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FIRST ACADEMIC YEAR 2011-2012

FIRST SEMESTER

SEVENTH UNIT

I. Read the text and explain the words in italics:

The ability to raise the performance of your staff and seek long-term goals for them to

work towards is an important element of being a good manager. Through coaching, you can

develop staff to take on more responsibilities and give yourself more time to get on with the

job of managing.

Managers have to identify and set the objectives for their company. They are involved in long-term, strategic planning, as well as in the drawing up of short-term, tactical plans.

Managers must organize the company, decide on allocation and use of the company’s resources. They select and train the staff that should be able to suitably carry out the tasks of

the organization. In the implementation of their programme, they must command, delegate, motivate and communicate effectively with all the levels of their company. It has been

pointed out that good relations at work, among workers and between workers and management favourably influence output, the quality of work and motivation. The feeling of

belonging to a group has a positive impact on the behaviour of employees. Successful

managers always involve their staff in performing important tasks, delegate them some

activities, this leading to improved results of the company The control activity means

measuring the performance of their staff, setting obtained results against objectives – the

management by objectives-technique is but one example in this respect. Managers also have

to establish and make contacts with the outside world; they represent their organization in its

relation with customers and suppliers, government and other parties.

CREATING NEW PERSPECTIVES

In the search to perceive new possibilities, focus on, or ‘frame’ a situation to look at

an issue from a different viewpoint. Use as much creativity as you can to help individuals to develop frames that foster creativity and solve problems. Look at problems from every angle,

in order to find possible solutions. Always listen to opposing points of view.

FRAMING PERSPECTIVES

One way to think about perspectives is a series of frames. Each time we adopt a particular point of view, we frame the things around us so that we can categorize them,

understand them, and respond to them. When listening to the coachee’s opinions, always bear

in mind that the description is created from one particular viewpoint. This is especially true

when an individual is stuck with what seems like an irredeemable problem.

CONSIDERING DIFFERENT VIEWS

A sales person has a customer who has problems with a product. Her coach

encourages her to consider the points of view of her colleagues before taking discussions with the customer further.

The manager focuses on how to improve the service. The salesperson focuses on the

problem with the product. The coach encourages her to talk to her colleagues for their points

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of view. As a result of the salesperson’s consultations with her colleagues, the team presents

the issue in a constructive way to the customer. The sales team focuses on how to keep the

customer happy.

CREATING FRAMES

Creative people use frames to look at things from fresh angles. Leonardo da Vinci

framed paint blots on the wall as landscapes, to get ideas for his drawings. Similarly, an

advertising agent might frame a new toy from a child’s point of view to note product features

that can be emphasized in an advertisement. Develop frames by asking how things look from

the point of view of an existing customer in a year’s time or five years’ time, or from the point

of view of two very different customers. Use imaginative frames to get new ideas on a project.

DEFINING FRAMES

TYPE OF FRAME DEFINITION

Problem Frame When everything is seen as a problem.

Learning Frame

When everything is seen as a learning opportunity.

Detail Frame

When the focus is on one element of an issue.

Big-Picture Frame When the focus is on the whole issue.

Personal Frame

When you focus only on what is happening

to you.

Team Frame

When you notice how events affect the

team.

Conflict Frame When the focus is on disagreement.

Negotiation Frame When the focus is on resolving conflict.

FRAME SWITCHING

An issue can appear to be an insurmountable problem. Encourage your team to view

issues through another ‘frame’, so they can be seen instead as a challenging goal, or as part of

a bigger picture. Here are some useful questions to encourage ‘frame switching’:

- problem frame to learning frame : ‘What can we do about that?’

- personal frame to team frame : ‘What is best for the team?’ - detail frame to big picture: ‘Can we step back from this for a moment?’

- conflict frame to negotiation frame: ‘What do you think would motivate them?’

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II. a) Practise the English phonetic signs:

b) Reconstituiţi cuvintele formate din următoarele litere, pronunţând mai întâi cu voce

tare fiecare grup:

ei; es; kei; i: ; di: - ef; ou; ‘d ʌ b l’ el; ou; ‘d ʌbl ju: ; ai; en; dʒi: - dʒi: ; i: ; en; i: ; ɑ: ; ei; ‘d ʌ b l’ el; wai – em; ei; ɑ: ; kei – es; kju: ; ju: ; ei; ɑ: ; i: - vi: ; ai; en; i: ; dʒi: ;

ei; ɑ: - wai; ou; ju: ; en; dʒi: ; i:; ɑ: - ‘d ʌbl ju: ; i:; ‘d ʌ b l’ el - ɑ: ; ai; dʒi: ; ei tʃ; ti:.

Vowels examples

ʌ cup, luck

ɑ: arm, father

æ cat, black

e met, bed

ə away, cinema

ə:ʳ turn, learn

ɪ hit, sitting

i: see, heat

ɒ hot, rock

ɔ: call, four

ʊ put, could

u: blue, food

aɪ five, eye

aʊ now, out

eɪ say, eight

oʊ go, home

ɔɪ boy, join

ɛə /eəʳ/ where, air

ɪəʳ near, here

ʊəʳ pure, tourist

Consonants examples

b bad, lab

d did, lady

f find, if

g give, flag

h how, hello

j yes, yellow

k cat, back

l leg, little

m man, lemon

n no, ten

ŋ sing, finger

p pet, map

r red, try

s sun, miss

ʃ she, crash

t tea, getting

tʃ check, church

θ think, both

ð this, mother

v voice, five

w wet, window

z zoo, lazy

ʒ pleasure, vision

dʒ just, large

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III. IRREGULAR VERBS

Long

Infinitive

Form

Past Tense

(IInd

form)

Past

Participle

(IIIrd

form)

Romanian

Translation

IIIrd

Person

Singular,

Present Tense

Indefinite

Present

Participle/

Gerund Form

1. to arise

[ə´raiz]

arose

[ə´rouz]

arisen

[ə´rizn] a se ridica arises

[ə´raiziz]

arising

[ə´raiziŋ]

2. to awake

[ə´weik]

awoke

[ə´wouk]

awaken

[ə´woukn] a se deştepta awakes

[ə´weiks]

awaking

[ə´weikiŋ]

3. to be

[bi:]

was/were

[wɔz]/

[wɛə]

been

[bi:n]

a fi

is [i:z]

being [bi:´iŋ]

4. to bear

[bɛə]

bore [bɔ:] born [bɔ:n]

a purta bears [´bɛəz] bearing

[´bɛəriŋ]

5.to beat [bi:t]

beat [bi:t]

beaten [´bi:tn]

a bate beats [bi:ts] beating [´bi:tiŋ]

6.to become [bi´kʌm]

became [bi´keim]

become [bi´kʌm]

a deveni becomes [bi´kʌmz]

becoming [bi´kʌmiŋ]

7.to begin [bi´gin]

began [bi´gæn]

begun

[bi´gʌn]

a începe begins [bi´giŋz]

beginning [bi´giniŋ]

8. to bite [bait]

bit [bit]

bitten [´bitn]

a muşca bites [baits]

biting [´bi:tiŋ]

9.to blow [blou]

blew [blu:]

blown [bloun]

a sufla blows [blouz]

blowing [´blouiŋ]

10. to bring

[briŋ]

brought

[brɔ:t]

brought

[brɔ:t] a aduce brings

[briŋz]

bringing

[bri´ŋiŋ]

11. to build

[bild]

built

[bilt]

built

[bilt]

a construi builds

[bilds]

building

[bildiŋ]

12. to buy

[bai]

bought

[bɔ:t]

bought

[bɔ:t]

a cumpăra buys

[baiz]

buying

[´baiŋ]

13. to catch

[kætʃ]

caught

[kɔ:t]

caught

[kɔ:t]

a prinde

catches

[´kætʃi:z]

catching

[´kætʃiŋ]

14. to

choose

[tʃu:z]

chose

[tʃouz]

chosen

[´tʃouzn]

a alege

chooses

[´tʃu:ziz]

choosing

[´tʃu:ziŋ]

15.to creep [kri:p]

crept [krept]

crept [krept]

a se târî creeps [kri:ps]

creeping [´kri:piŋ]

16. to draw [drɔ:]

drew [dru:]

drawn [drɔ:n]

a trage draws [drɔ:z]

drawing [´drɔ:iŋ]

17. to dream [dri:m]

dreamt [dremt]

dreamt [dremt]

a visa dreams [dri:mz]

dreaming [´dri:miŋ]

18. to drink [driŋk]

drank [dræŋk]

drunk [drʌŋk]

a bea drinks [driŋks]

drinking [´driŋkiŋ]

19. to dwell

[dwel]

dwelt

[dwelt]

dwelt

[dwelt] a locui; a

medita la

dwells

[dwelz]

dwelling

[´dweliŋ]

20. to eat

[i:t]

ate

[eit]

eaten

[´i:tn]

a mânca

eats

[i:ts]

eating

[´i:tiŋ]

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21. to fall [fɔ:l]

fell [fel]

fallen [´fɔ:ln]

a cădea falls [fɔ:lz]

falling [´fɔ:liŋ]

22. to fight [fait]

fought [fɔ:t]

fought [fɔ:t]

a lupta fights [faits]

fighting [´faitiŋ]

23. to fly [flai]

flew [flu:]

flown [floun]

a zbura flies [flaiz]

flying [´flaiŋ]

24. to

foresee

[fə´si:]

foresaw

[fə´sɔ:]

foreseen

[fə´si:n]

a prevedea

foresees

[fə´si:z]

foreseeing

[fə´si:iŋ]

25. to forget

[fə´get]

forgot

[fə´gɔt]

forgotten

[fə´gɔtn] a uita forgets

[fə´gets]

forgetting

[fə´getiŋ]

26. to

forgive

[fə´giv]

forgave

[fə´geiv]

forgiven

[fə´givn]

a ierta

forgives

[fə´givz]

forgiving

[fə´giviŋ]

27. to grow

[grou]

grew

[gru:]

grown

[groun] a creşte; a

deveni

grows

[grouz]

growing

[´grouiŋ]

28. to hang

[hæŋ]

hung

[hʌŋ]

hung

[hʌŋ] a atârna hangs

[hæŋz]

hanging

[´hæŋiŋ]

29. to hear

[ hiə]

heard

[hə:d]

heard

[hə:d] a auzi hears

[´hi:əz]

hearing

[´hiəriŋ]

30. to hide

[haid]

hid

[hid]

hidden

[hidn] a ascunde hides

[haids]

hiding

[´haidiŋ]

31. to hold [hould]

held [ held]

held [held]

a ţine holds [houlds]

holding [´hɔldiŋ]

32. to kneel [ni:l]

knelt [nelt]

knelt [nelt]

a îngenunchea

kneels [ni:lz]

kneeling [´ni:liŋ]

33. to know [nou]

knew [nju:]

known [noun]

a şti knows [nouz]

knowing [´nouiŋ]

34.to lay [lei]

laid [leid]

laid [leid]

a aşeza lays [leiz]

laying [´leiŋ]

35. to lean [li:n]

leant [lent]

leant [lent]

a înclina leans [li:nz]

leaning [´li:niŋ]

36. to learn [lə:n]

learnt [lə:nt]

learnt [lə:nt]

a învăţa learns [lə:nz]

learning [´lə:niŋ]

37. to lie [lai]

lay [lei]

lain [lein]

a zăcea lies [laiz]

lying [´laiŋ]

38. to mean

[mi:n]

meant

[ment]

meant

[ment]

a însemna means

[mi:nz]

meaning

[´mi:niŋ]

39. to pay

[pei]

paid

[peid]

paid

[peid]

a plăti pays

[peiz]

paying

[´peiŋ]

40. to read

[ri:d]

read

[red]

read

[red]

a citi reads

[ri:ds]

reading

[´ri:diŋ]

41. to run

[rʌn]

ran

[ræn]

run

[rʌn]

a alerga runs

[rʌnz]

running

[´rʌniŋ]

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IV. THE ADVERB

a) Forms of adverbs

According to their form, adverbs classify into:

- simple: here, soon, then;

- compound (made up of two different parts of speech ): abroad, anywhere, downstairs;

- adjective/noun + -ly suffix: badly, briefly, hourly;

- noun+the suffix: -ways; -wards; -wise (sideways; backwards; clockwise);

- prefix+a noun/adjective: ashore, abroad, aloft.

Many adverbs are made up by adding –ly to the adjective, but sometimes changes occur

in the spelling of the newly formed adverb:

1) adjectives ending in –e usually keep the last letter, and then –ly is added: extreme-extremely; large-largely; nice-nicely; true-truly; whole-wholly;

2) adjectives ending in –le drop the –e, and add – y to form the adverb: capable –capably; gentle –gently;

3) adjectives ending in –l preceded by a vowel keep the –l, and add –ly: beautiful –

beautifully; final-finally; normal-normally;

4) adjectives ending in –ll add –y: full- fully; dull- dully;

5) adjectives ending in –y change the –y into –i, and then add –ly: easy –easily; happy –

happily; noisy –noisily.

b) Classification of adverbs

- adverbs of place modify a verb indicating the place where the action takes place, the starting

point, the direction or the limit of an action: around, away, downstairs, outdoors, offshore,

somewhere, underground, southward;

- adverbs of time indicate:

1) the moment when the action took place: yesterday, today, tomorrow, on Monday, in the

morning, at noon, at dawn, before, after, during, since, till, until;

2) duration: for a year, for an hour, for three weeks;

3) definite frequency: once, twice, several times, every day/week, every other day, every few

days, hourly, daily;

4) indefinite frequency: always, generally, often, seldom, frequently, regularly, usually, never,

rarely, again and again, now and then, from time to time, sometimes;

5) succession in time: after…, before…, soon…

- adverbs of degree indicate the degree to which an action is performed. These adverbs modify adjectives (rather difficult; very interesting; pretty nice), adverbs (quite fluently;

pretty rarely; almost never), verbs (I did not quite understand), and rarely, nouns (That was

quite an experience). The adverbs of degree most often used are rather, fairly, quite, pretty,

very, much, far, enough, hardly, barely, scarcely.

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HARDLY, BARELY, SCARCELY are negative words that mean ‘almost not’, so they can

never combine with other negative words.

QUITE means ‘less than the highest degree’, ‘better than expected’, ‘absolutely’, or

‘completely’.

NOT QUITE means ‘not completely’.

QUITE + A COUNTABLE NOUN means ‘noteworthy’.

QUITE+SOME+UNCOUNTABLE NOUNS means ‘considerable’.

RATHER means ‘more than is usual/expected’ or ‘more than is wanted/expected’.

PRETTY has a similar meaning to ‘rather’, but it is used in a more informal style.

TOO means ‘more than the right amount’ or ‘more than is desirable’.

ENOUGH means ‘the right amount’.

-adverbs of manner indicate the manner in which an action occurred and answers the questions ‘how?’, ‘in what way/manner?’: awkwardly, intently, plainly, subtly, vividly,

bitterly, eagerly, secretly, directly, openly, slowly.

- interrogative adverbs are used in interrogative sentences at the beginning of the question:

how, when, where, and why.

- focus adverbs precede the word on which the emphasis is placed. The position of these adverbs in the sentence is flexible, according to the word we want to underline, and that is

why it involves slight differences in meaning: only; notably; mostly; simply; specially;

particularly; just; even; mainly; primarily.

-viewpoint adverbs are used to highlight the speaker’s perspective: certainly; clearly;

definitely; evidently; honestly; maybe; naturally; obviously; anyway; briefly; absurdly;

agreeably; fortunately; happily; honestly; mysteriously; sadly; surprisingly.

-linking adverbs are used to introduce a clause:

1) to add an extra piece of information: also; as well; besides; furthermore; moreover;

2) to make a comparison: as compared to; equally; likewise; similarly;

3) to point out a contrast: alternately; conversely; even so; however; instead; nevertheless;

nonetheless; rather; still; yet; though;

4) to indicate that something happens before or after a previously mentioned event:

afterwards; beforehand; finally; since; first; last; meanwhile; presently; simultaneously;

soon; soon after; subsequently; suddenly; then;

5) to summarize previously mentioned statements: all in all; and so on; essentially.

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c) The position of adverbs

When a sentence contains more than one kind of adverb, the usual order is: manner – place –

time.

e.g. They have lived happily abroad all their life.

According to their position in the sentence, adverbs can be:

1. Front position

a) interrogative adverbs: e.g. Why were you so late?

b) in exclamatory sentences: e.g. There goes the train!

c) affirmative or negative adverbs: e.g. Yes, you are right.

d) when we want to emphasize location: e.g. Downstairs we could play the piano.

e) adverbs of definite time: e.g. Last year she went to Europe.

f) when the adverb ‘often’ is emphasized and is preceded by ‘quite’ or ‘very’, it is placed at the beginning of a sentence: e.g. Quite often they go on trips when they are on holidays.

2.Middle position – they are placed between the subject and the predicate (expressed by a

simple present or simple past) or after the first auxiliary or modal verb:

a) adverbs of manner: e.g. I patiently listened to him.

b) adverbs of indefinite time: e.g. She always does what she wants.

c) adverbs of indefinite frequency: e.g. He can always meet them in the park on Sunday.

d) viewpoint adverbs: e.g. You perhaps met them before.

3.Final position

a) adverbs of definite time: e.g. Our friends left London yesterday.

b) adverbs of definite frequency: e.g. They go to concerts on Fridays.

c) adverbs of indefinite frequency: e.g. Do you attend these conferences often?

d) adverbs of manner placed after the verb (when there is no direct object) or after the direct

object: e.g. It was raining heavily.

e) adverbs of place: e.g. They played our favourite records there.

f) viewpoint adverbs: e.g. His brother is better and better, fortunately.

g) adverbs of degree: e.g. He was paid adequately.

d) Inversion of adverbs

For emphasis, some adverbs are placed at the beginning of the sentence and followed by inversion:

a) negative adverbs: never, seldom, scarcely…when, no sooner…than, under no

circumstances, on no account, little, nowhere, not until, neither, nor, rarely;

e.g. No sooner had I got to the railway station than the train arrived.

b) restrictive adverbs: only by, only now, only when, only then, only in this way, only there,

not only;

e.g. Not only did they skip classes, but they also failed to hand in the project.

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V. Translate into English:

1. Abia îşi terminase discursul că au început ropotele de aplauze.

2. Abia lansase ultimul album că au apărut primele acuzaţii de plagiat.

3. Abia decolase aeronava că s-au văzut primele semne ale furtunii.

4. Abia se întâlniseră că au început să dezbată subiectele zilei.

5. Abia se semnase acordul de cooperare că s-au iscat primele neînţelegeri.

6. Abia ajunseseră la teatru că a început piesa.

7. Abia fuzionaseră cele două firme că s-au ivit propunerile de afaceri.

8. Abia rostise acele cuvinte că publicul a izbucnit în râs.

9. Abia înmânase rapoartele solicitate că i s-au trasat noi sarcini.

10. Abia îşi doborâse propriul record că şi-a propus noi obiective.

11. Abia dezminţise ultimele acuzaţii că a fost asaltat de noi suspiciuni.

12. Abia lansaseră noul tip de maşină că s-a dublat cifra de afaceri.

VI. Transform the following adjectives into adverbs:

ADJECTIVES ADVERBS

funny

boring

wild

beautiful

terrible

crazy

perfect

10

absolute

quick

careful

fantastic

good

serious

glad

sharp

quiet

angry

happy

little

mad

wise

right

peaceful

public

tolerant

harm

tired

late

ironic

enthusiastic

linguistic

successful

traditional

probable

thorough

VII. What is the comparative of superiority, of inferiority, and the superlative relative of

the following adverbs:

Positive Comparative of

superiority

Comparative of

inferiority

Superlative relative

well

carefully

hard

low

badly

far

early

soon

frequently

openly

friendly

lovely

cowardly

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objectively

often

late

deeply

close

high

naturally

fast

fluently

happily

VIII. Transform the words at the end of each line into adverbs:

1. He was so stubborn that it seemed …to me to insist. (POINT)

2. I can’t understand his attitude; it is … amazing. (ABSOLUTE) 3. He behaved rather…under the circumstances. (SUSPICIOUS)

4. I am glad you have so… explained things to her. (TACTFUL) 5. She … tiptoed across the room for fear they might hear her. (CAUTION)

6. Should they…interrupt all movies with commercials? (REAL) 7. He moved about the house so… that he woke me up. (NOISY)

8. The arrow flew so…that I couldn’t follow its flight. (SWIFT) 9. There has…been some misunderstanding; he should have been here by now. (SURE)

10. He obeyed all your orders…(TRUE) 11. She glared at us… (CONTEMPT)

12. …realization came too late. (FORTUNE)

13. I find it…suitable. (SURPRISE) 14. You have judged all my deeds…(WRONG)

15. Such handwriting! I can… make out the name or the address. (HARD) 16. We have… come to a decision about our son’s future. (FINAL)

17. Why are you driving so…? You might have an accident. (CARE) 18. I behave…with all my neighbours. (FRIEND)

19. My new neighbour is a…peaceful person. (FAIR) 20. This book may…be called a masterpiece. (RIGHT)

IX. a) Comment upon the following:

“I don’t think there are easy ways to learn languages – I don’t think people who promise

sudden quick fix methods are to be believed. We learn slowly, and we learn by working hard.

As far as pronunciation is concerned, the most important thing is listening! I think, often we

try and pronounce things correctly before we can really hear what the differences are. How

do we check out whether we’re doing that?

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Record ourselves

I think we need to record ourselves and we need to record what it is we’re repeating and

listening to. So, the most useful thing perhaps is to listen to the radio with a tape recorder, to

record a little bit of the radio, and then to say it ourselves, and to compare how we’ve said it,

with the way it was said on the radio, in the language we’re learning.

It’s a slow process. We need to spend a lot of time rehearsing. I remember when I was

learning French: for instance, for hours and hours as I was walking or cycling, or whatever –

I was trying to produce those sounds, difficult sounds that I was learning.

The more we do that, the more we pick up when we hear them. And of course the other thing

about pronunciation is, as we improve our pronunciation, that also improves our

comprehension. As we learn to make these distinctions between similar sounds, we start

hearing them – and that makes understanding easier.

Spelling is a problem

One of the biggest problems in English is that the spelling gets in the way because there are

so many ways of spelling the same sound. Also because letters may be written and not

pronounced and because letters may be written and pronounced in a very unexpected way.

Is there a difference between pronunciation and fluency?

They’re quite different. Pronunciation is getting the sounds right, and of course it’s also

getting the intonation and the rhythm right – it’s not just individual sounds, it’s pushing them

all together.

Fluency perhaps overlaps there a little bit. Fluency is saying things easily. Being fluent is

more a question of being confident in the vocabulary, and how to put the words together in

the grammar – being confident in that - and just being confident in your ability to express

yourself and having a go”.

Martin Parrott

b) Form the lexical family of the nouns pronunciation, use, comprehension, and then

transcribe the words phonetically.