Engleza II Suport de curs în format ID

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Continutul cursului de Limba Engleza Semestrul: I / II Numarul de ore: 14 seminare / 28 ore. (14 2 = 28) Finalizarea: Colocviu la sfrsitul semestrului. 1.Obiectivul general: dezvoltarea abilitatilor lingvistice de exprimare corecta, fluenta, si la un nivel mediu de cunostiinte, att n scris ct si oral. 2.Scopul: dezvoltarea capacitatii de recunoastere, ntelegere, comentare si exersare a constructiilor lingvistice nvatate, folosirea corecta a notiunilor de vocabular generale si specifice domeniului economic. 3.Mijloace: manualul de curs practic, casete, caietul de curs practic, culegeri de exercitii gramaticale si lexicale, scrisori comerciale si de afaceri. 4.Continutul cursului practic se bazeaza pe parcurgerea unor teme gramaticale si de vocabular n diferite registre (formal si neformal, n scris si oral, fata n fata si la distanta). 5.Obiectivele: scopul cursului practic consta n deprinderea si exersarea a patru abilitati comunicative dupa cum urmeaza:

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Universitatea Hyperion Facultatea de tiine Economice

ENGLISHSuport de curs n format ID

Autori:

Lect.univ.dr. Dominte Carmen Asist.univ.drd. Bahkaya Irina

Continutul cursului de Limba Engleza

Semestrul: I / II Numarul de ore: 14 seminare / 28 ore. (14 2 = 28) Finalizarea: Colocviu la sfrsitul semestrului. 1.Obiectivul general: dezvoltarea abilitatilor lingvistice de exprimare corecta, fluenta, si la un nivel mediu de cunostiinte, att n scris ct si oral. 2.Scopul: dezvoltarea capacitatii de recunoastere, ntelegere, comentare si exersare a constructiilor lingvistice nvatate, folosirea corecta a notiunilor de vocabular generale si specifice domeniului economic. 3.Mijloace: manualul de curs practic, casete, caietul de curs practic, culegeri de exercitii gramaticale si lexicale, scrisori comerciale si de afaceri. 4.Continutul cursului practic se bazeaza pe parcurgerea unor teme gramaticale si de vocabular n diferite registre (formal si neformal, n scris si oral, fata n fata si la distanta). 5.Obiectivele: scopul cursului practic consta n deprinderea si exersarea a patru abilitati comunicative dupa cum urmeaza: a. Reading la sfrsitul semestrului studentii vor putea citi cu usurinta un text n limba engleza cu grad de dificultate medie, recunoscnd constructii gramaticale de baza, vor formula ntrebari si vor da raspunsuri pe baza textului, vor identifica sinonime, antonime si omonime, vor putea alcatui familii de cuvinte, vor putea explica formarea cuvintelor compuse si derivate, sa ordoneze paragrafe si texte scurte, sa stabileasca titlurile unor texte. b. Listening - la sfrsitul semestrului studentii vor putea ntelege usor un monolog sau un dialog n limba engleza si n acelasi timp vor reusi sa rezolve exercitiile corespunzatoare ( sa completeze un tabel, sa bifeze anumite raspunsuri, sa dea raspunsuri n scris pe baza textului nregistrat, sa retina cteva informatii din prezentarea nregistrata ). c. Writing la sfrsitul semestrului studentii vor fi n stare sa scrie compuneri de lungime medie pe o tema data, sa descrie un loc sau o persoana, sa scrie scrisori standard formale si neformale, sa completeze formulare. d. Speaking la sfrsitul semestrului studentii vor putea raspunde oral la ntrebari, vor purta conversati pe o tema data, vor face descrieri orale de locuri si persoane, vor putea discuta conform rolurilor primite, si vor putea exprima parerile personale n legatura cu diverse teme n discutie conform subiectelor propuse de manualul cursului practic.

CONTENTS UNIT 1 1. Grammar: Present Simple and Present Continuous 2. Vocabulary: suffixes and prefixes 3. Reading: A long distance teacher 4. Reading, Listening and Writing: writing to a pen friend UNIT 2 1. Grammar: Past Tense Simple and Past Tense Continuous 2. Reading and Writing: Charles Dickens 3. Reading: Inside the Buckingham Palace 4. Writing: Biographies UNIT 3 1. Grammar: Verbs not normally used in the continuous aspect 2. Reading and Speaking: Hello, people of the world. 3. Reading and Listening: Two teenage geniuses 4. Reading and Writing: Arranging jumbled texts UNIT 4 1. Grammar: The degree of comparison 2. Reading and Listening: Marks and Spencer 3. Reading and Writing: The richest man in the world 4. Vocabulary: adjectives UNIT 5 1. Grammar: Future 2. Reading and Speaking: Living in the skies 3. Reading and Writing: English food 4. Vocabulary: Nouns plural UNIT 6

1. Grammar: Present Perfect Simple and Present Perfect Continuous 2. Vocabulary: Synonyms and Antonyms 3. Reading and Writing: Paul Newman, actor, director and racing driver 4. Reading and Speaking: Allen is a little disaster UNIT 7 1. Grammar: -Ing Forms: Gerund and Participle 2. Reading and Speaking: Television 3. Reading and Writing: A life in a day of Linda McCartney 4. Speaking: role play UNIT 8 1. Grammar: Modals 2. Reading: Scots in Sweden upset by cheap jokes 3. Reading and Writing: a narrative 4. Vocabulary: the literary language UNIT 9 1. Grammar: Past Perfect Simple and Past Perfect Continuous 2. Reading and Listening: All you need is love 3. Reading: The man who could turn back the clock 4. Writing: a short story UNIT 10 1. Grammar: Indirect Speech 2. Reading and Listening: An interview with a writer 3. Reading and Vocabulary: Travellers tales 4. Writing: a CV REVISIONS AND TESTS

UNIT 1 Objectives: a. Students will be able to recognize and use the present tenses, both simple and continuous. b. Students will be able to read and speak on a given subject (level elementary). c. Students will be able to write simple, informal letters. GRAMMAR Present Tense A. Present Tense Simple Pattern Affirmative: Subject + Verb (Short Infinitive/+ -s/-es for third person singular) Interrogative: Do/Does + Subject + Verb (Short Infinitive)? Negative: Subject + do/does + not +Verb (Short Infinitive). Use 1. habitual actions: I go to work every day. 2. repeated actions: He often goes to the cinema. 3. general truths: The sun rises in the east. 4. instantaneous present: The goal-keeper misses the ball. 5. exclamations: Here comes the train! 6. planned actions: We leave London at eight. 7. the date: Tomorrow is Friday. B. Present Continuous Pattern Affirmative: Subject + am/is/are + Verb+ing. Interrogative: Am/is/are + Subject + Verb+ing? Negative: Subject + am/is/are + not + Verb+ing. Use 1. an action in the moment of speaking: He is reading a book right now. 2. a progressive action which was not finished in the moment of speaking: He is doing his work. 3. a repeated action in the moment of speaking: He is knocking at the door. 4. a temporary action: Tom is attending the Poly. 5. a planned action: We are leaving tomorrow. Practice: Put the verbs in brackets into the correct present tense (simple or continuous): 1. This book is about a man who (desert) his family and (go) to live on a Pacific island. 2. Why you (walk) so fast today? You usually (walk) quite slowly. 3. I (hurry) because I (meet) my mother at four oclock and she (not like) to be kept waiting. 4. When the curtain (rise) we (see) a group of workers. They (picket) a factory gate. 5. He never (listen) to what you say. He always (think) about something else. 6. You (hear) the wind? It (blow) very strongly tonight. 7. You (see) my car keys? I (look) for them but I (not see) them. 8. In most countries a child (start) school at six and (stay) for about five ears in a primary school. Then he (move) to a secondary school. At 18 he (take) an exam. 9. Where he (come) from? He (come) from Japan. 10. Mr. Brown often (go) to the theatre but his wife (not go) very often. He (like) all sorts of plays but she (prefer) comedies.

READING AND LISTENING

Paola is an Italian student of English at a school in London. Read and listen to her letter to David, her pen friend.

72 Newton Drive London SW 6 3rd October

Dear David How are you? Im fine. Im in London, at the International School of English. Im in a class 3 with eight other students. Theyre all from different countries- Spain, France, Japan, Argentina, Switzerland, and Thailand. Our teachers name is Peter Briscall. Hes very nice. Hes funny and hes a very good teacher. My new address is at the top of the letter. Im with an English family, the Browns. Mrs.and Mr. Brown have three children. Thomas is fourteen, Catherine is twelve, and Andrew is seven. They are all very friendly, but it isnt easy to understand them! London is very big and very interesting. The weather is good - cold but sunny - and the parks are beautiful! Hyde Park, Green Park, and St. James` Park are all in the centre. It isnt easy to use the Underground, but I understand it now. Its very expensive! English food is OK, but the coffee is horrible! Write to me soon. Love, Paola P.S. Is my English OK?

Questions: 1. Who is Paola? 2. Where is she studying? 3. What is she studying? 4. What is the teachers name? 5. Where is she staying? 6. How old is Thomas? But Catherine? 7. Is English coffee OK?

Writing: Write a similar letter to one of your pen friends.

READING AND LISTENING

The long-distance teacher

Pre-reading task

1. Look at the map. Which two countries are they? Write the names of the capital cities on the map.

Mr. Frank Garret, 65, is a schoolteacher. He is English, but he lives in France, in the Normandy village of Yerville. Mr. Garret lives in France, but he works in England. Every Monday he leaves home at 2.30 in the morning and drives 101 miles from his village to Boulogne, where he leaves his car and catches the ferry to Folkestone. Then he catches the train to Maidstone in Kent and he arrives at Manor School at 8.25. He teaches French from 9.00 in the morning to 3.30 in the afternoon, and then leaves school. He arrives home at 9.30 in the evening. The journey there and back takes twelve hours and costs only 16! Fortunately, Mr. Garret works in England only one day a week. And what does he do on the other days? He teaches English! He has a class of eighteen French students in Yerville. ' Yes, on Tuesday Im tired,' he says, 'but I love my job in England and I love my home in France. I'm happy man! '

2. Check the meaning of the underlined words in your dictionary. He leaves home. She drives to work. He catches a train at 9.00. a ferry She arrives at work at 8.30. The journey takes twenty minutes. It costs only ten pence. Fortunately

Reading Read the text. Answer the three questions. a. Where does Mr. Garret live? b. Whats his job? c. Where does he work?

Vocabulary Suffixes and prefixes

1. Identify the roots in the following derivatives: Application, blockage, booklet, boredom, bravery, breakage, capitalism, consistency, consumption, drunkard, employee, idealism, intricacy, importance, lemonade, mathematician, naturalist, relevancy, scientist, spinster, strength, supremacy, Vietnamese.

2. Attach the appropriate suffixes to the following words: a. advise, arm, boil, cigar, drop, free, hand, kitchen, mine, mouth, level, novel, percent, person, short, spoon, train, wait, wave. b. Suffixes: -age, -doom, -ee, -er, -ette, - ful, - let, - y.

3. Identify the noun forming prefixes in the following derivatives: Anticlimax, arch-bishop, co-partner, dissatisfaction, ex-soldier, forefinger, inattention, impossibility, midday, misprint, non-conformist, neo-realism, overstrain, post- meridian, predominant, pro-rector, reaction, self-determination, semi-darkness, subtitle, superstructure, undersecretary, vice-admiral.

4. Combine the suffixes with the words: a. active b. achieve c. compose d. deliver e. fair f. fellow g. man h. pagan i. perform j. supreme k. wide 1. acy 2. ance 3. ation 4. hood 5. ism 6. ity 7. ment 8. ness 9. ship 10. th 11. ure 12. y

UNIT 2 Objectives: a. Students will be able to recognize and use the past tenses, both simple and continuous. b. Students will be able to read a text and answer the questions. c. Students will be able to form Wh-questions. GRAMMAR Past Tense A. Past Tense Simple Pattern Affirmative: Subject + Veb (-ed, II) Interrogative: Did + Subject + Verb (Short Infinitive)? Negative: Subject + did + not + Verb (Short Infinitive). Use 1. a past action: I went to the opera last night. 2. a repeated action in the past: I often visited him. B. Past Tense Continuous Pattern Affirmative: Subject + Was/Were + Verb+ing. Interrogative: Was/Were + Subject + Verb+ing? Negative: Subject + Was/Were + not + Verb+ing. Use 1. 2. 3. 4. 5. 6. 7.

a progressive action in the past: I was walking at this time last week. a progressive action interrupted by a momentary action: He came in when I was eating. two progressive past actions: She was reading while I was sleeping. an unfinished past action: He was reading a book last night. a repeated action in the past: He was always coming late to the English classes. a temporary action: He was living in Madrid when I met him. a future action which was planned in the past, but was not fulfilled: We were leaving the next day.

Practice: Put the verbs in brackets into the Simple Past or Past Continuous: 1. He (sit) on the bench fishing when he (see) a mans hat floating down the river. It (seem) strangely familiar. 2. It (snow) heavily when he (wake) up. He (remember) the Jack (come) for lunch and (decide) to go down to the station to meet him in case he (lose) his way in the snow. 3. When I (reach) the street I (realize) that I (not know) the number of Toms house. I (wonder) what to do about it when Tom himself (tap) me on the shoulder. 4. I (pick) up the receiver and (dial) the number. To my surprise I (find) myself listening to an extraordinary conversation. Two men (plan) to kidnap the Prime Minister. 5. While I (wonder) whether to buy the dress or not, someone else (come) and (buy) it. 6. She (promise) not to report me to the police but ten minutes later I (see) her talking with a policeman, and I am sure she (tell) him all about it. 7. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder. 8. As it (rain) the children (play) in the sitting-room. Tom (try) to write a letter but the children (keep) asking him questions.

Grammar Practice

Put the verbs in brackets into the Simple Past or Past Continuous: 1. He (sit) on the bench fishing when he (see) a mans hat floating down the river. It (seem) strangely familiar. 2. It (snow) heavily when he (wake) up. He (remember) that Jack (come) for lunch and (decide) to go down to the station to meet him in case he (lose) his way in the snow. 3. When I (reach) the street I (realize) that I ( not know) the number of Toms house. I (wonder) what to do about it when Tom himself (tap) me on the shoulder. 4. As the goal-keeper (run) forward to seize the ball, a bottle (strike) him on the shoulder. 5. I (look) through the classroom window. A geometry lesson (go) on. The teacher (draw) diagrams on the blackboard. 6. Most of the boys (listen) to the teacher but a few (whisper) to each other, and Tom (read) a history book. Tom (hate) mathematics, he always (read) history during the mathematics lessons. 7. She (promise) not to report me to the police but ten minutes later I (see) her talking with a policeman and from the expression on his face I am sure she (tell) him all about it. 8. I (pick) up the receiver and (dial) a number. To my surprise I (find) myself listening to an extraordinary conversation. Two men (plan) to kidnap the Prime Minister. 9. I (meet) Paul at the university. We both (be) in the same year. He (study) law, but he (not be) very interested in it and (spend) most of his time practicing the flute. 10. My neighbour (look) in last night and (say) that he (leave) the district and (go) to Yorkshire, to a new job. I (say) that I (be) very sorry that he (go) and (tell) him to write to me from Yorkshire and tell me how he (get) on. 11. I (go) to Jacks house but (not find) him in. His mother (say) that she (not know) what he (do) but (think) he probably (play) football. 12. This used to be a station and all the London trains (sto...