A Doua Sansa Secundar Engleza Elev 2

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

CARMEN COSTINA

LIMBA ENGLEZĂ Modulul 2 Producerea de mesaje orale și scrise Ghidul elevului

Centrul Step by Step, 2006

Aceste materiale – publicate în cadrul Proiectului Phare „Acces la educaţie pentru grupuri dezavantajate” 2003 – au fost realizate de o echipă de experţi ai Ministerului Educaţiei și Cercetării pentru a fi folosite în perioada de aplicare experimentală a programului educaţional revizuit „A doua șansă” – învăţământ secundar inferior. Membrii echipei care a elaborat materialele sunt: Lucia Copoeru, coordonatoarea componentei „A doua șansă”– învăţământ secundar inferior Dorina Kudor, autoare „Limba și literatura română” Gina Anton, autoare „Limba și literatura rromani” Carmen Costina, autoare „Limba engleză” Iudit Sera, autoare „Limba engleză” Nicolae Pellegrini, autor „Matematică” Ariana-Stanca Văcăreţu, autoare „Matematică” Luminiţa Chicinaș, autoare „Știinţe” Ioana Mihacea, autoare „Știinţe” Mihai Stamatescu, autor „Istorie” dr. Horaţiu Popa-Bota, autor „Geografie” Elena Bălan, autoare „Cultură civică” dr. Doina-Olga Ștefănescu, autoare „Cultură civică” Paul Vermeulen, expert U.E., componenta „Elaborare curriculum și materiale educaţionale” Ghidul este realizat în conformitate cu programa școlară pentru disciplina Limba engleză din cadrul programului „A doua șansă” – învăţământ secundar inferior, aprobată de Ministerul Educaţiei și Cercetării prin Ordinul nr. 5375/29.12.2005, și este distribuit gratuit cursanţilor înscriși în acest program educaţional. Toate materialele din cadrul programului educaţional „A doua șansă” vor fi modificate, conform sugestiilor de îmbunătăţire formulate în urma utilizării lor în școală. În acest sens, trimiteţi comentariile și sugestiile dumneavoastră pe adresa [email protected] Coordonator editorial: Laura Codreanu Design copertă, layout: Elemér Könczey Design și DTP: András Tánczos Ilustraţii: Levente Szekeres Corectură: Mirabela Mitrică Acest material este publicat în scopuri educaţionale, non-profit, pentru a fi folosit în primul an de aplicare experimentală a programului educaţional „A doua șansă” – învăţământ secundar inferior. Autorii s-au străduit să intre în legătură cu proprietarii imaginilor pentru a obţine permisiunea de a le folosi în această ediţie. Îi rugăm pe aceia pe care nu i-am putut contacta să ia legătura cu noi la [email protected]. Descrierea CIP a Bibliotecii Naţionale a României COSTINA, CARMEN Limba engleză : modulul 2 : ghidul elevului / Carmen Costina. – București : Step by Step, 2006 ISBN (10) 973-1706-02-X ; ISBN (13) 978-973-1706-02-3 371.3:811.111

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

© Ministerul Educaţiei și Cercetării

Cuprins Introduction Do You Need a Learning Diary?

4 6

Unit I. Around the world 1. Famous Cities 2. City or Countryside? 3. Cultural Profiles Check Your Progress

8 10 12 14 16

Unit II. Moving on 1. The World Is Yours 2. Need a Visa? 3. Ready to Go Check Your Progress

18 20 22 24 26

Unit III. Jobs 1. A Job Description 2. Interview with an Au Pair 3. A Letter Home Check Your Progress

28 30 32 34 36

Unit IV. Setting up a business 1. Mini Business Plan 2. Dear Sirs or Madams 3. “Recipe” for Success Check Your Progress

38 40 42 44 46

Scripts Vocabulary Get ready!

48 54 58

PROGRAMUL „A DOUA ȘANSĂ” • NIVEL SECUNDAR

3

Introduction Dear Student, Congratulations for your determination to go through to the second module of the English course in the “Second Chance Secondary Education” Programme. This course is designed in such a way as to help you learn English through meaningful communicative activities and exercises, based on your previous knowledge of English and your life experience. If the course may seem hard at times, don’t panick. Your teacher is there to help you make the most of it. Also, you might find it helpful to use the learning strategy tips presented in the introductory lesson “Do you need a Learning Diary?”. The course is structured in four units, each unit consisting of three lessons and a self-assessment section at the end. The structure of each lesson is consistent throughout the textbook and is similar to the lessons in the other subjects that you study in the Second Chance programme (Romanian, Mathematics, Science etc.) • Each lesson starts with an orientation section (Think about it!), which will introduce you to the topic and will ask some questions for you and your colleagues to discuss as a class. This is usually accompanied by a Useful language box on the right of the page, which is meant to supply some useful vocabulary that you can use during the lesson. • The second section is Catch on to it! Here, you will be introduced to some texts with simple tasks to do either before or after reading the texts. Besides new vocabulary, these texts will also contain some of the structures that you will practise during the next sections of the lesson. • Work on it! and Go for it! are meant to provide some opportunities for practice. The level of difficulty will gradually increase, so that you can start with simple tasks and go on to more difficult ones. These two sections are accompanied by a Remember! box on the right, which contains some of the basic structures you need to acquire. The explanations are kept to a minimum, but your teacher will be able to offer more complete explanations, according to your individual needs.

4

LIMBA ENGLEZĂ • GHIDUL ELEVULUI

• Lastly, Did you get it! is meant as a self reflection activity. Here you can focus on your learning needs and how they have been met. You may also see some tasks which are meant to give you an idea on how well you can manage what you have learned during the lesson. This section is accompanied by a Do you know? box on the right, with little bits of information relevant to the topic and content of the lesson. The self-assessment pages at the end of each unit will help you get the best results in the final assessment at the end of the module. By doing this selfassessment activities, you will be able to identify some of the areas where you still experience difficulties and need more practice. Hopefully, they will also be a way for you to celebrate small successes step by step. At the end of the book, there are some Vocabulary pages. They contain about 200 words that have been used in the lessons. Use these pages as best suits your needs: while studying each lesson, while revising, before or after self-assessment – these are all good opportunities to have a look at the vocabulary pages. Finally, in the Get Ready! section, you will be reading some useful advice on how to prepare for the final assessment at the end of the module. At the end of this module, you will be able to: • extract simple information from written materials; • guess the meaning of new words or structures in a written text; • reply to a simple, clear oral message; • make an oral presentation of present and past familiar activities; • write short notes, formal and informal letters, emails; • participate in short conversations on various topics of interest to you; We really hope you will enjoy studying this textbook and look forward to hearing about your success! Good luck!


5

Do You Need a Learning Diary?

Think about it! When we learn, we all use different strategies. Look at the definition of the word strategies on the right. What learning strategies do you use? How about some of your colleagues? Discuss in pairs, then as a whole class.

Useful language Strategies are planned series of actions to achieve something.

Catch on to it! Read about some of Paul’s learning strategies, then talk to your deskmate about which strategies you find useful. Paul has decided to learn more English as he wants to apply for a better job. He is a well-organised student, so he keeps a Learning Diary. These are some of the learning strategies that he uses:

1.

2.

To learn VOCABULARY: • I write sentences with the new words and phrases I have learned in class. e.g. My brother is a mechanic. • I make notes about how to use the new words or phrases. e.g. Where is my money? (always singular) • I group words in topic groups. This is an example for JOBS. Can you add three more jobs? • I look for words with similar meanings. e.g. to close = to shut diary = journal • I find opposites. e.g. near ≠ far good ≠ bad chimney • I make pictures and diagrams. • I write lists of words with their translation. e.g. milk = lapte cabbage = varzã • I look up words in a dictionary and write the dictionary definitions. e.g. naked = not wearing any clothes

house

To learn GRAMMAR: • I write down examples of grammar structures. e.g. I have lived here all my life. • I look at grammar explanations. a, an If the word that follows starts with a consonant sound, use a: a car, a red apple. If the word that follows starts with a vowel sound, use an: an apple; an orange cup.

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• I try to memorise irregular verb forms. I write them on a separate page in my diary. e.g.: go – went – gone; see – saw – seen • I find patterns. e.g.: enjoy + verb-ing (I enjoy dancing) • I keep some pages in my diary for self-correction. Wrong Listen me! I have 26.

3.

Right Listen to me! I am 26.

To ORGANIZE my study: • I keep a planner at the end of my learning diary. Here’s an example: Plan / Strategy Find words for nationalities

Result I can name 25 nationalities

Next Step Ask the teacher to suggest books about lifestyles in different countries

Work on it! These are some pages in Paul’s diary: In which section does each of them go? Write VOCABULARY, GRAMMAR or PLANNER in the suitable boxes:

Topic: In class What does … mean? I’m sorry, I don’t understand. Can you help me? How do you spell / pronounce …? Can you repeat, please? Can you explain it again? What are we doing next time? I’m sorry I’m late. May I come in?

Question: What do you do? Answers: I + Simple Present examples: I’m a mechanic. I repair cars. I’m a nurse. I take care of sick peop le. I’m a shop-assistant. I sell things in a shop. I’m a driver. I drive a lorry/bus/tax i I’m an actor. I play in films/at the theatre I’m a musician. I play an instrum ent I’m a pilot. I fly planes.

12 february Today I learned about how to write an official letter. I found this very useful, because I will need to write an application letter in English for my job. For next class: I need to ask my teacher more about writing the date in English.

Go for it! Find partners in your class who use similar learning strategies to yours. Work in groups of four to draw up a structure for your learning diary.

Did you get it? Do you think a learning diary will be useful to you? Why? How are you going to organize it? How often will you make notes in it?


7

AROUND THE WORLD

Unit

I

In this unit you will learn how to: • Describe a city/town/village • Compare life in the country to life in the city • Compare family values in different cultures

8



9

AROUND THE WORLD

1

Famous Cities Think about it!

Can you name some famous cities around the world? What are they famous for?

Useful language country • capital • city • town • population • inhabitants • area • km2 – square kilometres • economy • industry • consumer goods

Catch on to it! Read the following texts about some famous cities, then fill in the name of the correct city in each table: Los Angeles, California, is one of the most populated areas in the United States of America: 3,845,542 inhabitants. The city is a very important industrial and financial centre. Some of the most important activities include petroleum and film industries. The city also has a diversified economy: over 60% of the largest companies in California have their head offices there.

City: Country: Area: Population:

10

Rome, the capital of Italy, is one of the oldest cities in the world. It was already a large city during the Roman Empire. Today, with a population of about 2,553 ,873 people, Rome is also a major centre of European culture. There is no heavy industry in Rome, but commercial activities, especially banking and touris m, are extremely important to the economy of Rome . Universities, national radio and television and the movie industry also play an important part in the economy of Rome.

City:

City: Australia 12,145 km2 4,198,543

Country: Area: Population:


USA 1,215 km2 3,845,541

Country: Area: Population:

Italy 1,285 km2 2,553,873

g est city in Australia, coverin Sydney, Australia, is the larg al nci fina e 2 larg a ys pla . The city an area of about 12,145 km er sum con in are ries ust ind in and commercial role. The ma ustries include engineering, goods production. Other ind equipment, electronics, railway and transportation jor ned petroleum products. Ma chemicals, plastics and refi wheat and wool. exports include coal, meat,

Reading numbers 100 – one hundred 1,000 – one thousand 10,000 – ten thousand 100,000 – a hundred thousand 1,000,000 – one million 2,553,873 – two million five

Work on it!

hundred and fifty-three

1. Read the text about the three cities again, then answer these questions: a. Which one is the largest city on its continent? b. Which city is one of the oldest in Europe? c. Where is there an important film industry? d. Which of the three cities has no heavy industry? e. Which is one of the most populated American cities? 2. Compare the data for the three cities, then find the answers to the following: a. the smallest area; b. the greatest area; c. the greatest number of inhabitants; d. the smallest number of inhabitants. 3. Listen to your teacher reading the numbers in the factfiles again. Then try to read these numbers: d. 16,312,511 a. 2,550,169 e. 1,291,313 b. 50,182 c. 476,153

thousand eight hundred and seventy-three

Remember! How to use superlatives: Short adjectives: small – the smallest old – the oldest great – the greatest large – the largest heavy – the heaviest Long adjectives: important – the most important beautiful – the most beautiful interesting – the most interesting Other adjectives: good – the best bad – the worst

Go for it!

many – the most

1. Write 4-5 sentences to describe your town/village. How big is it? How many inhabitants has it got? What about its economy? etc. 2. Discuss with your colleagues about your town/village: • What is the tallest building? • Which is the oldest bridge? • What is the longest street? • Which is the newest shop?

much – the most

Do you know? Today the world’s population is about half urban. Cities have always

Did you get it?

been the most important

Different people think and feel differently. Discuss with your classmates about the most important things in your lives: is it having a job, being healthy, having a family, having friends, having a home? You can start like this: The most important thing in my life is …

But their rapid growth has

centres of economic growth and cultural production. also brought negative things such as poverty, homelessness, and pollution.


11

AROUND THE WORLD

City or Countryside?

2 Useful language

Think about it! Do you prefer living in the city or country? Why?

city • country • farm • lifestyle • medical care • neighbour • office • peaceful • quiet • services • shops • transportation • village

Catch on to it! Read the story below. What does the story mean? You shouldn’t eat fast. It is better to live in the country. It is polite to invite your friends over for a meal. The Town and the Country Mouse by John Russell Once upon a time, there were two mice – they were cousins. One lived in the town and the other in the country. The town mouse was a very superior mouse. He thought that living in the town was much better than living the country. So one day, he invited his country cousin to stay with him in his town house and experience the civilized lifestyle of the town. They sat down to a meal, which to the country mouse was a feast. “Delicious,” he said. “In the

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country I have only simple bread and cheese in my quiet peaceful home.” Suddenly, there was a loud noise at the door. “Don’t worry,” said the town mouse, “that’s just my neighbour – the dog, he wants to join us for dinner.” The country mouse ate a little faster. Another noise was heard outside, even louder this time. “Oh dear,” said the town mouse, “the cat wants to join us too.” Quickly finishing his meal, the country mouse said, “thank you, but I think I will return to my quiet peaceful house in the country,” and he ran back home as fast as his legs could carry him.

Work on it! 1. Read the story again. Then circle T (true) or F (false) for each statement below: a. The town mouse thinks life in the city is more civilized. T F b. Life in the city is more peaceful than in the country. T F c. The country mouse eats better food than the town mouse. T F d. The city mouse is not worried about the dog. T F e. The country mouse eats faster because it is hungry. T F 2. Write the comparatives of the following adjectives. Then, place them in the correct column, according to the way they are formed: easy • comfortable • fast • peaceful • good • quiet • civilized • bad • healthy • noisy • loud • many …er

…y – …ier

more…

3. Use the correct comparatives to finish the following sentences:

good – better

Remember!

a. Travelling by plane is _________________ than travelling by train.

peaceful

b. Living in the city is ___________________ than living in the country.

many

c. ___________________ people live in cities than in the country.

easy

How to use comparatives: Short adjectives: rich—richer poor—poorer cheap—cheaper busy—busier Long adjectives: expensive—more expensive

d. It is _________________________ to live in the country.

fast

e. Finding a job can be __________________ in a town.

expensive

beautiful—more beautiful peaceful—more peaceful Other adjectives: good—better bad—worse many—more much—more

Go for it! 1. Write 3-4 sentences to compare living in the city to living in the country. 2. Use your ideas in a debate with your colleagues: would you rather be a country mouse or a city mouse?

Do you know? Around 30 million people in the European Union live

Did you get it?

in housing without a

Can you use comparatives to speak about some of the things in your classroom?

bathroom or shower.


13

AROUND THE WORLD

Cultural Profiles

3 Useful language

Think about it!

family • extended family •

How many children are there in your family? What about most of the families that you know? How many children would you like to have?

birth rate • value •

household • a few / several • difference • similarity • responsibility

Catch on to it! Read these cultural profiles for Romanians, Italians and Romani people. Write down some important aspects of family life in each culture. Family plays an important role in the dayto-day lives of Romanians. Children are considered important in a marriage. Most families have one or two children. Children start their formal education at the age of 6-7, when they go to school. Men and women are considered equal, but this is true more in urban than in rural settings. Most women who live in cities have a full time job outside the home. Decisions within the family are generally made together and doing the house chores has become more and more a shared responsibility. — In Italy, large families were once the ideal. Today, the birth rate has dropped to about 1.2 births for every woman, but the extended family remains important. Extended family members usually live near each other or in the same household. Grandparents, aunts, uncles and cousins often get together to share family celebrations and Sunday dinner. Children have a special place in Italian society. Italians make an effort to include

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children in social events. Children go out with their parents to restaurants. They also stay up late at night to play in the piazza while the parents and grandparents enjoy a drink at a nearby cafe. The father was once the head of the family and the family’s link to the rest of the world. But this situation is changing today as more women enter the paid workforce. — Family is highly valued by the Roma people. Everything takes place in the family, so Romani are dependent on their family groups. Most families have several children: the more children, the greater the family fortunes. In recent years, Romani people have started to place more value on formal education and send their children to school, hoping for a better life. Romani wives look after the house, raise the children, and obey their husbands. Men are the protectors of the family’s prestige in the community, making decisions and taking responsibility for their families.

Work on it! 1. Read the text again and find the plurals of the following words. Underline them. family, life, child, city, decision, place, birth, man, house, wife 2. Now write the underlined words in the table below, grouping them according to the way they form the plural: There is one example for each category. responsibility responsibilities

situation situations

marriage marriages

woman women

3. Finish each sentence with the correct form of the word in parantheses: a. She would like to get married and have two _________________________________ (child / children) b. You can choose to finish this course or not. What’s your _______________________? (decision / decisions) c. Timisoara is one of the most beautiful ______________ in our country. (city / cities) d. One of my _________________________ is to learn how to drive. (dream / dreams) e. Many ____________________ nowadays get a paid job. (woman / women)

knife knives

Remember! Plural of the nouns: group – groups place – places class – classes day – days boy – boys family – families country – countries Irregular plurals man – men woman – women child – children wife – wives

Go for it! Write 5 sentences about your own views on family life. Be sure to use plurals in each sentence.

Did you get it? In this text about family life in Ancient Egypt some of the plurals are not used correctly. Can you spot 5 mistakes and correct them? Work with a partner. “The people of ancient Egypt highly valued family life. They treasured child and regarded them as a great blessing. Young boy learned a trade or craft from their fathers or an artisans. Young girls worked and received their training at home with their mothers. Those who could afford it sent their sons, from about the age 7, to school to study religion, reading, writing, and arithmetic. There is no evidence that they had schools for girl, but some were home taught to read and write and some even became doctor.”

Do you know? The Roma is the largest ethnic community in Europe, about 10 million people. It is estimated that two thirds of them live in Central and Eastern European countries and about 2 million Roma people live in Romania.


15

AROUND THE WORLD

Check Your Progress

I

Before you do these exercises, go back to the Remember and Useful language boxes in each lesson of the unit. Have a look at your notes and try doing again the exercises that you found more difficult. 1. Find the odd word in each of the following lists: a. Rome / Paris / France / Sydney / London; b. teacher / school / university / highschool / kindergarten; c. good / beautiful / interesting / bad / economy; d. shorter / wider / longer / big / smaller e. women / children / men / boys / girl 2. Choose the best way to complete each of the following sentences. a. It is … to travel by train than to travel by plane. a. faster b. fast c. more fast b. The … thing to do is wait until they return. a. goodest b. gooder c. best c. They have been married for six years and have three …. a. childrens b. child c. children d. How many English … have you missed? a. class b. classes

c. classe

e. Do you think it is … to wait here or move along? a. gooder b. better c. good f. This is the … thing you have to do right now! a. more important b. importantest c. most important 3. Write a few sentences to describe the place where you live (town / village / city): ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

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4. Tick the appropriate column in each row of the table below: I can do this! Describe a town or a village

I need more practice with this!

I can’t do this yet!

Read long numbers Use comparatives correctly Use superlatives correctly Use the plural of nouns correctly 5. Take some time to reflect upon the unit you have just finished. Answer the questions below. Bear in mind that at final assessment you will be asked to make similar reflections on your learning and skills. What do you think about the lessons and activities in this unit? ___________________________________________________________________________________ ___________________________________________________________________________________ Which lesson did you enjoy most? Why? ___________________________________________________________________________________ ___________________________________________________________________________________ Write down a few situations in which you could use what you have learned in this unit. ___________________________________________________________________________________ ___________________________________________________________________________________ What learning strategies did you use in this unit? ___________________________________________________________________________________ ___________________________________________________________________________________ Which of them proved to be more efficient? ___________________________________________________________________________________ ___________________________________________________________________________________ Which parts of this unit do you need to revise for assessment? ___________________________________________________________________________________ ___________________________________________________________________________________


17

MOVING ON

Unit

II

In this unit you will learn how to: • Give advice, express possibility / necessity / permission • Fill in forms with personal data • Speak about your plans

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19

MOVING ON

The World Is Yours

1

Think about it! Imagine a good friend of yours would like to live and work in another country for a short period of time. What advice would you give them?

Useful language accommodation • additional cost • allow • certificate • immigration office • passport • qualify • require • visa • weekly allowance • work permit

Catch on to it! Read the following text: Entering the UK Everyone visiting Europe needs a valid passport and some European countries may also require visas. Your passport must not expire within six months of entering Europe or you will not be allowed in. You should allow plenty of time to apply for a new passport. You can obtain your passport faster for an additional cost. A visa is a certificate that is put into your passport or travel document which gives you permission to enter the UK. When you arrive in the UK, an Immigration Officer may ask you questions, so you should take all relevant documents in your hand luggage. Working in the UK There are several programmes that allow travellers to legally work in the UK. One of them is the Au Pair programme. Under this programme you can come to the UK to study English if you are aged between 17 and 27 and a national of certain countries, including Romania. Under the au pair scheme you can live for up to two years with an Englishspeaking family working in the home for up

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to five hours day in exchange for accommodation in your own room and a recommended weekly allowance of -55. To qualify for this scheme you must show that you: are not married; have no dependents; will leave the UK within two years; will not need help from public funds; plan to leave the United Kingdom when you complete your stay as an au pair.

Work on it! 1. Use the correct affirmative or negative form of the following modal verbs. Write the complete sentences in your copybook: a. This bag is too heavy, I …… lift it. (can / can’t) b. When entering a foreign country you …… have a passport. (must / mustn’t) c. In some countries you …… also need a visa. (may / may not) d. You …… keep travelling documents at hand. (should / shouldn’t) e. If you want to be an au pair, you …… be over 27 years old. (must / mustn’t) f. We’d like to know how we …… help you. (can / can’t) g. You …… wait too long before applying for a passport. (should / shouldn’t)

Remember! Modal verbs can – ability / permission may – permission / possibility must – obligation should – advice mustn’t – interdiction needn’t – lack of obligation

2. Use an appropriate modal verb to finish these sentences: a. ________________________ you hold your breath for more than a minute? No, I can’t. b. You ________________________ take your umbrella with you today. It ________________________ rain this afternoon. c. As a Romanian citizen, you _____________________ get a visa before entering the UK. d. She’s really upset now, you ________________________ talk to her like that! e. Why ________________________ he wait politely like everybody else does?

Go for it! What could you say to these people? Write down one sentence for each situation, then compare them with those of your pair: a. Your friend wants to lose weight. b. Your teacher wants to know more about your learning needs. c. Your colleague wants to get a qualification as a hairdresser. d. Your sister would like to work as an au pair in the UK. e. Your father would like to get a better job.

Do you know?

Did you get it? Work in groups of four. On a big sheet of paper write down some of the rules in your classroom. Make sure you use the verbs can / must / should appropriately.

The UK may have over 500,000 East European immigrants following the inclusion of ten new member states to the EU.


21

MOVING ON

Need a Visa?

2

Think about it! This is a visa application form. Supposing you want to help a friend fill it in, what questions would you have to ask?

Catch on to it! Read the following text. Where do you think it is taken from? http://www.ukvisas.gov.uk/servlet/Front?pagename=OpenMarket/Xcelerate/ ShowPage&c=Page&cid=1006977149989

How do I apply? You will need to fill in an application form and give this to the visa section at a UK mission overseas with: • your valid passport or travel document • a passport-sized (45mm × 35mm), colour photograph of yourself. The photograph should be: – taken against a light coloured (white, off-white etc.) background – unmounted, clear and of good quality – printed on normal photographic paper – full face without sunglasses, hat or other head covering unless for ethnic or religious reasons • the visa fee (usually payable in local currency) • any supporting documents requested in the guidance note What supporting documents should I include with my application? You should include all the documents you can to show that you qualify for entry to the UK as an au pair. If you do not, we may refuse your application. As a guide, you should include a letter of introduction from the family you will be staying with in the UK (the host family), which outlines the main terms and conditions of your employment. You should not pay for any travel tickets until a decision has been made on your visa application.

Work on it! 1. Read the How do I apply? section of the text again. Find all the definite and indefinite articles and discuss their use with your teacher.

Useful language background • fee • host • light/dark colour • local currency • overseas • passport-sized • qualify for • sunglasses • unless • valid

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Remember!

2. Fill in the blanks with a / an: a. I need _________ pen, can I borrow yours, please?

Indefinite Articles (for non-specific

b. Is there _________ bank near here?

singular nouns)

c. His wife is _________ English teacher, and _________ very good one too. d. John works 45 hours _________ week, he’s _________ hard working young man. e. If you have _________ extra pair of scissors, I could help with this. f. My brother would like to become _________ engineer one day.

• a + consonant-sound • an + vowel sound • a book, an English book Definite articles (for specific singular and plural nouns) • the – pronounced differently • if before a vowel or a consonant

3. Decide whether you should use the definite or indefinite article in the following sentences: a. I’ve invited _________ friend for dinner tonight. b. Did you enjoy _________ film we watched last night? c. It rains a lot in England, you will need to buy _________ raincoat. d. I’ve never seen such _________ interesting documentary. e. Where are _________ books that I bought yesterday? f. She hasn’t read _________ letter you have sent her.

Go for it!

Do you know?

You have a visitor from another country and they keep asking questions about everything. Can you answer them?

Having a visa does not guarantee entry to the host country. The border

Did you get it?

crossing authorities can

Is the use of articles in English similar to the use of articles in your mother tongue? Compare some examples and discuss them with your pair.

not. They may even cancel a

make the final decision whether to allow entry or visa at the border if the alien cannot demonstrate that they will abide by the status their visa grants them.


23

MOVING ON

Ready to Go

3

Think about it!

Useful language

Imagine you are going on a long journey. Make a list of the five most important things you would like to take with you. Argue your choices in a discussion with your partner.

ambitious • both… and… • by the way • count on somebody • determined • doll • in exchange • keep

Catch on to it!

one’s promises •

Listen to the following conversation, then answer these questions: • Who is packing? • Where is Rita going? • What will she do there? • When is she coming back?

search engine • toy • type

Traian, standing in the doorway: “My goodness! What are you doing?” Rita, smiling: “You can see for yourself what I’m doing! I’m packing my bags. That’s what I’m doing!” Traian: “Are you going on a holiday?” Rita: “Well, not exactly, I found a job in England. I’m going to work there for a year.” Traian: “In England? You’re joking, for sure! What job is that?” Rita: “It’s an au pair job for a nice family with two children.” Traian: “You mean babysitter?” Rita: “Yes, something like that. Only, it’s not exactly what you would call a job. It’s really a chance to learn about another culture and to learn more English in exchange for looking after the children and doing some light housework.” Traian: “Wow! And how did you get this idea?” Rita: “Do you remember that lesson we had in Computer Studies, about how to use search engines to find information on the Internet? I just typed in “jobs in England” and I found lots of information about au pair jobs for young people like me and you. By the way, you could become an au pair, too, these opportunities are for both men and women.”

24


opportunity • pack • present • scared • search •

Traian: “Not me, thank you. So, what are those things over there?” Rita: “What, these little toys? They are presents for the children. Do you like this toy train? My father made it. And I made this doll myself.” Traian: “You’re really good at these things. So, when are you leaving?” Rita: “In two days, I’m a bit scared.” Traian: “You shouldn’t be, you’re a very determined and ambitious young woman, that’s what I like about you.” Rita: “Thanks. Do you know what I like about you?” Traian: “What?” Rita: “You’re what I call a real friend. I can always count on you.” Traian: “Do you promise to be back next year?” Rita: “I promise. And I always keep my promises.”

Work on it!

Remember!

1. Fill in the blanks with this / these:

Demonstrative pronouns

a. __________ camera is fantastic, look at __________

this – near, singular that – distant, singular these – near, plural

wonderful pictures I took with it.

those – distant, plural

b. I don’t like __________ dress, I’d rather wear __________ jeans. c. How do you like __________ new sunglasses? They’re very fashionable __________ summer. d. Can you put __________ papers away, please? I’m tired of all __________ mess. e. _______ bag is very heavy, but _______ two are lighter. f. What are __________ tickets for? / Oh, this is my plane ticket and __________ is a train ticket. g. __________ presents are too big, they’ll never fit into __________ bag. 2. Rewrite the following sentences, changing the subjects and verbs from the singular to the plural. Make any other necessary changes. Example: This exercise is very easy, I already finished it. These exercises are very easy, I already finished them. a. This umbrella is mine. b. That toy train is made of wood. c. That window is closed, can you open it, please? d. This is your new colleague, please welcome him. e. That computer isn’t working. Do you know? f. This letter is for you, it arrived this morning.

Go for it!

Internet search engines are

Write some sentences about things in your classroom using this, that, these, those. Then check each other’s work with your partner.

find information stored on

special sites on the Web that are designed to help people hundreds of millions of pages available on the Internet. Google, which was

Did you get it?

launched in 1998, has

Can you explain in simple words when to use this or that / these ot those?

the world.

become one of the most popular search engines in


25

MOVING ON

Check Your Progress

II

Before you do these exercises, go back to the Remember and Useful language boxes in each lesson of the unit. Have a look at your notes and try doing again the exercises that you found more difficult. 1. Answer the following questions: a. What is your first name? _______________________________________________________ b. What is your family name? ____________________________________________________ c. What is your nationality? ______________________________________________________ d. What is your place of birth? ____________________________________________________ e. How old are you?______________________________________________________________ f. Where do you live? ____________________________________________________________ g. What’s your job? ______________________________________________________________ 2. Choose the right words from the list below to complete each of the following sentences. apply • citizen • signature • valid • passport• visa a. As a Romanian _________________________________ you need a visa to enter the UK. b. Make sure you have a _____________________ passport before you leave the country. c. Who’s this letter from? It hasn’t got a ___________________________________________ d. If you want to go abroad, you need to ________________________ for a passport some time before your departure. e. Customs officer: “Can I see your _______________________________________, please?” f. Do you think I need a ____________________________________________ to enter Italy? 3. What would you reply to the following? “I really want to lose some weight.” ___________________________________________________________________________________ A child has just finished his chocolate and is preparing to throw the paper in the street. ___________________________________________________________________________________ “May I borrow your pen, please?” ___________________________________________________________________________________

26


“I am so worried that I can’t concentrate on anything I do!” ___________________________________________________________________________________ “What present do you think I should buy for her bitrthday?” ___________________________________________________________________________________ Your friend has drunk three beers and is preparing to drive the car. ___________________________________________________________________________________ 4. Tick the appropriate column in each row of the table below: I can do this!



Give advice Fill in a form with personal details Express obligation / interdiction (must / mustn’t) Express ability / possibility (can / may) 5. Take some time to reflect upon the unit you have just finished. Answer the questions below. Bear in mind that at final assessment you will be asked to make similar reflections on your learning and skills. What do you think about the lessons and activities in this unit? ___________________________________________________________________________________ Which lesson did you enjoy most? Why? ___________________________________________________________________________________ Write down a few situations in which you could use what you have learned in this unit. ___________________________________________________________________________________ What learning strategies did you use in this unit? ___________________________________________________________________________________ Which of them proved to be more efficient? ___________________________________________________________________________________ Which parts of this unit do you need to revise for assessment? ___________________________________________________________________________________


27

JOBS

Unit

III

In this unit you will learn how to: • Analyze a job description • Speak about past experiences • Write informal letters

28



29

JOBS

A Job Description

1

Think about it! A friend of yours is taking on a new job. What advice would you give them for their first day of work?

Useful language

Catch on to it!

a day off • assist • bathe •

Read the following text, then answer these questions: a. Can a 26-year-old man apply for this job? b. Does the au pair have to drive the children to school? c. How many hours a day does the au pair have to work?

healthy • male / female •

dependant • driving licence • either… or… • flexible • prepare • requirement • snack • status

Job Description – Au Pair Requirements: • Age: 18-27 years old; • Status: male or female, single with no dependants; • Character: happy, flexible and helpful. • Language skills: basic English skills required; • Driving licence: not necessary, but helpful Duties and Responsibilities: Daily morning duties: • Wake children in the morning; • Make sure the children are dressed; • Make sure the children’s beds are made and their rooms clean; • Prepare breakfast for the children; • Prepare lunches for the children; • Clean up breakfast dishes; • Make sure children have books and homework for school; • Drive children to school (if needed); While children are at school: • Either free time for studying or light chores in the house, such as vacuuming, dusting, folding or ironing clothes; Afternoon duties: • Pick up children from school • Prepare a healthy afternoon snack • Assist the children with their homework • Bathe the children Working hours and free time: • 5 hours working / day + 2 evenings baby sit; • 2 days off / week • some free time will be available on a daily basis, for the au pair to study, or do what they want

30


Work on it! 1. Choose the most suitable response to the following sentences: a. I’m leaving on holiday tomorrow. Have a good time! Don’t ask me! Remember to tell me again. b. Which bus do you think I should take? Run really fast! Don’t worry about a thing. Don’t get the late one, it’s too crowded. c. I need some help with this. Speak to me later please. Don’t do anything about it. Speak to John, he could help you. d. How do you use this machine? Press the ON button. Enjoy yourself! Don’t think twice. e. Alex is really worried about his new job. Don’t tell anyone. Try and talk to him about it. Don’t say anything to him.

Remember! Imperatives Affirmative: Come here, please. Clean the bathroom, please. Leave me alone! Negative: Don’t come now, please Don’t clean my desk, please. Don’t do this!

2. Choose a suitable verb from the following list to finish these sentences. Put the verb in the affirmative or negative to make sensible sentences. say • stretch • leave • ask • take • speak a. ______________ your hat off before you sit at the table. b. _________ over the table if you need to get something. c. ________________ politely when you need something. d. ________________ with your mouth full. e. ___________ the table until you are given permission. f. ________________ ‘thank you’ when you have finished your meal.

Do you know?

Go for it! Imagine a friend of yours is helping you with the spring cleaning. What instructions would you give them? (Use both affirmative and negative sentences.)

The period of weekly working time is limited by means of law in many countries. The European Working Time Directive sets

Did you get it?

the maximum weekly

Think of a new exercise to check your pair’s understanding of Imperatives. Then solve each other’s exercises.

seven-day period.

working time to no more than 48 hours for each


31

JOBS

Interview with an Au Pair

2

Think about it! Have you ever had to look after a child? Can you think of some advantages / disadvantages of being an au pair in a foreign country?

Catch on to it! Read the following interview, then answer these questions: a. How old is Veronika? b. Where is she from? c. What is her job? d. How did she find her job? e. Does she like it? Why? Hi Veronika! Why did you decide to become an au pair? After I finished school I was unsure whether to start work or go on to further study, so I made the decision to take a gap year, to give myself more time for making the best decision.

Name: Veronika Santl Age: 20 Occupation: Au pair in Ipswich, UK Home town: Straubing, Germany

How did you find your job as an au pair? I found a lot of au pair agencies on the Internet. I applied to one or two, I told them some things about myself (age, interests, experience in childcare), then the agencies sent me some matching families. This is how I did it, but you can also contact families yourself. The agency I used didn’t charge me anything and they found a good placement for me, so I was very happy about it. Did you have much experience of working with children? I used to look after three little girls in the neighbourhood and I’ve always enjoyed having children around.

32


Are you enjoying your job? When I started work I sometimes found it hard to get along with the kids and to keep calm. But after a few weeks we got used to each other and it was easier for us all. Of course there are still some of these moments; the difference is, now I know what to do. Apart from that it’s really a good job which I enjoy. Every day is different and it’s a good feeling when a child gives you a hug to say ‘I like you’. How much do you get paid? The payment is weekly and I get 60. As I don’t have to pay for food or accommodation, I can use the money to go out or visit some nearby towns. The family didn’t pay for my flights, but they did pay for me to do a language course.

Useful language agency • au pair • charge • childcare • feeling • hug • nearby • suit • be prepared • get along with somebody

Work on it!

• get used to • look after

1. Sequence the following sentences in the correct order. Then copy the sentences into your copybooks, using such words at the beginning of each sentence: first, second, then, finally. a. I applied to one or two agencies. b. I left my country to live with the host family for a year c. I told the agencies some things about myself. d. I looked for some au pair agencies on the Internet. e. They found a suitable family for me. 2. Put the verbs in the brackets into the appropriate form – present or past. Look for clues in each sentence. a. Adrian is a very nice young man, he always (enjoy) helping others. b. Yesterday the children (visit) the zoo with the new au pair. c. I (send) her a letter two weeks ago and she hasn’t replied yet. d. Listen to this music! It (go) straight to my heart. e. Maria (call) last night to invite us to her birthday party. f. This class (get along) very well with their teacher.

somebody • make a decision • used to

Remember! Simple past tense Regular verbs: verb + -ed finish – finished start – started enjoy – enjoyed apply – applied hug – hugged use – used Irregular verbs: do – did find – found get – got make – made pay – paid send – sent tell – told

Go for it! Write a few sentences about your education. When did you start school for the first time? Why did you stop going to school? How did you find out about the Second Chance programme? How did you make the decision to start this programme?

Do you know? Only nationals from the following countries are included in the official au pair scheme: Andorra,

Did you get it?

Bosnia-Herzegovina,

Check some English grammar books or dictionaries and make a list of irregular verbs. Keep this list at hand and try to memorize as many as you can.

Monaco, Romania, San

Croatia, Faroe Islands, Greenland, Macedonia, Marino, Turkey.


33

JOBS

A Letter Home

3

Think about it! Have you ever received a letter from a friend? Why / when do people send letters to each other?

Catch on to it! Look a. b. c.

at the following letter. Before reading it, try to answer these questions: Who is the letter for? Who is the letter from? Where is the letter sent from? When was it written?

May 23rd 2006 Leicester, the UK

Dear Traian, It’s been more than six months now since I arrived in the UK as an au pair. I really enjoy what I am doing, the kids are great and everybody has been very friendly and supportive. I have made a lot of progress with my English thanks to them, and I have also learnt a lot about the English way of life. I am very impressed with how well organized everything is. Still, I miss home and look forward to coming back in a few months. While here, I have done a lot of thinking about what I am going to do when I leave England. My host family are running a small business which offers cleaning services to companies. We have talked about it a lot and it doesn’t sound very complicated. So, I’ve decided to set up my own business in Romania. Imagine that! The Second Chance graduate, becoming a successful business woman! It may sound like a dream, but I really feel that I have become more independent and confident. There is no reason why I shouldn’t succeed. You’ll see! After all, I already consider myself successful, having managed to finish school in the Second Chance programme. Actually, that was my first chance ever! Anyway, I hope you are doing fine and look forward to your letter. Take care, Rita

Work on it! 1. Read Rita’s letter again, then answer these questions about her: a. How long has she been in England? b. What has she learned there? c. In what ways does she feel she has changed?

Useful language confident • friendly • impressed • independent • reason • successful • supportive • way of life • look forward to • make progress • run a business • set up a business • thanks to

34


2. Fill in the blanks with the correct form of the verb to have:

Remember!

a. We _________________ never been to Poland. b. She _________________ decided to go to university. c. John _________________ got a new car.

Present Perfect have / has + 3rd form of verb - used to describe

d. My friends ___________ started a new English course. e. I think I _______________ understood how this works. f. _________________ you heard the news about Rita?

an action that happened at an unspecified time before now; I have met him before. She has never been to France.

3. Use Present Perfect if the exact time when the action happened is not important. With time expressions such as “yesterday,” “one year ago,” “last week,” “when I was a child,” you should use Simple Past. Put the verb in brackets into the Simple Past or Present Perfect: a. When _______________ you _______________ this course? (start) b. They _______________ just _______________ back from a long trip. (come) c. I’ve been waiting for half an hour. Where _______________ you _______________? (be) d. I _______________ to him last week. (speak) e. Do you like the present she _______________ for your birthday? (buy) f. Vlad _______________ Hungarian when he was a child. (learn)

Go for it! Write a letter to a friend in which to describe your experience as a Second Chance student. Speak about how you started the course, what you have learned, what you have liked. Add a few lines in the end about your plans for the future. Have you made any decisions?

Do you know? The European Commission

Did you get it?

launched the “Second

To use Present Perfect correctly, you need to brush up on your list of Irregular verbs. Work with your partner to make sure you have both learned them correctly. See if you can make 10 sentences with different verbs in the Present Perfect to speak about your life experience. Check your sentences with your pair.

The main aim of these pilot

Chance Schools” pilot projects in 1997. projects was to help young people get the necessary education and training to find a job.


35

JOBS

Check Your Progress

III

Before you do these exercises, go back to the Remember and Useful language boxes in each lesson of the unit. Have a look at your notes and try doing again the exercises that you found more difficult. 1. Alex and Irina keep arguing about everything. If Alex tells the children “Do this or that”, Irina will say “Don’t do this or that!” and the other way round. Here is a list of Alex’s instructions for the children. What would Irina say? Alex e.g. Don’t wash the dishes!

Irina Wash the dishes!

Do your homework now! Don’t clean the windows! Wash the car! Eat in the living room! Call your friends over! 2. Use the past tense of the verbs between brackets to finish these sentences: a. They (say) they didn’t like the course. ______________________________________________________________________________ b. The children (do) their homework without any help. ______________________________________________________________________________ c. I (find) your advice quite helpful, thank you. ______________________________________________________________________________ d. We (receive) a letter from Dana last week. ______________________________________________________________________________ e. I really (enjoy) the film, it was great. ______________________________________________________________________________ f. The school (be) closed yesterday, it was national holiday. ______________________________________________________________________________

36


3. You have received the following letter from a friend of yours. Reply to the letter, making sure you answer all the questions. Dear Alex, I finally arrived in Italy after a very long journey. The train was quite slow but at least I got here safe and sound (you know how scared I am of flying!) How are things at home? Did you get an answer about the job you applied for? I really hope you will get this job, I know how important it is to you! How are your parents? Please give them my regards and tell your mum I miss her apple pies. Well, that’s all for now. Please write soon, you will find my address on the back of the envelope. Love, Mark 4. Tick the appropriate column in each row of the table below: I can do this! Give instructions (Do! / Don’t…!) Speak about past events (Simple Past / Present Perfect)



Write an informal letter 5. Take some time to reflect upon the unit you have just finished. Answer the questions below. Bear in mind that at final assessment you will be asked to make similar reflections on your learning and skills. What do you think about the lessons and activities in this unit? ___________________________________________________________________________________ Which lesson did you enjoy most? Why? ___________________________________________________________________________________ Write down a few situations in which you could use what you have learned in this unit. ___________________________________________________________________________________ What learning strategies did you use in this unit? ___________________________________________________________________________________ Which of them proved to be more efficient? ___________________________________________________________________________________ Which parts of this unit do you need to revise for assessment? ___________________________________________________________________________________


37

SETTING UP A BUSINESS

Unit

IV

In this unit you will learn how to: • Draw up a business plan • Write a formal letter • Write an e-mail

38



39


Mini Business Plan

1

Think about it! Have you ever thought you could become your own boss? What do you enjoy doing? What are you good at? What business could you start?

Catch on to it! Rita has come back to Romania. Eager to fulfil her dream and become her own employer, Rita has drawn up the following business plan. Answer these questions after you read it: a. What kind of services will her company offer? b. What clients does she have in mind? c. What operating profit does she expect for 2008? Mini Business Plan Executive Summary: CLEANBEST will specialize in offering high quality cleaning services to small offices and private homes in the area of Cluj-Napoca. Objectives: Our most important business objectives are: 1. sales of 84,000 RON in the first year; 2. a 25 % growth in sales for the following 2 years; 3. keep the number of complaints from clients to a minimum of 5 %;

Keys to Success: 1. Professional quality; 2. Reliability and discretion; 3. Flexible working hours; Market Analysis: CLEANBEST will start by focusing on two market segments: small business offices and private homes. Our largest segment is the small offices, but the highest growth rates are for homes. The potential sales are higher for small offices, since they need cleaning services more often and more regularly.

Profit and Loss Forecast: Year

40

2006

2007

2008

Sales

84,000

105,000

131,250

Cost of Sales

6,500

7,500

8,500

Gross Margin

77,500

97,500

122,750

Operating Expenses

19,200

24,000

26,000

Operating Profit

58,300

73,500

96,750


Currency

RON

Work on it!

Useful language

1. Classify the following words into adjectives and nouns: ability • friendly • able • possibility • willing • curious • friendliness • possible • curiosity • polite • probable • soft • politeness • softness • probability • willingness Adjectives friendly,

complaint • eager • employer • forecast • fulfill • gross margin • growth • market • objective • profit • reliability • sales • set up •

Nouns friendliness,

summary

2. Choose one of the words on the right to fill in each of these sentences: a. Tom is a very _______________ person. I am touched by Tom’s ____________________. (friendly / friendliness) b. I quite like the _____________________ of his voice. He has a ________________ voice that I like. (soft / softness) c. __________________ rates seem to be high for this business. This business seems to be highly ______________________. (profitable / profitability) d. Her ________________ to complete her education is outstanding. She is extremely ______________________ to complete her education. (eager / eagerness) e. (reliable / reliability) I am satisfied with these products’ ______________________. This company’s products are very ______________________. f. (flexible / flexibility) Their working hours are very ______________________. The ______________________ of their working hours is a great advantage.

Go for it!

Remember! → Nouns → flexibility reliable → reliability possible → possibility eager → eagerness clean → cleanliness polite → politeness Adjectives

flexible

Do you know?

Work in groups of four to draw up a mini business plan based on your ideas. Use nouns and adjectives appropriately.

Over the years, development experts learned that when they help girls and women,

Did you get it?

they end up helping the

Look up in a dictionary for more pairs of nouns and adjectives similar to the ones in exercises 1 and 2. How many correct sentences can you make? Ask your teacher for help.

programmes that help

whole society. This lesson led them to create special women get the tools, skills, and money they need to improve their lives.


41


Dear Sirs or Madams

2 Useful language

Think about it! Do you remember what are the parts of an informal letter? Have a quick look at the formal letter below and compare it to the structure of a personal letter. What is similar? What is different?

curriculum vitae • enclosed • formal • help along • in advance • loan • microfinance • opportunity • previous • purpose • recommendation • request

Catch on to it!

• terms and conditions

This is Rita’s letter to an international financing organization. Read the letter to find out: a. What is the purpose of the letter? b. What kind of information does she request? c. What documents has she attached to her letter?

95 Rosetti Street Cluj-Napoca, 400 450 October 1, 2006 International Finance Corporation 2121 Pennsylvania Avenue, NW Washington, DC 20433 USA Dear Sirs or Madams, I am writing to request more information about the small business microfinance programme offered by your organization. During the past year I have lived in Great Britain, working as an au pair in a family that ran a cleaning service company. While there, I have had several opportunities to help them along with their business and learn more about it. At present my intention is to set up my own business in the city of Cluj-Napoca. Please find enclosed my curriculum vitae, two letters of recommendation from my previous employers and a business plan. I would be very pleased to find out more about the terms and conditions of your loan programme for small businesses. Thank you in advance for your consideration. I look forward to hearing from you. Yours faithfully, Rita Moraru

42


Work on it! 1. This is the letter that Rita got back after a few days. Rearrange the parts of the letter into the right order, then write the letter on an piece of paper using the correct layout. A. Dear Ms Moraru, B. International Finance Corporation 2121 Pennsylvania Avenue, NW Washington, DC 20433 USA C. Beatrice Peters D. With reference to your letter of October 1st 2006, we are pleased to inform you that our representative in ClujNapoca will contact you during the next two weeks. He will be able to offer you more information about how the microfinance programme works and advise you on the best course of action with regard to your plans. Please feel free to contact us for any further inquiries. E. October 10th, 2006 F. Sincerely yours, G. Rosetti Street Cluj-Napoca, 400 450

Remember! Parts of a formal letter return address (the sender’s address) inside address (the recipient’s address) salutation body closing signature

2. Fill in the blanks with only one suitable word from the following list: bought • future • hopes • loan • months • old • profit • start • unemployed Miorita Andrei is 36 years … She works as a cleaning lady at the Negresti public library. Her husband is … and they have three children. Last year she received a … of approximately US $ 275 through a microfinance programme. The money will be repaid in nine … with a six-month grace period. With the credit money she … five pigs, animal feed and a cow. Later on she … to sell some of the piglets and a calf to service her debt. She has also made arrangements to sell milk. She hopes that in the near … she will be able to increase the number of animals she owns and that she will also … developing a food processing activity (milk and meat processing). She hopes to achieve this goal by reinvesting the … obtained and with additional microcredit.

Do you know?

Go for it! Write a formal letter to a local organization to inquire about any information that may be interesting to you.

The number of poor people with access to microcredit programmes rose from 7.6 million in 1997 to 26.8 million

Did you get it?

in 2001. Microfinancing

Use the Internet as a resource for more information on microfinance programmes that function in your local area by typing in some of the key words in this lesson.

decisions and assume control

enables low-income people to control assets, make economic of their lives. According to some estimates, 5% of microfinance programme participants could lift their families out of poverty each year. (UNDP, Human Development Report)


43


“Recipe” for Success

3

Think about it! Have you ever sent or received an email? How are emails different from letters?

Catch on to it! The following message was received by Rita from her friend, Daniela. Some lines in the message were introduced by A woman should have…, others by A woman should know…. Can you re-create the original message by writing the lines under the right heading?

Work on it! Choose the right word 1. Nouns and verbs a bath lessons homework an exam a photograph a baby a suggestion

make

do ü

have ü (British) ü

ü ü

ü

take ü (American) ü ü ü

Study tip When you learn new words, make notes of the words that go with them

Make a table like this one in your notebooks and tick the right word combination for the following nouns: preparations damage research a decision a discovery a phone call a look a party a noise a promise a test a complaint breakfast progress fun an effort harm a comment a break a mistake

44


Remember! Informal emails

2. Adjectives and nouns big problem fun possibility

ü

• You can start the email with:

serious ü

great

strong

ü

Hi / Hi + first name / Dear

huge ü

+ first name (more formal) / First name only / No name and no greeting

ü

• You can end the email with: All the best / Best wishes /

Use a dictionary to find adjectives that go with the following nouns: importance difficulty mistake difference surprise interest 3. Intensifying adverbs very important ü ill ü impossible sure / certain ü

completely / totally ü

absolutely ü ü

Add six rows to the table above and find some more adjectives to write in the first column. Tick the adverbs that you can use to make them stronger.

Regards (more formal) / Love (close friends and family) / Your first name

seriously ü

terribly ü ü

really ü ü

Do you know?

Go for it!

Electronic mail, abbreviated

Send an email message to a friend to invite him/her to join you on a trip with other friends. Tell him/her what the place is like, what you have planned to do there and what the other friends are like. Send a cc to your teacher.

storing, and receiving

e-mail or email, is a method of composing, sending, messages over electronic communication systems. cc = carbon copy (used to show that you are sending a

Did you get it?

copy to someone else; the

What new word combinations did you learn in this lesson? Did you learn things that can be useful to you later on? Do you have friends that you can communicate with by email?

reply to the email)

carbon copy recipient is not necessarily expected to bc = blind carbon copy (the blind carbon copy recepients’ names or email addresses will not be seen by the other recipients).


45


Check Your Progress

IV

Before you do these exercises, go back to the Remember and Useful language boxes in each lesson of the unit. Have a look at your notes and try doing again the exercises that you found more difficult. 1. Circle the correct words from the underlined options that best finish each of the following sentences: e.g. You mustn’t / don’t have to smoke in the baby’s room. a. Ana didn’t do/ make her homework yesterday. b. Let’s have / take lunch in the dining room. c. You shouldn’t worry / to worry too much about it. d. I don’t understand your question, you can / can you repeat it please? 2. Use the correct tense of the verbs in the brackets to finish these sentences: (Use Simple Future / Simple Past / Present Perfect) a. They (buy) a new car last month. _______________________________________________ b. She (never be) to France, but she would really like to go. _________________________ c. We (talk) about this tomorrow, OK? _____________________________________________ e. Maria (get) married next year, I’m really happy for her! ___________________________ f. We (never send) an email, can you show me how to do it? ________________________ g. I (read) this book last summer, it was very interesting. ___________________________ 3. You have received the following letter from Mr John Smart, the public relations officer at a microfinace company. Reply to the letter, making sure you answer all the questions. Dear Mrs Bogdan, Thank you for your letter of January 15 in which you inquire about our programme for small businesses. In order to provide the information that best suits your needs, we kindly ask you to provide the following documents: • a business plan; • a summary of your business; • your curriculum vitae; Please send these documents by regular mail as soon as possible for a quick reply from our loan officer. Best regards, John Smart

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___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 4. Tick the appropriate column in each row of the table below: I can do this! Describe things/people using adjectives



Write a formal letter write an email Describe future plans 5. Take some time to reflect upon the unit you have just finished. Answer the questions below. Bear in mind that at final assessment you will be asked to make similar reflections on your learning and skills. What do you think about the lessons and activities in this unit? ___________________________________________________________________________________ Which lesson did you enjoy most? Why? ___________________________________________________________________________________ Write down a few situations in which you could use what you have learned in this unit. ___________________________________________________________________________________ What learning strategies did you use in this unit? ___________________________________________________________________________________ Which of them proved to be more efficient? ___________________________________________________________________________________ Which parts of this unit do you need to revise for assessment? ___________________________________________________________________________________


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Scripts Unit I Around the world, Lesson 1 Famous cities Rome, the capital of Italy, is one of the oldest cities in the world. It was already a large city during the Roman Empire. Today, with a population of about 2,553,873 people, Rome is also a major centre of European culture. There is no heavy industry in Rome, but commercial activities, especially banking and tourism, are extremely important to the economy of Rome. Universities, national radio and television and the movie industry also play an important part in the economy of Rome. Los Angeles, California, is one of the most populated areas in the United States of America: 3,845,542 inhabitants. The city is a very important industrial and financial centre. Some of the most important activities include petroleum and film industries. The city also has a diversified economy: over 60% of the largest companies in California have their head offices there. Sydney, Australia, is the largest city in Australia, covering an area of about 12,145 km2. The city plays a large financial and commercial role. The main industries are in consumer goods production. Other industries include engineering, railway and transportation equipment, electronics, chemicals, plastics and refined petroleum products. Major exports include coal, meat, wheat and wool. Unit I Around the world, Lesson 1 Famous cities Work on it! Exercise 3 a. 2,550,169 b. 50,182 c. 476,153 d. 16,312,511 e. 1,291,313 Unit I Around the world, Lesson 2 Living in the country or in the city? The Town and the Country Mouse by John Russell Once upon a time, there were two mice – they were cousins. One lived in the town and the other in the country. The town mouse was a very superior mouse. He thought that living in the town was much better than living the country. So one day, he invited his country cousin to stay with him in his town house and experience the civilized lifestyle of the town. They sat down to a meal, which to the country mouse was a feast. “Delicious,” he said. “In the country I have only simple bread and cheese in my quiet peaceful home.”

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Suddenly, there was a loud noise at the door. “Don’t worry,” said the town mouse, “that’s just my neighbour – the dog, he wants to join us for dinner.” The country mouse ate a little faster. Another noise was heard outside, even louder this time. “Oh dear,” said the town mouse, “the cat wants to join us too.” Quickly finishing his meal, the country mouse said, “thank you, but I think I will return to my quiet peaceful house in the country,” and he ran back home as fast as his legs could carry him.

Unit I Around the world, Lesson 3 Cultural profiles children in social events. Children go out with their parents to restaurants. They also stay up late at night to play in the piazza while the parents and grandparents enjoy a drink at a nearby cafe. The father was once the head of the family and the family’s link to the rest of the world. But this situation is changing today as more women enter the paid workforce. — Family is highly valued by the Roma people. Everything takes place in the family, so Romani are dependent on their family groups. Most families have several children: the more children, the greater the family fortunes. In recent years, Romani people have started to place more value on formal education and send their children to school, hoping for a better life. Romani wives look after the house, raise the children, and obey their husbands. Men are the protectors of the family’s prestige in the community, making decisions and taking responsibility for their families.

Family plays an important role in the dayto-day lives of Romanians. Children are considered important in a marriage. Most families have one or two children. Children start their formal education at the age of 6-7, when they go to school. Men and women are considered equal, but this is true more in urban than in rural settings. Most women who live in cities have a full time job outside the home. Decisions within the family are generally made together and doing the house chores has become more and more a shared responsibility. — In Italy, large families were once the ideal. Today, the birth rate has dropped to about 1.2 births for every woman, but the extended family remains important. Extended family members usually live near each other or in the same household. Grandparents, aunts, uncles and cousins often get together to share family celebrations and Sunday dinner. Children have a special place in Italian society. Italians make an effort to include Unit II Moving on, Lesson 1 Working holiday Entering the UK Everyone visiting Europe needs a valid passport and some European countries may also require visas. Your passport must not expire within six months of entering Europe or you will not be allowed in. You should allow plenty of time to apply for a new passport. You can obtain your passport faster for an additional cost. A visa is a certificate that is put into your passport or travel document which gives you permission to enter the UK. When you arrive in the UK, an Immigration Officer may ask you questions, so you should take all relevant documents in your hand luggage.

Working in the UK There are several programmes that allow travellers to legally work in the UK. One of them is the Au Pair programme. Under this programme you can come to the UK to study English if you are aged between 17 and 27 and a national of certain countries, including Romania. Under the au pair scheme you can live for up to two years with an English-speaking family working in the home for up to five hours day in exchange for accommodation in your own room and a recommended weekly allowance of £55. To qualify for this scheme you must show that you: are not married; have no dependents; will leave the UK within two years; will not need help from public funds; plan to leave the United Kingdom when you complete your stay as an au pair.


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Unit II Moving on, Lesson 3 Ready to go Traian, standing in the doorway: “My goodness! What are you doing?” Rita, smiling: “You can see for yourself what I’m doing! I’m packing my bags. That’s what I’m doing!” Traian: “Are you going on a holiday?” Rita: “Well, not exactly, I found a job in England. I’m going to work there for a year.” Traian: “In England? You’re joking, for sure! What job is that?” Rita: “It’s an au pair job for a nice family with two children.” Traian: “You mean babysitter?” Rita: “Yes, something like that. Only, it’s not exactly what you would call a job. It’s really a chance to learn about another culture and to learn more English in exchange for looking after the children and doing some light housework.” Traian: “Wow! And how did you get this idea?” Rita: “Do you remember that lesson we had in Computer Studies, about how to use search engines to find information on the Internet? I just typed in “jobs in

England” and I found lots of information about au pair jobs for young people like me and you. By the way, you could become an au pair, too, these opportunities are for both men and women.” Traian: “Not me, thank you. So, what are those things over there?” Rita: “What, these little toys? They are presents for the children. Do you like this toy train? My father made it. And I made this doll myself.” Traian: “You’re really good at these things. So, when are you leaving?” Rita: “In two days, I’m a bit scared.” Traian: “You shouldn’t be, you’re a very determined and ambitious young woman, that’s what I like about you.” Rita: “Thanks. Do you know what I like about you?” Traian: “What?” Rita: “You’re what I call a real friend. I can always count on you.” Traian: “Do you promise to be back next year?” Rita: “I promise. And I always keep my promises.”

Unit III Jobs, Lesson 1 Job descriptions Job Description – Au Pair Requirements: • Age: 18-27 years old; • Status: male or female, single with no dependants; • Character: happy, flexible and helpful. • Language skills: basic English skills required; • Driving licence: not necessary, but helpful Duties and Responsibilities: Daily morning duties: • Wake children in the morning; • Make sure the children are dressed; • Make sure the children’s beds are made and their rooms clean; • Prepare breakfast for the children; • Prepare lunches for the children; • Clean up breakfast dishes;

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• Make sure children have books and homework for school; • Drive children to school (if needed); While children are at school: • Either free time for studying or light chores in the house, such as vacuuming, dusting, folding or ironing clothes; Afternoon duties: • Pick up children from school • Prepare a healthy afternoon snack • Assist the children with their homework • Bathe the children Working hours and free time: • 5 hours working / day + 2 evenings baby sit; • 2 days off / week • some free time will be available on a daily basis, for the au pair to study, or do what they want

Unit III Jobs, Lesson 2 Interview with an au pair Hi Veronika! Why did you decide to become an au pair? After I finished school I was unsure whether to start work or go on to further study, so I made the decision to take a gap year, to give myself more time for making the best decision. How did you find your job as an au pair? I found a lot of au pair agencies on the Internet. I applied to one or two, I told them some things about myself (age, interests, experience in childcare), then the agencies sent me some matching families. This is how I did it, but you can also contact families yourself. The agency I used didn’t charge me anything and they found a good placement for me, so I was very happy about it. Did you have much experience of working with children? I used to look after three little girls in the neighbourhood and I’ve always enjoyed having children around.

Are you enjoying your job? When I started work I sometimes found it hard to get along with the kids and to keep calm. But after a few weeks we got used to each other and it was easier for us all. Of course there are still some of these moments; the difference is, now I know what to do. Apart from that it’s really a good job which I enjoy. Every day is different and it’s a good feeling when a child gives you a hug to say ‘I like you’. How much do you get paid? The payment is weekly and I get 60. As I don’t have to pay for food or accommodation, I can use the money to go out or visit some nearby towns. The family didn’t pay for my flights, but they did pay for me to do a language course.

Unit III Jobs, Lesson 3 A letter home

May 23rd 2006 Leicester, the UK

Dear Traian, It’s been more than six months now since I arrived in the UK as an au pair. I really enjoy what I am doing, the kids are great and everybody has been very friendly and supportive. I have made a lot of progress with my English thanks to them, and I have also learnt a lot about the English way of life. I am very impressed with how well organized everything is. Still, I miss home and look forward to coming back in a few months. While here, I have done a lot of thinking about what I am going to do when I leave England. My host family are running a small business which offers cleaning services to companies. We have talked about it a lot and it doesn’t sound very complicated. So, I’ve decided to set up my own business in Romania. Imagine that! The Second Chance graduate, becoming a successful business woman! It may sound like a dream, but I really feel that I have become more independent and confident. There is no reason why I shouldn’t succeed. You’ll see! After all, I already consider myself successful, having managed to finish school in the Second Chance programme. Actually, that was my first chance ever! Anyway, I hope you are doing fine and look forward to your letter. Take care, Rita


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Unit IV You can do it!, Lesson 1 Setting up a business Mini Business Plan Executive Summary: CLEANBEST will specialize in offering high quality cleaning services to small offices and private homes in the area of Cluj-Napoca. Objectives: Our most important business objectives are: 1. sales of 84,000 RON in the first year; 2. a 25 % growth in sales for the following 2 years; 3. keep the number of complaints from clients to a minimum of 5 %;

Keys to Success: 1. Professional quality; 2. Reliability and discretion; 3. Flexible working hours; Market Analysis: CLEANBEST will start by focusing on two market segments: small business offices and private homes. Our largest segment is the small offices, but the highest growth rates are for homes. The potential sales are higher for small offices, since they need cleaning services more often and more regularly.

Profit and Loss Forecast: 2006

2007

2008

Sales

Year

84,000

105,000

131,250

Cost of Sales

6,500

7,500

8,500

Gross Margin

77,500

97,500

122,750

Operating Expenses

19,200

24,000

26,000

Operating Profit

58,300

73,500

96,750

Currency

RON

Unit IV You can do it!, Lesson 2 Dear Sirs or Madams

95 Rosetti Street Cluj-Napoca, 400 450 October 1, 2006 International Finance Corporation 2121 Pennsylvania Avenue, NW Washington, DC 20433 USA Dear Sirs or Madams, I am writing to request more information about the small business microfinance programme offered by your organization. During the past year I have lived in Great Britain, working as an au pair in a family that ran a cleaning service company. While there, I have had several opportunities to help them along with their business and learn more about it. At present my intention is to set up my own business in the city of Cluj-Napoca. Please find enclosed my curriculum vitae, two letters of recommendation from my previous employers and a business plan. I would be very pleased to find out more about the terms and conditions of your loan programme for small businesses. Thank you in advance for your consideration. I look forward to hearing from you. Yours faithfully, Rita Moraru

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Unit IV Setting up a business, Lesson 3 “Recipe” for success • A woman should have enough money within her control to move out and rent a place of her own even if she never wants to or needs to… • A woman should have a youth she’s content to leave behind… • A woman should have a past juicy enough that she’s looking forward to retelling it in her old age… • A woman should have one old love she can imagine going back to… and one who reminds her how far she has come… • A woman should have something perfect to wear if the employer or date of her dreams wants to see her in an hour… • Every woman should know how to fall in love without losing herself… • A woman should have a set of screwdrivers, cordless drill, and a black lace bra… • A woman should have one friend who always makes her laugh… and one who lets her cry… • Every woman should know how to quit a job, break up with a lover, and confront a friend without ruining the friendship… and how to change a tire!!! • A woman should have a good piece of furniture not previously owned by anyone else in her family… • A woman should have eight matching plates, wine glasses with stems, and a recipe for a meal that will make her guests feel honored… • A woman should have a feeling of control over her destiny… • Every woman should know when to try harder… and when to walk away… • Every woman should know that her childhood may not have been perfect… but it’s over… • Every woman should know what she would and wouldn’t do for love or more… • Every woman should know whom she can trust, whom she can’t, and why she shouldn’t take it personally… • A woman should have a place where to go… be it to her best friend’s kitchen table… or a charming inn in the woods… when her soul needs soothing… • Every woman should know what she can and can’t accomplish in a day… a month… a year…


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Vocabulary A

B

C

D

E

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accommodation = cazare accomplish = a îndeplini, a realiza according to = în conformitate cu achieve = a obþine, a realiza additional = suplimentar afford = a-ºi permite agency = agenþie allow = a permite, a aloca

ambitious = ambiþios apply = a aplica appropriate = adecvat area = suprafaþã assist = a asista, a ajuta attach = a ataºa au pair = bonã

background = fundal bathe = a îmbãia birth = naºtere boss = ºef both… and… = atât… cât ºi…

break up = a se despãrþi brush up on = a-ºi împrospãta busy = ocupat by the way = apropo

calf = viþel capital = (oraº) capitalã certificate = certificat charge = taxã, a taxa cheap = ieftin childcare = îngrijirea copilului citizen = cetãþean closing = încheiere coal = cãrbune

compare = a compara complaint = plângere confident = încrezãtor consumer goods = bunuri de consum content = satisfãcut, mulþumit count on somebody = a conta pe cineva craft = meºteºug currency = monedã (a unei þãri) curriculum vitae = curriculum vitae

damage = daunã, a strica dark = întunecat, închis day off = zi liberã debt = datorie decision = decizie dependant = dependent

determined = hotãrât, decis difference = diferenþã discovery = descoperire doll = pãpuºã driving licence = permis de conducere

eager = doritor, nerãbdãtor economy = economie either… or… = ori… ori… employee = angajat employer = angajator

enable = a face capabil / posibil enclosed = ataºat enjoy = a se bucura (de) enough = suficient, destul expensive = scump


F

G H I

K L

M

farm = fermã feast = festin, ospãþ fee = taxã female = feminin few = puþini flexible = flexibil

flight = zbor forecast = previziune formal = formal, oficial fortune = avere, soartã friendly = prietenos fulfill = a îndeplini

get along with = a se înþelege bine cu get used to = a se obiºnui cu goal = obiectiv

grace period = perioadã de graþie gross margin = profit brut growth = creºtere

harm = a face rãu, daunã healthy = sãnãtos heavy = greu

host = gazdã hug = îmbrãþiºare, a îmbrãþiºa

immigration office = birou de imigrãri important = important impressed = impresionat in advance = în avans in exchange = în schimb income = venit

independent = independent industry = industrie informal = familiar, neoficial inhabitant = locuitor inquire = a se interesa despre interesting = interesant

keep one’s promises = a-ºi þine promisiunile

large = mare laugh = a râde launch = a lansa lifestyle = stil de viaþã lift = a ridica light = uºor

loan = împrumut look after somebody = a îngriji pe cineva look forward to = a aºtepta cu plãcere/nerãbdare loud = tare, zgomotos luggage = bagaje

make a decision = a lua o decizie make progress = a progresa male = masculin market = piaþã

marriage = cãsnicie meat = carne medical care = îngrijire medicalã microfinance = microfinanþare


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N P

Q

S

T

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nearby = apropiat neighbour = vecin noise = zgomot obey = a asculta, a se supune

objective = obiectiv office = birou opportunity = ocazie, oportunitate overseas = în strãinãtate

pack = a împacheta party = petrecere peaceful = paºnic, liniºtit photo = fotografie polite = politicos poor = sãrac, sãrman population = populaþie

possible = posibil poverty = sãrãcie preparations = pregãtiri present = cadou; prezent previous = anterior profit = profit purpose = scop

qualify = a se califica quiet = liniºtit, tãcut quit = a pãrãsi, a se lãsa de railway = cale feratã raise = a creºte reason = motiv, raþiune recipe = reþetã recipient = destinatar recommendation = recomandare reliable = de încredere

rent = a închiria representative = reprezentant request = a solicita requirement = cerinþã research = cercetare responsibility = responsabilitate return address = adresa expeditorului rich = bogat run a business = a conduce o afacere

sales = vânzãri scared = speriat screwdriver = ºurubelniþã search engine = motor de cãutare send = a trimite sender = expeditor services = servicii set up = a înfiinþa several = mai multe signature = semnãturã

skill = abilitate snack = gustare soft = moale, blând status = statut successful = de succes suddenly = deodatã suit = a se potrivi summary = rezumat sunglasses = ochelari de soare support = a sprijini

terms and conditions = termeni ºi condiþii thanks to = datoritã through = prin town = oraº

toy = jucãrie trade = meserie; comerþ trust = încredere type = tip, a scrie la maºinã


U unless = decât dacã

V W Y

valid = valabil value = valoare

village = sat visa = vizã

way of life = mod de viaþã weekly allowance = alocaþie sãptãmânalã wheat = grâu whole = întreg

wool = lânã work permit = permis de muncã worry = a se îngrijora

youth = tinereþe, tânãr


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Get ready! Well done! You managed to finish the second module of the English course in the “Second Chance” Programme. It’s time to use your learning diary again. You are already familiar with the four basic skills that you need in order to communicate well in a foreign language: listening, reading, speaking and writing. During the first module of this course you have made a lot of progress in listening and reading and some progress in speaking and writing. This module was aimed to help you reinforce your receptive skills (reading and listening) and acquire more strength in your productive skills (speaking and writing). Can you think back to some of the activities that helped you do that? How can you measure the progress you have made during this module? You have also learned a lot of new words during this module. Some of the words in this textbook might not be relevant to your own circumstances, but you should have learned how to improve your vocabulary by using dictionaries or other resources. Keep in mind that learning a foreign language is a long and continuous process, and do not be disappointed if you realize you do not cope with it as well as you would like – you will see that if you keep trying, in some time you will become more and more confident. Final assessment for this module will concentrate on your productive skills, especially your ability to use in meaningful contexts the vocabulary and structures you have learned. Go over each lesson again and review especially the content in “Useful language” and “Remember” boxes. Use your own notes to refresh some of the vocabulary and structures you learned during class. You may want to do some of the exercises again, in order to identify areas where you still need some practice. Do this with a colleague and check your answers together. Try to be encouraging and supportive to each other. You probably have already taken some oral and written tests: go over them again and note especially your teacher’s corrections. Make sure you understand what you did wrong and know what the right answers are. Ask your teacher about anything which is not quite clear yet. Now you are ready for the final assessment. More than anything, be positive about it: it is not meant to sanction insuccess, but to support your learning. Good luck!

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Your Notes ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________


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A Doua Sansa Secundar Engleza Elev 2

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