8a Limba Engleza 3

ANTONARU CARMEN
LIMBA ENGLEZĂ III

CURS IFR
BRAȘOV
2020
CONTENTS:
Introduction ................................................................................................................................. 5
UNIT ONE
1.1. Introduction.......................................................................................................................... 7
1.2. Competences ........................................................................................................................ 8
1.4. Grammar: ......................................……..............................................................................9
1.6. Writing.............................................................................................................................10
1.7. Speaking...........................................................................................................................11
1.8. Summary..........................................................................................................................12
UNIT TWO
2.1. Introduction........................................................................................................................ 15
2.2. Competences ...................................................................................................................... 15
2.3 Reading.............................................................................................................................15
2.4. Writing ............................................................................................................................... 18
2.5. Grammar review ............................................................................................................... 18
2.6. Summary
UNIT THREE
3.1. Introduction........................................................................................................................ 23
3.2. Competences ...................................................................................................................... 23
3.3. Reading .............................................................................................................................. 23
3.4. Writing.............................................................................................................................26
3.5. Grammar Review ....................................................…......................................................26
3.6. Summary..........................................................................................................................28
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UNIT FOUR
4.1. Introduction........................................................................................................................ 28
4.2. Competences ...................................................................................................................... 28
4.3. Reading .............................................................................................................................. 29
4.4. Writing ............................................................................................................................... 30
4.5. Grammar Review .............................................................................................................. 31
4.6. Summary ............................................................................................................................ 33
UNIT FIVE
5.1. Introduction........................................................................................................................ 34
5.2. Competences ...................................................................................................................... 35
5.3. Reading............................................................................................................................36
5.5. Writing ............................................................................................................................... 37
5.6. Grammar Review ...... ....................................................................................................... 37
5.8. Summary ............................................................................................................................ 38
UNIT SIX
6.1. Introduction........................................................................................................................ 39
6.2. Competences ...................................................................................................................... 40
6.3. Reading .............................................................................................................................. 41
6.4. Writing.............................................................................................................................42
6.5. Grammar Review ..........................................................................................................43
6.6. Summary ............................................................................................................................ 44
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UNIT SEVEN
7.1. Introduction........................................................................................................................ 44
7.2. Competences ...................................................................................................................... 45
7.3. Reading .............................................................................................................................. 45
7.4. Writing ............................................................................................................................... 46
7.5. Grammar Review .............................................................................................................. 47
7.6. Summary ............................................................................................................................ 47
Appendix One: Diagnostic Test ........................................................................................ 48
Appendix Two
Vocabulary......................................................................................................................49
Appendix thee
Dictionary....................................................................................................................52
Appendix
four..................................................................................................................................61
References and Recommended Bibliography ................................................................... 66
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Introduction
This course is designed for individual work on the improvement of students’ knowledge of
English vocabulary and grammar. This is mainly based on giving students of the Sport
Faculty, enrolled in this specialization programme giving the chance to solve a considerable
number of reading, writing, grammar and vocabulary tasks.
The language level that the course aims at is intermediate and meets the needs of students
at the intermediate level who wish to consolidate their language skills.
Course Aims
On completion of course work, students will be able to:
• develop abilities in understanding a printed text. You are given a passage
to read. You should first read it trough and then translate it using the key
vocabulary. Reading and writing will help you to increase your
vocabulary.
There is no focus on listening and speaking due to the specific nature of
distance learning. However, students are encouraged to use every chance
they have to improve their listening skill by accessing the internet or
recorded materials present in language courses published by well-known
publishing houses. They are also advised to practice speaking with their
peers or more proficient learners of English.
• improve their grammar and vocabulary knowledge. Progress in these two

domains of language study can be achieved mainly through individual
work and the bibliography list suggests books that students must use on
their own.
Competences
Cognitive competences:
• understanding of issues related to major points of interest in the domain
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of English grammar and vocabulary;
• acquisition of lexical and grammatical terminology;
• understanding of processes involved in the writing of academic texts.
Practical competences
• application of theoretical knowledge to language practice tasks.
Communicative competences
• understanding of the correct use of grammatical and lexical structures
mainly in written discourse.
Course structure
This course consists of seven units, more or less similar in length and requiring
approximately the same time for study. Each unit ends with a ‘language practice’
task which is meant to give students grammar and vocabulary practice.
Students’ course work will also include a ‘language improvement notebook’
which will be submitted for inspection as proof of individual work on various
grammar and vocabulary areas of interest. The Appendix includes:
• a diagnostic test
Course study time

In order to meet the requirements of this course, students need to spend 2 hours
working on each of the seven units. Extra work-time needs to be dedicated to the
practice of listening and speaking skills and the two course assignments and
completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
- two course assignments – 50%
- exam paper and language improvement notebook– 50%
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DIAGNOSTIC TEST: ONE
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UNIT ONE:
Contents:
1.1. Introduction.......................................................................................................................... 8
1.2. Competences ........................................................................................................................ 8
1.3.
Grammar.............................................................................................................................9
1.4. Vocabulary.........................................................................................................................9
1.5.
Writing..............................................................................................................................10
1.6. Speaking...........................................................................................................................11
1.7.
Summary............................................................................................................................12
This course is especially designed for individual work on the improvement of students’
knowledge of English vocabulary and grammar. This is mainly based on giving students the
chance to solve a considerable number of reading, writing, grammar and vocabulary tasks.
Course Aims
On completion of course work, students will be able to:
• develop abilities in reading and writing. There is no focus on listening and
speaking due to the specific nature of distance learning. However,
students are encouraged to use every chance they have to improve their
listening skill by accessing various sources. They are also advised to
practice speaking with their peers or more proficient learners of English.
• improve their grammar and vocabulary knowledge. Progress in these two
domains of language study can be achieved mainly through individual
work and the bibliography list suggests books that students must use on
their own.
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Competences
Cognitive competences:
• To introduce students to the contacts of English terminology.
• To develop their knowledge of the language typical of the subject;
• To offer a practical insight into the basic concepts of English grammar
Practical competences
• application of theoretical knowledge to language practice tasks.
Communicative competences
• understanding of the correct use of grammatical and lexical structures
mainly in written discourse.
Resources, approaches to coursework and equipment
Work on this course can be done both individually and in groups or pairs in
tutorial activities. Use of a PC is also recommended for both work on course
assignments and access to various internet sites giving access to on-line language
practice work to be used as reference materials.
Course structure
This course addresses students of the Sport Faculty, enrolled in the distance
learning programme. The approach to grammar is in a concise format in order to
facilitate the students’ understanding.
The course has been designed to develop English knowledge around the areas of
exercise physiology, health psychology, policy and nutrition, to produce practical
solutions to improve health through physical activity and exercise. You will
become familiar with the factors that can affect the decision to exercise and how
exercise programmes can be structured and implemented to enable an overall
improvement in health. The ultimate aim of the course is to produce graduates
who can work with a range of individuals in a variety of settings to improve
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health, fitness, wellness and quality of life.
Structurally, the course consists of seven units, more or less similar in length and
requiring approximately the same time for study. Each unit ends with a ‘language
practice’ task which is meant to give students grammar and vocabulary practice.
It also contains two course assessment tasks (at the end of Units 4 and 6). On
completion of these tasks, students will submit their word-processed papers to
the course tutor who will mark them. Paper submission will take place on Tutorial
two. Students’ course work will also include a ‘language improvement notebook’
which will be submitted for inspection as proof of individual work on various
grammar and vocabulary areas of interest. The course also includes three
appendices, a bibliography and a diagnostic test.
Prerequisites
Knowledge of English grammar and vocabulary as well as some academic writing
skills are necessary for successful completion of the course.
Related subjects
The competences developed while working on this course will help students with
their work on courses which require a good understanding of how language
functions in society at all its levels.
Course study time

In order to meet the requirements of this course, students need to spend 2 hours
working on each of the seven units. Extra work-time needs to be dedicated to the
practice of listening and speaking skills and the two course assignments and
completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
- two course assignments – 50%
- exam paper and language improvement notebook– 50%
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1.1. Introduction
In this unit we look at how the four language skills and grammar and vocabulary
can be taken into consideration and practiced individually.
1.2. Competences
On completion of UNIT ONE student will be able to understand what they need to
do to improve their knowledge of English.
Study time for UNIT ONE: 3 hours
2.4. Reading for specific information
Read the article. Try to find the answers to your questions. Work with a dictionary.
The Olympic sport is defined by the International Olympic Committee (IOC) as follows:
An Olympic sport must be widely practised by men in at least 75 countries and on four
continents, and by women in at least 40 countries and on three continents.
A discipline is a branch of an Olympic sport including one or more events. For example,
Aquatics is an Olympic sport comprising four Olympic disciplines: swimming, diving, water
polo, and synchronised swimming. One of swimming events is 100m breaststroke.
The events programme for the 2008 Summer Olympic Games held in Beijing (China) will list
28 sports (35 Olympic disciplines), and the Olympics will stage 302 events (165 men’s
events, 127 women’s events, and 10 mixed events), which is one more than in Athens 2004.
Nine new events will be held (e.g. two events from the new cycling discipline of BMX,
women will compete in 3000m steeplechase, both men and women will compete in
swimming marathon over 10km), some former events will be removed and some replaced
or alternated.
The 2006 Winter Olympics held in Turin (Italy) featured 84 medal events in 15 disciplines
grouped over 7 sports. Events that made Olympic debut in Turin included Mass start
biathlon, Team sprint cross-country skiing, Snowboard cross and Team pursuit speed
skating.
So called demonstration sports or events, which used to be introduced at the Olympics in
the past, have not been held at any Olympics since 1992.
The Summer Paralympic Games currently stage 20 sports including four unique sports
designed only for the disabled.
The Winter Paralympics include 4 sports. Some rules of common sports are modified and
adjusted for the needs of athletes with disabilities.
EXERCISES
The purpose of the following exercises is to develop reading strategies and reinforce topic
related vocabulary.
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Having read the text, answer the following questions:
1. What is the importance of practicing sport?
1.4. GRAMMAR
Here are some things to remember:

• The more you speak, listen and read English, the more familiar the basic
grammar will become.
• Buy a special practise book (see bibliography) and do some exercise on your own
to practise those areas of grammar which you feel least confident about.
• Find as many opportunities as you can to listen and to practise English in real
situations. In this way grammar can be learnt naturally.
• There are some parts of English grammar, like some verb tenses, articles and
prepositions, which are extremely difficult to get right. Even the most advanced
learners of English make mistakes with basic grammar
First Conditional: A real possibility in the future
A First Conditional sentence is one connecting two future actions, where one must take
place before the second is possible
IF Condition Result
present simple WILL + base verb
If she practices more, she will succeed
he learns, he will succeed

If
We are talking about the future, but we use a present tense for the condition and will for
the result. In this case, the person is sure about going to university. We can use other modal
verbs in the result part of the sentence:
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IF Condition Result Possibility
she If the condition is met, then she definitely will
If she will succeed.
learns, succeed.
he may go to
If he learns, He is not sure about his success.
university.
she The speaker is expressing his or her opinion,
If she should succeed.
learns, giving advice.
If he learns, he can succeed. This means that it is possible.
she
If she could succeed. This means that it is possible, but not that likely.
learns,
If he learns, he might succeed. This means that it is possible, but not that likely.
We can also use different present forms in the condition part of the sentence:
IF Condition Reason for tense Result

present simple an action in the future
If I see her, I'll ask her about it.
present progressive an unfinished present action
If they are still working, I'll go home.
present progressive a future arrangement
If they are going, I'll stay at home.
present perfect a finished action related to now
you have finished your I'll clear away the
If
meal, plates.
WILL + base verb making an agreement WILL + base verb
I will let you have
If you will work late today,
Friday off.
expressing displeasure because someone
WILL + base verb WILL + base verb
insists on doing something
the police will
If you will drive too fast,
stop you.
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1.5. VOCABULARY
• Be selective about the words you learn. Choose the ones which will be useful to
you.
• Check new words in a good-sized (preferably monolingual) dictionary. A good
dictionary will tell you:
- the correct spelling and pronunciation of the word
- the meaning of the word in different contexts
- the ‘grammar’ of the word, e.g. if a noun is countable or uncountable (U or C), if a
verb is transitive or intransitive (T or I), or if an adjective is followed by a particular
preposition, etc.
• Be organised about the way you record your vocabulary. Copy new words into a
separate vocabulary notebook and include a sentence or phrase to show the way
the word is used.
• Try to be systematic when you record a new word. If you have just met the word
accurate in a text, note down at the same time the other parts of the word, e.g.
accurately, accuracy, inaccurate.
• Make a separate section in your vocabulary notebook for special word fields, e.g:
words to do with cooking or money; adjectives which take certain prepositions;
verbs that take the gerund, etc.
• Try to use the new vocabulary as soon as you can in conversation or in your
written work. This will help to consolidate your understanding of the words.
• Make a habit of reviewing and learning new words once a week. Ask a friend to
test you, or record your vocabulary on a tape with a pause followed by the
translation after it. You can then test yourself by playing it in your spare time.
• One of the great advantages of revising vocabulary is that it should help you to
make the step from having something in your passive vocabulary to having it in
your active. Encourage this process by:
- writing the words and expressions you are trying to learn in a sentence
relating to your life and interests at the moment.
- making a point of using the new words in your next homework.
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- keeping a learning diary in which you note things that particularly interest
you about the words you have learnt.
- watching out for the words and expressions you are trying to learn in
your general reading of English. If you come across any of them in use,
write them down in their context in your diary or notebook.
- writing a paragraph or a story linking the words and expressions you
want to learn.
1.6. WRITING
• Make a point of experimenting with at least two or three new words and
grammatical structures in each piece you write. Don’t worry if you make a
mistake.
• If you are unsure about something, you could perhaps write a note in the margin
to your teacher and ask ‘Is this right?’ or ‘Could I also say .... here?’
• When you read magazines, newspapers and letters, note down any new phrases
and expressions which you think may be useful in your own writing.
• Spend some time thinking about what you want to say before starting to write.
• Write own al the ideas you have about the subject you are writing about. You’ll
find that your ideas will probably fall into two or three main points.
• Order these points.
• Plan you composition so that each paragraph deals with each main point. This
will give shape to your writing.
• Try to include linking words like however, consequently, on the other hand etc.
This makes the composition more fluent.
• Allow time to check you work especially the spelling, verb endings and
prepositions.
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1.7. SPEAKING
• Make sure you use every opportunity to practise English with friends or family.
Don’t worry if it seems strange at first.
• Make conversations with any native speakers you meet. Even better, try to make
friends with a native English speaker. If you have an English-speaking penfriend,
try and arrange to meet him or her.
• Practise your English with other non-native speakers. Remember that you won’t
always be speaking English with people from Britain or the USA.
• More than anything bears in mind that you need to be able to teach English.
Write at least 250 words about this topic:

Playing a game is fun only when you win.
1.8. Summary:
The focus in Unit One was on study skills. The main points dealt with are:
-Grammar
-Vocabulary assimilate at least 30 terms specific of wood anatomy.
-Language skills: student should be able use the English terms identifying certain
wood species
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UNIT TWO: RECREATIONAL SPORT VS COMPETITIVE SPORT
Contents:
2.1. Introduction........................................................................................................................ 15
2.2. Competences ...................................................................................................................... 15
2.3
Reading...................................................................................................................................15
2.4. Writing ............................................................................................................................... 18
2.5. Grammar review ............................................................................................................... 18
2.6.
Summary..............................................................................................................................21
2.1. Introduction
The focus in this unit is both on practicing the reading and writing skills and on
improving students’ grammar and vocabulary knowledge. The language practice
task at the end of the unit gives students the chance to test their grammar and
vocabulary.
2.2. Competences
On completion of UNIT TWO students will be able to both understand and

practice their reading skill and improve their knowledge of the present tense
simple.
Study time for UNIT TWO: 2 hours
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2.3. Reading
Read the article. Work with a dictionary.

SPORT
Recreational sport is also called sport for all and is done for various purposes, but mainly for
fun and entertainment in leisure time. An increasing number of people are becoming
health-conscious and do recreational sport activities and various keep-fit exercises to
maintain or improve their physical as well as mental fitness and health, to affect their
flexibility, to strengthen their muscles and shape the body, to delay ageing symptoms, etc.
Some people desire to learn new skills or experience new feelings through sport activities.
Some people might have social reasons for their participation in sport including the need of
integration, friendship, team work, support, recognition etc.
Competitive sport is done mainly for performance, for achieving good results in
competitions, defeating opponents and becoming the winner or record holder. People who
do competitive sport train hard and regularly and participate in various forms of
competition. They are organised and belong to different sport teams, clubs, associations or
federations. The highest level of competitive sport is elite sport (top performance sport).
Elite athletes must sacrifice almost everything to their sport. It lasts many years to become
an excellent sportsman. Such a process means years of hard everyday training, effort and
drudgery, years of pain and stress as well. Financial and social background is a necessity.
Elite athletes are often professionals who make living through sport. They follow principles
of sport training to make progress, including various regeneration programmes. The elite
sport is linked with a serious problem – doping, the use of illegal substances to improve
performance.
It is an organized sport event in which participants – competitors want to become winners,

strive to achieve the best possible results, to show an excellent performance, to beat
opponents, to set or break records, or want to test their abilities and skills and compare
them with those of the other competitors. Those who enter for a competition are obliged to
keep (observe) the rules. Breaking (violating) the rules is penalized or punished in various
ways.
Officials are people who conduct competitions, assess performances of competitors, referee
games, decide the result of a competition. They are called different names, such as referees,
judges, or umpires. The referee is used in connection with e.g. basketball, boxing, football,
hockey, rugby, squash, and wrestling. The umpire acts in badminton, baseball, cricket,
swimming, tennis, and volleyball. There is a panel of judges in sports like gymnastics or
figure skating.
Competitions have various forms with respect to particular sport areas. We speak
about races in athletics, cycling or skiing, players and teams play matches, participate
in tournaments, leagues, or cups, horse riders or motor-bikers have their trophies, motor
racers compete in rallies, windsurfers, yachtsmen and rowmen take part in regattas, boxers
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fight in bouts, the name combat or contest is used in some combat sports, etc. Major
competitions are called championships.
EXERCISES
related vocabulary.
TASK 1 – comprehension check
Answer the following questions:
2.5. Writing
TASK 3: Write at least 250 words about this topic.
Time spent in front of computer and TV increases with age, and time
spent outdoors decreases with age.
2.6. GRAMMAR REVIEW – The verb: Present tense continuous
Second Conditional: Imaginary Present or Unlikely Future

The Second Conditional can be used used to talk about imaginary present situations, where
we are imagining something different from what is really the case. We can also use it to talk
about things in the future that are unlikely to happen, as the condition is unlikely to be met.
We use the past tense in the condition part and would for the result.
IF Condition Time Result Possibility

past simple present WOULD + base verb Impossible
I had the I don't have the time, so I'm not going
If I would learn German.
time, to learn German.
past simple future WOULD + base verb Unlikely
I won the I would travel around There's a very small chance of winning
If
lottery the world. the lottery, so the trip is unlikely
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We can use other modal verbs in the past tense in the result part of the sentence:
IF Condition Result Certainty

past simple WOULD + base verb
Although unlikely to happen, the speaker
I had the
If I would learn German. is sure that they would do it given the
time,
opportunity.
I had more Although unlikely to happen, it is only
If I might learn French.
time, a possibility anyway.
Although unlikely to happen, the speaker is saying
I had more
If I should learn Chinese. that it would be a good idea, but is
time,
not committed to it.
I had more Although unlikely to happen, it is only
If I could learn Hindi.
time a possibility anyway.
With the verb to be, there are two forms that can be used with I, he, she & it:
IF Condition Result
I, he, she, it Were
If I were you, I'd visit France.
I, he, she, it Was
If I was you, I'd visit France.
4.7. TASK 4: Use the information about the two conditionals in this UNIT to help
you solve grammar exercises related to the present tense simple and
continuous. Look at the bibliography list for suggestions about books you can
use to practise your grammar. Write the exercises in a notebook and have it
ready for evaluation together with your other task sheets during the
examination.
TASK 4: Use the information about the conditionals in these two UNITS to help
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examination.
2.7. Summary:
The focus in Unit Two was on practicing the reading and writing skills and on
improving students’ knowledge of the present tense continuous.
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UNIT THREE:
Contents
3.1. Introduction........................................................................................................................ 23
3.2. Competences ...................................................................................................................... 23
3.3. Reading for specific
information.......................................................................................24
3.5.
Writing..................................................................................................................................26
3.6. Grammar
..............................................................................................................................26
3.7. TASK
4...................................................................................................................................28
3.8.
Summary..............................................................................................................................28
3.1. Introduction
vocabulary.
3.2. Competences
On completion of UNIT THREE students will be able to both understand and

practice their reading skill and improve their knowledge of the past tense simple
and continuous.
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Study time for UNIT THREE: 2 hours
3.3. Reading

Read the lesson. Again work with a dictionary.
PERFORMANCE
All of us who are sport lovers are often fascinated by the unbelievable
performance display of many world class athletes. Whenever we admire their
epic achievements, we ask; how do they perform so well? Usually, the answer
that follows is simple: “by years and years of practice/training”. It is common
to think that athletes achieve expertise by several years of practice and that is
true. However, if we would like to understand exactly what “type” of practice
is the most effective to build expertise, the answer becomes a little more
complicated.
We usually think that experts are simply born and it is all about innate talent,
however, research has shown that although there are some important factors
that an athlete is born with (for example, height), expert performance is a
result of practice. Additionally, it has been found that it is not simply about the
amount of practice, it comes down to the quality. World-class athletes have
managed to consistently and deliberately work on improving their
performance. This is what K. Anders Ericsson has called deliberate practice and
his research has shown that this is fundamental for the development of
expertise.
You may be wondering what does it take to transform my ‘regular’ practice
into ‘deliberate’ practice and how do I become better at what I do? Here are
some of the characteristics of deliberate practice to increase the quality of
your time practicing:
1. Your practice should be designed to improve performance
If you are a football player and you want to improve a particular skill, identify it
and work specifically for it. For example, if you want to be better at shooting
free kicks, then design a practice routine that makes you a better at it. Do you
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remember watching movies showing great football players staying after
practice to improve their free kick abilities? Exactly like that.
2. You need to repeat that skill… a lot!
There is a proverb “practice makes perfect” and it is true, you need to repeat
movements and skills over and over again to make them better and better. Are
you proud of your golf swing? I am pretty sure this is not the third time you
have done it. It is necessary to repeat the same movement or skill several
times in order to master it.
3. You need feedback
You may be practicing a lot, going to the court a lot of hours to develop your
skill, but what if you are doing it wrong? What if you are simply doing the same
mistake over and over again? This is the time and place when feedback is
essential. Ask a coach, a friend or even record yourself performing. Analyze
what you are doing, evaluate your success and mistakes, and identify what you
need to improve (remember point 1?) and practice it repeatedly (yes, point 2).
4. Mentally and physically demanding practice
Deliberate practice is mentally and physically demanding. Remember, you are

trying to become better at your sport, this means that you need to push
yourself to the limit. If you are practicing something that is easy, something
that you can achieve with no major effort, you are not really improving.
Challenge yourself, set a new goal that is a little bit higher that what you can
do right now (not too high, it should be achievable). Are you great at free-
throws in basketball? Awesome, now challenge yourself for the 3-pointers.
5. Not (much) fun
This is probably one of the most controversial characteristics of deliberate

practice, but if you give it a second thought, it makes sense. Making mistakes,
failing, running one more lap, pushing you to the limit is not fun. It requires a
lot of effort to push the boundaries of your performance that is why some
practices and trainings are not (inherently) fun. The fun comes afterwards,
seeing what you can achieve. If you are having “too much” fun in your practice,
you are probably not pushing yourself. There is nothing bad about this, we
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need to have some fun sometimes, but it is when you push yourself to the limit
that you considerably increase your performance.
The underlying characteristic of deliberate practice and the pursuit of mastery
is motivation. These five characteristics of practice to become a better athlete
need motivation, otherwise it becomes difficult to challenge yourself and
become better at any endeavour you want to pursue. It will cost you sweat,
blood and tears, but if you put enough time and effort in your skill, if you turn
your practice into committed deliberate practice, I am convinced that you will
improve your performance as never before. You will be using your practice
time in the same way that those great athletes you admire.
EXERCISES
related vocabulary.
1.
3.5. Writing
1.6. GRAMMAR REVIEW –
Third Conditional: Imaginary Past

The Third Conditional is used when we are talking about the past and imagining something
different from what actually happened:
Condition Result What actually happened

Past Perfect WOULD HAVE + Past Participle
If I had learned, I would have succeeded. I didn't learn and didn't succeed .
IF Condition Result Certainty

WOULD HAVE+ past
past perfect
participle
If I had learned, I would Although this didn't happen, the speaker
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have succeeded. is sure about the result.
I could Although this didn't happen, the result is
If I had learned,
have succeeded. only a possibility.
I might Although this didn't happen, the result is
If I had learned,
have succeeded. only a possibility.
you had you should Although this didn't happen, it is only a
If
learned, have succeeded. good suggestion or piece of advice.
Example
I realised that we had met before.
When we arrived at the party, Lucy had already gone home.
The past perfect is common after verbs of saying and thinking, to talk about things that had
happened before the saying and thinking too place.
Example
I told her that I had finished.
I wondered who had left the door open.
Uses of the past perfect tense simple
1. When we have two past references, we are not obliged to use the past perfect simple:
Example
After I finished work, I went home.
2. But we often need the past perfect for the event that happened first to avoid ambiguity:
Example
When I arrived, Ann left. (i. e. at that moment)
When I arrived, Ann had left. (i. e. before I got there)
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We use the past perfect to refer to ‘an earlier past’, that is to describe the first two or more
actions:
Example
First the patient died. Then the doctor arrived.
The patient had died when the doctor arrived.
We often introduce the past perfect with conjunctions like when, after, as soon as, by the
time that. We use adverbs like already, ever, never ... before
3.7. TASK 4: Use the information about the conditionals in this UNIT to help you
solve grammar exercises related to the present tense simple and continuous.
Look at the bibliography list for suggestions about books you can use to practise
your grammar. Write the exercises in a notebook and have it ready for
evaluation together with your other task sheets during the examination.
3.8. Summary
The focus in Unit Three was on practicing the reading and writing skills and on
improving students’ knowledge of the past tense simple and continuous.
26
UNIT FOUR:
Contents
4.1. Introduction........................................................................................................................ 31
4.2. Competences ...................................................................................................................... 31
4.3. Reading .............................................................................................................................. 31
4.4. Writing ............................................................................................................................... 33
4.5. Grammar ........................................................................................................................... 34
4.6. TASK 4 ................................................................................................................................ 35
4.1. Introduction
vocabulary.
4.2. Competences
On completion of UNIT FOUR, students will be able to both understand and
practice their reading skill and improve their knowledge of the past tense
continuous.
Study time for UNIT FOUR: 2 hours
4.3. Reading
Read the following lesson. 2. Again work with a dictionary.

BASIC BODY MOVEMENTS
ARM MOVEMENTS: exercises can be performed with the arms raised, stretched sideways,
forward or backward, or crossed on the chest. They can be bent (slightly) at the elbows, or
kept straight.
Changing the arm positions results in arm action, which is performed by e.g. circling, driving
or bringing the arms forward or backward, lowering down, swinging or sweeping. The arm
movements can be also done with the palms facing upward or down, or placed flat on the
27
floor. The hands can be put, or rest, on the hips, clasped behind the head, or placed flat on
the floor.
LEG MOVEMENTS: the exercise can be performed with the legs straight, stretched or bent
(slightly or fully) at the knees or hips. Changing the position of legs results in leg
action or footwork, which can be accomplished by raising/lowering the legs together or
alternately, lunging, swinging, or driving the legs forward/backward. The leg action can be
also taken with the feet flat on the floor, with the toes pointing upward, forward, inward, or
outward.
UPPER BODY (TRUNK) MOVEMENTS: when doing the exercise, the upper body can be kept
straight when we are instructed to stand o sit straight (tall), or (slightly) bent when leaning
forward, backward, to side, or against e.g. a wall. Changing the upper body position can be
also done by raising or lowering the upper body from the lying position, twisting in both
directions, circling, or curling the trunk slowly and gradually.
AMPLE STRETCHING AND STRENGTHENING EXERCISES

Abdominal Curl-up
Lie on your back, with the knees bent (to about 90 degrees) and feet flat on the floor. Avoid
anchoring your feet down. Do a “pelvic tilt”, pressing your lower back to the floor, then
slowly curl forward, lifting your shoulder blades and upper back off the floor. Hold this “up
position” for couple of seconds, then slowly curl back down. Look toward the ceiling (not at
your knees) throughout so you don’t bend your neck too fat forward. Make the curl-up
increasingly difficult by changing the arm positions: with arms straight, slide hands along the
floor; with arms straight, slide the hands up the thighs as far as the knees; cross arms on the
chest; bend arms and hold hands against the ears.
Thigh Stretch
While standing, bend one knee, grasp your ankle and pull your foot gently toward your
buttocks. Keep the supporting leg slightly bent and your back straight. Use a chair for
support if you need to.
Low Back Stretch
While lying on your back, grasp your hands behind one knee and bring it toward your chest.
Push-up
Take the starting press-up position, position your hands at shoulder level with your palms
flat on the floor slightly more than shoulder-width apart. Use either the knees or the feet for
the pivot point (using the feet requires more strength). Then keeping your body in line
(don’t sag!), straighten your arms to push your body up, then lower it again until you are
almost touching the floor and repeat the whole pattern again.
LOCOMOTION
In a general sense, locomotion simply means active movement or travel.
Walking is the main form of locomotion, distinguished from running. Walking is generally
distinguished from running in that only one foot at a time leaves contact with the ground.
During forward motion, the leg that leaves the ground swings forward from the hip. Then
the leg strikes the ground with the heel and rolls through to the toe. The motion of the two
legs is coordinated so that one foot or the other is always in contact with the ground.
Running is a complex, coordinated process which involves the entire body. Running is
executed as a sequence of strides, which alternate between the two legs. Each leg's stride
28
can be roughly divided into three phases: support, drive, and recovery. Support and drive
occur when the foot is in contact with the ground. Recovery occurs when the foot is off the
ground. The motions of the upper body are essential to maintaining balance and a forward
motion for optimal running. They compensate for the motions of the lower body, keeping
the body in rotational balance. A leg's recovery is matched by a forward drive of the
opposite arm, and a leg's support and drive motions are balanced by backward movement
of the opposite arm. The shoulders and torso are also involved.
READING (Authentic text)
GYMNASTICS - FORWARD ROLL
The forward roll has a tremendous number of applications, beginning with a simple tucked
forward roll, progressing through a more difficult straddle forward roll to the handstand
forward roll. Handstand forward roll begins with performing the handstand. After holding
the handstand position, the gymnast allows the body to lean slightly, and, while tucking the
head, rolls forward and arrives in a standing position. Advanced skills may be presented
such as a cartwheel, followed by handstand with transition to the forward roll.
Forward roll progression usually starts with the rock back exercise. The gymnast assumes
sitting tuck, clasps the knees tightly to the chest and keeps feet together. The head is moved
over the knees to form rounded back.
The exercise can be modified by starting in the squat position, rocking back on to the
shoulders and arms reaching forward to return to the squat position again. Feet are
together.
Next step to take is using an inclined padded bench. The gymnast starts in the squat
position, feet together, hands placed on the side of the bench; then tucks the head to the
knees and pushes chin to the chest; raises the bottom and starts to roll. Arms reach forward
to return to squat position.
On a padded inclined bench the teacher supports the gymnast through the roll by gently
pushing the back of the head, allowing the gymnast to roll on to the top of the shoulders.
Forward roll progression may be completed by forward roll from tuck squat to tuck squat.
EXERCISES
related vocabulary.
4.5. Writing
29
4.6. GRAMMAR REVIEW – MIX CONDITIONAL
1. REVIEW
Example
‘What were you doing at eight o’clock yesterday evening?’ ‘I was watching
30
Mixed Conditional
It is possible for the two parts of a conditional sentence to refer to different times, and the
resulting sentence is a "mixed conditional" sentence. There are two types of mixed
conditional sentence.
Present result of a past condition

Form
In this type of mixed conditional sentence, the tense in the 'if' clause is the past perfect, and
the tense in the main clause is the present conditional.
If clause (condition) Main clause (result)
If + past perfect present conditional
If this thing had happened that thing would happen.
As in all conditional sentences, the order of the clauses is not fixed. You may have to
rearrange the pronouns and adjust punctuation when you change the order of the clauses,
but the meaning is identical.
Examples
If I had worked harder at school, I would have a better job now.
I would have a better job now if I had worked harder at school.
If we had looked at the map we wouldn't be lost.
We wouldn't be lost if we had looked at the map.
If you had caught that plane you would be dead now.
You would be dead now if you had caught that plane.
Function
This type of mixed conditional refers to an unreal past condition and its probable result in
the present. These sentences express a situation which is contrary to reality both in the past
and in the present. In these mixed conditional sentences, the time is the past in the "if"
clause and in the present in the main clause.
Examples
If I had studied I would have my driving license. (but I didn't study and now I don't have my
license)
I would be a millionaire now if I had taken that job. (but I didn't take the job and I'm not a
millionaire)
If you had spent all your money, you wouldn't buy this jacket. (but you didn't spend all your
money and now you can buy this jacket)
In these mixed conditional sentences, you can also use modals in the main clause instead
of would to express the degree of certainty, permission, or a recommendation about the
outcome.
31
Examples
If you had crashed the car, you might be in trouble.
I could be a millionaire now if I had invested in ABC Plumbing.
If I had learned to ski, I might be on the slopes right now.
Past result of present or continuing condition

Form
In this second type of mixed conditional sentence, the tense in the 'if' clause is the simple
past, and the tense in the main clause is the perfect conditional.
If clause (condition) Main clause (result)
If + simple past perfect conditional
If this thing happened that thing would have happened.
As in all conditional sentences, the order of the clauses is not fixed. You may have to
rearrange the pronouns and adjust punctuation when you change the order of the clauses,
but the meaning is identical.
Examples If she wasn't afraid of flying she wouldn't have travelled by boat.
I'd have been able to translate the letter if my Italian was better.
If I was a good cook, I'd have invited them to lunch.
If I wasn't afraid of spiders, I would have picked it up.

I would have picked it up if I wasn't afraid of spiders.
If we didn't trust him we would have sacked him months ago.
We would have sacked him months ago if we didn't trust him.
If I wasn't in the middle of another meeting, I would have been happy to help you.
I would have been happy to help you if I wasn't in the middle of another meeting.
Function
These mixed conditional sentences refer to an unreal present situation and its probable (but
unreal) past result. In these mixed conditional sentences, the time in the if clause is now or
always and the time in the main clause is before now. For example, "If I wasn't afraid of
spiders" is contrary to present reality. I am afraid of spiders. "I would have picked it up" is
contrary to past reality. I didn't pick it up.
Examples
If she wasn't afraid of flying she wouldn't have travelled by boat.
I'd have been able to translate the letter if my Italian was better.
If I was a good cook, I'd have invited them to lunch.
32
3.7. TASK 4: Use the information about the two verb tenses in this UNIT to help
examination.
3.8. Summary
The focus in Unit Three was on practicing the reading and writing skills and on
improving students’ knowledge of the past tense simple.
examination.
4.8. Summary
The focus in Unit Four was on practicing the reading and writing skills and on
improving students’ knowledge of the present perfect tense simple and continuous.
Unit Four:
Write about your experience of ever making ‘snap judgements‘about a person. Did your first
impression turn out to be false? Write one full page.
33
UNIT FIVE:
Contents:
5.1. Introduction........................................................................................................................ 34
5.2. Competences ...................................................................................................................... 35
5.3. Reading ..................................................................................................................................
5.4. Writing ............................................................................................................................... 36
5.5. Grammar Review ............................................................................................................... 37
5.8. Summary ............................................................................................................................ 38
5.1. Introduction
vocabulary.
5.2. Competences
On completion of UNIT FIVE, students will be able to both understand and
practice their reading skill and improve their knowledge of the past perfect tense
simple and continuous.
Study time for UNIT FIVE: 2 hours
5.3. Reading
“Humans have been present in mountains since prehistory. The remains of Ötzi, who lived
in the 4th millennium BC, were found in a glacier in the Ötztal Alps.[10] However, the highest
mountains were rarely visited early on, and were often associated with supernatural or
religious concepts.[11] Nonetheless, there are many documented examples of people
climbing mountains prior to the formal development of the sport in the 19th century,
although many of these stories are sometimes considered fictional or legendary.
34
The famous poet Petrarch describes his 26 April 1336 ascent of Mount Ventoux (1,912 m
(6,273 ft)) in one of his epistolae familiares, claiming to be inspired by Philip V of Macedon's
ascent of Mount Haemo.
For most of antiquity, climbing mountains was a practical or symbolic activity, usually
undertaken for
economic, political, or religious purposes. A commonly cited example is the 1492 ascent
of Mont Aiguille (2,085 m (6,841 ft)) by Antoine de Ville, a French military officer and lord
of Domjulien and Beaupré.”
Wickepedia
related vocabulary.
5.7. Use the information about the two verb tenses in this UNIT to help you solve
grammar exercises related to the present tense simple and continuous. Look at
the bibliography list for suggestions about books you can use to practise your
grammar. Write the exercises in a notebook and have it ready for evaluation
together with your other task sheets during the examination.
1. When we are referring to the conditionals`
Example
5.8. Summary
The focus in Unit Five was on practicing the reading and writing skills and on
improving students’ knowledge of the past perfect tense simple and continuous.
35
UNIT SIX:
Contents
6.1. Introduction........................................................................................................................ 39
6.2. Competences ...................................................................................................................... 48
6.3. Reading .............................................................................................................................. 48
6.4. Reading for specific information ........................................................................................ 49
6.5.
Writing..................................................................................................................................51
6.6. Grammar Review –..........................................................
....................................................51
6.7. TASK 4 ................................................................................................................................ 54
6.8. Summary ............................................................................................................................ 54
6.1. Introduction
vocabulary.
6.2. Competences
On completion of UNIT SIX students will be able to both understand and practice
their reading skill and improve their knowledge of ways of expressing future.
Study time for UNIT SIX: 2 hours.
1.3 Reading
Competitive Ice Skating

Figure Skating. Figure skating is primarily a sport of amateurs. Competitions are held for
men's and women's singles, pairs, and ice dancing. For years the singles competitors were
36
judged on compulsory figures and two free skating programs. The compulsory-figures
category required each skater to perform repetitions of 3 figures drawn from a possible 41
patterns, which were judged according to a skater's precision, balance, control, and
gracefulness in retracing the figure. In 1990 the International Skating Union eliminated the
compulsory figures from singles competition. Both men and women skaters must perform a
shorter technical program with specific required moves, and a longer, more creative free
skate. The skaters are judged on their ability to perform jumps, spins, spirals, and to skate a
program coordinated with music. There has been a trend toward more athleticism in free-
skating events, adding more complicated and daring jumps.
Pairs competitions are similar to singles, in that they are judged on shorter technical and
longer free-skating performances. In pairs skating, the same jumps, spins, and twirls as in
the singles events are used, along with lifts and partner-assisted jumps. The partners must
remain in unison as they perform their routines. Ice dancing differs from pairs skating in that
lifts are prohibited and specific movements required. Ice dancers must perform two
compulsory dances and an original dance, all to predetermined music or rhythms. The
longer free dance uses more interpretive steps, as well as creative moves.
Ice figure skating was popularized by Sonja Henie, who won numerous amateur
competitions before turning professional in 1936. Dick Button, Peggy Fleming, and Dorothy
Hamill also toured with ice revues after illustrious amateur careers. The typical ice show is
similar to a circus on ice skates and features costumes, trick skating, and gags to entertain
the audience rather than to display true figure-skating expertise.
Speed Skating. The long, narrow blades of the modern speed skate permit skaters to
maintain speeds of about 48 km/h (30 mph). Formal competitions are usually held outdoors
on large rinks. The skaters race two at a time, competing against the clock. Men who
participate in major international meets may enter five events: 500 m (1,640 ft), 1,000 m
(3,280 ft), 1,500 m (4,920 ft), 5,000 m (16,400 ft), or 10,000 m (32,800 ft). Women also may
compete over five courses: 500 m, 1,000 m, 1,500 m, 3,000 m (9,840 ft), and 5,000 m. Men's
speed skating, as traditionally, remains dominated by Americans, Russians, Norwegians, and
the Dutch. In women's speed skating, American, German, Dutch, and Japanese women have
dominated in recent years.
Short track speed skating takes place on a small rink with very tight curves. The skaters
compete against each other in groups of four, rather than against the clock, with heats to
eliminate slower skaters. Men and women both compete at 500 m and 1,000 m; the
women's relay is at 3,000 m, while the men's relay is 5,000 m. The skaters wear helmets,
gloves, and knee and elbow pads to prevent injury, and the skates are taller than regular
speed skates, to prevent the boot from touching the ice when the racer leans sharply in the
curves. Short track speed skating was first included in the Winter Olympics in the 1992
Games at Albertville.
This text belongs to James M. Greiff, published on https://emea.scholastic.com/en
37
EXERCISES
related vocabulary.
Reported speech: hopes, intentions, & promises
Reporting hopes, intentions, and promises

When we report an intention, hope or promise, we use an appropriate reporting verb
followed by a 'that' clause with 'would' in it, or a to-infinitive clause. Verbs used in this
pattern include: hope, promise, threaten, guarantee, & swear. Note that the word 'that' is
optional when using a that clause, as in the first example below.
Examples
Direct speech Indirect speech
"I'll pay you the money tomorrow," he He promised to pay me the money the next day.
said. He promised that he would pay me the money the
next day.
He promised he would pay me the money the next
day.
"I'll be back by lunchtime," he said. He promised to be back by lunchtime.

He promised that he would be back by lunchtime.
"We should arrive in London before They hoped to arrive in London before nightfall.
nightfall," they said. They hoped they would arrive in London before
nightfall.
"Give me the keys to the safe or I'll He threatened to shoot me if I didn't give him the
shoot you!" he shouted. keys to the safe.
He threatened that he would shoot me if I didn't
give him the keys to the safe.
"I will not tell anyone your secret" he He swore that he would not tell anyone my
said. secret.
He swore not to tell anyone my secret.
38
.5. Writing
Write at least 250 words about this topic.
6.6. GRAMMAR REVIEW – The verb:
Example
When will you finish these letters? (e.g. boss to assistant)
1. We use the future continuous like the present continuous for planned actions:
Example
We’ll be spending the winter in Australia is the same as:
We’re spending the winter in Australia.
6.8. Summary
The focus in Unit Six was on practicing the reading and writing skills and on
improving students’ knowledge of ways of expressing future.
39
UNIT SEVEN:
Contents:
7.1. Introduction........................................................................................................................ 44
7.2. Competences ...................................................................................................................... 62
7.3. Reading .............................................................................................................................. 62
7.4. Reading for specific information ........................................................................................ 63
7.5. Writing ............................................................................................................................... 66
7.6. Grammar Review – ............................................................................................................ 67
7.7. TASK 4 ................................................................................................................................ 71
7.8. Summary ............................................................................................................................ 71
7.2. Competences
On completion of UNIT SEVEN students will be able to both understand and
practice their reading skill and improve their knowledge of ways of expressing
future.
Study time for UNIT SEVEN: 2 hours
7.3. Reading

Read the following lesson.. Work with a dictionary.
EXERCISES
The purpose of the following exercises is to develop reading startegies and reinforce topic
related vocabulary.
40
Types of Sports Jobs
In the college sports sector, choose from these athletic department jobs:
• Athletic Trainer
• Coach – many different sports
• Assistant Coach
• Associate Athletic Director
• Athletic Director
• Physical Education Instructor
• Marketing and Promotions Coordinator
• Athletic Program Development Director
• Sports Information Director
In the field known as Health and Fitness, there are these jobs and sports careers:
• Athletic Trainer
• Physical Therapist
• Medical Assistant
• Sports Medicine Aide
• Assistant Athletic Trainer
• Physical Therapy Assistant
• Sports Massage Therapist
• Sports and Fitness Nutritionist
• Strength and Conditioning Coach
• Exercise Physiologist
• Sports Physician
• Sports Psychologist
Interested in a sports writing job or broadcasting career? There has been a proliferation of
sports-related Internet sites, publications, and sports channels on television. There’s never
been a better time to pursue these types of sports jobs:
• Sportscaster
• Sports News Reporter
• Television Sports Producer
• Radio Sports Producer
• Internet Sports Producer
• Sports Writer
• Sports Photographer
• Sports Talk Show Host
• Sports Columnist
• Sports Television Talent Director
• Editor
• Publisher
You can find these sports jobs in schools from Kindergarten through 12th grade:
41
• Physical Education (P.E.) Teacher
• Coach
• Assistant Coach
Only a lucky few athletes make it to the pinnacle of playing professional sports. Fortunately
for job seekers, many professional sports teams are big businesses. They need
administrators, marketers, ticket salespeople, coaches, and so forth. You’ll find these types
of opportunities within many pro sports organizations:
• Coach
• Strength and Conditioning Coach
• Scout
• Team President
• General Manager
• Business Manager
• Director of Minor League Operations
• Marketing Director
• Promotion Director
• Director of Community Relations
• Ticket Operations Manager
• Traveling Secretary
• Executive Director
• Stadium Manager
• Sports Events Coordinator
• Equipment Manager
• Scoreboard Operator
• Public Address Announcer
Sporting goods are big business and people working as manufacturer’s sales reps can make
excellent money. There’s the wholesale side of the business where you’re selling to retailers
and obviously the retail aspect:
• Manufacturer’s Representative
• Sporting Goods Store Manager
• Sporting Goods Salesperson
• Sports Store Business Owner
• Team Dealer
Finally, consider getting involved local special events, e.g., marathons, Special Olympics, and
even jobs at sports venues. How about working at the old ballpark? It can be a great way to
get involved with college or pro sports franchises:
• Olympic Games Coordination

• Relations with other organizations
• Finance
42
• Marketing
• Legal Affairs
• Technology
• Operations
• Communications
• Medical staff
7.5. Writing
Write at least 250 words about this topic.
7.6. GRAMMAR REVIEW
Reported Speech: orders, requests & suggestions
Reporting orders and requests

When we want to report an order or request, we can use a verb like 'tell' with a to-
clause: He told me to go away. The pattern is verb + indirect object + to-clause. The indirect
object is the person spoken to. Other verbs used to report orders and requests in this way
are: command, order, warn, ask, advise, invite, beg, teach, & forbid.
Examples
The doctor said to me, "Stop smoking!". The doctor told me to stop smoking.
"Get out of the car!" said the policeman. The policeman ordered him to get out of the
car.
"Could you please be quiet," she said. She asked me to be quiet.
The man with the gun said to us, "Don't The man with the gun warned us not to
43
move!" move.
Requests for objects

Requests for objects are reported using the pattern "asked for" + object.
Examples
"Can I have an apple?", she asked. She asked for an apple.
"Can I have the newspaper, please?" He asked for the newspaper.
"May I have a glass of water?" he said. He asked for a glass of water.
"Sugar, please." She asked for the sugar.
"Could I have three kilos of onions?" He asked for three kilos of onions.
Suggestions
Suggestions are most often reported using the verbs suggest, insist, recommend, demand,
request, and propose followed by a that clause. 'That' and 'should' are optional in these
clauses, as shown in the first two examples below. Note that suggest, recommend, and
propose may also be followed by a gerund in order to eliminate the indirect object (the
receiver of the suggestion) and thus make the suggestion more polite. This usage of the
gerund is illustrated in the fourth and fifth examples below.
Examples
She said, "Why don't you get a mechanic to She suggested that I should get a mechanic to
look at the car?" look at the car. OR
She suggested I should get a mechanic to look
at the car. OR
She suggested that I get a mechanic to look at
44
the car OR
She suggested I get a mechanic to look at the
car.
"Why don't you go to the doctor?" he said. He suggested I go to the doctor.

He suggested that I go to the doctor.
He suggested I should go to the doctor.
He suggested that I should go to the doctor.
"It would be a good idea to see the dentist", My mother suggested I see the dentist.
said my mother.
The dentist said, "I think you should use a The dentist recommended using a different
different toothbrush". toothbrush.
You said, "I don't think you have time to see You suggested postponing my visit to the
the dentist this week." dentist.
I said, "I don't think you should see the I suggested postponing your visit to the
dentist this week." dentist.
My manager said, "I think we should My manager proposed that we examine the
examine the budget carefully at this budget carefully at the meeting.
meeting."
"Why don't you sleep overnight at my She suggested that I sleep overnight at her
house?" she said. house.
Example
Angus and Margaret are going to be married in May.
1. Intentions: We often use going to rather than will in informal style:
45
Example
I’m going to practise the piano for two hours this evening.
I’m going to be successful one day.
2. Planed actions: We use going to like the present continuous or the future continuous:
Example
We’re going to spend the winter in Australia.
Or: We’re spending the winter in Australia.
Or: We’ll be spending the winter in Australia.
3. We use will when we decide to do something at the moment of speaking:
Example
We’re lost. I’ll stop and ask the way. (= I’ve just decided to do this.)
examination.
7.8. Summary
The focus in Unit Seven was on practicing the reading and writing skills and on
improving students’ knowledge of future tenses.
46
DIAGNOSTIC TEST
The questions below are meant to test your knowledge of grammar and vocabulary and your
answers will be used to start off the discussion of the course material on the occasion of our
meeting for Tutorial 1. Take some time to read the questions, think and formulate your
answers:
1. Select the correct form to fill in the space: (2p)

For the past ten minutes I _____ for my friend to come. He hasn’t
arrived yet.
A) wait
B) am waiting
C) have been waiting
D) waited

She _____ about the time. Her friends were also late.
A) need worry
B) won’t need to worry
C) doesn’t need to worry
D) needn’t have worried

If you worked in industry, you _____ the value of money.
A) had to know
B) would know
C) should have known
D) might have known

It’s no use _____ to him. He’s asleep.
A) to talk
47
B) talking
C) talk
D) having talked

Excuse me. Would you mind _____? It makes it impossible for me
to enjoy my meal.
A) my smoking
B) to have smoked
C) not smoking
D) not to smoke
Mary’s father approved of _____ in England for another year in order
to improve her English.
A) her staying
B) her stay
C) she will stay
D) she to stay

What ___ you ___ since I saw you last?
A) do/do
B) are/doing
C) have/been doing
D) did/do
I think ___ .
A) if he is about fifty
B) he is about fifty
C) her about fifty
D) him about fifty
48
She ___ at school since 1984.
A) teach
B) has been teaching
C) taught
D) was teaching

Yesterday at this time it ___ .
A) had snowed
B) snows
C) snowed
D) was snowing

I’m not _________ that subject.
A) interesting with
B) interested with
C) interested in
D) interested by
Alice is unhappy today. She can’t study ________ .
A) something
B) anything
C) nothing
D) everything
I’m not _________ that subject.
A) interesting with
B) interested with
C) interested in
D) interested by
49
Alice is unhappy today. She can’t study ________ .
A) something
B) anything
C) nothing
D) everything
I ________ rather go shopping tomorrow. I have a lot of work today.
A) would
B) can
C) much
D) will
If the projector ________ , we won’t be able to see the movie.
A) doesn’t work
B) worked
C) didn’t work
D) wasn’t work
If people ________ , he will feel bad.
A) will laugh
B) wouldn’t laughed
C) laugh
D) would laugh
18. Find the synonym of the underlined word:(2p)
She is quite an unlikely candidate for the position.
A) amicable
B) admirable
C) improbable
D) unqualified
His unsophisticated manner caused him severe problems when he
50
went to Istanbul to do business.
A) experienced
B) naive
C) knowledgeable
D) cosmopolitan
The human urge to express feelings through rhythmic motion is
expressed in dance.
A) repulse
B) addiction
C) sensation
D) desire
21. Find the synonym of the underlined word.

The wool of a cashmere goat is valued for its fine, silky texture.
A) charged
B) raised
C) exploited
D) prized
22. Find the synonym of the underlined word.

The alien spacecraft hovered over the corn field for a while, and
then it vanished, never to be sighted again.
A) landed
B) disappeared
C) attacked
D) rose
23. Find the synonym of the following words written in capitals.
It was the voice of a born ORATOR.
A) addressee
B) speaker
C) talker
51
D) order
Boxing was his PROFESSION, people came and paid money to
see the fight.
A) subject
B) wish
C) trade
D) life
There was something CRUEL in his voice.
A) strange
B) severe
C) funny
D) funny
One of the novels by Jack London was “Martin Eden”, in which
the writer DESCRIBED his life.
A) printed
B) depicted
C) pointed out
D) noticed
The whole excursion took APPROXIMATELYten hours
A) exactly
B) about
C) precisely
D) apparently
28. Find the word which are out of the logic list:
A) youth
B) farmer
C) adult
52
D)teenager
29. Find the word which are out of the logic list:
A) speak
B) say
C) punish
D) talk

It has been long since I ___ him last. I ___ from him all these
years.
A) saw/haven’t heard
B) had seen/haven’t heard
C) see/don’t hear
D) saw/don’t hear
He was sure they ___ the station before night ___ .
A) will reach / came
B) would bereached / came
C) would have reached / came
D) would reach / would come

This book ___ quite different from the one I ___
A) is/have read
B) was/am reading
C) had been/read
D) have been/read
I understood that he ___ never ___ back.
A) will / come
B) doesn’t / came
C) won’t / home
53
D) would / come
I ___ speak English well now but I hope I ___ speak next year.
A) could / can
B) can’t / shall be able to
C) must / shall have to
D) may / may

______ is the ability to change the direction of the body in an efficient and
effective manner
A) hammer
B) javelin
C) heptathlon
D) Agility
____is the ability to maintain equilibrium when stationary or moving (i.e. not to fall
over) through the coordinated actions of our sensory functions (eyes, ears and the
proprioceptive organs in our joints).
A) False start
B) Foul
C) Balance
D) long jump
______means to exercise restraint or direction over; dominate; command.
A) Control
B) long jump
C) Hammer
D) Foul
54
____ is one circuit of, or one time around, a running track or a racetrack
A) relay
B) Lap
C) hammer
D) assistant referee
____ is the best performance in a sporting event that has been officially measured
and noted
A) heptathlon
B) javelin
C) Record
D track and field
____ is a long-distance running race of 42.195 km
A) corner kick
B) Marathon
C) javelin
D) hammer
____ is a men's athletic competition combining 10 track and field events
A) heptathlon
B) Decathlon
C) Baton
D) false start
______is an event in which competitors leap as far as possible by performing a hop,
a step and a jump
A) draw
B) triple jump
C) long jump
D) relay
55
_____ is a person who is skilled in track and field events; a sportsperson
A) assistant referee
B) defender
C) athlete
D) false start

_____ are moves in which a skater leaps into the air and then rotates his or her
body.
A) track and field
B) Jumps
C) relay
D) shot put

_____ is the intended or chosen plan to achieve a particular purpose;in the physical
education context is the plan to overcome an opponent in a game or to solve a
problem in outdoor education.
A) penalty spot
B) tactical
C) Strategy
D) shoot

_____ is a short, fast race run over a distance of 400 metres or less
A) defender
B) shot put
C) steeplechase
D) Sprint
56
____ is an area of open land; events in athletics that involve throwing, jumping and
vaulting
A) substitute
B) track and field
C) Field
D) shoot

____ is each of a number of parallel strips marked on a running track for athletes to
run along
A) track and field
B) baton
C) Lane
D) steeplechase
______ is the ability of a muscle or muscle group to overcome a resistance.
A) penalty spot
B) substitute
C) Strength
D) assistant referee
57
APPENDIX 2
LIST OF IRREGULAR VERBS
Base Form Past Tense Past Participle Translation

Arise arose arisen a se ivi, a se ridica
Awake awoke awoken a se trezi
Be was, were been a fi
Bear bore borne a purta
Beat beat beaten a bate
Become became become a deveni
Begin began begun a începe
Bend bent bent a (se) îndoi
Beset beset beset a obseda, a copleşi
Bet bet bet a paria
Bid bid/bade bid/bidden a ruga, a porunci
Bind bound bound a lega
Bite bit bitten a muşca
Bleed bled bled a sângera
Blow blew blown a sufla, a bate (vântul)
Break broke broken a (se) sparge
Breed bred bred a creşte, a educa
Bring brought brought a aduce
Broadcast broadcast broadcast a transmite (la tv, etc.)
Build built built a construi
Burn burned/burnt burned/burnt a arde
Burst burst burst a izbucni, a plesni
Buy bought bought a cumpăra
Cast cast cast a arunca
Catch caught caught a prinde
Choose chose chosen a alege
Cling clung clung a se agăţa
Come came come a veni
Cost cost cost a costa
Creep crept crept a se târî, a se furişa
Cut cut cut a tăia
Deal dealt dealt a trata, a se ocupa de
Dig dug dug a săpa
Dive dived/dove dived a plonja, a se scufunda
Do did done a face
Draw drew drawn a trage, a desena
Dream dreamed/dreamt dreamed/dreamt a visa
Drink drank drunk a bea
Drive drove driven a conduce, a şofa
58
Dwell dwelt dwelt a locui
Eat ate eaten a mânca
Fall fell fallen a cădea
Feed fed fed a hrăni
Feel felt felt a (se) simţi
Fight fought fought a (se) lupta
Find found found a găsi
Fit fit fit a (se) potrivi
Flee fled fled a fugi, a se refugia
Fling flung flung a arunca
Fly flew flown a zbura
Forbid forbade forbidden a interzice
for(e)go for(e)went for(e)gone a renunţa (la)
Forget forgot forgotten a uita
Forgive forgave forgiven a ierta
Forsake forsook forsaken a părăsi
Freeze froze frozen a îngheţa
Get got got/gotten a primi, a obţine
Give gave given a da
Go went gone a merge, a se duce
Grind ground ground a măcina
Grow grew grown a creşte
Hang hung hung a atârna
Have had had a avea
Hear heard heard a auzi
Hide hid hidden a (se) ascunde
Hit hit hit a lovi
Hold held held a ţine
Hurt hurt hurt a răni, a durea
Keep kept kept a ţine, a păstra
Kneel knelt knelt a îngenunchea
Knit knit knit a croşeta
Know knew know a şti
Lay laid laid a pune, a aşeza
Lead led led a conduce
Lean leaned/leant leaned/leant a se apleca
Leap leaped/leapt leaped/leapt a sări
Learn learned/learnt learned/learnt a învăţa
Leave left left a pleca, a lăsa
Lend lent lent a da cu împrumut
Let let let a lăsa, a permite
Lie lay lain a se afla, a zăcea
Light lighted/lit lighted/lit a aprinde
Lose lost lost a pierde
Make made made a face
Mean meant meant a însemna
59
Meet met met a (se) întâlni
Misspell misspelled/misspelt misspelled/misspelt a ortografia greşit
Mistake mistook mistaken a greşi
Mow mowed mowed/mown a cosi
Overcome overcame overcome a depăşi
Overdo overdid overdone a exagera (cu)
Overtake overtook overtaken a prelua
Overthrow overthrew overthrown a răsturna
Pay paid paid a plăti
Plead pled pled a pleda
Prove proved proved/proven a demonstra
Put put put a pune
Quit quit quit a renunţa
Read read read a citi
Rid rid rid a (se) descotorosi
Ride rode ridden a călări
Ring rang rung a suna
Rise rose risen a răsări, a se ridica
Run ran run a fugi
Saw sawed sawed/sawn a tăia cu ferăstrăul
Say said said a spune
See saw seen a vedea
Seek sought sought a căuta
Sell sold sold a vinde
Send sent sent a trimite
Set set set a pune, a fixa
Sew sewed sewed/sewn a coase
Shake shook shaken a scutura, a tremura
Shave shaved shaved/shaven a (se) bărbieri
Shear shore shorn a tunde oi
Shed shed shed a vărsa (lacrimi, sânge)
Shine shone shone a străluci
Shoe shoed/shod shoed/shod a potcovi
Shoot shot shot a împuşca
Show showed showed/shown a arăta
Shrink shrank shrunk a se strânge
Shut shut shut a închide
Sing sang sung a cânta
Sink sank sunk a (se) scufunda
Sit sat sat a sta jos, a şedea
Slay slew slain a ucide
Sleep slept slept a dormi
Slide slid slid a aluneca, a culisa
Sling slung slung a arunca
Slit slit slit a (se) crăpa
Smell smelled/smelt smelled/smelt a mirosi
60
Smite smote smitten a lovi, a izbi, a cuceri
Sow sowed sowed/sown a semăna (ogorul)
Speak spoke spoken a vorbi
Speed sped sped a grăbi, a accelera
Spell spelled/spelt spelled/spelt a ortografia, a vrăji
Spend spent spent a cheltui, a petrece
Spill spilled/spilt spilled/spilt a vărsa
Spin spun spun a toarce
Spit spit/spat spit/spat a scuipa
Split split split a despica
Spoil spoiled/spoilt spoiled/spoilt a răsfăţa
Spread spread spread a (se) răspândi
Spring sprang/sprung sprung a izvorî, a sări
Stand stood stood a sta în picioare
Steal stole stolen a fura, a se furişa
Stick stuck stuck a lipi, a se înţepeni
Sting stung stung a înţepa
Stink stank/stunk stunk a duhni
Strew strewed strewed/strewn a presăra
Stride strode stridden a merge cu paşi mari
Strike struck struck a lovi
String strung strung a înşira
Strive strove striven a năzui
Swear swore sworn a jura, a înjura
Sweep swept swept a mătura
Swell swelled swelled/swollen a se umfla
Swim swam swum a înota
Swing swung swung a (se) legăna
Take took taken a lua
Teach taught taught a preda, a învăţa
Tear tore torn a rupe, a sfâşia
Tell told told a spune, a povesti
Think thought thought a (se) gândi, a crede
Thrive thrived/throve thrived/thriven a prospera
Throw threw thrown a arunca
Thrust thrust thrust a înfige
Tread trod trodden a călca, a păşi
Understand understood understood a înţelege
Upbear upbore upborne a susţine, a sprijini
Uphold upheld upheld a susţine, a confirma
Upset upset upset a răsturna, a se supăra
Wake woke woken a se trezi
Wear wore worn a purta, a se uza
Weave weaved/wove weaved/woven a ţese
Wed wed wed a (se) cununa
Weep wept wept a plânge
61
Wet wet wet a uda
Win won won a câştiga
Wind wound wound a (se) răsuci
Withhold withheld withheld a refuza, a se abţine
Withstand withstood withstood a suporta, a rezista la
Wring wrung wrung a stoarce
Write wrote written a scrie
62
REFERENCES
For teaching purposes the materials in this course have been adapted for the needs of the
distance learning student from:
Abbs, B. and Freebairn, I. (1993). Blue Print Upper Intermediate. Longman
Acklam, R. and Burgess, S. (1996). First Certificate Gold. Longman
Alexander, L.G. (1990). Longman English Grammar Practice - for intermediate students.
Longman
Soars, John and Liz. (1986). Headway Intermediate. OUP
Spangler, M. S. and Werner, R. R. (1989). Strategies and Structures. New York, Holt,
Rinehart and Winston, Inc.
Swan, M. (1995). Practical English Usage. OUP
RECOMMENDED BIBLIOGRAPHY
Chilarescu, M. and Paidos, C. (1996). Proficiency in English. Institutul European Iasi
Bantas, A. (1997). Engleza pentru admitere. Teora
Budai, L. (1997). Gramatica engleza. Teorie si exercitii. Teora
Galateanu–Farnoaga, G (1996) Exercitii de gramatica engleza: timpurile verbale.
Omegapres
Galateanu-Farnoaga, G. and Comisel, E. (1998). Gramatica limbii engleze. Omegapres–
Lucman
Gosset,C. (1996). Verbele limbii Engleze. Teora
Jackson, A. and Jackson, A. (1998). Gramatica engleza pas cu pas. Teora
63

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ANTONARU CARMEN

LIMBA ENGLEZĂ III

Appendix One: Diagnostic Test ........................................................................................ 48

• improve their grammar and vocabulary knowledge. Progress in these two

• understanding of issues related to major points of interest in the domain

Course study time

Resources, approaches to coursework and equipment

Course study time

Study time for UNIT ONE: 3 hours

2.4. Reading for specific information

1. What is the importance of practicing sport?

Here are some things to remember:

First Conditional: A real possibility in the future

he learns, he will succeed

IF Condition Reason for tense Result

Write at least 250 words about this topic:

On completion of UNIT TWO students will be able to both understand and

Study time for UNIT TWO: 2 hours

Read the article. Work with a dictionary.

It is an organized sport event in which participants – competitors want to become winners,

TASK 1 – comprehension check

Answer the following questions:

TASK 3: Write at least 250 words about this topic.

2.6. GRAMMAR REVIEW – The verb: Present tense continuous

Second Conditional: Imaginary Present or Unlikely Future

IF Condition Time Result Possibility

IF Condition Result Certainty

On completion of UNIT THREE students will be able to both understand and

3.4. Reading for specific information

1. Your practice should be designed to improve performance

2. You need to repeat that skill… a lot!

3. You need feedback

4. Mentally and physically demanding practice

Deliberate practice is mentally and physically demanding. Remember, you are

5. Not (much) fun

This is probably one of the most controversial characteristics of deliberate

1.6. GRAMMAR REVIEW –

Third Conditional: Imaginary Past

Condition Result What actually happened

IF Condition Result Certainty

Uses of the past perfect tense simple

When I arrived, Ann had left. (i. e. before I got there)

The patient had died when the doctor arrived.

Study time for UNIT FOUR: 2 hours

4.4. Reading for specific information

Read the following lesson. 2. Again work with a dictionary.

AMPLE STRETCHING AND STRENGTHENING EXERCISES

TASK 3: Write at least 250 words about this topic.

Present result of a past condition

If clause (condition) Main clause (result)

If + past perfect present conditional

If this thing had happened that thing would happen.

Past result of present or continuing condition

If clause (condition) Main clause (result)

If + simple past perfect conditional

If this thing happened that thing would have happened.

If I wasn't afraid of spiders, I would have picked it up.

Study time for UNIT FIVE: 2 hours

5.4. Reading for specific information

TASK 1: Write at least 250 words about this topic.

1. When we are referring to the conditionals`

Study time for UNIT SIX: 2 hours.

Competitive Ice Skating

Reporting hopes, intentions, and promises