they make an adaptation by no means should they make changes to such a masterpiece.” Monica: “I think it was great. Even though it was set in our days, they still kept Shakespeare’s lines. I think it was a fantastic combination of characters from our days and Shakespeare’s poetic language.” Angela: “The two just don’t go together. They should have placed it all in those

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days with period costumes. Shakespeare wrote in the 16th century, not nowadays.” Monica: “The story is as beautiful today as it was centuries ago. Why not move it into our society?” Angela: “Because there’s no romance in our lives. Men just want sex, they don’t care about our feelings, they don’t write poems to us. I’ve never received a love letter in my life! All I get is invitations to go out to have some fun together. They don’t like beautiful women, they like sexy women.” Monica: “What’s wrong in that? I don’t mind being sexy and I don’t mind going out to have fun. And I don’t think there’s no romance in our lives, I just think we don’t use the same words to

express our feelings. If men don’t write love letters and poems it doesn’t mean that they don’t have feelings. They just put them into different words.” Angela: “Anyway, I wish I had lived in those days and I wish there was a Romeo for me.” Monica: “Don’t worry. There must be one for you! He might be just round the corner. So you don’t have to go five centuries back in time to find him.” Victor and Marc are approaching the girls from round the corner. Angela: “Very funny! Can it be one of them,… I wonder…?”

Victor: “Hi girls! Did you enjoy the movie? I liked their cars and bikes, but Juliet wasn’t very sexy, was she?” Angela: “See what I mean?” Monica, smiling: “Hm… Yes!” Victor: “No!... What do you mean?!” Marc: “She means there’s nothing in your head but cars and sex, that’s what she means!” Victor: “It’s not true. There’s more.” Monica: “Obviously, there’s football.” Victor: “These women! Why must they always know everything?”

Unit IV Culture and Technology, Lesson 3 The World’s Going Crazy Marc: “Did you watch “On the Beach” last night? How can they make such films? How can they write such books? How can anyone imagine that the whole population on this planet can disappear?” Daniel: “I think it’s good that they make films like this one. It makes people think of the possible consequences of irresponsible acts.” Marc: “What acts? People didn’t do anything to make those bad things happen. It was the leaders’ decision to use nuclear bombs in their desire to gain more power.” Daniel: “Exactly. But politicians and generals are people like us. Films like this one might make them consider the danger in their reckless decisions.” Angela: “I don’t understand. They destroyed the enemy but at the same time they destroyed themselves. Nobody survived. What’s the point in killing your enemy if you die as well? Or did they think they were immortal?” Paul: “They say power makes people blind. Once in power, people get the virus that makes them want more and more power, so they forget they are human beings. They have no feelings, no pity. Nothing can stand in their way to achieve what they want.” Victor: “I see. It’s something like: “If I can’t get it nobody will.”

Monica: “Come to think of it, most of us are irresponsible to some extent.” Daniel: “What do you mean? Ordinary people like us would not decide that nuclear bombs are the solution to put an end to conflicts.” Monica: “No, but think how many people smoke knowing that it ruins their health, they get mobile phones whether they need them or not, they spend hours in front of their computers eating junk food and expecting doctors to perform miracles.” Paul: “I don’t smoke and I don’t eat junk food. But what’s wrong with mobile phones and computers? I think they are useful. We live in the age of technology after all. Are you suggesting that we should give up on the benefits we get from these machines and go back to living in nature like our ancestors?” Monica: “No, that’s not what I wanted to say. What I’m saying is that our lives are stressful and we sometimes don’t care about our health.” Victor: “When you’re done with your health education lesson, will you come outside and watch our football game?” Monica: “Maybe next time. I haven’t checked my emails for three days. I’m afraid it will take some time to reply to all of them.”


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APPENDIX

Lyrics

A6

I.1 “Englishman In New York” I don’t drink coffee I take tea my dear I like my toast done on one side And you can hear it in my accent when I talk I’m an Englishman in New York See me walking down Fifth Avenue A walking cane here at my side I take it everywhere I walk I’m an Englishman in New York I’m I’m I’m I’m

an an an an

alien I’m a legal alien Englishman in New York alien I’m a legal alien Englishman in New York

If, “Manners maketh man” as someone said Then he’s the hero of the day It takes a man to suffer ignorance and smile Be yourself no matter what they say I’m an alien […] Modesty, propriety can lead to notoriety You could end up as the only one Gentleness, sobriety are rare in this society At night a candle’s brighter than the sun Takes more than combat gear to make a man Takes more than a license for a gun Confront your enemies, avoid them when you can A gentleman will walk but never run I.2 Gone Fishing (Chris Rea) I’m going fishing I got me a line Nothin’ I do’s gonna’ make the difference So I’m taking the time And you ain’t never gonna’ be happy Anyhow, anyway So I’m going fishing And I’m going today I’m going fishing Sounds crazy I know I know nothing about fishing But just watch me go And when my time has come I will look back and see Peace on the shoreline That could have been me You can waste whole lifetime Trying to be What you think is expected of you But you’ll never be free May as well go fishing

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II.1 “Candle In The Wind” (Elton John) Goodbye Norma Jean Though I never knew you at all You had the grace to hold yourself While those around you crawled They crawled out of the woodwork And they whispered into your brain They set you on the treadmill And they made you change your name And it seems to me you lived your life Like a candle in the wind Never knowing who to cling to When the rain set in And I would have liked to have known you But I was just a kid Your candle burned out long before Your legend ever did Loneliness was tough The toughest role you ever played Hollywood created a superstar And pain was the price you paid Even when you died Oh the press still hounded you All the papers had to say Was that Marilyn was found in the nude Goodbye Norma Jean From the young man in the 22nd row Who sees you as something as more than sexual More than just our Marilyn Monroe II.2 “Democracy” (Leonard Cohen) It’s coming through a hole in the air, from those nights in Tiananmen Square. It’s coming from the feel that this ain’t exactly real, or it’s real, but it ain’t exactly there. From the wars against disorder, from the sirens night and day, from the fires of the homeless, from the ashes of the gay: Democracy is coming to the U.S.A. It’s coming through a crack in the wall; on a visionary flood of alcohol; from the staggering account of the Sermon on the Mount which I don’t pretend to understand at all. It’s coming from the silence on the dock of the bay, from the brave, the bold, the battered heart of Chevrolet: Democracy is coming to the U.S.A. It’s coming from the sorrow in the street, the holy places where the races meet; from the homicidal bitchin’ that goes down in every kitchen to determine who will serve and who will eat.

From the wells of disappointment where the women kneel to pray for the grace of God in the desert here and the desert far away: Democracy is coming to the U.S.A. Sail on, sail on O mighty Ship of State! To the Shores of Need Past the Reefs of Greed Through the Squalls of Hate Sail on, sail on, sail on, sail on. It’s coming to America first, the cradle of the best and of the worst. It’s here they got the range and the machinery for change and it’s here they got the spiritual thirst. It’s here the family’s broken and it’s here the lonely say that the heart has got to open in a fundamental way: Democracy is coming to the U.S.A. It’s coming from the women and the men. O baby, we’ll be making love again. We’ll be going down so deep the river’s going to weep, and the mountain’s going to shout Amen! It’s coming like the tidal flood beneath the lunar sway, imperial, mysterious, in amorous array: Democracy is coming to the U.S.A. Sail on, sail on… I’m sentimental, if you know what I mean I love the country but I can’t stand the scene. And I’m neither left or right I’m just staying home tonight, getting lost in that hopeless little screen. But I’m stubborn as those garbage bags that Time cannot decay, I’m junk but I’m still holding up this little wild bouquet: Democracy is coming to the U.S.A. II.3 “The Queen & The Soldier” (Suzanne Vega) The soldier came knocking upon the queen’s door / He said, “I am not fighting for you any more” / The queen knew she’d seen his face someplace before / And slowly she let him inside. He said, “I’ve watched your palace up here on the hill / And I’ve wondered who’s the woman for whom we all kill / But I am leaving tomorrow and you can do what you will / Only first I am asking you why.” Down in the long narrow hall he was led / Into her rooms with her tapestries red / And she never once took the crown from her head / She asked him there to sit down. He said, “I see you now, and you are so very young / But I’ve seen more battles lost than I have battles

won / And I’ve got this intuition, says it’s all for your fun / And now will you tell me why?“ The young queen, she fixed him with an arrogant eye / She said, “You won’t understand, and you may as well not try” / But her face was a child’s, and he thought she would cry / But she closed herself up like a fan. And she said, “I’ve swallowed a secret burning thread / It cuts me inside, and often I’ve bled” / He laid his hand then on top of her head / And he bowed her down to the ground. “Tell me how hungry are you? How weak you must feel / As you are living here alone, and you are never revealed / But I won’t march again on your battlefield” / And he took her to the window to see. And the sun, it was gold, though the sky, it was gray / And she wanted more than she ever could say / But she knew how it frightened her, and she turned away / And would not look at his face again. And he said, “I want to live as an honest man / To get all I deserve and to give all I can / And to love a young woman who I don’t understand / Your highness, your ways are very strange.” But the crown, it had fallen, and she thought she would break / And she stood there, ashamed of the way her heart ached / She took him to the doorstep and she asked him to wait / She would only be a moment inside. Out in the distance her order was heard / And the soldier was killed, still waiting for her word / And while the queen went on strangeling in the solitude she preferred / The battle continued on III.2 This Is a Man’s World (James Brown) This is a man’s world, this is a man’s world / But it wouldn’t be nothing, nothing without a woman or a girl You see, man made the cars to take us over the road / Man made the trains to carry heavy loads / Man made electric light to take us out of the dark / Man made the boat for the water, like Noah made the ark This is a man’s, a man’s, a man’s world / But it wouldn’t be nothing, nothing without a woman or a girl Man thinks about a little baby girls and a baby boys / Man makes them happy ‘cause man makes them toys / And after man has made everything, everything he can / You know that man makes money to buy from other man This is a man’s world / But it wouldn’t be nothing, nothing without a woman or a girl He’s lost in the world of man / He’s lost in bitterness source: www.azlyrics.com


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Vocabulary Introduction (to) believe = a crede topic = temã / subiect (de discuþie) (to) express yourself freely = sã te exprimi liber (to) agree = a fi de accord forever = pentru totdeauna (to) be afraid = a-i fi teamã that suits you best = care þi se potriveºte cel mai bine proudly = cu mândrie (to) be able to = a putea, a fi în stare sã weak points = puncte slabe self-assessment = autoevaluare fellow students = colegi

how do you rate your… = cum îþi apreciezi / evaluezi… (to) find out = a afla mistake = greºealã rule = regulã (to) hate = a detesta upset = supãrat I can’t be bothered to… = nu-mi pasã, nu mã intereseazã (to) match = a potrivi, a se potrivi improvement = îmbunãtãþire advice = sfat, sfaturi survey = sondaj de opinie

Unit I – People overhear = a auzi (farã voie) conversaþia altor personae without fuss = fãrã zarvã (to) hold a referendum = a organiza un referendum long-haired = cu pãrul lung wavy hair = pãr ondulat tanned complexion = pielea (feþei) creolã / bronzatã classy guy = tip ºic, elegant label = etichetã (to) apply labels = a eticheta deskmate = coleg de bancã missing words = cuvintele care lipsesc food = mâncare, aliment unhealthy = nesãnãtos (to) lose weight = a slãbi she’s not pleased = nu e mulþumitã in great shape = în formã (fizicã) excelentã (to) manage = a reuºi lifestyle = stil de viaþã (to) starve = a înfometa ugly = urât(ã) it matters = conteazã soon = (în) curând

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(to) share = a împãrþi, a împãrtãºi quietly = încet, în liniºte instead of = în loc de sweetener = îndulcitor for a while = o vreme, pentru un timp wholemeal bread = pâine integralã heavy smoker = fumãtor înrãit wrinkles = riduri lungs = plãmâni even if = chiar dacã in the dark = în întuneric (to) book = a face o rezervare present = cadou on your own = de capul tãu, singur (to) argue = a se certa (to) waste = a risipi, a irosi (to) wrap = a împacheta, a ambala that’s settled = este stabilit, aranjat you bet! = cred ºi eu! guidance = dirijare, ghidare tired = obosit the sky is overcast = cerul e plin de nori guest = invitat, musafir (to) remind = a aminti

Unit II – Society candle = lumâmare (to) grow = a creºte (to) whisper = a ºopti footsteps = urme de paºi torch = torþã, lanternã wing = aripã sunset = apus tears = lacrimi wealthy = înstãrit, bogat valuable = de valoare useless = fãrã rost (to) stick = a lipi (to) score a point = a marca un punct (to deserve = a merita (to) switch = a comuta, a face schimb (to) hire = a angaja

(to) rule = a conduce, a guverna (to) dismiss = a concedia, a destitui a war broke out = a izbucnit un rãzboi (to) chat = a sta de vorbã vivid memories = amintiri vii he proved to be = s-a dovedit a fi twice = de douã ori wedding = cãsãtorie youth = tinereþe stranger = strãin, necunoscut while = în timp ce expensive = scump shore = mal (to) sleep like a log = a dormi buºtean coronation = încoronare unusual = neobiºnuit

Unit III – Jobs suitable = potrivit vacancy = loc / post liber, vacant home-made = artizanal vineyard = vie plums = prune (to) bake = a coace the main course = felul principal (la masã) (to) hike = a face drumeþii trout = pãstrãv loom = rãzboi de þesut (to)weave = a þese linen = pânzã de in wool = lânã watermelon = lebeniþã (to) predict = a prezice, a prevedea in a bad mood = prost dispus(ã) concerned = îngrijorat (to) earn (money) = a câºtiga (bani)

hatred = urã he can afford = îºi poate permite (to) mess around = a se amesteca nursery = creºã (to) summarize = a rezuma (to) deserve = a merita (to) threaten = a ameninþa has it occurred to you…? = te-ai gândit vreodatã…? I’d rather = aº prefera sã self-confidence = încredere în sine (to) borrow = a lua cu împrumut (to) lend = a da cu împrumut selfishness = egoism debts = datorii (to) inherit = a moºteni (to) gamble = a juca la jocuri de noroc, a risca

Unit IV – Culture and Technology recording = înregistrare (to) hang = a sta atârnat, a atârna, a spânzura bald = chel suit yourself! = fã ce/cum vrei! slow workers = muncitori fãrã randament sad = trist although = deºi (to) prevent from = a împiedica

statement = afirmaþie (to) dislike = a-i displace nowadays = în zilele noastre often = adesea state your opinion = exprimã-þi opinia plenty of = suficient, destul (to) fulfill = a îndeplini, a realiza accurate = clar, corect (to) widen = a lãrgi


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Now What? Congratulations for having had the patience and energy to get this far. From now on you’re on your own. We hope we have succeeded in arousing your interest and you’ll keep on learning English. We hope you found out new things about the English speaking world. We hope you have discovered new countries, met new people and new ideas that will be useful to you. Write to us if you ever go to an English-speaking country or meet a foreigner and you are able to communicate using words, not just gestures. Are you listening to more music in English, now that you can understand at least some of the lyrics? Be brave and confident in your potential. It’s remarkable that you decided to take up studies at an age when most people are too bored or too busy to study. This means that from now on you can be your own teacher. Now you know where and how to get the information you need and you can also teach your friends and family. You can now mention a foreign language in your CV and confidently apply for the job that suits you best. Good luck in life.

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A Doua Sansa Secundar Engleza Elev 3

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