Cpe I

Centrul de Învățământ la Distanță
şi Învățământ cu Frecvență Redusă

(CIDIFR)
FACULTATEA DE LITERE
PROGRAM DE LICENȚĂ ID:
LIMBA ȘI LITERATURA ROMÂNĂ – LIMBA ȘI LITERATURA ENGLEZĂ
CURS PRACTIC DE ENGLEZĂ I

CURS PENTRU ÎNVĂȚĂMÂNT LA DISTANȚĂ
AUTOR: Gabriela CUSEN

TUTORE: Andreea NECHIFOR
ANUL I, SEM. I
Gabriela CUSEN
CURS PRACTIC DE ENGLEZĂ I
CURS PENTRU ÎNVĂȚĂMÂNT LA DISTANȚĂ
ANUL I, SEM. I
CONTENTS:
Introduction: ............................................................................................................................ 5
UNIT ONE: STUDY SKILLS REVIEW

1.1. Introduction....................................................................................................................... 8
1.2. Competences ..................................................................................................................... 8
1.3 Introductory Questions.........................................................................................................8
1.4. Grammar.............................................................................................................................9
1.5. Vocabulary.........................................................................................................................9
1.6. Writing...............................................................................................................................10
1.7. Speaking...........................................................................................................................11
1.8. Summary............................................................................................................................12
1.9. Language practice.............................................................................................................12
UNIT TWO: A DAY IN THE LIFE OF LINDA MCCARTNEY

2.1. Introduction..................................................................................................................... 15
2.2. Competences ................................................................................................................... 15
2.3 Reading..............................................................................................................................15
2.4. Reading for specific information ..................................................................................... 16
2.5. Writing ............................................................................................................................ 18
2.6. Grammar review – The verb: Present tense simple and continuous ................................ 18
2.7. Summary 21
2.8. Language practice 21
UNIT THREE: A DISASTROUS HOLIDAY

3.1. Introduction..................................................................................................................... 23
3.2. Competences ................................................................................................................... 23
3.3. Reading ........................................................................................................................... 23
3.4. Reading for specific information.......................................................................................24
3.5. Writing...............................................................................................................................26
3.6. Grammar Review – The verb: Past tense simple and continuous.....................................26
3.7. TASK 4...............................................................................................................................28
3.8. Summary............................................................................................................................28
1
3.9. Language practice.............................................................................................................28
UNIT FOUR: FIRST IMPRESSIONS

4.1. Introduction..................................................................................................................... 31
4.2. Competences ................................................................................................................... 31
4.3. Reading ........................................................................................................................... 31
4.5. Writing ............................................................................................................................ 33
4.6. Grammar Review – The verb: Present perfect tense simple and continuous.................... 34
4.7. TASK 4 ............................................................................................................................ 35
4.8. Summary ......................................................................................................................... 35
4.9. Language practice ........................................................................................................... 35
COURSE ASSESSMENT ONE........................................................................................... 38
UNIT FIVE: STRANGE COINCIDENCES

5.1. Introduction..................................................................................................................... 39
5.2. Competences ................................................................................................................... 39
5.3. Reading ...............................................................................................................................
5.4. Reading for specific information 40
5.5. Writing ............................................................................................................................ 42
5.6. Grammar Review – The verb: Past perfect tense simple and continuous......................... 42
5.7. TASK 4 ............................................................................................................................ 45
5.8. Summary ......................................................................................................................... 45
UNIT SIX: VALLEY OF THE KINGS

6.1. Introduction..................................................................................................................... 48
6.2. Competences ................................................................................................................... 48
6.3. Reading ........................................................................................................................... 48
6.5. Writing 51
6.6. Grammar Review – The verb: Ways of expressing future 51
6.7. TASK 4 ............................................................................................................................ 54
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6.8. Summary ......................................................................................................................... 54
COURSE ASSESSMENT TWO ............................................................................................ 56
UNIT SEVEN: THE SECRET OF SUCCESS

7.1. Introduction..................................................................................................................... 62
7.2. Competences ................................................................................................................... 62
7.3. Reading ........................................................................................................................... 62
7.5. Writing ............................................................................................................................ 66
7.6. Grammar Review – Conditional sentences ...................................................................... 67
7.7. TASK 4 ............................................................................................................................ 71
7.8. Summary ......................................................................................................................... 71
Appendix One: Diagnostic Test ........................................................................................... 73

References and Recommended Bibliography ..................................................................... 79
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Introduction
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.
The language level that the course aims at is upper intermediate as it takes students to a
level equivalent to the internationally recognised Cambridge English: First and meets the
needs of students at the upper intermediate level who wish to consolidate and broaden their
range of language skills.
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 such sources as various podcasts in the internet
or recorded materials present in language courses published by prestigious
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 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
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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 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 Appendix includes:
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
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completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
- two course assignments – 50%
- exam paper and language improvement notebook– 50%
DIAGNOSTIC TEST: See Appendix ONE
6
___________________________________________________________________________
UNIT ONE: STUDY SKILLS REVIEW
___________________________________________________________________________
Contents:
1.1. Introduction ....................................................................................................................... 8
1.2. Competences ..................................................................................................................... 8
1.3 Introductory Questions 8
1.4. Grammar 9
1.5. Vocabulary 9
1.6. Writing 10
1.7. Speaking 11
1.8. Summary 12
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 students will be able to understand what they need
to do to improve their knowledge of English.
Study time for UNIT ONE: 2 hours
1.3. Introductory Questions
Before you read about other people’s worries about their study skills, think of your own and
take some time to answer the following questions:
1. Did you use to make the most of your time in the classroom when you were students?
2. Are you learning as efficiently as you can? What do you understand by efficient learning?
Now that you have given some thought to your study skills, here are some worries which
students have expressed and some suggestions for handling them.
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1.4. GRAMMAR
Question: ‘I get depressed when I still make mistakes with grammar that I’m supposed to
know. I wonder if I will ever be perfect?’
Answer: Probably not! – but who needs to be perfect? 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.
1.5. VOCABULARY
Question: ‘I like to learn new words and expressions. It is very satisfying. My problem is that
I forget them so quickly. How can I remember them?’
Answer: It is true that some vocabulary doesn’t seem to need learning whereas other words
need to be learnt by heart and used before they are properly learnt. Try the following
methods:
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.
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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.
- 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
Question: ‘My written English is quite good but sometimes I feel I’m not making any real
progress. If I try to use more difficult expressions or structures, I make mistakes so I usually
use the ones which I know well.’
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Answer: There’s nothing wrong with ‘playing safe’ but occasionally you need to stretch
yourself and experiment in order to improve. Some tips for you:
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.
Question: ‘I was never very good at writing in school. I don’t write much except letters and
then I write them without stopping, all in one paragraph. My teacher is always saying that I
don’t write proper compositions.’
Answer: Many students find writing very difficult. Here are some ideas you could use:
Spend some time thinking about 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.
1.7. SPEAKING
Question: ‘I’ve learnt a lot of new words and grammar but I never seem to practise what I’ve
learnt, so I don’t feel as if I know it.’
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Answer: This is everybody’s problem unless you live in the country where the language is
spoken. There is no doubt that the best way to learn is to practise.
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 bear in mind that you need to be able to teach English.
Let’s remember
You have to give some thought to your study skills. This will help you get over
some of your worries and rememeber: ‘Practice makes perfect’!
Now that you have read all these questions and the advice about means of
improving your English, write your own questions about this topic and try to
answer them when you have worked through all this part of the course. Have
you used any of the learning ‘methods’ suggested? Have they worked? Write at
least 250 words about this topic and choose a title for your text.
1.8. Summary:
The focus in Unit One was on study skills. The main points dealt with are:
-Grammar
-Vocabulary
-Language skills
1.9. Language practice

For questions 1-15, read the article below and then decide which word in the list
below best fits each space. Circle the letter you choose for each question. The
exercise begins with an example (0). To check your answers see the Key below.
Example: B
Talking rubbish
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Lasanda Kurukulasuriya takes a Sri Lanka view of recycling
Reduce! Re-use! Recycle! The message hits Canadian (0) ... through all the media.
As newcomers from Sri Lanka, we compare the situation here with the one back
home. We may not be the most environmentally (1) ... citizens in the world but,
compared with this, we do not have a rubbish problem - yet.
Like many shoppers in Colombo, my partner Shahid and I used to have a cane
basket we (2) ... with us to the market every week. No environmentalist could have
(3) ... about it. There are no supermarket (4) ... to push around. Most items - rice,
flour, vegetables, biscuits - are bought (5) ... or wrapped in newspaper. At (6) ... we
would carry one plastic bag and a reusable plastic tray for eggs.
When income (7) ... are low, people need to buy in small quantities. It is quite
normal to ask for a (8) ... envelope, two eggs or 100 grams of sugar. The (9) ... is that
most shoppers in Sri Lanka cannot afford the luxury waste. They re-use whatever
they can and are loath to discard bags, or boxes that can be (10) ... to other uses.
But in recent years Western-style supermarkets have begun to spring up in Colombo.
They hold out the (11) ... of a clean, efficient service to customers. A (12) ... of
imported goods, dressed up in layers of attractive, colourful (13) … beckons from
the shelves. These are the (14) … products that demand your attention on the TV
advertisements.
(15) … with them, Sri Lanka, like so many other developing countries, may have
imported a problem that once never existed.
From The New Internationalist
0 A customers B consumers C clients D buyers
1 A qualified B concerned C worried D experienced
2 A took over B took away C took along D took up
3 A complained B criticised C disapproved D accused
4 A wheelbarrows B wagons C trolleys D carriages
5 A free B in pieces C bit by bit D loose
6 A maximum B most C highest D best
7 A rates B amounts C sizes D levels
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8 A simple B singular C single D sole
9 A point B case C example D question
10 A made B set C given D put
11 A promise B advantage C evidence D sight
12 A set B range C store D band
13 A packets B packs C, packaging D padding
14 A very B just C similar D likely
15 A In addition B As well C Among D Along
KEY:
1B 5D 9A 13C
2C 6B 10 D 14 A
3A 7D 11 A 15 D
4C 8C 12 B
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___________________________________________________________________________
UNIT TWO: A DAY IN THE LIFE OF LINDA McCARTNEY

___________________________________________________________________________
Contents:
2.1. Introduction..................................................................................................................... 15
2.2. Competences ................................................................................................................... 15
2.3 Reading 15
2.5. Writing ............................................................................................................................ 18
2.6. Grammar review – The verb: Present tense simple and continuous ................................ 18
2.7. 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 and continuous.
Study time for UNIT TWO: 2 hours
2.3. Reading
‘A day in the life of...’ is a feature which appears in the Sunday Times every week. Well-
known people describe an ordinary day in their life, and they talk about their habits and
routines, their family and their work.
The article below is about Linda McCartney, the wife of Paul McCartney, who was one of the
members of the Beatles in the 1960s and the 1970s.
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TASK 1 – pre-reading:
Write answers to the following pre-reading questions:

1. What do you already know about Linda McCartney?
2. What do you want to know from the article? Write questions about Linda like
these: ‘When does she get up? / What clothes...? Ask about the following
topics: daily routine: food/hobbies/car; family life: children/home/school;
work: what?/where?/how often?
2.4. Reading for specific information

Read the article. Try to find the answers to your questions. Work with a dictionary.
‘We live in a two-bedroom house so as soon as James (2) starts calling ‘ Mummy, Mummy’,
around seven every morning, he wakes everyone up. Being his mother I like to be the first to
greet him, so up I get.
I take him downstairs and start getting breakfast ready. Before long the other kids – Heather
(almost 17), Mary (10) and Stella (8) – are also down. If Paul is recording or we are touring I
try to make sure he’s not disturbed. But if he isn’t working he gets up at the same time and
joins the kids at breakfast. He’s an excellent father, very involved and protective towards
them.
It seems mad to have moved from a large house in London to a small place on the South
Coast, but it’s so much cosier. Paul and I are in the kind of business where we can be totally
detached from our kids and hardly see them grow up. If you have enough money to live in a
big house, one kid could be up in the attic and another could be in the west wing and you’d
hardly see them.
The kids travel everywhere with us. When touring abroad we usually rent a house and make
it our base so we can return to the kids each night.
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We’re all vegetarian, so breakfast is eggs laid by our own hens, home-grown tomatoes,
vegetarian fried sausages, cereals and whole-wheat bread. During the bread strike Paul baked
the most beautiful bread!
Quite often Paul comes with me when I drive the girls to school. Mary and Stella go to a local
primary school and Heather attends a nearby art school. I drive a Mini because being
American I’m used to wide roads, so with a small car I’ve no fear about scraping it.
I buy most of the kids clothes at Mothercare. I look at their catalogue or go into the shop and
pick out things that are made from natural fibres. I myself feel more comfortable in jeans and
T-shirt. I don’t really spend that much – even though Paul pays all the bills! Because we live
locally I’m regarded as just another mother who takes her children to school and has a house
to keep. I try to keep my life close to what it was before we married.
because we have a big breakfast and a big dinner about six we don’t have lunch. So about
that time I’m doing jobs around the house. Paul never helps me. He likes tidiness but is not
too tidy himself! If I’m working or going out I have a woman in to do the cleaning. But I
always do the cooking because I enjoy it. I cook for six every day.
For dinner I make things like quiche Lorraine – without bacon – aubergines, spaghetti, salads
and Paul’s favourites which are pea soup or cream of tomato soup made from home-grown
tomatoes and onions. I also make coffee milkshakes which I love. I’m a real baby that way!
If I’m lucky during the day I go for a ride on my stallion called Lucky Spot. He’s got a lovely
temperament. Horse riding is a marvellous form of exercise, both physically and spiritually.
One interest we share closely is football. We rarely get to see matches but we always watch it
on television. Paul is a great Liverpool fan, so we support Liverpool.
Because we live in the country we don’t socialise that much. We think that’s also partly
because we’re too lazy. There’s so much I’d like to do, especially in the photographic field,
but I hate to leave the life I lead in the country unless I absolutely have to.
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I get various offers to take photographs, and sometimes I might find one particularly
attractive. But when it comes down to it I just can’t bring myself to leave the kids and go to
take pictures. So I stay at home and take pictures of them instead.
Most of our evenings are spent in front of the television. I watch Dallas, Top of the Pops, Old
Grey Whistle Test and some quiz shows.
Before I turn in for the night I always go to the kids’ bedroom and give them each a kiss.
Trouble is James often wakes up and doesn’t want to go back to sleep.’
TASK 2 – comprehension check

Answer the following questions:
1. Which of your questions did you find the answer to? Read the text again if
necessary.
2. Do you think Linda is happy in her life? Why?
3. What do you think takes up most of Linda’s time?
4. Is there anything in the article that surprises you?
2.5. Writing
TASK 3: Write a magazine article about your favourite sports or show business
personality. Write about her/his routines, habits, family, hobbies etc. Write one
full page.
2.6. GRAMMAR REVIEW – The verb: Present tense simple and continuous
I. Present tense simple:
When we talk about permanent situations, or about things that happen regularly or all the
time (not just around now), we generally use the present tense simple.
Example
My parents live near Dover.
I go to London about three times a week.
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Water freezes at 0° Celsius.
Uses of the present tense simple: ‘I work/he works’

There are seven basic uses of the present tense simple. We use it for:
1. Permanent truths: Summer follows spring. Gases expand when heated.
2. ‘The present period’ (= ‘this is the situation at present’): My sister works in a
bank.
3. Habitual actions: I get up at seven. I sometimes stay up till midnight.
4. Future reference (for timetables, etc.): The concert begins at 7.30 next Friday
evening.
5. Observations and declarations: I hope so. It says here that ... . I love you.
6. Instructions: First you weigh the ingredients.
7. Sports commentaries: Becker serves to Lendl.
Spelling:
Add -s to most verbs: work/works, drive/drives, play/plays, run/runs.
Add –es to verbs ending in: -o: do/does; -s: misses; -x: mixes; -ch/sh: catches/pushes.
Stative and dynamic verbs:

1. We call a few verbs like love stative because they refer to ‘states’. A state has no
beginning and no end. We don’t ‘control’ it, so we don’t normally use stative
verbs in continuous tenses: She loves her baby more than anything. (not is loving).
2. Most English verbs are dynamic. We can use them in two ways:
- the present tense simple to describe habits, etc: I often make cakes.
- the present tense continuous to describe deliberate actions in progress: I’m
making a cake.
3. We can describe these classes of verbs:
a. Dynamic verbs which have simple or progressive forms
I often listen to records.
I’m listening to a record.
b. Verbs which are always stative:
This coat belongs to you. (not is belonging)
c. Verbs that have stative or dynamic uses:
I’m weighing myself. (a deliberate action: present continuous) (not is belonging).
I weigh 65 kilos. (a state) (not I’m weighing 65 kilos)
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4. There are five groups of stative verbs referring to: a feelings (like, love, etc.); b
thinking/believing (think, understand, etc.); c wants (want, prefer, etc.); d
perception (hear, see, etc.); e being/having/owning (appear, seem, belong, etc.).
II. The present tense continuous:

When we talk about temporary continuing actions and events that are going on around now,
we usually use the present tense continuous.
Example
What are you doing?’ ‘I’m reading.’
I’m going to a lot of parties these days.
Uses of the present tense continuous:
There are four basic uses of the present tense continuous. We use it for:
1. Actions in progress at the moment of speaking: He’s working at the moment.

2. Temporary situations/actions, not necessarily in progress at the moment of speaking:
My daughter is studying English at Durham University.
3. Planned actions (+ future adverbial reference): We’re spending next winter in Australia.
4. Repeated actions with adverbs like always, forever. She’s always helping people.
Spelling:
1. We add –ing to most verbs, without changing the base form: wait/waiting
Wait for me. I am waiting for you.
2. If a verb ends in –e, omit the –e and add –ing: use/using

Use a broom. I am using a broom.
3. A single vowel followed by a single consonant doubles the final consonant: sit/sitting
Sit down. I am sitting down.
4. We double the last consonant of two-syllable verbs when the second syllable is stressed:
be`gin/be`ginning. Compare the unstressed final syllable: `differ/`differing
Begin work. I’m beginning work.
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5. –ic changes to –ick: picnic/picnicking; -ie changes to –y: lie/lying
Lie down. I’m lying down.
TASK 4: 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.
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 simple and continuous.

For questions 16-30, complete the following article by writing each missing
word in the space provided. Use only one word for each space. The exercise
begins with an example (0). To check your answers see the Key below.
Example: has
New £20 note to prevent forgeries
THE CENTRAL BANK (0) ………………. had to introduce a new £20 note to
prevent (1) ………………. unintend,ed "privatisation" of the note printing
business by forgers, the Governor of the Central Bank, Mr. Maurice Doyle, said
when he unveiled the note in Dublin yesterday. It is (2)……………….
introduced to combat the increasing banl\note forgery which has come about in
recent years (3) ………………. a result of developments (4) ……………….
Photocopying and printing, he said. (5) ………………. with access to a high
quality colour photocopier and the correct paper (6) ………………. make a copy
of the old £20 note that was good enough tobe passed unnoticed (7)
………………. a crowded shop counter, he added. Although forgery problems in
Ireland are not comparable to (8) ………………. of the major international
currencies, such as the dollar, the Irish £20 note has some "close cousins", said
Mr. Doyle.
The new note, which comes (9) …………… circulation on Monday,
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incorporates several features that will make (10) ………………… harder to
forge. It a watermark incorporating the number 20 (11) ……………….. a silver
security thread which shows when the note is held up to the light. It also
incorporates a hidden image of the letters IR, which can only (12) ……………..
seen when the note is tilted towards the light, and microprinting (13)
…………….. the front and reverse. The note also contains features that (14)
…………….. enable visually impaired people to recognise it, including a mark
that can be felt (15) ……………….. the fingertips.
From The Irish Times
KEY
1 the/any 6 could 11 and
2 being 7 over/across 12 be
3 as 8 those 13 on
4 in 9 into 14 will
5 Anyone 10 it 15 with
21
___________________________________________________________________________
UNIT THREE: A DISASTROUS HOLIDAY

_______________________________________________________
Contents
3.1. Introduction..................................................................................................................... 23
3.2. Competences ................................................................................................................... 23
3.3. Reading ........................................................................................................................... 23
3.5. Writing 26
3.6. Grammar Review – The verb: Past tense simple and continuous 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.
Study time for UNIT THREE: 2 hours
3.3. Reading
22
1. Do you know the meaning and the pronunciation of the following words?
Look them up in a dictionary and then answer question no. 2:
disastrous to be sick
to have a row to hitch-hike
a war to get a lift
a charter flight a vineyard
to freeze a maniac
2. What do these words tell you about the content of the interview you are
about to read?
3. Have you ever had a disastrous holiday? What happened?

Read the interview. Try to find the answer to question 2. Again work with a dictionary.
A DISASTROUS HOLIDAY
I = Interviewer
J = John
I: Tell me, have you ever had a holiday that went wrong?
J: Oh, yes, oh quite a few actually.
I: Which was the worst?
J: The worst? Well, I suppose it was while I was at university my girlfriend Susan and I had
two weeks well, no, no, one week, one week of absolute hell and then things got a bit better.
I: What happened? Did you fall out, have rows and things?
J: No, no it wasn’t that. The first thing that went wrong was that the country we were going
to decided to have a war a few days before we were going there.
I: Oh no!
J: Mmm. So that was the end of that. But the plane we were going on was stopping off at
Rome. So rather than not having a holiday at all, we thought we’d go to Italy. Very nice. See
the sights. Go to the beaches and get fat with pasta. We were at the airport waiting for the
plane and a friend of mine who lived near the airport had come to see us off. So we were
having a few drinks in the bar and joking with this friend of mine, Peter, saying ‘Poor old you
23
in cold rainy England. This time tomorrow we’ll be in Italy on the beach’. And I went down
to see if the flight had been called and discovered it had gone.
I: Oh no! How?
J: Well it was a terribly stupid mistake. We hadn’t checked the time of departure. I was sure
it was going 9 something but it was going at 19 something which of course is 7 o’clock. So
we were actually there in the bar when it went without us.
I: Oh so what did you do?
J: We were determined to have our holiday. The irony was that Peter was now going back to
his comfortable home and we were stuck in the cold and rain at 10 o’clock at night. You see
it was a charter flight so we couldn’t book another one. We lost our money and all the other
flights were booked up. Well, we got a train to the South Coast and caught the midnight boat
across the Channel, froze to death all night, it was a terrible crossing with people being sick
everywhere. And eventually we got to I think it was Dieppe then a train to Paris. We got to
Paris very early in the morning and I thought we’d be all right. You see, we now had to hitch-
hike because a lot of our money had gone on the boat and the train, but I thought ‘Well, it’s
very early in the morning, we’ll get a good place to start hitching and we’ll soon be on our
way.’ We got to the start of the motorway and I just couldn’t believe it. I’ve never seen so
many people trying to hitch a lift in all my life.
I: Why? What was going on?
J: Well, it was then it suddenly dawned on me. It was August the first, wasn’t it? and on
August the first in France the whole population goes on holiday and there were hundreds of
people, stopping the traffic, banging on drivers’ windows trying to persuade them to stop and
give them a lift. It was chaos, disastrous.
I: And what happened then?
J: Well, we got moving eventually. A lorry driver gave us a lift. And then things started to
get better, as we got further south and it got warmer, you know, and we thought ’At last, the
holiday’s beginning’. Well, we camped that night and then set off again the next day. We got
some lifts, and met a great chap who owned a vineyard. He took us back to his farm and we
tasted all this wine – Burgundy, my favourite – and we had a great time. Now the holiday
really was starting. Well, he took us back to the motorway, and there we were by the side of
the road, the sun was shining, we were a bit merry, sang a few songs – you know, life was
great. And we got another lift from ... well he was a maniac, a complete maniac. He seemed
nice enough, but within a few minutes ha was driving at about a hundred miles an hour,
24
overtaking on the inside on the motorway, with his stereo at full volume, one hand on the
wheel and well the other hand on various parts of Susan’s body.
I: What! So what did you do?
J: I don’t know why I’m laughing I’ve never been so frightened in al my life. We were
absolutely helpless. Susan tried to say that she had to go to the toilet but he wouldn’t stop
then she pretended to be sick in his car, and he stopped in seconds. He had this really flashy
expensive car, and as soon as he stopped we just jumped out and ran. The worst thing was
this tremendous from feeling so good to thinking that we were going to get killed.
I: Surely that was the end of the disasters, wasn’t it?
J: Ar, yes, just about. We eventually got down to the south of France and began to have a
good time, and then down to Italy. We ran out of money, of course, but apart from that it was
good. I’ve never had such a tiring holiday. When we got back I was exhausted. At the end of
the holiday, I needed a holiday!

1. How did the two friends miss the plane?
2. How did they travel to France?
3. Why was it difficult for the to hitch-hike in France?
4. What else happened in France?
5. How many ‘disasters’ did they have to face during their holiday?
3.5. Writing
TASK 3: Write about your last summer holiday. Where did you go/stay? Who
did you go with? How long was it? Did you like it? Did anything wrong happen?
Write one full page.
3.6. GRAMMAR REVIEW – The verb: Past tense simple and continuous
1. Past tense simple
We use the past tense simple to talk about many kinds of past events: short quickly finished
actions and happenings, longer situations and repeated events.
25
Example
Peter broke a window last night.
I spent all my childhood in Scotland.
Regularly every summer, Janet fell in love.
The past simple is common in story-telling and when we are telling people about past events.
Example
One day the Princess decided that she didn’t like staying at home all day, so she
told her father that she wanted to get a job...
The past simple is often used with references to finished periods and moments of time.
Example
I saw John yesterday morning. He told me...
In general, the past simple is the ‘normal’ one for talking about the past; we use it if we do
not have a special reason for using one of the other tenses.
The past form and pronunciation of regular verbs
1. Regular verbs always end with a –d in the past simple, but we do not always pronounce
the –d ending in the same way. We usually add –ed to the base form of the verb:
I play - I played, I open - I opened. We do not pronounce –ed as an extra syllable. We
pronounce it as /d/ I played /pleid/ NOT /plei-id/; I opened / up n/ NOT / up nid/.
2. Verbs which end in the following sounds are pronounced /t/ in the past: /k/ packed; /s/
passed; watched; washed; /f/ laughed; /p/ tipped.
3. A few verbs are pronounced and spelt /d/ or /t/: burned/burnt; dreamed/dreamt
4. Verbs ending in the sounds /t/ and /d/ have their past ending pronounced in /id/: added,
decided, counted, excited, needed, posted, shouted, started, tasted, wanted.
Irregular past forms
1. Some irregular verbs have the same form in all parts: hit-hit-hit; cut-cut-cut.
2. Some change one part only: keep-kept-kept; make-made- made; sell-sold-sold.
3. Some change two parts: break-broke-broken; know-knew-known; ride-rode-ridden.
26
2. Past tense continuous
The past continuous says that something was in progress (going on) around a particular time.
Example
‘What were you doing at eight o’clock yesterday evening?’ ‘I was watching TV.
When I got up this morning the sun was shining, the birds were singing...
There are five basic uses of the past continuous:
1. Temporary actions in progress in the past: I was living abroad in 1987.

We often use all to emphasise continuity (all day, all summer): It was raining all day.
2. Actions which were in progress when something else happened: Just as/When I was
leaving, the phone rang.
These are often introduced by conjunctions like when, as, just and while, but the shorter
action can be introduced by when: We were having supper when the phone rang.
3. Actions in progress at the same time: While I was reading, Joan was playing the piano.
4. Repeated actions with e. g. always: When I worked here, I was always making mistakes.
5. Polite enquiries: I was wondering if you could give me a lift.
3.7. TASK 4: 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.
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.

In most lines of the following text there is one unnecessary word. It is either
grammatically incorrect or does not fit in with the sense of the text. For each
27
numbered line 1-16, write the unnecessary word in the spaces next to the
question number below. Some lines are correct. Indicate these lines with a tick
( ). The exercise begins with two examples (0). To check your answers see the
Key below.
0 = lives
THANK GOD IT'S MONDAY
0 The received wisdom is that our lives are more stressful than
0 those lives of any other age, that a combination of increased
1 workloads, job insecurity, the rapid social change and
2 unrelenting technological progress has been left us frazzled
3 and overburdened. But now it comes the backlash. A growing
4 band of academics, and doctors and psychologists believe that
5 stress is not always bad. They argue about that stress arousal-
6 where the body produces a burst of adrenalin - is not only
7 good for us, but fundamental to all our survival. In America,
8 this trend has become known as 'Thank God It's Monday',
9 in which employees will look forward to the exhilaration
10 of starting up another demanding working week. Nobody
11 is denying that the pressures of everyday existence but the
12 new breed of specialists warn that the current methods of
13 dealing with them which are inadequate and often dangerous.
14 Instead of trying to manage the stress of response with drugs
15 or relaxation techniques, we should really be exploiting it
16 and turning it over to our advantage, they argue.
From The Times

1 ........................ 5 ......................... 9 ......................... 13 .........................
2 ......................... 6 ......................... 10 ......................... 14 .........................
3 ......................... 7 ......................... 11 ........................ 15 ........................
4 ......................... 8 ......................... 12 ......................... 16 .........................
28
KEY
1 the 7 all 13 which
2 been 8 14 of
3 it 9 will 15
4 and 10 up 16 over
5 about 11 that
6 12
29
___________________________________________________________________________
UNIT FOUR: FIRST IMPRESSIONS

___________________________________________________________________________
Contents
4.1. Introduction..................................................................................................................... 31
4.2. Competences ................................................................................................................... 31
4.3. Reading ........................................................................................................................... 31
4.5. Writing ............................................................................................................................ 33
4.6. Grammar Review – The verb: Present perfect tense simple and continuous.................... 34
4.7. TASK 4 ............................................................................................................................ 35
4.8. Summary ......................................................................................................................... 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 present perfect
tense simple and continuous.
Study time for UNIT FOUR: 2 hours
4.3. Reading
On a separate sheet of paper marked “TASK 1 – UNIT FOUR” write answers to the
following pre-reading questions:
1. What do you notice first about a person when you meet him or her for the first time?
2. Can you ever tell what people do for a living from the way they look? Give examples.
30
Read the following article. Try to find the answer to question 2. Again work with a
dictionary.
Jumping to conclusions
‘We are all guilty of judging people by their appearance. We glance at stranger in the street
and within seconds we can calculate their age, note their colouring and decide whether or
not we find them attractive. Why do we do this? Why do we persist in making snap
judgements which are often wrong?’
Steve Ellis, 22
At first people don’t believe me when I say I’m a secretary because secretaries just don’t look
like me. You know – young, black men. They have certain expectations of black people and
expect me to have lots of kids, play in a reggae band and live in a high-rise flat in the East
End of London.
It’s an interesting job. I work for a firm of solicitors. In fact, my boss is a woman – that’s
something else for my friends to find hard to understand!
May-Yu Lin, 35
People are often surprised to hear that I’m a hairdresser. I suppose it’s partly because of my
age and because there are hardly any Taiwanese women hairdressers in London. In fact, I’ve
been a hairdresser for over fifteen years, first in Taiwan and then in Britain. I left Taiwan in
1983 and came to London with my husband. I’ve worked in a West End salon ever since and
I really enjoy it. I’m the only Taiwanese hairdresser there. I work three days a week, and the
rest of the time I’m busy looking after my son. I’ve been married for over ten years. My
husband works for a computer company, so I’m financially secure. It would be difficult to go
back to Taiwan because we’ve been living in Britain too long and have friends here.
Kate Hardy, 25
31
People often raise their eyebrows when I say I’m a vet and at first they wonder if I’m capable
of doing the job properly. Most people’s idea of a stereotypical vet is a clean-cut young man
in a white coat. I’m female, I’ve had my nose pierced in the past, and I used to colour my
hair. I’ve been qualified for a year now. It’s an exhausting life style. I’ve been working
almost sixty hours a week for the past month, so it’s not very good for your social life. I
haven’t got a boyfriend. At the moment I’m sharing a house with three students.

1. What is the problem with judging people from first impressions?
2. Why don’t people believe that: Steve is a secretary? Mei-Yu is a hairdresser? Kate is a
vet?
3. What stereotypical images do some British people have?
4. Do you think it matters what people look like or wear for certain jobs?
5. Do people in Romania have a stereotypical view of the way certain people look, dress and
behave? Give some examples.
6. What do the following words and expressions mean? Work with an English monolingual
dictionary:
jump to conclusions financially secure
high-rise flat snap judgements
clean-cut exhausting
4.5. Writing
TASK 3: 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.
32
4.6. GRAMMAR REVIEW – The verb: Present perfect tense simple and continuous
1. Present perfect tense simple

There are two basic uses of the present perfect tense simple:
1. Actions beginning in the past and continuing up to the present moment:
- with time references like before (now), ever, never... before, up till now, so far
I have received 20 cards so far. I have never tasted papaya (before).
- with since/for. I’ve lived here since 1980. I’ve lived here for20 years.
2. Actions which happened at an unspecified time in the past:
- with no time reference at all: Have you passed your driving test? (Depending
on the context, this could mean’ very recently’ or ‘at any time up to now’.)
- with references to recent time, like just, recently, already, still, yet: I’ve just
eaten.
- repeated, habitual actions: I’ve watched him on TV several times. I’ve often
met her.
2. Present perfect tense continuous

We use the present perfect continuous in place of the present perfect simple when we want to
emphasise that something has been in progress throughout a period:
Instead of saying: I’ve typed all day, we can say, for emphasis, I’ve been typing all day.
Depending on the context, this may mean I’m still typing or I’ve just recently stopped.
Some verbs like learn, lie, live, rain, sit, sleep, stand, study, wait, work, naturally suggest
continuity and we often use them with since and for. We can use them in the present perfect
simple:
Example
I’ve waited here for two hours. I’ve worked here since 1987
But we most often use them in the continuous:
Example
I’ve been waiting here for two hours. I’ve been working here since 1987.
33
3. The present perfect simple and continuous compared
The present perfect simple and continuous mean different things in the following examples:
Examples
I’ve been painting this room. It will look good when it’s finished. (the job is
unfinished)
I’ve painted this room. Doesn’t it look good? (the job is definitely finished)
4. The past simple and the present perfect simple compared
With the past simple we have to say or imply when something happened:
Example
I finished the job yesterday/an hour ago. (NOT: I have finished the job
yesterday.)
With the present perfect, we do not say exactly when: I have finished the job.
Even if we say I have just finished the job, we are still not saying ‘exactly when’.
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.

For questions 47-61 read the two texts below. Use the words in the boxes to the
right of the texts, listed 47-61, to form a word that fits in the same numbered
space in the text. The exercise begins with an example (0). To check your
answers see the Key below.
Example: 0 = extinction
34
Surfing the Web for your Holiday (0) EXTINCT
The holiday brochure may be heading for (0) ... ,
according to Tony Bennett, the (1) ... of Britain's second
(1) CHAIR
largest travel agency, who this week (2) ... a new booking
system. He believes that in ten years' time, (3) ... will find (2) VEIL
out everything they need to know about trips by looking at
(3) HOLIDAY
computer screens. Among the benefits, Bennett says, will
be the end to grabbing (4) ... of brochures and then (4) ARM
spending hours trying to decide which holiday suits you
(5) COLOGY
best. And it will be (5) ... sounder, wasting less paper.
"Our computers will make people working in shops better (6) EQUIP
(6) ... to find the right holiday for customers:' Bennett
(7) DATE
said. "Evenually brochures will become (7) ... :'
Software Review
Do you find geography revision boring? Well, you shouldn't (8) EXTEND
any more with the CD Horn, Test for Success - (9) GEOGRAPHY
Geography. The program includes (8) ... multiple-choice
tests on five key subjects: (9) ... skills, places, physical (10) ENVIRONMENT
geography, human geography and (10) ... issues. Each (11) COMPANY
question is followed by four possible answers and many
are (11) ... by a diagram. When I answered a question (12) EXPLAIN
correctly, an (12) ... flashed up beneath it. These were
(13) INFORM
concise but (13) ... and are an excellent feature of a title
which neatly clears up (14) ... . There are three levels of (14) CONFUSE
difficulty, each with its own batch of questions. A very
(15) DEPRESS
useful, if potentially (15) ... , part of Test for Success was
the complete record it made of my results.
From The Times
1 ......................... 6 ......................... 11 .........................

2 ......................... 7 ......................... 12 .........................
3 ......................... 8 ......................... 13 .........................
35
4 ......................... 9 ......................... 14 .........................
5 ......................... 10 ......................... 15 .........................
KEY:
1 chairman/chairperson 9 geographical
2 unveiled 10 environmental
3 holidaymakers 11 accompanied
4 armfuls 12 explanation
5 ecologically 13 informative
6 equipped 14 confusion
7 outdated 15 depressing
8 extensive
36
___________________________________________________________________________
COURSE ASSESSMENT ONE
________________________________________________________
For Course Assessment One you must put together a portfolio containing the TASK 3 writing
texts you have written for Units One to Four. Make sure you write ONE PAGE for each of
these texts. Submit your portfolio to your tutor on Tutorial Two.
Here are the Task 3 instructions in Units One to Four:
Unit One:
Now that you have read all the questions and the advice about means of improving your
English, write your own questions about this topic and try to answer them when you have
worked through all this part of the course. Have you used any of the learning ‘methods’
suggested? Have they worked? Write one full page about this topic and choose a title for
your text
Unit Two
Write a magazine article about your favourite sports or show business personality. Write
about her/his routines, habits, family, hobbies etc
Unit Three
Write about your last summer holiday. Where did you go/stay? Who did you go with? How
long was it? Did you like it? Did anything wrong happen? Write one full page.
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.
37
___________________________________________________________________________
UNIT FIVE: STRANGE COINCIDENCES

___________________________________________________________________________
Contents:
5.1. Introduction..................................................................................................................... 39
5.2. Competences ................................................................................................................... 39
5.3. Reading ...............................................................................................................................
5.5. Writing ............................................................................................................................ 42
5.6. Grammar Review – The verb: Past perfect tense simple and continuous......................... 42
5.7. TASK 4 ............................................................................................................................ 45
5.8. Summary ......................................................................................................................... 45
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

1. Has any strange coincidence ever happened to you?
38
2. What happened and what was unusual about it?
3. What do these words and expressions tell you about the texts you are going
to read? Work with a dictionary.
feeling depressed in an effort to
convinced tone
gradually keen to
bride acquaintance
stabbed poured out of
backstage a narrow escape

Read the following article. Try to find answers to question 3. Again work with a dictionary.
Text 1
Strange coincidences
Nearly everyone has a story about a strange coincidence in their lives. This is Hester’s story.
‘Hester, a young pianist, was unable to find work in London. She was about to give up and
return to her family in Scotland. On her last day, she was alone in the flat where she had been
staying with friends. She had been feeling depressed and was playing the piano in an effort to
cheer herself up.
“After a while, I heard the sound of a violin in the flat directly above me. I stopped and
listened, and suddenly was convinced that I recognised the tone. When I was a teenager I had
studied the violin for two years, and made friends with a girl called Alison. We had gradually
drifted apart, and it was about eight years since we had last met, I decided to go up and knock
on the door. The door opened and there was my friend, now twenty-four and a successful
violinist."
Alison helped Hester to find a job and they have remained close friends ever since.
39
Text 2
Letter of the week

When I worked in Birmingham, I took the same bus to work every morning, met the same
people and always sat next to the same girl. We got to know each other better with each
journey, and one day she told me she was getting married and invited me to her wedding.
Unfortunately, I had to say no because a cousin of mine was getting married on the same day.
When I went to my cousin’s wedding I was keen to meet his new bride. His choice was
excellent. She was my bus acquaintance!
Thomas Julius, Coventry
Text 3
Would you believe it?
In 1976 the famous Hungarian conductor Georg Solti gave a performance of Mozart’s opera,
Le Nozze di Figaro in Washington. During the performance Solti accidentally stabbed his
forehead with his baton, and blood poured out of the cut. Fortunately, this happened at a time
in the opera when only a harpsichord is playing to accompany the singing. Solti ran
backstage, got some padding for the cut, ran back, picked up his baton and continued the
performance with the full orchestra at the right time. Later, during the interval, a doctor
examined him and told him what a narrow escape he had had – his cut was only half a
centimetre from a main artery in his head. If it had been closer, he would have died.

1. (Text 1) How come Hester and Alison were friends?
2. (Text 1) Why did Hester want to leave London?
3. (Text 1) How did Alison help Hester?
Circle A, B or C to indicate the best way to complete the following sentences:
(Texts 2&3)
4. Thomas Julius’ story could best be described as
A a coincidence B an accident C a romantic adventure
40
5. Thomas Julius had been travelling to work with the girl
A occasionally B every week C regularly
6. Georg Solti’s story could best be described as
A a coincidence B a disaster C a lucky escape
7. Georg Solti left the orchestra pit
A while he was conducting the full orchestra
B when only a harpsichord was playing
C after he had finished the performance
5.5. Writing
Write about a coincidence that has happened to you. Write one full page.
5.6. GRAMMAR REVIEW – The verb: Past perfect tense simple and continuous
The past perfect simple
The basic meanings of the past perfect simple are ‘earlier in the past’ and ‘completed in the
past’. A common use is to ‘go back’ when we are already talking about the past, so as to
make it clear that something had already happened at the time we are talking about.
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:
41
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)
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
The past perfect tense continuous
We use the past perfect continuous to talk about longer actions or situations which had
continued up to the past moment that we are thinking about, or shortly before it.
Example
At that time we had been living in the caravan for about six months.
When I found Mary, I could see that she had been crying.
Continuous and simple: differences
Continuous tenses are often used to talk about more temporary actions and situations; when
we talk about longer-lasting or permanent situations we prefer simple tenses (although both
forms are often possible in the same situation, with a slight difference of
emphasis). Compare:
42
Example
My legs were stiff because I had been standing still for a long time.
They lived in a castle which had stood on a hill above the village for 800 years.
Continuous forms generally emphasise the continuation of an activity; we use simple
tenses to emphasise the idea of completion. Compare:
Example
I had been reading science fiction, and my mind was full of strange images.
I had read all my magazines, and was beginning to get bored
Some verbs are not normally used in continuous forms, even if the meaning is one for
which a continuous form would be more suitable:
Example
I hadn’t known her for very long when we got married.
(NOT ‘I hadn’t been knowing her...’)
Uses of the present and past perfect continuous
The past perfect continuous is the ‘past’ form of the present perfect continuous. The
continuous forms have the effect of emphasising continuity.
1. We use them to describe actions in progress throughout a period:

Example
present perfect continuous: She is very tired. She has been typing all day.
past perfect continuous: She was very tired. She had been typing all day.
Depending on the context, she was still typing, or had recently stopped. (then,
not now)
2. Some verbs like learn, lie, live, wait, work, naturally suggest ‘continuity’
Example
We say: I’ve waited for two hours. (present perfect simple)
Or: I’ve been waiting for two hours. (present perfect continuous)
We say: I’d waited for two hours. (past perfect simple)
Or: I’d been waiting for two hours. (past perfect continuous)
3. Repeated actions:
43
Example
present perfect continuous: He’s been phoning every night for a month.
past perfect continuous: He’d been phoning every night for a month.
4. Drawing conclusions:
Example
present perfect continuous: Her eyes are red. It is clear she’s been crying.
past perfect continuous: Her eyes were red. It was clear she’d been crying.
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.

For questions 1-15, read the article below and then decide which word in the list
below best fits each space. Circle the letter you choose for each question. The
exercise begins with an example (0). To check your answers see the Key below.
Example: 0 = C
Hotels pick up bills for five-star thieves
For the latest (0) ... of AA Hotels and Restaurants in Britain and Ireland the AA (1) ... 2,000
hotels about the way their guests behave. The survey proves, the AA says, that the (2) ... the
hotel's star rating, the greater its bill for thieving guests. B'rian Sack, ill9-nager of a hotel on
Ullswater, noticing a guest with three ashtrays in her handbag, deftly (3) ... two of them with
the gentle reproof that one should be enough.
Thefts (4) .... from the petty: TV remote control batteries, light (5) ... , room numbers and fire
assembly (6) ... , to the major: grandfather clocks, two beds, a stuffed bear and a complete (7)
44
... of onions taken from the garden of a hotel in Jersey.
Some hotels suffered quite serious (8) .... One had its front door kicked down by three
soldiers who had been (9) ... out. At the Seckford Hall Hotel in Suffolk, a sleepwalking guest
wrenched a radiator off the wall, (10) ... rooms. One manager (11) ... "my nose" under items
which had been broken.
Things guests (12) ... behind included false teeth, wigs, a sack of snakes and a box of
poisonous spiders.
Hoteliers said that some guests' complaints were ridiculous. Bad weather (13) ... offence,
though other natural phenomena that (14) ... guests included birdsong and the sound of the
sea. One guest at the Seacrest Hotel in Hampshire, complained to the tourist board about a
hurricane that had (15)... him awake. The roof of the hotel had blown off.
From The Times
0 A copy B example Cedition D release
1 A examined B checked C questioned D reviewed
2 A bigger B higher C more expensive D more famous
3 A withdrew B pulled C stole D removed
4 A range B spread Creach D cover
5 A bulbs B bells C balls D tubes
6 A signals B notes C notices D advertisements
7 A bunch B crop C bundle D flock
8 A damages B breakages C injury D destruction
9 A closed B tuck C barred D locked
10 A flooding B overflowing C spilling D draining
11 A named B explained C marked D listed
12 A let B forget Cleave DIose
13 A made B caused C produced D did
14 A upset B resented C embarrassed D hurt
45
15 A held B brought C made D kept
KEY:
1C 4A 7B 10 A 13 B
2B 5A 8B 11 D 14 A
3D 6C 9D 12 C 15 D
46
___________________________________________________________________________
UNIT SIX: VALLEY OF THE KINGS

___________________________________________________________________________
Contents
6.1. Introduction..................................................................................................................... 48
6.2. Competences ................................................................................................................... 48
6.3. Reading ........................................................................................................................... 48
6.5. Writing 51
6.6. Grammar Review – The verb: Ways of expressing future 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.
6.3 Reading
47
1. What do you know about ancient Egypt?
2. How about the ‘Valley of the Kings’? Why is it called so?
3. Have you ever seen an archaeological site?

Read the following texts. They contain information about the ‘Valley of the Kings’, an
advertisement inviting people to join an archaeological dig and two dialogues about the
same topic. Try to find answers to questions 1 and 2. Again work with a dictionary.
Text 1
The Valley of the kings was an ancient Egyptian burial site situated on the River Nile
opposite Luxor, which in classical times was the city of Thebes. The Valley of the Kings was
named because it contained the tombs of the Pharaohs, the kings of ancient Egypt. The many
tombs include that of the Boy King, Tutankhamun, which was discovered in 1922-3 and
contained magnificent treasures.
Text 2
Spare time? Why not do something useful? Join an archaeological dig in Luxor, Egypt.
Minimum stay two weeks. For details write to Archaeological Excavations, POB 567, 91225,
Luxor, Egypt.
The main season for digging is between May and September. Volunteers are expected to stay
at least two weeks. The principal excavation sites are around the site of the tomb of
Tutankhamun in the Valley of the Kings in Upper Egypt. The work includes digging,
carrying baskets of earth, cleaning pottery and other finds, and drawing and recording each
find. In the evenings there will be informal lectures about the history of the sight and on
certain days there will be visits to other important local sites. Working hours are from dawn
to 2 p. m. Board and lodging are provided.
Dialogue 1
Dan: Just think. This time next week we’ll be doing our exams.
Julie: I know. Won’t it be great when they’re over? Are you going away in the summer?
48
Dan: No. No such luck. What about you?
Julie: Well actually, I’m going on an archaeological dig in Egypt. I’m quite excited about it.
Dan: Egypt! Won’t that be terribly hot?
Julie: I don’t think so. I mean we won’t be working in the heat of the day.
Dan: Where are you going? To the Valley of the Kings?
Julie: Yes, but not all the time. Apparently we’ll be going to other places as well. It should
be really interesting.
Dan: You’re not going to catch malaria, are you?
Julie: I hope not. I’ve got special tablets to take.
Dan: Well, think of me while you’re digging. I’ll be filling the shelves in our local
supermarket, worse luck!
Dialogue 2
Julie: I’m really pleased. I’ve been accepted to go on an archaeological dig.
Student: When will you be leaving?
Julie: At the beginning of July, on the fourth, actually.
Student: Where will you be going?
Julie: To Luxor in Egypt.
Student: What will you be doing?
Julie: Digging and drawing and labelling. All that sort of thing.
Student: How long will you be working every day?
Julie: About six hours, from dawn to about two in the afternoon.
Student: And where will you be sleeping?
Julie: In tents, I think. We have to take sleeping bags.
Student: How much will you be earning?
Julie: Nothing. It’s voluntary work.
Student: When will you be coming back?
Julie: In time for college, I expect.

1. How would you explain (in English) the following words?
burial site excavation site
49
tomb pottery
find (noun) lecture
board and lodging labelling
2. Was there anything that surprised you in the texts you’ve just read?
3. Do you know of any archaeological sites in Romania? Where? What have
you heard about them?
6.5. Writing
Write about any archaeological site in Romania. Use your answers to question 3
above as a plan for your text. Write one full page.
6.6. GRAMMAR REVIEW – The verb: Ways of expressing future
I. ‘Will’ and ‘Shall’ to refer to the future

1. When we are referring to the future, we use will with all persons, but in British English,
we often say shall with I/We.
Example
I/we will (I’ll/We’ll) see you tomorrow. Or: I shall/We shall see you tomorrow..
2. We often use ‘ll in place of will in speech and sometimes in writing, especially after
vowels: I’ll/He’llsee you tomorrow.
We also use ‘ll after consonants: Tom’ll be here soon. When’ll I see you?
3. Negative short forms are: ‘ll not, won’t (= will not) or shan’t (= shall not):
I’ll not be there/I won’t be there/I shan’t be there.
In American English shall and shan’t with a future reference are rare.
II. Uses of the ‘will/shall’ future

1. Prediction: We invite prediction or we say what we think will happen:
Who will win on Saturday? Tottenham will win on Saturday.
2. In formal style we say what will happen for events that have been arranged:
The wedding will take place at St. Andrews on June 27th.
3. We use shall and will to express hopes and expectations:
I hope she’ll get the job she’s applied for. She’ll get a surprise. I expect she will.
50
III. The future simple and the future continuous compared
There are three basic uses of the future continuous:
1. We use it to emphasise actions that will be in progress in the near or distant future,
especially when we imagine ourselves doing something:
By this time tomorrow, I’ll be lying on the beach.
2. The continuous form ‘softens’ the effect of will + verb and sounds more polite:
Example
When will you finish these letters? (e.g. boss to assistant)
When will you be seeing Mr White? (e.g. assistant to boss)
If we say I’ll work on this tomorrow we may be stating an intention.
If we say I’ll be working on this tomorrow, we are simply referring to future
time.
3. 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.
IV. The future perfect simple and continuous

1. We often use the future perfect simple with by and not ... until/till to show that an action
will already be completed by a certain time in the future. We use it with verbs which
point to completion, like compete, finish and retire:
Example
I will have retired by the year 2020. I won’t have retired till the year 2020.
2. We often use the future perfect continuous with verbs like learn, lie, live, rain, sit, wait
and work which naturally suggest continuity to say that what is in progress now will be in
progress in the future:
Example
By this time next week, I will have been working on this book for a year.
V. Uses of ‘going to’ future compared with ‘will’

There are three basic uses of the ‘going to’ future:
51
1. Predictions: We often use going to predict the future, especially when we can see
something that is about to happen: Look out! She’s going to faint.
Or we can describe something which we know will take place in the future:
Example
Angus and Margaret are going to be married in May.
2. Intentions: We often use going to rather than will in informal style:
Example
I’m going to practise the piano for two hours this evening.
I’m going to be successful one day.
3. 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.
4. 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.)
VI. ‘Am/is/are to’, ‘be about to’, ‘be due to’

1. We use to be to for:
- formal arrangements/duties: OPEC representatives are to meet in Geneva in
May.
- formal appointments/instructions: Three tablets are to be taken twice a day.
- prohibitions: You’re not to tell him anything about our plans.
2. to be about to refers to the immediate future:
Look! The race is just about to start.
3. We often use to be due to refer to timetables:
The plane is due to land at 2.15.
52
VII. The future-in-the- past
Sometimes we want to refer to events which were ‘destined’ or planned to take place in the
past (‘the future-in-the-past’). We use was going to, was about to and was due to. We use
these forms for:
- events we couldn’t foresee: They didn’t know they were to be reunited ten
years later.
- events which were interrupted: We were just going to leave, when Jean had an
accident.
We also use would for ‘destiny’ in story-telling:

They had already reached 9000 feet. Soon they would reach the top.
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.

For questions 1-15, complete the following article by writing each missing word
in the space provided. Use only one word for each space. The exercise begins
with an example (0). To check your answers, see the Key below.
Example: an
THE IDEAL HOME THAT COLLAPSED IN MINUTES
Five months of expensive home renovation have finally come to (0) ... end for the Willis
family. Their house fell down.
As builders worked (1) ……………… underpinning their £750,000 three-storey Victorian
home in Notting Hill, West London, a small crack appeared.
53
(2) ……………… minutes, the house began to disintegrate. (3) ……………… raising the
alarm, six pale-faced builders (4) ……………… only stand and watch as the whole building
came down. More than 50 people (5) ……………… evacuated from a nearby care centre for
the disabled, and firefighters rescued a girl aged six (6) ……………… the house next door
after rubble blocked the exits.
Stephen Willis, a mining company director, his wife Victoria and their three children had
been living in rented accommodation (7) ……………… the work, which was (8)
……………… include repairs and a rear extension, was carried out. Mr Willis said: "This is
devastating. We loved the area." His children reacted (9) ……………… the news
"surprisingly well" but his wife was very upset, he said. The family hope to rebuild (10)
……………… the same spot, once they hear (11) ……………… insurance companies.
Peter Docherty, contracts manager for their builders, said he had no idea what (12)
……………… the property collapse. They had delegated the underpinning work (13)
……………… specialist subcontractors. He said: "We are sure it was a fault with (14)
……………… existing structure. It was (15) ……………… we couldn't have foreseen."
KEY:
1 on 5 were 9 to 13 to
2 Within 6 from 10 on 14 the
3 After 7 while 11 from 15 something
4 could 8 to 12 made
54
___________________________________________________________________________
COURSE ASSESSMENT TWO
________________________________________________________
Solve the five parts of this test and submit it to your tutor on your meeting for Tutorial Two.
Part 1
For questions 1-15 read the two texts below. Use the words in the boxes to the right of the
texts, listed 1-15, to form a word that fits in the same numbered space in the text. The
exercise begins with an example (0).
Example: medical
Send in the clowns (0) MEDICINE

Don't just stand there moping. (0) ... research has found
that (1) ... has a strongly (2) ... effect on health. The
healing properties of (3) ... are such that humour is now (1) HAPPY
used as an adjunct to (4) ... therapy in many US
hospitals. And in London's Great Ormond Street (2) BENEFIT
Hospital for Sick Children, two clowns have been doing
the rounds. J once spent a day with them and was (3) LAUGH
astonished at the effect, even on (5) ... with the most
(4) CONVENTION
terrible conditions. In physical terms, the act of laughing
gives your internal muscles a much-needed massage, (5) YOUNG
can lower your blood-pressure, reduce (6) ... tension
and release endorphins, the body's natural painkillers. (6) MUSCLE
Likewise, the act of smiling exercises
(7) FACE
(7) ... muscles that stimulate hormone release.
YOUR MOOD MAYBE CATCHING (8) SAD

Moods are contagious - and that's official. Scientists
(9) SPECIAL
have proved that you can catch joy or (8) ... like colds
or flu, whether you want to or not, (9) ... at work.
(10) BEHAVE
Though scientists have been interested in crowd (10) ...
and mass hysteria for more than a century, they have (11) CHEERFUL
only recently started noticing that (11) ... is also (12) ... .
55
John Addison, a department store assistant, was finding (12) CATCH
his work tedious and (14) ... . "The manager drained all
the energy out of you," he says. "He was dour and (13) REWARD
(14) ... . and it was an effort to work at all when he was
around. Then we got someone else who is funny, (15) ... , (14) SUSPECT
and who gives out a lot of energy, and I suddenly felt
(15) LIVE
much warmer towards the job."
1 ......................... 6 ......................... 11 .........................

2 ......................... 7 ......................... 12 .........................
3 ......................... 8 ......................... 13 .........................
4 ......................... 9 ......................... 14 .........................
5 ......................... 10 ......................... 15 .........................
Part 2
For questions 16-30, read the article below and then decide which word in the list below best
fits each space. Circle the letter you choose for each question. The exercise begins with an
example (0).
Example = 0 = D
Flying Pigeons Forever
Bikes are best - in China they are a way of life, at the hub
of a wheel that reaches round the Third World.
Pedal, chain, wheels and frame – the basic (0) ... of the bicycle is as near perfect as a machine
can be. And bikes are good for you, too. For every person who takes a (16) ... by bike rather
than by car there is less pollution, less fuel used, less (17) ... taken on the road and one
healthier person.
The world's 800 million bicycles (18) ... cars by two to one and almost half of them are in
China. Between them, the 'Flying Pigeon' factory in Tianjin and the 'Forever' factory in
Shanghai (19) ... almost seven million bicycles every year. The parts are (20) ... in kit form to
be (21) ... by hundreds of local distributors. So employment in the bicycle industry is (22) ...
widely across the country. The factory work, though relatively clean and healthy, is (23) ...
and unrewarding. Nevertheless, people who work with bicycles seem to share a (24) ... sense
56
of endeavour.
The 'Flying Pigeon' factory exports to 32 countries, particularly to the Third World where
sturdy, durable design and low-cost components are (25) .... China makes all the bicycles sold
in Bangladesh, where they are the basic (26) ... of transport for millions of people.
Industrial countries have as many bikes per (27) .. , as in Asia, but (28) … to use them less.
Tianjin, home of the 'Flying Pigeon', (29) … the world league, with three-quarters of daily
trips made by bike.
That may not (30) ... the people of Tianjin the happiest and healthiest in the world - but it
should help.
From The New Internationalist
0 A shape B plan C pattern D design
16 A Journey B travel C trip D drive
17 A area B space C place D distance
18 A outnumber B outweigh C overtake D overcome
19 A invent B create C process D produce
20 A sent for B sent on C sent out D sent in
21 A assembled B connected C joined D combined
22 A situated B spread C expanded D set
23 A recycled B repetitive C recurnng D reproduced
24 A joint B fellow C common D parallel
25 A special B major C key D essential
25 A means B medium C way D service
27 A man B head C body D hand
28 A try B enjoy C require D tend
29 A beats B climbs C tops D passes

30 A result in B lead to C make D be
Part 3
57
For questions 31-45, complete the following article by writing each missing word in the
space provided. Use only one word for each space. The exercise begins with an example (0).
Example = 0 = in
Skiing at the limits
Screaming, Jonathan Elabor hurls himself (0) …………… a straight line down the side of a
mountain. (31) …………… seconds, he is travelling at 209 kilometres an hour. (32)
…………… he can hear is his heart pounding at 210 beats a minute, and the hiss of the air
over his skin-tight Lycra suit. "It's like jumping from a high board (33) …………… knowing
whether the water's there at the bottom," he says. Elabor is Britain's number one speed skier -
a player in the latest, and (34)…………… say craziest, addition (35) …………… the the
winter sports scene.
The speed skier (36) …………… plunging down a kilometre or more of a mountainside
faster than a free-falling parachutist. He's heading (37) …………… a 100-metre-long timed
stretch where radar guns (38) …………… measure his speed as he flashes by in less than a
second. The record, (39) …………… by Monaco's Michael Prufer, is 228 kilometres an hour
- which is more than twice as fast as the legal speed limit (40) …………… travelling inside
the protective steel cage of a car in the UK.
Speed skiing, (41) …………… motor racing, is a sport driven by technology. In fact, the
technology is similar - (42) …………… use advanced materials developed for (43)
…………… aerospace business, and aerodynamics carefully researched in wind tunnels. (44)
……………, speed skiers are not surrounded by a million-pound car and a huge team of
engineers. They're (45)…………… their own.
From Focus magazine
Part 4
In most lines of the following text there is one unnecessary word. It is either grammatically
incorrect or does not fit in with the sense of the text. For each numbered line 46-61, write the
unnecessary word in the spaces next to the question number below. Some lines are correct.
Indicate these lines with a tick ( ). The exercise begins with two examples (0).
Examples:
0 = to
0=
58
HOW TO HAVE A BABY AND SAVE YOUR CAREER
0 Britain's businesswomen have been told they musst to nurse

0 their careers along with their babies if they want to get to the top.
46 The advice which came from a panel of top women executives
47 at a London seminar on the women at work. Businesswomen were
48 advised to keep a high profile while on maternity leave if they
49 wanted to hold on to their jobs. They should be keep in regular
50 touch with their bosses while looking after their babies. Eve
51 Newbold, one of the speakers, said: "One.woman on a maternity
52 leave phones me up every week and tells me if she wants her
53 job back. That makes it much harder for anyone not to forget her:'
54 The seminar, had entitled "Danger! Women at Work" and
55 attended by more than 300 businesswomen, was told that women
56 must have a major change in attitude if they were able to stand
57 a chance of winning for the battle of the sexes at work. The panel
58 was called for the responsibility of raising children to be shared
59 more equally between the sexes. Catherine James, a director at
60 Grand Metropolitan, said: "Why is the child care such a female
61 issue? We will not solve the problem until men are start to ask the same questions as we
do."
46 ......................... 50 ......................... 54 ......................... 58 .........................

47 ......................... 51 ......................... 55 ......................... 59 .........................
48 ......................... 52 ......................... 56 ......................... 60 .........................
49 ......................... 53 ......................... 57 ......................... 61 .........................
Part 5
For questions 62-76 read the two texts below. Use the words in the boxes to the. right of the
texts, listed 62-76, to form a word that fits in the same numbered space in the text. The
exercise begins with an example (0).
Example: identifiable
The Breaker, by Minette Walters (0)IDENTIFY
59
There is no such thing as a typical, immediately «» ...
M@ette Walters book. She has no regular characters.
(62)NOVEL
no unique stylistic features, no recurring subjects. No only
first-division crime (62) ... , in such a short career, has (63)VARY
written with such thematic (63) ... . The other factors that
(64)
unite her works are her preference for dark psychological PERCEIVE
(64) ... and their (65) ... . The Breaker, at one level, is a top (65)EXCELLENT
class murder mystery. It is also a disturbing examination of
(66)COURAGE
psychosis. (66) ... , Walters avoids the usual array of possible
killers. There are just two realistic suspects, and almost to the (67) ABSORB
final page of this (67) ... book, the police - and the reader-
veer between them as new (68) ... pile up. (68)REVEAL
Louis Pasteur, by Patrice Debre
Patrice Debre is himself a physician and immunologist, and (69) NUMBER
his biography is an account, clearly and unpretentiously
(70) ACHIEVE
written, of Pasteur's (69) ... scientific (70) ... . How can
these be explained? One does not find in Pasteur that (71)MATHEMATICS
extraordinary fully-formed talent that brilliant (71) ... or
(72)DISCOVER
physicists have. He even failed some exams in his youth
(there is therefore hope for us all). His genius was more an
(73) ABSENT
infinite capacity for taking pains. An example of this is his
(72) ... of anaerobes, the bacteria that flourish only in the (74)MOBILE
(73) ... of oxygen. One day he noticed, while looking down
(75)OBSERVE
his microscope, that bacteria at the edges of a smear on a slide
were (74) ... , while those at the centre were highly active.
(76)LOOK
This is the kind of small (75) ... which the vast majority of us
would have (76) ... .
62 ......................… 67 ......................... 72 ........................

63 ......................... 68 ......................... 73 .........................
64 ......................... 69 ......................... 74 .........................
65 ......................... 70 .......................... 75 .........................
66 ......................... 71 ........................ 76 .........................
60
___________________________________________________________________________
UNIT SEVEN: THE SECRET OF SUCCESS
___________________________________________________________________________
Contents:
7.1. Introduction..................................................................................................................... 62
7.2. Competences ................................................................................................................... 62
7.3. Reading ........................................................................................................................... 62
7.5. Writing ............................................................................................................................ 66
7.6. Grammar Review – Conditional sentences ...................................................................... 67
7.7. TASK 4 ............................................................................................................................ 71
7.8. Summary ......................................................................................................................... 71
7.1. Introduction
vocabulary.
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 conditional sentences.
Study time for UNIT SEVEN: 3 hours
7.3. Reading
1. The text you are about to read is a fragment from W. Somerset Maugham’s
‘The Verger’. Taking into account the title of the Unit can you predict what
61
the excerpt is about?
2. Guess the meaning of the following words before you read the text:
abstainer latitude
come-down move with the times
takings a rough idea
disarming

Read the following fragment form W. S. Maugham’s ‘The Verger’. Check your answers to
questions 1 and 2. Work with a dictionary.
About the author
William Somerset Maugham (1874-1965) is best known as a short story writer. Always
entertaining and well constructed, his stories contain shrewd observations of human nature,
particularly the ridiculous side. Many of Maugham’s stories and novels have been adapted
for the stage, TV and cinema. His novels include ‘Of Human Bondage’, ‘The Moon and
Sixpence’ and ‘Cakes and Ale’.
The Verger
Albert Edward Foreman had been verger at St Peter’s, a fashionable church in Neville
Square, London, for sixteen years. Albert Edward was very proud of his job and his church.
But there was one special feature about Albert: he couldn’t read or write. When one day a
new vicar discovered this, he told him that unless he learnt to read and write within three
months, he would lose his job. Albert Edward refused and the vicar gave him a month’s
notice to leave. That evening Albert sadly locked the church and began to walk home.
“Albert Edward was a non-smoker and a total abstainer, but with a certain latitude;
that is to say he liked a glass of beer with his dinner and when he was tired he enjoyed a
cigarette. It occurred to him now that a cigarette would comfort him and since he did not
carry them he looked around for a shop where he could buy a packet of Gold Flake. He did
62
not at once see one and walked on a little. It was a long street but there was not a single shop
where you could buy cigarettes.
‘That’s strange’, said Albert Edward.
To make sure, he walked right up the street again. No, there was no doubt about it. He
stopped and looked reflectively up and down.
‘I can’t be the only man who walks along this street and wants a cigarette,’ he said. ‘A
person who had a little shop here selling tobacco and sweets would do very well.’
He stopped suddenly.
‘That’s an idea,’ he said. ‘Strange how things come to you when you least expect it.’
He turned and walked home and had his tea.
Next day he went along the street and by good luck found a little shop to let that
looked as though it would exactly suit him. Twenty-four hours later he had taken it, and when
a month after that he left St Peter’s, Neville Square, for ever. Albert Edward Foreman set up
in business as a tobacconist and newsagent. His wife said it was a dreadful come-down after
being a verger of St Peter’s, but he answered that you had to move with the times, the church
wasn’t what it was. Albert Edward did very well. He did so well that in the course of ten
years he had acquired no less than ten shops and he was making money hand over fist. He
went round to all of them every Monday, collected the week’s takings and took them to the
bank.
One morning when he was there paying in a bundle of notes and a heavy bag of silver,
the cashier told him that the manager would like to see him. He was shown into an office and
the manager shook hands with him.
‘Mr Foreman, I wanted to have a talk with you about the money you have in deposit
with us. Do you know exactly how much it is?’
‘Not within a pound or two, sir; but I’ve got a pretty rough idea.’
‘Apart from what you paid this morning, it’s a little over thirty thousand pounds.
That’s a very large sum to have on deposit and I should have thought you would do better to
invest it.’
‘I wouldn’t want to take any risks, sir. I know it’s safe in the bank.’
63
‘You needn’t have the least anxiety. We’ll make you out a list of absolutely gilt-edged
securities. They’ll bring you in a better rate of interest than we can possibly afford to give
you.’
A troubled look settled on Mr Foreman’s distinguished face. ‘I’ve never had anything
to do with stocks and shares and I would have to leave them all in your hands,’ he said.
The manager smiled. ‘We’ll do everything. All you’ll have to do next time you come
in is just sign some forms.’
‘I could do that all right,’ said Albert uncertainly. ’But how should I know what I was
signing?’
‘I suppose you can read,’ said the manager a trifle sharply.
Mr Foreman gave him a disarming smile.
‘Well, sir, that’s just it. I can’t. I know it sounds funny, but there it is. I can’t read or
write, only my name, and I only learnt to do that when I went into business.’
The manager was so surprised that he jumped up from his chair. ’That’s the most
extraordinary thing I’ve ever heard.’
‘You see, it’s like this, sir. I never had the opportunity until it was too late and then
somehow I wouldn’t. I got obstinate, if know what I mean.’
The manager stared at him as though he were a prehistoric monster.
‘And you do mean to say that you’ve built up this important business and amassed a
fortune of thirty thousand pounds without being able to read or write? Good God, man, what
would you now be if you had been able to?’
‘I can tell you that, sir,’ said Mr Foreman, a little smile still on his aristocratic
features. ‘I’d be verger of St Peter’s, Neville Square.’ ”
Glossary
verger = someone who looks after a church
Gold Flake = a once popular brand of cigarette
gilt-edged securities = a form of financial investment which doesn’t lose its value easily
64
stocks and shares = financial units which make up the market value of a company. These
can be bought and sold on the stock exchange and can increase or decrease in value.

I. Having read the text, choose the best answer:
1. Albert left his job as verger because
a) he didn’t like it
b) he couldn’t do it as there was so much reading and writing involved
c) he was asked to leave
2. Albert opened a tobacco and sweet shop because
a) there wasn’t one in the street near where he lived
b) his bank manager advised him to do so
c) he had always wanted to
3. The bank manager wanted to see Albert because
a) he knew that Albert was having financial problems
b) he wanted to know how Albert had made so much money
c) he thought Albert should invest his money more sensibly
4. When the bank manger found out that Albert couldn’t read or write, he was
a) angry
b) amazed
c) amused
5. Albert said that if he had been able to read and write, he would have
a) had a different type of job altogether
b) remained in his old job
c) made a lot more money
6. In what way would you say that Albert had good business sense?
7. What is ironic about his story?
7.5. Writing
Write a summary of any literary work you have read and whose main character
is similar to Maugham’s Albert Edward Foreman. Write one full page.
65
7.6. GRAMMAR REVIEW – Conditional sentences
I. Type 1 conditionals
1. Type 1 conditionals, basic uses: ‘If the weather clears, we’ll go for a walk’
a) We can use all present tenses after if, not just the present simple, for example:
Example
If she finishes work early, she will go home. (if+ present simple + will)
If she has finished work by four o’clock, she will go home. (if + present perfect +
will)
b) We can use all future tenses in the main clauses, not just the will-future:
If he doesn’t hurry, the plane will have left by the time he gets to the airport.
c) We use type 1 conditionals to describe what will or won’t (probably) happen:

If the weather clears, we’ll go for a walk.
2. ‘If’+ present + modal: ‘If it’s fine tomorrow, we may go for a swim’
When we use will in the main clause, we are expressing certainty or near-certainty:
If the weather clears, we’ll go for a walk. (certain or nearly certain)
If we do not feel ‘certain’ enough to use will, we can use another modal to say what is
possible, necessary or desirable, for example:
Example
If it’s fine tomorrow, we may go for a swim. (it’s possible)
If it’s fine tomorrow, we must go for a swim. (it’s necessary or desirable to do

this)
3. ‘If + should’ instead of ‘if + present’

If + should instead of if + present, makes the condition more doubtful or very polite:
66
Example
If I should see him, I’ll ask him to ring you. = If I see him, I’ll ask him to ring
you.
4. Imperative + ‘and/or’ + clause: ‘Fail to pay and ... ‘

We can use the imperative in place of an If-clause to comment, threaten, request, etc.
a) We follow the imperative with and in place of an if-clause in the affirmative:
Example
If you fail to pay, they’ll cut off
Fail to pay and they’ll cut off the electricity.
b) We follow the imperative with or in place of an if-clause in the negative:
Example
If you don’t stop borrowing money, you’ll be
Stop borrowing money, or you’ll be in trouble.
II. Type 2 conditionals

1. Type 2 conditionals, basic uses: ‘If you went by train, you would ... ‘
We form Type 2 conditionals with if + past (or if + could) + would.
a) We can use Type 2 conditionals in place of Type 1 to describe something that is ‘more
tentative’. The past tense does not refer to past time:
Example
If you go by train, you will (you’ll) get there earlier. (Type 1 = reasonably
possible)
If you went by train, you would (you’d) get there earlier. (Type 2 = ‘more
tentative’)
b) We often use Type 2 conditionals to describe what is totally impossible:
67
Example
If you had longer legs, you would be able to run faster. (NOT If you would
have)
If you could run fast, you’d be an Olympic champion.
2. ‘If + were/was’ + ‘would’: ‘If I were you, I would ...‘

a) We can use were in place of was after if in all persons: ‘the subjunctive’
Were is formal. We also prefer were when expressing doubt or imagining something:
Example
If I was better qualified, I’d apply for the job. (If I was = less formal)
If I were better qualified, I’d apply for the job. (If I were = more formal)
How would she be managing, if she were running a large company?

(continuous forms)
If I were the Queen of Sheba, you would be King Solomon. (were is preferable
here)
b) We use If I were you and If I were in your position to give advice. (NOT If I was)
We can also refer to somebody else: If I were in Jane’s position, I’d look for a new job.
3. ‘If’ + past + modal: ‘If he knew the facts, he might ...’

When we use would in the main clause, we are expressing as much certainty as possible:
If he knew the facts, he would tell us what to do. (certain or nearly certain)
If we don’t feel ‘certain’ enough to use would, we can use another modal to say what would
be possible or necessary, for example:
Example
If he knew the facts, he might tell us what to do. (it’s possible)
If he knew the facts, he should tell us what to do. (it’s necessary)
68
III. Type 3 conditionals
1. Type 3 conditionals, basic uses: ‘If you had gone by train, ... ‘
We form Type 3 conditional with if + past perfect (or if + could have) + would have
We often use Type 3 conditionals to express regret, etc. about things that can now never
happen. We can use simple or continuous forms of the past perfect in the if-clause:
Example
If I’d (=I had) been taller, I’d (= I would) have joined the police force.
If I had had any sense, I wouldn’t have bought a second hand car.
If we had gone by car, we would have saved time.
If I had been trying harder, I would have succeeded.
If I could have stopped, there wouldn’t have been an accident.
2. ‘If I had been you/ If I had been in your position’

We often use If I had been you and If I had been in your position to describe what we would
have done in someone else’s position:
If I had been you/If I had been in your position, I would have accepted their offer.
3. ‘If’ + past perfect + modal: ‘If he had known the facts, he might have ... ‘
When we use would have in the main clause, we are expressing as much certainty as possible:
If he had known the facts, he would have told us what to do.
If we don’t feel ‘certain’ enough to use would have, we can use another modal to say what
would have been possible:
Example
If he had known the facts, he might have told us what to do. (it’s possible)
Is he had known the facts, he could have told us what to do. (he would have been
able)
69
7.8. Summary
The focus in Unit Seven was on practicing the reading and writing skills and on
improving students’ knowledge of conditional sentences.

In most lines of the following text there is either a spelling or a punctuation
error. For each numbered line 1-16, write the correctly spelled word(s) or show
the correct punctuation in the space provided. Some lines are correct. Indicate
these lines with a tick ( ). The exercise begins with three examples (0). To
check your answers see the Key below.
Examples:
0=
0 = television, video
0 = Government
TV ON-OFF SWITCH MAY HELP TO SAVE PLANET
0 A campaign to counter global warming by persuading households

0 to turn off the television video and computer rather than leaving
0 them on standby will be launched today. Goverment ministers
1 will highlight research showing that the simplest of actions if
2 followed by all households, would have a dramatic affect in
3 cutting carbon dioxide emissions. They will point to studies
4 showing that some electrical apliances use 80 per cent as much
5 energy on standby as when theyre fully working. A television set
6 left on for four hours a day, then put on standby will consume
7 roughly the same amount of energy as a fan heater running for
8 one hour. "The amounts of electricity for each gadjet may seem
70
9 quite small. But because there are 60 million of us in these
10 islands, it adds up to quite a lot, said Michael Meacher, the
11 Enviroment Minister. He and other ministers believe that
12 winning householders over to a more efficient use of energy
13 is a key to meeting international targetts for cutting greenhouse
14 gases. In addition to the problem in the home the service
15 sector and industry will also be targeted. Retaling, banking and
16 insurance create more gases than the iron, steal and chemical industries combined.
1 ......................... 5 ......................... 9 ......................... 13 .........................

2 ......................... 6 ......................... 10 ......................... 14 .........................
3 ......................... 7 ......................... 11 ......................... 15 .........................
4 ......................... 8 ......................... 12 ......................... 16 .........................
KEY:
0 (example)
0 television, video (example)
0 Government (example)
1 actions, if 9
2 effect 10 a lot;' said
3 11 Environment
4 appliances 22
5 they're 13 targets
6 standby, will 14 home, the
7 15 Retailing
8 gadget 16 steel
71
_______________________________________________________________
APPENDICES
_______________________________________________________________
APPENDIX ONE: 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:
TASK 1. Choose the correct answer:

e.g: Have you been in the fashion business long?
a) Yes, since ten years
b) Yes, for ten years.
c) Yes, ten years ago.
1. Did you go to the opera last night?
a) Yes, we have seen Tosca.
b) Yes, we were seeing Tosca.
c) Yes, we saw Tosca.
2. On which side of the road do you drive in your country?
a) We drive on the right.
b) We are driving on the right.
c) We do drive on the right.
3. A:Is work easy to get in your country?
B:No, at the moment unemployment
a) rises
b) rose
c) is rising
4. How long have you lived here?
a) I am living here for three years.
b) I live here for three years.
c) I’ve lived here for three years.
5. A: She looks very confident. Is she an experienced water-skier?
72
B: No, it’s the first time
a) she’s done it.
b) she’s doing it.
c) she did it.
TASK 2: Complete the sentences with the correct form of the verb in brackets:
e.g: She (never travel) by train so far.
She has never travelled by train so far.
a) You (1 ever/write) to your Prime Minister?
b) This is the second time I (2 make) that mistake.
c) A: When was the last time you (3 see) Cathy?
B: Ten years ago.
d) A: How (4 business/go) for you at the moment?
B: Right now we (5 not/do) too well but last year we (6 make) quite a substantial profit.
e) I (7 be) very nervous at the dentist this morning as it was the first time I (8 see) him since
October 1992.
f) A: How long you (9 have) this pain in your shoulder?
B: For about three months now doctor.
g) You look tired. I hope you (10 not/work) too hard at your computer.
TASK 3: Put in the correct forms of the simple past tense of the verbs in brackets:
LIZARDMAN
Christopher Davis, a young driver from South Carolina, (e.g: claim - claimed) a monster (1
attack) him while he was diving along a lonely country road. The monster (2 be) seven feet
tall and (3 have) red eyes and green. It also (4 have) scaly skin. It (5 chase) Christopher’s car
and (6 jump) on the roof. many people (7 believe) the story and the newspapers (8 call) the
monster ‘Lizardman’. Seventy hunters recently (9 set out) to trap Lizardman and a local radio
(10 offer) $ 1 million to anyone who (11 capture) him dead or alive. Lizardman had so much
publicity that thousands of people (12 visit) Carolina to find him. No one has found him yet.
As everyone knows, monsters may or may not exist, but they are very good for the tourist
industry!
73
TASK 4: Put in the simple present perfect, the present perfect continuous, the simple
past or the past perfect simple:
THE AUSTRALIAN SALUTE

Before I ( e.g: visit - visited) Australia, an Australian friend in London (1 tell) me I’d learn
the ‘Australian salute’. ‘What’s that?’ I (2 ask). ‘You’ll find out when you get out there’, he
(3 say). I (4 arrive) in Perth last week. Since then, I (5 stay) at a nice hotel near a beautiful
beach. I (6 never visit) Australia before and I am enjoying my stay. I (7 swim) every day
from the time I (8 arrive). Yesterday an Australian friend (9 suggest) a tour into ‘the bush’. I
(10 agree) at once. The first thing I (11 notice) when we (12 be) in the bush (13 be) the flies.
After a while I (14 remember) the conversation I (15 have) in London before I (16 come)
here. ‘What’s the “Australian salute”?’ I (17 ask) suddenly, as I waved my right arm to keep
the flies away. ‘That’s it!’ my friend said as he (18 wave) back!
TASK 5: Complete each sentence so that it means the same as the preceding sentence:
e.g: You are a friend of John’s, aren’t you?
Aren’t you a friend of John’s?
1. I’d rather listen to music than watch TV.
I prefer ...
2. It’s weeks since I had such a good night’s sleep
I ...
3. Listening to country and western music is the worst thing I know.
I can’t ...
4. I’ve never been to the opera before.
It’s ...
5. I’ve never seen such a bad film.
This ...
6. She hadn’t travelled by plane before.
It was ...
7. I’d like to interview him in order to get a better impression of him.
I‘d like to interview him so ...
8. She’s been wearing contact lenses for six months.
Six ...
9. In spite of feeling ill she went on the excursion.
74
Even though ...
10. Could you possibly pick me up at the station?
I wonder ...
TASK 6: Choose the best alternative to fill each gap:

e.g: He has all the right ...........(d.)....... for the job.
a) certificates; b) degrees; c)diplomas; d) qualifications
1. She’s looking for a better position with another .................

a) association; b) firm; c) house; d) society
2. A doctor is a member of a respected ......................
a) occupation; b) profession; c) trade; d) work
3. It’s wise to think about choosing a ...................... before leaving school.
a) business; b) career; c) living; d) profession
4. If you want a job you have to ............................. for one
a) applicate; b) apply; c) ask; d) request
5. You’ll probably have to .................................... an application form.
a) fill down; b) fill in; c) fill on; d) fill through
6. And you’ll need to give the names of two or three ................
a) hostages; b) judges; c) referees; d) umpires
7. All the members of our ................... are expected to work hard.
a) personal; b) personnel; c) staff; d) gang
8. If you’re a(n).................... you have to do what you boss tells you.
a) director; b) employee; c) employer; d) manager
9. You can earn more money by working ...................
a) extraordinary hours; b) over hours; c) overtime; d) supplementary hours
10. It’s difficult these days for a young person to find a well-paid ............. job.
a) eternal; b) permanent; c) reliable; d) stable
11. She was ....................... after three years with the company.
a) advanced; b) elevated; c) promoted; d) raised
12. An apprentice is required to do several years’ ..................
a) coaching; b) education; c) formation; d) training
13. In Britain, people are usually unwilling to tell other people how much they .............
a) deserve; b) earn; c) gain; d) obtain
75
14. A retired person is paid a ...............
a) grant; b) pension; c) rent; d) scholarship
15. According to everyone in the ..............., she is a very good boss.
a) apartment; b) compartment; c) department; d) employment
TASK 7: Read this text carefully and then fill in the blanks with ONE word only:
Many students visit Britain every summer either as tourists, (e.g. - or) to learn the language,
or to do a combination of the two. If you’re thinking (1) visiting Britain, there are a (2) of
things that you should (3) ready for. Firstly, (4) weather can be very changeable – even in
summer – so you (5) know what it’s going to be like. It might be rainy or sunny, hot or cold,
so you (6) be prepared for everything and (7) both summer clothes and warmer ones.
Secondly, opening hours for shops, pubs, etc. can be different from (8) countries. Shops
normally open at 9.30 a.m. and (9) at 5.30 p.m. with no (10) in the middle of the day. (11) for
pubs, their opening hours vary. Normal hours are 11.30 a.m. to 2.30 p.m. and 5.30 p.m. to 10.
30. p.m., (12) you may find some pubs are open longer than this. You will also (13)
discotheques open quite late, but generally speaking night life finishes early in Britain, and so
(14) public transport.
Finally, (15) word about eating. If you want to eat out there are lots of restaurants, but (16)
tend to be expensive unless they are Indian or Chinese. Food in these is generally tasty and
(17) value for money. But don’t forget that you (18) eat in pubs and there the food is often
good, varied and cheap, although if you’re under eighteen they won’t (19) you drink alcohol
with you meal. One last thing: if you do come, (20) a great holiday!
TASK 8: Rewrite the second sentence so that it has a similar meaning to the first
sentence using the word in BOLD and other words.
e.g: Nobody in our class is as good at basketball as I am.
player
I am the best basketball player in our class.
1. I tried as hard as I could, but still I didn’t pass.

best
I ........................ but I still didn’t pass.
76
2. My parents met in 1970.
since
My parents .......................1970.
3. I don’t share your opinion about military service.
agree
I ..................... you about military service.
4. He has too much free time since he retired.
hands
He has too much .....................since he retired.
5. Driving on the left will always feel strange to me.
get
I don’t think I will ever ...................... on the left.
6. Can you calculate the answers to these sums?
work
Can you ........................ the answers to these sums?
7. She said she wouldn’t tell anyone about what happened.
not
She promised ....................... anyone about what happened.
8. The operator had trouble connecting me to the sales department.
through
The operator had trouble ......................... to the sales department.
9. I lived in London as a child, but I don’t anymore.
used
I .........................in London as a child.
10. Could you possibly share your book with me?
mind
Would you ..................... your book with me.
77
_______________________________________________________________________
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
Kolodziejska, E. and Sikorzynska, K. (1999). Teste de engleza pentru nivel avansat. Teora
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Centrul de Învățământ la Distanță

şi Învățământ cu Frecvență Redusă

PROGRAM DE LICENȚĂ ID:

LIMBA ȘI LITERATURA ROMÂNĂ – LIMBA ȘI LITERATURA ENGLEZĂ

CURS PRACTIC DE ENGLEZĂ I

AUTOR: Gabriela CUSEN

CURS PRACTIC DE ENGLEZĂ I

CURS PENTRU ÎNVĂȚĂMÂNT LA DISTANȚĂ

UNIT ONE: STUDY SKILLS REVIEW

UNIT TWO: A DAY IN THE LIFE OF LINDA MCCARTNEY

UNIT THREE: A DISASTROUS HOLIDAY

UNIT FOUR: FIRST IMPRESSIONS

COURSE ASSESSMENT ONE........................................................................................... 38

UNIT FIVE: STRANGE COINCIDENCES

UNIT SIX: VALLEY OF THE KINGS

COURSE ASSESSMENT TWO ............................................................................................ 56

UNIT SEVEN: THE SECRET OF SUCCESS

Appendix One: Diagnostic Test ........................................................................................... 73

Resources, approaches to coursework and equipment

Course study time

DIAGNOSTIC TEST: See Appendix ONE

Study time for UNIT ONE: 2 hours

1.3. Introductory Questions

1.9. Language practice

From The New Internationalist

0 A customers B consumers C clients D buyers

1 A qualified B concerned C worried D experienced

2 A took over B took away C took along D took up

3 A complained B criticised C disapproved D accused

4 A wheelbarrows B wagons C trolleys D carriages

5 A free B in pieces C bit by bit D loose

6 A maximum B most C highest D best

7 A rates B amounts C sizes D levels

9 A point B case C example D question

10 A made B set C given D put

11 A promise B advantage C evidence D sight

12 A set B range C store D band

13 A packets B packs C, packaging D padding

14 A very B just C similar D likely

15 A In addition B As well C Among D Along

UNIT TWO: A DAY IN THE LIFE OF LINDA McCARTNEY

Study time for UNIT TWO: 2 hours

Write answers to the following pre-reading questions:

2.4. Reading for specific information

TASK 2 – comprehension check

Uses of the present tense simple: ‘I work/he works’

Stative and dynamic verbs:

II. The present tense continuous:

I’m going to a lot of parties these days.

Uses of the present tense continuous:

1. Actions in progress at the moment of speaking: He’s working at the moment.

2. If a verb ends in –e, omit the –e and add –ing: use/using

2.8. Language practice

New £20 note to prevent forgeries

UNIT THREE: A DISASTROUS HOLIDAY

Study time for UNIT THREE: 2 hours

Write answers to the following pre-reading questions:

3.4. Reading for specific information

TASK 2 – comprehension check