2 Limba Engleza I

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Felicia Bucur

Limba EnglezI- suport de curs -

EDITURA UNIVERSITII NICOLAE TITULESCU

BUCURETI

2013


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Acest material este destinat uzului studenilor, forma de nvmnt la distan.Coninutul cursului este proprietatea intelectual a autorului /autorilor; designul, machetareai transpunerea n format electronic aparin Departamentului de nvmnt la Distan alUniversitii Nicolae Titulescu din Bucureti.

Acest curs este destinat uzului individual. Este interzis multiplicarea, copierea saudifuzarea coninutului sub orice form.


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UNIVERSITATEA NICOLAE TITULESCUDIN BUCURETIDEPARTAMENTUL PENTRU NVMNTUL LA DISTAN

Felicia Bucur

Limba EnglezI[Acest suport de curs se adreseaz studenilor Facultii de tiine Sociale i Administrative (programul de studiiAdministraie Public) i Facultii de tiine Economice (programele de studii Administrarea Afacerilor,Contabilitate i Informatic de Gestiune, Finane Bnci, Marketing), forma de nvmnt la distan, anul I.]


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Editura Universitii Nicolae Titulescu

Calea Vcreti, nr. 185, sector 4, Bucureti

Tel./fax: 0213309032/0213308606

Email: [email protected]

ISBN: 978-606-8517-50-6


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Universitatea Nicolae TitulescuAnul I

SEMESTRUL I

LIMBA ENGLEZ I

Unit 1: EDUCATIONUnit 2: WORK FOR A LIVINGUnit 3: RECRUITMENTUnit 4: APPLYING FOR A JOBUnit 5: WORK AND MOTIVATIONUnit 6: TYPES OF BUSINESS COMPANY STRUCTUREUnit 7: STARTING A BUSINESS

Asist.univ.drd. FELICIA BUCUR

Anul universitar 2013-2014


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LIMBA ENGLEZ 1

Titular curs: asist.univ.drd. Felicia BUCUR

Cadrul general al cursului:

Cursul practic de limba englez 1 se adreseaz n principal studenilor din anul I,semestrul I, din cadrul sistemului de nvmnt Deschis la Distan (IDD) al UniversitiiNicolae Titulescu, cu un nivel mediu de cunoatere a limbii engleze i dorete s le ofereacestora posibilitatea de a recapitula cunotinele acumulate i de a-i nsui noi elemente noiuni generale din limbajul economic. De asemenea, cursul i propune dezvoltarea unorstrategii care s conduc la autonomia studenilor n nvare, prin contientizarea nevoilor

personale, efort individual i autoevaluare permanent.Cursul este structurat n 7 uniti de nvare. Textele sunt nsoite de exerciii, care au

rolul de a facilita procesul de nelegere i de a favoriza acumularea lexical.

Obiectivele cursului sunt:

1. s formeze deprinderilor necesare pentrua folosi limba englez n mod flexibil i eficientatt n scopuri sociale ct i profesionale

2. s mbogeasc vocabularul studenilor prin achiziia de termeni economici n limbaenglez.

3. s creasc ncrederea studenilor n capacitile personale de ndeplinirea sarcinilorcomunicative n limba englez

Competenelepe care trebuie s le dobndeasc studenii se nscriu nprecizrile oferite de Cadrul European Comun de Referin pentru Limbi: nvare, Predare,Evaluare (2001). Astfel, nivelul pe care l au studenii la nceputul acestui curs ar trebui s fieB1 sau B2, i ne dorim ca nivelul atins la finalizare s fie B2+.

Competenele de comunicare lingvistic pe care studentul le poate dobndi cuprinde

urmtoarele componente:1. Competena lingvistic general: s se exprime clar i fr a lsa impresia c

este nevoit s restrng ceea ce vrea s spun;a. competena lexical: s stpneasc o gam bogat de vocabular pentru subiectele

legate de domeniul economic i subiectele cele mai generale;b. competenagramatical: s menin un control gramatical bun, s nu fac greeli care

s conduc la nenelegeri;c. competena fonologic: pronunie i intonaie fireti;d. competena ortografic: s produc un text scris coerent, clar i inteligibil ce respect

regulile curente de dispunere n pagin i de organizare.2. Competena sociolingvistic: s se exprime cu siguran, simplu i politicos ntr-

un registru oficial i neoficial potrivit cu situaia i persoanele n cauz.


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3. Competena pragmatic:a. competena discursiv:

- s poat face o descriere sau alctui un discurs clar dezvoltnd i argumentndpunctele importante cu ajutorul detaliilor i al exemplelor semnificative;

- s poat interveni ntr-o discuie ntr-o manier adecvat;

- s poat utiliza cu eficacitate o varietate de cuvinte de legtur pentru a marca clarlegturile dintre idei.

b. competena funcional:- s poat comunica cu spontaneitate, demonstrnd adeseori o remarcabil uurin i o

facilitate de exprimare chiar i n enunurile complexe i destul de lungi;- s poat transmite o informaie amnunit n mod fiabil.

Resurse i mijloace de lucru

Propunem utilizarea urmtoarelor resursele si mijloacele de lucru:-prezentul curs practic de limba englez;- o gramatic a limbii engleze, pentru referine (s poat fi consultat la nevoie1);- un dicionar general englez-romn, romn englez;- un dicionar economic englez-romn/romn-englez2

Structura cursului

Cursul pentru semestrul I este compus din 7 uniti de nvare, dup cum urmeaz:

Unit 1: EDUCATIONUnit 2: WORK FOR A LIVINGUnit 3: RECRUITMENTUnit 4: APPLYING FOR A JOBUnit 5: WORK AND MOTIVATIONUnit 6: TYPES OF BUSINESS COMPANY STRUCTUREUnit 7: STARTING A BUSINESS

1Sugerm urmtoarele variante posibile:

Fleischhack, Eric; Schwarz (2009)English Grammar, Bucureti: ALL Educational Vince, Michael (2008) -Macmillan English Grammar In Context Student's BookIntermediate,

London: Macmillan

Preda, Ioan; Levichi, Leon (2008) Gramatica limbii engleze, Bucureti: Gramar Docherty, Vincent; Brough, Sonia (2009)Gramatica standard a limbii engleze, Bucureti:

Niculescu2Sugerm urmtoarele variante posibile:

Oxford Business. Dicionar englez-romn(2007), Bucureti: ALL Dicionar de afaceri englez-romn, (2007), Bucureti: Niculescu

Dicionar economic englez-romn (2003), Bucureti: Editura didactic i pedagogic Dicionar economic englez-romn, romn-englez (2006) Bucureti: Niculescu Dicionar economic englez-romn, romn-englez (2009) Bucureti: Teora


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Fiecare unitate este alctuit din:

1. OBIECTIVE [OBJECTIVES], pe care studeniitrebuie s le ating prin parcurgereaunitii respective (aceste obiective sunt stabilite pentru a coordona procesul de

nvare, pentru a-i motiva pe studeni s-i nsueasc coninutul i de asemeneapentru a-i ajuta s se autoevalueze).

2. INTRODUCERE [LEAD-IN]: include ntrebri, teme pentru dezbateri i scurtefragmente de text legate de subiectul unitii respective pentru a strni interesulstudenilor i pentru a le activa elementele lexicale necesare unitii respective.

3. LECTURA [READING]: un text (500-700 cuvinte), n care se exprim o opinie cuprivire la tema din unitatea respectiv.

4. NELEGERE [COMPREHENSION]: prin intermediul exerciiilor se oferposibilitatea de a verifica gradul de nelegere a textului.

5. DEZVOLTAREA VOCABULARULUI [VOCABULARY DEVELOPMENT]: prinintermediul exerciiilor se ofer posibilitatea de fixare a elementelor lexicale dejantlnite.

6. RECAPITULARE [LANGUAGE FOCUS]: revizuirea unor structuri i funcii dejastudiate, dar care prezint un interes deosebit n engleza economic.

7. DEZVOLTAREA APTITUDINILOR [SKILLS FOCUS]: activiti menite sdezvolte competenele necesare exprimrii orale i scrise n domeniul economic.

8. TRANSLATION [TRANSLATION]: exerciii de traducere i retroversiune a unortexte i fraze din domeniul economic pentru a-i face contieni pe studeni decomplexitatea pe care o presupune realizarea acestor activiti cu succes (alegerilexicale, acurateea structurilor gramaticale).

La sfritul cursului se afl cheia exerciiilor.

TEME DE CONTROL

Rezolvarea celor dou teme de control reprezint 30% din nota final.Prima tem de control trebuie rezolvat i expediat prin e-mail, prin platforma e-lis, cu dousptmni nainte de prima ntlnire tutorial prevzut n orar, iar cea de-a doua tem, cudou sptmni nainte de cea de-a doua ntlnire tutorial prevzut n orar.

Tema de control 1presupune rezolvarea n scris, la alegere din unitile 1, 2, 3 sau 4 a uneiactiviti propuse n seciunea SKILLS FOCUS.

Tema de control 2 presupune rezolvarea n scris, la alegere din unitile 5, 6 sau 7 a uneiactiviti propuse n seciunea SKILLS FOCUS.


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Cerine preliminare pentru parcurgerea cursului

Este necesar un nivel cel puin mediu de limba englez pentru parcurgerea acestui curs (de

exemplu obinerea cel puin a calificativului B1 la examenul de bacalaureat sau al unuicalificativ similar).

Durata medie de studiu individual

120 minute pentru fiecare unitate.

Evaluarea

La sfritul semestrului studentul va primi o nota care va fi compus din:

1. 70% evaluarea final, care va avea loc n sesiunea de examene, sub form scris.2. 30% evaluarea pe parcurs, prin notarea celor dou teme de control obligatorii.

Examenul scris de la sfritul semestrului I va evalua competenele lingvistice,

sociolingvistice i pragmatice dobndite prin parcurgerea unitilor de nvare 1-7 i va aveao durat de 60 de minute.

Structura examenului scris va fi urmtoarea:

1. Un text i ase ntrebri. Trebuie s citii textul i s alegei varianta corect derspuns (A, B, C sau D).

2. Un text cu 15 spaii goale. Fiecare spaiu gol reprezint un cuvnt sau o expresie.Trebuie s citii textul i s alegei cuvntul sau expresia potrivit (A, B, C sau D).

3. Descrierea unei situaii de afaceri. Trebuie s redactai un text (40-50 de cuvinte)folosind informaia dat (writing a note, message, memo or email: giving instructions,

explaining a development, asking for comments, requesting information, agreeing torequests, etc.).

4. Traducerea unui text de 60-70 de cuvinte, preluat dintr-o revist economic n limbaenglez.

5. Retroversiunea a 5 propoziii/fraze care s conin structuri gramaticale sau funcii alelimbii revizuite n cadrul unitilor din semestrul I.


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Bibliografie:

Mackenzie, Ian (2000) English for Business Studies a course for Business Studiesand Economics students, CUP.

Prelipceanu, Cristina; David, Irina; Ioncic, Diana; Rotariu, Raluca (2005) First

Steps in Business, Editura Universitar, Bucureti, Prelipceanu, Cristina; David, Irina; Drban (2006) Excel in Business, Editura

Universitar, Bucureti. Vince, Michael, (2010) -New First Certificate Language Practice with Key,

Longman, London. Fleischhack, Eric; Schwarz (2009)English Grammar, Bucureti: ALL Educational.


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Unit 1: EDUCATION

OBJECTIVES

This unit will help you:

- get familiar with the higher education system- develop and practise vocabulary related to education- revise and practice auxiliary verbs- improve your essay writing skills- develop and practise translation skills

Average study time: 120 minutes

LEAD IN

1. Put each of the following words or phrases in its correct space in the passagebelow.

state terms seminar degree fees privatetutorial graduate nursery school grant secondary lecture

break up compulsory co-educational academic primary

When children are two or three years old, they sometimes go to a (1) ______________,where they learn simple games and songs. Their first real school is called a (2)

______________ school. In Britain children start this school at the age of five. The (3)______________ year in Britain begins in September and is divided into three (4)______________. Schools (5) ______________ for the summer holiday in July. (6)______________ education begins at the age of about eleven, and most schools at this level

are (7) ______________, which means boys and girls study together in the same classes. InBritain education is (8) ______________ from five to 16 years of age, but many childrenchoose to remain at school for another two or three years after 16 to take higher exams. Mostchildren go to (9) ______________ schools, which are maintained by the government or localeducation authorities, but some children go to (10) ______________ schools, which can bevery expensive. University courses normally last three years and then students (11)

______________, which means they receive their (12) ______________. At university,teaching is by (13) ______________ (an individual lesson between a teacher and one or twostudents), (14) ______________ (a class of students discussing a subject with a teacher), (15)

______________ (when a teacher gives a prepared talk to a number of students) and ofcourse private study. Most people who receive a university place are given a (16)

______________ by the government to help pay their (17) ______________ and livingexpenses.


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2. Now that you have filled in the text, read it again and using your knowledgeabout the Romanian educational system try and find similarities and differencesbetween the two systems.

3. Give answers to the following questions:

A. Do you think education should be free? Are there advantages in a fee-paying system?B. How usual is it to go to university in Romania?C. Is it difficult to go in?D. How do you feel as a fresher at Nicolae Titulescu University? What are your

expectations?E. Is a university education necessary for professional jobs?F. Many British people believe that if you do nothing more than study hard at university,

you will have wasted a great opportunity. What do they mean and do you agree?

READING AND COMPREHENSION

1. The following text gives you information about the way in which education isorganized in England. Read it quickly and decide if these statements are true, false ornot stated:

1. Local authorities decide the educational policy in England.2. Education is divided into 4 stages.3. Nursery school is compulsory in England.4. Secondary education may go on beyond 16.5. Private schools are very expensive.6. The funding for state schools is provided by tax revenues.7. A masters degree may last 2 years.

Education in England is overseen by the Department for Education and theDepartment for Business, Innovation and Skills. Local authorities take responsibility forimplementing policy forpublic education andstate schools at a regional level.

The education system is divided intonursery (ages 34),primary education (ages 411),secondary education (ages 1118) andtertiary education (ages 18+).

Full-time education is compulsory for all children aged between 5 and 16, with achild beginning primary education during the school year he or she turns 5. Students maythen continue their secondary studies for a further two years (sixth form), leading mosttypically toA-level qualifications, although other qualifications and courses exist, including

Business and Technology Education Council (BTEC) qualifications, the InternationalBaccalaureate (IB) and theCambridge Pre-U.The leaving age for compulsory education wasraised to 18 by theEducation and Skills Act 2008.The change will take effect in 2013 for 16-year-olds and 2015 for 17-year-olds. State-provided schooling and sixth form education is

paid for by taxes. England also has a tradition of independent schooling, but parents maychoose to educate their children by any suitable means.

Higher education often begins with a three-year bachelor's degree. Postgraduatedegrees includemaster's degrees,either taught or by research, and the doctorate,a researchdegree that usually takes at least three years. Universities require aRoyal Charter in order toissue degrees, and all but one are financed by the state via tuition fees, which have increasedfor both UK andEuropean Union students.
http://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Department_for_Educationhttp://en.wikipedia.org/wiki/Department_for_Business,_Innovation_and_Skillshttp://en.wikipedia.org/wiki/Local_government_in_Englandhttp://en.wikipedia.org/wiki/Public_educationhttp://en.wikipedia.org/wiki/State_schoolshttp://en.wikipedia.org/wiki/Nursery_schoolhttp://en.wikipedia.org/wiki/Primary_educationhttp://en.wikipedia.org/wiki/Secondary_educationhttp://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Sixth_formhttp://en.wikipedia.org/wiki/GCE_Advanced_Levelhttp://en.wikipedia.org/wiki/Business_and_Technology_Education_Councilhttp://en.wikipedia.org/wiki/International_Baccalaureatehttp://en.wikipedia.org/wiki/International_Baccalaureatehttp://en.wikipedia.org/wiki/Cambridge_Pre-Uhttp://en.wikipedia.org/wiki/Education_and_Skills_Act_2008http://en.wikipedia.org/wiki/Independent_school_(UK)http://en.wikipedia.org/wiki/Bachelor%27s_degreehttp://en.wikipedia.org/wiki/Master%27s_degreehttp://en.wikipedia.org/wiki/Doctorate#United_Kingdomhttp://en.wikipedia.org/wiki/Royal_Charterhttp://en.wikipedia.org/wiki/European_Unionhttp://en.wikipedia.org/wiki/European_Unionhttp://en.wikipedia.org/wiki/Royal_Charterhttp://en.wikipedia.org/wiki/Doctorate#United_Kingdomhttp://en.wikipedia.org/wiki/Master%27s_degreehttp://en.wikipedia.org/wiki/Bachelor%27s_degreehttp://en.wikipedia.org/wiki/Independent_school_(UK)http://en.wikipedia.org/wiki/Education_and_Skills_Act_2008http://en.wikipedia.org/wiki/Cambridge_Pre-Uhttp://en.wikipedia.org/wiki/International_Baccalaureatehttp://en.wikipedia.org/wiki/International_Baccalaureatehttp://en.wikipedia.org/wiki/Business_and_Technology_Education_Councilhttp://en.wikipedia.org/wiki/GCE_Advanced_Levelhttp://en.wikipedia.org/wiki/Sixth_formhttp://en.wikipedia.org/wiki/Tertiary_educationhttp://en.wikipedia.org/wiki/Secondary_educationhttp://en.wikipedia.org/wiki/Primary_educationhttp://en.wikipedia.org/wiki/Nursery_schoolhttp://en.wikipedia.org/wiki/State_schoolshttp://en.wikipedia.org/wiki/Public_educationhttp://en.wikipedia.org/wiki/Local_government_in_Englandhttp://en.wikipedia.org/wiki/Department_for_Business,_Innovation_and_Skillshttp://en.wikipedia.org/wiki/Department_for_Educationhttp://en.wikipedia.org/wiki/Englandhttp://en.wikipedia.org/wiki/Education


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2. Now read the text more carefully and find words or expressions which mean:

1. to watch somebody/something and make sure that a job or an activity is done correctly2. to make something that has been officially decided start to happen or be used3. a plan of action agreed or chosen by a political party, a business, etc.

4. the two final years at school for students between the ages of 16 and 18 who are preparingto take A levels5. an exam that you have passed or a course of study that you have successfully completed6. a law that has been passed by a parliament7. the highest university degree8. an award given by the BritishPrivy Council to certain organizations or institutions whichare recognized as the leading authorities in their field. Organizations with royal chartersinclude theBBC,theBritish Academy and some British universities.9. to give something to somebody, especially officially.10. the money that you pay to be taught, especially in a college or university

Use some of the words/expressions you identified in the previous exercise to fill in thesentences below. Pay attention to the form of the verbs:

1. A Committee on Safety of Medicines was set up under the _______. 2. The present government's _______ on education is going to be reconsidered.3. She's studying for her ______.4. He left school with no formal _______s.5. United Nations observers _______ the elections.6. New members will be _______ with a temporary identity card.7. Sue is in the _______ _______ now.8. A new work programme for young people will be _______.

VOCABULARY DEVELOPMENT

1. Choose the right word to form a collocation:

1. private2. school3. learning

4. formal

a. goalsb. educationc. year

d. school

2. Fill in the blanks with one of the following words:

background basic goal graduates illiteracy system

1. You need an educational _______ in mathematics if you want to be an engineer .2. Something should be done to reform the educational _______ of the developing

countries.3. University _______ find difficulties to find a job nowadays.4. One educational _______ for developing countries would be at least a _______ education

for every citizen.5. Putting an end to adult _______ is another priority for developing countries.
http://oald8.oxfordlearnersdictionaries.com/dictionary/privy-councilhttp://oald8.oxfordlearnersdictionaries.com/dictionary/bbchttp://oald8.oxfordlearnersdictionaries.com/dictionary/the-british-academyhttp://oald8.oxfordlearnersdictionaries.com/dictionary/the-british-academyhttp://oald8.oxfordlearnersdictionaries.com/dictionary/bbchttp://oald8.oxfordlearnersdictionaries.com/dictionary/privy-council


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3. Complete the following sentences by choosing the correct verb:

1. I try to make/ do take my homework before I have my evening meal.2. I'm sitting/making/ taking my exams this month.

3. Nobody in my class has lost / missed / failed a lesson so far this year.4. You should always check your work carefully in case you have gone / made / had a

mistake.5. My teacher thinks we're all doing / making having really good progress.6. I hope you are successful in the exam. You can only do/make/be your best.

4. Complete the text below by adding the missing verb in the correct form in each gap.

1. I could have got higher marks but I _______ a few silly mistakes.2. I've been studying French for 6 months now but I don't feel like I'm _______ much

progress.

3. I think I _______ my best in the test and I hope I'll get a good mark.4. There was a great film on TV last night and I forgot to _______ my homework.5. Steve is feeling quite ill and might have to _______ the lesson.6. I _______ two exams yesterday: Speaking in the morning and Listening after lunch.

5. Decide which answer A, B, C or D best fits each space.

Learning How to Learn

There is usually one important (1) Cmissing from school (2) _________. Very few studentsare (3) _________ how to organise their learning and how to (4) _________ the best use oftheir time. Lets take some simple (5) _________. Do you know how to (6) _________ upwords in a dictionary, and do you understand all the (7) _________ the dictionary contains?Can you (8) _________ notes quickly, can you understand them (9) _________ ? For somereasons, many schools give learners no (10) _________ with these matters. Teachers askstudents to (11) _________ pages from books, or tell them to write ten pages, but dontexplain (12) _________ to do it. Learning by (13) _________ can be useful, but it is moreimportant to have a genuine (14) _________ of a subject. You can (15) _________ a lot oftime memorising books, without understanding anything about the subject!

1. A) theme B) book C) subject D) mark2. A) agendas B) timetables C) terms D) organisations

3. A) taught B) learnt C) educated D) graduated4. A) take B) give C) get D) make

5. A) sentences B) results C) rules D) examples6. A) find B) look C) research D) get7. A) information B) advise C) subject D) themes8. A) do B) send C) make D) revise9. A) after B) afterwards C) lastly D) at last10. A) teaching B) ability C) instruction D) help11. A) concentrate B) remind C) forget D) memorise12. A) how B) what C) why D) it13. A) the way B) heart C) how D) law

14. A) information B) success C) understanding D) attention15. A) pass B) waste C) tell D) use


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LANGUAGE FOCUS: Auxiliary Verbs

The auxiliary verbs do, be and have are used to express various grammatical functions, for

example to form questions and negatives, and to form tenses.do

Do, does and didare used to form the question and negative in the Present Simple and thePast Simple.

Where do you work?

What does she do?

Why did you go to Paris?

I dont like the rain.He doesnt want to go home.We didnt buy anything.

be

Be is used withingforms and past participle forms to make continuous and passive verbforms:

Shes wearing new shoes.What were you doing this morning?Ive been learning English for three years.

The Times is published in London.I was born in Bucovina.

My moneys been stolen.have

Have is used to make perfect verb forms:Have you ever seen a ghost?

Shes been waiting for two hours.

Practice

1. Make questions withyou from the sentences. Then, in pairs, ask and answer thequestions aboutyou.e.g.: I come from Bucharest. (Where?)Where do you come from?

a) I live in a flat near the centre of the town? (Where?)b) I speak three languages. (How many?)c) Im learning English because i need it for my job. (Why?)d) Ive been to France, Germany, Sweden and the United States. (Which countries?)e) I was born in Iasi, in 1985. (When? Where?)

f) Ive been learning English for 5 years. (How long?)g) I have two brothers and a sister. (How many?)h) Ive got 100 lei in my pocket. (How much?)i) I went to the cinema last night. (Where?)

j) Im wearing jeans and a jumper. (What?)

Find examples of the following tenses in the questions:

Present SimplePresent Continuous

Present Perfect Simple PresentPerfect Continuous

Past SimplePast Simple Passive


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2. Make the statements negative:e.g. I smoke.I dont smoke.

a) My mother works in a bank.b) Its raining.

c) I went out last night.d) Im learning Spanish.e) Weve got a dog.f) I had a shower this morning.g) English is spoken in every country in the world.

3. Read the sentences. Is the verb in bold an auxiliary verb (A) or a full verb (F)?

a) Haveyou ever been to China? (A)b) We hada lovely meal at Angies.c) Did anyone phone last night?d) We did the washing-up before we went to bed.e) She has coffee for breakfast every morning.f) We werent usingyourCD player, honestly!g) Where were Andy and Lou at lunchtime?h) Philippa never doesher homework.i) What haveyou done with my pen?

j) Why areyou looking so sad?k) Wevegot a new computer at home.l) We have a new computer at home.

4. Complete the telephone conversation with auxiliary verbs. Use contractions whereverpossible.

D: Good afternoon, Computer Helpline, Damian speaking. How can I help you?P: Oh, at last! Hello, Damian. I (1) ________ got a real problem with my computer. It

________ (not) working at all!D: OK, OK. Tell me your name and your company name and describe what (3) ________happened.P: My names Phil Evans. I (4) ________ (not) work for a company, Im self-employed. Iwork at home, and I (5) ________ trying to meet an important deadline at the moment. Thismorning I (6) ________ working happily, when suddenly everything stopped and a message

came up on the screen. Then the screen went blank.D: OK Phil, (7) ________ (not) worry! What (8) ________ the message say?P: I cant remember exactly, because I (9) ________ (not) understand it, but I think it saidsomething about not enough memory.D: Its OK, Phil. I think I know what the problem is. Tell me, Phil, (10) ________ youswitched the computer off?P: No, I (11) ________ (not). Its still on.D: Fine, Phil. Now do exactly what I say. Go to your computer, OK? Can you see a W inthe top right-hand corner? Click on that W with the mouse. What (12) ________ it say? Canyou read it to me?P: Theres a list of three things. First it says ...


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SKILLS FOCUS: WritingFOR and AGAINST

Choose one of the essay titles below. Write a 250-word for-and-against essay,remembering to plan and organise your answer, and use some of the expressions in thebox.

In some countries teenagers have jobs while they are still students. Do you thinkthis is a good idea? Support your opinion by using specific reasons and details.

All educational facilities should be funded by the government. Use specificreasons and details to explain your answer.

Some people believe that university students should be required to attendclasses. Others believe that going to classes should be optional for students.

Which point of view do you agree with? Use specific reasons and details to

explain your answer.

I believe that Firstly, In my opinion Moreover The most important point is that It could be argued that Also Thirdly I think Another point is that

You might find useful the following tips:A good answer might be organised as follows:

Paragraph 1: INTRODUCTION (not very detailed; perhaps just one or twosentences)

Paragraph 2: FOR

Paragraph 3: AGAINST Paragraph 4: CONCLUSION (your opinion)


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TRANSLATION

1. Before translating a text you should decide what strategy you should take: should you translate it right away?

do you read the entire text first?

what do you do if you do not know a word?

when you reread your translation which are the main points you focus on? Consideraccuracy, clarity, style, preserving the original meaning, stirring the same reaction inthe reader etc.

Having these strategies in mind, translate the following text into Romanian:

Most successful distance education students have done plenty of research to find the programthat is right for them. Some of the points you need to consider before applying to a programinclude the following:

Do I have a place at home or at work that I can claim as my own for extended periodsof study and communication with the program? Will family members or others aroundme respect my need to spend time on my own?

What are the specific educational outcomes of the program? Is earning a degreeimportant to me, or do I want to take just a few classes to learn a new skill or tocomplete a certificate program to increase my professional status?

What are the total costs of the program? Do the fees include books, if necessary? Arethere any additional expenses I might incur?

2. Translate the following text into English:

Facultile de stat din Romnia se axeaz mai mult pe profit. Umbl zvonul c ar fimult mai pregtite dect cele private, ns, n realitate, "statul" se transforma tot in "privat".Taxe mari, de la an la an i tot mai puine locuri la buget. Nu se mai pune accentul pecalitatea studenilor, ci pe cantitate. Evalurile nu sunt relevante, organizarea este la pmnt,studenii sunt din ce n ce mai criticai. ns, de ce nu se pornete de la urmatoarea ntrebare:oare exist vreun motiv pentru care studenii devin tot mai plictisii i neimplicai?

Din cauza faptului c nu exist consiliere profesional, tot mai multi absolveni deliceu se ndreapt catre faculti care nu i caracterizeaz. Fie c este necesar s intre la buget,fie c sunt derutai i nu mai tiu pe ce drum s o ia n via. Deasemenea, sunt tot mai multecazurile n care studenii renun n primul an la facultatea aleas, pentru a-i mai da nc oans. ns banii sunt puini i prinii tot mai suprai din aceast cauz. De aceea joburile

part-time, destinate studenilor, au un foarte mare succes. ns, dat fiind faptul c, la zi, ofacultate presupune multe ore i cursuri inutile, muli dintre acetia nu mai reusesc s facfa.

Dac ar fi existat, de la bun nceput, o ndrumare corect, ntr-un sistem asemenea, cusiguranpopulaia reprezentatde studeni ar fi mult mai restransi calitativ. nsacestelucruri sunt deja utopice n Romnia.

(http://a1.ro/lifestyle/family/invatamantul-superior-din-romania-alegeti-va-cu-grija-si-

cumpatare-drumul-in-viata.html)


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REMEMBER - VOCABULARY

I. LEARNING

acquire/get/lack (an) education/training/(British English) (some) qualifications

receive/provide somebody with training/tuition

develop/design/plan a curriculum/(especially British English) course/(North AmericanEnglish) program/syllabus

give/go to/attend a class/lesson/lecture/seminar

hold/run/conduct a class/seminar/workshop

sign up for/take a course/classes/lessons

II. SCHOOL

go to/start preschool/kindergarten/nursery school

be in the first, second, etc. (North American English) grade/(especially British English)year (at school)

study/take/drop history/chemistry/German, etc.

(British English) leave/finish/drop out of/(North American English) quit school

(North American English) graduate high school/college

III. PROBLEMS AT SCHOOL

be the victim/target of bullying

(British English) play truant from/(both British English, informal) bunk off/skive offschool (= not go to school when you should)

(both especially North American English) skip/cut class/school (British English) cheat in/(North American English) cheat on an exam/a test

get/be given a detention (for doing something)

be expelled from/be suspended from school

IV. WORK AND EXAMS

do your homework/(British English) revision/a project on something

work on/write/do/submit an essay/a dissertation/a thesis/an assignment/(North AmericanEnglish) a paper

finish/complete your dissertation/thesis/studies/coursework

hand in/(North American English) turn in your homework/essay/assignment/paper

study/prepare/(British English) revise/(North American English) review/(North AmericanEnglish, informal) cram for a test/an exam

take/(both British English) do/sit a test/an exam

(especially British English) mark/(especially North American English) grade homework/atest

(British English) do well in/(North American English) do well on/(informal, especiallyNorth American English) ace a test/an exam

pass/fail/(informal, especially North American English) flunk a test/an exam/a class/acourse/a subject

V. UNIVERSITY apply to/get into/go to/start college/(British English) university


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leave/graduate from law school/college/(British English) university (with a degree incomputer science)

study for/take/(British English) do/complete a law degree/a degree in physics

(both North American English) major/minor in biology/philosophy

earn/receive/be awarded/get/have/hold a master's degree/a bachelor's degree/a PhD in

economics

Specific Bibliography:1. Prelipceanu, Cristina; David, Irina; Ioncic, Diana; Rotariu, Raluca (2005) First

Steps in Business, Editura Universitar, Bucureti, , Unit 1: On Education (pages22-33)

2. Vince, Michael, (2010) -New First Certificate Language Practice with Key,

Longman, London, Vocabulary, Unit 18: Education and Learning (pages 252-256)3. Fleischhack, Eric; Schwarz (2009)English Grammar, Bucureti: ALL Educational,

Auxiliary Verbs


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Unit 2: WORK FOR A LIVING

OBJECTIVES


- get familiar with means of expressing opinions- develop and practise vocabulary related to work- revise and practise Present Tense Simple- improve your letter writing skills- develop and practise translation skills


LEAD IN

EXPRESSING OPINIONS

1. Imagine yourselves working in a hotel, an airport or a bank. Which would be the

best place to work? Why? Which would be the worst place to work? Why?2. Choose one of the places. Make a list of all the different jobs people do there.3. Is there a job that you would be good at?

SKILLS AND QUALITIES

1. Look at the list of skills and qualities in the box.

SKILLS QUALITIEScomputer skillstyping skills

driving skillstelephone skillsinterpersonal skills

artistic skillslanguage skills

mathematical skillsmanagerial skillsfinancial skills

patientphysically strong

emotionally strongwell-organisedintelligentcaring

calmquick-thinking

honestclean and tidy

punctual

Which of them are necessary for the jobs on your list? Discuss this with your partner asin the example:

To be a ____________ you need to have good _____________ skills and to be______________.

2. Can you think of some more skills and qualities needed for the jobs on your list?


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1. Read the article quickly to find the answers to these questions:

Chocolate tasting is like wine tasting you dont swallow. ELAINE JONES

Would working as a Confectionary selector for Chocolate Masters be a dream come true for

chocoholics?

Julie Turner finds out.

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10

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One day Elaine Jones and acolleague of hers had to eat their waythrough almost ten kilos of chocolates.It took them from 9 am to 2 pm.Afterwards they felt very, very

unwell. But their chocolate marathonwas not a binge. It was all in thecourse of duty. Elaine is one of the 11

people at Chocolate Masters who areresponsible for chocolates and sweets.Her official title is confectionaryselector. She has to sample chocolatesevery day.

That 10 kilos was unusual,she said. The technologist and I hadto try out an entire fresh cream rangefrom one of our suppliers before itwent off. It was a very hot day whichmade things worse.

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Despite such excesses, Elaine is notoverweight. How come? Chocolate tastingis like wine tasting,she told me, you dontswallow unless its so good you cant resist.I think all of us in the office have become

immune to chocolate. It no longer makes usput on weight. Perhaps, after 15 years inthe business, Elaine has become immune tothe temptations which, in her airy offices inthe Chocolate Masters headquarters inBaker Street, I found overwhelming. Therewere chocolates everywhere.

Her chocolate enthusiasms beganearly. When I was little, like every kid,wanted to work in the Mars Bar factory.When I began in confectionary I was justlike a child in a sweet shop, eatingeverything. But thats worn off. I likechocolate, but Im not a chocoholic.

1. Which company does Elaine work for?2. What is her job called?3. What does she have to do?4. How long has she been in the food industry?

2. Now read more carefully and find words which mean:

1. having too much of a good thing (line 7)2. to try (line 13)3. complete (line 17)4. trying food (line 24)5. well-ventilated (line 31)6. too much (line 34)


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3. Are these statements true or false?

1. Elaine samples 10 kilos of chocolate every day.2. She does not usually eat the chocolate she tastes.3. She is the only chocolate taster at Chocolate Masters.

4. She has not put on weight because of her job.5. She has always wanted to work with food.

4. What qualifications and training do you think Elaine needed to become aConfectionary Selector? Read about Elaines career and fill in the chart:

Elaine was brought up in Essex. After A-levels she worked in banking for a year and hatedit. Then, encouraged by a friend in retailing, she went to work at Harrods. I did my training there.I was a buyer for eight yearsbread, patisserie, cakesbefore moving into confectionary where Ifound my niche.

She enjoyed the challenge, the fast turnover. In 1999 she moved to Chocolate Masters. Herbasic responsibility is to develop new lines and she is in charge of both product and packaging.This involves a lot of travel in Britain and on the Continent, overseeing production, doingcomparative shopping and visiting food fairs.

Elaine Jones

Qualifications_________________________________________________________

Work experience_______________________________ (1 year)_______________________________ (8 years)_______________________________ (since 1999)

Present responsibilities__________________________________________________________________________________________________________________


1. Put each of the following words in its correct place in the text below.

calendar credits major prospectustechnical graduation course amountrequirements outlines curriculum number

class hours specified three electivescollege subjects week opportunity


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The courses given by a (1) _____________ or university are called its curriculum. The(2) _____________ of the institution (3) _____________ the complete (4) _____________.It gives the (5) _____________ for entry to each course, as well as the credits given for the(6) _____________.

Each course is designated as giving a (7) _____________ number of credits. These are

usually equal to the number of (8) _____________ devoted each week to the course. Forexample, a course that meets three times a (9) _____________ usually gives (10)

_____________ credits towards graduation. Schools using the semester (11) _____________require about 120 credits for (12) _____________. Between 30 and 40 of the required (13)

_____________ must be the student's (14) _____________ subject.Schools vary considerably in the (15) _____________ of freedom given students in

selecting their courses. Almost all schools have a certain (16) _____________ of requiredcourses called (18) _____________. Liberal-arts colleges usually give students more (19)

_____________ to choose than do (20) _____________ schools.

2. Choose the right answer

1. When you listen to a lecture, it is useful to ... the main points.a) clear; b) notify; c) put down; d) write on.

2. I can agree with you to a certain ..., Professor, but not entirely.a) part; b) way; c) extent; d) level.

3. The lecture was very ... and I slept for most of it.a) noisy; b) sleepy; c) annoying; d) boring.

4. Are you going to attend Professor's ... on the Commodity Science next week?a) lecture; b) discussion; c) conference; d) meeting.

5. A few jokes always ... up a lecture.a) liven; b) inspire; c) loosen; d) raise.

6. To begin the lecture, let's take an ... of the present situation.a) overview; b) oversight; c) overtone; d) overture.

7. There is a/an ... at the back of the book giving the answers to the exercises.a) index; b) appendix; c) key; d) reference.

8. During a lecture I always try to ... down the main points that are made.a) note; b) jot; c) doodle; d) sketch.

9. That's what I mean. You've hit the ... on the head.a) pin; b) nail; c) hammer; d) point.

10.It suddenly ... on me what he really meant.a) came; b) hit; c) dawned; d) struck.

3. Match each word in column A with its definition in column B.

1) gymnasium2) rector

3) charta4) curriculum5) budget6) dean

7) investment8) fee

a) charge or payment for professional advice or servicesb) an educational talk given by a lecturer to a large audience of

studentsc) room/hall with equipment for physical trainingd) head of certain universities, colleges, etce) course of study in a school, college, etcf) written statement of rights, permission to do something

especially from the government to a town/city/university

g) in some universities head of a department of studyh) the act of using money to obtain income or profit


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9) lecture

10)course

i) a series of academic lectures or lessons in a particular subjectj) estimate of future income and expenditure made by a business

company, society, private person, etc.

4.

Fill in the gaps with the right word in the required form: to learn, to study, toteach:

1. What subjects do you _____________ in the first year?2. I am planning _____________ polytology next year.3. You know much more than I do; so I cannot _____________ you.4. The student _____________ to write with his left hand.5. In _____________ a foreign language, it is not enough _____________ new words, it isnecessary to use them in written and oral communication.6. I would like _____________ to ski, too.7. Who has _____________ you to surf so well?

LANGUAGE FOCUS: Present Tense Simple vs. Present Tense Continuous

I. Look at sections A-E below. Decide which section concerns:

i) temporary situationsii) regular eventsiii) permanent states or situations

iv) actions happening nowv) changing and developing situations

What tense is used in each case?

A. Unilever is an Anglo-Dutch company which produces food products and detergents. Itoperates in over 70 countries and employs about 300,000 people. It hasa subsidiary, UACInternational, whichspecialisesin paper, plastic, speciality chemicals and packaging.

B. Would you like to hold, Mr. Bloom is speakingon another line?Theyre repairingthe machine right now. It should be ready for use in a couple of hours.

C. Mr. Jones isa stockbroker and worksfor a major firm in the City of London. He gets upat7.30, has breakfast then drives to the local station where he takesa commuter train. After ashort ride he arrivesat work at 9.00,sayshello to colleagues,sitsat his desk and readsanyemails that have arrived.

D. Western economies are changing. More and more people are workingin services insteadof manufacturing industry and the number of women in the labour force is increasing.

E. Im walking to work this week as my car is being serviced.Mrs Kaul is ill, so Im dealing with her correspondence.


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PRACTICE

a) Decide which category, (i)(v) above, each of the following sentences belong to. Thenchoose a verb and decide whether it should be in the Present Tense Simple or PresentTense Continuous.

manufacture receive have look stay interviewinclude try expand answer hold change

1. I _________ at the Continental Hotel whenever Im in Hong King.2. ABC plc _________ a wide variety of adhesives.3. Consumer research has identified a new trend; more and more people _________ toSunkist.4. The prices _________ full insurance cover.5. Our firm _________ fact; 35% growth in only two years.6. We _________ a departmental meeting every fortnight.7. A receptionist _________ all incoming calls and _________ routine enquiries.8. We _________ branches in most major cities.9. Mr. Prescott _________ the candidates right now.10. We _________ for a new Media Sales Manager.11. Our engineer _________ to detect the cause of the fault.

b) Simple or continuous?

P&S (1) _________ (be) a chain of department stores with branches in many cities in the UK.Each store (2) _________ (sell) a variety of goods from textiles to kitchen utensils tofurniture, P&S (3) _________ (employ) over 3,000 people and (4) _________ (have) aturnover of over 75m. The firm (5) _________ (grow) rapidly and at present (6) _________(recruit) more highly qualified personnel to run its new branch in Maidstone, Kent.

II. Some verbs, especially those describing states, beliefs, or verbs which make adeclaration are never ,or rarely, used in the Present Tense Continuous.

e.g. Mantex ownsover 50% of the shares.

The box contains144 packets.The consignment weighs44 kilos and measures2x1x1.5.C&F meansthat insurance is not included in the price quoted by the exporter.Our recordshowsthat you owe us 694.They believein free trade.I realisethat there has been a breakdown.I dont understandhow the profit margin is calculated.I dont knowwhat time Illarrive, it dependson the traffic.We assureyou that your request will receive our best attention.Ipromiseto deal with the matter myself.I wishto make my position clear on this point.

I regretto announce a 12% decrease in Profitability.Isuggestwe look at the figures very carefully.


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III With some verbs, it is sometimes possible to use either the Present Tense Simple orPresent Tense Continuous, with different meanings, as in:

Jack isnoisy.

Dan hasa Porsche.I thinkI like you.This parcel weighsa kilo.It dependswhat you mean.

Jill is beingnoisy today.

We are havingan interesting conversation.David is thinking about getting a new job.I am weighingthe parcel right now.Im depending on you.

PRACTICEc) Put the verbs in brackets in either the Present Tense Simple or Present TenseContinuous:

We (1) _________ (have) a great deal of difficulty with this order and I (2) _________(admit) that the delivery date is unlikely to be respected. However, I (3) _________ (realise)that you need rapid delivery and we (4) _________ (do) our best to ensure that the goods willarrive by the end of April.In the circumstances, I (5) _________ (agree) that payment terms should be modified. I (6)

_________ (suggest) a reduction of 2.5 per cent on the unit price.I (7) _________ (assure) you that we will take the necessary steps to avoid any future delayand (8) _________ (promise) to supervise the satisfactory completion of your orders

personally.

d) Put the verbs in the correct form.

We (1) _________ (have) offices in most European Capitals and (2) _________ (think) ofopening another in Budapest shortly. I (3) _________ (think) this will help us to improve our

performance in Hungary. In addition, we (4) _________ (try) to do better in Romania andBulgaria but (5) _________ (doubt) whether this will be possible in the near future.I (6) _________ (confirm) that I will spend a couple of weeks in Germany in the spring andwill be able to meet you in Berlin during the first week of April. In the meantime, I (7)

_________ (send) our latest report on the situation in Eastern Europe under separate cover. Ifyou (8) _________ (need) any further information, please let me know.


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SKILLS FOCUS: Transactional LetterApplying for Holiday Jobs

1. Look at the advertisement below. Would you be interested in a job like this?What would you want to know about it before you decided to take it? Whatmight the drawbacks be?

2. If you wanted the job, what would you say about yourself in your letter? Howformal do you think your letter should be?

HOLIDAY JOBS!

Need to improve your English?

Want to spend some time abroad?Short of cash?

Why not come and work for us atHome Farm!

Youll be picking fruit and generally helping out with all the usual farm work. Well pay youby the hour, so the harder you work, the more youll earn! Well provide a place to sleep and

all your meals.

Interested?Why not drop us a line (and a photo). Well be happy to answer any queries.

Mr and Mrs Bull, Cold Comfort Farm, Sussex, Great Britain SU3 8TZ

Michael Dupont saw the advertisement and made these notes:

QUESTIONS TO ASKWhen does the job start and finish?Will I be the only one there?Where exactly will I sleep?What is the minimum rate per hour?How many hours will I be expected to work?Can I have a photo of the farm?


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3. Scan the letter below. Do you think the farmer would be satisfied with it? Whynot? Now answer the questions.

Rue VichyTroyes

France

15 May, 200-Dear Mr and Mrs Bull,

I saw your advertisement in the paper and I am very interested in working on yourfarm.

Im a student and I need more practice with my English. I was hoping to come toGreat Britain but didnt want to ask my parents for money. Working for you would be anideal solution.

I am 18 years old and very fit. Although Ive never worked on a farm before I have

helped on a building site and I am used to working hard. Im very fond of animals and wouldbe happy to help with the cows and sheep if needed.

Could you please let me know how long you would want me for, how many hours aday and what the minimum wages per hour would be. I would like to know if there would beother students there too and where I will be sleeping.

I enclose a photo as requested. My last employer will be happy to write me areference, if you so wish.

I look forward to hearing from you soon,

Yours sincerely,Michel Dupont

1. Has Michel given the information he was asked for in the advertisement? Has heasked about all the points he noted down himself?

2. The advertisement was informalis Michels lettera. too formal?

b. too informal?c. just right?

3. Has Michel used clear paragraphs for each new section of the letter? How does heshow he is beginning a new paragraph?

Mr and Mrs Bull received another letter on the same day but they were not veryimpressed? Why?Paris

Tuesday, 16 MayDear Sir/Madam,

I saw your advertisement in the newspaper and I am quite interested at thejob. Im 16,a student and I really want a holiday away from the parents. Im fit and healthy and I adore to

be outdoors. The only problem is that Im scared from cows but I could keep away fromthem, I expect?

Please tell me how much I earn exactly and what there is to do in the evenings. No discos Isuppose?


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My Friend Daniel, who goes to college with me, would also like a job. Could you let meknow if you need any more helpers?I am sending the only photo I have at the moment, but please dont worry. My leg would beout of plaster soon.

Please write back soon!

Regards, Didier

Didiers letter contains errors in each of the areas below. Find examples of each typeand underline them.

- structure (grammar)- layout- inappropriate greeting- inappropriate ending- paragraphing- inappropriate language (too formal or too informal)

- inappropriate content- style inconsistent (changes from formal to informal)

Look back to Michels letter and complete this plan.

4. You are interested in the job below. Write a letter giving the informationrequired and including any queries you have.

Do you like having fun?Do you want to be with young people?

Can you organise sports and entertainments?Have you had experience of camping?

Can you cook?

Volunteers Needed atSUMMER CAMPS!

We need helpers for our youth camps in the USA thissummer.Accommodation and modest salary provided.

Interested? Write and tell us a little about yourself. Send yourletter to

Samba Youth Camps

2214 Creek Drive Colorado USA

P.S. Need more information?

Just send us your queries with your letter and we will writeback immediately!

1OPENING

5432


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USEFUL TIPS:Planning:Underline the important points in the advertisement before you reply, and keep checking backas you write to make sure you have included all the relevant points.

Paragraphing:

Remember to group your ideas into paragraphs and to start each paragraph on a new line,preferable indented. A paragraph should normally contain more than one sentence!

Style:Decide how formal your letter should be before you start writing. Make sure the style isconsistent throughout your letter.

TRANSLATION

Translate the following text into Romanian:An informal business letter is a bit more relaxed than a formal business letter, but notrelaxed enough to be casual.

Instructions: Use writing that is breezy rather than casual. Be brief, straightforward and logical.

Employ standard grammar, spelling and formatting rules, but relax your tone andconstruction slightly.

Use contractions and conversational phrases to soften the letter.

Begin with the date, both your address and the recipient's (or just your address) and asalutation.

Choose "Dear" over "To Whom It May Concern." Place a comma after the salutation ("Dear Jane,") instead of a colon.

Use personal statements to make the letter less formal: "I agree with your assessmentof the highway construction project. I too commute that way."

Close with "Best," "Cheers" or "Regards," rather than "Sincerely" or "Thank You."

Translate the following sentences into English paying attention to the use of thePresent Tense Simple and Present Tense Continuous.1. M trezesc la ora 7.30 n fiecare diminea.2. De obicei copii beau lapte dimineaa, dar astzi ei beau ceai.

3. Mereu mi d telefon i mi pune ntrebri stupide.4. Gheata se topete la soare.5. Este smbta seara. Familia Smith este acas. Doamna Smith se uit la televizor, domnul

Smith citete ziarul, iar fiica lor Juliet se joac. Ei i petrec aproape fiecare smbta searan acest fel.

6. Niciodat nu plec de acas fr umbrel.7. Pmntul se nvrte n jurul soarelui.8. Ce caui? mi caut stiloul.


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EMPLOYMENT / CAREER / PROFESSION / OCCUPATION / TRADE - these are allwords for the work that somebody does in return for payment, especially over a long periodof time.

work= the job that somebody does, especially in order to earn money:It's very difficult to find work at the moment.

employment = (rather formal) work, especially when it is done to earn money; thestate of being employed or the situation in which people have work:Only half the people here are in paid employment.

career = the job or series of jobs that somebody has in a particular area of work,usually involving more responsibility as time passes:He had a very distinguished career in the Foreign Office.

profession = a type of job that needs special training or skill, especially one thatneeds a high level of education:He hopes to enter the medical profession.

The profession= all the people who work in a particular profession:the legal profession.The professions are the traditional jobs that need a high level of education andtraining, such as being a doctor or lawyer.

occupation= (rather formal) a job or profession:Please state your name, age, and occupation.

trade = a job, especially one that involves working with your hands and requiresspecial training and skills:Carpentry is a highly skilled trade.

IDIOMS AND EXPRESSIONS

in/out of work/employment

full-time/part-time work/employment/career/occupation

permanent/temporary work/employment

well-paid work/employment/profession/occupation

low-paid work/employment/occupation

to look for/seek/find work/employment/a career/an occupation

to get/obtain/give somebody/offer somebody/create/generate/provide work/employment

Specific Bibliography1. Vince, Michael, (2010) -New First Certificate Language Practice with Key,

Longman, London, Vocabulary, Unit 2: Work and Employment (pages 190-194)2. Fleischhack, Eric; Schwarz (2009)English Grammar, Bucureti: ALL

Educational, Present TenseSimple, Present Tense Continuous


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Unit 3: RECRUITMENT

OBJECTIVES


- understand how information is structured in a Curriculum Vitae- revise and practice language related to recruitment- revise and practice means of expressing Past Time- write a Curriculum Vitae according to the commonly accepted European criteria- develop and practise translation skills


LEAD IN

1. Try and answer the following questions:

1. How do people find work? Which are the steps they have to take?

2. When you go to a job interview, what do you have to carry along with you? How doAmericans call it? What does it contain?


1. A job advertisement will usually ask you to send in a CV. Conventions as how towrite one have been changing. Read the following text to see what is a personnelmanagers opinion on it, then answer these questions:

1. How many parts a CV should have?2. What does each part should contain?

3. How should we order the information about our education and work experience?4. Which are the words that the personnel manager uses about foreign languages?5. Are our hobbies or interests important when we apply for a job?

5

There has been a lot of variation in the way CVs are set out over the last fewyears, and indeed one still sees different formats arriving on ones desk.

However, probably, the most common format these days, and certainly the oneI most likely like to get because you can see at a glance whether it is worth readingthe whole thing or notis the one that starts from the most recent job and works back,giving brief, but relevant information on each. There is a slight tendency, particularlyamong foreign (non-British applicants) to go for the hard sell. By this I mean almost to

boast of their accomplishments and success in each post. But I confess I personally


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10

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35

40

45

50

find it rather distasteful and it rather puts me off. Anyway, a good CV these daysshould begin by saying what it is: a CV. So, the persons name should be prominent.Then, there should be a brief section on personal details: address, telephone number,nationality and marital status. If you are applying for a post with a company in anothercountry, or for a job that requires travel or the use of one or more foreign languages,

you should add your proficiency in those languages: fluent, if you speak a languagewell; intermediate if it is OK, and basic if you can just about get by. Incidentally, ifyou have any nationally or internationally recognized examination demonstrating your

proficiency, it is a good idea to mention that here (for English: one of the CambridgeCertificates or the London Chamber of Commerce level 2 or 3 etc.).

This should be followed by a section on qualifications and training, again, as Isaid earlier, beginning with the most recent and moving back, so that I can see whatyou have been up to since your initial training. One difficult thing for us in personnelwhen evaluating applications from abroadand we are getting more and moreis the

problem of equivalences. It is of no help whatsoever to go round putting downdiplomas which only exist in your country, unless you also put in brackets afterwardsan approximate British equivalent that I can relate to. Another bad habit I have noticed

particularly with the French, for some reason is to put down the name of what is,presumably, some highly prestigious establishment within their own country, on theassumption that everyone knows about it.

It was only recently, for example, that I discovered HEC was a if not theleading French business school. Before that when I saw on a CV diploma from HEC,my reaction was simply Oh, this person wasnt good enough to go to a university. Arelated difficulty is candidates who just put the English equivalent. I had this problemrecently with a young man who claimed he had an MBA. At interview, however, wediscovered he had simply translated Studii Aprofundate de Management (literally, a

masters degree in management science), so the excellent level of English we wereexpecting from someone who had studied in the UK or the States did not materialize.This brings me to another point; it is important to state when and where you got aqualification.

The next section and the most important is the one on work experience.Again, this should be in order of most recent first, so I can see what you are doing at

present and have been doing recently. For those who are applying for their first job, itis useful to mention any periods of occupational training you may have undertaken in acompany or companies, or any relevant summer jobs you may have had. In thissection, too, just briefly, in almost note form, list main responsibilities and successes,and so on.

Finally, we in Britain like to know something about a candidates life outsideof work, so a short final section on outside interests is always useful. Again, for thoseapplying for a first job, this can sometimes be a crucial section. If you have beensecretary of your local tennis club or something, it may be the only opportunity youhave had to demonstrate that you are fit for positions of responsibility.


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2. Find words in the text that mean:

a. from the very beginning, immediately;b. using few words, concise

c. not serious or importantd. aggressive way of selling somethinge. talk with too much pride and satisfactionf. make somebody feel dislike, disgust somebodyg. in or to a foreign country or countriesh. it may supposed to be true


1. Choose the most suitable answer a), b) or c):1) Which of the following does not mean recruiting new personnel?

a) taking onb) employingc) dismissing

2) Which part of a Curriculum Vitae (C.V.) gives information about your past work record?a) Skills

b) Experiencec) Qualifications

3) Which word is a synonym for candidate?a) applicant

b) interviewerc) employer

4) What is a cover letter?a) a letter from your former boss to your new employer

b) a letter that you send with your CV to apply for a jobc) a letter informing you that you have been unsuccessful at interview

5) Which word means to make a request for a job?a) to apply

b) to hire

c) to interview6) Out of 400 applications, 10 candidates were for interview.a) collected

b) rejectedc) selected

7) Applicants are asked to supply from past employers.a) qualifications

b) referencesc) requests

8) What does to screen candidates mean?a) to invite them for interview

b) to examine their education and work backgroundc) to inform them whether or not they got the job


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9) What are routine tasks?a) special jobs

b) ordinary workc) difficult jobs

10)In an interview, what are behavioural questions?a) questions about the candidates paper qualifications

b) questions about their current positionc) questions about how candidates react in certain situations

2. The following words and expressions are all related to RECRUITMENT. Readthem carefully, finding a suitable explanation for each of them. Then, completethe following sentences with the right word or phrase (sometimes there is morethan one possibility):

to recruit (v) [BE] = to hire (v) [AE]o recruitment (n) [BE] = hiring (n) [AE]; recruitment agencyo recruit (n)o recruiter (n)

to employ (v)o employment (n); employment agencyo employer (n)o employee (n)

to headhunt (v)o headhunting (n)o headhunter (n)

to advertise (v)o

advertisement (n)o advertising (n)o advertiser (n)

to apply for [sth.] (v)o application (n); application formo applicant (n)

to candidate (v)o candidature (n)o candidate (n)

to appoint sb. to a positiono appointment (n)

to interview (v)o interview (n); to attend an interviewo interviewer (n)o interviewee (n)

to select (v)o selection (n)

to assess (v)o assessment (n)

to shortlist (v)o shortlist (n)


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CV [BE] = resume [AE] covering letter [BE] = cover letter [AE] selection process educational qualifications letter of application

group discussion to offer sb. the/a job to turn the/a job down to accept the/a job references

1. I hope she, because if she _______ the job, well have to start looking again.2. That last applicant was very strong, but I understand hes had two other _______

already.

3. Theyve finally _______ a new receptionist.4. I phoned to check on my application, but they said theyd already _______ someone.5. This job is so important, I think we need to _______ someone.6. Computer programmers wanted. Only those with UNIX experience should _______.7. The selection process has lasted three months, but were going to _______ someone

next week.

3. Replace the underlined phrases with correct forms of words and expressionsfrom the previous exercise:

Fred had already (1) refused two job offers when he went for (2) a discussion to see if he wassuitable for the job. They looked at his driving licence and contacted (3) previous employersFred had mentioned in his application. A few days later, the supermarket (4) asked him if hewould like the job and Fred (5) said yes.Harry didnt hear anything for six weeks, so he phoned the company. They told him that theyhad received a lot of (6) requests for the job. After looking at the life stories of the (7) peopleasking for the job and looking at (8) what exams they had passed during their education, thecompany (9) had chosen six people to interview, (10) done tests on their personality andintelligence and they had then given someone the job.

4. Insert the following words in the gaps in the text below:

applicant application application form

apply candidate curriculum vitae or CV (BE) orresume (AE)

employmentagencies

interview job description

job vacancies references short-listed

Many people looking for work read the (1) _______ advertised in newspapers by companiesand (2) _______. To reply to an advertisement is to (3) _______ for a job. You become a (4)

_______ or an (5) _______. You write an (6) _______, or fill in the companys (7) _______,and send it, along with your (8) _______ and a covering letter. You often have to give thenames of two people who are prepared to write (9) _______ for you. If your qualificationsand abilities match the (10) _______, you might be (11) _______, i.e. selected to attend an(12) _______


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LANGUAGE FOCUS: Means of expressing PAST TIME

PAST TENSE SIMPLE

1. Completed actions: the simple past is used to talk about completed actions in the past.Susan wentinto the station and boughta ticket.

As in the example above, the simple past is often used with expressions that refer to points oftime in the past. Look at the following common examples and at the prepositions that areused with them:

at 6 oclock/1.15/the end of the year/Christmason Tuesday/15t May/the 21st/New Years Dayin January/1997/the 1990s/summerno preposition yesterday/yesterday morning/last Monday/a few days ago/the day

before yesterday

2. Habits in the past: the past simple is used to describe past habits or states. A timeexpression (or a time clause) is usually necessary.

I alwaysgot upat six in those days.

He ran5 miles every day when he was young.

PAST TENSE CONTINUOUS

1.

Points of time in the past: we use the past continuous to talk about an action oractivity that was in progress at a particular moment of time in the past:At ten oclock yesterday afternoon, he was readinga book.

2.

Interrupted past action: we can use the past continuous to talk about an action oractivity that was already in progress, and which was interrupted by another action:

While Sue was tryingto open the door, Pete came and helped her.

We can rephrase this sentence using when for the second part:Sue was tryingto open the door, when Pete came and helped her.

3. Two or more parallel actions in progress: we use the past continuous to show that

two or more actions were going on at the same time in the past:While mother was cooking, father was readinga newspaper and the children

were playingin the garden.

USED TO -Past habits

USED TO is used to describe past habits, usually in contrast with the present. A timeexpression is not necessary:

I used toget up at six, but now I get up at eight.


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USED TO can also describe past states:I used to own a horse. (I owned a horse once.)

Note the negative and interrogative forms of USED TO:I didnt use to like beer.

Did you use toswim every day?

PAST PERFECT SIMPLE- Previous and subsequent events

The PAST PERFECT SIMPLE is used to refer back to completed actions that happenedbefore other events in the past. Compare:

1. When I arrived at the office, the meeting started.

(I arrived at the office, and then the meeting started.)2. When I arrived at the office, the meeting had started.

(The meeting started before I got to the office. I was late.)

In 1, it is also possible to use as soon asor after instead of when.In 2, it is also possible to use by the timeinstead of when.

PAST PERFECT CONTINUOUS

We use the PAST PERFECT CONTINUOUS to talk about the duration of an activity up to apoint in the past:

When I left my last job, I had been workingthere for four years.

the point in the pasttime expression emphasizing duration

A past time expression is necessary.

Practice

1. Choose the correct word or phrase from each pair underlined.

a) While I washed / was washingmy hair, the phone rang/ ringed.b) How did you felt / did you feel yesterday afternoon?c) When I reached / was reaching home I received / was receiving Davids phone call.d) Last summer I was going swimming / went swimming every weekend.e) When the dog bit / was biting Lauras leg, she screamed / was screaming.f) We sang / sung some songs and then ate some sandwiches.g) When you fell / felt over the cliff, what happened / was happening next?h) While Mary washed up / was washing up, she broke / was breaking a cup.i) I didnt see / didnt sawwhere the bus stop was, so I was missing / missed the bus.

j) What did you do / were you doing when I phoned / was phoning you last night? Therewas no reply.


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2. Complete each sentence with a suitable time expression from the list. You can use anexpression more than once.

ago in last week at when while

a) Two burglars broke into the house whilewe were watching television.b) __________ I met an old friend of mine in the city centre.c) What were you doing __________ the police officer knocked on the door.d) Jan met Sarah __________ half past eight outside the cinema.e) __________ Dick was preparing lunch, he cut his finger badlyf) I first came to this town more than twenty years __________.g) Jim was studying to be a doctor __________ he met Sally.h) Tony bought his first motorbike __________ 1992.i) __________ did you start playing basketball?

j) Most of the young people left this village a long time __________.

3. Choose a sentence from a) to h) which is the best continuation of the conversationsbeginning 1) to 10).

1. What was Carol doing when you knocked on the door? a2. How did Brenda spend her holiday? ____3. What happened when the lights went out? ____4. When did you meet Kathy? ____5. What did Jean do when Tony called? ____6. Did Ann hear what David said? ____7. What did Pat do when the bell rang at the end of the lesson? ____8. Why did Helen leave so early? ____

a) She went sailing most days, and sunbathed at the beach.b) She put the phone down.c) She was listening to the radio in the kitchen.d) She went to meet her parents at the restaurant.e) She came to my brothers birthday party.f) While Tina was looking for a torch, they came back on.g) She wasnt listening.h) She put her books away and left.

4. Put each verb given into either past simple or past continuous.

a) When Harry (wake up) woke up, we (tell) toldhim the good news.b) Where (you leave) _________ your wallet when you (go) _________ swimming?c) Everyone (wait) _________ for the concert to begin when a message (arrive) _________.d) When Tom (finish) _________ his letter, he (take) _________ it to the post office.e) Pam (want) _________ a relaxing holiday, so she (choose) _________ to stay on a small

island.f) When I (study) _________ abroad, my parents (phone) _________ me every week.g) I (find) _________ my lost pen while I (look for) _________ my pencil sharpener.h) Ann (watch) _________television when Julie (arrive) _________.i) When the lights (go out) _________, I (lie) _________ in bed reading.

j) When you (go) _________ to the new Chinese restaurant, what (you eat) _________?


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5. Choose the correct form of the verb:

a) They fell/ were falling in love when they worked/ were working in Rome.b) She read/ was reading quietly in her room, when suddenly the lights went / were going outand she heard / was hearing a scream.

c) He stood/ was standing up, walked / was walking across the room, and closed/ was closingthe window.d) A young woman walked/ was walking into the office. She carried/ was carrying a baby.e) Didnt you meet/ Werent you meetingyour wife while you lived/ were living in Italy?f) I saw/ was seeing you in the park yesterday. You sat/ were sitting with your arm aroundTom.g) As soon as I walked/ was walking into the room, she handed / was handing me the letter.h) His father was really angry with him because he listened/ was listening to music while hedid/ was doing his homework.i) Why didnt they visit/ werent they visitingme when they stayed/ were staying in London?

j) What did you write/ were you writing when your computer crashed/ was crashing?

6. Choose the most suitable tense.

1. I suddenly remembered that I forgot / had forgottenmy keys.2. While Diana watched / was watching her favourite television programme, there was a

power-cut.3. Tom used to live / would live in the house at the end of the street.4. Who was driving / drove the car at the time of the accident.5. By the time Sheila got back, Chris went / had gone.6. David ate / had eaten Japanese food before, so he knew what to order.7. I did / was doing some shopping yesterday, when I saw that Dutch friend of yours.8. I used to like / was liking sweets much more than I do now.9. Laura missed the party because no one was telling / told her about it.10.Tanya would / used to be a doctor.

7. Put each verb in brackets into a suitable tense. All sentences refer to past time. Onlyuse the past perfect where there is absolutely necessary.

1. While I (try) was trying to get my car started, a passing car (stop) stopped and thedriver (offer) offeredto help me.

2. The police (pay) ________ no attention to Claires complaint because she (phone)

________ them so many times before.3. Mary (not wear) ________ her glasses at the time, so she (not notice) ________ whatkind of car the man (drive) ________.

4. Nick (lie) ________ down on the grass for a while, next to some tourists who (feed)________ the ducks.

5. Tony (admit) ________ that he (hit) ________ the other car, but said that he (notdamage) ________ it.

6. Sorry, I (not listen) ________ to you. I (think) ________ about something else.7. Helen (feel) ________ very tired, and while she (finish) ________ her studying, she

(fall) ________ asleep.8. The police (get) ________ to Claires house as fast as he could, but the burglars

(disappear) ________.


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9. I (phone) ________ you last night but you (not answer) ________. What (you do)________?

10.We (not go) ________ out yesterday because it (rain) ________.

8. Decide whether the tense underlined is suitable or not.

1. While I had a bath, someone knocked on the door. - unsuitable2. Sally didnt goto a boxing match before.3. They all wanted to believe her, but suspected she was lying.4. What did you wear to the Martins party?5. I didnt know you had bought a new car.6. Were you eating spaghetti every day when you lived in Italy?7. Harry tried to repair the car, but he didnt really know what he was doing.8. As Peggy went home, she tried to remember what happened.9. What a terrible day! thought Lucy. Everything had gone wrong!10.Although it rained a lot, I was enjoying my holiday last year.

9. Put each verb in brackets into a suitable past tense.

When Professor Mallory, the famous archaeologist, (1) invited(invite) me to take part in hisexpedition to find the lost city of the Himalayas, I (2) _________ (not hesitate) to accept hisinvitation. Mallory (3) _________ (discover) an ancient map showing the position of the city,although no European (4) _________ (ever go) to the area before. In fact most of Malloryscolleagues in Oxford either (5) _________ (believe) that the city (6) _________ (never exist)or (7) _________ ( feel) that it (8) _________ (vanish) long ago and (9) _________ (become)simply a legend. According to the Professor, the builders of the city (10) _________ (hide) itamong the mountains in order to protect its immense riches. He (11) _________ (believe)that the descendents of these ancient people (12) _________ (still keep) themselves apartfrom the rest of mankind for the very same reasons. So when we (13) _________ (set off) ona cool May morning towards the distant mountains, each of us (14) _________ (lookforward) to exciting discoveries. For a week or more we (15) _________ (climb) higher andhigher, following the map, which Mallory (16) _________ (study) from time to time. Thenone afternoon, while we (17) _________ (rest) at the top of a valley, we (18) _________(notice) that a rider on a horse (19) _________ (wave) at us from the other side of the valley.A rider whose clothes (20) _________ (shine) like gold!


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SKILLS FOCUS: WRITINGCV (RESUME)

a. Read the answers to the questions from READING, exercise 1.b. Taking into considerations these answers, write your own CV. Type it or word

process it if possible. Pay attention to the layout and features discussed. (You candownload and use the model provided ateuropass.cedefop.europa.eu/europass/.../CVTemplate)

TRANSLATION

Translate the following text into Romanian, having in mind the tips given in the firstunit:

ScottishPowerplans to create 1,500 new jobs over the next 10 years and has invested3bn ($4.9bn) to improve its high-voltage transmission electricity network in Scotland.

The energy company, which is owned by Iberdrola of Spain, said the project wouldinclude the connection of up to 5GW of renewable energy, helping Scotland achieve its 2020carbon reduction targets, and extensive upgrades to the electricity grid links between Englandand Scotland.

Four out of five energy industry employees are set to retire over the next 15 years, andScottishPower said it wanted to attract anew generation of workers to the industry and wasencouraging its contractors and companies in the wider supply chain to do likewise.

The company hopes to recruit graduate engineers and apprentices over the nextdecade as well as retrain under-25s into highly skilled jobs. Some of the jobs will becompletely new while others will replace people who have retired.

Alex Salmond, Scotlands first minister, said: ScottishPowers plans to upgradetransmission will ensure the grid is capable of carrying increasing supplies of clean greenenergy generated to domestic and European markets.

With [Scotlands] plans to harness up to 10GW of offshore capacity in Scottishwaters by 2020, alongside other renewable sources, it will be essential that generators candistribute power to where it is needed.

(Financial Times, August 17, 2011)

Translate the following sentences into English, paying attention to the use of Past TenseSimple and Continuous:1. Cnd am plecat de la poliie, Albert i soia lui mai vorbeau nc cu un poliist.2. Pe cnd mi cutam ochelarii, a sunat telefonul; n timp ce mergeam sa rspund, cineva

a btut la u; telefonul nc mai suna cnd am deschis ua, dar cnd m-am ntors el s-aoprit.

3. Am cunoscut-o pe verioara ta n 1998.4. Cnd Peter era tnr alerga timp de o jumtate de ora n fiecare diminea.5. Cnd l-ai vzut ultima dat?6. Ce ora ai vizitat anul trecut?
http://www.ft.com/intl/cms/s/0/984de29c-9131-11e0-9668-00144feab49a.htmlhttp://markets.ft.com/tearsheets/performance.asp?s=es:IBEhttp://www.ft.com/intl/cms/s/0/31e4b954-37a4-11e0-b91a-00144feabdc0.htmlhttp://www.ft.com/intl/cms/s/0/31e4b954-37a4-11e0-b91a-00144feabdc0.htmlhttp://markets.ft.com/tearsheets/performance.asp?s=es:IBEhttp://www.ft.com/intl/cms/s/0/984de29c-9131-11e0-9668-00144feab49a.html


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GETTING A JOB

look for work

look for/apply for/go for a job

get/pick up/complete/fill out/(British English) fill in an application (form)

send/email your (British English) CV/(North American English)rsum/application/application form/covering letter

be called for/have/attend an interview

offer somebody a job/work/employment/promotion

find/get/land a job

employ/(especially North American English) hire/recruit/(especially British English) takeon staff/workers/trainees

recruit/appoint a manager

DOING A JOB

arrive at/get to/leave work/the office/the factory

start/finish work/your shift

do/put in/work overtime

have/gain/get/lack/need experience/qualifications

do/get/have/receive training

learn/pick up/improve/develop (your) skills

cope with/manage/share/spread the workload

improve your/achieve a better work-life balance have (no) job satisfaction/job security

BUILDING A CAREER

have a job/work/a career/a vocation

find/follow/pursue/(especially North American English) live (out) your vocation

enter/go into/join a profession

choose/embark on/start/begin/pursue a career

change jobs/profession/career

be/(both especially British English) work/go freelance

do/take on temp work/freelance work do/be engaged in/be involved in voluntary work

LEAVING YOUR JOB

leave/(especially North American English) quit/resign from your job

give up work/your job/your career

hand in your notice/resignation

plan to/be due to retire in June/next year, etc.

take early retirement


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Specific Bibliography1. Mackenzie, Ian (2010) English for Business Studiesa Course for Business Studies

and Economics students, CUP, 3rdedition, Unit 6: Recruitment (pages 33-36)2. Fleischhack, Eric; Schwarz (2009)English Grammar, Bucureti: ALL

Educational, Past Tense Simple, Past Tense Continuous, Past Perfect Simple,Past Perfect Continuous, USED TO


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Unit 4: APPLYING FOR A JOB

OBJECTIVES


- understand how information is structured in an application letter- revise and practice language related to jobs, job application- revise and practice Present Perfect Simple- write an application letter according to the commonly accepted rules- develop and practise translation skills


LEAD IN

1. Try and answer the following questions about yourselves.

If you are still a student.

1. What job would you like to do in the future?2. Do you think you have the right personal qualities and skills for the job?3. Which of the items in the lists below would be most important in your job?

If you have a job now.1. What job do you do?2. Why did you choose it?3. What sort of personal qualities and skills do you need for your job? (Some of the

words below may help you.)

1 2 3 4

patience honesty

intelligence

independence

reliability

efficiency

confidence

humour ambition

initiative

stamina

enthusiasm

energy

imagination

creativity

good manners leadership

qualities

a sympatheticmanner

ability to workunder pressure

goodcommunicationskills

a sense ofhumour

ability to cope ina crisis

2. Now make adjectives where possible from the nouns in lists 1 and 2.


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3. Look at these job advertisements. Which job would you prefer? Why?TOURIST

GUIDE

Do you want to work for one of the most up and coming companies in International

Tourism? Do you: know this area well?

have experience in dealing with groups?

speak at least two languages?

We have a vacancy for a Tourist Guide.

You will

Documents

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