An interview for a job
There was evidently much difficulty in finding work, for when Philip arrived many men were waiting already. He recognized some whom he had seen in his own searching, and there was one whom he had noticed lying about the park in the afternoon. To Philip now that suggested that he was as homeless as himself and passed the night out of doors. The men where of all sorts, old and young, tall and short; but every one had tried to make himself smart* for the interview with the manager: they had carefully brushed hair and scrupulously clean hands. The manager was reading a letter. He was a florid* man, with sandy* hair and a large sandy moustache; from the middle of his watch-chain hung a bunch of football medals. He sat in his shirt-sleeves at a large desk with a telep hone by his side. He gave Philip a glance but did not speak to him; he dictated a letter to the typist, a girl who sat at a small table in one corner; then he asked Philip his name, age, and what experience he had had. ‘I think Mr. Athelny has spoken to you about me, ’said Philip. ‘Oh, you are the young feller* who did that poster?’ ‘Yes, sir.’ ‘No good to us, you know, know, not a bit of good.’ He looked Philip up and down. He seemed to notice that Philip was in some way different from the men who had preceded p receded him. ‘You seem a respectable young feller. I suppose you found art didn’t pay, ’ he said. Philip could not tell whether he meant* to engage him or not. He threw remarks at him in a hostile way. ‘Where’s your home? ’ ‘My father and mother died when I was a child.’ ‘I like to give young fellers a chance. Many’s the one I’ve given their chance to, and they’re managers of departments now. And they’re grateful to me, I’ll say that for them. They know what I done* for them. Start at the bottom of the ladder, that’s the only way to learn the business, and then if you stick to it t here’s no knowing* what it can lead to. I f you suit, one of these days you may find yourself in a position* like what mine is. Bear that in mind, young feller.’ ‘I’m very anxious* to do my best, sir, ’ said Philip. He knew that he must put in the ‘sir ’ whenever he could, but it sounded odd to him, and he was afraid of overdoing it. The manager liked talking. It gave him a happy consciousness of his own importance, and he did not give Philip his decision till he had used a great many words. ‘Well, I daresay* you’ll do, ’ he said at last, in a p ompous way. ‘Anyhow I don’t mind giving you a trial*.’ ‘Thank you very much, sir.’
W. Somerset MAUGHAM: Of Human Bondage (abridget). Reprinted by permission of the Estate of the Late Somerset Maugham.
Principala regent ă
Completiva directă Prezent, prezent prezent perfect sau viitor viitor Orice timp cerut de logica enun ului, cu The teacher explains has explained
The teacher will explain
excep ia viitorului după viitor în principal ă that all the students have passed the exam. are free to take a break. tomorrow.. will give the test tomorrow.. delivered their reports. had already graduated. that all the students have passed the exam. are free to take a break. give the test tomorrow. delivered their reports. had already graduated.
Past Tense
Past Perfect (pentru a exprima un raport
The young man mentioned
de anterioritate) that he had already studied the report. Past Tense (pentru a exprima un raport de simultaneitate) that he was on duty/ they admired the view. Future - in - the – Past (pentru a exprima un raport de posterioritate) posterioritate) that she would come there soon.
Excepii: 1. După verbe precum: to ask, to demand, to order, to insist, to recommend, to require, to urge ... utilizate în principal ă se foloseşte subjonctivul analitic în engleza britanic ă şi subjonctivul sintetic în engleza americană: She insists that you should give all your exams. (subjonctiv analitic prezent) She insists that you give all your exams. (subjonctiv sintetic prezent, exprimat prin infinitiv scurt) 2. Adevărurile generale se păstrează la prezent, chiar dacă timpul verbului din regent ă este Past Tense: The teacher explained us that water boils at 100oC degrees and it freezes below 0oC.
Subordonata condiională (IF Clause)
Există trei tipuri principale de condi ionale care se refer ă la viitor, prezent şi respectiv, trecut, utilizarea timpurilor în aceste tipuri corespunzând gradului de realizare al ac iunii (condiie reală, probabilă pentru tipul I care se refer ă la viitor, condiie improbabilă, ipotetică, deci ireală pentru tipul II care se refer ă la prezent şi condiie imposibilă sau regret pentru neîndeplinirea condi iei pentru tipul III care se refer ă la trecut.) Condiionala de tip I utilizează în regent ă timpuri ale indicativului, prezent sau viitor, sau modul imperativ, ceea ce plaseaz ă aciunea în plan real. I take this medicine if I have a headache. (Iau acest medicament dac ă mă doare capul). She will pass the exam if she works hard. (Ea va lua examenul examenul dac ă va munci din greu). g reu). Lend him the money if you consider him a reliable person. (Împrumut ă-i banii dac ă îl consideri o persoan ă de încredere). Condiionala de tip II utilizează în regent ă condiionalul prezent, ceea ce face ca aciunea s ă devină ireală. They wouldn’t be angry with him if they knew the truth. If I were you, I would tell him the truth. •
verbul to be se conjug ă la subjonctiv sintetic prezent (Past Tense) cu forma were la
toate persoanele, într-o exprimare literar ă; conjugarea obi şnuită cu was la persoana I şi a III-a singular, conform modului indicativ, se poate utilize pentru a exprima o mai mare certitudine a ac iunii sau este folosit ă de persoane care nu se exprim ă literar. If she was right, they could be in prison now. Condiionala de tip III utilizează în regent ă condiionalul trecut, ceea ce face ca aciunea s ă devină imposibilă sau, se exprimă regretul pentru neîndeplinirea acesteia. If the manager had known about this, he wouldn’t have hired you. (Dac ă directorul ar fi
ş tiut asta, nu te-ar mai fi angajat.) În tipul II şi III de condiională, după if, se foloseşte modul subjonctiv, forma sintetic ă, respectiv Past Tense – tipul II - pentru a reda ideea de prezent (în român ă, condiional optativ sau conjunctiv prezent) şi Past Perfect – tipul III - pentru a reda ideea de trecut (în română, condiional optativ sau conjunctiv trecut). Traducerea prin conjuctiv prezent sau trecut în limba român ă corespunde unei condi ionale de tip popular (introdusă prin să), care
se poate realiza la nivelul limbii engleze printr-o construc ie echivalentă din punct de vedere v edere al oralităii, după cum urmează: Condiională de tipul III forma fo rma literară: If they had known the way to the village, they would have reached their destination. (Dac ă ar fi cunoscut c unoscut drumul drumul c ătre sat, ei ar fi ajuns la destina ie.) Condiională de tipul III forma fo rma populară: Had they known the way to the village, they would have reached their destination. (S ă fi cunoscut drumul c ătre sat, ar fi ajuns la destinaie.) Pentru a realiza o astfel de transformare de la o condi ională de tip literar la una de tip popular, este necesar ca: 1. subordonata condi ională să fie plasată înaintea regentei; 2. să se omită if ; 3. să se realizeze forma interogativ ă a verbului la Past Perfect din subordonata subordonata condi ională pentru ca, prin pozi ia accentuată a subiectului şi o intona ie adecvată, să se substituie func ia lui if ; 4. să se despart ă subordonata subordonata condi ional ă prin virgulă de regenta ei. De obicei, aceast ă transformare se aplic ă cu uşurină unei condi ionale de tipul III (Past Perfect este un timp compus care permite realizarea unei forme interogative prin inversiune) şi unei condiionale de tipul II care în care apare conjugat verbul to be sau to inversiune: have la Past Tense şi care realizeaz ă la rândul lor forma interogativă prin inversiune: If they were at the station in time, they could catch the train. s tation in time, they could catch the train. Were they at the station If I had more information information about this, I could c ould write an article on this topic. t opic. Had I more information about this, I could write an article on this topic. Cu alte verbe, realizarea formei de interogativ presupune utilizarea auxiliarului to do conjugat la Past Tense urmat de subiect şi de c ătre forma de infinitiv scurt a verbului de conjugat, ceea ce nu este prea la îndemân ă tuturor vorbitorilor, denotând în acela şi timp un grad ridicat de cunoa ştere a limbii şi permiând realizarea unei formul ări elevate, uşor emfatice prin intermediul intermediul construc co nstruciei cu to do: The kids would be disappointed if it rained in the afternoon, too. If it rained in the afternoon, too, the kids would be disappointed. (antepunerea condiionalei) disappointed. (realizarea ( realizarea formei de Did it rain in the afternoon, too, the kids would be disappointed. interogativ a verbului la Past Tense din subordonata condi ională).
Tipul de condi ională Tipul I (se referă la viitor)
Principală Prezent, Viitor sau Imperativ She buys the dress She will buy the dress Buy that dress Let’s buy that dress
Tipul II Condiional prezent (se referă la prezent) She would buy the dress Tipul III (se referă la trecut)
Condiională (if clause) Prezent if she has enough money. if you have enough money. if we have enough money. Past Tense if she had enough money..
Condiional trecut Past Perfect She would have bought the dress if she had had enough money.
În cazul tipului I, în afara prezentului se mai poate utiliza în subordonata condi condi ional ă şi Prezentul Perfect, pentru a marca un raport de anterioritate între ac iunea din subordonata condiională faă de aciunea exprimat ă de verbul din propoziia principală regent ă: If you have taken your salary, you may go on a holiday. She will come if she has already booked a room here. Este posibil ca, într-o subordonat ă condiională de tipul I, II sau III, s ă se foloseasc ă şi subjonctivul analitic, în cazul în care este nevoie de sublinierea unei nuan e a exprimării (necesitate, obliga ie, posibilitate), nuană care se va reda prin sensul verbelor modale care intră în componen a subjonctivului analitic prezent şi trecut. În subordonata condi ional ă de tipul I poate s ă apar ă un will cu valoare modal ă, exprimând voin a, în timp ce forma will din regent ă este auxiliar de viitor: If you will explain this to me, I will finish my homework by myself. (Dac ă vrei să-mi explici asta, îmi voi termina singur tema.) If she could come here , it would be so nice! (Dacă ea ar putea veni aici, ar fi aş a de bine!) If they would join our club, I would be so happy! (Dac ă ei ar vrea să se alăture clubului nostru, aş fi aşa de fericit!) If she should meet him here, she would understand the truth. (Dac ă se întâmplă ca ea să-l întâlnească aici, ar înelege adev ărul.) Should he bring me the letter, I will give it to you. (Dacă e ca el s ă-mi aduc ă scisoarea, i-o voi da.)
Subordonata condi ională poate fi introdus ă şi de alte conjunc ii sau locuiuni conjuncionale decât if, cum ar fi: unless = if not, but for, in case, on condition that, so long as, provided / providing that, suppose / supposing that. I would go for a walk if it weren’ t for this rain. But for this rain, I would go for a walk. (But for substituie verbul to be la Past Tense sau Past Perfect, forma negativ ă, din condiionalele de tip II sau III). She will not understand the film if she does not read the book. She will not understand unders tand the film unless she reads the book.
Condiionale combinate
Se pot realiza şi tipuri de condi ionale combinate, care presupun folosirea folosirea într-o fraz fra z ă a unor timpuri întâlnite în dou ă tipuri distincte de condi ionale, respectiv: 1. Tipul I (prezent, viitor sau imperativ) în principala regent ă cu tipul II (Past Tense sau subjonctiv analitic analitic prezent prezent / condi condi ional prezent) în subord s ubordonata onata condi ională: If he bought that car, I am / I’ ll be happy. If you should meet her, tell her about the accident. (Dac ă e s-o întâlneşti, spune-i despre accident.) 2. O altă combina ie poate fi tipul III (condi ional trecut sau subjonctiv analitic trecut) în principala regentă cu tipul II (Past Tense) în subordonata subordonata condi ională: She would have worked as a guide if she spoke English better. (Ar fi lucrat ca ghid dacă ar vorbi engleza mai bine.) 3. Altă posibilă combinaie este tipul II (condi ional prezent sau subjonctiv analitic prezent) în principala regent ă cu tipul III (Past Perfect) în subordonat s ubordonataa condi ională: If they hadn’t missed the train, they would be here now. (Dac ă n-ar fi pierdut trenul, ar fi aici acum.) Deşi mai rare, şi aceste tipuri de condi ionale combinate sunt posibile şi presupun combinarea a dou ă axe temporale, de obicei trecut cu prezent (2 sau 3), dar şi prezent cu viitor (1).
Prezent simplu: Afirmativ: sb+ verb de conjugat (infinitiv scurt)+ s/es (pers. a III-a sg.)
Interogativ: do (prezent) + sb+verb de conj.(infinitiv scurt) Negativ: sb + do (prezent) + not + verb de conj.(infinitiv scurt) She works / Does she work? work? /She does not work work (prezent) + {verb de conj.(inf. scurt)+ing} Prezent continuu: Afirmativ: sb + to be (prezent) Interogativ: to be (prezent) +sb+ {verb de conj.(inf. c onj.(inf. scurt) + ing} in g} Negativ: sb + to be (prezent)+not (prezent)+not + {verb de conj.(inf. scurt)+ ing} She is working / Is she working? / She is not working Prezent perfect simplu: Afirmativ: sb+Have (prezent) + verb de conj.( III / -ed)
Interogativ: Have (prezent) + sb + verb de conj.( III / -ed) Negativ: sb+Have (prezent) + not + verb de conj.( III / -ed) She has worked / Has she worked? / She has not worked Prezent perfect continuu:
Afirmativ: sb+Have (prezent) + be (III) + {verb de conj.(inf. scurt) + ing} Interogativ: Have (prezent) (prezent) + sb + be (III) + {verb de conj.(inf. scurt) + ing} Negativ: sb+Have (prezent)+ (prezent)+ not + be (III) + {verb de conj.(inf. scurt) + ing} She has been working / Has she been working? / She has not been working Past tense simplu: Afirmativ: sb+ verb de conjugat (infinitiv scurt)+ ed
Interogativ: do (past tense) + sb+verb de conj.(infinitiv scurt) Negativ: sb + do (past tense) + not + verb ve rb de conj.(infinitiv scurt) She worked / Did she work? / She did not work Past tense continuu:
Afirmativ: sb + to t o be (past tense) + {verb de conj.(inf. scurt) + ing} Interogativ: Interogativ: to be (past tense) +sb+ {verb de conj.(inf. scurt) + ing} Negativ: sb + to be (past tense)+not + {verb de conj.(inf. scurt)+ ing} She was working / Was she working? working? / She was not working (past tense) + verb de conj.( III / -ed) Past perfect simplu: Afirmativ: sb+Have (past Interogativ: Have (past tense) + sb + verb de conj.( III / -ed) -e d)
Negativ: sb+Have (past tense) + not + verb de conj.( III / -ed) She had worked / Had she worked? / She had not worked Past perfect continuu:
Afirmativ: sb+Have (past tense) + be (III) + {verb de conj.(inf. scurt) + ing} in g} Interogativ: Have (past tense) + sb + be (III) + {verb {ve rb de conj.(inf. scurt) + ing} Negativ: sb+Have (past tense)+ not + be (III) + {verb de conj.(inf. scurt) + ing} She had been working / Had she been working? / She had not been working Viitor simplu: Afirmativ: Sb + shall/will + v erb de conjugat (infinitiv scurt)
Interogativ: shall/will + sb + verb ve rb de conjugat (infinitiv scurt) Negativ: Sb + shall/will + not + verb de conjugat (infinitiv scurt) She will work / Will she work? / She will not work Viitor continuu:
Afirmativ: Sb + shall/will + be (infinitiv scurt) + {verb de conj.(inf. scurt) + ing} Interogativ: Interogativ: shall/will + sb + be (infinitiv ( infinitiv scurt) + {verb de conj.(inf. scurt) + ing} Negativ: Sb + shall/will + not + be (infinitiv scurt) +{verb de conj.(inf. scurt) + ing} She will be working / Will W ill she be working? / She will not n ot be working Viitor apropiat:
Afirmativ: sb+Be(prez)+going sb+Be(prez)+going to /about to / to + verb de conjugat( inf. scurt) Be(prez) +sb+going to / about to / to + verb ve rb de conjugat( inf. scurt) sb+Be(prez)+not+going sb+Be(prez)+not+going to / about to / to + verb de conjugat( inf. scurt) She is going to come / She is about to come / She is to come Is she going to come? Is she about a bout to come? Is she to come? She is not going going to come. come. She is not about about to come. She is not to come. come.
Diateza pasivă (Passive Voice)
Se formează cu timpul corespunzător al verbului auxiliar to be şi participiul trecut al verbului de conjugat conjugat (forma a III - a din tabel pentru verbele verbele neregulate neregulate sau -ed pentru pentru verbele regulate). Poate fi utilizată la toate timpurile modului indicativ - aspectul simplu - în timp ce aspectul continuu se utilizează doar la indicativ prezent şi Past Tense.. Aspectul continuu nu se utilizeaz ă la celelalte timpuri, deşi sunt corecte - deoarece conin prea multe auxiliare. Diateza Pasiv ă - reprezint ă mijlocul gramatical prin care:
1) complementului direct al verbului i se confer ă o importan ă mai mare decât subiectului din diateza activ ă, complement direct care devine subiect în diateza pasiv ă. A. Parents always give good advice. P. Good advice is always given by parents. 2) Complementul indirect - poate deveni subiect în transformarea pasiv ă - şi chiar se recomand ă transformarea transformarea acestuia în subiect în cazul în care c are complementul complementul indirect este exprimat printr-un substantiv care substituie o persoan ă (o fiină) sau un pronume corespunzător. A. They promised her a reward. P. She was promised a reward. P. Transformarea Transformarea pasivă: A reward was promised to her , deşi corectă, este mai pu in recomandat ă, cu excepia cazului în care accentul se pune pe complementul direct din diateza activ ă - fiind necesar ă transformarea transformarea lui în î n subiect, complementul complementul indirect fiind în acest caz precedat de prepozi ia to. 3) Complementul Complementul indirect prepoziional (din diateza activ ă) poate fi transformat în subiect (la diateza pasiv ă) cu specificarea c ă prepozi ia care îl introduce introduce se deplaseaz deplasează din grupul complementului complementului indirect i ndirect (activ ă) în imediata vecin ătate a verbului la diateza pasiv ă, pentru a realiza trecerea de caz de la Acuzativ la Nominativ, necesar ă transformării sale în subiect. A. Everybody laughed at him. P. He was laughed at. (by everybody) A. They are speaking speaking about this event. P. This event is being spoken about.
4) Complementul de loc din diateza activ ă poate fi la rândul s ău utilizat în transformarea pasivă cu funcia sintactică de subiect. A. Somebody Somebody has slept in my bed. P. My bed has been slept in. A. The burglar broke into this house. P. This house was broken into. (by the burglar) Exemple de verbe care pastreaza prepozitia imediat dupa verb : to account for, to accuse of, to address to, to agree with, to appeal to to approve of, to ask for, to blame for, to blow up, to break into, to bring about, to bring up, to call for, to charge with, to consent to, to deal with, to dream of, to insist on, to let in, to live on, to listen to, to look at/after/for, to put aside, to refer to, to send for, to speak about/of/to, to think about/of, to wait for… Complementul de agent (din diateza pasiv ă) se poate omite când este exprimat printr-un pronume personal (they) sau nehot ărât (one, somebody…) ori prin substantivul people, folosite generic, adic ă fără să aducă lă muriri muriri suplimentare asupra autorului ac iunii din diateza activ ă. A. Somebody left the door open. P. The door door was left open. open. A. People will show the visitors the new buildings. P. The visitors will will be shown the new buildings. În mod similar, complementul agent (din diateza pasiv ă) se omite când este singurul autor posibil al ac iunii realizate, de exemplu: exemplu: A. The teacher has given me a bad mark. P. A bad mark has been given to me. P. I have have been given a bad mark. A. Bakers make bread at night. P. Bread is made made at night. Exemple de propozi ii cu verbul la alte moduri decât indicativul, respectiv: A. I would give give you a present. (conditional prezent) P. You would be given a present. A. They could have requested requested the stranger to leave the meeting. meeting. ( condiional trecut) P. The stranger could have been requested to leave the meeting. A. She can solve the problem. ( modal) P. The problem can be solved by her.
A. You must work for success. (modal) P. Success must be worked for. Există fraze în care se pot întâlni dou ă sau chiar trei construc ii pasive, ele fiind rezultatul transformării independente, pe rând, a fiec ărei forme verbale la diateza activ ă în construciile corespunz corespunzătoare diatezei pasive. A. We haven't moved anything since they sent you away to cure you. P. Nothing has been moved since you were sent away to be cured. A. They can't put you in prison if they haven't tried you. P. You can't be put in prison if you haven't been tried. REGULI GENERALE Diateza activa
1. Subiect (nominativ) (nominativ)
Diateza pasiva
trece la
(logic si gramatical) 2. Verbul de conjugat
complement de agent (acuzativ)
(subiect logic) trece la
be +
(orice timp de la indicativ, conditional sau verb modal) 3. Complementul direct (Acuzativ) (complementul de loc sau indirect, simplu sau prepozitional)
verb de conjugat
(orice timp)
trece la
(III / -ed)
subiect (Nominativ)
(subiect gramatical)
DO COMPUTERS THINK?
We could say that computers are “an extension of man’s thinking”, so-called “giant brains” that will make man “obsolete”; or we could say, more humbly, that computers are “merely tools or instruments which carry out the instructions given them by men,” that they can calculate faster than any man, but can do essentially nothing qualitatively different than any mathematically trained person can do, much slower. We could consider the argument as to whether computers can think or not, and whether they have other human attributes such as capacity for learning, feeling, reproducing them selves and so on. Indeed computers display much of the characteristic behavior associated with human thinking. They perform logical operations, such as comparing and choosing between alternatives, matching up equals, selecting the next instruction to be carried out, etc. Computers also perform mathematical operations, such as counting, adding, subtracting, dividing, computing powers and roots, logarithms, trigonometric functions, integrals, derivatives, and what not. Finally, computers exhibit such specifically “human” attributes as remembering, making logical decisions, and adjusting themselves to changed circumstances, and some of the latest machines even appear to profit from past experience and seem to be capable of “learning”. A case in point is the “expert systems”. An expert system is given a store of facts relevant to the problem it must solve and then makes decisions based on these facts. It undertakes tasks previously handled by the highly trained and skilled: tasks like medical diagnosis, geological analysis, crime detection, legal analysis, cash flow analysis, financial modeling, etc. But before equating this complex behavior with human thinking, let us recall that computers, thus far, lack all critical judgment and capacity for “creative” thinking. They blindly follow the program of instructions and their built-in rules of logic. Computers never question the truth or significance of the initial data (problem) (p roblem) or the validity of the instructions and built-in rules of operations; they simply compute the implications of the given data and instructions according to fixed rules. These data, rules, and instructions are always conceived of by human beings. Even the most fundamental axioms and rules of logic and mathematics are not “self-evident”, but rather are adopted ad opted by human consensus or convention. The most significant developments in science and mathematics have usually been the result of questioning these very axioms and rules, previously thought to be self-evident. No computer can do this, nor can it use past accumulated knowledge to arrive creatively at new possibilities and inventions. Perhaps, then, as long as computers cannot duplicate these highest forms of human thinking, they will remain the robots we have always thought them to be.
(based on: Electronic Computers, b y Henry Jacobowitz, 1975)
Energy - "Exchange Currency" Currency" between Environment and Agricultural Product
In its evolution, agriculture registered increases in the agricultural production, sometimes with large energetic consumptions. The agricultural yield receives free nonconventional energy under various forms (solar radiation, eolian energy, organic matter from plants and animals; mineral and organic matter from the soil), thus creating increased possibilities for reducing the consumption of conventional energy. The farmer is interested in the efficiency and the energetic consumption, correlating with the eco-techniqu e co-techniquee of culture c ulture and even with the eco-system type. The amount of energy incorporated within vegetal products is conditioned by the plant which is grown, the ecological area and the applied technology, which may modify the ratio between the primary used energy and the energetic value of the resulted products. products. By the analyzis of the energetic efficiency there can be demonstrated, on one hand, that this branch of the material production does not use a large l arge amount of energy, the way it seems at a first glance, if we consider, for example, the relatively high consumption of fuels for tractors or the large amounts of seeds necessary for cereals, the chemical fertilizers or irrigations. Agriculture produces produces energy on a large scale, a very special type of energy, that of the food which keeps people alive. The second argument is that, under the conditions of hyperinflation and of the unjust relationship between the production costs and the prices offered for the agricultural yields, the value analyzis does not clearly and really provide the economic efficiency of the products. The third argument is represented by the fact that there is a huge discrepancy between the prices of agricultural agricultural products and the cost of o f the industrial products necessary for the agricultural production process, created by the sustained increase of the industrial products cost, from at least 2 to 4, 5 times more than the price of the agricultural products. Therefore, by analyzing the energetic efficiency wherein there are used constant coeficients, the results can be consideered more conclusive. The energetic analyzis can be carried out for each product apart or, summed for the whole exploitation. Between the economic and the energetic analyzis for the wheat culture, for exemple, there can appear a lack of concord c oncord when the price obtained per kg. of wheat is below the cost, in case of small productions, usually below 3,000 kg/ha. In this case the
culture is not efficient from the economic point of view, yet it can be efficient from the energetic point of view. The lack of concord is determined by the fact that nature is generous and, by the photosynthesis process, with the help of solar energy, it enables the production of wheat to acquire a larger amount of energy, given t he consumed consumed energy, thus being 4 or 5 times larger. Therefore, for a larger energy unit used, there can be obtained up to 4, 5 energy units while the profit in money represents up to 30% of the value for the wheat production obtained or, to a rate of return of up to 50% (profit x 100: total expenses). Under the present calculation technique conditions and the reduced number of crops, within exploitations of a larger surface, any kind of calculation can be rapidly performed. The calculation of energy is carried out based on the operating sheet ( not on account of the work estimates), for each crop, either as a plan before starting the production process, or during or at the end thereof, after the real registering of each work and used material. In order to simplify and clarify the calculation procedure, an operating sheet is divided into three parts, given the type of the energy groups. Within the economy of crops prevail the energetic consumptions for soil type of works. The other works works present reduced energetic energetic consumptions, yet they are also important and cannot be reduced. When about a mechanised, complete technology, an achieved wheat crop of 5,000 kg/ha, and, a production of straws and chaff of 2,950 kg/ha, most of the energy is
consumed consumed as diesel oil which, per total crop, represents over 99 %. At 7 base works there is a consumption of 90% of the direct active energy. (figure 1). Soil works: 7.43 / fertilized:63.93 / sowing:19.3 / maintenance works, controlling diseases: 3.8 / harvesting: 5.54. Fig.1 The structure of consumed energy for wheat crops on groups of works (%).
Within Table 1 it is represented represented the balance and the energetic efficiency. efficiency. Thus, at a production of wheat of 5,000 kg/ha, with a complete technology, yet without irrigations, there can be obtained a net energy of 28.931 kWh/ha, of which 16,060 kWh for the main crop (grains), which we intend to obtain and, 12.871 kWh for the secondary crop (straws). In many places the secondary production is not used ( it remains on the field and gets rotten or is burnt). As it can be ascertained, a crop of about 3.000 kg of straws per ha equals 13,000 kWh or 1,109 l diesel oil.
Table 1 Balance sheet sheet and energetic efficieny efficieny for wheat crops crops
Specification
KWh/ha
%
Consumed energy / ha - TOTAL, of which:
6, 608
100
- for main production
6 ,440
97.45
- for secondary production
168
2.55
Obtained energy / ha - TOTAL, of which:
35, 539
100
- for main production
22, 500
63.30
- for secondary production
13, 039
36.70
Net energy (obtained energy - consumed energy) / ha -TOTAL, of which:
28, 931
100
- for main production
16, 060
55.50
- for secondary production
12, 871
44.50
Energetic effectiveness (obtained energy / consumed energy) - per total crop
5.37
- at main production
3.49
The secondary production production (the straws) used as food for animals is not effective, yet if it is used as energy source, it becomes effective. As about the energetic effectiveness, it best expresses the importance or the value of agricultural crops, as important energy sources. sources. Therefore, per total crop, for wheat, at a unit of energy consumed, there are obtained 5.37 energetic units; if we take the main production separately, for a unit of consumed energy there can be obtained 3.49 energy units. Therefore, from this point of view as well, agriculture represents the permanent source of food maintaining people alive, being an effective economic activity. Conclusions: by using photosynthesis, the wheat grains crop acquires a larger amount of energy given the consumed energy. Therefore, at a unit of consumed energy (by summing the alloted factors), there can be obtained 4 or 5 energy units, while the profit in money represents up to 30% of the obtained production value for wheat and corn crops or to a rate of return of up to 50%.
Said values result from analyzing the production factors inter-conditioning within cultivating technologies. After prolonged experiences carried out, the increase of the wheat production, as well as other plants with close related characteristics, on an average, is due to the fertilizers 40%, irrigations 20%, diseases, weed and pest control 30% and mechanical works (when are well executed e xecuted and at the optimum moment) 10%. The results obtained within individual and associative exploits in Romania emphasize situations which plead, from the economical point of view, for cultivating grains on large surfaces, such modern and complete technologies being provided, and technologies leading to obtaining large crops at low costs, and therefore, effective.
Senior Lecturer Mariana BRAN, Agro-Nourishment Agro-Nourishment and Environmental Environmental Economy Faculty, the Academy of Economic Studies, Bucharest
SUBSTANTIVUL CONFUZIE DE NUMĂR EXERCISE 1 Give the number “is” or “are” in the following: 1. The news I have received…good received…good.. 2. where…the money? money? 3. His trousers …worn out. 4. Mathematics…my poorest subject. 5. Riches…sought after by all. 6. Our furniture…getting old. 7. This pair of scissors…not sharp. 8. Fish…not cheap today. 9. The number of newspapers…increasing. 10. The sheep…grazing in the field. EXERCISE 2 Correct the following sentences, giving reasons for your corrections: co rrections: 1. His advice were very wise. 2. You was the first to do it. 3. The class was mot able to agree. 4. I have many works to do this morning. 5. The thunders and lightmings frightened the little girl. 6. I have more more than dozens dozens of books et home. home. 7. The poors say that riches does not make a man happy. 8. He sent a man to bring his luggages. 9. You should go and have your hairs cut: they are too long. 10. I am waiting for more informations informations about this matter. EXERCISE 3 Write sentences showing whether the following mows can be used in the singular or in the plural: 1. News. 2. Money. 3. Advice. 4. Riches. 5. Dozen. 6. Knowledge. 7. Spectacles. 8. Gymnastics. 9. Furniture. 10. Damage. Damage. 11. Hair. Hai r. 12. Work. EXERCISE 4 Choose between the singular or plural form of the verb: 1. The hast match of the semifinals (is, are), now going on. 2. The old conflict between central authority and states rights (has, have), never been completely solved in any country.
3. Rivulets of dew (covers, cover) the canvas top of my sleeping bag. 4. Runners in the hast race (competes, compete) for a gold cup. c up. 5. The live-day conference, attended by heading scientists and public officials (is, are) sponsored s ponsored by several profe professional ssional societies. 6. One typewriter for two or more students (seems, seem) inadequate. 7. Weather conditions in the valley v alley (surprises, surprise) some visitors. 8. A plane with sixty-five passengers aboard (is, are) scheduled to take off in three hours. 9. An infant’s need for long naps and frequent feedings (does, do) make a big difference in the average household. 10. Large amounts of milk (comes, come) c ome) into the city every day.
EXERCISE 5 Form the plural number of the nouns in brackets: 1. There are hundreds of (book) on the (shelf). 2. All his (toy) are in his room. 3. Those (man) are (tourist). 4. (Children) like (story). 5. They left their (match) on the table. 6. (Louse) are (insect). 7. Have you ever seen the White (cliff) of o f Dover? 8. (Leaf) fall in autumn. 9. There are lots of (goose) on that farm. 10. Did you buy any (potato) yesterday? 1. Wipe your (foot) here. 12. Those (women) (women) are (housewife). 13. There are some (mouse) in the barn. EXERCISE 6 Use a piece of, a bit of, an item of, a pair of, a word of, an amount of, a sheet of, a bar of in… head, the following sentences to quantify the nouns: nouns: 1. I need a…….of paper. 2. She bough………….chocolate yesterday. 3. I want a…………..white bread and two…………brown bread. 4. Give me a…………chalk, will you? 5. What W hat a……….work is man! This is an important……………..evidence. important……………..evidence. 7. I need………….trousers. 8. This is an interesting………….news. 9. This…………information This…………information may be useful us eful some time. 10, He had one………..of buck. It
didn’t rain. 11. This is a beautiful………………furniture. beautiful………………f urniture. 12. 12. They bought twenty………….cattle. EXERCISE 7 Translate into English: 1. Ştirile pe care le-am primit sunt interesante. interesante. 2. Mi-am făcut bagajele asear ă. 3. Vom publica toate informa iile care sunt necesare candida ilor. 4. Cunoştinele lui de istorie sunt remarcabile. 5. Am cump ărat fructe şi câteva pr ă jituri. 6. i-ai făcut temele? 7. Unde este cleştele? 8. Multe mul umiri. 9. S-au încercat toate mijloacele. 10. Cartierul general al armatei era lâng ă Londra. 11. Fizica est obiectul lui preferat. 12. Am prins trei păstrăvi mari. 13. Tocmai s-a publicat o carte despre pe ştii de apă dulce din România. 14 (Ea) are p ăr şaten. 15. Ea are câteva fire de p ăr alb. 16. Dămi două pâini, te rog. 17. A făcut progres mare în înv ăarea limbii engleze. 18. Acesta este procesul-verbal al şedinei.
SUBSTANTIVE ADESEA CONFUNDATE EXERCISE 8 Use “house” or “home” in these senten s entences: ces: 1. I live in a…….2. My………is in Cyprus. 3. Many……..are being built this year. 4. East or west,……..is best. 5. The………was sold for £ 25,ooo. 6. Let us go inside the…..7. He was kept under……arrest by the police. 8………..work is very important for a first-year learner of English. 9. Police were looking for the…..breaker who stole $ 2o,ooo goods. goods. 10. Mrs.Hill is not at………to anyone except except relatives. 11. He was born in England, England, but he now looks looks upon Paris as his…….12. his…….12. Hew…….s are going up every where. 13. When I retire, I shall s hall make my……..in the country. EXERCISE 9 Use “street” or “road” in these sentences: 1. When you go to fill the car tank. You can take a…..map of Great Britain. 2. The children were playing playing in the……..3. Is excessive drinking drinking the……..to ruin? 4.
Dogs should be kept kept off the……way. the……way. 5. There’s no royal……….to learning. 6. The man in the…..does not know what happens behind the political scene. 7. This is the main……..in the town. 8. The……..of old towns are usually narrow. 9. They are making a new….between new….between the two towns. towns. 10. What is the name name of the……..you the……..you live in? EXERCISE 10 Use “habit” or “custom” in these sentences: 1. Have you a……..of a……..of washing washing your teeth? 2……….requires 2……….requires us to stand stand up when rohen the national anthem is played. 3. It is the…….of many many people to pray for rain. 4. He has a……..of a……..of biting his nails. 5. 5. Don’t let yourself get into the bad……of bad……of taking drugs. 6. Smoking is not a good…….7. The ………of ants are very interesting. 8. The………of slowing hospitality to strangers is very ancient. 9. Social…..s vary in different countries. 10. It has become the………for English families to go to the seaside. 11. Is was Tom’s…….to get up early and go for a walk before breakfast. 12. Do not be a shave to……. EXERCISE 11 Fill in the blanks with one of the nouns in the brackets: 1. The ancient……of Greece is an interesting study (story, history). 2. His…….swelled and he cannot get his shoe an (foot, leg). 3. The……spoilt the game (wind, air). 4. Mr.Brown is my lawyer and I have have been his……for many years (customer, client). 5. We have a long……..to learn by heart (poem, poetry). 6. He can play the violin and other…..(organs, instruments). 7. The…..of Switzerland is very beautiful (scene, scenery). 8. There was not much……anywhere much……anywhere (shade, shadow). shadow). 9. The ship was sunk in the……of the Atlantic Atlantic (middle, (middle, center). 10. The bays bays of the tip class will do a…..at the end of the year (theatre, (theatre, play). EXERCISE 12 Read the following sentences having pluralia tantum in-s and translate them into Romanian:
1. The standard of living in the Middle Arge ş was very law. 2. She tried to make amends for her former behawour. 3. All Dacians rose in arms when the Romans invaded Dacia. Dacia. 4. The letter burnt to ashes. 5. He’s got good good brains, he’all massage. 6.Clothes do not make the man. 7. Have a look at the table of contents. 8. They couldn’t finish the project for lack of funds, 9. Goods are usually transported in goods train. 10. Where are you going to spend your holidays? 11. He has good looks. 12. You are forgetting your mauners, young man! 13. He is a man of means, he can afford it. 14. You’ll find the information you need in the minutes of the meeting. 15. We are at pains to please her. 16. The policeman is taking down the particulars of the witnesses. 17. There is a suspect on the premises. 18. Give her my best regards. 19. I’ve put all my savings in the savings bank. 20. She is always in good spirits. 21. I can’t drink spirits. 22. She is sitting on the stairs. 23. He earns high wages.
ADJECTIVUL COMPARATIV SAU SUPERLATIV EXERCISE 13 Rewrite the following using the adjectives between brackets in the correct degree : 1. He is the (strong) boy in the whole whole school. 2. Of the two sisters Mary is the (beautiful). 3. Ann is the (young) of my four sisters. 4. John is is the (old) of all my friends. 5. This is the (good) story I have ever read. 6. Which do you you like (good), tea or coffee? 7. Iron is the (useful) of all metals. 8. The Nile is the (large) river in Africa. 9. Which of the two boys is (tall)? 10. George George is (bad) than his brother. brother. 11. Summer Summer is (good) season of the year. 12. In summer the days are (long) and the nights are (short) than in spring. 13. The 22-nd of June is (long) day of the year. 14. In July the days become become (warn) and (warm). (warm). 15. (Many) (Many) play football in summer. summer. 16. I think autumn is as (beautiful) as summer.
EXERCISE 14 Choose the right form of the adjectives in brackets: brackets: 1. From these two dresses the cheaper is (the best, the better) 2. Since she has retired (less and less, l ess, fewer and fewer), friends have visited her. 3. Mike and Bod are students. The former studies medicine (the second, the latter) studies architecture. 4. Her (older, elder) sister did not come to the party. 5. The doctor asked (the nearest, the the next person person to come come in). EXERCISE 15 Correct the following, giving reasons reasons for your corrections: corrections: 1. Alexandria is smaller from Cairo. 2. New York is the larger city in the United States. 3. He is the better student student from all. 4. John is more more stronger than his brother. brother. 5. I am two years elder than my sister. 6. Which is the heaviest, you or I? 7. Which of these three girls is the elder? elder? 8. This boy’s manners manners are more good good than his brother’s. 9. Which of the boys is the taller from the class? 10. Mount Everest is the higher mountain of the world. ADJECTIVE ADESEA CONFUNDATE EXERCISE 16 Use “many” or “much” in these sentences: sentences: 1. He hasn’t…….money. 2. Have they……books? 3. There isn’t…….. food in the house. 4. 4. Does he take……interest take……interest in it? 5. I haven’t…….time. 6. Are there…….pupils there…….pupils absent today? 7. How……does How……does this book cost? c ost? 8…….rain has fallen on the mountains. 9. He doesn’t know…….English. 10………drops of water go to make up the stream. EXERCISE 17 Use “few” or “a few”, “little” “l ittle” or “a little” in these sentences: 1. As he has…….books, has…….books, he is not able to study. 2. Will you have………..wine? have………..wine? 3. He is very ill; there is……..hope for him. 4. There are……….apples are……….apples in the the basket, help yourself to some. 5…….people study Latin nowadays. 6. He cannot afford it as he has………mone has………moneyy left. 7. As he did not speak clearly……..people understood understood
what he said. 8……….people will admit their faults. 9. We must save…. Money for your journey home. 10. I have…..friends have…..friends in London who will will help me. EXERCISE 18 Use “ill” or “sick” in these sentences: sentences: 1. She was suddenly suddenl y taken…..2. The weat was bad, and made everybody……3. He went to the hospital to visit the……4. The……man died yesterday. 5. When we we are……, we send for the doctor. doctor. 6. Those who are in bad health are said to be…..7. The……and the wounded are taken to hospital. 8. He is……with a bad cold. 9. When I travel travel by boat I always become…..10. become…..10. He felt….and left in the th e middle of the game. EXERCISE 19 Use “some” or “any” “any” in these sentences: 1. I have…..new books at home. 2. There are not………flowers in the garden. 3. Hove you….brothers you….brothers in school? 4. 4. Did you buy……stam buy……stamps ps from him? 5. 5. Have I…letters this morning? 6. This magazine has……..beautiful pictures. 7. I want…..new potatoes; have you…..? You have a lot of apples; please give me………9. me………9. I asked 4 him for….soap, but he hadn’t……….10. hadn’t……….10. IF went went some flour, but the groser hasn’t……11. hasn’t……11. Don’t make……noise. He wants to get……sleep. 12.Did you see…..boats on the river? 13. I gave him…….paper, but I haven’t…..pens. 14. We haven’t…..arranges, but we can have…….apples instead. 15. Have you got…….cigarettes? (I think think you have). 16. Would you you like……more of this cake? EXERCISE 20 Use “his” or “her” in these sentences: 1. The father called…..daughter to come. 2. She gave the money to a neighbour of……uncle. 3. He sent a letter to……niece. 4. A woman last……son. 5. The grandfather promised a nice gift to the eldest son of…….daughter. 6. Mary sent a letter to…..brother. to…..brother. EXERCISE 21 Use “interesting” or “interested” in these sentences:
1. I am…….in English. 2. Was the film……..last night? 3. The book is…..from beginning to end. 4. She is a most…..laday. 5. Are you interested in sports? 6. Stamps are…..only to those who who are……in them. EXERCISE 22 Fill in the blanks with one of the adjectives adjectives in the brackets: brackets: 1.He sat down and said said nothing……(farther, nothing……(farther, further). 2. Is that the…..edition the…..edition of The Times (last, latest)? 3. wash your hands if they are not….(clean, clear). 4. A prize was given to…..one of the best pupils (earh, every). 5. He knows….words than his brother (less, fewer). 6. Several people were….where the train ran off the lines (wounded, injured). 7. John is…..than his cousin (higher, taller). (. Tom Tom is five years old; he is too…..to go to school (small, young). 9. George is my…brother (older, elder). 10. My brother George is…..than I am (older, elder). THE ARTICLES EXERCISE 23 Fill in the blanks with “a” or “an” where necessary: 1. Swineming is…..great fun. 2. The aeroplane makes……noise. 3. What sort of…..man is he? 4. My uncle made…..fortune in America. 5. He has more than……thousand pounds. 6. The train left half…….hour ago. 6. She has mode…great progress in English. 7. She is…..clever girl. 8. He tried without success to find……work. 9. Sunshine is necessary for….good health. 10. Do you like….music? EXERCISE 24 Fill in the blanks with “the” where necessary: necessary: 1. My little brother will go to….school next year. 2. My father left…..school many years ago. 3. I go to….cinema twice a week. 4….cotton of Egypt is exported to many countries. 5…..Nile flows flows into….Mediterranean. into….Mediterranean. 6. At At what time is….lunch? is….lunch? 7. He can speak….French. 8. She speaks….German better than….English. 9. …..flies are harmful inserts. 10. The boy was sent to….prison to take a letter. 11……football is a mare popular game than….hockey. than….hockey. 12……red,….blue, and….green are beautiful colours. 13…..honesty is the best policy. 14……British are not in the habit of paying compliments. 15. God made…..country, and….man made…..town.
EXERCISE 25 Fill in the blanks with “a”, “an” or “the” where necessary: 1. Peter Peter Nill, wha is…Professor is…Professor of History at…University of Chicago, signed…..article. 2. They generally have….breakfast at 8 o’clock. 3. It is not visible at….night. 4…….beauty is skin deep. 5……milk she bought was sour. 6……Romania 6……Romania lies in….east of…..Europe. 7. He translated the book from….English into……Romanian. 8. Is…….German language difficult to learn? 9……..Washington DC is…..capital of……United States of America. 10. Open….book on….page ten and read…..questions. 11…..Foxes are not…..domestic animals. 12. She goes to school in….morning. 13. Is your father…..worker? 14……dog is……domestic animal. 15……Mississippi is….largest river in….North America. 16. Do you know….Lido Hotel is? 17. It takes me….hour me….hour to get to Ploieşti. 18. How many times…weak do you have Phyücs? 19. What….yo. y she is for her family. 20. Byron,….English poet, was…important representative representative of…..Romanticism. of…..Romanticism. PRONOUNS RELATIVE PRONOUNS EXERCISE 26 Put relative pronouns in each of the following: 1. That is the boy….came boy….came yesterday. 2. 2. The man to…..I spoke spoke is my brother. 3. The girl….mother is ill has left school. school. 4. This is the pen….I pen….I bought. bought. 5. I cannot repeat all… I heard. 6. He is a boy….I know you can trust. 7. She is the girl….we thought had been ill. 8. He is the tallest man…I ever saw. 9. She is the same…..she has always been. 10. I like to help help those….I lave and….I know know to love me. 11. The girl….is sitting at the desk is our typist. 12. The book….she is reading has been published recently. 13. That is the man….helped the child cross the street. 14. Is this the woman…sold you the English dictionary? 15. I don’t remember the joke…he told me. 16. That is the student…always gets excellent marks. 17. He is the football player…scared three three goals. 18. Is this the house….was house….was built by your brother?
INTERROGATIVE PRONOUNS EXERCISE 27 Put interrogative pronouns pronouns in each of the following: 1……do you find easier to learn, English or French? 2. About…were you talking?(The cinema). 3…..is this book? (My uncle’s). 4….of the two players do you like better? 5…..do you you think I wanted? (Your (Your brother). 6….of the three boys boys spoke? 7….did you say….wan the prize? 8….is he, do you suppose? (A lawyer). 9….of your brothers works works in the bank? 10….is the number number of your house? 11….told 11….told the story to the children. 12….wrote the letter to Mrs.White? 13…..sent the present to the boy? 14….showed the town town to the tourists? tourists? 15….explained 15….explained the the lesson to the new student?
REPETITION OF SUBJECT OR OBJECT EXERCISE 28 Rewrite the following sentences, crossing out every unnecessary pronoun: 1. The prizes they were given to the boys. boys. 2. The girl she said nothing. 3. The teacher gave us an exercise to do it. 4. He went home and he brought his book. 5. The books which it is on the table is mine 6. Students who are good at their lessons they get good marks. 7. He gave us a football to play with it. 8. The people having seen the game they went away. 9. The headmaster. I have seen him just now. 10. The scorpion it has a sting in its tail. MISCELLANEOUS EXAMPLES EXERCISE 29 Correct the following sentences, giving reasons reasons for your your explanations: explanations: 1. One should mind mind his own business. 2. The most most of the people are fond fond of the cinema. 3. This This is the boy which which is always late. 4. I speak English English better than
him. 5.She 5.She told her mother all what had been said. 6. 6. This cake is for you you and and myself. 7. I want to give me your book, please. please. 8. Is a very good girl. 9. It is them. 10. I and John are friends. 11. Charlie and me went to the movies yesterday. 12. It was to Lillian and me that this letter was sent. 13. That may have been him on the stairs. 14. Do you know what time him and her plan to arrive? 15. I’ve known Polly and she for as long as I can remember. 16. Because of he, they won the final game. 17. Neither you nor me can predict the future. 18. Let Bruce and he do the job in their awn way. 19. Just between you you and I, was that a four decision? decision? 20. Was Was it them you told me about yesterday? 21. The Glendale team has a better record than us. 22. You will have to study as hard as her if you you are to win the scholarship. 23. Don’t give Roy more time for the experiment than me. 24. Sometimes Sometimes we give more credit to the th e man who asks for it than to he who deserves it. 25. Who will help Louis and she with the work?
VERBS SEQUENCE OF TENSES EXERCISE 30 Put the verbs in brackets brackets into the tenses required: 1. I thought that he (can) run much much faster. 2. The boy said that he (begin) (begin) his work tomorrow. 3. He says he (understand) French very well. 4. The teacher said, “London (be) the largest city in the world”. 5. The teacher teacher said that that London (be) (be) the capital of England. 6. I was sure that he (shall) succeed. 7. I asked him if he (want) anything. 8. They say that he (shall) pass the examination. 9. She told me that she (feel) very tired. 10. The boy worked hard se that he (may) not fail in the examination. 11. Look! It (rain). Take your umbrella. 12. Why (he, drive) so fast today? 13. It (start) to rain while she (walk) in the park yesterday? 14. The weather (be) bad this week. 15. Last right the wind (blow) some trees down. 16. I (just, speak) to her. I (speak) to her a few minutes ago. 17. They (be) in Predeal for more than a week when we (arrive) last Saturday. 18. What (yon, do) there. I (look) at some photographs. How
long (you, look) at at then? I (look) at them since I (come) back home. home. What time (you come) back home? I (come) back home at 6 o’clock. EXERCISE 31 Complete the following, using verb in the required tense: 1. George told me that he….. 2. I asked him whether he….. 3. James said that he……….. h e……….. 4. Our teacher taught us that… 5. He gave me a promise that… 6. The boys said that…… 7. I knew that he………. 8. I asked him to wait until….. 9. I thought that he…….. 10. He did not come when…..
THE USE OF A WRONG TENSE EXERCISE 32 Supply the correct tense, simple Present or Present Continuous, in the following: 1. I (go) (go) to school every day. 2. He (go) (go) to the school now. now. 3. Look! Look! They (come) towards us. 4. Now I (hear) him clearly. 5. Every morning I (take) (take) a walk by the riverside. 6. The sun (rise) in the east east and (set) in the west. west. 7. The teacher (watch) me when I (write). 8. We W e (to) the cinema this evening. 9. I (read) English now. 10. People (use) (use) umbrellas when it (rain). 11. 11. Buses usually (rum) along this street, street, but today they (not run) run) because it is under repair. repair. 12. John (pass) the post-office post-office on his way to work every day. 13. We nearly always (spend) our holidays at the seaside, but this year we are going to France. 14. Joan still (do) her homework. Her sister, who always (work) quicker, (play) (pl ay) already in the garden. 15. Water always (freeze) (fr eeze) at
o degrees Centigrade. 16. I (have) my hair cut whenever it gets too long. 17. You (wash) your hands before every meal? 18. Why you (wear) a coat this morning? I never (wear) one till October. 19. His parents parents don’t know know what to do with with that child. He (lie) habitually. 20. You (watch) t.u. often? The electrician (install) ours at this moment. EXERCISE 33 Put the verbs in brackets brackets into the correct tense, Continuous or Simple Present: 1. You (see) the house on the corner? That is where I was born. 2. You (listen) to what I’m saying? You (understand) me? 3. I (notice) Mary (wear) a new hat today. 4. She (not understand) what you (mean). 5. I (need) a new new suit. They (offer) special special prices at the tailor’s tailor’s this week. 6. You (smell) gas? I (think) the new store is leaking. 7. Look at Mary! She (drink) up her medicine, but I can see that she (hate) it. 8. John (seem) rather tired today. 9. It still (rain), but it (look) (l ook) as if it will seen stop. 10. You (wind) helping me a moment? I (try) to mend this table. 11. Ask him what what he (want). (want). 12. You (remember) (remember) the name of that girl who (walk) on the side of the t he street? 13. I (suppose) I must go now. My wife (wait) for me at home. 14. “Will you have some whisky?” “I (prefer) beer, please”. 15. You (see) this box? box? It (contain) matches. matches. 16. These twins, who (resembles) one another so strongly (study), art at present. 17. After what has happened, you really (mean) to say that you still (believe) him? 18. You (suppose) the children still (sleep)? (sleep)? 19. The train still (stand in the station. You (think) we can just catch it? 20. I (notice) you (possess) a copy of Waugh’s latest book. Will you lend it me? EXERCISE 34
Supply the correct tense, tense, Past Tense Tense Simple or Part Continuous, Continuous, in the following: 1. When I (come) in, it (rain). 2. Many years ago people (travel) on horseback. 3. I (meet) him as I (go) home. 4. He (go) to another school last year. 5. My father (play) football in his youth. 6. We (eat) our dinner when he (come) to visit us. 7. In the past he (smoke) a great deal. deal. 8. They (shout) when the teacher 9enter0 the the room. 9. Last year he (study) very hard. 10. While he (play) football he (lose) his ring. ri ng. EXERCISE 35 Supply the correct Tense, Continuous or Simple Past in place of the verbs in brackets: 1. I (wash) my hands when the telephone telephone (ring). 2. She (sit) at the table when the children (come) home. 3. He (watch) television when his friend (arrive). 4. What you (do) when I knocked at the door? 5. Mary was sewing while John (wend) the radio. 6. Thy (study) the same exercise all last week as they were studying this morning. 7. She broke down when she (hear) the news. news. 8. The children chil dren ran away when they (see) the policeman. 9. The bus crashed and some of the passengers (get) hurt. 10. The gardener (dig) in the garden when he found a valuable old coin. 11. She (look) for her pen when she discovered she (have) it in her handbag all the time. ti me. 12. I (try) to ring you up all yesterday but your telephone wasn’t working. 13. The bus crashed while the driver (look) the other way. 14. Why did you talk to that man while I (wait) all the time? 15. She already (lie) in hospital when her husband heard of the accident. 16. I was thinking about the problem all night, but I never (find) the answer. 17. The aeroplane already (fly) very low when I caught sight of it. 18. Did you see Mr.Johnson Mr.Johnson in the theatre last last night? He (sit) in the third raw? 19. Her aunt died while she (spend) her holidays holidays in Italy. 20. They all (have) breakfast when when I got up. EXERCISE 36 Supply the correct Tense, Past Past or Present Perfect, Perfect, in the following: following: 1. He (come) back last week. 2. I just (finish) my work. 3. I (live) in London last year. 4. The bell (ring) fine minutes minutes ago. 5. I (see) then Pyramids Pyramids in Egypt. 6. This book first (print) in 1966. 7. He (be) ill of fever since last Saturday. Saturday. 8. The ship (arrive) yesterday. 9. I (stay) at my uncle’s last night. 10. I (deposit) the money in the bank.
EXERCISE 37 Put the verbs in brackets into the correct Tense, Simple Past or Past Perfect. 1. When he (leave) already, already, he (realize) (realize) he (forget) his wallet. 2. She (burst) into tears the moment she (shut) the door. 3. His finger (begin) to bleed as soon as he (cut) himself. 4. He (lose) his new knife shortly after he (buy) it. 5. He (begin) to read as soon as he (find) the place in his book. 6. The fire (burn) for three hours when the firemen arrived. 7. It already (rain) for half an hour when we (step) out into the street. 8. The patient (die) already by the time the doctor (arrive). 9. When John (enter) the room the thief already (escape). 10. When we (get) home, night already (fall). 11. Until he (explain), the students (not understand). 12. Until the aeroplane (take off), we (can) not hear ourselves speak. 13. Until the gardener (water) the plants, they (not grow). 14. His neighbours neighbours (will) not speak to him until he (apologize). 15. They (be) not able to make make the pudding until the maid (bring) the eggs. EXERCISE 38 Complete the following, using the t he correct tense: 1. We shall go for a picnic, if…. 2. I shall visit the Pyramids when… 3. Some people talk as if… 4. Since he came here… 5. I should enyoy myself, if… 6. You would have passed if… 7. If I were the Prime-Minister I… 8. The other team would have won the match if… 9. Unless he were to do something silly now, I thank he… 10.I shan’t mind so long as you… EXERCISE 39 Rewrite the following with the verbs between brackets in the correct tense: 1. After he (finish) his work he (go) home. home. 2. I (study) English for two years. 3. I (finish) (fini sh) my work this morning. 4. I (write) my exercise before Tom (call) for me. 5. He said he (shall) go to the cinema. 6. I (not see) him since Wednesday. 7. I (speak) to him five minutes ago. 8. I (study) grammar last year. 9. She always
(whisper) during the lesson. 10. The messenger (come) back. 11. I shall stay until you (promise) to do as I ask. 12. The children (sleep) all this afternoon. 13. When I (hear) from you again I shall let you know. 14. They (build) that bridge for aver a year and it still isn’t finished. 15. They refuse to give me any more money until I (do) some more work. 16. The thief just (get) out of the window when the police arrived. 17. If only we (do) as we were told! This would never have happened. 18. She ran as if she (have) wings on her feet. 19. I wish the train (not arrive) so late; then I could have got home before breakfast. 20. You may not borrow another book until you (return) the one you have. EXERCISE 40 Correct the following sentences, giving reasons for your corrections: co rrections: 1. He said that he is working hard. 2. Now long did you waited for me yesterday? 3. He speaks English very well, but I am not sure whether he can speaks French too. 4. He is on the team for two years. 5. I have seen him yesterday at church. 6. “What do you do now?” I do my exercise. 7. I use to get up early. 8. He acts as if he is a rich man. 9. I shall speak to him as soon as he will come. 10. I told him to come with us, but he says that he is not feeling well.
THIRD PERSON SINGULAR EXERCISE 41 Put the following into the third person singular, Present Tense: 1. I do my work carefully. 2. The fishermen catch fish. 3. You have a new bicycle. 4. The teacher taught us English. 5. She walked to the station to catch the train. 6. They combed and brushed their hair. 7. He fell down and hurt his leg. l eg. 8. I say good morning to parents and I begin my breakfast. 9. I sit and talk to my friends. 10. I go to school on my bicycle. 11. We usually have breakfast at seven o’clock nowadays. 12. In the past men frequently fought duels. Nowadays they seldom do. 13. These builders generally build very rapidly. They work very fast. 14. They have been working in the same factory for twenty years. 15. They refuse to give me any more money until I do some more work.
EXERCISE 42 Fill in the blanks with the right word, “don’t” or “doesn’t”, in the following: fol lowing: 1. I…think so. 2. John…know how to swim. 3. It…matter what they say. 4. He…play football. 5. Some pupils…take pupils…take good care of their books. books. 6…you know know where I live? 7. Why…you say that? 8. Teachers…like lazy pupils. 9. He…speak English very well. 10….be afraid of the dog! 11. His parents…know what to do with that child. 12. Students frequently…make mistakes of tense usage when they do this exercise. 13. She…wear the some dress at every party. 14. My aunt…like girls who make up. 15. I…know what to do. QUESTIONS AND NEGATIONS EXERCISE 43 Rewrite the following sentences (a) as questions, (b) as negative sentences: 1. He went home. 2. You told me to wait. 3. I made a mistake. 4. He broke the window. 5. She did the exercise. 6. He speaks English. 7. He bought a new hat. 8. She found her book. 9. Mary came late. 10. He knew the answer. 11. The water in the pond froze last night. 12. They got home very late last night. 13. Last month the cost of living rose to a new high point. 14. I had a letter from my wife last week. 15. Last week the government introduced new legislation. 16. Yesterday afternoon the police caught a thief in the High Street. 17. He rang me up just a minute ago. 18. At the end of last year they finally succeeded in producing the drug synthetically. 19. That house was built many years ago. 20. Her aunt died while she was having lunch. EXERCISE 44 Answer the following questions (a) in the affirmative, (b) in the negative, using complete sentences: 1. Did you buy a new bicycle? 2. Does John swim across the river? 3. Did you find the book that you you last? 4. Does he ring the bell? 5. Did he go go to London last last year? 6. Did he teach you anything? 7. Did you know the answer to the problem? 8. Does he speak many languages? 9. Did you thing it would rain? 10. Did they catch the train? EXERCISE 45
Correct whatever is wrong with the following questions: 1. You were at the cinema cinema last night? 2. At what time did he came yesterday? 3. You will go home next week? 4. He has returned from leave? 5. Does he speaks French? 6. You have some good news for me? 7. He can drive a car? 8. You heard about the accident? 9. Why he came here every day? 10. When the post will come?
QUESTION PHRASES EXERCISE 46 Complete the following, adding question phrases: 1. She sings well,…? 2. He can’t swim,…? 3. You play the piano,…? 4. He struck the boy,…? boy,…? 5. It is cool c ool today,…? 6. It isn’t isn ’t warm today,…? 7. That man is our teacher,…? 8. You haven’t finished fi nished yet,…? 9. Peter reads in the library,…? 10. Mary sent the letter yesterday, …? 11. You will explain that tomorrow…? tomorrow…? 12. You can do this translation,…? 13. They didn’t have a good time at the party,…? 14. John doesn’t know know the truth,…? 15. You should behave like this,…? 16. You have a new dress,…? 17. Everybody in this class plays football well,…? 18. He never used to wear a hat,…? 19. We’d better wait for her,…? 20. You’d rather not say s ay anything,..?
EXERCISE 47
Complete the following, adding question phrases: 1. I am late again though I didn’t didn’t want to,…? 2. They are waiting in the other room,…? 3. He did his his work work carefully…? 4. The secretary secretary will type type the report report tomorrow,…? tomorrow,…? 5. He is ten years old,…? 6. The students in this class don’t work very hard,…? 7. The last last lesson lesson wasn’t wasn’t very difficult,…? 8. Two pupils are absent today,…? today,…? 9. The journalist spoke about about peace and and disarmament,…? disarmament,…? 10. He is working on his thesis now,…? now,…? 11. The teacher will talk to our parents tomor to morrow,…? row,…? 12. Father’s car broke down yesterday,…? 13. The pupils met their teacher in front of the school,…? 14. The local police have helped the firemen to put out the fire,…? 15. Fortunately all the crew were saved,…? INDIRECT QUESTION EXERCISE 48 Change the following into indirect in direct questions: questions: 1. I said to him, “what is your idea?” How much did you pay for your bicycle? “I asked him. 3. We asked, “where are you going?” 4. I said to the man, “what’s the price of this book?” 5. He said to the guest, “Do you want tea or coffee?” coff ee?” 6. He said to me, “Did you ring the bell?” 7. The tourist said to us, “where is the road to the station?” 8. The teacher said to me, “why are you weeping?” 9. My girl-friend said to me, “why are you late?” 10. He said, “How long does it take you to reach home?” 11. “When did you buy this camera?” 12. “Is it a Romanian make?” 13. “Now much did it cost?” 14. “Do you know how to use it?” 15. “Have you a book with instructions?” 16. “When are you going to take your first photo?” 17. “Do you keep the camera in a c ase for protection?” 18. “Will you take pictures of your friends?” 19. “Can they develop your films at the photographer?” 20. “When will you have your film back?” 21. “Do you think the pictures will came out clearly?” 22. “Will you give me a photo, too?” 23.
“Has Paul left any message for me?” 24. “Shall I get you taxi?” 25. “Could you make up this prescription for me?”
DOUBLE NEGATIVE EXERCISE 49 Rewrite the following sentences correctly in two ways: 1. I could not find him nowhere. 2. There isn’t no one here who knows his name. 3. I didn’t see nobody there. 4. He did not tell me nothing. 5. He is not neither wise nor good. 6. You will not find the box nowhere. 7. We did not give him nothing. 8. I don’t know nothing. 9. He did not speak to no are in the room. 10. Nobody never saw him without his stick. CONTRACTIONS EXERCISE 50 Write the words words for which which each of the following contractions stands: 1. Don’t. 2. Doesn’t. 3. Aren’t. 4. Isn’t. 5. Wasn’t. 6. Can’t. 7. Weren’t. 8. Couldn’t. 9. Haven’t. 10. We’ll. 11. You’ve. 12. Won’t. 13. Shan’t. 14. Mustn’t. 15. Didn’t. EXERCISE 51 Write contractions for the following: 1. Would not. 2. I am. 3. I have. 4. I will. 5. Had not. 6. He is. 7. It is. 8. Will not. 9. Shall not. 10. Must not. 11. Ought not. 12. Need not. 13. Can not. 14. Should not. 15. He does not. VERBS OFTEN CONFUSED EXERCISE 52 Supply “shall” or “will” in the following: 1. Tomorrow…he Sunday. 2. All right, I…come. 3. You…not leave this room until you finish your work. 4. You…find your books on the table. 5…I bring, my books with me? 6. He…go to school this year. 7. No, I…never do that. 8. I…write a few letters tomorrow. 9. I…do it whether they like it or not. 10. 1 0. “We…be as quiet as mice”,
promised the children. 11. I don’t know how I…manage without a maid next week. 12. The police…be much stricter with bad drivers in future. 13. I think he…ask for a rise in salary s alary very soon. 14. Do you suppose it…rain before dark? 15. How soon…be ready? 16. The show…begin in about ten minutes. 17. She…not give another concert this year. 18. The climbing party…try to reach the top tomorrow. 19. He says he…pay me back the week after next. 20. He says he…call up before six o’clock. 21. Do you think the government…reduce taxation next year? 22. Do you think he…get back dusk? 23. When he has gone I…tell you a secret. 24. As soon as we have had dinner, we… play bridge. 25. Now that we have sold our old car, we…buy a new one. EXERCISE 53 Supply some form of “say” or “tell” in the following: 1. He always…the truth. 2. John…, “I shall go tomorrow”. 3. She…nothing. 4. Thay…that he is ill. 5. He…that he would go the next day. 6. I… him that I should go with him. 7. He…to me, “I am not feeling well”. 8. What is he…ing? 9. Don’t…lies. 10. He…me that he would go home. 11. Can you…me your name, please? 12. He was…his prayers when we came in. 13. Will you lend me same money,…, money,…, about E5? 14. I should be glad if you would…me your your opinion of these plans. 15. I dare…what dare…what you…me is true, although it seems improbable. EXERCISE 54 Put the right verb, “say” or “tell”, into i nto these sentences: sentences: 1. Let’s meat in the square, shall we…at six o’clock? 2. She’s only five and can’t…the time yet. 3. Twenty-five students, that is to…, three-quarters of the class, passed the exam. 4. There is nothing to be…for his proposal. 5. I…! Just look here a moment. 6. The children begged her to…them a story before they went to bed. 7. She had a feeling that they were not…her the truth. 8. Now Now can you…which is the right one to use. 9. I can never…those two brothers apart. 10. Come a little closer and I’ll…you a secret. 11. I wasn’t allowed to do that when I was young, I can…you. 12. Amy country, let’s…Turkey, let’s…Turkey, would follow a similar similar policy in the circumstances. circumstances. 13. Don’t me you haven’t brought in after all? 14. That he is intelligent goes with…15.
You never can…! It may be true. 16. Can you…the difference between these two colours? I can’t.
EXERCISE 55 Supply some form of “make” or “do” in the following: 1. The best cloth is…in England. 2. He… his best to help me. 3. Have you…your homework? 4. I have only...my duty. 5. If you take this medicine, it will…you good. 6….whatever 6….whatever you like. 7. What were you…ing you…ing when I came in? 8. Do you…your exercise carefully? 9. Don’t…a noise. 10. I have a difficult problem to… EXERCISE 56 Supply some form of “lie” or “lay” in the following: 1. I shall go and…down. 2. The book was…ing on the floor. 3. He…down to rest. 4….down, Fox. 5. The hen has…an egg. 6. Now long have you…in bed? 7. He…to the teacher. 8. He ordered his men to…down. 9. I…the book on the table. 10. Yesterday she…in bed until midday. 11. Now long have those books been…ing on the floor? 12. She told her dog to…down. 13. Mary…her head on John’s shoulder. 14. This pottery has…buried in the earth for a thousand years. 15. He found his papers…ing on the floor when he came in. 16. They let him…where he had fallen. 17. These bricks have been…very badly. 18. The prisoners were ordered to…down their arms. 19. 19. The mayor…the mayor…the foundation stone of the new school. school. 20. They They told the doctor that she had been…ing motionless motionless for three hours. EXERCISE 57 Supply some some form of “sit”, “seat”, or “set” in the following: 1. Please…down. 2. Please…yourself. 3. Please be…4. The sun…in s un…in the west. 5. The boat will…twelve people. 6. The old man was…ing by the fire. 7…the vase on the table. 8. The dog was…ing on the chair. 9. The teacher…the boys as they came in. 10. I one…in that famous famous chair. EXERCISE 58 Supply some form or “rise” or or “raise” “raise” in the following:
1. He tried to…the lid of the chest. 2. He…from his seat. 3 The patient tried to…himself up on his elbow. 4. The racket…into the sky. 5. They have…the level of the water in the reservoir. 6. His hopes…as the day drew near. 7. I don’t wish to…false hopes. 8. If you know the answer, …your hand. 9. Prices have…sharply in the last few months. EXERCISE 59 Supply some form of “wear”, “put on”, or “dress” in the following: 1. She always…a green hat. 2. I…my hat and went out. 3. The mother…the child. 4. She…a beautiful dress at the dance. 5. It takes him much time to…his clothes. 6. He…a red tie Yesterday. Yesterday. 7. She never…brown never…brown shoes. 8. Mary…herself Mary…herself and wend to the party. party. 9. I shall…my new dress at the wedding. 10. When he came came in he was…ing his hat. EXERCISE 60 Supply some form of “let”, “let go”, “leave”, or “give up” in the following: 1….your books here. 2. Does your father…you go swimming? 3. Please… my room. 4. I have…music. have…music. 5. Where have you…your you…your pen? 6. Mother Mother will not…me go. 7. His old friends…him. 8. Please…my hand. 9. Someone always…the doer open. 10….me go, too. EXERCISE 61 Supply some form of “fly”, “flow”, or “flee” in the following: 1. The plane…over the city. 2. The birds have…north for the summer. 3. He…from danger. 4. The water…all day. 5. The flies…through the window. 6. The Nile…into the Mediterranean. 7. He…from London to New York. 8. The prisoner has…from his guard. 9. Birds… 10. The wild horses…from the men. EXERCISE 62 Supply “hung” or “hanged” in the following: 1. He was found guilty guilty and…2. Mother…clot Mother…clothes hes up to dry. 3. The The picture…
on the wall. 4. The rapist was…5. After the painter had finished the room, Mrs.Brown…the new silk curtains. 6. He…his hat up. 7. The two nigger slaves were caught and… EXERCISE 63 Supply some form of “borrow” or “lend” in the following: 1. May I…your pen? 2. Please…me your book. 3. From whom did you…the money? 4. He will…you his knife. 5. You You should avoid…ing things things from others. others.
EXERCISE 64 Supply some form of “see” or “look” in the following: 1. He…a letter for him on the breakfast-table. 2. He…at the signature on the letter. 3. If you…around this town, you’ll…what we’ve done. 4. You will … the mistakes if you…carefully. 5. Can you…me from where you are sitting* 6. If you can’t…move nearer nearer the front of of the class. 7. IfIf you…carefully, you…carefully, you will…your mistakes. 8. I’ve…under all the chairs but I can’t…your handbag anywhere. 9….carefully or you you won’t…where won’t…where you’re you’re going. 10. We cannot…in the dark. dark. 11. Don’t…out of the window. 12. Do you…that man? 13. It is not proper to…through an open window. 14. The blind cannot… EXERCISE 65 Supply some form of “hear” on “listen” in the following: 1. Speak up! We can’t… 2. Of course you can’t…if you don’t… 3. You’ve…to him patiently-those patiently-those of you who could…him. 4. I…what I…what you said; now now will you… you… to the answer? 5. She…hard but she couldn’t…a sound. 6. You won’t…me if you don’t… 7. At the moment they…to loud pop music so they won’t… you if you ring the bell. 8. “I…you are getting getting married soon”. “You “You mustn’t…to all the tales you…”. you…”. 9. “…! I’m sure I…a key turn in the lock”. 10. I…carefully but I…nothing. 11. He cannot…very well. 12. I was…ing to the music. 13. The deaf cannot…14. Let us…to the story. EXERCISE 66 Supply some form of “make” or “do” in the following:
1. She…a cake for tea. 2. Susan has…a lot of extra work this week. 3. They… the housework. 4. I don’t want to…a big meal. 5. They are going to…some shopping. shopping. 6. They…the They…the beds. 7. Have you…this you…this exercise? exercise? 8. That’s what they…. 9. Shopping…me Shopping …me tired. 10 The policeman…the people move away. away. 11. What are you going to…this evening? EXERCISE 67 Supply some form of “steal” or “rob” in the following: 1. They…the house and fled. 2. Someone has…his money. 3. “I have been…”, cried the lady. lady. 4. When the the bank was…, the robbers escaped. 5. 5. The cat will…the dog’s meat. 6. They…my wife of a vaheable ring last night. night. 7. Some thieves…Mrs Jones’s handbag handbag in full daylight. daylight. 8. The burglar burglar stole £250 £250 from the grocer’s. grocer’s. 9. They…the bank of £5,000,000 last night. 10. She had her last penny. penny. EXERCISE 68 Supply some form of “refuse” or “deny” in the following: 1. He…to do do the work. work. 2. John…that he had seen him. 3. Do you…that you broke the window? 4. I…to take the money. money. 5. I asked him to come with us, but he… EXERCISE 69 Supply “can” or “may” in the following: 1….you play the piano? 2. I am sure that you…do better. 3…I leave the book with you? you? 4…I speak to you for a moment? 5. You…go You…go now, if you like. like. 6. I hope hope that with his help I…mend I…mend my car. 7. When you you finish this exercise you…go you…go home. home. 8. It’s rather cloudy today; today; it…rain or even even snow. 9. I hope that I…count on you whenever I need need you. you. 10. This…be This…be or…not or…not be true. true. I’m sure he…translate he…translate very well from English into Romanian. 12. The police…catch police…catch the burglar. 13. You’d You’d better hurry; you…miss the train if you don’t leave at once. 14. Why don’t you listen to your father’s advice? You…have a car accident on this slippery road. 15. She…came today because the road was slippery. EXERCISE 70 Supply any form of “learn” or “teach” in the
following:
1. She…her friend the new game. 2. Will you…me how to swim? 3. He…his lessons quickly. quickly. 4. My teacher…me teacher…me English. 5. The pupils…their lessons. 6. Alice…us about the history of Great Britain but we didn’t…because we didn’t like here. 7….ing is very important for a student but but sometimes it depends depends very much much on….ing. EXERCISE 71 Supply some form of “win” or “beat” in the following: 1. We were sure to… 2. 2. I can…him at chess. 3. The shield was…by our school. 4. My brother has never been…at tennis. 5. The Normans…the battle of Hastings against the English. 6. We have…your team several times. 7. We have always…
EXERCISE 72 Supply some form of “like”, “want” or “wish” in the following: 1. I…to go to Athens next year. 2. Children…to play. 3. Do you…to come with me for a drive? 4. He always…to get up early. 5. Do you…to play tennis this afternoon? 6. I…I had a new bicycle. 7. Mother Mother some some new curtains in the sittingroom. 8. Paul…oranges, but he doesn’t…onions. 9. Do you…me to type this letter now? 10. I sometimes…I lived in the country. 11. She doesn’t…sugar in the tea. 12. I…had more time for the essay. 13. Do you…our new house? 14. Would you…to have a look at this book? 15. They… they arrived sooner. sooner. EXERCISE 73 Put the verbs “want”, “like” or “wish” into i nto these sentences: sentences: 1. Adrian doesn’t…running doesn’t…running to school. 2. I…to see him as soon as possible. possible. 3. He…he had more stamps. 4. I…you wouldn’t talk so loudly. 5. Do you…swimming? you…swimming? 6. Where would you…to you…to go for your holidays. holidays. 7. Do you…you were were as tall as Tom? 8. I…a lot of sugar in my tea. 9. I… the summer would soon come. 10. I…I had a brother or a sister. s ister. EXERCISE 74 Supply some form for m of “read” or “study” in the following:
1. My father…The Times. 2. The boy is…ing his lessons. 3. When I finish…ing geography, geography, I shall…the letter. letter. 4. She…a She…a lot, but she doesn’t…her doesn’t…her lessons. 5. When the t he boys have…their lessons, they are allowed to…magazines. to…magazines. EXERCISE 75 Supply “fall” or “fell” in the following: 1. Did the child…from the chair? 2. The aeroplane…into the sea. 3. He…down and broke his leg. 4. In winter winter the leaves…from leaves…from the trees. trees. 5. You will…if will…if you are not careful. carefu l. 6. When he climbed down the hill, he…and broke his right arm. 7. He didn’t…when didn’t…when he climbed climbed up that tall tall tree though everybody everybody thought he would… EXERCISE 76 Choose the correct word from those in the brackets in the t he following sentences: 1. Who (discovered, (discovere d, invented) the telephone? 2. The judge was (persuaded, convinced) that the man was guilty. 3. When will the meeting meeting (take place, take take part)? 4. He (took, received) received) a prize for his diligence. 5. It is not wise to (interfere with, interfere in) family quarrels. quarrels. 6. He (is, is found) at at the school in the morning. morning. 7. At what time do you (sleep, go to bed)? 8. She did not (accept, agree) agree) to go. 9. A butcher (deals in, deals with) meat. 10. How does that man man (win, earn) his living? 11. If you take take 3 from 7, four (remain (remain stay). 12. Please (remember, (remember, remind) remind) me to give the money back. 13. The judge (revenged, avenged) the wrong done to the child. 14. I (pleased, asked) him to past a letter for me. 15. Some people (like, love) freedom so much that they are ready to die for it.
UNENGLISH EXPRESSIONS EXERCISE 77 Correct the following sentence, giving the true idiom: 1. Few people will will admit that they have wrong. wrong. 2. Every day I put my my watch with the church bell. 3. Will there be a game today after noon? 4. He brought a good example. 5. Slowly, slowly, don’t make a noise. 6. The teacher did not put us a new lesson. 7. Came down from the the bicycle. 8. When do do you make your your bath? 9. I have
much work; I need an hour to do it. 10. Many Englishmen Englishmen drink a pipe. pi pe. 11. I close the lights before I sleep. 12. How How are you going going with your music lessons? lessons? 13. I cut my hair twice a month. 14. Every morning I go for a walk with my bicycle. 15. The boy could not give the examination because he was ill. 16. Did you follow the game yesterday? 17. What film will be played on Sunday? 18. What have you and you are sad? 19. I make exercise every morning. 20. The teacher put me a good mark because I knew the poem from out.
MISUSE OF THE INFINITIVE EXERCISE 78 Put a suitable gerund in the place of each of o f these dashes: 1. Do this without… any mistakes. mistakes. 2. We do not enyoy… enyoy… 3. He He succeeded in…the door. 4. I cannot prevent you… 5. It’s no use…about everythi everything. ng. 6. He stopped…in class. 7. I was busy…ready for dinner. 8. It’s worth…well. worth…well. 9. I think of…to London next year. 10. It’s no use…over spilt milk. EXERCISE 79 Complete the following sentences with a gerund after aft er the preposition: 1. They will certainly be angry at our… 2. Would you be surprised at his….? 3. They were delighted at… 4. I do not believe in… 5. Have you congratulated him on…? 6. That will depend on your… your… 7. You You must insist on his… 8. You ought to be ashamed of… 9. She was shy of….10. Are you as fond as we are of…? 11. I’m tired of… 12. She never goes to a party without… 13. Try and eat without… 14. You must apologize for… 15. Is that the man who was responsible for…? 16. You’ll never learn anything by… by… 17. He made his fortune by… by… 18. We are going to start the class by… 19. You can easily open it by… 20. I never have an opportunity of… EXERCISE 80 Make sentences of your own, using a gerund after each of of the following: 1. Avoid. 2. Instead of. 3. Stop. 4. Finish. 5. Tired. 6. Prevent. Prevent. 7. Interested. 8. Worth. 9. Insist. 10. Can’t help. 11. Fond. Fond. 12. Think. 13. Cannot bear. 14. Begin. 15. Remember.
EXERCISE 81 Expand this material into complete sentences: 1. take this opportunity of saying. 2. concentra concentrate te seriously seri ously on making. making. 3. insure against losing. 4. escape escape from having to. 5. accustom accustom the children to being. being. 6. accused of taking. taking. 7. not approve approve of Mary’s Mary’s spending. 8. live live quietly without going. 9. pride herself h erself on dressing. 10. discourage them from trying. 11. refrain from asking. 12. beware of using. 13. make make a coke without using. 14. become become rich by working. working. 15. unfortunately reduced to eating.
THE INFINITIVES WITHOUT “TO” EXERCISE 82 Make sentences of your own using infinitives i nfinitives after each of the following verbs: 1. Can. 2. Could. 3. May. 4. Might. 5. Must. 6. Let. 7. Make. Make. 8. See. 9. Hear. 10. Feel. 11. Help. 12. Notice. 13. Watch. 14. Observe. EXERCISE 83 Complete these sentences: 1. Have you ever seen her…? 2. Please watch me… 3. She felt an insect… 4. I heard the burglar… 5. Who did you notice…? 6. She heard the baby…7. The witness witnes s denied having seen the prisoner… 8. The crowd watched the players…9. Have you ever observed a bird…? 10. Whatever happens, don’t let him…11. You won’t let Mary…, will you? 12. I refuse to make the children… 13. Can’t you make him…? 14. Do you mind letting the dogs…? d ogs…? 15. You will never succeed in making the students…16. If you don’t let me…I shall… 17. John doesn’t like making his wife… 18. Please let us…for once. 19. Did you manage manage to make them…? 20. I distinctly saw s aw the boy… MISPLACED MISPLACED WORDS W ORDS WRONG POSITION OF ADVERBS
EXERCISE 84 Rewrite the following sentences, placing the adverbs or adverbial phrases in the right position: 1. I can speak very well English. 2. I like very much much music. 3. A beginner cannot speak correctly English. 4. The teacher explained very well the problem. problem. 5.The hunter shot with his gun a lion. 6. He put into his pecket pecket the money. 7. He likes very much wine. 8. He learns by heart the poem. 9. I received from my uncle a nice present. 10. He shut quickly the book. EXERCISE 85 Rewrite the following sentences, placing “only” in the right position: 1. We have only only last one game. game. 2. He only was married married yesterday. 3. 3. I an only left. 4. These people only seem to live for pleasure. 5. We only had one orange between us. 6. She only wrote on one side of the paper. 7. The office is only open in the morning. 8. John was only punished; the others were not. 9. I only have one shilling left. 10. I only spoke to him once after that. EXERCISE 86 Correct the following sentences, giving reasons for your corrections: co rrections: 1. I always am on time. 2. It rains seldom in the desert. 3. We went went yesterday there. 4. I am not enough tall. 5. He begged the teacher to not push him. 6. I could have not arrived sooner. 7. He will have not finished his work by tomorrow to morrow.. 8. I prefer usually coffe to tea. 9. They are leaving for London this evening at seven o’clock. 10. John yesterday did not come to school. 11. We are working on our theses still. 12. Yet they have not finished doing their homework. 13. I have told you a thousand times not to do it already. 14. I shall believe never what they say. 15. He would have always been an invalid, invalid, had he lived. 16. I have seen rarely rarely a better one. 17. She stays in bed frequently all morning. 18. Have ever you seen an octopus? I never have. 19. I try generally to do as much work in the evening as possible. 20. He comes sometimes to see me on Saturdays.
ADVERBS OFTEN CONFUSED EXERCISE 87
Give the correct adverb, “very” or “too”, in these sentences: 1. It is…cold today. 2. He is…old to work. 3. I can’t drink the milk; it’s…sweet. 4. Sugar is…sweet. 5. This hat is…small for me. 6. Eiffel Tower is…high. 7. The aeroplane flies…fast. 8. My little brother is…young to go to school. 9. I felt…tired to study. 10. He is…rich; is …rich; he is a millionaire. EXERCISE 88 Give the correct adverb, “very” or “much”, in these sentences: 1. I am…very am…very sorry that you cannot cannot come. come. 2. I was…pleased was…pleased to weet weet him. 3. She was…afraid of failing the English exam. 4. It was a…amusing game. 5. I feel… tired. 6. He plays…better than his brother. 7. His composition is…worse than yours. 8. It is a…interesting book. 9. I was…interested to hear what he said. 10. We are…astonished at the news. EXERCISE 89 Give the correct adverb, “very much” or “too “ too much”, in these sentences: 1. I like oranges… 2. Thank you… 3. I can’t study here; there is…noise. 4. Ten shillings is…for that book. 5. He drank…and became sick. 6. I was…astonished to hear of his coming. c oming. 7. She speaks…; she is a chatter box. 8. I am…obliged to you. 9. She was…interested in the subject. 10. The helped us… EXERCISE 90 Give the correct adverb, “hard” or “hardly”, in i n these sentences: 1. The man was hit very… 2. I…know how to thank you for your kindness. 3. He has…recovered from his illness. 4. If you work…, perhaps you can succeed. 5. Think…before you come to a decision. 6. He tried…but failed. EXERCISE 91 Make six – to ten sentences of yours, using “ago”.
PREPOSITIONS USING A WRONG W RONG PREPOSITION
EXERCISE 92 Fill in the blanks with suitable prepositions: 1. I am not pleased…him. 2. Cats are afraid…dogs. 3. Look…this new book. 4. We are proud…our country. 5. He feels ashamed…his low marks. 6. We arrived…the station late. 7. She is very different…her sister. 8. Are you satisfied…your bicycle. 9. I am not accustomed…life in a hotel. 10. Many people complain…their low wages. 11. The judge suspected the witness…lying. 12. My brother is interested…stamps. 13. The policeman took the lady…the arm. 14. A wise man is careful…his money. 15. We should not spend our money…useless money…useless things. 16. Divide the apple…three parts. 17. Examination papers are usually written…ink. 18. He is angry…you. 19. I prefer honesty…deceit. 20. Travelling…ship or…train is for more comfortable than traveling…horseback or…bicycle. 21. I am not indifferent…your happiness. 22. They exchange cloth…rubber. 23. I shall be dependent…my parents until I can earn my living. 24. This diary is not similar…the one I bought last year. 29. I would not advise you to have confidence…him. confidence…him. EXERCISE 93 Rewrite the following sentences, using the correct prepositions: 1. He was was accused for lying. 2. I am surprised from the news. 3. I am interested for fishing. 4. I believe to God. 5. Water is composed from oxygen and hydrogen. 6 Are you sure for his honesty? 7. The cat was guilty for stealing meat. 8. He was finally cured from the habit of drinking. 9. He is very good in English. 10. When is he leaving to England? 11. Many birds live with seeds. 12. I cannot get rid from this cold. 13. This cloth is superior from that. 14. Some people are yealous from their friends. 15. We must get rid from these insects. 16. He grew tired from walking and sat down to rest. 17. Can you translate this letter to English? 18. That depends entirely from you. 19. She as dressed with a yellow dress. 20. Pupils who are weak at lessons are often good in games. 21. He did his best to comply to the regulations. 22. If you persist on doing that, I shall be angry against you. 23. This is much inferior from the one I bought last week. 24. His composition was full with mistakes. 25. Everything in the room was covered by dust. EXERCISE 94 Write sentences, using the following words with suitable prepositions:
aim different afraid depend
boast fail used prefer
insist recent look angry
marry succeed satisfied satisfie d warn
deprive good pleased related
die interested ashamed insist
EXERCISE 95 Make sentences of your own, showing, clearly the difference between the following: 1. Arrive at; at; arrive in. 2. Angry with; with; angry at. at. 3. Pleased with; pleased pleased at. 4. Look at; at; look for. 5. Write with; write in. 6. Divide Divide in; divide divide into. 7. Die of; die from. 8. Disappointed in; disappointed disappointed of. of. 9. Sit Sit at; sit on. on. 10. Tired of; tired with. with. PREPOSITIONS OFTEN CONFUSED EXERCISE 96 Use “to” or “at” in these sentences: sentences: 1. He goes…market every morning. morning. 2. He stood…the stood…t he window. 3. The boy is…school. is…sc hool. 4. I met him…the station. statio n. 5. I am going…a party to night. night . 6. I enyoyed my self…the party. 7. The tourist stayed…the stayed…the Palace Palace Hotel. 8. After his illness, he returned…his work. work. 9. I saw him…the cinema. 10. Please wait wait for me…the gate. 11. I shall come…your house at four o’clock. 12. They ran…the accident, pushing him against the wall as they passed. 13. Throw a stone…the fierce dog. 14. Throw a ball…the children. 15. The train…Glasgow leaves in two minutes. 16. He aimed the rifle straight…his enemy. 17. Just throw that book over…me, I want to look something up. 18. Don’t laugh…me, I’m doing my best. 19. Just have a look…this, if you please! 20. The “Mauritania” sails…New York this evening. EXERCISE 97 Use “in” or “at” in i n these sentences: sentences: 1. There are high buildings…New York. 2. I live…a small village. 3. I spent my childhood…Greece. 4. My friend was born…Ceylon. 5. He studied…Oxford. 6. She lives…Luxor…Egypt. lives…Luxor…Egypt. 7. It is more expensive expensive living…London than…Brighton. than…Brighton. 8. He lives…Paris. 9. Diamands are found…Kimberley…South Africa. 10. He is staying…a hotel…the middle of the city. 11. Youll find our house…the end of the next street. 12. It is strictly for bidden to park…the middle of the street. 13. Why is it she prefers to
sit…at the back of the class? 14. They kept their radio…the corner of the room. 15. There’s a ruined castle…the top of the hill and another…the valley. 16. She lives…a little house near Manchester. Manchester. He children prefer prefer to live…the town itself. 17. The train arrives…Waterloo at at 6.30. 18. He was born…Yorkshire born…Yorkshire and still lives…Linton, lives…Linton, the village of his birth. 19. The runners were all lined up…the starting point. 20. She met him…the front door. EXERCISE 98 Use “in” or “into” in these sentences: sentences: 1. The fish swim…the river. 2. The man jumped…the river. 3. They were standing…the room. 4. We are…the classroom now. 5. There is a bird…the cage. 6. We walked…the next room. 7. The children are playing…the field. 8. He poured the water…the Jug. 9. He dived…the water. 10. The river flows…the sea. EXERCISE 99 Use “at”, “in”, or “on” in these th ese sentences: sentences: 1. He was was born…1964. 2…winter the the weather is cold. cold. 3….Chrismas 3….Chrismas Day I received many gifts. 4. We reached Cairo…nine o’clock. 5. The train arrived…night. 6. There is a holiday…the. 11.th of December. 7. People return from their work…noon. 8…July the weather is warm. 9….the afternoon I go for a walk. 10. The train will arrive…Tuesday…eleven o’clock…in the morning. 11. The family are all gathering again…Christmas. again…Christmas. 12. I can’t tell t ell you…the moment moment but if you will wait I’ll let you know…a few minutes. 13. I’m sorry I can’t come as I have an appointment…Thursday…2.30. 14. Everybody buys a new hat…Easter. 15. She always goes to visit her old aunt…Saturdays. aunt…Saturdays. EXERCISE 100 Use “beside” in “besides” in these sentences: sentences: 1. There is a road…the river. 2. He sat…me. 3. There was no one there…John and me. 4. Come and sit…me. 5. Have you any other books…these? 6. The mother mother sat…the sick child. 7….my mother tongs I can speak speak English and French. 8. The cat lay…the fire. 9. Mrs. Smith is walking…Mr.Smith. 10. There are many others…me. EXERCISE 101
Use “between” or “among” in these sentences: 1. The work was shared…all. 2. He divided the money…his three children. 3. He hid…the trees. 4. The officer walked…the walked…the two lines of soldiers. 5…all those those boys, he had not a single friend. 6 There was a fight…the two friends. 7. The ball passed…the goal-posts. 8. We are…friends. 9. His subject was “Life…the Eskimos”. 10. The cake was divided…the two boys. EXERCISE 102 Use “between” or “among” in these sentences: 1. Life…the Arabs has been described by Doughty. 2. I was sitting…my two sisters when the bell rang. 3. She divided the cake…her five children. 4. I can’t see any difference…these two books. 5. We spent our last holidays…the mountains, north of Lake Como. 6. She gave him a pound of apples but there wasn’t a good one…them. 7. She hid…the bushes at the bottom of the garden. 8. I’ve invited John…others. 9. War has just broken out…the two nerghbouring countries. 10. They con never agree…themselves. agree…themselves. I should punish both of then. 11. That family is always quarrelling…themselves. quarrelling…themselves. 12. Confidentially and…ourselves, I can’t stand her. 13. The railway line runs…the river and and the road. EXERCISE 103 Choose the correct preposition from these in the brackets in the following sentences: 1. He has been ill (from, since) last Friday. 2. You have sold you bicycle (at, for) a good price. 3. I sold my bicycle (at, for) six pounds. 4. I expect to return (after, in) a week. 5. I can wait (to, till) next Tuesday. 6. We draw lines (by, with) a ruler. 7. He has been absent (since, for) a month. 8. They spoke (for, about) the weather. 9. He worked (with, by) the light of a candle. 10. You can send the parcel (with, by) post. EXERCISE 104 Choose from among the following prepositions, that one that suits in the following sentences: at, for, in, by, since, s ince, on, from.
1. He has been waiting waiting there…five o’clock. 2. It has been the the same old story story ever…he was was a little boy. 3. We have had no no rain now…there months. 4. He still comes to see me…time me…time to time. 5. I wonder if you could get it done…tomorrow. done…tomorrow. 6. She called the police immediately, but…the time they arrived the thief was miles away. 7. The house should be be finished…next finished…next month. month. 8. Wait a bit! He should be be here…a few minutes. minutes. 9. This contract contract expires…December expires…December 31.st.10…six 31.st.10…six years’time he will be twenty-one. 11. It always gets cool here…the evening. 12. I expect him to call me…any moment. 13. We are going to try to set off…daybreak. 14. He’ll be in town…Monday town…Monday till Saturday. 15. They come to visit us…time to time. 16.He has been in hospital…three months. 17. He was in hospital…January until June. EXERCISE 105 Write sentences of your own to show clearly the difference between the following pairs of prepositions: 1. Beside; besides. 2. Between; among. 3. To; till. 4. 4. In; into. 5. To; at. 6. For; at (price). 7. With; by. 8. For; since. 9. For; about. 10. In; within.
OMISSION OF PREPOSITIONS EXERCISE 106 Supply the prepositions omitted in the following: 1. Somebody Somebody is knocking knocking the door. 2. I am searching my last book. 3. He said me, “I shall not come”. 4. He explained him the difficult Words. 5. She never listens her mother. 6. I replied his letter at once. 7. Do you wish anything? 8. I am too busy, I cannot wait you. 9. I asked as ked his book. 10. She pointed the ship in the distance. EXERCISE 107 Supply the missing prepositions: 1. You would would be well advised to act…his act…his instructions. instructions. 2. She accused accused her servent…stealing. 3. Now do you you account…this account…this terrible state of of affairs? 4. Set me first acquaint you…the you…the facts. 5. Teetotallers are people who who abstain…alcohol. abstain…alcohol. 6. I have never believed…all their travellers’tales. 7. They quickly took revenge…those who injured them. 8. The story of this book is based…the truth. 9. Who can I borrow
a pencil…? 10. He carries a gun to defend himself…unexpected attacks. 11. I’m afraid I’m strongly prejudiced…him. 12. You can even insure…loss of income. 13. I cannot get rid…this cough. 14. Poor old Mrs. Smith, she has suffered…rheumatism for forty year. 15. You may reckon…my cooperation. cooperation. 16. I like to indulge…a hot bath. 17. They failed…their attempt to reach the top. 18. She has been eliminated…the tournment. 19. The prisoner had never been corrected…theft before. 20. We ought to begin…the easiest exercise. EXERCISE 108 Make sentences of you own, using suitable prepositions p repositions after the following: 1. Ask. 2. Explain. 3. Knock. 4. Listen. 5. Remind. 6. Say. 7. Search. 8. Speak. 9. Wait. 10. Wish. 11. Go. 12. Talk. 13. See.
UNECESSARY PREPOSTIONS EXERCISE 109 Use each of the following in a separate sentence: 1. Answer. 2. Attack. 3. Approoch. 4. Enter. 5. Obey. 6. Reach. 7. Resemble. 8. Tell. 9. Behind. 10. Inside. 11. Outsid. 12. Around. EXERCISE 110 Fill in the blanks with prepositions where necessary: 1. What are are you thinking…? thinking…? 2. Is there any difference…grass difference…grass and and hay? 3. Is there a nice garden…their garden…their house? 4. Where did you get those apples…? 5. They had an ice-cream in town…the match. 6. The boy jumped…the water. 7. They live…the theatre. 8. She likes to read…the fire. 9. Mary comes to school…her friend. 10. He likes to go…the cinema. EXERCISE 111 Fill the blanks with prepositions where necessary: 1. Set us play outside…the house. 2. She is searching…her pencil. 3. I wait…him half an hour. 4. We entered…the house by the bock door. 5. I taught my dog to obey…me. 6. He entered…a long discussion. 7. Twinks resemble…each
other. 8. The poor always wish…riches. 9. I told…him the truth. 10. I promised to write…my father. EXERCISE 112 Add a preposition at the end of these sentences: 1. What is she looking…? 2. What is she laughing…? 3. Who were you talking…? 4. Who are you writing…? 5. Where W here did you get…? 6. What station did you start…? 7. Who are you waiting…? 8. What pen did you write…? 9. Who are you staying…? 10. What did you cut it…? CONJUNCTIONS MISCELLANEOUS EXAMPLES EXERCISE 113 Correct the following sentences, giving reasons for your corrections: co rrections: 1. The book is neither green or red. 2. He cannot speak English and French. 3. It casts two, three pounds. 4. He not only spoke loudly, but also clearly. c learly. 5. He ate and the three orange. 6. I counted one hundred seven people. 7. She went to learn and French. 8. He said that, “You will be sorry for it”. 9. I do not know if I shall be able to go. 10. From now and on I will work hard. CONFUSION OF PARTS OF SPEECH EXERCISE 114 Fill each blank with the correct word: “as” or “like”: 1. Act…a gentleman. gentleman. 2. He does…he pleases. 3. He behaved…a baby. 4. She looks…her mother. 5. Do…he does. 6. Play the game…he does. 7. She dances…a fairy. 8. You walk…he does. 9. He acted just…the rest. 10. He speaks…an Englishman.
EXERCISE 115 Fill each blank with the correct word: “no” or “not”:
1. I have…time for play. 2. She has…a good memory. 3. He had…reason to be angry. 4. There is…enough furniture in this room. 5. Your plan is…different from mine. 6. I had…patience with him. 7. There were…fewer than a thousand people. 8. There is…furniture in this room. 9. He has…enough has…enough money. 10. I want…more, thank you. EXERCISE 116 Fill in the blanks with the correct word: “died” or “dead”: 1. Her grandfather is… 2. He…of fever. 3. The…cannot feel. 4. Her aunt is…; she…many years ago. 5. The The man…for man…for his country. 6. The…horse is lying in the field. 7. They…a cruel death. 8. The flowers have… 9. The soldier…from his wounds. 10. The past is… EXERCISE 117 Fill in each blank with the correct word “its” or “it’s”: 1. The bird has broken…wing. 2. I fear…going to rain. 3…almost mine mine o’clock. 4. I think…yours. 5. The tree will soon lose… leaves. 6…time to go home. 7. Every river has…source. has…source. 8….a long time time until Christmas. Christmas. 9. An animal will often die for…young. 10….too late to go now. EXERCISE 118 Fill each blank with the correct word “good” or “well”: 1. Mary did her work…2. She speak...English. 3. I did…in the examination. 4. She looks…today. looks…today. 5. It is…to be with friends. friends. 6. He did…work. did…work. 7. He did not see… 8. Has he done…in his lessons? 9. I am quite… 10. She speaks very… EXERCISE 119 Fill each blank with the correct word “past” or “passed”: 1. The…month was rainy. 2. He…his entrance examination. 3. The ball…between the goal-posts. 4. The bullet whistled…my ear. 5. Several months have…since the the year began. 6. Forget the…7. the…7. The aeroplane aeroplane flew…8. It is half…eight. 9. She…the salt to the guest. 10. The door was open when I walked… walked… EXERCISE 120
Rewrite these sentences, choosing the right word between the brackets: 1. This thing (is, does) not worth more than a pound. 2. (After, then) he shut the door and went to bed. 3. He (is, does) not able to speak English correctly. 4. Don’t be (fool, foolish). 5. He is a (fool, foolish). 6. Flowers smell (sweet, sweetly). 7. He is so proud that he does not greet (and, even) his friends. 8. The mother (weighed, weighted) her baby. 9. I want to learn (and) other languages (too). 10. Is it (truth, true)?
Present Perfect Copiii tocmai s-au întors de la şcoală. Ei au luat deja masa de prânz,
dar nu şi-au făcut înc ă temele. Pe cine ai mai întâlnit la birou în ultima vreme? Ai citit articolul din ziar despre greva de la CFR? Nu, nu l-am citit. Nu am mai mâncat o asemenea pr ă jitură până acum. Ai v ăzut vreodat ă cum îşi fac rândunelele cuibul? S ăptămâna asta am tradus mai multe texte în limba englez ă, de aceea nu am avut timp s ă ne vedem. Ast ăzi am muncit din greu şi nu m-am odihnit nici măcar o oră după amiaza. V-ai întâlnit recent, desigur, dar deabia astăzi ai hotărât unde s ă vă petrece i concediul. Cineva a stricat televizorul; nu se mai vede nimic. A plouat; trotuarul este ud iar pomii şi florile din grădină s-au trezit la via ă din nou. Citesc de dou ă ore şi nu pricep nimic. Fratele t ău ascultă muzică de când a venit de la şcoală. De când îl aştepi pe unchiul t ău? De dou ăzeci de minute, dar c ăteodat ă aştept şi câte o oră până vine. De câtă vreme eşti în oraşul nostru? Sunt din februarie, dar am fost foarte ocupat cu nişte probleme de familie. De aceea nu te-am c ăutat. Past Perfect Perfect ( sau Past Tense? )Văzusem deja filmul pân ă vineri. Petre nu-şi făcuse leciile până la ora 11. Ei nu se hot ărâseră încă ce să-şi cumpere când mi-am terminat eu cumpărăturile. După ce au închis fereastra şi au verificat gazul şi robinetele din baie şi din bucătărie, au încuiat casa şi au plecat în concediu. Numai dup ă ce soul ei a plecat la serviciu şi-a adus aminte c ă a uitat să-i spună ceva important. A trecut mai mult de un an de când s-a gândit prima oar ă la acest lucru. Aproximativ Aproximativ 10 oameni sosiser ă deja când a intrat ea în sal ă. De-abia a ajuns la u şă că şi-a adus aaminte despre carte. Nici nu a închis bine u şa c ă cineva a sunat din nou. C ănd poliia agăsit fetia, ea se plimba singur ă pe străzi de mai bine de o or ă. Când l-am întâlnit pe Fred, el îşi aştepta soia de mai bine de o or ă. Lucrau în laboratorul acela de mai bine de dou ă luni când au f ăcut descoperirea. Erau so ş i soie de doi ani când s-a născut primul lor copil. Se holbau la noi ca şi cum n-ar fi auzit ce i-am întrebat. Future in the Past Mi-a spus c ă se vor întâlni la Oper ă. Ne-a asigurat că ne va ajuta. Ieri mi-a spus c ă va veni s ă ia prânzul cu noi, dar nu a ap ărut. Nu i-a spus cine va înso i echipa în turneu? Mama m-a întrebat dac ă voi ajunge pe la flor ărie. Examinatorul a men ionat c ă nu va corecta toate lucr ările noastre prea curând. Nu am în eles atunci c ă va veni şi prietenul tău la petrecere. De ce nu le-ai explicat când vei putea s ă le dai înapoi împrumutul?
CT / CD De-abia am ajuns în parc c ă a şi început să plouă. Cînd am intrat în clas ă, cei
doi băiei se uitau unul la cel ălalt şi râdeau. De îndat ă ce te va vedea, te va recunoa şte. Va şti c ă eşti tu când va remarca gulerul alb de dantel ă al rochiei tale. Când am auzit-o cântând, miam dat seama c ă se simte mult mai bine. Numai dup ă ce a primit mesajul t ău a plecat de la birou. Copilul nu s-a oprit din plâns când ne-a v ăzut venind. Imediat ce va deschide u şa, te va observa. Nici nu am intrat bine în camer ă că a şi cerut un pahar cu ap ă; cînd i-am adus apa, a cerut şi o pastilă. Numai după ce a luat pastila a fost în stare s ă se linişteasc ă şi s ă ne spună c ă s-a speriat când cineva a încercat s ă intre în cas ă, nu cu mult timp înainte ca noi s ă ne întoarcem de la muncă. Ştiu că se vor întâmpla multe cât timp voi fi plecat, dar te rog ai grij ă de copii şi nu lăsa câinele noaptea afar ă. Am aflat săptămâna trecut ă de la o vecin ă că tinerii de la apartamentul 3 şi-au cumpărat mobilă. Am ş tiut că nu mai fusese implicat în asemenea afaceri înainte. Profesorul a men ionat că toate lucrările vor fi trecute în catalog, indiferent de notă. Un bun prieten mi-a spus odat ă c ă femeile sunt vorb ăree ş i băgăcioase, dar nu l-am crezut şi asta n-a fost bine. Voi şti cine va avea dreptate când voi verifica r ăspunsurile voastre. Mama m-a întrebat cu cine am fost la petrecere, dac ă m-am simit bine, cine a mai venit şi dacă o să mă mai întâlnesc cu b ăiatul pe care tocmai l-am cunoscut acolo. Nimeni nu mi-a spus c ă lucrurile se vor îndrepta când voi renun a la aceste proaste obiceiuri. L-am informat pe şeful meu c ă voi pleca în vacan ă de îndată ce voi primi salariul. Vei veni la teatru când vei primi invitaiile de la mine? După ce vei afla adev ărul, vei mai fi prietenul meu? Niciodat ă nu-l mai văzusem în acel birou şi abia atunci am îneles c ă el era directorul. Mary m-a anun at că e bolnavă şi că nu va putea s ă ne viziteze zilele acestea. El mi-a spus c ă e bătrân, dar nu a auzit niciodată o voce atât de frumoas ă ca a ei.
"If" clauses: Dacă poliistul nu îmi va ar ăta drumul către gar ă, nu voi ajunge acolo la
timp. Bunica mi-ar tricota un pulover nou dac ă ar avea mai mult ă lână. Ce se va întâmpla dacă nu ne va auzi nimeni? Dac ă aş fi ştiut că ea este aici, aş fi venit mai devreme. Nu vei învăa engleza bine dac ă nu vei merge în Anglia. Nu am putea tr ăi dacă nu ar fi plantele si animalele. Nu aş fi dat examen dac ă aş fi ştiut că este aşa de greu. Nu ştiu ce am fi făcut dacă nu ar fi fost acel politist s ă ne ajute. Laptele va avea gust mai bun dac ă vei adăuga în el puină miere. Dac ă n-ar fi p ărinii să ne educe, am fi cu siguran ă mai puin civilizai . William ar fi venit cu noi în excursie dac ă n-ar fi fost aşa de ocupat. Ne-ar auzi vorbind dac ă ar fi în cas ă. Sunt sigur c ă băieii ar intra în livad ă dacă nu ar fi câinele acesta. Dac ă aş fi în locul tău, nu aş conta pe ajutorul lui. Ce ar fi spus p ărinii tăi dacă te-ar fi întâlnit în oraş la braul unui tânăr? George ar fi cump ărat revista dac ă ar fi găsit-o. Dac ă el ar fi muncit mai mult, ar fi putut să repare gardul pân ă acum. Dacă n-ar fi zgomotul acesta, ne-am putea odihni. Du-te mai des la bunici dac ă stau singuri la ară. Oamenii vor avea încredere în tine dac ă te vei ine de cuvânt. Dac ă nu mă găseşte acas ă va reveni pe la nou ă. Să fi şiut cine sună la u şă, nu deschideam. S ă fi avut timp, mă duceam de ieri la coafor. Dac ă-l vedeam, îi spuneam s ă nu se ducă la pationar. Dac ă îi luai un pulover, nu- i mai era frig acuma. Dac ă-i alegeai un alt model pentru rochie sau dac ă cumpărai una de gata care s ă-i vină mai bine, poate c ă i-ai fi plăcut mai mult. Dacă ştiam că nu mai vine cu trenul acela, nu-l mai a şteptam ieri degeaba trei ore la gar ă. Dacă nu mi-ar fi fost teamă că va ploua, aş fi plecat mai târziu. Te-ai duce la Paris dacă te-ar trimite el? Dac ă m-aş duce acolo, i-aş aduce un cadou. Dac ă aş avea mai multe cări pe aceast ă temă, aş putea să nu mai merg la bibliotec ă astăzi. Nu te-aş invita dacă nu a ş fi sigur că vei accepta invita ia mea. Ar fi încântat dac ă te-ar putea servi. Dac ă citeai cartea, sigur î i aminteai de acest person p ersonaj. aj. Dac ă-mi aminteai la timp, m ă duceam chiar ieri acolo. Dacă nu ar fi fost atât de multe cuvinte necunoscute pe fiecare pagin ă, mi-ar fi plăcut foarte mult s ă citesc romanul în original. Dac ă ai fi vrut, ai fi putut s ă te duci până acasă şi s ă aduci contractul. Ce am fi făcut dacă n-ai fi fost tu acolo? Dac ă nu i s-ar fi p ărut greu s ă munceasc ă, nu ar fi renun at la slujba pe care o avea la firm ă. I-aş fi dat o lec ie s ă mă ină minte dacă aş fi fost acolo. Dac ă vrei să ieşi la joacă, fă-i mai întâi temele. Dac ă vei merge la munte, f ă o plimbare cu iubitul t ău la lumina lunii. Dac ă sună telefonul, s ă nu răspunzi. Dacă i-ai terminat cump ărăturile hai s ă mergem la o cafea. Dac ă ai intrat la facultate, învaă ca să nu ai surprize în sesiune. Dac ă şi-ar fi repetat rolul, acum nu ar uita fiecare replic ă. Să şi venit şi el cu noi la mare, nu ne-ar fi acum a şa de greu s ă mont ăm cortul. Dacă vrei o schimbare, tunde-te. Dac ă ar veni mai repede prim ăvara, am putea merge
la munte sau la p ădure în weekend. Dac ă ai fi văzut meciul, ai şti scorul final. Dac ă nu s-ar fi întîmplat cu adev ărat, acum nu s-ar povesti Wish, It's time, Would rather, rather, as if / though, though, if only + Subjonctiv: Subjonctiv:
Aş vrea s ă fie vreme frumoas ă de Paşte. Mama ar dori s ă mergem undeva la munte ş i să ne odihnim în acest weekend. Ana ar fi dorit să nu fi fost atât de ocupat ă s ăptămâna trecut ă. Numai de-aş fi putut găsi cele mai bune cuvinte s ă-i spun cât de rău îmi părea! Numai de de nu s-ar opri motorul motorul chiar în mijlocul mijlocul pantei! A trecut o s ăptămână de când ai primit veştile de la Angela; e timpul s ă-i r ăspunzi la scrisoare. E ora nou ă, aşa c ă e timpul ca cei mici s ă meargă la culcare. Este trecut de miezul nopii., aşa că era de mult timpul ca ei s ă fi ajuns la hotel. Numai dac ă nu i-ar fi prins noaptea pe drum, cu ma şina aia care nu face decât necazuri! Este timpul s ă-i cumperi alt palton; acesta este uzat. Ploua ca şi când ar fi fost potopul. Omul acesta râde ca şi cum n-ar fi el de vin ă pentru tot ce s-a întâmplat. Mai degrab ă m-aş duce s ă văd un film decît să pierd timpul aşteptându-te. Mama ar prefera ca tu s ă nu mai spui atâtea minciuni când este vorba despre prietenul t ău. Directorul ar fi preferat ca toi funcionarii s ă fi venit la lucru şi duminica. Aş prefera s ă nu te mai prefaci. E timpul să te maturizezi, ai aproape 18 ani. Prietenul t ău ar ăta ca şi când ar fi văzut o fantomă. Mânca atâtea dulciuri ca şi cum n-ar fi fost bolnav de diabet. Cite şti pe întuneric ca şi când nu ai a i avea lumin ă pe birou. Numai de nu ar fi gre şit la testare! Aş fi dorit să nu te lauzi cu acest lucru. A ş dori s ă fiu la mare acum.
Prezentul simplu simplu (Simple Present Tense) Tense) exprimă: - o ac iune cu caracter general (prezent simplu generic) - o ac iune cu caracter obi şnuit, repetat (prezent simplu habitual) - o aciune cu caracter momentan, interesul vorbitorului concentrându-se asupra ac iunii în sine pe care o exprim ă verbul, şi nu asupra faptului că aciunea are
loc în momentul vorbirii.(prezent simplu instantaneu)
Mod de conjugare: verb de conj. (inf.scurt )+ s/es (la pers. a III-a sg.) la afirmativ
Do (prez.) + sb. + Vb. de conj. (inf.scurt) la interogativ; Sb + do do (prez) + not + vb. de conj (inf. scurt) scurt) la negativ. She works late at night. Does she work late at night? She does not work late at night. P.S. Generic: apare în legi, defini ii, adevăruri generale: Ex: The Moon spins round the Earth. Dogs bark . Children like
sweets. Women are
talkative. P.S. Habitual:
verbul apare înso it de adverbe de frecven ă (always, often, usually, frequently, seldom, rarely etc.) sau de locu iuni adverbiale de frecven ă (from time to time, once in a fortnight, once in a blue moon, twice a month, every weekend, every now and then, every meeting etc.) Ex. They always play chess in the spare time. Usually, bakers make bread at night. I go for a walk every evening.
P.S. Instantaneu :
apare în demonstra iiii practice: reete, mod de utilizare, reparare, administrare, preparare…: Ex. We take a pot, put some water into it, add some coffee and sugar while the pot is still on the fire and the coffee is ready. ii de uimire, după verbe de mi ş care: - apare în exclama ii Ex. Here comes the police. Winter arrives. - apare în comentarii (sportive, diverse întâmplări care au loc chiar în momentul vorbirii) Ex. “A. Ilie passes the ball to Hagi and the latter scores.” “Look! The car runs into the hedge!” Conjugare proprie: Verbul To Be; I am//You are//he/she/it is// we are//You are // They are//. Am I ?//Are you?…
I am not//You are not… To Have (dublă conjugare, cu sau f ără To Do ca auxiliar) I have//you have//she has… Have I?//Do I have?… I have not// I do not have…
Mod de ortografiere a formei de persoana a III - a sg.: - adaug ă “ s” majoritatea verbelor: he works / plays / runs / stops / laughs… - adaug ă “es” verbele care se termin ă în : - ch/-tch/-sh/-ss/-zz/-x/-o: she teaches / watches / washes / misses / buzzes / does / goes; verbele care se termin ă în : -voc + y, = voc + y + s: plays / says…; cons + y,= cons.+ i + es: cry: cries; fly: flies… Valorile temporale ale prezentului simplu: Prezentul simplu se poate utiliza cu valoare de prezent (vezi ex. anterioare), viitor (în exprimarea exprimarea datei sau a unor aciuni planificate, sigure) sau trecut (în evocarea unor personalit ăi, evocări istorice etc.) We go to the seaside next summer. Tomorrow is my birthday. Stephen the Great wins the battle at Vaslui.. Se traduce prin prezent în român ă.
Prezentul continuu (Continuous Present P resent Tense)
Exprimă o ac a cine care se desf ăş ăşoară în momentul vorbirii (now) sau într-o perioadă weekend/ month / mai mare de timp, care include momentul vorbirii (this week / weekend/ year…) Mod de conjugare: to be (prez) + (vb de conj. (inf.scurt) + ing) I am writing a letter to my friends now. What are you doing at this moment?
Verbe durative: exprimă aciuni care pot să dureze în timp: work / play / sleep / draw…; acestea acceptă conjugare la form ă continu ă, indiferent de timpul la care sunt utilizate; majoritatea verbelor sunt durative. Verbe non-durative : exprimă ac iuni care dureaz ă foarte puin în timp; acestea nu acceptă conjugare la formă continuă, decât atunci când sunt utilizate cu sens schimbat faă de cel propriu: secundar, figurat, sau exprimă o exagerare, o participare deosebită a subiectului la realizarea ac iunii pe care o exprim ă verbul:
Ex. to die, start, begin, clap, knock, slip, fetch, catch… The patient dies at 6 p.m. (înregistrarea unei ac iuni cu sens propriu) Look! That little bird is dying! (emoie puternică) I’m dying after my pet. (sens figurat) Tom knocks at the door now. (aciune desf ăş ăşurată în mod normal, scurt) Open the door! Somebody is knocking. (iritare pentru a exprima o ac iune prelungit ă mai mult decât normal)
Alte categorii de verbe care care nu accept ă în mod obişnuit formă continuă: Verbe de percepie: to see, to hear, to feel, to smell, to taste I see a little dog in that garden. (sens propriu) That woman is odd. She is seeing things. (sens figurat, exagerare) I am seeing my friends every weekend. (sens secundar) I see what you mean. (sens secundar, sinonim cu verbul de cunoa ştere to understand ) The milk tastes great. (sens propriu, adevăr general) I am tasting the soup to see if it is sour or not. (când percep ia se realizează în mod voit, verbul se poate utiliza la form ă continuă) Roses smell nice. (sens propriu, adev ăr general) She is smelling the roses because she likes doing it. (percep ie voită) Verbe de cunoa ştere:
to think, realize, understand, imagine, believe, consider,
suggest, know… I think she is not quite right in the head. (sens propriu, efectuarea unei ac iuni intelectuale) Silence! She is thinking ! (exagerare, iritare) I am thinking at my best friend. (proces durativ de rememorare, participare afectiv ă intensă) Verbe de stare: a) stare existenială: to be, live, exist… b) stare emoională: to love, hate, miss, like, dislike… a) She is a teacher, but these days she is being a guide for some German tourists. (starea normală se exprimă prin formă simplă, în timp ce starea excep ională, desi mai scurtă temporal, se exprim ă prin formă continuă). b) I love modern music, but I dislike the house and rap music. Excep ie: She is more. I am still loving him more and more am still loving loving him. Starea existenială obişnuită, caracteristică a subiectului se exprim ă prin forma simplă a prezentului, în timp ce starea necaracteristic ă a subiectului se exprim ă prin formă continuă; like şi dislike nu apar niciodată la formă continuă. Verbe de posesie: To have, to have got, to own, to possess. - se utilizează la formă simplă când apar cu sens propriu
(exprim ă posesia): I
have / possess a house of my own. - Have , când intr ă în expresii ca: have a headache / a bath / a shower / a meeting / a party / breakfast…, poate fi utilizat la form ă continuă, dacă este necesar: I have breakfast at 7 every morning. I cannot answer the phone; I am having breakfast.
Mod de ortografiere a formei în –ing: Verbele care se termin ă în:
(verbe mono- sau bisilabice) terminate în: 1 cons. precedat ă de 1 voc. accentuat ă, dublează cons finală şi adaugă –ing: run: running; cut:cutting; control: controlling… - -e, elimină e final şi adaug ă –ing: have: having; starve: starving…; exc. See: seeing; dye: dyeing - ie, transformă ie în y şi adaugă –ing: die: dying; lie: lying… say:saying;; cry: crying… crying… - voc / cons –y , voc / cons – y - ing: say:saying -
Valori temporale ale prezentului continuu: ăşurare): They are standing at the blackboard now. Prezent (aciune în desf ăş Viitor: They are going to the theatre tomorrow. Se traduce prin prezent în român ă. Prezentul perfect simplu (Simple Present Perfect) Este un timp de tranzi ie între trecut şi prezent, o defini ie completă enumere toate situa iile de folosire a acestui timp, dup ă cum urmează: Prezentul perfect simplu
a) b) c) d) e)
ar trebui să
exprimă:
o aciune nelocalizată temporal o aciune încheiat ă cu puin timp înaintea momentului vorbirii o aciune desf ăş ăşurată într-un interval de timp deschis o aciune care reprezint ă un obicei sau o stare încă actuală a subiectului o aciune desf ăş ăşurată înaintea momentului vorbirii, care are efecte concrete, vizibile în prezent.
Mod de conjugare: to have (prezent) + verb de conj. + (III / - ed) Ex. She has worked a lot lately. a) Have you read the book? I haven't. Have you met? Yes, we met a week ago. b) The burglars have just entered the house. Have you already called for the police? I have not managed to get through to their office yet. c) You have worked a lot at the office lately / in the last time / this week. d) I have always eaten an apple before going to sleep. You have never told a lie. e) The cat has broken a vase; there is China everywhere. Cazurile a-e se traduc prin perfect compus în român ă.
Prezentul perfect continuu (Continuous Present Perfect)
Exprimă o aciune începută în trecut, care continu ă în prezent, eventual în viitor. Se foloseşte cu verbele care accept ă formă continuă;
Mod de conjugare:
Have (prezent) + be (III) + (verb de conj. (inf. scurt ) + ing) Ex. How long have you been waiting for the bus? I have been waiting for twenty minutes / since 5:30. Excepie: How long have you been in the laboratory? I have been here for 3 hours. (verbele de stare, posesie, cunoa ştere, percep ie se folosesc la form ă simplă) Se traduce în român ă prin prezent. Trecutul simplu (Past Tense Simple)
Exprimă o ac iune desf ăş ăşurată într-o perioadă de timp trecut ă, încheiată. Adverbe sau locu iuni adverbiale specifice: yesterday, last week, last Monday, a week ago, a month ago, in 1946, in January etc Mod de conjugare:
verb de conj (inf. scurt) + ed la toate pers, afirm. pentru verbele
regulate; Interog.: do (past tense) tense) + sb. + Verb de conj. (inf. scurt); neg. :do (past tense) + not + verb de conj (inf. scurt) La verbele neregulate, forma de trecut simplu este echivalent ă cu coloana a doua din tabel, pentru afimativ. Situa ii de folosire: Trecutul simplu se utilizează pentru a exprima: - o aciune trecută, încheiată la un moment dat în trecut, moment precizat în enun : Ex. Last year he wrote a lot of articles on this theme. Did he come at the party a week ago? He did not leave Bucharest in 1935. Se traduce prin perfect compus în limba român ă. - o aciune reprezentând un obicei trecut al subiectului, fiind în acest caz utilizat în variantă liber ă (la alegere) cu: expresia “used to” to” ; sau “would + verb de conj conj (inf. scurt)”: Ex. As a child, he ate many junk food. (în acest caz, forma de Past Tense a verbului de conjugat este sinonim ă, ca sens, cu verbele modale used to sau would : He used to eat junk food as a child. He would eat junk food as a child.) Se traduce prin imperfect în limba român ă. -
o succesiune de aciuni trecute,
de obicei în nara iuni, relatări, articole, biografii
etc. Ex. “The old man entered the garden gate, walked walked to the front door, rang the bell and waited for somebody to answer him. In the meantime, he sat down on the porch, as he was exhausted, and put his dusty bag near him. As nobody answered him for
some time, he got up onto his feet and walked away, visibly sad and worried about his fate in this world.” Se traduce în român ă prin perfect simplu la pers a III a singular şi plural şi prin perfect compus la celelalte persoane. Trecutul continuu (Past Tense Continuous)
Exprimă o aciune aflată în desf ăş ăşurare în trecut, f ă ră a se preciza perioada în care această aciune are loc. (Past Tense) + (verb de conj (inf. scurt) scurt) + -ing) Mod de conjugare: to be (Past
afirmativ;
to be (Past Tense) + sb + (verb de conj (inf. scurt) + -ing) interogativ; to be (Past Tense) + not not + (verb de conj (inf. (inf. scurt) +-ing) negativ; Ex. The little boy was crying when his mother entered the room. While the girls were preparing something to eat, the boys were cleaning the place for installing the tent. They finished their job at the same time. Were they waiting for you? Se traduce prin imperfect în limba român ă. Nu se poate folosi cu verbe care nu accept ă formă continuuă. (non-durative, percep ie, cunoaştere … cu sens propriu) Trecutul perfect simplu (Past Perfect Simple)
Exprimă o aciune trecută, încheiată înaintea altei aciuni trecute sau a unui moment trecut. Mod de conjugare: have (past tense) + verb de conj (a III-a/ed) afirmativ; have (past tense) + sb + verb de conj (a III-a/ed) interogativ; have + (past tense) + not + verb de conj (a III-a/ed) negativ. Ex. He went out only after he had finished his work at the office. (past perfect este aici obligatoriu datorit ă prezenei adv. only) As soon as the lawyer ( had) realized that the woman was lying, he gave up her case. (în acest caz, deşi ar fi necesară marcarea anteriorităii prin past perfect, se poate utiliza şi past tense simple, anterioritatea fiind cuprins ă ca sens în expresia “ as soon as”/”after”. Se traduce în limba român ă prin mai mult ca perfect sau chiar perfect compus. Trecutul perfect continuu (Past Perfect Continuous) Exprimă o ac a ciune începută în trecut, înaintea altei ac iuni trecute, aciune aflată în desf ăş ăşurare pe o perioad ă definită de timp în momentul intersec iei cu ac iunea trecută.
Verbul este înso it de expresii introduse prin: for…/ since…în afirma ii/negaii sau how long, în întreb ări. have (past tense) + be (III) + (verb de conj(inf. scurt) + –ing) afirmativ; have (past tense) + sb + be be (III) + (verb (verb de conj(inf. scurt) + –ing) interogativ; have (past tense) + not + be (III) + (verb de conj(inf. scurt) +–ing) negativ.
Mod de conjugare:
Ex. Sarah had been writing on the computer for two hours when she realized that she had missed some important paragraphs. How long had you been waiting when the bus came? Se traduce în limba român ă prin imperfect. Viitorul simplu (Simple Future Tense) Exprimă o ac iune ulterioară momentului vorbirii Verbul poate fi înso it de adverbe de timp care exprim ă perioade de timp ulterioare:
tomorrow, next week, next weekend, next year…
shall/will + verb de conj (inf. scurt) afirmativ; shall/will + sb + verb de conj (inf. scurt) interogativ; shall/will + not + verb de conj (inf. scurt) negativ. Shall se foloseşte la persoana I singular şi plural; will se foloseşte la celelalte pers., singular şi plural.
Mod de conjugare:
Ex. She will come to visit us soon / next summer. He won’t say a word about it. Se traduce prin viitor I în limba român ă. Viitorul continuu (Continuous Future Tense) ăşurare în viitor. Exprimă o ac iune ulterioară momentului vorbirii, aflată în desf ăş Mod de conjugare: shall/will + be (inf. scurt) + (verb de conj ( inf. scurt) +–ing) afirmativ; shall/will + sb + be (inf. scurt) + (verb de conj ( inf. scurt) +–ing) interogativ; shall/will + be (inf. scurt) + (verb de conj ( inf. scurt)+ –ing) negativ. Ex. She will be cleaning the house at this time tomorrow. What will you be doing at 3 o clock in the afternoon? Se traduce prin viitor I în limba român ă. Viitorul apropiat (The Near Future)
Exprimă o aciune imediat urm ătoare momentului vorbirii (prin formele de viitor apropiat exprimate prin "to be about to" / "to be to", sau o inten ie (în cazul viitorului apropiat exprimat prin "going to").
Mod de conjugare: to be (prezent) + about to / to / going to Ex. She is going to write a letter to her sister. It' s about to
rain. The train is to arrive
at the North Station. Intenia se exprimă cu predilec ie prin viitorul cu"going to" şi are un subiect personal, traducându-se în român ă prin "a inten iona să", " a avea de gând s ă", "urmează să"; celelalte forme ("to be about to" şi "to be to") pot avea ca subiect şi abstraciuni sau obiecte, traducându-se prin: "a fi pe cale s ă", "a urma să", "cât pe ce să". "To be going to" poate să exprime şi predicia ( The students are going to graduate from the faculty in May.) sau aciuni planificate ( My friend is going to buy a new car next year.) "To be to" poate să exprime şi un plan oficial sau un aranjament (The Prime Minister Minister is to arrive at the meeting at 6 o' clock.), voina unei persoane, care este diferit ă de cea a vorbitorului (The latest news are to be given by our reporter.), datoria (What exercises are we to do?) sau posibilitatea, probabilitatea ( Prices are to increase sooner.) Viitorul perfect simplu (The Future Perfect Perfe ct Simple) Exprimă o aciune care va fi terminat ă înaintea unui anumit moment sau a unei alte ac iuni viitoare. De obicei apare înso it de construcii introduse prin by: by Monday,
by that time, by the end of… Mod de conjugare: Shall / will + have (inf. sc.) + verb de conj.(part. trecut) Ex. Mother will have finished the housework by the moment father comes back home / by eleven o' clock. Poate exprima şi posibilitatea sau presupunerea: If he has taken a taxi, he will have arrived at the airport in time. Se traduce prin viitor I sau II în limba român ă . Viitorul perfect continuu (The Future Perfect Continuous) Co ntinuous) Exprimă durata unei ac iuni până la un anumit moment din viitor. Mod de conjugare : Shall / will + have (inf. sc.) +be (part. trecut) + verb
de conj. (inf.
scurt + ing). Ex. At 10 o' clock, my children will have been sleeping for two hours. Se traduce prin viitor I în limba român ă. Viitorul în trecut simplu (The Future-in-the Past Simple) Simp le) Exprimă o aciune sau o stare ulterioar ă văzută dintr-o perspectivă trecută, adică după un verb la Past Tense în propozi ia regentă. De obicei apare în în relatări, în vorbirea indirectă, deci în subordonate completive directe care prezint ă verbul dicendi la Past Tense. would + verb de conjugat (inf. scurt) Mod de conjugare: Should / would They told me that she would visit us soon. Se traduce prin viitor I în român ă.
Acest timp nu poate exista în afara contextului trecut creat de verbul care introduce relatarea. Viitorul în trecut continuu (The Future-in-the-Past Continuous) Exprimă o aciune în desf ăş ăşurare văzută din perspectiva unui punct de vedere trecut, adică cerut de un verb la Past Tense în regent ă: Mod de conjugare: Should / would + be (inf. scurt) + verb de conjugat (inf. sc. + ing). Mother told us that, in less than half an hour, our baby-brother would be sleeping
soundly. Se traduce în român ă prin viitor I. Nu poate exista decât în completive directe cu verbul dicendi la Past Tense. Viitorul apropiat în trecut (The Near N ear Future in the Past) Exprimă o aciune imediat urm ătoare unui moment trecut. Poate exista şi în propoziii principale independente în care raportarea la momentul trecut este implicit ă. Mod de conjugare: to be (Past Tense) + going to / about to / to. Ex. They were going to meet the delegation at the railway station. She said that the Principal was about to leave the country for some time. Se traduce prin expresiile semnalate la viitorul apropiat, al c ăror timp se va corela cu axa trecutului, mai precis prin imperfect în limba român ă.
MEN AND MACHINES AS SYSTEMS
The view of the business organization as a system is important to the application of data-processing techniques to business activities. It relies on the wide acceptance of the collective nature of technology. technology. Great industrial and business organizations represent intricate complexes of machines, communication, and men, collectively organized. The business enterprise can be expressed in term of mathematical, mechanical, or electrical analogs. These analogs, involving principles of feedback, statistical behavior, and causative functions, often create the impression that high-and middle-level management decisions and practices can be made automatic. However, in order to apply such techniques, management work and communication communication should b e expressed in precise functional terms. With the acceptance of the mechanical and organic systems nature of business, there naturally follows the creation of strategic planning functions. Finally, if the enterprise is a system, it is not a system which exists in the vacuum. It moves in relation-ship with other corporations and public institutions. This has led to the actual exchange of information prepared by computers, such as social security and tax information, exchange of technical information between manufacturer and seller, issuance of statistical reports, etc. Indeed, a great deal of information of strategic and tactical value to the enterprise exists, in the public domain available for pu rposes of planning. planning. The prediction of the future through strategic planning and competition with other business operations work in relative harmony with the large labor organizations and rationalized government operations to create the appearance of stability. One of the most dramatic illustrations of this is the widespread acceptance that we can now depressions, recessions, and inflation on the basis of “guidelines” and other fiscal and monetary policies. To accept this view is to accept the notion of the society as a great engine which, if its equations and transfer function are know, can be designed to operate smoothly in the future on the basis of its recent past. It follows as a corollary that the specific business organizations can be viewed as subsystems related to the larger laws of flow and change; laws, which operate throughout the society and which are congruent to the principal criterion of welfare – balanced growth and stability. stability.
(adapted from: Studii şi cercetări de calcul c alcul economic şi cibernetică economic ă, 1983-1984)
Traducei folosind verbe modale: Aş încerca s ă rezolv singur ă acest exerci iu, dar cred c ă nu mă voi putea descurca. Po i s ă pleci în străinătate dac ă ai concediu şi dacă ai primit invitaie. S-ar putea s ă iasă soarele, şi atunci am putea merge la pescuit ast ăzi. S-ar cuveni s ă-l asculi pe fratele t ău. Nu se poate ca ea să te fi înşelat. Trebuie s ă-i dai pantofii la reparat; nu po i să-i foloseşti dacă tocul este dezlipit. Ar fi trebuit s ă nu speli rufele ast ăzi; e sărbătoare. S-ar putea s ă vină şi al a li invitai la petrecere. Trebuie s ă cumperi legume proaspete dac ă vrei să mănânci salată la prânz. Nu vei putea s ă patinezi dac ă nu iei lec ii. Ştiam să merg pe biciclet ă când eram copil. Ei n-ar fi trebuit s ă plece atât de devreme la gar ă.Am provocat-o s ă alerge împreun ă cu mine vreo 3 km, dar nu a putut rezista toat ă distana. Cum îndr ăzneşti să te uii în ochii mei când ştii că m-ai minit? Nu era nevoie s ă fi cumpărat flori. Pot s ă îmi aprind o igară? Poi, dar lasă-mă să deschid fereastra ca s ă iasă fumul. Aş face clătite dacă aş avea lapte. Va trebui s ă expediezi pachetul mâine. Se poate ca p ărinii mei să ne viziteze s ăptămâna viitoare. Nu se poate ca cel mai bun prieten al t ău să te fi trădat. Deşi nu aud nimic, cred c ă e cineva la u şă; simt că cineva mă pândeşte. Ce ai face dac ă ai găsi o sumă mare de bani? Ai preda-o la poli ie sau ai p ăstrao?Trebuie s ă fi plecat cu mult înaintea noastr ă, din moment ce a ajuns deja la bibliotec ă. Ar fi trebuit să-i repari ma şina; nu avem cu ce merge mâine la ară. Pot să-i dau un sfat? Vei putea s ă-mi dai sfaturi numai dup ă ce îmi vei demonstra c ă ai îneles ceva din propriile greşeli.Aş putea s ă mă aşez lângă tine? Ai putea, dar n-ar trebui. So ul meu este foarte gelos şi s-ar putea s ă te ia la bătăie. Obişnuiam să merg mai des la munte când eram student ă. Cum îndrăzneşte ea s ă spună astfel de lucruri, când ea îns î nsăşi se poartă urât şi nu ine cont de sentimentele celorlal i? Se poate ca ea s ă fi pierdut banii şi acum ne minte, ca s ă nu o păeasc ă. Să trăieşti întru muli ani! Va trebui să fii mai atent când traversezi strada; nu voi putea s ă te însoesc mereu. Nu ar trebui s ă mănânci atât de mult; te-ai îngr ăşat.Puteam s ă-l vizitez când am ajuns la Bra şov, dar nu am vrut s ă creadă că aş putea avea vreun interes şi de aceea am preferat s ă nu o fac. Vrei s ă mă ajui să mut dulapul? Oamenii nu trebuie s ă arunce hârtii în parc. Chiar trebuie s ă pleci? Aş putea s ă mai stau vreo zece minute. Nu se poate ca el s ă fi cumpărat atât de multe case; nu este atât de bogat. Nu era nevoie s ă-I fi spus asta; l-ai fi cruat de o veste v este proastă şi oricum el n-ar fi putut face nimic. Vezi terenul acela? Lam cump ărat să-mi construiesc o cas ă, dar mai întâi trebuie s ă-l cură şi abia apoi pot s ă încep constru c onstrucc ia.
INTEGRATIVE RESEARCH ON POWER – LEADERSHIP CORRELATION – PERFORMANCE IN ORGANIZATIONS WITH IMPLICATIONS IN INCREASING COMPETITIVENESS THEREOF
8/A3 The long-term development of the Romanian society, in the context of business globalization, implies that the business environment environment develop on account of the performance performance and competitiveness criteria. Therefore, obtaining the competitive advantage on the market represents a key objective for the top management of the companies in Romania. This project is meant to help the Romanain companies by carrying out a survey offering a scientifically grounded model regarding the way the managers' use of power techniques, stressing on the leadership styles, generates the compliance of the emploees in order to obtain organizational performance. The organizational performance will be approached from a multi-dimensional perspective, stressing on obtaining competitive advantage and, on creating added value. Metodologically, the project will comprise an exploratory research of qualitative type and a primary research of causative type regarding the co-ordinates of the investigated phenomenon: power– leadership – organizational performance. There will be carried out an inquiry by undertaking a statistic survey on account of a set of questionnaires addressed to the strategic and tactic leadership in organizations. There will also be taken into consideration aspects concerning the organization culture and that of the Romanian society. There will be identified the mechanisms connecting the managers' performance with the power behaviour manifested within the organization. The resulting data will be processed by at least two statistic methods and validation will be carried out by comparative analyzis, as well. The results of the research will be finalized in a guide of recommendations and good– practice addressing to managers in order to adopt those power behaviours that generate performance within organizations, premises for obtaining o btaining competitive competitive advantage. advantage. The project brings new knowledge on extremely complex social and economical challenges that tax our society and opens new perspectives for applying innovative management management in Romanian companies, as well.
9.1.1. The correlation between power and leadership must be carried out in the sense of obtaining performance in organization, taking into consideration the characteristics of the organizational culture for obtaining competitive advantage. Under the conditions of
increasing global competitivity, obtaining a competitive advantage became a key-term at international and national level. The Scientific Research in Romania
The Scientific Research in Romania started to focus on the competitiveness of organizations by analyzing the economical factors to provide competitive advantage. In this regard we mention the analyzis of the competitiveness degree on different regions of the country, in the sense of the net income, labour productivity, rate of unemployment ("National Economy Competitiveness and Efficient Integration in European Union",
). M.Vincze, 2003 , EU Fifth Framework Research Programme ). In Romania, the scientific research in the sense of analyzing the social aspects with impact on the organization performance, is just at its beginning. The results of the research demonstrate that Romania has similar values to other countries in the Balkans; the great distance from authority, low individualism, feminity, avoiding uncertainty and, short-term orientation. These characteristics of our country exert major influences on the way the managers, the emploees and, the organization in its whole, perceive the concept of performance. For instance, in evaluating the individual performances, the accent lays on harmony and good relations at work, which determine that the manager possess diplomacy and personal credibility such as to implement a system of performance management. The implications of the Romanian cultural dimensions on the power behaviors developed develop ed by the manager manager are extremely important. important . Thus, the study establishes establi shes that the the Romanian employees present the complex of authority due to the difference between the demonstrated behavior, of perceiving inequities and detachement from authority and the hidden expectations expectations of working in a consultative consultative and participative environment. environment. By using a too authoritative style, the manager risks to remain alone, the emploees progresively detaching from such a behavior. behavior. Another national research trend in the field of evaluating performance was ellaborated within the project EDUCAT – Developing of the Entrepreneurial Spirit and Education in University, 2002-2005, Grant CNSIS, which identify managerial performance predictors, building a profile of the enterprising manager. The project demonstrates that improving the managerial performance in Romania is possible only by introducing, within the educational system, of the enterprising education wherein the managerial-enterprising managerial-enterprising education side be be strongly anchored in reality such that to allow the developmwent of the initiative spirit, assuming responsibility and vision on the company future.
The managerial models used in the Romanian organizations are not sufficiently adapted to the new tendencies identified within the modern management, due to reconfiguration at global level the individual and organizational organizational behaviors and, implicitely, to the economic and social repositioning of Romania. Romania's integration within the European structures implies that organizations develop the intellectual capital in view of gaining competitive advantages. This can be achieved only by a profound knowledge of the phenomena developing within the organizations in our country. Thus, the research research project aims to surpass the unidimensional analyzis of the power phenomenon and approach the problems in an integrative manner, from a multidimensional perspective. The research team aims to bring new knowledge in the field of studying competitiveness, by modeling the complex correlations existing among the power phenomenon, phenomenon, leadership and individual / organizational organizational performance. This situation determines us to develop a series of research activities such that a scientifically grounded basis in this field exist in Romania, Romania, too.
The research concerning the management of the organization were focused on: the role and the place of manager within the organization; the use of the concepts of ethics and social responsibility in the business field; the implicastions of organizational culture within individual performances; performances; the use of new organizing organizing forms ( for instance, laticeal organizing) organizing) etc., with good results results in conditions of the organiza organization tion flexibility as about the requests requests of a competitive market. The theoretical results of the research were materialized in clarifying of conceptual nature elements, in a manner suited to modern management implementation within the Romanina economic environment and, they were emphasized by e series of works such as: "Modern Tendencies Tendencies within the th e Management Management of Production Processes" - the Engineering Universe review, "A Necessary Step towards the Market Economy: The practical results are to be found within the research contracts signed with different organizations of which we can mention: "Informatic system for Leadership", ” the Management of the Environment Protection System", "The Risk Management within the National Energetic System with applications at FE Constanta" etc, within the current management activity of the Industrial Management Department and of the Management Post-University Academic Studies School. The research regarding the Human resources management were intended towards the human resources performance, the career management, aspect regarding recruitment and selecting human resources, motivation, etc. The research in the domain of leadership are even more recent, the concept being developed at national and international level in the last years and, they were concerned with aspects of the leader profile vs. the manager within the organization, organization, the specific methods of working with employees, the team activity, etc.
Protecting the Cultivated Fields by Directing "Water" Senior Lecturer Mariana BRAN, Agro-Nourishment Agro-Nourishment and Environmental Environmental Economy Faculty, the Academy Academy of Economic Studies, Bucharest
Irrigation is necessary both in arid areas, and where the repartition of rainfalls does not correspond to the needs of the cultivated plants. Besides the economic importance, consisting in increasing the profitability of crops and the degree of intensifying agriculture, irrigation has a phytotechnical importance as well, as it gives the opportunity of controlling one of the vegetation and soil fertility factors, it allows the use in agriculture of the arid areas where the limiting factor of production is represented by water, enriches the temperature conditions for plants, offers the possibility of extending the breeds and hybrids of great productivity, able to use agrofunds with large amounts of fertilizers, etc. The irrigation methods are determined by environmental environmental factors, the cultivated plants and the financial and economical situation of the farm On the field with a slope higher than 12 - 15 %, irrigation by surface leaking can contribute at degrading soils by soil erosion. Erosion is also favoured by the unproper leveling of the field, fi eld, over-wetting the soil by applying large norms of watering, the lack of experience person responsible with watering, especially when estimating the non-erosioning flows and the lack of control when applying the waterings. The data provided by the Romanian research prove that erosion reduces fertility of soils by decreasing the content of humus, nitrogen and phosphorus and, the hydro-physical properties worsen. In order to prevent soil erosion produced produced by clod irrigation there must be executed, first of all, the leveling of all fields, and the slope of the clods be established given the soil resistence at erosion, the texture and the speed of water filtering into the soil, as well as the length of the clods. Pay attention to the flow and the time of watering! Watering by aspersion is applied on a field with an irregular micro-relief as well, without leveling, with relatively high slopes, a low soil profile, the phreatic water at a low depth or liable to saltings. The watering norms are reduced and the distribution of water is dosed. Together with watering, there can be applied the fertilizers, phyto-sanitary treatments, etc., the costs for applying said method are high.
The effect of waterings on the soil properties. The influence of irrigations on the chemical
properties of soils manifest by modifying the chemical composition thereof, by the contribution in soluble salts because, irrespective of their source, the irrigation waters comprise about 1,000 times more salts than the meteoric waters; if, by irrigation, it is caused the raise of the mineralized phreatic waters, the contribution in soluble salts is especially high, culminating with transforming the non-salty soils into saltings and, whether the phreatic water are not mineralized, reduced compounds of iron and manganese are formed, there take place gleisation of even swamping processes, accompanied by chemical changes characteristic to said phenomena. phenomena. The excess water inserted by irrigation i rrigation determines determines an increase in the soil hyumidity, therefore it activate altering and, consequently, the formation of clay, sometimes forming dangerous substances such as soda, hydrogen sulphurate, etc.; in other cases, irrigation, by intensifying the soil percolation, it causes the useless leaching of the plant nutritive salts (especially on the soils with percolative and periodic percolative hydric hydric regime). The sudden contact of the irrigation ir rigation water with the structural units of dry soil surprises the air inside thereof, comprisses comprisses it and, consequently, consequently, a real explosion of units takes takes place; at the same time, a rapid gonflation takes place, which also contributes at dissolving the units. During the irrigations by aspersion, the damage of the structure is due especially to the kinetic effect of the t he water drops. The damage in the structure leads to a decrease in the porosity (mainly the airing porosity), the increase in cohesion, adherence, settlement and compacting, the increase of the resistance when ploughing. The irrational irrigation leads also to creating an excess of surface water and, therefore, to the evolution of said soils in the sense of pseudo-gleisation. This can happen when irrigating without draining some fields in humid areas with soils presenting a fine texture or a stressed textural differentiation.
RACE RELATIONS IN BRITAIN Detached observers mostly agree that there is very real - and mounting - tension between Britain’s white and colored inhabitants, inhabitants, particularly in working-class areas of major cities where the various ethnic ethnic communities communities are pressed very closely together. together. And this seemed to be borne out by events that occurred in early June after an 18 – year - old Asian was stabbed * to death in a brawl * outside a pub in the London suburb suburb of Southall, witch harbors a large Asian community. Though the police insisted that the fight had no radical overtones *, gangs of Asian youth from Southall next day went on the rampage*. Chanting* “ We want blood, “ they battled with police, attacked cars driven by whites and beat up several of their occupants. Quite clearly, these attacks were in part an expression of the resentment that many Asians feel over the treatment that they have received in Britain. “We are subject to racial discrimination, crude and naked *,“ said Ajit Singh Rai, president of the Indian Workers’ Association, a voluntary welfare * and social group in Southall. “ We would never get a job for daytime; always at night. There was no consideration for qualifications. The dirties jobs we had to fill.” In rebuttal *, many whites argue that, more and more, they feel like outsiders in their own country. In Southall, half of whose 70.000 residents are Indian, shops and restaurants catering * to Asian tasted have sprung up, cinemas show Indian screen hits like “Darshaan,”and in the local pubs the predominant p redominant language is Punjabi, not English. Similarly, in Dewsbury, a small West Yorkshire town of 60.000, white residents complain about the fervently Pakistanis who have settled among them an whose segregated life-style is so greatly different from their own. “We get children to school who have never mixed with white children, who have never held a knife or fork and who habitually speak nothing but Urdu at home,” complains a local schoolteacher. Prejudice*: In significant – Though self contradictory – ways, economic considerations also help to foster * the radical tension. White shopkeepers are resentful of their increasingly numerous Sikh and Hindu competitors – who, they charge *, stay open longer, give credit more easily and monopolize Indian customers. Among working-class whites, by contrast, the popular prejudice is that black and Asian immigrants only come to Britain to live off the welfare state *. The realty would appear to b e that the British economy today would be hard pressed to operate without the immigrants. Half the doctors in Britain’s National Health * hospital and many of the nurses are Asian; the nationalized railways system is heavily staffed by colored workers, especially in the lower grades; and London’s public transportation system would grind to a halt * if the colored drivers and conductors * should quit. None of this, however, seems to ease the growing social strains*. Not long ago, one Robert Relf, a member of an extreme rightwing organization called the National Front Party, won national prominence by putting up a sign announcing that his house was for sale – but to “an English family only. only. “ To reinforce the message, message, Relf wrote obscene letters letters to some of his Asian neighbors – letters which ended: “Come back Hitler! All is forgotten.” Newsweek , August 9, 1976 (abridget).
1. Translate into Romanian: Romanian: As John was coming to the end of his course at the Academy of Economics, he began to wonder what he would do after it was all over. During the weekends of the summer term he would sit in his flat going through job columns of some newspapers looking at all possible openings in industry and commerce. First, he might start modestly as a trainee in management, then he might become an accountant. 2. Translate into English: Ieri am aflat despre o nou ă slujbă în domeniul managementului. Economia de pia ă oferă multe oportunităi investitorilor. 3. Turn into Passive Voice: That kind woman took care of the sick boy. The boy has offered the girl some red flowers. The postman is bringing me two letters. They considered considered that I was right.
1. Translate into Romanian: Romanian: As John was coming to the end of his course at the Academy of Economics, he began to wonder what he would do after it was all over. During the weekends of the summer term he would sit in his flat going through job columns of some newspapers looking at all possible openings in industry and commerce. First, he might start modestly as a trainee in management, then he might become an accountant. 2. Translate into English: Ieri am aflat despre o nou ă slujbă în domeniul managementului. Economia de pia ă oferă multe oportunităi investitorilor. 3. Turn into Passive Voice: That kind woman took care of the sick boy. The boy has offered the girl some red flowers. The postman is bringing me two letters. They considered considered that I was right.
Health represents a fundamental component in a social and economic macro-system. The state of health and the life forecast of a nation population acknowledge a certain degree of development mainly an economical one. The sanitary and medical services due to their volume and quality, produce and promote economical and social effects in both areas: sanitary environment and socio-economic scale system. No matter how great the efforts for a state of good health would be, they are justified by social and economic effects with a significant size. Therefore it is necessary and useful that a group of relevant indexes for Romania be established, operating at the macro-system scale and compatible with the indexes that are operational in the sanitary environment. In fact, by using such a modularization, the feed-back between the two sectors of public health can be also revealed. In this regard, the public health indexes, implicitly the economic and financial ones may be grouped in two frames: indexes that operate at the macro-system scale and indexes that operate at the level of the medical services base unit. The size size of the economic effectiveness in the field of public health must be treated in the whole complex character of the efforts for ensuring and maintaining within the entire space of the society, targeting the entire population on age groups, by making use of preventing, educational treating, recovery and recreational methods. In view of logical and economical construction of approaching the economic and social effectiveness, it is necessary to relatively delineate the two components, of the potential beneficiaries of medical services, the active and non-active population, respectively. Social and community general measures for preventing illness are converted in expense savings for both potential patients and for the system in the society, in comparison with the cost of treatment. The expense for preventing and promoting healthy behaviors are indisputably smaller than those for treating. For the active population it is about the size of the volume and quality of work resulted from a state of good health, of not becoming ill, volume and productivity that are finally to be found in the achieved gross national product. In a way, this is central axis of orientation for the process of allotting capital and conceptualizing the relation cost-effectiveness, cost-advantages. In the entire world there was created a series of institutions approaching health at national and international level (WHO) for a correct as a whole considering thereof. At the level of the World Bank there is created a department that deals with financing the sanitary sectors of different countries and which are in permanent relationship with specialized institutions for studying effectiveness and efficiency in the field of health in various countries from all continents. There are also higher education institutions (in Canada, USA, Great Britain etc.)
of post-graduate (IEC–France etc) that develop
educational and research modules in the field of sanitary system economy, as well as a vast specialty literature. The approach in the sense of social and economical effectiveness requires considering the values of health and education, as essential vectors of developing the society and civilization. The sphere of organizational- functional issues, with punctual objectives of effectiveness for the system as a whole comes out for the economic and social impact. This implies a complex, multi disciplinary understanding of the determining factors of effectiveness, which are not limited to the financing system. system. It is essential that po licies and strategies in the field of public health identify the real priorities for population, establish the instruments and specific programs and periodically evaluate the impact of interventions, as well as the perception of population with respect thereof. At the same time, the aimed actions and measures will lead to ensuring an increased economic effectiveness at the level of suppliers of services and at the healthcare level.
MODUL SUBJONCTIV ( THE SUBJUNCTIVE MOOD)
Exprimă o ac a ciune posibilă, dacă se referă la viitor, sau ireală, imposibilă, dacă se referă la trecut. Există două feluri de subjonctiv: sintetic şi analitic. Subjonctivul sintetic nu are forme proprii, ci împrumut ă forme de la infinitiv, indicativ (past tense şi past perfect); infinitivul scurt reprezint ă forma de prezent pentru subjonctivul sintetic, past tense reprezintă forma de trecut I, iar past perfect reprezint ă forma de trecut II. Subjonctivul sintetic trecut I conjunctiv prezent,
ional optativ sau ional se traduce în român ă prin condi
în timp ce subjonctivul sintetic trecut II se traduce în român ă prin
condi ional ional optativ sau conjunctiv perfect . Subjonctivul analitic
se desparte în
constituen i analizabili care includ: shall, should, would, could, may sau might, cu valorile de sens ale verbelor modale, înso ite de infinitivul prezent scurt sau infinitivul perfect scurt al verbului de conjugat, rezultând un subjonctiv analitic prezent şi,
respectiv un subjonctiv analitic trecut. Aceste forme se traduc prin
condi ional ional optativ sau conjunctiv prezent, perfect
ional optativ sau conjunctiv respectiv condi ional
în limba română. Shall apare în special în propozi ii principale interogative:
Shall I bring you a
coffee? coffee?
Există restricii de folosire în acelea şi contexte a subjonctivului sintetic şi analitic. Mod de utilizare a celor două forme de subjonctiv: subjonctiv: Subjonctivul sintetic prezent
exprimat prin infinitiv scurt apare în:
-
urări, exclamaii: So be it! Let it be! God save the Queen! God bless you!
-
înjur ături: Curse this rain! Damn you!
-
expresii ca: It's time / It's high time, când ac iunea e încă posibilă, într-o construcie cu for-to infinitiv: It's time for you to go home.
-
expresii ca: If need be…, Suffice it to say that…
-
după expresii ca: I'd rather / sooner // had better, când subiectele în regent ă şi subordonat ă sunt comune: I'd rather stay at home than go there.
-
după expresia if only: If only she help me finish my work! ( It's still possible). If only they had helped me! (past regret, it's too late)
-
în condiionala de tip I: If this be true, we must go home.
-
în subordonate de tip that clauses, când principala exprim ă o dorină, o cerin ă, o obliga ie, o necesitate:
1. subiective: It is necessary she stay in bed two weeks longer. 2. atributive: There is no reason that she arrive so late for the classes. 3. completive directe după verbe ca: suggest, order, demand, urge, recommend : She insisted / suggested we pay a visit to her. 4. concesive: Though she be ill, she will not miss the show. Subjonctivul sintetic trecut I / II apare în: -
completive directe, după wish: I wish I were / had been at the seaside.
-
concesive: Though / even if she were
-
condiionale: If this were
ill, she wouldn't miss the show.
true, we would go there. If this had been true, we would
have gone there… -
circumstaniale de mod comparative:
You behave as if you were Jack of all trades.
You look as if you had seen a ghost. -
Subiective
introduse de expresia it’s (high) time: It’s high time you went to the
dentist’s to fill your decays. (Past Tense pentru o ac iune care se desf ăş ăşoară încă în timp util, dar la limită); It’s time you had gone to the dentist’s. (Past Perfect pentru a exprima o ac iune nerealizată, care ar fi trebuit s ă fie efectuată deja – timpul limită a trecut) -
În cazul expresiei would rather / sooner, had better care permite utilizarea formelor de Past Tense (pentru o ac iune încă posibilă, deoarece se refer ă la prezent) sau Past Perfect (pentru a exprima regretul fa ă de neîndeplinirea ac iunii, deoarece se refer ă la trecut), când subiectul expresiei este diferit de cel al subordonatei pe care o introduce: I’d rather you came to the meeting today.
I’d rather you had come to the meeting yesterday. I’d better you didn’t give up school. Nu apare în circumstan iale de scop implicând un sens negativ,
după: for fear / lest / in
case, circumstaniale de timp, completive prepozi ionale (indirecte, cauzale), principale independente sau care introduc condi ionale .
Subjonctivul analitic apare în: -
subiective: It is necessary that she should stay in bed longer.
-
atributive: There is no reason that she should come back
-
completive directe dup ă verbe ca: suggest, order, demand, urge, recommend :
late. She
insisted we should pay a visit to her…, sau după wish: I wish you could help me. They wish we should visit them. -
concesive:
Whatever you would do , I would help you. Whatever you might say, I
wouldn't change my mind. -
condiionale: If she should come, what would you tell her? Should
he come, ...?
-
circumstaniale de scop implicând un sens negativ, dup ă: for fear / lest / in case:
She
left for fear she could be seen. -
circumstaniale de timp
(rar): He was advised to keep a diet till he would feel
better. -
completive prepozi ionale (indirecte, cauzale):
She was anxious that they should /
could see her dancing. -
principale independente
sau care introduc condiionale: Shall I help you? Next year
we might have a house of our own. I should go if I had time. Had I had money, I would have bought
the dictionary.
MODUL IMPERATIV
Este modul care exprim ă o comandă, un ordin, o invita ie, etc. În englez ă, modul imperativ are forme pentru toate persoanele, singular şi plural. Forma afirmativă:
Persoana I sing.
Let + me + infinitiv scurt: Let me go!
Persoana a II-a sing. Infinitiv scurt: Go! Persoana a III-a III-a sing. Let + substantiv/pronume în acuzativ+ infinitiv scurt: Let Jane / her go! Let Jack / him go! Let the cat / it go!
Persoana I pl.
Let + us (Let’s) + infinitiv scurt: Let us / Let’s go!
Persoana a II-a pl.
Infinitiv scurt: Go!
Persoana a III-a pl.
Let + substantiv/pronume substantiv/pronum e în acuzativ+ infinitiv scurt: Let the children / them go!
Forma negativă:
Persoana I sing.
a) Do not/ Don’t let + me + infinitiv scurt: Do not/Don’t let me go!
b) Let + me +not + infinitiv scurt: Let me not go! Persoana a II-a sing. Do not not / don’t + infinitiv infinitiv scurt: scurt: Do not / don’t go! Persoana a III-a sing. a) Do not/ Don’t let + substantiv/pronume în acuzativ + infinitiv scurt: Don’t let Jane / her go! Don’t let Jack / him go! Don’t let the cat / it go!
b) Let + substantiv/pronume în acuzativ+not + infinitiv infinitiv scurt: Let Jane / her not go! Let Jack / him not go! Let the cat / it not go!
Persoana I pl.
a) Do not/ Don’t let + us + infinitiv scurt: Do not/Don’t let us go!
b) Let + us (Let’s) + not + infinitiv scurt: Let us / Let’s not go!
Persoana a II-a pl. Do not / don’t + infinitiv scurt: Do not / don’t go! Persoana a III-a pl. a) Do not/ Don’t let + substantiv/pronume în acuzativ + infinitiv scurt: Don’t let the children / them go! b) Let + substantiv/pronume în acuzativ+ not + infinitiv scurt: Let the children / them not go! Utilizări speciale: Pentru emfază, exagerare, se poate folosi Do la pers. a II-a afirmativ: Do sit down! Do come here! O construcie care foloseşte modul imperativ poate avea subiect atunci când vrem să specificăm cine trebuie să efectueze comanda: You two come to the blackboard! Come here, Jane! Someone give us a helping hand! Just
apare frecvent în construc ii imperative care se sfâr şesc cu un tag (nu-i
a şa?) pentru a arăta că ceva este neobişnuit sau remarcabil: Just look at me, will you? Let’s just watch the team team playing, shall we?, we?, dar şi f ără tag: Just tell me the truth!
Denum ire
Prezentul simplu
Prezentul continuu
Prezentul perfect simplu
Prezentul perfect continuu
Trecutul simplu
Trecutul continuu
Trecutul perfect simplu
Trecutul perfect continuu
Defini ie
Exprimă o aciune cu caracter general, o ac iune cu caracter obişnuit, repetat, o aciune cu caracter momentan, interesul vorbitorului concentrîndu-se asupra ac iunii în sine pe care o exprimă verbul, şi nu asupra faptului că aciunea are loc în momentul vorbirii.
Exprimă o aciune care se desf ăş ăşoară în momentul vorbirii sau într-o perioad ă mai mare de timp, care include momentul vorbirii.
Exprimă o ac iune nelocalizat ă temporal, o ac iune încheiată cu pu in timp înaintea momentului vorbirii, o ac iune desf ăş ăşurată într-un interval de timp deschis, o aciune care reprezint ă un obicei sau o stare înc ă actuală a subiectului, o ac iune desf ăş ăşurată înaintea momentului vorbirii, care are efecte concrete, vizibile în prezent
Exprimă o ac iune început ă în trecut, care continu ă în prezent, eventual în viitor.
Exprimă o ac iune desf ăş ăşurat ă întro perioad ă de timp trecut ă, încheiat ă.
Exprimă o aciune aflat ă în desf ăş ăşurare în trecut, f ără a se preciza perioada în care aceast ă aciune are loc.
Exprimă o ac iune trecut ă, încheiată înaintea altei aciuni trecute sau a unui moment trecut.
Exprimă o aciune începută în trecut, înaintea alteri ac iuni trecute, aciune aflată în desf ăş ăşurar e pe o perioad ă definit ă de timp în momentul intersec ie i cu aciunea trecut ă.
Verb de conj.(inf.scurt)+s/e s (la pers.a III-a sg.)
To be (prez.)+[vb.de conj.(inf.scurt)+in g]
To have (prez.)+vb.de conj.+(III/-ed)
Have (prez.)+be (III)+[vb.de conj.(inf.scurt)+in g]
Vb.de conj.(inf.scurt)+ ed
To be (trecut)+[vb. de conj.(inf.scur t)+ing]
Have (trecut)+vb.de conj.(aIII-a/ed)
Intero gativ
Do (prez.)+sb.+vb.de conj.(inf.scurt)
To be (prez) +sb+vb. de conj(inf.scurt)+ing
To have (prez.)+sb+vb.de conj.+(III/-ed)
Have (prez.)+sb+be (III)+[vb.de conj.(inf.scurt)+in g]
Do (trecut)+sb.+vb. de conj.(inf.scurt)
To be (trecut)+sb+[ vb.de conj.(inf.scur t)+ing]
Have (trecut)+sb.+vb. de conj.(a IIIa/ed)
Negati v
Sb.+do (prez.)+not+vb.de conj.(inf.scurt)
To be (prez.)+not+[vb.de conj.(inf.scurt)+in g]
To have (prez.)+not+vb.de conj.+(III/-ed)
Have (prez.)+not+be (III)+[vb.de conj.(inf.scurt)+in g]
Do (trecut)+not+vb .de conj.(inf.scurt)
To be (trecut)+not+ [vb.de conj.(inf.scur t)+ing]
Have (trecut)+not+vb .de conj.(a IIIa/ed)
Adver be specifi ce
Every day, al ways, never, often, usually, Frequently, seldom, Once a day/month… Children like sweets. We make coffe everyday. She always drinks tea in the morning.
Now, at this moment, this week, this month, this weekend…
Just, already, yet, always, often, never, this week/ month… Lately, recently
How long, since when; for..., since...
Yesterday, last year/week; a month/a century ago, in 2002, in January.
Yesyerday, at that time, then.
Just, already, yet, after; hardly, no sooner, barely, scarcely.
Have (trecut)+b e (III)+[vb. de conj.(inf.s curt)+ing] Have (trecut)+s b.+be (III)+[vb. de conj.(inf.s curt)+ing] Have (trecut)+n ot+be (III)+[vb. de conj.(inf.s curt)+ing] How long, since when, for..., since...
How long have you been waiting for the bus?
He visited London last year. As a child, he ran every day.
The little boy
He went out only after he
Conju gare Afirma tiv
Exemp lu
Tradu cere în român ă
Prezent
I am writing a letter to my friends now.
Prezent
She
has worked a lot lately.
Perfect compus
Prezent
Perf.compus, imperfect.
was crying when his mother entered the room
Imperfect
had finished his work at the office. Hardly had he finished his tea when his mother called him in the garden.
Perf. compus, mai mult ca perfect
had been writing
Sarah
on the computer for two hours when she realized that she had missed some important paragraph s. Imperfect
Subordonata temporală
Principala regent ă Prezent, viitor sau imperativ
The manager tells us more about the project will tell Tell us
They come home will come Go home
Subordonata Subordonata circumstan ială de timp (pentru a exprima un raport de Prezent simultaneitate) when he has the results of the test. he finds a new building site. when you learn more about it. Prezent perfect (pentru a exprima un raport de anterioritate) as soon as/only after they have bought everything on the list. as soon as you have bought everything on the list.
Past Tense
He returned to the office
She went on a vacation
Past Tense (pentru a exprima un raport de
simultaneitate) when the manager called him. the lunch break was over. Past Perfect (pentru a exprima un raport de anterioritate) as soon as / after she (had)*received the consent of her boss. only after she had finished her work at the office.
Într-o subordonat ă temporal ă introdusă de as soon as sau after, dup ă un verb la Past Tense în regent ă, se poate p ăstra şi Past Tense, raportul de anterioritate fa ă de aciunea din regentă se menine la nivelul conjunciei sau locu iunii conjunctivale subordonatoare precum after sau as soon as. Acest lucru se petrece frecvent în exprimarea oral ă, unde regulile de concordan ă sunt mai pu in stricte. La fel se întâmpl ă şi în cazul în care ne situăm pe axa prezentului, unde fa ă de un verb la Prezent în regent ă, se poate păstra şi Prezentul, raportul de anterioritate fa ă de ac iunea din regent ă meninându-se la nivelul conjunc iei sau locuiunii conjunctivale subordonatoare precum after sau as soon as, îndeosebi în limba vorbit ă. He comes as soon as he finds the key to the door. •
When poate introduce şi un raport de anterioritate, când este utilizat cu sensul de after / as soon as: He gets paid when he has finished his job here. (pe axa prezentului •
apare Present Perfect) He got paid when he had finished his work there. (pe axa trecutului apare Past Perfect)
COLD
Cold weather has a great effect on how our minds and our bodies work. Maybe that is why there are so many expressions that use the word cold. For centuries, centur ies, the body's blood has been linked closely c losely with the emotions. People who show no human emotions emotions or feelings, for instance, are said to be "cold blooded". "Cold blooded" people act in cruel ways. They may do brutal things to others, and not by accident. For example, a newspaper says that the police are searching for a "cold-blooded" killer. The killer murdered someone, not in self-defense, or because he was reacting to anger or fear. He seemed to kill for no reason, and with no emotion, as if taking someone's life meant nothing. Cold can affect other parts of the body. The feet, for example. Heavy socks can warm your feet, if they are really cold. But there is an expression, expression, "to get cold feet", that has nothing to do with cold or with your feet. The expression "to get cold feet" means being afraid to do something you had decided to do. Let's say you agree to be the president of an organization. But then you learn that all the other officers have resigned. All the work of the organization will be your responsibility. You are likely to get "cold feet" about being president when you understand the situation. Cold can also affect your shoulder. You give someone a "cold shoulder" when you refuse to speak to them. You treat them in a distant, cold way. The phrase probably comes from the physical act of turning your back toward someone instead of speaking speaking to him face to face. You may give a cold shoulder to a friend who has not kept a promise he made to you. Or to someone who has lied about you to others. A "cold fish" is not a fish. It is a person. But it is a person who is unfriendly, unemotional and shows no love or warmth. A cold fish does not offer much of himself to anyone. Someone who who is a cold col d fish could be " cold-hearted ". A cold hearted person is someone who has no sympathy. Several popular songs in recent years were about cold hearted men or women who, without feeling, broke the hearts of their lovers. "Out in the cold" is another phrase which is often heard. It means not getting something that everybody else got. A person might say that everybody but him got a pay raise, that he was left out in the cold. It is not a pleasant place to be, and we all experienced at least once this kind of a situation.
By the Book
The expression "by the book" means following rules or orders exactly as they are written. Someone who does something "by the book" uses no creativity or imagination to bend the rules. Instead, he or she demands that laws or rules be followed exactly. A sergeant in the army for example may order a soldier to arrange flags for a special ceremony. The sergeant says, "do it by the book". He expects the soldier to arrange the flags as the rules say they must be arranged. The soldier must do it by the book. A judge is another person who may use the expression "by the book". After the judge or the jury decides that someo s omeone ne is guilty of a crime, the judge j udge must sentence the criminal. The criminal may beg for mercy. The criminal's lawyer may ask for special consideration. But the judge may refuse. He may follow the law exactly and sentence the criminal to a long time in prison. If he does this, the judge is "going by the book". People use the expression "by the book" in a general way to describe anyone who is exact in following orders. However, "going by the book" also can c an mean getting and following ideas from a book. One of the best examples examples of this is the cookbook. Every year, Americans Americans buy millions of cookbooks, read them, and follow the written directions for cooking with them. They go by the book. Another popular kind of book is the "how-to" book. This explains how to do something: fix a car, build a room for a house, or plant vegetables in a home garden. Of course, not every person who reads these books will follow the directions just as they are written. A man may have his own ideas about the best way to fix a broken broken door. And a woman woman who cooks for her family every day may change the directions that she finds in a cookbook. These people do not "go by the book". They use their own ideas and imagination. Preparing for School
Suddenly the summer is over. Jenny comes into my room early one morning to drag the sheets off my bed and all the clothes she can find in the room. Everything has to be washed before I go to school. Then she gets me to clean out my room, all the old comics and plates and cups which I have been collecting under my bed all summer, all dust and the pots of paint I've been using on my boat.
Jenny finds a small table in the garage and I help her carry it into my room. It's going to be my desk for doing my homework on. Then she takes me into the village for a treat, and she won't tell me what it is. When we get there it turns out to be a haircut. I'm about to walk away when she puts her hand on my shoulder. "Don’t be silly," she says. "You can't go to school looking like that, you won't last a day." So I sit still for the barber and let him cut away my whole summer pride, while Jenny sits behind me, laughing at me. He also bought me a school uniform, a red blazer and a cap, two pairs of black leather shoes and five grey shirts. That evening she empties my drawers of my rock collection to make room for the new clothes, and she gets me to put on the whole uniform. A Funny Story
"What's going on?" I wondered as I came round the corner and saw a huge crowd gathered in the middle of the usually quiet street. Two fire engines were parked outside my block of flats. At first I noticed that their ladders were raised as far as the third floor, just below my flat. While I was rushing towards the building, I became aware of the large group of byfig hters standing around the entrance. entrance. standers and some fire fighters As soon as I came close to my building, some people recognized me. After they greeted me, I asked what was happening. They told me that the flat below me had caught fire, but they had managed to put it out. As I was going into the building, a man carrying a large television set stopped me. "Hi, Paul, " he said. "Could you give me a hand loading this into my van over there?" While I was helping the man who greeted me to carry the TV-set to his van, I wondered who he was, but then I realised that he must have recognized me from the TV. "Thanks, Paul," he said. "I'd really love to get your autograph but I'm in a real hurry. See you," the man said and drove off. Smiling, I entered the building and headed for my flat. When I reached it I saw the door was open and my television was missing. I had just hepled a burglar to steal my own television set! The House of My Childhood
It has been twenty years since I last visited the house where I spent my childhood. I don’t know why I wanted to see the place again, as I'm not by nature a nostalgic person. I had only happy memories of the house, with its large back garden where I used to climb the apple trees as a child. So, one bright clear Sunday, I decided to revisit it. I filled the car with petrol and set off on the 100-mile trip. I don't know what I expected. The house looked very much the same as I remembered it, but smaller. No one lived in it anymore and the garden was overgrown. The apple trees I used to climb were still there, but seemed small and bent like old men. And suddenly I experienced a strange feeling of loss, for all that I had once and now is gone, for the moments of both joy and sorrow that I lived there in my childhood. I remembered the colours of the surrounding places very well, even the smell of freshly cut grass, of the animals the neighbours used to have. I found the tree where I had a little house built on the top branches; the house was no longer there anymore and the tree had been split into two during a summer storm. Memories are still vivid but the place was less beautiful than what I knew it had been when I was a child.
What a Holiday!
So, it's the end of the holiday once again and here we are back at school. I must admit, I normally enjoy the school holidays, but I really wish I didn’t have to spend them with my parents. They don’t have very modern modern ideas. In fact, they are really behind of times, t imes, because every year we go to a boring hotel at the seaside and spend a boring holiday lying in the sun like snakes. An adventure holiday! What a great idea! Yet, the disappointments began as soon as we got in the car. My father told me that we would not be camping in the woods, but at a normal campsite. Somehow, that didn’t seem the same. Then we came to the campsite and I was even more disappointed. Everything was so modern… and clean. And there were so many tents that it was impossible to have a campfire. campfire. After we had unpacked the tent and put it up, I was amazed to find that it was more like a hotel than a tent. Then my dad installed a fridge, a television, a transistor radio and… real beds. I asked my mother if I could sleep on the floor, but she said no. I began to realise that my idea of adventure was very different from my parents' idea of adventure .
That afternoon, my father and I packed our fishing rods and walked 8 kilometres to the nearest lake. When we arrived, however, we discovered that it was so dirty that no fish could possibly survive in it. My father was unhappy and we had to go shopping for food. That night it was impossible i mpossible to sleep because the people in the next t ent had the transistor radio on very loud until the small hours. What a holiday! Baden Baden
The famous Black forest and the picturesque town of Baden Baden are in southwestern Germany. I went there recently in search of a peaceful, relaxing holiday and I certainly wasn’t disappointed. The town is surrounded by marvelous scenery , clear lakes and tall mountains. The weather during my last visit was so cool and cloudy that it created a wonderfully mysterious atmosphere. There are plenty of places to visit, including the town's delightful 15 th century palace and the Roman baths. I also explored the shady Black Forest where all I could hear was the gentle sound of flowing streams and the leafy trees singing with the wind. The food was excellent. I tried several tasty local dishes. I also bought some cockoo clocks as souvenirs, to remind me of the holiday I took in Baden Baden. The Baden Baden fair was such an attractive place that I could spend a whole day there. It was a lively place and I went there every day. The museum was so amazing that it was fun for the whole family since each of us found a lot of interesting things to see. I had the holiday of a lifetime in Baden Baden. With its friendly people, and fantastic natural surroundings, I would certainly recommend it to anyone. June has her her own ideas for wanting wanting Kelly, her daughter, to become a skating star. "I started skating when I was ten, " June said. "I saved all the money I could for lessons by doing errands for neighbours. But Mum and Dad were poor and when Mum saved money to buy me boots, Dad said it was too much. I never skated again and I don’t want to let this happen to Kelly, too. " Kelly's parents had to take her out of school to be able to practise skating more. They had to pay a private tutor to give lessons to their daughter and finish her studies. Kelly, now 17, was placed first in the last year's junior championship and has won nearly 30 competitions so far. "I know I'm lucky, " she admits. "Mum and Dad have given up their own lives just for me and I'm determined determined not to let them down". down".
Commercial fishing has been carried out since the Middle Ages. Before that it was impossible to keep fish for long periods, but the development of storage methods such as drying and salting made it possible for fishermen to go on longer fishing trips. They were, however, unable to keep fish for a long time. All changed as a result of the new technological advances in refrigeration in the 20 th century. The new technological advances in refrigeration in the 20 th century changed the situation. The coastal waters of Africa and the Mediterranean Mediterranean were full of Northern European fishing boats. The scientific discove d iscoveries ries made during the Second World War were used for discovering large groups of fish and improved the activity in this field. It is no longer a problem to catch fish when you can freeze them and keep for quite a long time. What is the point of sport? Should we force children to do sport at school? Should the government spend more on sport? Is a famous football player broken leg a matter of importance? The answer answer to the initial question question is not easy to find. First we have have to decide why we do sport. Fitness is the one benefit on which most people agree. Healthy people are happier and more capable of looking after themselves. themselves. Children who take plenty of exercise are more likely to become healthy adults. In team sports people are taught to work together. Sport helps to make society safer by teaching people to obey rules. It also prepares them for success at work, where it is necessary to cooperate. Children, therefore, should be taught to co-operate rather than compete. They should not have to compare themselves themselves to other ot herss at school or on the sports field. Teenagers do not spend as much money as their parents suspect. Worry about debt is increasing among teenagers and, therefore, most of them make an effort to save for the future. Greater access to cash among teenagers does not mean that they are irresponsible as a result. Instead of wasting their pocket money on sweets or magazines, magazines, they save s ave more than half of their cash. In the past, any mother would have been proud if their children had been round and a little fat. Those days are gone. Researchers have come to the conclusion that too much fat and sugar in children's diets are a major factor in the development of heart diseases and other illnesses when they are older. However, children need to eat a wide range of foods and their general health could be in danger if some of the substances in food are cut down.
Eating too much fats and sweets can be very dangerous. Psychologists say that the solution is not to change eating habits too fast, but to do it carefully. Parents should present food a little differently, spread butter thinly and avoid putting sugar on the table. A healthy life starts from early childhood. So, children should also be encouraged to take part in sports: in this way, they will be using the calories c alories they have eaten. Leaving behind friends and family, many young people leave their hometown to search for work in the big city. But the dream of a new life often turns to be a nightmare, jobs are difficult to find and friends are scarce when your luck runs out. Thousands of teenagers end up living in cheap hostels or empty, almost ruined buildings, without permission or paying rent. Sometimes teenagers looking for jobs in big cities are lucky. Those who are lucky enough to find work will probably labour long hours for low wages. The work is often physically tiring and may even be dangerous. In addition to the problems of employment and accomodation, many young young people experience loneliness in the anonymity anonymity of the th e city. There are many problems which threaten our natural environment. Acid rain, global warming, air and water pollution are among the most serious ones. There are several ways to help improve the situation. First, we should encourage recycling because it is the production of new materials that causes the most damage. damage. We must learn to reuse things like plastic bags, bottles and glass jars. And more more than that. There are many things to be done in order to avoid polluting the environment. Driving an environmentally friendly car is helpful. Furthermore, joining an organisation which plants trees would be a proof that you you are really concerned about about our world. Supporting Supporting groups like Greenpeace would also help to ensure that our planet will be clean and safe for future generations. The Internet has changed communication, as we know. From education to advertisment, this new technological advance has affected practically every aspect of our lives. Magazines, newspapers, and even books are "on-line" and can be read on the computer. You You can find information information on any any topic - the possibilities possibilities are endless. endless. The Internet Internet can also instantly connect you to other computers, allowing to "chat" with people all over the world.
In the past few years a lot of small shops have been forced to close down because of the changes in public shopping habits and the increasing popularity of supermarkets. We cannot deny that supermarkets do have certain advantages. Firstly, they offer a wide variety of goods at low prices. Then they create jobs for a great number of people, thus helping to reduce unemployment. Supermarkets are ideal for those shoppers who do not have time to visit more than one shop in order to do their weekly shopping. And yet, small local shops offer certain benefits that supermarkets will never be able to do. Small shops are ideal for emergency shopping, generally stay open later than supermarkets and offer friendly service. In conclusion, it is really time we really started to make an effort to save our small shops before it's too late. Sending one's children to a boarding school used to be the most acceptable way of educating them, but over the past few years people's opinions have begun to change. Contrary to what most people believe, however, sending one's children away to school can be extremely beneficial for them in later life. To begin with, children who go to a boarding school learn at a young age to become independent and to live l ive without their parents. Children who go to a boarding school are better prepared to live on their own when the time comes for them to go to university or start work after leaving school. In addition, a boarding school teaches young people how to get along better with others, since they live with their classmates 24 hours a day. Some people argue that boarding school are bad as children need to spend time with their parents on a daily basis. Younger children may feel that their parents have abandoned them by sending them away.
The House House of Tomorrow
Just imagine a house which cleaned itself, where robots prepared the meals, where dusting, ironing, vacuuming were things of the past. Imagine a house heated and powered by the energy equivalent to just one gas cooker ring, a house in which you can actually go skiing… Science fiction? Science fact! The house of the future will be built indoors, for a start. Small groups of houses will nestle under gigantic glass domes. Tropical birds may fly across the roof-tops in the constant computer-controlled warmth. The house itself will be any style or size you fancy. Being indoors, it will need a tiny amount of energy to heat. Much power will come from solar panels in the dome - the round ro und roof. Forget front door door keys. Your Your door will be opened opened as soon as it hears hears a voice it recognizes. Your home computer will oversee security. This discreet electronic servant will control everything, from temperature, humidity and lighting to household and cleaning. He'll pay bills and order food, making sure it's delivered to your door. He'll book your holidays, order library books, even help you with the crossword cr ossword!! Having a party? Make the living room larger by moving the walls. After your guests leave, make it smaller again. Push a button and the walls will move backwards or forwards. You'll be able to see what your guests are wearing before they arrive by calling them up on a video-phone in the hall. Isn't it amazing? All the gossip will vanish and you will be able to look as gorgeous as your friends. The washing? Simply place it in the integrated laundry machine until it comes out ready to wear, thanks to the new, easy-care fabrics. What? No electric sockets? Instead, each room will have a power wall where you will be able to attach electric appliances. Gone too will be the good old-fashioned duster - the air will be filtered and then scented with your favourite perfumes. There will be plenty of room for fun! The leisure room door will be the entrance to a world full of endless adventure. When you get bored, simulators will provide you any experience, from canoeing to parachutting and skiing. The garden of your house will be huge. Roofs will be made of glass and this will allow flower borders and lawns to grow well in the wasted space we usually use for rubbish. Love them or hate them, such homes of the future are on their way. A Skinflint
When she died she lived in a six-bedroom home for fourteen years, and dressed in second-hand clothes. clothes. She only went out twice a day - early in the morning, to look for useful things on the beach to take home and then for a session on the fruit machines later on. Among the rubbish found in her house after her death were her diaries. She had written down every penny she spent and anything she won on the fruit machine. Grocer, George Bumstead, 70, says: "Every Monday she used to come into my shop and buy her weekly order of six eggs, seven bananas, and seven pounds of potatoes. The order never changed and all she had to cook was an old gas cooker with two rings - the oven never worked." The irony of the story is that this eccentric old lady who used to love watching American soap operas, could have lived in the extravagant style of her favourite soap opera, Dallas, if she had wanted to. About Hotels
According to Julian Payne, the most powerful people in any top hotel are the porters. They can do almost anything. They can get Concorde tickets when Concorde is fully booked. They can get tables at the best restaurants or tickets to the opera. Don't ask me how they do it . Most of them have been there for years. They retain their jobs for a long time and they know more about the history of the hotel and the guests than anyone else. They are invaluable. You get all sorts of requests, and the mark of a good hotel is to provide whatever is asked for without sounding surprised. If a client asks for rubber gloves, you don't ask him why. You say: "No problem. problem. Pink or yellow?" Yet, once, a Japanese Japanese businessman businessman asked me to marry him and his fiancee. He thought I was like the captain of a ship. I performed the wedding, but it was never taken as a real one. Top hotels are used more and more to impress. They are used for doing business business and romancing. If you've got something to sell, take your clients to the best hotel where the surroundings are so conductive to saying "yes". A friend of mine working at the Savoy tells the story about a man who gave him 5$ to say "Good morning, Mr. Smith" when he walked through the door with two other men. This he did, and he could hear Mr. Smith saying "I do wish they would leave me alone at this place." London – Past and Present
I fell in love lov e with England because because it was so s o nice- all those little houses, looking terrible old-fashioned but nice, like dolls' houses. I loved the countryside and the pubs, and I loved London. I've slightly changed my mind after seventeen years. Things have changed. The fair play is going, and so are the gentlemanly attitudes and good manners - people slam doors in your face and courtesy is vanishing. I regret that there are so few meeting places in London nowadays. You are forced to live indoors. In Paris I go out much more, to restaurants and nightclubs. To meet friends here it usually has to be in a pub, and it can be difficult to get there alone as a woman. The cafes are not terribly nice. As a woman, I feel more threatened in London. I spend a bomb on taxies because I will not take public transport after 10 p. m. I used to use it, but now I'm afraid. The concept of family seems to be more or less existent in England. My family is very closely knit and that's typically French. In Middlesex I had a neighbour who is 82 now. His family lived only two miles away, but I took him to France for Christmas once because he was always alone. I could never understand such behaviour, especially with your own folks . Yet, I've always loved London. I love people here. I've been invited to everything shooting parties, polo, Wimbledon, Royal Ascot. It's a super atmosphere here. I can't believe, though, how much people eat and drink. One thing I've learned is never to call British Gas. All they do is turn off your gas - and then send you a bill for doing it. I couldn't believe that. I think British Telecom is also impossible. In New York you get a phone in three days - here I was told three months. Why is it that British people are so bad at service? Why is it that I always have to interrupt shop assistant's conversations in order to get served? They are much more interested in gossiping than selling! In restaurants waiters hate being told there is anything the matter with the food. In supermarkets and banks cashiers close when you approach with not so much as an "I'm sorry". Does anybody anybody else have these problems? problems? Is it a problem unique to Britain? A Strange Story
When I was a little girl, my brother and I used to go every New Year to stay with grandma and grandpa in their mysterious old cottage by the sea. Like many other houses in the village, it was rumoured that it was haunted. One particular evening, a couple of days
before the New Year's Eve, the houses were bitterly cold and rather gloomy, because it had been snowing heavily all day. All of us were sitting by the fire in the living room when suddenly there was a tremendous crash from upstairs. All our thoughtys turned to the ghost that grandma had been telling us about and we looked at each other in horror. When we galloped up the stairs, however, we discovered that the branch of a tree had smashed one of the bedroom windows. The Marathon
I was 11 years when my gym teacher told me that I was the best runner in my class. So I entered the first running race with the best runners in my town. I got second prize. Since then, I've received first prize every year, as I've been running for three miles every day. Next spring, I'm going to participate in the National Marathon, a 26-mile race, maybe just to prove myself that I have a special gift. The marathon is a tough competition, and I have to intensify my training. I'm realistic and I'm not sure I'll win. But I consider that every participant in the race benefits from it, whether he/she wins or not, just because it is a very ambitious competition. That is why the last runner in a marathon also gets a medal. So, I'm determined to go on training and participate in the annual marathon until I win it.
The strikers The strike which turned Zenith* into two belligerent camps, white and red, began late in September with a walk-out* of telephone girl and linemen*, in protest against a reduction of wages. The newly formed union of dairy-products workers went out, partly in sympathy and partly in demand for a forty-four hour week. They were followed by the lorry-drivers’ union. Industry was tied up, and the whole city was nervous with talk of a tramway strike, a printers’ strike, a general strike. Furious citizens, trying to get telephone calls through strikebreaking girls, danced helplessly. Every lorry that made its way from the factories to the goods-stations was guarded by a policeman, trying to look stoical beside the strike-breaker driver. A line of fifty lorries from the Zenith Steel and Machinery Company was attacked by strikers-rushing out from the pavement, pulling drivers from the seats and smashing carburetors, while telephone girl cheered from the pavement, and small bo ys heaved* heaved* bricks. The National Guard was ordered out. Colonel Nixon, who in private life was Mr. Caleb Nixon, secretary of the Pullmore Tractor Company, put on a long khaki coat and stalked* through crowd, a 44 automatic in hand. Even Babbitt’s friend, Clarence Drum, the shoe merchant* - a round and merry man who told stories at the Athletic Club – was to be seen as a waddling* but ferocious captain, captain, with his belt tight about his comfortable comfo rtable little belly, as he piped* to chattering* groups on corners. “Move on there now! I can’t have any of this loitering!” There was no one in Zenith who talked of anything but the strike, and no one who did not take sides. You were either a courageous friend of labor, or you were a fearless supporter of the Rights of Property; and in either case you were belligerent, and ready to disown* any friend who did not hate the enemy. A condensed-milk plant* was set afire – each side charged it to the o ther – and the city was hysterical. And Babbitt chose this time to be b e publicly liberal. He belonged to the sound*, sane, right-thinking wing, and at first he agreed that the Crooked* Agitators ought to be shot. He was sorry when his friend, Seneca Doane, defended arrested strikers, and he thought of going to Doane and explaining about these agitators, but when he read a broadside* alleging that even on their former wages the telephone girls had been hungry, he was troubled. Abridged from BABBITT by Sinclair Si nclair Lewis, copyright, 1922, by Harcourt Brace Jovanovich, Jovanovich, Inc. © 1950 by Sinclair Lewis-Reprinted by permission of the publishers.
Verbele modale
Verbele modale sunt acele verbe auxiliare care introduc concepte precum capacitate, posibilitate, probabilitate, necesitate, obliga ie de a realiza sau nu o anumit ă aciune. Se cunosc mai multe verbe modale, şi anume: can, could, may, might, must, need, ought to, used to, shall, should, will, would, fiecare exprimând o nuan ă modală din cele enumerate mai sus. Verbele modale au câteva tr ăsături comune: 1. sunt verbe defective, adic adică nu au forme proprii la toate timpurile, nu au form ă de infinitiv lung sau formă în –ing; de aceea unele din ele au înlocuitori care se pot utiliza la orice timp cerut de logica enun ului; 2. sunt verbe uniflexionare, adic ă prezint ă aceeaşi formă la toate persoanele, neadăugând termina ia –s la persoana a III-a singular la prezent, ca verbele noionale; 3. negativul se realizeaz ă prin adăugarea nega iei not după verbul modal şi înaintea verbului noional pe care modalul îl înso eşte ( numai verbul can prezintă la negativ forma cannot, scris ă legat): She cannot be so rude. 4. interogativul verbelor modale se realizeaz ă prin inversiune, adic ă plasarea verbului modal înaintea subiectului: s ubiectului: Can you type? Must they do that? 5. verbele modale modale sunt urmate de de verbe no ionale la infinitiv scurt (cu excep ia modalelor ought to şi used to): We can help you with this problem. She may offer you a new job. Exc. She ought to be more careful. They used to play tennis together. Formele should, would, could şi might care provin de la shall, will, can şi may nu sunt doar formele de trecut ale modalelor corespunz ătoare, deoarece se pot referi şi la prezent sau viitor, caz în care se traduc prin condi ional optativ prezent în român ă: The nurse could come tomorrow / now. They might be busy now, so you should see them later.
Înlocuitori pentru verbele modale: Can = to be b e able to, to be capable to May = to be permitted to, to be allowed to
Must = to have to
Înlocuitorii modalelor se utilizeaz ă când nu exist ă forme proprii ale modalelor pentru timpul necesar în propozi ia respectiv ă, de exemplu un prezent perfect, past perfect, chiar viitor. He has always been able to cope with such things. The pupils will be able to speak English fluently if they attend this course. co urse. Înlocuitorii sunt mai puternici ca sens decât modalele corespunz ătoare deoarece sunt mai puin utilizai decât acestea. De exemplu: I can swim = Ştiu să înot. (capacitate fizic ă obişnuită) I am able to swim in this river. = Sunt capabil să înot în acest râu. (aptitudine deosebită) SHALL / WILL
a) Ca verb v erb modal, shall exprimă: 1. determinare, hot ărâre: We shall do whatever whatever we think fit. 2. promisiune: If you help me with the garden, you shall have a two-day break. 3. refuz: As you haven’t eaten your meal, you shall not have cake! 4. ameninare: She shall pay for the damaged car! 5. profeii: That spirit shall not perish! 6. în documente documente legale, stil oficial: Payment shall be made in due time. b) Ca verb v erb modal will exprimă: 1. voină, disponibilitate, hot ărâre: I will pay you for the effort as much as you ask. 2. promisiune: I won’t do such a thing again! 3. posibilitate, presupunere: The man dessed in deep black will be her father. 4. estimare a capacit ăii: Our faculty will hold more than two thousand students this year. 5. ceva inevitabil sau care se repet ă foarte des: Girls will be girls. Sometimes she will walk in the park near their tree without hearing anything around her. CAN / COULD
a) Can poate fi utilizat pentru a exprima: 1. capacitate fizic ă sau intelectual ă prezentă sau viitoare: My friend can speak four foreign languages and can type like a professional typist. 2. continuitate, cu verbe de percep ie: I can hear you now and I can also see you. 3. permisiune, în engleza informal ă, în locul verbului modal may: Can I sit down here?
4. pentru a exprima posibilitatea, atunci când împrejur ările permit: If my aunt comes to Braşov, we can go to Bran Castle. 5. imposibilitate sau lips ă de credină: Can she make such a mistake? They cannot now; it’s still sti ll early. be at home now; 6. o cerere, într-un mod mai pu in formal: Can you come later? The secretary is busy right now. b) Could poate fi utilizat pentru a exprima: 1. capacitate fizic ă sau intelectuală trecută: My friend could speak four foreign languages fluently and could type like a professional typist when she s he was younger. 2. un condi ional prezent: The group could get to the station in time if they took a bus. 3. o cerere c erere politicoasă: Could you help me with the luggage, please? 4. realităi trecute, imposibile ast ăzi: Such dresses could be seen around the 1900’s. 5. posibilitate trecută depinzând de anumite împrejur ări: We could bathe and get tanned at the seaside, as the weather was fine. 6. permisiune trecut ă: As we had our papers in order, we could pass through the customs very rapidly. MAY / MIGHT
a) May poate fi utilizat pentru a exprima: 1. permisiune forma f ormallă: May I use the phone? 2. posibilitate: You may know him. It may rain soon. 3. interdicie, în special în stilul sti lul oficial: Students may not use dictionaries at the exam. 4. îndoială, nesiguran ă: Who may that girl be? 5. dorină, sperană: May you live long! May all your dreams come true! b) Might se poate utiliza pentru a exprima: 1. permisiune trecut ă: I realized that he might leave the office whenever he wanted. 2. posibilitate prezent ă, viitoare sau trecut ă: He might be at the club now / tomorrow. The tourist thought that he might find the way to the hut by himself. 3. un condi ional prezent: You might take into account my offer. 4. o cerere insistent ă: You might help me with this application, if you want. 5. iritare, indignare, repro ş: You might look at me when I’m talking to you! 6. nesiguran ă: I wonder who that old man might be. MUST
Must este utilizat pentru a exprima:
1. obligaie, comand ă, necesitate – caz în care se poate substitui cu to have to: You must do / have to do your job if you want to get promoted. (obligaie) Must exprimă o obliga ie impus ă de vorbitor, în timp ce to have to exprimă o obligaie impusă de o autoritate extern ă. You must show / have to show me your driving licence at once. o nce. (comandă) They must write / have to write their names in capitals. (necesitate) (necesitate) 2. deduc ie, concluzie logic ă, probabilitate: If she left the office at 4 , she must be on her way home now. 3. interdicie: People must not walk on the grass. NEED
Există două verbe need: unul no ional, care are sensul de avea nevoie, a necesita (to require, to be in need of) şi care se conjug ă normal ca orice verb no ional, cu to do ca auxiliar la prezent şi trecut pentru formele interogative şi negative: Does she need any help with the boxes? He doesn’t need your approval. La afirmativ, verbul no ional need poate fi urmat de un complement direct exprimat prin substantiv sau pronume gerunziu sau infinitiv lung: My colleague needs a break. The house needs cleaning. You don’t need to rush, we have plenty of time. Need modal cu sensul de to have to are aceea şi formă pentru toate persoanele, fiind
în special utilizat la interogativ şi negativ: Need she cook today? Yes, she must. My sister needn’t clean the room all by herself. She never/ hardly/ scarcely need mention how much she has done for him. Deşi ambele forme Do I need to şi Need I exprimă obligaie, necesitate, exist ă o diferenă între ele: d ay? (aciune habitual ă) Do I need to take this pill every day? Need I take this pill now? (ac iune ocazional ă)
Există diferenă de sens şi între construc iile didn’t need to = aciune care nu a fost necesară şi nu a fost realizat ă: You didn’t need to go to work that weekend. (so you didn’t) faă de needn’t have to = aciune care nu a fost necesar ă, dar care s-a realizat, totuş i: She needn’t have said that about me.(yet, she did)
SHOULD Should este utilizat pentru a exprima:
1. obligaie, sfat, recomandare din punctul de vedere al vorbitorului: The students should apply for the scholarship in the next two weeks. 2. surpriză, în întrebările retorice: Whom should he meet at the museum but his former teacher? 3. presupunere: If I’m right, she should be 25 now. 4. în condiionale, pentru a accentua improbabilitatea condi iei: If you should meet her at the station, tell her I’ll be waiting for her! sau pentru a-l omite pe if: Should he come home sooner (If he came home sooner), so oner), you could meet him before leaving town.
OUGHT TO Ought to (s-ar cuveni, ar trebui s ă) este folosit pentru a exprima:
1. datorie, obligaie moral ă: People ought to be more careful with their savings. s avings. 2. datorie neîndeplinit ă: He ought to have checked the breaks of his car before going on that trip. (yet, he didn’t) 3. pentru a indica ceva care este probabil sau de a şteptat să se întâmple: By the weather forecast, in August it ought to be fine. WOULD
exprima: Would este utilizat pentru a exprima: 1. o cerere politicoas ă: Would you bring me those letter, please? Împreun ă cu like sau care, cererea este şi mai politicoasă: Would you like to help me with these heavy books? 2. preferină, urmate de rather/ sooner: I would rather watch a movie than go to the theatre tonight. 3. un obicei sau o ac iune repetat ă în trecut: She would visit her uncle whenever she came into town. 4. probabilitate: That woman would be his neighbour. 5. voină: I told him that he had to go there whether he would or would not. USED TO Used to este un verb modal utilizat doar pentru a exprima:
1. obiceiuri trecute sau ac iuni care nu mai sunt valabile în prezent: We used to take breakfast at this restaurant when we were in college.
2. un obicei trecut, care nu a disp ărut neapărat: My niece used to go to the concerts every Saturday. DARE
Verbul Dare apare în propozi ii afirmative ca un verb no ional obişnuit: He dares to say that you are a liar. Does she dare to go there? She doesn’t dare to show herself here. În propoziii interogative sau negative, verbul dare poate fi conjugat şi ca un verb modal: Dare he visit you here? Dared you face her? He dare not come. How dare(d) you exprimă indignare, reproş: How dare(d) you do such a thing?
