DOMNICA ERBAN

DENISA DRGUIN

ENGLISH PRACTICAL COURSE FOR SECOND YEAR STUDENTS

Coperta: Gustav Klimt Lebensbaum (1909) Referent tiinific: lector univ. Mdlina Crivoi Editura Fundaiei Romnia de Mine, 2007 Editur acreditat de Ministerul Educaiei i Cercetrii prin Consiliul Naional al Cercetrii tiinifice din nvmntul Superior

Descrierea CIP a Bibliotecii Naionale a Romniei ERBAN, DOMNICA English practical course for second year students/ Domnica erban, Denisa Drguin. Bucureti: Editura Fundaiei Romnia de Mine, 2007. ISBN 978-973-725-943-1 I. Drguin, Denisa 811.111(075.8)

Reproducerea integral sau fragmentar, prin orice form i prin orice mijloace tehnice, este strict interzis i se pedepsete conform legii. Rspunderea pentru coninutul i originalitatea textului revine exclusiv autorului/autorilor.

Redactor: Andreea DINU Tehnoredactor: Brndua BRBAT Coperta: Cornelia PRODAN Bun de tipar: 26.10.2007; Coli de tipar: 11,25 Format: 16/61X86 Editura Fundaiei Romnia de Mine Bulevardul Timioara nr. 58, Bucureti, sector 6 Tel / Fax: 021/444.20.91; www.spiruharet.ro e-mail: contact@edituraromaniademaine.ro

UNIVERSITATEA SPIRU HARET

FACULTATEA DE LIMBI I LITERATURI STRINE

DOMNICA ERBAN

DENISA DRGUIN

ENGLISH PRACTICAL COURSE FOR SECOND YEAR STUDENTS

EDITURA FUNDAIEI ROMNIA DE MINE Bucureti, 2007

CONTENTS

Preface Part I (The First Term) Introduction . UNIT 1: EDUCATING MAN: GOING TO SCHOOL; READING BOOKS A. Pilot Text: The Flight from the Enchanter . I. Reading Comprehension . II. Lexical Focus . III. Vocabulary Practice ... IV. Grammar Practice .. V. Translation . VI. Conversation .. VII. Composition .. B. Satellite text ... I. Reading II. Comprehension Check-up .. III. Translation .. IV. Building Vocabulary .. V. Conversation ... VI. Composition UNIT 2: PHYSICAL AND EMOTIONAL LIFE (1): LIFE AND DEATH; THE HUMAN BODY; RELATIONS AND FEELINGS A. Pilot text: A Single Man . I. Reading Comprehension . II. Lexical Focus .

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18 20 20 21 22 25 26 26 27 27 30 30 30 31 31

32 35 35 5

III. Vocabulary Practice IV. Grammar Practice ... V. Translation . VI. Conversation .. VII. Composition .. B. Satellite text .... I. Reading II. Comprehension Check-up ... III. Translation .. IV. Building Vocabulary ... V. Conversation ... VI. Composition UNIT 3: PHYSICAL AND EMOTIONAL LIFE (2): INTER-HUMAN RELATIONSHIPS; LOVE AND MARRIAGE A. Pilot text: The Betrayed Kingdom .. I. Reading Comprehension . II. Lexical Focus . III. Vocabulary Practice ... IV. Grammar Practice .. V. Translation . VI. Conversation .. VII. Composition .. B. Satellite text ... I. Reading II. Comprehension Check-up .. III. Translation .. IV. Building Vocabulary ... V. Conversation ... VI. Composition Revision Test I .... Part II (The Second Term) Introduction . UNIT 4: LIFE AND TECHNOLOGY A. Pilot text: Computers will know us Better than We Know Ourselves . I. Reading Comprehension . 6

36 37 39 40 41 41 41 44 44 45 48 48

49 51 51 52 53 55 56 56 56 56 61 62 62 63 63 64

71

73 75

II. Lexical Focus .. III. Vocabulary Practice IV. Grammar Practice ... V. Translation . VI. Conversation .. VII. Composition .. B. Satellite text .... I. Reading .. II. Comprehension Check-up III. Translation .. IV. Building Vocabulary ... V. Conversation VI. Composition UNIT 5: MAN AS ARTIST

75 75 76 78 80 80 81 81 84 84 84 86 86

A. Pilot text: The Listener ... 87 I. Reading Comprehension . 90 II. Lexical Focus .. 90 III. Vocabulary Practice 91 IV. Grammar Practice ... 91 V. Translation . 94 VI. Conversation .. 94 VII. Composition .. 95 B. Satellite text .... 95 I. Reading 95 II. Comprehension Check-up ... 99 III. Translation .. 99 IV. Building Vocabulary .. 99 V. Conversation ... 102 VI. Composition 102 UNIT 6: MAN IN THE MIDST OF NATURE A. Pilot text: Reflections on the Death of a Porcupine ... I.1. Reading Comprehension I.2. Further Text Discussion . II. Lexical Focus . III. Vocabulary Practice IV. Grammar Practice ... 103 106 106 107 107 108 7

V. Translation . VI. Conversation .. VII. Composition .. B. Satellite text 1.. I. Reading II. Comprehension Check-up and Text Discussion . III. Translation .. IV. Building Vocabulary .. V. Conversation ... VI. Composition C. Satellite text 2.. I. Reading II. Comprehension Check-up ... III. Translation .. IV. Building Vocabulary ... V. Conversation ... VI. Composition

110 111 111 111 111 114 114 115 115 115 115 115 120 120 120 121 121

Revision Test II .. 122 Instead of a Key . 126 Appendix Grammar Synopses 137 Composition Writing Synopses ... 173 Bibliography .. 179

PREFACE

The English Practical Course is designed to help the second year students reach and consolidate the upper-intermediate level of English. It is a skill-based approach, tackling abilities like: reading, writing, speaking, listening and also, handling grammatical structures. The course aims at securing an important progress in the domain of vocabulary and syntactic patterns (at the level of phrases, simple sentences and complex sentences), the acquisition of which should allow the students to efficiently apply their knowledge in various discourse contexts and in a wide range of textual genres. The language chosen as main variety is Standard General English; besides we also introduce the basic core of English for Academic Purposes, as well as the minimal specialized vocabulary of English for Scientific and Technical Purposes and of English for Arts, with particular focus on musical terms. Our material consolidates the upper-intermediate level of English by covering various other lexical areas. The students grammatical awareness will be enhanced by applications focused on syntactic structures at phrase, simple sentence and compound or complex sentence types. The students competence in the realm of the four skills will be refined by means of complex practical activities including discourse analysis, comprehension checks, reading by skimming and scanning, talking about controversial topics or writing on given or relatively free topics. By the end of the academic year the students will have acquired the necessary competence in translating fictional and non-fictional texts into and from the target language, in essay writing, and in conversing on topics related to the selected text samples. The present English Practical Course consists of five thematically oriented units (Educating Man, Physical and Emotional Life, Life and
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Technology, Man as Artist, Man in the Midst of Nature) developed in six units, three per term. Each unit is made up of two parts: part A, focusing on the selected pilot text, mainly conveying the respective topic, and part B, focusing on the satellite text which is kindred with the pilot one from a thematic point of view. The latter helps the student go deeper into the already introduced subject matter; besides it provides further reading material opening new perspectives. Every pilot text is followed by reading comprehension, vocabulary practice and grammar practical activities and exercises, all designed so as to consolidate both the semantic and syntactic knowledge stored by the students. Part A also includes a translation section, testing the students ability to translate from the native language into the target one, as well as a conversation section, aiming at improving the students speaking competence. The last section is focused on composition aiming at developing the students writing skills, their creativeness. The second part of the unit, part B, reinforces the topic announced in part A, being built on the following sub-sections: the text reading section, introducing the satellite text; the comprehension check-up section, made up of a set of questions testing the students understanding of the text; the translation section, assessing the students ability to translate from the target language into the native one; the building vocabulary section providing the students with vocabulary lists of the respective domain; the conversation and the composition sections consolidating and refining the students speaking and writing skills. Two revision tests round off each of the two parts. Their role is to check the lexical and the grammatical cognitive material introduced in the respective units. At the end of the book, in the appendix, there are several grammar and composition synopses meant to function as working instruments, which will help the students solve their tasks more efficiently. These materials also facilitate exam preparation, by the systematic picture they provide. Linguistic awareness in the domains of grammar and discourse will also be consolidated if these synopses are assimilated by the second year student. We would like to conclude by referring back to the essential components of our corpus, i.e. the texts we have selected as starting or
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final points of each section. Our choice has been deliberately oriented towards fictional discourse as prior and non-fictional discourse, mainly media texts, as secondary. We would like to motivate our option, by stating most openly that in our capacity as discourse analysts we consider, alongside many others discourse specialists that reading a fictional piece of work is tantamount to a new cognitive experience. This experience is actually more striking from a cognitive point of view than a real world experience, since, in most cases it triggers the refreshment or even the building of new mental schemata. Hence, the greater emotional involvement of the students who thus penetrate a captivating possible world in the realm of the imagination. Imaginary worlds activate a richer vocabulary and a very diverse use of language structures. We also believe that students have to be confronted with informative factual discourse, as used daily in the media. The resulting effect should be an alternation of perspectives, real and imaginary, hopefully challenging the students intellect and thus supplying a fertile ground for the acquisition of a rich lexicon and a variety of linguistic patterns. This book should be, therefore, not only a teaching tool, but also a source of intellectual pleasure. The authors

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12

PART I
(The First Term)

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INTRODUCTION The major theme approached in the first semester is the human universe including topics related to the human being, viewed in both physical and spiritual terms. The two sub-topics are Educating Man (one pilot text) and Physical and Emotional Life (two pilot texts). The unit is divided in two major parts: A and B, each having a set of sub-sections structured as follows:
PART A (FOCUSED ON THE PILOT TEXT):

The Text Section has a complex structure containing a pilot text, thematically oriented and a text analysis and vocabulary practice activities. The pilot texts for the first semester are: The Flight from the Enchanter by Iris Murdoch; A Single Man by Cristopher Isherwood; The Betrayed Kingdom by Richard Brautigan; The wide variety of applications (activities and exercises) helps the students increase their vocabulary, and improve their reading and speaking skills. The Grammar Section deals with applied Syntax topics. In the first semester the following issues are to be studied: sentence types with respect to word order peculiarities and communicative functions; uses of be, copula-like verbs, basic and derived predicatives, structures with predicative adjuncts; monotransitives and ditransitives, the cognate object, prop-verbs, causatives and ergatives, reflexive and reciprocal transitives, transitive phrasal verbs; complex intransitive verbs. Each issue is allocated a range of activities meant to revise and go thoroughly into the main grammar structures. The Translation Section contains a corpus of texts focusing on the grammatical and lexical problems approached. The texts are chosen from contemporary Romanian prose. Syntactic and stylistic adequacy are checked. The Conversation Section consists of three or four topics of discussion thematically linked with the pilot text.
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 The Composition Section consists of two essays per unit (one of which is obligatory) on topics related to the pilot text. Self-Evaluation by Revision tests
PART B (FOCUSED ON THE SATELLITE TEXT):

The Reading Section is meant to provide students with further reading materials in the topic field announced in part A. The satellite texts for the first term are: Total Effect and the Eighth Grade by Flannery OConnor, In Bed by Joan Didion, Manners, Customs, and Observances: Their Origin and Significance by Leopold Wagner. The Comprehension Check-up Section is designed to see whether students can get the gist of the prose its underlying purpose and principal ideas quickly and accurately. The Translation Section points to the entire satellite text, practising the students ability to render the syntactic and semantic structures of the respective text from the target language into the native language. The Building Vocabulary Section introduces students to various lists of words topic related, thus, increasing the students knowledge of the respective domain. The Conversation Section consists of three or four topics of discussion thematically related to the satellite text. The Composition Section consists of two essays per unit (one of which is obligatory) on topics related to the satellite text.

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UNIT 1 EDUCATING MAN: GOING TO SCHOOL; READING BOOKS

Dame Jean Iris Murdoch (July 15, 1919 February 8, 1999), born in Dublin, Ireland, is known primarily as a novelist, but also as a fine philosopher. Her first published novel, Under the Net (1954), was selected by the editorial board of the American Modern Library in 2001 as one of the 100 best English novels of the 20th century. She produced twenty five novels throughout her prolific career as a writer. Besides she wrote quite a few original essays on philosophical issues. All her works prove a high professionalism and a deep insight into the human nature. In 1987, she was made a Dame Commander of the Order of the British Empire. While still in her sixties, Iris Murdoch visited Romania, being accompanied by her husband John Bayly, a novelist and a university professor of English literature. She delivered a brilliant lecture on the relation between art and philosophy to the then students of English in Bucharest. The lecture was followed by the novelists exciting discussions with the students and teaching staff at the Bucharest University Department of English in Bucharest. Iris Murdoch was stricken by Alzheimers disease, from which she began to suffer in 1995. She was most devotedly taken care of by her husband. The bitter years of mental disorder in the context of the couples tender love have been made into an unforgettable movie, IRIS, a shocking biopic directed by Richard Eyre. Kate Winslet portrayed young Iris, Judy Dench created the image of the old writer. The excerpt below has been selected from her second novel The Flight from the Enchanter (1956). The text is highly relevant for topics like: the psychology of teenagers in the context of secondary school, the power relations holding between the authority as represented by teachers and the pupils they are trying to train, the childs drive to break free from the school environment.
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A. PILOT TEXT: THE FLIGHT FROM THE ENCHANTER

(by Iris Murdoch a fragment) Annette put her coat on and was ready to go. But now when she reached the door that led into the street she paused suddenly. She turned around and looked along the corridor. Everything seemed the same; the expensive flora, the watery reproductions of famous paintings, the much admired curve of the white staircase. Annette stared at it all. It looked to her the same, and yet different. It was as if she had walked through the looking-glass. She realized that she was free. As Annette pondered, almost with awe, upon the ease with which she had done it, she felt that Ringenhall had taught her its most important lesson. She began to walk back, peering through doorways and touching objects with her fingers. She half expected to find new rooms hidden behind familiar doors. She wandered into the library. She entered quietly and found that as usual the room was empty. She stood there in the silence until it began to look to her like a library in a sacked city. No one owned these books now. No one would come here again; only after a while the wall would crumble down and the rain would come blowing in. It occurred to Annette that she might as well take away one or two books as souvenirs. Volumes were not arranged in any particular order, not were they stamped or catalogued. She examined several shelves. The books were chaotic, but in mint condition, since reading was not a popular activity at Ringenhall. At length she selected a leather-bound copy of the Collected Poems of Browning, and left the room with the book under her arm. She was by now feeling so happy that she would have shouted for joy if it had not been for the delicious spell which she felt herself to be under and which still enjoined silence. She looked about her complacently. Ringenhall was at her mercy. There were two things which Annette had wanted to do ever since she had arrived. One of these was to carve her name on a wooden bust by Grinling Gibbons, which stood in the common-room. There was something solemn and florid about this work, which made Annette itch for a blade. The wood was soft and inviting. However, she rejected this idea, not because the name of Grinling Gibbons carried, when it came to it, any magic for her, but because she had mislaid her pocket-knife. The other thing which she had always wanted to do was to swing on the chandelier in the dining-room. She
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turned rapidly in the direction of that room and bounded in. Tables and chairs stood by, silent with disapproval. Annette looked up at the chandelier and her heart beat violently. The thing seemed enormously high up and far away. It hung from a stout chain; Annette had noticed this carefully when she had studied it in the past. She had also remarked a strong metal bar, right in the centre of it, on which she had always planned to put her hands. All about and above this bar were suspended tiny drops of crystal, each one glowing with a drop of pure light tinier still, as if a beautiful wave had been arrested in the act of breaking while the sun was shining upon it. Annette had felt sure that if she could swing upon the chandelier the music which was hidden in the crystals would break out into a great peal of bells. But now it seemed to be very hard to get at. In her imagination Annette had always reached the objective by a flying leap from the High Table; but she could see now that this was not a practical idea. Grimly she began to pull one of the tables into the centre of the room. On top of the table she placed one of the chairs. Then she began to climb up. By the time she was on the table she was already beginning to feel rather far away from the ground. Annette was afraid of heights. However, she mounted resolutely on to the chair. Here, by standing on tiptoe, she could get her hands over the metal bar. She paused breathlessly. Then with a quick movement she kicked the chair away and hung stiffly in mid-air. The chandelier felt firm, her grip was strong, there was no terrible rending sound as the chain parted company with the ceiling. After all, thought Annette, I dont weigh much. She kept her feet neatly together and her toes pointed. Then with an oscillation from the hips she began to swing very gently to and fro. The chandelier began to ring, not with a deafening peal but with a very high and sweet tinkling sound; the sort of sound, after all, which you would expect a wave of the sea to make if it had been immobilized and turned into glass: a tiny internal rippling, a mixture of sound and light. Annette was completely enchanted by this noise and by the quiet rhythm of her own movements. She fell into a sort of trance, and as she swung dreamily to and fro she had a vision of remaining there for the rest of the afternoon until the boarders of Ringenhall, streaming in for their dinner, would make their way round on either side of her swinging feet and sit down, paying her no more attention than if she had been a piece of furniture.
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At that moment the door opened and Miss Walpole came in. Annette, who was at the end of one of her swings, let go abruptly of the chandelier and, missing the table, fell to the floor with a crash at Miss Walpoles feet. Miss Walpole looked down at her with a slight frown. This lady was never sure which she disliked most, adolescent girls or small children; the latter made more noise, it was true, but they were often in the long run easier to handle. *
APPLICATIONS

I. Reading Comprehension What would you feel when entering such a corridor and library? What is the important lesson Annette has been taught? What sort of person would do the two things Annette wanted to do? How do you perceive her attitude to the school? Does the fact that she carries one of them out say anything about her character? II. Lexical Focus Look up the following words and phrases in a dictionary:
Verbs to ponder to peer to itch to bound to glow to arrest Nouns awe leap peal (a ~ of bells) ripple grip height Adjectives/Adverbs complacent(ly) violent(ly) breathless(y) high up far away resolute(ly) Prep. Phrases at length at ones mercy on tiptoe in the past on to the chair with a frown

Use the items from the prepositional phrases column in contexts of your own.
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III. Vocabulary Practice 1. Collocate the adjectives below with possible noun heads so as to illustrate their range of meanings (i.e. their polysemy): wooden; watery; neat; grim; stiff; soft 2. Fill in with a verb indicating cutting and complete the list of synonyms by further items, such as: carve, trim, clip, hew etc. a) In spring we always ............ our trees. b) Lets ............ this interesting article! c) Her hair is ......... . d) Youd better ............. this meat rather than ............ it. e) An unknown artist has ................... the statue of the Happy Prince. f) A lot of animals have been ............ for food products. g) We had to .......... our way through the thick jungle. 3. Supply six items (minimally) in the series of synonyms: a) for light emission (prototype: to shine) b) for kinds of looking (prototype: to look) c) for taking hold of something (prototype: to hold) Provide minimal contexts and explain by short paraphrases the main semantic distinctions. 4. State the contextual meaning of the following words and phrases in the fragment above and supply more contexts to illustrate the same or a different use. a) flora b) watery c) mint condition d) complacency e) florid f) immobilized 5. Make a list of all the phrasal verbs (with particle and/or preposition) in the text and supply their contextual meanings.
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IV. Grammar Practice 1. Match the two columns A and B: A a) I would be grateful if you could pass me the salad. b) I insist that you come again tomorrow night. c) Will you repeat the question? d) Did you know theyve married this morning? e) How many times have I told you not to do that? 2. Give examples of: a) simple sentences (one predication finite verb form) b) compound sentences (coordinated clauses) c) complex sentences (subordinated clauses) Then using the following box with the most common conjunctions make up sentences of your own by: a) coordinating clauses and but nor or then yet so and also B declarative and interrogative interrogative interrogative and declarative exclamatory and interrogative

b) subordinating clauses time condition purpose reason concession place manner relative
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when if in order to since although where as which

before unless so that because though wherever like what

while as while the way whose

despite

3. Give the correct ordering of the adjectives in the following noun phrases; resort to the language tip under the list: a/an (red, washable, cotton) skirt; (brown, frightened, big) eyes a/an (fifteen-foot, pale-red, age-old) wall a/an (Greek, young, bright) student (volcanic, black, tall) rocks a/an (little, marble, Egyptian, brownish) statue a/an (fluffy, pink, narrow, woollen, Turkish) cushion.
Language Tip: The Order of Adjectives in front of a Noun
determiner opinion size shape age colour origin material a/the/two nice big round old blue French glass purpose/ noun type bowl fruit

4. Spot the errors (if any) and try to describe the respective violation of grammatical rules of the sentences below: a) *I asked him who was the car owner and he told to me it was possessed by his brother-in-law. b) *Yesterday it took place at the Elisabeta Palace a panel on higher education. c) *He suggested me that there was the thief in the back yard. d) *Green peas he never eats, but he likes very much soya beans. d) *Michael sent Frankfurt a large box. 5. Fill in the blanks with the appropriate preposition: a) Mary was not at all pleased......... the invitation, on the contrary she was indignant ....it. b) I have scarcely been satisfied ..... my performance lately. c) Some people are afraid ...... spiders. d) All the passengers were impatient .... delay. e) She was shocked .... the news of his failure. f) What is he glad ..... ? g) My brother is eager .... success. h) We are all surprised ..... your reply.
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i) Im angry ..... myself for having failed the exam. j) Stunt mens life is fraught ....... danger. 6. Use the copula-like verbs below to complete the sentences: become turn make get run stand grow fall come loom go lie

a) The prospect of a strike ..... large in everyones mind. b) He withdrew from the competition when it ...... clear that he stood no chance. c) Theres a lot of money ..... idle at the bank. d) At the Presidents entry everyone ..... silent. e) The tennis-player .....to pieces in the second set. f) The cows are ..... dry. g) Shes ..... to be more and more like her mother. h) John .... convicted for treason. i) The snow .... (in)to slush. j) The seam .... unstitched. k) The telephone has .... dead. l) Mikes journal .... open on the table. m) Susan ... a good wife for Bill. n) I .... godmother to the child. o) When her servant left to have a baby, Mrs. Green had to .... cook. 7. Specify whether the following adjectives are predicative, modifying or both, and then use them in contexts of your own: a) leaden b) ajar c) chief d) rural e) old f) utter g) heavy h) criminal i) asleep
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8. Identify the copular verb in the following quotations: a) Painting is a blind mans profession. b) So are they all, all honourable men. c) To be or not to be that is the question. d) It is a terrible thing for a man to find out that all his life he has been speaking nothing but the truth. e) A critic is a man who knows the way but cant drive the car. V. Translation Translate from Romanian into English: 1. nc din adolescen mi-a plcut sa scriu nuvele, povestiri i chiar romane fantastice. [...] M-am apucat s scriu ntr-o duminic; aveam toat ziua i noaptea libere n faa mea. mi amintesc nc nceputul i sfritul povestirii: m aflam n laborator (n acel an eram pasionat de chimie i mi alctuisem un mic laborator n pod) i nu tiu datorit crei mprejurimi am adormit dar, evident, cititorul nu tia asta; nu i-o spusesem. 2. Pcat. Nici eu nu prea tiu mare lucru. Dac s-ar fi urcat n tramvaiul sta, l-a fi ntrebat. mi place s intru n vorb cu oameni culi. Tinerii acetia, domnul meu, erau, desigur, studeni. Studeni emineni. Ateptam cu ei n staie i i-am ascultat. Vorbeau despre un anume colonel Lawrence i de aventurile lui n Arabia. i ce memorie! Recitau pe dinafar pagini ntregi din cartea colonelului. 3. Cnd eram n dragoste cu Hildegard [...] nu visam dect la asta: s facem mpreun o excursie n Grecia. Ai fost un prost, l ntrerupse fata. Nu trebuia s visezi, trebuia s-o iubeti... Aveam douzeci de ani i ea nu mplinise nc optsprezece. Era frumoas. Eram amndoi frumoi, adug. n acea clip i ddu seama c era mbrcat ntr-un costum ciudat.[...] Se privi mirat n oglind, parc i-ar fi fost greu s se recunoasc.
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4. Eti fantastic! exclam, Agripina. [] Credeam c singura ta aventur, de care i vei aduce aminte toat viaa, va fi ntlnirea cu mine. De mult voiam s-ti fac surpriza asta: s te smulgi din masa indivizilor de duzin s evadezi din cotidian i banalitate ntlnindu-te cu Agripina. De dou sptmni te urmream de departe, te adulmecam i te reconstituiam [...]. Aveai un secret i nu-l tiam, nu-l nelegeam. Ascundeai o tain aa cum ascund i eu. De aceea m interesai. Erai un personaj. Meritai s-o ntlneti pe Agripina, s ai i tu o aventur fantastic. 5. n ultima vreme ne ntlneam destul de rar, la civa ani o dat. Dar pstram legtura, prin prieteni comuni, prin colegi; ne scriam mai rar, cci eram amndoi foarte prini fiecare cu treburile i rspunderile noastre. i totui cnd a aflat de la Hagi Pavel c voi veni n a doua jumtate a lui iunie la Poiana-Dornei, mi-a scris, propunndu-mi s petrecem cteva zile mpreun, toi trei, aici, la caban... Dar de ce ntrebi?

(Mircea Eliade, adaptare dup n curte la Dionis)

VI. Conversation 1. The social role of school now and yesterday. 2. Should teachers be role models? 3. How does the educational system in your country differ from the educational system in other countries? 4. What was your last year in school like? VII. Composition Topics for Essay Writing 1. Continue the fragment by imagining the further episode in Annettes relation with authority. 2. A teacher affects eternity; he can never tell where his influence stops. (Henry Adams)
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B. SATELLITE TEXT

I. Reading Total Effect and the Eighth Grade (a short story by Flannery OConnor) In two recent instances in Georgia, parents have objected to their eighth and ninth grade childrens reading assignment in modern fiction. This seems to happen with some regularity in cases throughout the country. The unwitting parent picks up his childs book, glances throughout, comes upon passages of erotic detail or profanity, and takes off at once to complain to the school board. Sometimes, as in one of the Georgia cases, the teacher is dismissed and hackles rise in liberal circles everywhere. The two cases in Georgia, which involved Steinbeckss, East of Eden, and John Herseys, A Bell for Adono, provoked considerable newspaper comment. One columnist, in commending the enterprise of the teachers, announced that students do not like to read the fusty works of the 19th century, that their attention can best be held by novels dealing with the realities of our own time, and that the Bible, too, is full of racy stories. Mr. Hersey himself addressed a letter to the state school superintendent in behalf of the teacher who had been dismissed. He pointed out that his book is not scandalous, that it attempts to convey an earnest message about the nature of democracy, and that if falls well within the limits of the principle of total effect, that principle followed in legal cases by which a book is judged not for isolated parts but by the final effect of the whole book upon the general reader. I do not want to comment on the merits of these particular cases. What concerns me is what novels ought to be assigned in the eighth and ninth grades as a matter of course, for if these cases indicate anything, they indicate the haphazard way in which fiction is approached in our high schools. Presumably there is a state reading list which contains safe books for teachers to assign; after that it is up to the teacher. English teachers come in Good, Bad and Indifferent, but too frequently in high schools anyone who can speak English is allowed to teach it. Since several novels cant easily be gathered into one text book, the fiction that students are assigned depends upon their
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teachers knowledge, ability and taste, variable factors at best. More often than not, the teacher assigns what he thinks will hold the attention and interest of the students. Modern fiction will certainly hold it. Ours is the first age in history which has asked the child what he would tolerate learning, but that is a part of the problem with which I am not equipped to deal. The devil of educationalism that possesses us is the kind that can be cast out only by prayer and fasting. No one has yet come along strong enough to do it. In other ages the attention of children was held by Homer and Virgil, among others, but by the reverse evolutionary process, that is no longer possible; our children are too stupid now to enter the past imaginatively. No one asks the student if algebra pleases him or if he finds it satisfactory that some French verbs are irregular, but if he prefers Hersey to Hawthorne, his taste must prevail. I would to put forward the proposition, repugnant to most English teachers, that fiction, if it is going to be taught in the high schools, should be taught as a subject and as a subject with a history. The total effect of a novel depends not only on its innate impact, but upon the experience, literary and otherwise, with which it is approached. No child needs to be assigned Hersey or Steinbeck until he is familiar with a certain amount of the best work of Cooper, Hawthorne, Melville, the early James and Crane, and he does not need to be assigned these until he has been introduced to some of the better English novelists of the eighteenth and nineteenth centuries. The fact that these works do not present him with the realities of his own time is all to the good. He is surrounded by the realities of his own time and he has no perspective whatever from which to view them. Like the college student who wrote in her paper on Lincoln that he went to the movies and got shot, many students go to college unaware that the world was not made yesterday; their studies began with the present and dipped backward occasionally when that seemed necessary or unavoidable. There is much to be enjoyed in the great British novels of the 19th century, much that a good teacher can open up in them for the young student. There is no reason why these novels should be either too simple or too difficult for the eighth grade. For the simple they offer simple pleasures; for the more precocious, they can be made to yield subtler ones if the teacher is up to it. Let the student discover, after reading the 19th century British novel, that the 19th century
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American novel is quite different as to its literary characteristics, and he will thereby learn something not only about these individual works but about the change which a new historical situation can effect in a literary form. Let him come to modern fiction with this experience behind him, and he will be better able to see and to deal with the more complicated demands of the best twentieth-century fiction. Modern fiction often looks simpler than the fiction which preceded it, but in reality it is more complex. A natural evolution has taken place. The author has for the most part absented himself from direct participation in the work and has left the reader to make his own way amid experience dramatically rendered and symbolically ordered. The modern novelist merges the reader in the experience; he tends to raise the passions he touches upon. If he is a good novelist, he raises them to effect by their order and clarity a new experience the total effect which is not in itself sensuous or simply of the moment. Unless the child has had some literary experience before, he is not going to be able to resolve the immediate passions the book arouses into any true, total picture. It is here the moral problem will arise. It is one thing for a child to read about adultery in the Bible or in Anna Karenina and quite another for him to read about it in most modern fiction. This is not only because in both the former instances adultery is considered a sin, and in the latter, at most, an inconvenience, but because modern writing involves the reader in the action with a new degree of intensity and literary mores now permit him to be involved in any action a human being can perform. In our fractured culture, we cannot agree on morals, we cannot even agree that moral matters should come before literary ones when there is a conflict between them. All this is another reason why the high schools would do well to return to their proper business of preparing foundations. Whether in the senior year students should be assigned modern novelists should depend both on their parents consent and on what they have already read and understood. The high school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.
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II. Comprehension Check-up 1. What faults in the usual methods of teaching fiction to highschool students does the author set forth? 2. What objections does the author have to assigning contemporary novels in high school? 3. What does the author want to be taught in high school? 4. What is the authors opinion with respect to students tastes? 5. What is the authors view on high school education? III. Translation Translate the first three paragraphs of the satellite text. IV. Building Vocabulary

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 Write an essay on your own personality (self-portrait with focus on the intellectual and emotional features) and education (all the stages) V. Conversation 1. What was good and what was wrong about your high school years? 2. If you were in a position to change something about the education system, what would you change? Argument your answer. 3. His taste should not be consulted; it is being formed. How do you respond to this statement? VI. Composition Write an essay on each of the following topics: 1. My own high school experience. 2. Owls are not really wise they only look that way. The owl is a sort of college professor. (E. Hubbard)

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UNIT 2 PHYSICAL AND EMOTIONAL LIFE (1): LIFE AND DEATH; THE HUMAN BODY; RELATIONS AND FEELINGS

Christopher William Bradshaw Isherwood was an AngloAmerican novelist. The son of a British Lieutenant-Colonel belonging to the upper gentry, he was born in his familys ancestral seat, Wyberslegh Hall, High Lane, near Stockport in the northwest of England, and spent his childhood in various towns where his father was stationed. His first novel, All the Conspirators, is an anti-heroic story, written in a pastiche of many modernist novelists, about a young man who is defeated by his mother. His second novel, The Memorial (1932), was another of his stories of intergenerational conflict between mother and son, based closely on his own family history. Isherwood wrote a lightly-fictionalized autobiographical account of his childhhood and youth, Lions and Shadows (1938), using the title of an abandoned novel. In the opinion of many reviewers, Isherwoods finest achievement was his 1964 novel A Single Man. During 1964 Isherwood collaborated with the American writer Terry Southern on the screenplay for the Tony Richardson film adaptation of The Loved One, Evelyn Waughs caustic satire on the American funeral industry.
A. PILOT TEXT: A SINGLE MAN

(by Cristopher Isherwood a fragment) Waking up begins with saying AM and NOW. That which has awoken then lies for a while staring up at the ceiling and down into himself, until it has recognized I, and there from deduced I AM, I AM NOW. HERE comes next, and is at least negatively reassuring; because HERE, this morning is what it had expected to find itself whats called at home. But now isnt simply now. NOW is also a cold reminder; one whole day later than yesterday, one year later than last year. Every NOW is labelled with its date, rendering all past NOWS
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obsolete, until later or sooner, perhaps no, not perhaps quite certainly: It will come. Fear tweaks the vagus nerve. A sickish shrinking from what waits, somewhere out, dead ahead. But meanwhile the cortex, that grim disciplinarian, has taken its place at the central controls and has been testing them one after another the legs stretch, the lower back is arched, the fingers clench and relax... And now, over the entire inter-communication system, is issued the first order of the day: UP. Obediently, the body levers itself out of bed, wincing from twinges in the arthritic thumbs and the left knee, mildly nauseated by the pylorus in a state of spasm and shambles naked into the bathroom, where its bladder is emptied and it is weighed; still a bit over 130 pounds, in spite of all toiling at the gym. Then to the mirror. What it sees there isnt much a face as the expression of a predicament. Heres what it has done to itself, heres the mess it has somehow managed to get itself into, during its fifty-eight years; expressed in terms of a dull harassed stare, a coarsened nose, a mouth dragged down by the corners into a grimace, as if at the sourness of its own toxins, cheeks sagging from their anchors of muscles, a throat hanging limp in tiny wrinkled folds. The harassed look is that of a desperately tired swimmer or runner; yet there is no question of stopping. The creature we are watching will struggle on and on until it drops. Not because it is heroic: it can imagine no other alternative. Staring and staring into the mirror, it sees many faces within its face the face of a child, the boy, the young man, the not-so-young man all present still, preserved like fossils on superimposed layers, and like fossils, dead. Their message to this live dying creature is: Look at us we have died what is there to be afraid of? It answers them: But that happened so gradually, so easily. I AM AFRAID OF BEING RUSHED. It stares and stares. Its lips part. It starts to breathe through its mouth. Until the cortex orders it impatiently to wash, shave, brush its hair. Its nakedness has to be covered. It must be dressed up in clothes, because it is going outside, into the world of the other people; and these others must be able to identify it. Its behaviour must be acceptable to them. Obediently, it washes, shaves, brushes its hair; for it accepts its responsibilities to the others. It is even glad it has its place among them. It knows what is expected of it.
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It knows its name. It is called George. By the time it has gotten dressed, it has become HE; has become more or less George though still not the whole George they demand and are prepared to recognize. Those who call him on the phone at this hour of the morning would be bewildered, maybe even scared, if they could realize what this three-quarters-human thing is they are talking to. But, of course, they never could its voices mimicry of their George is nearly perfect. Even Charlotte is taken in by it. Only two or three times has she sensed something uncanny, and asked: George, are you ALL RIGHT? He crosses the front room, which he calls his study, and comes down the staircase. The stairs turn a corner; they are narrow and steep. You can touch both handrails with your elbows and you have to bend your head even if, like George, you are only five feet eight. This is a tightly planned little house. He often feels protected by its smallness; there is hardly enough room here to feel lonely. Nevertheless Think of two people, living together day after day, year after year, in this small space, standing elbow to elbow cooking at the same stove, squeezing past each other on the narrow stairs, shaving in front of the same bathroom mirror, constantly jogging, jostling, bumping against each others bodies by mistake or on purpose, sensually, aggressively, awkwardly, impatiently, in rage or in love think what deep, though invisible tracks they must leave, everywhere, behind them! The doorway into the kitchen has been built too narrow. Two people in a hurry, with plates of food in their hands are apt to keep colliding there. And it is here, nearly every morning, that George, having reached the bottom of the stairs, has his sensation of suddenly finding himself on an abrupt, brutally broken-off, jagged edge as though the track has disappeared down a landslide. It is here that he stops short and knows with a sick newness, almost as though it were for the first time: Jim is dead. Is dead. He stands quite still, silent or at most uttering a brief animal grunt, as he waits for the spasm to pass. Then he walks into the kitchen. These morning spasms are too painful to be treated sentimentally. After them he feels relief, merely. It is like getting over a bad attack of cramp. *
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APPLICATIONS

I. Reading Comprehension Which are the main stages in the characters waking process? How is the relation between the brain and the parts of the body reflected in the text? What referential expressions are used to mark the identity of the main character? What tragedy is evoked by George in the final part of the fragment? Is it a climax or an anti-climax? What is the role of the house in the fragment above? II. Lexical focus Look up the following words in a dictionary: Verbs to tweak to shrink to clench to wince to shamble to lever to harass to bewilder to squeeze Nouns twinge nausea(+ed) bladder predicament reminder vagus nerve pylorus mimicry handrail Adjectives obsolete sick(-ish)/ ly coarse/ ly limp uncanny awkward brutally sentimentally merely

Memorize the items used to describe the human face. forehead cheek chin temple nose jaw eye mouth ear cheekbone angle of the mouth dimple in the chin

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III. Vocabulary Practice 1. Explain the meaning of the Noun, Adjective and Verb single in the sentences below: a) The mountaineers were climbing in a single file. b) She decided to buy herself a single. c) He had to pay extra for a single room. d) Yesterday they played womens singles. e) He asked me to pay in singles. f) His article starts by singling out the five key goals of US foreign policy (for praise/ blame/ criticism). g) The peasants were singling the maize. h) He was wearing a single-breasted coat, as well as a single eyeglass. i) The single-engined train was puffing along the single track. j) When I first met him he was a single man. k) Cigarette smoking is the single most important cause of lung cancer. l) Have you heard their latest single? What do you think the compounds single-handed and singleminded might mean? 2. Complete the following sentences with the correct preposition: to, toward, on, onto, in, or into: a) Mary has returned .her home town. b) The little duck jumped the pond. c) Tom fell ..the floor. d) She drove .. the river for two hours, but then she turned back before reaching it. e) Jane got .. Toms brand new car. f) My little girl spilled her cereal the floor. 3. Fill in the blanks with the appropriate verb in the series of verbs of holding: clasp, clench, clutch, grasp, grip, press, snatch, seize, cling , claw: a) She climbed into the car ...ing her hat so that the wind wouldnt blow it off.
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b) The baby monkey ... to its mothers back until it could climb by itself. c) David suddenly ...ed my arm and pulled me away from the road. d) The hawk ...ed the fowl by its talons. e) The kid ... my hand with warm affection. f) The boxer ...ed his fists and started a new attack. g) She ..ed the knife in her hand and started carving the turkey. h) He was ...ed from the claws of death. i) She ...ed at her husbands sleeve, trying to stop him. j) The policeman ...ed the thief in the act of escaping. IV. Grammar practice 1. Fill in with a suitable preposition so as to form a prepositional phrase: a) She has applied ... a transfer. b) She has applied the ointment .... the wound. c) She applied ... the task most diligently. d) For details you may apply ... the secretary or .... the booking office. 2. Fill in with the appropriate particle or preposition (or both) and then explain the meaning of the phrasal verb thus formed: a) The smoke drifted ......... to reveal the blackened shell of the building. b) He was excited by novel ideas which came drifting ....... ....... all kinds of sources. c) His upbringing seems to have left him incapable of sustained effort, he just drifts .... . d) He and his wife are drifting ............ ............ mutual indifference. 3. Use the following intransitive verbs in contexts of your own so as to illustrate their syntactic behaviour: live stretch cost weigh walk come go dash arrive last
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4. Complete the sentences beginning as shown so that the meaning stays the same. Use constructions including the word in italics and add any other words, if necessary. a) My brother mended my vacuum cleaner for me. had I ........................ mended. b) Yesterday, I took my car to a garage to be washed. had I ..........................yesterday. c) Someone is coming to repair the broken door. am I ..........................repaired. d) A famous designer made her dress. had She ............................ by a famous designer. e) Im having my passport photograph taken on Sunday. is Someone .................... on Sunday. f) Her hairdresser has coloured her hair red. had She ......................... red. g) The dentist has taken out one of my teeth. have I .................... taken out. 5. Insert the appropriate particle and check whether it can be moved after the Direct Object: a) He rarely managed to get .... (his jokes). b) The newspaper whipped ..... (sympathy) for them. c) They attempted to drum .... (support) from the students. 6. Complete the sentences using the reflexive pronoun themselves or the reciprocal pronominal phrase each other. a) They always send ..... a card at New Years Eve. b) They really enjoyed ...... on the cruise. c) Frank and Bruce hadnt met ..... before.
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d) Joan and Angelina went shopping together and looked .... out of the house. e) Neither Patrick nor Robert would take responsibility for the accident. They both blamed f) Patrick and Robert were dreadfully sorry about the accident. They blamed .... for it. g) The twin brothers smiled happily at ..... h) A lot of people injure ... doing jobs about the house. 7. Analyse the underlined verb phrases in terms of meaning and structure: a. If you take a breath and feel like a broken window, then you have to tell whats happening. b. There was nothing that would keep me from taking a walk along the docks. Give other examples of verbs that behave in a similar way, i.e. entering constructions where the respective verb loses its primary meaning. V. Translation Translate from Romanian into English: 1. Dac m-a tunde n fiecare zi ar trebui s pltesc o groaz de bani coafezei. 2. A fi chemat ieri pe cineva s acordeze pianul, dac puteam gsi un om n stare s-o fac. 3. Dac nu faci ce vreau, am s pltesc s mi se trimit rochiile de la Paris i o s te coste mult mai mult dect dac fceai ce te-am rugat. 4. E ciudat c nu i-ai vopsit nc poarta. 5. E neateptat c i-a reparat maina n loc s-o vnd dup un accident aa de grav. 6. Trebuia s-i repari de mult cntarul, fiindc e stricat de un an ncoace i toi clienii ti se plng de luni de zile c-i neli. 7. Nu se poate s-i fi spoit camera nainte ca nevasta lui s termine de scos mobilele din ea.
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8. Se vede c i-a dat la reparat pantofii, fiindc atunci cnd neam desprit pierduse un toc, iar acum vd c are amndou tocurile, ca de obicei. 9. Puteai pune s fie antrenat calul acela, dac ai fi vrut s ctige cursa. 10. Dac mai pui copilul s nvee toat ziua, am s m supr pe tine. 11. Eram nsurat de doi ani i jumtate cu o coleg de facultate i bnuiam c m nal. Din cauza asta nici nu puteam s-mi dau examenele la vreme. mi petreceam timpul spionndu-i prieteniile, urmrind-o, fcnd probleme insolubile din interpretarea unui gest, din nuana unei rochii i din informarea luntric despre cine tie ce vizit la vreuna din mtuile ei. Era o suferin de nenchipuit care se hrnea din propria ei substan. Ne luasem din dragoste, sraci amndoi, dup randez-vousuri din ce n ce mai dese pe slile universitii i dup lungi plimbri pe jos, prin toate cartierele pavate cu asfalt ale Capitalei, care erau i cele mai singuratice, pe atunci. Dup nunta noastr, care a fost ntr-un anumit fel tinuit, mi-a murit un unchi bogat, a crui avere mprit in cinci pri [...] a putut s nsemne pentru fiecare o adevrat rsturnare social. Cnd zic tinuit e un fel de a vorbi, cci eram major i din familia noastr nimeni nu m-ar fi putut opri. Mama tria destul de greu, din pensia rmas de pe urma tatlui meu, dimpreun cu surorile mele, dar cred c nu m-ar fi mpiedicat niciodat s m nsor dup voia inimii, dei, n general, cei care s-au cstorit din dragoste i mpiedic pe copiii lor s fac acelai lucru.
(Camil Petrescu, adaptare dup Ultima noapte de dragoste, ntia noapte de rzboi)

VI. Conversation 1. Talk about the most important goals in your life right now. 2. Describe any frustrations you may be experiencing in trying to achieve your goals. 3. Talk about the time of day, the day of the week, and the season of the year you enjoy most. 4. What are some of the activities you value most in life, and how do you find the time to pursue them?
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VII. Composition Topics for Essay Writing 1. Every mans life is a fairy-tale written by Gods fingers. (Hans Christian Andersen) 2. Life is not measured by the time we live. (George Crabbe) 3. The drama of losing a good friend literally as well as spiritually.
B. SATELLITE TEXT

I. Reading In Bed (a short story by Joan Didion) Three, four, sometimes five times a month, I spend the day in bed with a migraine headache, insensible to the world around me. Almost every day of every month, between these attacks, I feel the sudden irrational irritation and the flush of blood into the cerebral arteries which tell me that migraine is on its way, and I take certain drugs to avert its arrival. If I did not take the drugs, I would be able to function perhaps one day in four. The physiological error called migraine is, in brief, central to the given of my life. When I was 15, 16, even 25, I used to think that I could rid myself of this error by simply denying it, character over chemistry. Do you have headaches sometimes? frequently? never? the application forms would demand. Check one. Wary of the trap, wanting whatever it was that the successful circumnavigation of that particular form could bring (a job, a scholarship, the respect of mankind and the grace of God), I would check one. Sometimes, I would lie. That in fact I spent one or two days a week almost unconscious with pain seemed a shameful secret, evidence not merely of some chemical inferiority but of all my bad attitudes, unpleasant tempers, wrongthink. For I had no brain tumor, no eyestrain, no high blood pressure, nothing wrong with me at all: I simply had migraine headaches, and migraine headaches were, as everyone who did not have them knew, imaginary. I fought migraine then, ignored the warnings it sent, went
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to school and later to work in spite of it, sat through lectures in Middle English and presentations to advertisers with involuntary tears running down the right side of my face, threw up in washrooms, stumbled home by instinct, emptied ice trays onto my bed and tried to freeze the pain in my right temple, wished only for a neurosurgeon who would do a lobotomy on house call, and cursed my imagination. It was a long time before I began thinking mechanistically enough to accept migraine for what it was: something with which I would be living, the way some people live with diabetes. Migraine is something more than the fancy of a neurotic imagination. It is an essentially hereditary complex of symptoms, the most frequently noted but by no means the most unpleasant of which is a vascular headache of blinding severity, suffered by a surprising number of women, a fair number of men (Thomas Jefferson had migraine, and so did Ulysses S. Grant, the day he accepted Lees surrender), and by some unfortunate children as young as two years old. (I had my first when I was eight. It came on during a fire drill at the Columbia School in Colorado Springs, Colorado. I was taken first home and then to the infirmary at Peterson Field, where my father was stationed. The Air Corps doctor prescribed an enema.) Almost anything can trigger a specific attack of migraine: stress, allergy, fatigue, an abrupt change in barometric pressure, a contretemps over a parking ticket. A flashing light. A fire drill. One inherits, of course, only the predisposition. In other words I spent yesterday in bed with a headache not merely because of my bad attitudes, unpleasant tempers and wrongthink, but because both my grandmothers had migraine, my father has migraine and my mother has migraine. No one knows precisely what it is that is inherited. The chemistry of migraine, however, seems to have some connection with the nerve hormone named serotonin, which is naturally present in the brain. The amount of serotonin in the blood falls sharply at the onset of migraine, and one migraine drug, methysergide, or Sansert, seems to have some effect on serotonin. Methysergide is a derivative of lysergic acid (in fact Sandoz Pharmaceuticals first synthesized LSD25 while looking for a migraine cure), and its use is hemmed about with so many contraindications and side effects that most doctors prescribe it only in the most incapacitating cases. Methysergide, when it is prescribed, is taken daily, as a preventive; another preventive which works for some people is old-fashioned ergotamine tartrate,
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which helps to constrict the swelling blood vessels during the aura, the period which in most cases precedes the actual headache. Once an attack is under way, however, no drug touches it. Migraine gives some people mild hallucinations, temporarily blinds others, shows up not only as a headache but also as a gastrointestinal disturbance, a painful sensitivity to all sensory stimuli, an abrupt overpowering fatigue, a strokelike aphasia, and a crippling inability to make even the most routine connections. When I am in a migraine aura (for some people the aura lasts fifteen minutes, for others several hours), I will drive through red lights, lose the house keys, spill whatever I am holding, lose the ability to focus my eyes or frame coherent sentences, and generally give the appearance of being on drugs, or drunk. The actual headache, when it comes, brings with it chills, sweating, nausea, a debility that seems to stretch the very limits of endurance. That no one dies of migraine seems, to someone deep into an attack, an ambiguous blessing. My husband also has migraine, which is unfortunate for him but fortunate for me: perhaps nothing so tends to prolong an attack as the accusing eye of someone who has never had a headache. Why not take a couple of aspirin, the uninflected will say from the doorway, or Id have a headache, too, spending a beautiful day like this inside with all the shades drawn. All of us who have migraine suffer not only from the attacks themselves but from this common conviction that we are perversely refusing to cure ourselves by taking a couple of aspirin, that we are making ourselves sick, that we bring it on ourselves. And in the most immediate sense, the sense of why we have a headache this Tuesday and not last Thursday, of course we often do. There certainly is what doctors call a migraine personality, and that personality tends to be ambitious, inward, intolerant of error, rather rigidly organized, perfectionist. You dont look like a migraine personality, a doctor once said to me. Your hairs messy. But I suppose youre a compulsive housekeeper. Actually my house is kept even more negligently than my hair, but the doctor was right nonetheless: perfectionism can also take the form of spending most of a week writing and rewriting and not writing a single paragraph. But not all perfectionists have migraine, and not all migrainous people have migraine personalities. We do not escape heredity. I have tried in most of the available ways to escape my own migrainous heredity (at one point I learned to give myself two daily injections of
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histamine with a hypodermic needle, even though the needle so frightened me that I had to close my eyes when I did it), but I still have migraine. And I have learned now to live with it, learned when to expect it, how to outwit it, even how to regard it, when it does come, as more friend than lodger. We have reached a certain understanding, my migraine and I. It never comes when I am in real trouble. Tell me that my house is burned down, my husband has left me, that there is gunfighting in the streets and panic in the banks, and I will not respond by getting a headache. It comes instead when I am fighting not an open but a guerrilla war with my own life, during weeks of small household confusions, lost laundry, unhappy help, canceled appointments, on days when the telephone rings too much and I get no work done and the wind is coming up. On days like that my friend comes uninvited. And once it comes, now that I am wise in its ways, I no longer fight it. I lie down and let it happen. At first every small apprehension is magnified, every anxiety a pounding terror. Then the pain comes, and I concentrate only on that. Right there is the usefulness of migraine, there in that imposed yoga, the concentration on the pain. For when the pain recedes, ten or twelve hours later, everything goes with it, all the hidden resentments, all the vain anxieties. The migraine has acted as a circuit breaker, and the fuses have emerged intact. There is a pleasant convalescent euphoria. I open the windows and feel the air, eat gratefully, sleep well. I notice the particular nature of a flower in a glass on the stair landing. I count my blessings. II. Comprehension Check-up 1. In what way do migraines differ from ordinary headaches? 2. When did the author have her first migraine? 3. What do migraines do to people? 4. How does the author come to manage her migraines in the end? 5. What does the author do between two attacks of headaches? III. Translation Translate the last three paragraphs of the satellite text.
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IV. Building Vocabulary

Word (part of speech) abnormal (adj) ache (noun/verb) acute (adj) allergy (noun) allergic (adj) amnesia (noun) amputation (noun) amputate (verb) anaemia (noun) anaemic (adj) anti-depressant (noun) arthritis (noun) asthma (attack) (noun) bedsore (noun) blood pressure (noun) bruise (noun) bruised (adj) cancer (noun) Meaning not normal for the human body pain that wont go away quick to become severe/bad a bodys abnormal reaction to certain foods or environmental substances (eg causes a rash) a condition that causes people to lose their memory permanent removal of a limb

occurs when the body doesnt have enough red blood cells medication that helps relieve anxiety and sadness a disease that causes the joints to become swollen and crippled a condition that causes a blockage of the airway and makes it difficult for a person to breathe wounds that develop on a patients body from lying in one place for too long the rate at which blood flows through the body (high/low) injured body tissue that is visible underneath the skin disease caused by the uncontrollable growth of cells

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cardiopulmonary restoring a persons breath and circulation resuscitation (CPR) (noun) cast (noun) chickenpox (noun) coroner (noun) a hard bandage that is wrapped around a broken bone to keep it in place a virus commonly contracted by children, characterized by itchy spots all over the body a person who determines the cause of death after a person dies

critical condition requiring immediate and constant medical attention (noun) disease (noun) flu (influenza) (noun) heart attack (noun) HIV (noun) hives (noun) illness (noun) ill (adj) life support (noun) numb (adj) pain killer, pain reliever (noun) a medical disorder that is harmful to a persons health many types of respiratory or intestinal infections passed on through a virus instance in which blood stops pumping through the heart the virus that infects the human T-cells and leads to AIDS bumps that appear on the surface of the skin during an allergic reaction general term for any condition that makes a person feel sick for a certain period of time a machine that keeps patients alive by helping them breathe no feeling in a certain body part type of medicine that takes away some or all of the discomfort of an illness or injury

routine check-up a doctors appointment to check a persons general (noun) health 46

scrubs (noun) scrub up (verb) seizure (noun) side effects (noun) sore (adj) spasm (noun) sprain (noun/verb) stable condition (noun) sting (noun/verb) stress (noun) stressed (adj) swelling (noun) swollen (adj) tender (adj) ultrasound (noun) urine sample (noun) vein (noun) virus (noun)

plain uniform (usually green, white, or blue) worn by medical professionals carefully wash hands before and after seeing a patient sudden violent movements or unconsciousness caused by electrical signal malfunction in the brain other symptoms that might occur as a result of a certain medication or procedure painful the uncontrollable tightening of a muscle an injury (less serious than a break) to a joint (ankle, wrist, knee etc) a patient is stable if their medical condition is no longer changing rapidly sharp, temporary pain worry that causes muscles to tighten and blood pressure to rise ligaments (parts that hold the joints together) growing bigger and rounder after an injury to a joint painful when touched or used a test that examines the bodys internal organs and processes using sound waves (often used during pregnancies) a small amount of the bodys liquid waste that is tested for different medical reasons the thin tubes that transport blood around the body and back to the heart a dangerous organism that causes the spread of minor and major diseases 47

ward (noun) wheelchair (noun) wound (noun) wounded (adj) x-ray (noun/verb)

a section of a hospital or health facility where patients stay a chair on wheels used for transporting patients from place to place injury to body (flesh wound means not deep) a photograph of a persons bones and organs

Use twenty of the items above to describe the patients in a hospital ward. V. Conversation 1. Are we impartial or impressionistic when we describe the symptoms of an illness? 2. What makes you most suffer: the pain or the others incredulous attitude? 3. What do you usually do when you are in pain? VI. Composition Write an essay on each of the following topics: 1. The blues the unwelcome mood of adolescents. 2. The best doctors in the world are Doctor Diet, Doctor Quiet, and Doctor Merryman. (J. Swift)

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UNIT 3 PHYSICAL AND EMOTIONAL LIFE (2): INTER-HUMAN RELATIONSHIPS; LOVE AND MARRIAGE

Richard Gary Brautigan was an American writer, best known for the novel Trout Fishing in America. During the late sixties, Brautigan recorded a spoken-word album for The Beatles short-lived record-label, Zapple. The label was shut down by Allen Klein before the recording could be released, but it was eventually released in 1970 on Harvest Records as Listening to Richard Brautigan. Brautigans writings are characterized by a remarkable and humorous imagination. The permeation of inventive metaphors lent even his prose-works the feeling of poetry. Evident also are themes of Zen Buddhism like the duality of the past and the future and the impermanence of the present. Zen Buddhism and elements of the Japanese culture can be found in his novels like The Tokyo-Montana Express and Sombrero Fallout: A Japanese Novel.
A. PILOT TEXT: THE BETRAYED KINGDOM

(a short story by Richard Brautigan) This love story took place during the last spring of the Beat Generation. She must be in her middle thirties and I wonder what shes doing now and if she still goes to parties. Her name slips my memory. It has joined all the other names that I have forgotten that swirl through my head. She lived in Berkeley and I saw her often at the parties I attended that spring. Shed come to a party all sexied up and really move it around and drink wine and flirt until midnight came ant then shed lay her scene on whomever was trying to get into her pants, which happened to be a lot of my friends who had cars. One after another they answered the fate that she had waiting for them.
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Is anyone driving to Berkeley? I need a ride to Berkeley, she would always announce erotically. She wore a little gold watch to keep track of the midnight. One of my friends would always say yes behind too much wine and drive her to Berkeley and shed let them into her little apartment and tell them that she wouldnt go to bed with them, that she didnt sleep with anybody, but if they wanted to, they could sleep on her floor. She had an extra wool blanket. My friends would always be too drunk to drive back to San Francisco, so they would sleep on her floor, curled around that green army blanket and wake up in the morning stiff and grouchy as a coyote with rheumatism. Neither coffee nor breakfast was offered and she had gotten another ride to Berkeley. A few weeks later I would see her at another party and come the midnight shed sing her little song Is anybody driving to Berkeley? I need a drive to Berkeley. And some poor son-of-a-bitch, always one of my friends, would fall for it and keep an appointment with that blanket on her floor. Obviously, I was never able to understand the attraction that existed for her because she did nothing to me. Of course, I didnt have a car. That was probably it. You had to have a car to understand her charms. I remember one evening when everybody was drinking wine and having a good time, listening to music. Oh, those Beat Generation days!, talking, wine and jazz! Miss Berkeley Floor was drifting through the place spreading joy wherever she went, except among those friends of mine who had already availed themselves of her hospitality. Then midnight came and Is anybody driving to Berkeley? She always used the same words. I guess because they worked so well: perfectly. A friend of mine who had told me of his adventures with her, looked at me and smiled as another friend, a virgin to the experience and quite aroused behind the evenings wine, took the hook. Ill give you a ride home, he said. Wonderful, she said with a sexy smile. I hope he enjoys sleeping on the floor, my friend halfwhispered to me, loud enough for me to hear, but not quite loud enough for him to hear because he was kismeted to make an acquaintance with a Berkeley floor. In other words, this girls scene
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had become a very in-joke among the stud and they were always amused to see somebody else take that carnival ride to Berkeley. She went and got her coat and out they went, but she had drunk a little too much wine herself and she got sick when they got to his car and she puked all over his front fender. After she had emptied her stomach and was feeling a little better my friend drove her to Berkeley and she made him sleep on the floor wrapped in that God-damn blanket. He came back to San Francisco the next morning: stiff, grouchy, hangover and so mad at her that he never washed her puke off that fender. He drove round San Francisco for months with that stuff residing there like a betrayed kingdom until it wore away. *
APPLICATIONS

I. Reading Comprehension Why is the main female character named Mrs. Berkeley Floor? How would you characterize Mrs. Berkeley Floor? What does the Betrayed Kingdom stand for? What would be the conclusion of the text? II. Lexical Focus Look up the following words and phrases in a dictionary: Verbs to slip to swirl to fall for smth. to drift to avail to take the hook Nouns curl kismet in-joke fender rear Beat Generation Adjectives/adverbs stiff grouchy erotically betrayed wrapped carnival

Use the nouns from the second column in contexts of your own.
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III. Vocabulary Practice 1. Insert the appropriate word: embrace, clasp, hug, nestle, nuzzle, cuddle: a) The dog............the sleeping child. b) He....................the Muslim religion. c) He had knelt with his hands.................ed in prayer. d) The treatise.................several different subjects. e) She.............down among cushions. f) She gave her mother a big.............. . g) The children.....................up together under the blankets. h) This bracelet wont ............ . 2. Which of these characteristics would you like your ideal person to have? Choose the five most important. Argue for your choice. Show how the italicised words are derived lexically. modesty style charm caution loyalty intelligence sense of humour resourcefulness honesty bravery faithfulness taste generosity judgement sociability common sense reliability patience talent beauty

For each of them give the corresponding adjective. 3. Explain the following collocations/expressions. Then use them in sentences of your own: cardboard pair of shoes neck dough exam competition welcome breeze drink b) a curl of ones hair; a curl of smoke; a curl of lip
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a) stiff

4. Paraphrase the following expressions, and use them in contexts of your own so as to illustrate their meaning: to come in for something, to come down on somebody, to come to terms with something, to come out with something, to come to the point. 5. Supply the meaning of the following idiomatic expressions: a wet blanket, an armchair critic, a stuffed shirt, a nosy parker, a fair weather friend. Use them in contexts of your own. IV. Grammar Practice 1. Try to obtain a synonymous dative structure. a) John has handed his room key to the receptionist. b) Robert has taught English to all the youth of Ceylon and India. c) Rose bought a splendid TV set for her living room. d) The latest earthquake brought disaster to Japan. e) The girl gave my son a punch in the nose. 2. Comment upon the structural and semantic differences between the alternative structures. a) She carried her brother to Rome. / She carried Rome her brother. b) She wrote letters for three hours. / She wrote three hours letters. c) She wrote letters to her friend for three hours. / She wrote three hours letters to her friend. 3. Turn into the passive and decide whether to include the agent or not. a) The postman has delivered a lot of letters this morning. b) Someone has stolen some money from my bag. c) People are drinking more coffee than tea these days. d) You are not permitted to smoke in this room. e) You have to return all videotapes to the shop before 5 p.m.
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4. Change the voice of the verb in bold. Give two passive constructions wherever possible. a) Tchaikovsky used many folk songs in his compositions. b) The coach gave the boxer some instructions. c) They will grant me a leave in July if there is no urgent work to be done. d) His friends never forgave him his disloyalty. e) The management offers me several jobs and I cannot decide which to take. 5. Look at the four pairs of sentences. Explain the semantic difference between the agentless and the agentive passive: a) Jim beat Gunther yesterday. / Jim was beaten by Gunther yesterday. b) She hasnt paid the money yet. / She hasnt been paid the money yet. c) They will send the money tomorrow. / They will be sent the money tomorrow. d) I dont want to see him. / I dont want to be seen with him. 6. Fill in each of the gaps with a suitable word or phrase. a) My motions were rejected and I was .... retreat. b) I believe he needs ... told to keep a low profile. c) Her daughter is believed ...... kidnapped by terrorists. d) Under the old suggestions, contestants were .... an extra 20 minutes to round off their essays. 7. Correct the following sentences: a) *Man and wife they were pronounced. b) *He was explained the procedures. c) *His faults were forgiven to him. d) *She was earned a lot of money from her gambling. e) *I was suggested an excellent bookshop.
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V. Translation Translate from Romanian into English: 1. Se deschideau prvlioare n tot lungul strzii nguste. 2. Se scriau, se publicau i se vindeau multe cri noi pentru copii. 3. Se lustruiau cizmele stpnului ntruct avea s mearg la vntoare a doua zi. 4. n tot oraul se vindeau ziare anunnd ncetarea ostilitilor. 5. Erau aduse cri de geografie i de istorie destinate colarilor. 6. Se construia un teatru nou pentru ca actorii s-i interpreteze rolurile pe o scen modern. 7. La radio se transmitea un concert care i se prea plicticos. 8. Se trimiteau flori doamnelor mai n vrst din sat, ntruct triau izolate de toi i se bucurau de orice semn de prietenie. 9. Copilul era mustrat pentru fapta sa de ctre ambii prini. 10. Se retipreau cri care fuseser scrise naintea romanului ei de debut, aa c atepta cu rbdare s-i vin rndul. 11. Deci i ea era o cetate care trebuia cucerit, am gndit, dar una mai grea, cci mi sugera legtura ei strns cu moartea. Att, alte ziduri nu avea, dar sta, singurul, cum s-l escaladezi? Am nceput s ieim, s ne plimbm mpreun prin ora. Nineta era bine mbrcat, chiar elegant i strada o schimba, devenea grav, aproape strin, tcut i veselia i pierea de pe chip. Avea chiar un ochi cercettor, imobil cnd se uita la ceva. Se uita cu o lcomie pe care n-o descifram, oricum strada o schimba, aveam chiar impresia c nu mai era cu mine i nu tiam ncotro i zburau gndurile i ce fel de gnduri. Apoi acas la ea devenea alt fiin... Aceste plimbri au adus ruptura, neateptat pentru mine, incredibil. Ieirea n lume e plin de surprize, da, e bine ntre noi doi, dar mpreun cu alii privirea ei nu-i mai aparine, sursul ei nu-i mai nflorete pe chip cnd o priveti, rde pe neateptate de ceea ce spune altul i eti stupefiat s descoperi c dei e aceeai nu-i mai aparine, aici e drama, e aceeai...
(Marin Preda, adaptare dup Cel mai iubit dintre pmnteni) 55

VI. Conversation 1. Who do you think has more free time: men or women? Why do you think so? 2. What are some of the more popular leisure activities in your country? 3. How important is body language at a first date? 4. What topics for conversation would you find appropriate for blind dates? VII. Composition Topics for Essay Writing 1. Tis better to have loved and lost than never to have lost at all. (Samuel Butler) 2. Love ceases to be a pleasure when it ceases to be a secret. (Aphra Behn)
B. SATELLITE TEXT

I. Reading Manners, Customs, and Observances: Their Origin and Significance (by Leopold Wagner*) Courtship and Marriage JOINING hands over a running streamlet was a favourite mode of Plighting Troths in former times. There is a pretty meaning in this. A modern poet has well expressed the sentiment in these words: Like the waters at our feet, which never cease to flow, Constant love I crave from thee thro life, for weal or woe. WEDDING PRESENTS are a survival of feudal times, when tenants were bound to render aid at the knighting of their lords eldest son, and at the marriage of his eldest daughter. When feudalism declined, the usual tribute on such occasions was commuted into a
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present, at the discretion of, and in accordance with the means of the individual, as a happy augury. Poor folk, who could afford nothing better, generally sent the bride the symbolical coronals. During the reign of Elizabeth the most usual wedding present among the middle classes of society was a pair of knives, i.e., scissors, whose purpose is thus defined in Davisons Poetical Rhapsody: Fortune doth give these pair of knives to you To cut the thread of love if it be untrue. This explains why the gift of a penknife or a pair of scissors is regarded as an ill omen, because it cuts love in twain. The origin of the WEDDING RING must be sought among the ancient Egyptians, who regarded the bracelet as the symbol of marriage, because, being round, it was endless. Egyptian wives wore no other ornaments than a pair of bracelets. Among the Assyrians, the Babylonians, and other nations of antiquity, the bracelet had the like signification. The Jewish women, we read, were so fond of these ornaments that they wore them on their ankles as well as on their arms. Hence the allusion in Isaiah to the jingling ornaments on the feet of the haughty daughters of Jerusalem. To this day married women in the East are addicted to wearing bracelets so massive as to greatly oppress the wearer. This, like the long finger-nails of the Chinese, is looked upon as indicative of high birth, inasmuch as they are thereby rendered incapable of personal exertion. On the overthrow of the Persian empire by the Greeks, they, being a highly imaginative people, and observing that most of the leaders of the vanquished host wore bracelets on their wrists as ornaments of distinction, invested their brides-elect with a miniature bracelet, to be worn on the medicated finger (see 178); and themselves bestowed bracelets upon their heroes and generals as rewards of valour. By this means the original symbolism of the bracelet was in part destroyed; but a deeper significance attached itself to the plain gold band upon the finger, which was supposed to have a direct communication with the heart. The Romans, who copied nearly everything from the Greeks, also rewarded their military heroes with bracelets as badges of honour. Like the Greeks, too, they bestowed a plain gold ring upon their brides-elect, in strict accordance with a time-honoured custom amongst themselves of delivering a ring as an earnest upon the conclusion of a bargain. In the course of the marriage ceremony, however, the
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betrothal ring was exchanged for the bridegrooms signet, the emblem of investiture and authority, to show that the newly made wife was fully admitted into her husbands confidence, that he endowed her with equal rights with himself over his property. Though at first the marriage ring was a signet, it eventually gave place to a plain one of iron, called a ronubum, symbolical of the lasting character of the contract. It was not until after they had seen the wedding ring come into general use among the Roman conquerors of the East that the Jews adopted it in their own marriage rite. Wedding rings did not obtain in the Christian Marriage Service until the ninth century. The Anglo-Saxons established the custom of wearing plain gold rings, and these have been worn by married women ever since. There is no rubric on the subject; a ring is all the Church stipulates for. Consequently, we sometimes hear of a bride being married with the ring of the church-door key, in the absence of the more desirable article. The custom of wearing the Wedding Ring on the fourth Finger of the Left Hand had unquestionably a pagan origin. Both the Greeks and the Romans called the fourth left-hand finger the Medicated Finger, and used it to stir up mixtures and potions, out of the belief that it contained a vein which communicated directly with the heart, and therefore nothing noxious could come in contact with it without giving instant warning to that vital organ. When the ring supplanted the bracelet as the symbol of matrimony, the deep sentimentality of the Greeks dictated that it should be worn on the medicated finger. The fallacy of the connection between that finger and the heart was in more modern times completely exploded, but after such long usage the so-called medicated finger still continued to be the annular. Some attempts were indeed made to improve matters by shifting the ring on to the corresponding finger of the right hand, as was, and is, the custom of bishops and cardinals; yet it was not long before the improvers reverted to the old order. To commence with, the left hand was found to be more suitable, because less used, as the depository of such ornaments than the right. With regard to the finger, our forefathers knew very well that the fourth finger was used much more sparingly than any of the others, so a ring placed on that finger would be little liable to be bruised or damaged; for whereas the other fingers can be put out singly to their full length, the fourth, or ring finger, cannot be extended in this way except in company with the rest.
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The WEDDING CAKE is the modern development of an ancient practice which had its origin in the Roman form of marriage called Confarreatio, or eating together. When the Roman bride gave her right hand to the bridegroom, she held in her left three wheat ears, symbolical of plenty; and at the conclusion of the ceremony all the contracting parties sat down together to partake of a cake made of flour, salt, and water (see 101). In the reign of the Emperor Tiberius this Confarreatio was suffered to fall into general disuse, though the wheat ears continued to play their original part in the marriage ceremonial as a happy augury of future plenty. All through the Middle Ages, and long afterwards, the symbolical wheat ears were never wanting in one form or another; i.e., either carried by the bride or worn as a chaplet on her head. Eventually it became a custom with the marriageable girls of the neighbourhood to assemble outside the church porch with full measures of wheat, the contents of which they threw over the head and shoulders of the bride as soon as she reappeared after all was over. This idea was doubtless derived from their Jewish neighbours who, while the bridegroom walked three times round the bride, threw handfuls of wheat over them, exclaiming, Increase and multiply! as their descendants still do to-day. Then ensued a scramble among the witnesses for the grains as they lay scattered on the ground; in compliment to the bride it was considered the proper thing to eat them on the spot. At last, however, there came a time when people lost their appetite for uncooked kernels, and the natural outcome of mans ingenuity was a kind of biscuit. Easy enough it would have been to distribute portions of the wedding biscuit; but popular sentiment demanded that it should be broken over the brides head, and scrambled for in the good old-fashioned way. In the Scottish Highlands at the present day an oatmeal cake is broken over the brides head by the best man and first bridesmaid as she enters the house on her return from church, and distributed to the company. By the time of Elizabeth these thin dry biscuits began to take the form of small rectangular cakes or buns, made of eggs, milk, sugar, currants, and spices. The number of such articles always brought together at a wedding was very considerable; for not only did every guest make his appearance with a packet, but all the neighbours were expected to send in their contributions before the bride returned home from church. The instant she crossed the threshold, those members of the household who had remained at home to prepare the
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feast, energetically threw the whole collection over her head. Those which by any chance alighted upon her head and shoulders were prized most of all; they were eaten at once by the married, but by the single they were religiously preserved in order to be placed under their pillows at night, so as to make them dream of their future partners for life. The remainder were divided into two equal portions; the one distributed to the poor who had followed the party home from church, the other placed in a huge pile in front of the happy couple on the festive board. Towards the conclusion of the repast the newly made husband and wife exchanged a kiss over the dish of cakes, and then proceeded to distribute them. The next step in the direction of the modern wedding cake was the coating of the little square cakes with almond paste or comfits. After this, it needed little to convert the pile into a single mass, covered with hardened white sugar and ornamented with tiny cupids and other devices suggestive of matrimonial bliss. This occurred during the Restoration period, when the art of preserving fruits was first cultivated, and, thanks to the ingenuity of the pastry cooks, dainties found their way into English households such as had never before been heard of. It only remains to be added that the cake continued to be broken over the brides head, or rather tossed and suffered to break on the ground, long after its introduction in the modern form; but, in order that its appearance on the table might not be spoiled, good housewives generally provided two cakes-one for the table, the other for breaking and distribution. Nowadays the cake cut by the bride is considered all-sufficient. The Scottish custom of LIFTING THE BRIDE OVER THE DOORSTEP is a relic of barbarism. Most savage tribes carry their wives to their tents. Bruce, the traveller, found the same custom in Abyssinia as in Mexico: The bridegroom takes his lady on his shoulders and carries her off to his house. The Canadian Indians always carry their wives on their bent backs to the tent prepared for their reception. In China the bride is carried into the house by a matron, and lifted over a pan of charcoal at the door. Whenever a bride is borne off by force, enveloped in a sheet, on horseback, in accordance with the primitive custom of marriage by capture, she is naturally carried into the house by the bridegroom.
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The meaning of RICE THROWING AT WEDDINGS, as an auspicious send-off to the happy couple, is not far to seek. Inasmuch as rice is the most prolific of grains, it has always and everywhere been regarded as emblematical of Gods command to Adam and Eve, and after the Deluge to Noah, to increase and multiply, and replenish the earth. Among the Brahmins of India this rice throwing forms part of the marriage ceremony. Instead of rice, the Jews throw wheat, and the Russians oats or barley, upon the heads of the bridal couple, saying, Increase and multiply.
* text source: http://www.sacred-texts.com/etc/mco/index.htm http://www.sacred-texts.com/etc/mco/ml07.htm

II. Comprehension Check-up 1. Which was the favourite mode of Plighting Troths in former times? Which are the favourite modes of Plighting Troths nowadays? 2. What is the origin of wedding gifts? What was the most usual wedding present during the reign of Elizabeth? What are the most usual wedding presents nowadays? 3. What origin has the custom of wearing the wedding ring? On what finger is it usually worn? What is the symbol of the bracelet with ancient Egyptians? 4. What does Confarreatio mean? During whose reign the thin dry biscuits began to take the form of small rectangular cakes or buns? What transformations suffered the modern cake? 5. What origin has lifting the bride over the doorstep? What is the significance of this ritual nowadays? 6. What is the significance of throwing rice at weddings? What other grains can be thrown? Is there any cultural variation? If so, how can you explain it?
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III. Translation Translate the final two paragraphs of the satellite text. IV. Building Vocabulary Focus: AFFECTIONS Nouns
BEAUTY: attractiveness, charm, elegance, grace, loveliness CHARM: attraction, fascination, glamour CONSORT: companion, comrade, mate, partner, soul-mate, spouse DELIGHT: enjoyment, gladness, happiness, joy, pleasure DEVOTION: affection, attachment, fidelity, loyalty, dedication HAPPINESS: bliss, cheerfulness, contentment, delight, joyfulness JOY: bliss, delight, elation, gladness, happiness LOYALTY: allegiance, constancy, devotion, faithfulness, fidelity MARRIAGE: matrimony, nuptials, wedding, wedlock, bond, union PROMISE: pledge, vow RESPECT: admiration, appreciation, esteem, favor, honor, regard SACRIFICE: dedication, devotion, offering

Verbs
CHERISH: esteem, prize, treasure, cultivate, foster, nurture HOPE: anticipate, await, count on, expect, look forward to LOVE: adore, cherish, treasure MARRY: espouse, wed, combine, couple, hitch, mate, link, unite PRIZE: appreciate, value, cherish RESPECT: honor, regard, value, admire UNITE: connect, converge, join, meet, merge, unify

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Adjectives
AFFECTIONATE: adoring, caring, considerate, devoted, loving FAITHFUL: constant, steady, steadfast, true FOND: affectionate, dear, devoted, loving HAPPY: cheerful, glad, joyful, joyous, merry, pleased MARRIED: marital, matrimonial, nuptial, spousal, wedded, united UNSELFISH: selfless, self-sacrificing WARM: compassionate, sympathetic, tender, enthusiastic

Adverbs
AFFECTIONATELY: dearly, devotedly, dotingly, fondly, lovingly FAITHFULLY: devotedly, loyally HAPPILY: blissfully, joyfully, joyously, cheerfully SINCERELY: genuinely, honestly, really TOTALLY: absolutely, completely, entirely, fully, purely, wholly

Write three paragraphs of five lines each, using at least ten of the above items. V. Conversation 1. Marriage and divorce in European countries as against the same social phenomena in Asian countries. 2. The relative importance of getting engaged. Arguments for and against. 3. Growing up in the context of a family with divorced or separated parents. VI. Composition Write an essay on each of the following topics: 1. The weekly programme of a newly wed couple versus the one of an elderly couple. 2. Arguments for marrying after one is thirty.

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REVISION TEST I 1. Choose the most appropriate answer for each sentence: A. carve; B. trim; C. clip; D. hew a. In spring we always our trees. b. Lets .. this interesting article! c. Her hair is .. . d. An unknown artist has .. the statue of the Happy Prince. e. She her initials on the wooden desk. f. We had to through the thick jungle. 2. Choose the correct word for each sentence: A. flora; B. watery; C. mint condition; D. complacency; E. florid; a. The . of the Himalayas is her domain of research. b. She has such a style of writing! c. All his books are in . . d. Theres an air of .. in his behaviour which I dislike. e. Her eyes were red and . 3. Choose the correct answer as to show the most appropriate synonym for the italicized words. a. The skills which are now becoming obsolete are nevertheless valuable. A. current B. out-dated C. primitive D. fashionable b. A coarse, red-faced man yelled something across the street. A. vulgar B. inferior C. refined D. blasphemous c. Im afraid we are in a bit of a predicament. A. embarrassment B. emergency C. crisis D. danger d. I am totally bewildered by these crossword clues. A. captivated B. baffled C. distracted D. confused 4. Insert the suitable word: A. embrace; B. clasp; C. hug; D nestle; E. nuzzle; F. cuddle. a. The dog .. the sleeping child. b. He the Muslim religion. c. He had knelt with his hands ed in prayer. d. The treatise .. several different subjects. e. She . down among cushions.
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f. She gave her mother a big . . g. The children . up together under the blankets. h. This bracelet wont .. . 5. Match the two columns: 1. glimpse 2. gaze 3. stare 4. glance 5. peep 6. peer 7. blink 8. make-out 9. weep 10. wink a) close the eyelids rapidly b) to have a quick look (through) c) look closely at (as if trying to see more clearly) d) see briefly e) look at steadily in surprise or astonishment f) look at intently g) close one eyelids rapidly h) see with difficulty/carefully i) take a quick look when one shouldnt (e.g. through a keyhole) j) cry

6. Choose the correct answer: a. A gaggle of geese is waking me up every morning! A. a plague of, are waking; B. a gaggle of, wakes; C. a cluster of, is waking; D. a gaggle of, is waking; b. His chest of drawers is always open. A. chest of, are; B. host of, is; C. chest of, is; D. party of, is; c. A tuft of hay looms through the mist. A. a stack of, looms; B. a blade of, loom; C. a cluster of, looms; D. a clump of, looms; d. A host of whales appear in the distance. A. a bench of, appears; B. a school of, appears; C. a cluster of, appears; D. a school of, appear; 7. In each of the following sentences, four words or phrases are underlined. You should choose the word or phrase that would not be appropriate in standard written English. a. I asked him who was the car owner and he told to me it was possessed A B C D by his brother-in-law. b. Yesterday it took place at the Elisabeta Palace a panel on higher A B C D education.
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c. He suggested me that there was a thief in the back yard. A B C D d. He never eats green peas, but he likes very much soya beans. A B C D e. Michael sent Frankfurt a large box. A B C D 8. Fill in with the appropriate preposition: A. with; B. of; C. at; D. for: a. Mary was not at all pleased .. the invitation. b. I have scarcely been satisfied . my performance lately. c. Some people are afraid .. spiders. d. My brother is eager success. e. We are all surprised .. your reply. f. Stunt mens life is fraught .. danger. 9. In the following sentences BE is: A. copula; B. existential; C. auxiliary; D. modal a. Theres the accident! b. He is Secretary of State. c. Its no use crying over spilt milk. d. He is crying all the time! e. The wedding is tomorrow. f. Her gestures are wooden. g. There are three cakes on the tray. h. The books were left on the table. i. She is deserving of a good mark. j. All students are to assemble in the hall at 9 oclock. 10. Match the two columns: a) leaden A. exclusively modifying b) ajar B. exclusively predicative c) fond of C. both modifying and predicative d) rural D. none e) old f) utter g) heavy h) criminal i) asleep
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11. Complete the sentences using: A. themselves; B. each other a. They always send .. a card at New Years Eve. b. They really enjoyed .. on the cruise. c. Frank and Bruce hadnt met .. before. d. Joan and Angelina went shopping together and looked .. out of the house. e. Neither Patrick nor Robert would take responsibility for the accident. They both blamed . f. The twin brothers smiled happily at . 12. Which of the following sentences do not allow Dative Movement: A. a; b; f; B. e; f; g; C. a; d; e; D. c; d; g a. I asked my friend to call a taxi for me right away. b. Those steps havent done much to our economy. c. Susan has booked a single room for Max. d. Have you paid any attention to those details. e. Im going to explain my position to my parents. f. She carried her brother to Rome. g. She wrote letters for three hours. 13. Supply a synonymous structure, wherever possible. Model: Bob handed the lily to Susan. Bob handed Susan the lily. a. They cabled Bruce a tax notice. b. He wrote me a letter. c. Mary explained these facts to him. d. A lot of letters have been delivered this morning. e. More coffee than tea is being drunk these days. f. They will grant me a leave in July. g. I am offered several jobs and I cannot decide which to take. 14. In the following sentences the bold verb is: A. active; B. passive; C. active with a passive meaning a. Someone has stolen some money from my bag. b. You are not permitted to smoke in the school. c. Many goods are exported from England. d. She hopes a visa will not be refused her. e. Monday was agreed upon as the most suitable day for the first rehearsal. f. His friends never forgave him his disloyalty. g. The new dictionary sold like hot cakes.
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h. The commander charged him with a very responsible mission. i. These figures add easily. 15. Consider the following sentence: Man and wife they were pronounced. Choose the answer that corrects it from A to D below: A. They were pronounced man and wife. B. They pronounced them man and wife. C. Man and wife they were pronounced. D. They were pronounced wife and man. 16. Consider the following sentence: He was explained the procedures. Choose the answer that corrects it from A to D below: A. He was explained the procedures. B. The procedures were explained to him. C. Someone explained the procedures to him. D. Someone explained him the procedures. 17. Consider the following sentence: Neither the council members nor the mayor take responsibility for this issue. Choose the answer that corrects it from A to D below: A. Neither the council members nor the mayor dont take responsibility for this issue. B. Neither the council members nor the mayor take responsibility for this issue. C. Neither the council members nor the mayor takes responsibility for this issue. D. Neither the council members or the mayor takes responsibility for this issue. 18. Consider the following sentence: Peter not only resists learning to correlate new facts but also remembering old lessons. Choose the answer that corrects it from A to D below: A. Peter not only resists learning to correlate new facts but also remembering old lessons. B. Peter not only resists learning to correlate new facts but also to remember old lessons. C. Peter resists not only learning to correlate new facts but also to remember old lessons. D. Peter resists not only learning to correlate new facts but also remembering old lessons.
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PART II
(The Second Term)

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70

INTRODUCTION The major theme approached in the second semester is man in the world context, an approach to the human being, in social, cultural, and, more broadly, in existential terms. The sub-topics are Life and Technology, Man as Artist and Man in the Midst of Nature. Each unit is divided into two major parts: A and B, each consisting of a set of sub-sections structured as follows:
PART A (FOCUSED ON THE PILOT TEXT):

The Text Section is based on a complex structure, starting with a pilot text, which is thematically oriented and a post-text vocabulary practice activities. The pilot texts for the second term are: Computers Will Know Us Better than We Know Ourselves by Tom Stein, The Listener by John Berry, Reflections on the Death of a Porcupine by D.H. Lawrence. The wide variety of applications (activities and exercises) helps the students increase their vocabulary, and improve their reading and speaking skills. The Grammar Section deals with applied Syntax topics. The second semester focuses on: dative constructions; passive constructions; negative polarity items, emphatic negation, the agreement rules with negative constructions; relative clauses. Each issue is allocated a range of activities meant to revise and assimilate thoroughly the main grammar structures, be they regular or irregular. The Translation Section is made up of a texts corpus reinforcing the grammatical and lexical problems approached in the grammar section. The texts are chosen from contemporary Romanian prose. Syntactic and stylistic adequacy will be taken into account in the teachers evaluation. The Conversation Section consists of three or four topics of discussion thematically related to the pilot text.
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 The Composition Section consists of two essays per unit (one of which is obligatory for the teachers evaluation) on topics related to the pilot text. Self-Evaluation by Revision tests
PART B (CONTAINING THE SATELLITE TEXT):

The Text Reading Section is meant to provide students with further reading materials in the topic field announced in part A. The satellite texts for the second term are: 10 Great Scientific Discoveries by Tamim Ansary, A Pilgrimage to Beethoven by Richard Wagner, The Binding of the Wolf by Hamilton Wright. The Comprehension Check-up Section is designed to check whether students can get the gist of the prose its underlying purpose and main ideas quickly and accurately. The Translation Section points to the entire satellite text, practising the students ability to render the syntactic and semantic structures of the respective text from the target language into the native language. The Building Vocabulary Section introduces the students to various lists of words topic related, thus, increasing the students knowledge of the respective domain. The Conversation Section consists of three or four topics of discussion which are thematically related to the satellite text. The Composition Section consists of two essays per unit (one of which is obligatory for the teachers evaluation) on topics related to the satellite text.

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UNIT 4 LIFE AND TECHNOLOGY

A. PILOT TEXT: COMPUTERS WILL KNOW US BETTER THAN WE KNOW OURSELVES

(by Tom Stein) The day is not far off when your computer will be a better judge of your mood and desires than your spouse, according to some of the top minds in the computer industry. Computers will know us better than we know ourselves and will make the best decisions for us, said Ted Selker, an IBM Fellow. Its already starting to happen. He envisions a personal computer that knows when youre happy or sad. Or a clothing rack in a department store that understands your tastes and preferences better than you do. Or a car phone that knows not to distract you when youre weaving through traffic. Or even a steak knife that sniffs out bad meat before you eat it. Selker recently organized a gathering of the industrys elite at IBMs Almaden Research Center in San Jose, California, for the seventh annual New Paradigms for Using Computers Workshop. The event attracted such visionaries as Gordon Bell of Microsoft and Will Wright, creator of the popular SimCity software game. Rosalind Picard, a presenter at the conference and a professor at the Massachussets Institute of Technology Media Lab, said we are fast approaching the age of affective computing. Essentially, this means people will begin to interact with computers the same way they do with other humans. When someone gives you advice at a bad time or when youre really busy, you may try to ignore them or glare at them to go away, said Picard. Usually, theyll get the gist and back off. Computers do not have the emotional intelligence to pick up on these signals. These days computers that try to show signs of intelligence often end up by being annoying. For example, a user of Microsoft Word may occasionally be bombarded with random messages that pop up on the screen with instructions on how to work with the software. There is nothing to prevent the messages appearing at a time when the user does not want to be disturbed.
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Thats why a host of technologists, including Picard, are striving to teach computers to recognize human feelings and react in the appropriate manner. So how should a computer act? According to Picard, it should act like a dog. When you come home from work, your dog is so happy to see you, she said. But if youre in a bad mood, your dog will somehow sense that and assume an empathetic position. Machines, too, must give the illusion of empathy and sympathy. At the workshop, IBM displayed for the first time its Emotion Mouse, which can measure heart rate and body temperature and ultimately sense whether the user is happy, sad, angry, fearful or perplexed. Though still a prototype, the Emotion Mouse may be ready to hit the market within two years, say the scientists of IBM. As for a practical application, IBM believes the product could be ideal for people who work in call centres. The goal of a call centre manager is to take his people off the job before they go berserk, said Chris Dryer of IBM. Emotion Mouse can sense when call centre reps are getting frustrated and can let them know they should take a break. IBM is also in the early stages of piloting another intelligent system called Simple User Interest Tracker (Suitor) that pays attention to a computer users behaviour and actions. Through a miniature camera embedded in a monitor, Suitor carefully follows the users gaze to determine his or her interests and information needs. The tracking system is called Blue Eyes. If you are reading an online magazine, for example, Suitor can monitor your eye gaze to determine where on the screen you are looking and then do an external web search on its own to find additional information about that topic. Though still in its infancy, computer intelligence is not science fiction, Selker said. The price of sensors and cameras has gone way down, he said. I can get these things for a couple bucks. But do we really want our computers to think and feel and act like us? In the words of one conference participant: The world is artificial enough. I fear well be drifting off even farther into a world of fake emotions and feelings.
San Francisco Chronicle National Post, July 31/1999

*
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APPLICATIONS

I. Reading Comprehension What central message does the author want to convey? Make up a list of for and against arguments as far as the emotion mouse is concerned. What is Blue Eyes? And how do you think this product will change mans life? Do you agree or disagree with the final statement? Argument your answer. II. Lexical Focus Look up the following words in a dictionary: Verbs to envision to weave to sniff to glare to strive Nouns rack gist empathy infancy spouse Adjectives/ Adverbs berserk artificial fake additional ultimately

Use one item from each column in a context of your own. III. Vocabulary Practice 1. Paraphrase the following sentences, paying attention to the underlined idioms: a) My dressmaker made me an off the rack suit. b) After the car accident she is on the rack. c) I have been racking my brains trying to remember his name. d) This country is going to rack and ruin. We need a change of Government. Give other collocations with rack.
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2. Starting from the verb weave look for synonyms rendering creation by manufacturing (prototype: to create). 3. Fill in the blanks with a suitable look verb from the box below: gaze stare glimpse peer glance blink weep peep wink make-out

a) She .............. him between the curtains. b) She ............. at me in disbelief when I told her the news. c) She didnt like being ................. at. d) She ............ shyly at him and then lowered her eyes. e) The teacher .................... at the student over his glasses waiting for the answer. f) The moon ................ out. g) He ................. in the bright sunlight. h) I could just ................ a figure in the darkness. i) He ............... at me to show that he was playing a joke on the others. j) The movie made me .................. . 4. Give synonyms of the italicised phrasal verb in the following sentences: a) I wouldnt sniff at a chance of a job. b) He sniffed up the cocaine in no time. c) The police sniffed out the kidnapper. 5. Make a list of all the phrasal verbs (with particle and/or preposition) in the text and supply their contextual meanings. IV. Grammar Practice 1. Supply the negative counterpart of the sentences below: a) Marian is pretty ingenious. b) It will start snowing before tomorrow evening. c) Max enjoys pop music and Adrian enjoys pop music too. d) We can fix the device after a fashion/ somehow.
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e) They are still in a tight corner. f) They have already graduated from the institute. g) Your boss has long since adopted a different policy. 2. Use the following phrases in the appropriate negative or positive context: may just as well; would rather; care to do smth; be damned if ; bother doing smth; flinch from smth.; sleep a wink; touch a drop; earn a nickel; wear a stitch; move a muscle; lift a finger; ask/tell a soul; leave a stone unturned; hear a peep; have a red cent; hurt a flea 3. Use unless instead of if...not in the clauses that requires it. a) Hes made it clear that he will quit if the school rules arent modified. b) Shed be better company if she didnt complain so much. c) Some companies wouldnt make so much profit if they werent monopolies. d) If she doesnt apply for a university place soon, shell be too late. 4. Insert the negative word or phrase so as to make it emphatic and make the necessary changes of word order (if any): a)You can transmit from your car fax while on the move (under no circumstances). b) Passengers realize how lucky they have been (little). c) After the power cut was over we were able to watch TV again (only). d) When we have solid evidence we shall be able to report the fraud (not until). e) I have heard such rubbish (seldom). 5. Fill in with an appropriate predicate, paying attention to agreement: a) Neither party ... in the last few months. b) Nobody in their house...lately.
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c) Neither Margaret nor John.... this week. d) In general, neither sex.... e) Neither of these opinions ...now. f) This isnt a dazzling achievement, but neither ... g) These people are not insane, nor... h) None of this ... so far. 6. Insert some or any, making the appropriate compounds if necessary. a) Theres .. milk in that jug. b) Is there .. one here who speaks Italian? c) Theres . gin in the cupboard but there arent . glasses. d) I saw hardly . one I knew at the party. e) Are there . letters for me? f) Havent you got .. friends in Rome? I feel sure you mentioned them once. 7. Give examples of three adjective-forming negative prefixes, and then put the adjectives thus found in contexts of your own. 8. Here is a list of negative prefixes: a-,anti-, counter-, de-, dis-, il-, im-, in-, ir, mal-, mis-, non-, un-. Add the appropriate prefix to the following nouns, adjectives, verbs and adverbs: happiness, definitely, responsible, logical, to pack, truthfully, agreeably, existent, efficiency, approval, to like, to agree, violent, symmetric, intuitive, to compose, to attack, administration, adjusted, content, cyclone, climax, typical, centralization, behave. V. Translation Translate from Romanian into English: 1. Ruptura mea cu Nineta a fost mai simpl, dar nu inexplicabil, fiindc fusesem avertizat. S-a oprit ntr-o zi n dreptul unei strzi, s-a uitat de-a lungul ei cu o expresie preocupat, impenetrabil i mi-a optit: O lum pe aici! Era o strad lateral, ru pavat, fr trotuar i n-a neles de ce
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trebuia s o lum pe acolo. Am rspuns: Nu! Dac nu vrei, am auzit-o spunnd, atunci n-ai ce mai cuta pe la mine. Chiar aa? Ce putea fi att de important? Nu! am repetat. Atunci ea s-a rsucit pe clcie, s-a uitat n jos linitit, s-a uitat chiar la mine, dar fr s m vad i mi-a spus: Singur i-ai dat foc la valiz! i s-a ndeprtat. Dar nu s-a dus pe strada aceea. Am rmas pe loc clipe lungi nedumerit: de ce nu vroisem s merg pe-acolo pe unde dorise ea? Numi era indiferent pe unde ne-am fi dus? Pe de alt parte, simeam n mod obscur c dac ea, fr s-o spun, ar fi luat-o pur i simplu pe strada aceea a fi urmat-o fr s observ ciudenia de a ne fi plimbat pe o anumit strad. Dar chiar i aa ce mi psa mie c e anumit? Eram totui senin. Cu aceast senintate am rmas apoi totdeauna n faa rupturilor, dar numai atunci, n clipele cnd primeam lovitura, dezastrul ncepea mult mai trziu. 2. ntr-o sear, de bine de ru, am scris o poezie i m-am dus la ea s i-o citesc. A ascultat, dar pe urm a pufnit-o rsul. Rdea n hohote fr nici o jen i nici o ruine. De acord, poezia era proast, dar nu asta era important, ci faptul ca o scrisesem totui. Am aruncat-o furios la co i am ieit de la ea njurnd. [...] Bunul sim ar trebui s-o ndemne s spun c n-a neles sau nu e pe gustul ei. De ce trebuie s treci la insulte? Asta e, zise foarte linitit, nu corespund visului tu de fericire. Ce s fac? S m prefac c n-am cinci ani mai mult dect tine? A fi ridicol! Sunt btrn, drag, am trecut de treizeci de ani, i adio, Matilda, cochetria cu un brbat mai tnr...
(Marin Preda, adaptare dup Cel mai iubit dintre pmnteni)

3. O companie american a lansat pe pia umbrela inteligent, care nu doar i protejeaz pe posesorii ei de ploaie, ci i i informeaz cnd i unde va ploua. Astfel, dac sunt anunate precipitaii pentru urmtoarele 12 ore, mnerul umbrelei produse de Ambient Devices transmite semnale luminoase, avertiznd c vremea se va nruti, chiar dac n acel moment afar este cald i soare. Ineditul dispozitiv poate oferi chiar o prognoz mai detaliat. n cazul n care respectivele
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semnale sunt slabe i intermitente, utilizatorul trebuie s se atepte la o ploaie uoar. Pe de alt parte, cnd semnalele transmise sunt rapide i intense, avertismentul este clar: o posibil ploaie cu tunete, fulgere i vnt puternic poate veni din senin. Totul este posibil graie unui receptor radio implantat n mnerul umbrelei, care primete date despre starea vremii de pe un site internet, prin intermediul unei reele aparinnd Ambient Devices. Dispozitivul are meritul de a face accesibil un anumit gen de informaie fr a apela, cum se procedeaz de obicei, la dispozitive complicate ori la navigarea pe internet, susin oficialii companiei americane. Din boardul directorilor acesteia face parte i Nicholas Negroponte, iniiatorul programului Un laptop pentru fiecare copil. Americanii care vor s tie cum va fi vremea au acum dou variante: fie dau 125 de dolari pe o umbrel de la Ambient Devices, fie se limiteaz la clasicul privit pe fereastr, care e gratuit. (ScienceLine.ro august 2007)
http://tehnicasitehnologie.scienceline.ro/Tehnica_ si_tehnologie_545_1.html)

VI. Conversation 1. What do you use your computer for? 2. How do you keep in touch with your family and friends? 3. Time-management experts advise people who want to get control of their time to keep a minute-by-minute log of how they spend their time for a week. How helpful do you think this advice is? 4. Do you keep up with current scientific discoveries in your country and not only? If so, describe the way to do it. VII. Composition Topics for Essay Writing 1. Write an essay about a 20th century discovery that in your view is going to change life in the next century. 2. All we know is still infinitely less than all that still remains unknown. (William Harvey)
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B. SATELLITE TEXT

I. Reading 10 Great Scientific Discoveries by Tamim Ansary* Technological breakthroughs get big press because they can give us new tools and toys. We feel technologys impact directly: wheels and gears, zippers and microchips the list is endless. But where would technology be without scientific discovery? Here is a list of some of the great scientific discoveries that have been recorded ever since ancient times: 1. The Pythagorean Theorem. Its a staple of high school geometry: in every right triangle, a2 + b2 = c2 , where a and b stand for the two short sides and c for the long. The first to prove this was (probably) the Greek philosopher Pythagoras in the 6th century BC. But its not the theorem per se that matters; its the bigger idea it reflected. Pythagoras taught that numbers were the real reality, that the core of the physical world was mathematical. Thats why he went around telling everyone, Heres a pure idea that is true of every actual object of a certain shape. Coupling physics to mathematics proved to be one of the most fruitful marriages of all time. Even now we regard a scientific theory as really reliable if it can be proven mathematically. 2. The existence of microorganisms. In the late 1600s, when microscopes were new, Dutch lens maker Antoni van Leeuwenhoek scraped some plaque off his own teeth and looked at it through a microscope. Gasp! It was crawling with animalcules. In fact, tiny creatures invisible to the naked eye abounded everywhere, he found. Less than two centuries later, knowledge of this invisible universe enabled Louis Pasteur to construct his germ theory of disease, which in turn enabled doctors to conquer a whole host of diseases: typhoid, typhus, polio, diphtheria, tetanus, smallpox tuberculosis, anthrax the list goes on. The leading cause of death changed after that from infectious disease to heart disease, cancer, and old age.
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3. The three laws of motion. Pythagoras would have been so proud of Isaac Newton! More than any scientist in history, this 18thcentury Englishman succeeded in reducing physics to mathematics. Newton came up with three laws to explain the motion of all objects in the universe, from runaway trains to orbiting planets. He also invented differential calculus, explained gravity, and discovered the spectrum. 4. The structure of matter. In 1789, five years before he was beheaded by a guillotine, French chemist Antoine Lavoisier published a list of elements substances that he said could not be broken down further by any chemical process. His list was incomplete and contained mistakes, but he was onto something. Building on his work, chemists developed our modern view that all matter can be broken down into just 109 elements, that all elements are made of atoms, and that all atoms are made of just three types of particles protons, neutrons, and electrons. 5. The circulation of blood. Each person has a fixed amount of blood circulating throughout his or her system in one fixed direction. This fact, first discovered in the 12th century by an Arab doctor named Ibn al-Nafs, was rediscovered for good, this time by the 17th-century English doctor William Harvey. Harveys work opened the floodgates to research a full understanding of the physiology of living bodies, human and animal. 6. Electrical currents. Ancient people knew about static electricity rub something and it gives off a spark. They knew about lightning bolts get struck by one and youre dead meat. But not till 19th-century scientists (such as Alessandro Volta) got electricity to flow did people become aware of this as a distinct force. Today, electricity powers everything from light bulbs to computers, of course. But the discovery of electricity is bigger than its practical applications. Once scientists knew about this force, they couldnt stop wondering what it was. Thats when they discovered that electricity, magnetism, radio waves, and light are all different versions of one underlying force, a glue that holds the universe together. 7. The Evolution of Species. People used to think that every life form now on Earth was here from the start that no new species had
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been born and none had ever changed. Charles Darwins theory of evolution, developed in the 19th century, revealed the dynamic nature of life on Earth. The word theory leads some to think that evolution itself remains controversial among scientists, but actually, no mainstream scientist doubts that old species die out and new ones come into being. Its only the exact mechanism of evolution that remains in play, and modified versions of Darwins idea of evolution by random natural selection still dominate biological thought. 8. Genes. Gregor Mendel never described a gene, saw one, or used the word, yet this shy Austrian monk uncovered the principles of heredity simply by breeding snow peas, charting his results, and drawing brilliant conclusions. Mendel found that parents pass distinct traits to their offspring in combinations governed by predictable laws. Scientists soon decided some actual thing must carry these traits and coined the word gene. Only in 1953, did Francis Crick and James Watson really figure out what genes are. That year, they discovered the structure of DNA, a molecule shaped like a twisted ladder and contained in every cell. Genes, it turns out, are the combinations of chemicals that form the rungs of this ladder. 9. The four laws of thermodynamics. In the 18th century, a series of scientists from Nicolas Carnot to Baron Kelvin, Rudolf Clausius*, and others found four laws, just four, that governed the transformation of energy into work in any system a locomotive, a body, a bonfire, a solar system, the universe you name it. Engineering and inventions, especially of heat-engines, could not have moved forward without knowledge of these laws, for anything that runs on fuel is bound by them. But the laws of thermodynamics have vast implications for the universe has a whole, not the least of which is this: The total amount of disorder is always increasing. 10. The dual nature of light. Newton learned that light behaves like a wave. Later, other scientists learned that light behaves like a stream of particles. So which is it wave or particle? It cant be both or can it? Early in the 20th century, Niels Bohr, Max Planck, Albert Einstein, and others discovered that yes, light is both wave and particle. This paradox gave rise to quantum mechanics, the dominant achievement of 20th century physics and our deepest current
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description of what the universe is really made of. But the quantum picture of reality cant be pictured. It goes against intuition and laughs at all our senses. The only way to understand the subsubatomic world of quantum mechanics is mathematically which brings us right back to Pythagoras.
http://encarta.msn.com/encnet/features/Columns/?Article=peace makersmain
*

II. Comprehension Check-up 1. Who is the author of the germ theory of disease? 2. What is the origin of the author of the three laws of motion? 3. What are atoms made of? 4. Who is responsible for the principles of heredity? 5. What is the paradox of light? III. Translation Translate segments 2, 4, and 8 of the satellite text. IV. Building Vocabulary a. The solar system Solar system The sun Mercury Venus Earth (with a moon) Mars (with two moons) Jupiter Saturn Uranus Neptune Pluto (with the moon Charon) Zodiacal signs Aries (the Ram) Taurus (the Bull) Gemini (the Twins) Cancer (the Crab) Leo (the Lion) Virgo (the Virgin) Libra (the Scales) Scorpio (the Scorpion) Sagittarius (the Archer) Capricorn (the Sea Goat) Aquarius (the Water Carrier) Pisces (the Fish)

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b. Meaning definitions of some specialized terms belonging to the vocabulary of science Bernoullis principle biosphere conservation of energy cumulonimbus cloud density displacement ecological niche ecosystem A law that states that, for a fluid that is flowing steadily, its pressure is low when its velocity is high and its pressure is high when its velocity is low. The portion of the planet that supports life and the living organisms within it. The principle that energy can neither be created nor destroyed, but can only be changed from one form into another. A principal cloud type, exceptionally dense and vertically developed, occurring either as isolated clouds or as a line or wall of clouds with separated upper portions. The mass per unit volume of a substance (density = mass volume). The amount of fluid displaced by an object that is put into the fluid. The pattern of relationships between a species and all the living and non-living things within its habitat. A group of living organisms that, along with their abiotic environment, form a self-regulating system through which energy and materials are transferred. A sequence of feeding relationships between organisms in an ecosystem. An energy source derived from the heat of the earth. Power that comes from the pressure of a liquid, usually oil. The liquid is forced through hoses to the area where the force is needed. Material that does not conduct heat or electricity very well. Diffusion of a solvent, usually water, through a selectively permeable membrane.
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food chain geothermal energy hydraulic power insulation osmosis

Pascals law or principle pitch

SI

torsion truss wavelength weight

A law that states that pressure exerted on a contained fluid is transmitted undiminished in all directions throughout the fluid and perpendicular to the walls of the container. The quality of a sound that is determined by the frequency of the wave. The term pitch is often substituted for the term frequency of vibration in reference to sound waves (e.g., in musical instruments). The international system of measurement units, including such terms as centimetre and kilogram. (From the French Systme international dunits). A force that causes an object to twist along its axis. A structural element made up of a series of triangular frames. The distance between the crests of a wave of light as it travels through space. The pull of gravity on an object. Unlike mass, weight changes with location.

Use four words from the above list in contexts of your own. V. Conversation 1. Some consequences of the future evolution of space discovery. 2. The planet I would like to fly to and why. 3. Can science co-exist with religion? VI. Composition Write an essay on each of the following topics: 1. It matters not how long we live, but how. (P.J. Bailey) 2. My last day on Earth a nightmare or a bliss.

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UNIT 5 MAN AS ARTIST

John Edgar Berry (1915 -), contemporary American writer, published his short stories in volumes like The Best American Short Stories, Science Fiction Anthologies and Collection. He tackles themes such as human nature, life and art among others.
A. PILOT TEXT: THE LISTENER

(a short story by John Berry) Once there was a puny little Czech concert violinist named Rudolf, who lived in Sweden. Some of his friends thought he was not the best of musicians because he was restless; others thought he was restless because he was not the best of musicians. At any rate, he hit upon a way of making a living, with no competitors. Whether by choice or necessity, he used to sail about Scandinavia in his small boat, all alone, giving concerts in little seaport towns. If he found accompanists, well and good; if not, he played works for unaccompanied violin; and it happened once or twice that he wanted a piano so badly that he imagined one, and then he played whole sonatas for violin and piano, with no piano in sight. One year Rudolf sailed all the way out to Iceland and began working his way around that rocky coast from one town to another. It was a hard, stubborn land; but people in those difficult places do not forget the law of hospitality to the stranger for their God may decree that they too shall become strangers on the face of the earth. The audiences were small, and even if Rudolf had been really first-rate, they would not have been very demonstrative. From ancient times their energy had gone, first of all, into earnest toil. Sometimes they were collected by the local schoolteacher, who reminded them of their duty to the names of Beethoven and Bach and Mozart and one or two others whose music perhaps was not much heard in those parts. Too often people sat stolidly watching the noisy little fiddler, and went home feeling gravely edified. But they paid.
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As Rudolf was sailing from one town to the next along a sparsely settled shore, the northeast turned black and menacing. A storm was bearing down upon Iceland. Rudolf was rounding a bleak, dangerous cape, and his map told him that the nearest harbour was half a days journey away. He was starting to worry when he saw less than a mile off shore, a lighthouse on a tiny rock island. At the base of the lighthouse was a deep narrow cove, protected by cliffs. With some difficulty, in the rising seas, he put in there and moored to an iron ring that hung from the cliff. A flight of stairs, hewn out of the rock, led up to the lighthouse. On top of the cliff, outlined against the scudding clouds, stood a man. You are welcome! the voice boomed over the sound of the waves that were already beginning to break over the island. Darkness fell quickly. The lighthouse keeper led his guest up the spiral stairs to the living room on the third floor, then busied himself in preparation for the storm. Above all, he had to attend to the great lamp in the tower, that dominated the whole region. It was a continuous light, intensified by reflectors, and eclipsed by shutters at regular intervals. The duration of light was equal to that of darkness. The lighthouse keeper was a huge old man with a grizzled beard that came down over his chest. Slow, deliberate, bear like, he moved without wasted motion about the limited world of which he was the master. He spoke little, as if words had not much importance compared to the other forces that comprised his life. Yet he was equable, as those elements were not. After the supper of black bread and boiled potatoes, herring, cheese and hot tea, which they took in the kitchen above the living room, the two men sat and contemplated each others presence. Above them was the maintenance room, and above that the great lamp spoke majestic, silent messages of light to the ships at sea. The storm hammered like a battering ram on the walls of the lighthouse. Rudolf offered tobacco, feeling suddenly immature as he did so. The old man smiled a little as he declined it by a slight movement of the head; it was as if he knew well the uses of tobacco and the need for offering it, and affirmed it all, yet here he, too, was halfway apologetic was self-contained and without need of anything that was not already within his power or to which he did not relinquish his power. And he sat there, gentle and reflective, his great workman hands resting on outspread thighs.
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It seemed to Rudolf that the lighthouse keeper was entirely aware of all the sounds of the storm and of its violent impact upon the lighthouse, but he knew them so well that he did not have to think about them; they were like the involuntary movements of his own heart and blood. In the same way, beneath the simple courtesy that made him speak and listen to his guest in specific ways, he was already calmly and mysteriously a part of him, as surely as the mainland was connected with the little island, and all the islands with one another, so commodiously, under the ocean. Gradually Rudolf drew forth the sparse data of the old mans life: He had been born in this very lighthouse eighty-three years before, when his father was the lighthouse keeper. His mother the only woman he had ever known had taught him to read the Bible, and he read it daily. He had no other books. As a musician, Rudolf had not had time to read much either but then, he had lived in cities. He reached down and took his beloved violin out of its case. What do you make with that, sir? the old man asked. For a second Rudolf thought his host might be joking; but the serenity of the others expression reassured him. There was not even curiosity about the instrument, but rather a whole interest in him, the person that included his work. In most circumstances Rudolf would have found it hard to believe that there could exist someone who did not know what a violin was; yet now he had no inclination to laugh. He felt small and inadequate. I make music with it, he stammered in a low voice. Music, the old man said ponderously. I have heard of it. But I have never seen music. One does not see music. One hears it. Ah, yes, the lighthouse keeper consented, as it were with humility. This too was in the nature of things wherein all works were wonders, and all things were known eternally and were poignant in their transiency. His wide grey eyes rested upon the little fiddler and conferred upon him all the importance of which any individual is capable. Then something in the storm and the lighthouse and the old man exalted Rudolf, filled him with compassion, and love and a spaciousness infinitely beyond himself. He wanted to strike a work of fire and stars into being for the old man. And, with the storm as his accompanist, he stood and began to play the Kreutzer Sonata of Beethoven.
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The moments passed, moments that were days in the creation of that world of fire and stars; abysses and heights of passionate struggle, the idea of order, and the resolution of these in the greatness of the human spire. Never before had Rudolf played with such mastery or with such an accompanist. Waves and wind beat the tower with giant hands. Steadily above them the beacon blazed in its sure cycles of darkness and light. The last note ceased and Rudolf dropped his head on his chest, breathing hard. The ocean seethed over the island with a roar as of many voices. The old man had sat unmoving through the work, his broad gnarled hands resting on his thighs, his head bowed, listening massively. For some time he continued to sit in silence. Then he looked up, lifted those hands calmly, judiciously, and nodded his head. Yes, he said. That is true. *
APPLICATIONS

I. Reading Comprehension Why did Rudolf sail about Scandinavia? What does the violin mean for Rudolf? Consider the following attributes of the listener: lighthouse keeper, equable, a huge old man with a grizzled beard. What can he be perceived as? Comment on the significance of the world music as emerging from the context. II. Lexical Focus Look up the following words and phrases in a dictionary: Vs to hit upon a way to bear down to moor to hew to scud to relinquish to stammer
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Ns fiddle cape shutter battering ram beacon resolution courtesy

As/Avs stubborn(-ly) sparse(-ly) poignant(-ly) gnarled judicious(-ly) massively steadily

 Use relinquish (V), battering ram (N) and sparse(-ly) (A/Av) in contexts of your own. Look for synonyms of the noun resolution and of the adjective stubborn and supply the respective lists, specifying the tinges of meanings (wherever possible). III. Vocabulary Practice 1. Provide synonyms for the following words: puny, restless, bleak, equable, gnarled 2. Give the three forms of the irregular verb strike; translate/ paraphrase the following sentences predicated by STRIKE: a) She stopped for ten seconds to allow the full impact of what she had said to strike home. b) It struck him how foolish her behaviour was. c) He struck a few notes on the piano. d) It was obvious that his speech was striking a chord among the group. e) The city council hoped to strike a deal that would give the council more power. f) We were struck dumb with horror. 3. Make up Group Terms with the following nouns and quantifiers. e.g.: a flight of stairs Nouns: geese, hay, grass, whales, friends, insects, bishops, furniture, drawers, diamonds, wool, angels. Quantifiers: a tuft of, a stack of, a plague of, a gaggle of, a cluster of, a bench of, a host of, a chest of, a bale of, a school of, a party of, a suite of. IV. Grammar practice 1. Transform into the passive counterpart: a) A pleasant and appetizing smell was spreading all over the place. Evidently somebody was roasting chicken.
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b) Very soon on many railway lines Diesel and electronic locomotives will replace steam engines. c) The Russian troops under the command of Suvorov captured Ismail; they partly annihilated, partly took prisoner the Turkish garrison. 2. Join the sentences by turning the second sentence of each pair into a relative clause. Make all the necessary changes. a) Is the offer still open? You made the offer last week. b) The pipeline has been severed. It carries the towns water supplies. c) The headmaster spoke to the boys. Their work was below standard. d) We came within sight of Everest. Its summit has attracted so many climbers. e) Is this the book? You asked me for it. f) I dont find the person a very good companion. Im sharing a flat with him. g) Heres the address. You should write to this address. h) The minister formulated a basis. The talks could start on this basis. i) The eighty-nine passengers all escaped without serious injury. Four of the passengers were British. j) The speaker posed four highly important questions. The answers to these questions proved very illuminating. 3. Give your own definitions of the following words, using the same structure as in the example: e.g. A liar is a person who habitually tells lies. an atheist an actor a journalist a barber a newsagent a MP a spokesman an eyewitness a lawyer a stockbroker a greengrocer a teetotaller

4. Add relative clauses defining the words in italics, using contact clauses where appropriate: a) Any man should be sent to prison. b) Laws should be repealed. c) The house has been demolished.
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d) He will do anything. e) Nothing is ever a success. 5. Join the sentences, using a relative pronoun. Use commas where necessary: a) Theres a woman living next door. She is a famous architect. b) There was a strike at the car factory. It lasted five days. c) Susan has three brothers. All of her brothers are married. d) Mr. Smith is very interested in our project. I spoke to him on the phone last week. e) We climbed to the top of the mountain. We had a beautiful view from there. 6. Complete the sentences, incorporating contact clauses with an end-preposition. Some sentences require the completion of both the main clause and the relative clause. a) ....... the cupboard the wine glasses.....? b) .......the material the curtains......... . c) .......the book this quotation ........ ? d) These arent the books I ....... . e) The situation we ....... was very dangerous. 7. Insert relative pronouns or adverbs: a) Do you remember the last time . we were together? b) The room was perfect for anyone had an experiment to perform. c) He loves the sea, loves also the ships routine. d) This is the picture I am so proud of. e) The thought may have fallen ill worries me. 8. Omit the relative pronouns or adverbs where possible. a) There is not a man alive who could do it half so well as you. b) That is just the place where I am going to. c) The paradox which made everybody laugh belongs to Oscar Wilde.
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d) The steamer on which we loaded the goods will leave the port tomorrow. e) I have led a retired life and have no friends whom I could appeal to. V. Translation Translate from Romanian into English: 1. De-abia dup ce am ajuns acas mi-am dat seama c m gndisem la toate, afar de lucrul cel mai important: locul unde se va adposti prietenul meu. mi vorbise de o caban n muni, dar trebuia gsit aceast caban i trebuia s ajungem la ea nainte de a se lumina bine de ziu, ca s nu atragem atenia. Planul nostru prea copilresc: [...] s ncepem a urca n munte cu o duzin de pturi n spinare, cu merinde, fr s tim ncotro ne ndreptm, riscnd ca prietenul meu s se opreasc dup cteva sute de metri, pentru c era nemncat de o sptmn i, mai ales, pentru c va trebui s urce, aproape singur, n ciorapi, netiind dac i voi putea gsi o pereche de ghete pe msura lui n cele ase ore ct aveam s caut...
(fragment adaptat dup Mircea Eliade, n curte la Dionis)

2. [...] O luam atunci napoi spre cas i, ducnd n brae micua povar, aveam sentimentul c n realitate sunt un om fericit i c suferina mea e o iluzie, o himer pe care ar trebui s-o alung; puteam tri astfel o mie de ani i muri linitit. Altceva, o bucurie mai mare nu exist pe pmnt, restul e nerozie. Acas, ns, ne ntmpina mama ei, care mi-o smulgea literamente din brae i punea stpnire pe ea: c n-am vzut c fetia a obosit? Ce, am de gnd s-o omor, aa cum i-am spus cnd am auzit c e nsrcinat cu ea?
(Marin Preda, adaptare dup Cel mai iubit dintre pmnteni)

VI. Conversation 1. Your favourite kind of music. 2. Would you go to a good concert irrespective of the ticket price? If so, specify what pieces of symphonic or light music you would spend your time and money for?
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3. What foreign singer would you like to see live in Romania? 4. Are Romanian singers and bands well promoted? Comment on the promotional deficiencies, if any. VII. Composition Topics for Essay Writing 1. Expand the following saying: Music is love in search of a word. 2. After silence, that which comes nearest to expressing the inexpressible is music. (Aldous Huxley)
B. SATELLITE TEXT

I. Reading The following excerpt is taken from the autobiographic works of the famous German composer. A Pilgrimage to Beethoven by Richard Wagner A middle-sized town of middle Germany is my birthplace. Im not quite certain what I really was intended for; I only remember that one night I for the first time heard a symphony of Beethovens performed, that it set me in a fever, I fell ill, and on my recovery had become a musician. This circumstance may happily account for the fact that, though in time I also made acquaintance with other beautiful music, I yet have loved, have honoured, worshipped Beethoven before all else. Henceforth I knew no other pleasure, than to plunge so deep into his genius that at last I fancied myself become a portion thereof; and as this tiniest portion, I began to respect myself, to come by higher thoughts and views in brief, to develop into what sober people call an idiot. My madness, however, was of very good-humoured sort, and did no harm to any man. Thus I lived for some time in my garret, till it occurred to me one day that the man whose creations I reverenced above all else was
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still alive. It passed my understanding, how I had never thought of that before. It had never struck me that Beethoven could exist, could be eating bread and breathing air, like one of us; but this Beethoven was living in Vienna for all that, and he too was a poor German musician! My peace of mind was gone. My every thought became one wish: to see Beethoven! No Mussulman more devoutly longed to journey to the grave of his Prophet, than I to the lodging where Beethoven dwelt. But how to set about the execution of my project? To Vienna was a long, long journey, and needed money; whilst I, poor devil, scarce earned enough to stave off hunger! So I must think of some exceptional means of finding the needful travelling-money. A few pianoforte-sonatas, which I had composed on the masters model, I carried to the publisher; in a word or two the man made clear to me that I was a fool with my sonatas. He gave me the advice, however, that if I wanted to some day earn a dollar or so by my compositions, I should begin by making myself a little renomme by galops and potpourris. I shuddered; but my yearning to see Beethoven gained the victory; I composed galops and pot-pourris, but for very shame I could never bring myself to cast one glance on Beethoven in all that time, for fear it should defile him. To my misfortune, however, these earliest sacrifices of my innocence did not even bring me pay, for my publisher explained that I first must earn myself a little name. I shuddered again, and fell into despair. That despair brought forth some capital galops. I actually touched money for them, and at last believed I had amassed enough to be able to execute my plan. But two years had elapsed, and all the time I feared that Beethoven might die before I had made my name by galops and pot-pourris. Thank God! he had survived the glitter of my name! And so I came to fair Bohemia, the land of harpists and wayside singers. In a little town I found a troop of strolling musicians; they formed a tiny orchestra, composed of a cello, two violins, two horns, a clarinet and a flute; moreover there was a woman who played the harp, and two with lovely voices. They played dances and sang songs; folk gave them money and they journeyed on. In a beautiful shady place beside the highway I found them again; they had camped on the grass, and were taking their meal. I introduced myself by saying that I too was a travelling musician, and we soon became friends. As they
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played dance-music, I bashfully asked if they knew my galops also? God bless them! they had never heard of my galops. O what good news for me! I inquired whether they played any other music than dances. To be sure, they answered, but only for ourselves; not for gentlefolk. They unpacked their sheets, and I caught sight of the grand Septuor of Beethoven; astonished, I asked if they played that too? Why not? replied the eldest, Joseph has hurt his hand, and cant play the second violin to-day, or wed be delighted to give it at once. Beside myself, I snatched up Josephs violin, promised to do my best to replace him, and we began the Septuor. O rapture! Here on the slope of a Bohemian highway, in open air, Beethovens Septuor played by dance-musicians with a purity, a precision, and a depth of feeling too seldom found among the highest virtuosi! Great Beethoven, we brought thee a worthy offering. [] At last I trod Viennas streets; the end of my pilgrimage was reached. With what feelings I entered this Mecca of my faith! All the toil and hardships of my weary journey were forgotten; I was at the goal, within the walls that circled Beethoven. I was too deeply moved, to be able to think of carrying out my aim at once. True, the first thing I did was to inquire for Beethovens dwelling, but merely in order to lodge myself close by. Almost opposite the house in which the master lived there happened to be a not too stylish hostelry; I engaged a little room on its fifth floor, and there began preparing myself for the greatest event of my life, a visit to Beethoven. After having rested two days, fasting and praying, but never casting another look on the city, I plucked up heart to leave my inn and march straight across to the house of marvels. I was told Herr Beethoven was not at home. That suited me quite well; for it gave me time to collect myself afresh. But when four times more throughout the day the same reply was given me, and with a certain increasing emphasis, I held that day for an unlucky one, and abandoned my visit in gloom. So at last I decided to pour out my heart upon paper. And this I did. I wrote; briefly narrating the history of my life, how I had become a musician, how I worshipped him, how I once had come by the wish
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to know him in person, how I had spent two years in making a name as galop-composer, how I had begun and ended my pilgrimage, [], and what a terrible plight my present was. As my heart grew sensibly lighter with this recital of my woes, the comfortable feeling led me to a certain tone of familiarity; I wove into my letter quite frank and fairly strong reproaches of the masters unjust treatment of my wretched self. Finally I closed the letter in genuine inspiration; sparks flew before my eyes when I wrote the address: An Herrn Ludwig van Beethoven. I only stayed to breathe a silent prayer, and delivered the letter with my own hand at Beethovens house. How can I ever describe what took place inside, around me, when the next hour actually brought me a scrap of music-paper, on which stood hurriedly written: Excuse me, Herr R..., if I beg you not to call on me until tomorrow morning, as I am busy preparing a packet of music for the post today. Tomorrow I shall expect you. Beethoven. My first action was to fall on my knees and thank Heaven for this exceptional mercy; my eyes grew dim with scalding tears. At last, however, my feelings found vent in the wildest joy; I sprang up, and round my tiny room I danced like a lunatic. Im not quite sure what it was I danced; I only remember that to my utter shame I suddenly became aware that I was whistling one of my galops to it. This mortifying discovery restored me to my senses. I left my garret, the inn, and, drunk with joy I rushed into the streets of Vienna. I could not sleep that night. What I had just experienced, and what was in store for me next day, were too great and overpowering for me to calmly weave into a dream. I lay awake, building castles in the air and preparing myself for Beethovens presence. At last the new day dawned; impatiently I waited till the seemly hour for a morning visit; it struck, and I set forth. The weightiest event of my life stood before me: I trembled at the thought. [] Here was I in the sanctuary; He was clad in somewhat untidy house-clothes, with a red woollen scarf wrapped round his waist; long, bushy grey hair hung in disorder from his head, and his gloomy, forbidding expression by no means tended to reassure me. We took our seats at a table strewn with pens and paper. An uncomfortable feeling held us tongue-tied. It was only too evident that Beethoven was displeased at receiving two instead of one.
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At last he began, in grating tones: You come from L...? I was about to reply, when he stopped me; passing me a sheet of paper and a pencil, he added: Please write; I cannot hear. I knew of Beethovens deafness, and had prepared myself for it. Nevertheless it was like a stab through my heart when I heard his hoarse and broken words, I cannot hear. To stand joyless and poor in the world; to know no uplifting but in the might of Tone, and yet to be forced to say, I cannot hear! That moment gave me the key to Beethovens exterior, the deep furrows on his cheeks, the sombre dejection of his look, the set defiance of his lips he heard not! [] II. Comprehension Check-up 1. What determined the author to become a musician? 2. What was the authors most ardent wish? 3. What sacrifices did the author endure in order to fulfil his dream? 4. What did the author do to make Beethoven receive him? 5. What is striking in the final sentence from a grammatical point of view? Comment on the stylistic effect of this negative structure he heard not. III. Translation Translate the last four paragraphs of the satellite text. IV. Building Vocabulary A. Musical instruments stringed instruments violin violoncello contrabass viola orchestral instruments woodwind brass instruments instruments tenor horn bassoon piccolo French horn flute trumpet clarinet bass tuba oboe trombone percussion instruments triangle cymbals side drum bass drum kettledrum harp
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popular musical instruments lute guitar mandolin zither balalaika banjo ocarina accordion tambourine castanets

jazz band instruments drum kit: bass drum, small tomtom, large tom-tom, high-hat cymbals, cymbal; conga drum timbales maracas/shakers xylophone jazz trumpet saxophone

Describe the way a classical symphonic orchestra is organized. Which are the musical instruments commonly encountered in Romanian folk bands? Use some of the terms in the list above. B. A short history of music
History of Music Middle Ages (400-1400) During the Middle Ages, there were three classes of people. The first class was the nobility: kings, princes, and wealthy landowners. They owned land and from these people came our legends of knights in shining armour. The second class consisted of the clergy: priests who worked in the church and monks who lived in monasteries. The rest of the people, poor farmers and peasants, made up the third class. The average peasant lived to be 30 years of age and ate little more than black bread and turnips. The first great centres of music were in the churches. During the Middle Ages, until 1100, the vast majority of music was monophonic, meaning a single line without accompaniment. As Classical (1750-1820) The years of the Classical Period saw many changes in the world. The French Revolution and the Napoleonic Wars changed the face of Europe. During the Classical period it became more and more possible for the public to enjoy and participate in leisure activities. Thus, in the music world, the patronage system of the Baroque began to die out and was replaced by the first public concerts where people paid to attend. Instead of the sudden changes in style and trills of Baroque music, the music of the Classical period tended to be simple, balanced, and non-emotional. Music had straightforward titles like Symphony No. 1 instead of flowery descriptive titles. Known as absolute music, classical works

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life became better and more civilized in the Middle Ages people began to focus more on themselves and less on God and religion. Toward the end of the Middle Ages, polyphony began to be used in music. This was the use of more than one melodic line at the same time. Two of the greatest composers of the new polyphonic music were Leonin and Perotin at the Notre-Dame in Paris. Later important composers included Guillaume de Machaut. Renaissance (1400-1600) The Renaissance was an exciting time in the world history. World exploration by Columbus and Sir Francis Drake, and scientific advancement by Galileo and Copernicus led the world in new directions. Artists such as Leonardo da Vinci and Michelangelo flourished while playwrights like Shakespeare wrote plays and poetry. The Renaissance saw the rise of the middle class. No longer did all of the wealth belong to the nobility. People moved to cities, and spent more time seeing plays and concerts. Music was now part of any good education. With the invention of the printing press around 1450, sheet music was printed and made available to everyone. By 1600, popular music of the day was available across Europe, and the middle class learned to play instruments using method books for recorder, lute, and guitar. Composers like Josquin des Prez and Giovanni Palestrina led the way into a new way of composing. Man, rather then God, became the new focus in a great deal of music. Composers now turned to another dimension of music that had been neglected up to then. The use of harmony changed music for ever.

were written for their own sake, not for dancing or any other special occasion. It was performed in the recital or concert hall. The most important classical composers were Wolfgang Amadeus Mozart, Franz Joseph Haydn, and Ludwig van Beethoven. Vienna was the musical center of Europe, and most serious composers spent part of their lives there.

Romantic (1820-1900) Music saw many changes during the Romantic period. Composers expanded existing musical forms and developed new forms as a way of expressing themselves. Thus, a huge variety of instrumental and vocal music appeared on the scene. There were no restrictions on the length of a piece, the number of movements, or the number of instruments or voices used. The operas of Richard Wagner sometimes last 6 hours. Ludwig van Beethovens Ninth Symphony requires an oversize orchestra, a full choir, and vocal soloists. It was during the Romantic period that most of the band instruments came into being as they are today. The invention and widespread use of valves on brass instruments and new key systems on woodwind instruments made them much easier to play, encouraging composers to write more music for them. There were many influential composers during the Romantic period. They included Hector Berlioz, Johannes Brahms, Richard Wagner, and Piotr Ilyich Tchaikovsky.

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Baroque (1600-1750) The Baroque period was an important time in the history of the world. Galileo, Kepler and Newton were discovering new ways to explain the universe. In music, art, architecture, and fashion, fancy decoration and ornamentation became the rule. Both men and women wore wigs and coats with lace. Throughout the Baroque period, composers continued to be employed by the church and wealthy ruling class. This system of employment was called the patronage system. As the patron paid the composer for each work and usually decided what kind of piece the composer should write, this limited their creative freedom. Important Baroque composers include Johann Sebastian Bach, George Frederic Handel, Johann Pachelbel, Georg Phillip Telemann, Henry Purcell and Antonio Vivaldi.

20th Century Music written since 1900 is called 20th century music. There have been more types and styles of music written in the 20th century then ever before. In the 20th century, the only limit is the composers imagination. Peter Schikele has fun with his pieces by having players play on mouthpieces, or by gargling with water during the piece. The melodies are also very different from those of past periods. Anton Weberns melodies have leaps, and are often made up of only two or three notes. Other melodies, like those written by Bela Bartok and Alan Hovhaness, are based on scales taken from the Middle Ages. Technological developments have also had an influence on the 20th Century music, especially electronic music. Composers like Philip Glass use electronics to create totally new sounds, styles, and effects.

V. Conversation 1. Most people go to concerts not because they really like classical music, but because they think they ought to like it. 2. The importance of music in your life. 3. The pilgrimage I would undertake. Give reasons. 4. Your favourite concerto composed by Beethoven with arguments for your choice. 5. Is Beethoven superior to Mozart or vice versa? Supply arguments in favour of your choice. VI. Composition Write an essay on each of the following topics: 1. Music has charms to soothe a savage breast. (W. Congreve) 2. Music, the greatest good that mortals know, / and all of heaven we have below. (J. Addison) 3. My visual script and / or my stream of thoughts while listening to the Four Seasons by Vivaldi.
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UNIT 6 MAN IN THE MIDST OF NATURE

David Herbert Richards Lawrence is one of the greatest representatives of 20th century literature. He wrote novels, short stories, poems, plays, essays, travel books and literary criticism. His works reflect his critical attitude as to the dehumanizing effects of modernity and industrialisation. Most of them debate controversial issues relating to emotional health and vitality, spontaneity, sexuality and instinctive behaviour. These themes are best illustrated by novels such as: Sons and Lovers, Lady Chatterleys Lover, The Rainbow, Women in Love, The Lost Girl, The Plumed Serpent, as well as short story collections, among which England, My England or The Woman Who Rode Away. Lawrences travel books, an original blend of narrative episodes and essays on various topics, include Sea and Sardinia, Mornings in Mexico and Etruscan Places. We provide below one of his most brilliant short prose pieces.
A. PILOT TEXT: REFLECTIONS ON THE DEATH OF A PORCUPINE

(a short story by D.H. Lawrence) There are many bare places on the little pine trees, towards the top, where the porcupines have gnawed the bark away and left the white flesh showing. And some trees are dying from the top. Everyone says porcupines should be killed; the Indians, Mexicans, Americans, all say the same. At full moon a month ago, when I went down the long clearing, in the brilliant moonlight, through the poor dry herbage a big porcupine began to waddle away from me, towards the trees and the darkness. It had a lumbering, beetles, squalid motion, unpleasant. I followed it into the darkness of the timber, and there, squat like a great aureoled tick, or a bug, it was struggling up. I stood near and watched, disliking the presence of the creature. It is a duty to kill the things. But the dislike of killing him was greater than the dislike of him.
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So I watched him climb. And he watched me. When he got nearly the height of a man, he hesitated and slithered down. Evidently, he had decided either that I was harmless or else that it was risky to go up any further, when I could knock him off so easily with a pole. So he slithered podgily down again, and waddled away with the same bestial motion of that white-spiky spoon tail. He was as big as a middle-sized pig; or more like a bear. I let him go. He was repugnant. He made a certain squalor in the moonlight of the Rocky Mountains. As all savagery has a touch of squalor that makes one a little sick at the stomach. And anyhow, it seemed almost more squalid to pick up a pine bough and push him over and hit him and kill him. A few days later Madame came in suddenly... Come, said she excitedly. There is a big porcupine drinking at the ditch. I thought at first it was a bear! When I got out he had gone... We got through the fence and soon caught him up. Then he lumbered, with his white spoon-tail spiked with bristles, steering behind almost as if he were moving backwards, and this was his head. His long hairs above the quills were quivering with a dim grey gleam like a bush. And again I disliked him. Should one kill him? She hesitated, then with a sort of disgust: Yes. I went back to the house and got the little twenty-two rifle. Now never in my life had I shot at any live thing I never wanted to. Myself, individually, it was repugnant to me even to try. But something slowly hardens in a mans soul. And I knew now it had hardened in mine. I found the gun and, with rather trembling hands, got it loaded. Then I put back the trigger and followed the porcupine. It was still lumbering through the grass. Coming near, I aimed. The trigger stuck. I pressed the little catch with a safety pin I found in my pocket, and released the trigger. Then we followed the porcupine. He was still lumbering through the trees. I went sideways on, stood quite near to him, and fired, in the clear-dark of the moonlight. And as usual, I aimed too high. He turned, went scuttling back whence he had come.
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I got another shell in place and followed. That time I fired full into the mound of his back, below the glistening halo. He seemed to stumble on his hidden nose, and struggled a few strides, ducking his head under like a hedgehog. Hes not dead yet! Oh, fire again! cried Madame. I fired, but the gun was empty. So I ran quickly for a cedar pole. The porcupine was lying still, with a subsiding halo. He stirred faintly. So I turned him and I hit him hard over the nose; or where, in the dark, the nose should have been. And it was done. He was dead. And, in the moonlight, I looked down on the first creature I had ever shot. Does it seem mean? I asked aloud, doubtful. Again Madame hesitated. Then: No! she said resentfully. And I felt she was right. Things like the porcupine, one must be able to shoot them if they get in ones way. One must be able to shoot. I, myself, must be able to shoot and to kill. For me, this was a volte-face. I have always preferred to walk around my porcupine rather than kill it. Now I know its no good walking around. One must kill... The only nice thing about him was the feet. They were like longish, alert, black hands, paw-hands. That is why a porcupines tracks in the snow look almost as if a child has gone by, leaving naked little footprints, like a little boy. So, he is gone; or she is gone. But there is another one, bigger and blacker looking, among the vast timber. That too is to be shot. It is part of the business of ranching, even if its only a half-abandoned ranch like this one. Wherever man establishes himself upon earth, he has to fight for his place, against the lower orders of life. Food, the basis of existence, has to be fought for even by the most idyllic of farmers. You plant and you protect your growing crop with a gun. Food, food, how strangely it relates man with the animal and vegetal world. How important it is! And how fierce is the fight that goes on around it! The same as when one skins a rabbit, and takes out the inside; and one realizes what an enormous part of him is just for foodapparatus; for living on other organisms. And when one watches the horses in the big field, their noses to the ground, bite-bite-biting without lifting their noses, cropping off the
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grass, the young dandelions, with a blind relentless unwearied persistence, ones whole life pauses. One suddenly realizes again how creatures devour, and must devour, the lower forms of life. *
APPLICATIONS

I.1. Reading Comprehension What is the author-heros motivation for killing the porcupine? How is the porcupine image gradually drawn? How does the authors hesitations and decisions relate to common opinion? Do you consider that the narrative episode is central? Why or why not? Is it based on a story or on a plot? What is its functionality in the frame of the essay? I.2. Further text discussion Concentrate on the major topic(s) of the text. Consider the following issues as possible hints: mans need to assert his identity and status in the universe (versus other living creatures) the self-defence instinct and the impulse to kill whatever endangers man the desire to do away with ugly, repugnant things mans feeling of empathy with all other live creatures the dependence of all human, animal and vegetal specimens on food for survival Subdivide the text into thematic sections and state their functionality in the global text. Characterize the participants in the story, comment on the role played by the male author-hero, as well as by the female character. Analyse the author-heros attitude to the porcupine, as reflected in the linguistic expressions used (epithets, pronominal substitutes).
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II. Lexical Focus Look up the following words in a dictionary: Vs Ns As to reflect porcupine bare to gnaw bark squalid to waddle flesh squat to lumber clearing podgy to slither herbage repugnant to pick-up beetle relentless Group the motion verbs from the first column and complete the series by at least fifteen other items. III. Vocabulary Practice 1. Comment on the value of the word timber(s) and lumber in the following: a) We all admired the standing timber and felt sorry for the rolled one. b) His timbers embarrassed him a lot. c) He was a real managerial timber. d) He was a man of the right sort of timber. e) There was a great amount of lumber in their attic. f) The workers were ready to unload the lumber. g) The horses advanced slowly because of the lumber. h) They lumbered all the old books on the balcony. i) The old wagon was lumbering along the bumpy road. j) The podgy man was lumbering on his way home. 2. Fill in the blanks with the word missing from the fixed phrases/idioms containing the items flesh, top, touch and spoon: a) Even the slightest ... will break a soap bubble. b) The car was driving at the ... of its speed. c) He boasted of having come out at the ... of the school. d) The engine of my car starts at the first ... of the switch. e) She seems to have lost ... of late.
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f) Hes feeling at the ... of his form. g) He was a sculptor with a fine... 3. Use each in the series of synonyms to illustrate its tinge of meaning: skid, slip, slide, glide, slither, miss ones footing IV. Grammar Practice 1. It or There as grammatical (formal) Subjects: a) .....seems to be little evidence to suggest that the recent wage rises have pushed up the rate of inflation. b) He said that ..... was his intention to open a second shop as soon as he has the money. c) We re completely lost! .....s only one thing to do now, and thats to go back and start again! d) .....is hard to believe that Peter is already three years old. e) Although ...s a cold wind blowing, ......may be that the snow wont come until the morning. 2. Complete the following complex sentences with a THAT clause: a) I think it very important b) We would like it to be understood c) They made it clear d) We think it worthwhile e) The guidebook made it easier f) They considered absolutely necessary g) I dont want it mentioned h) He felt his duty i) I call it fortunate j) We think it better k) Students find it very useful l) I made it a rule m) We have it in our power
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3. Use for-phrases instead of the subordinate clauses: a) It is quite natural that he should act like that. b) Its impossible that he should have so let us down. c) Let us wait till a definite answer arrives. d) He closed the windows lest the papers should be scattered by the wind. e) That a man of his age should be so active and full of vitality is something extraordinary. 4. Complete the following with the help of for-phrases using different forms of the infinitive: a) It is advisable for (everyone) b) The order was for (the message) c) My father is anxious for (I) d) It would be wrong for (they) e) It is high time for (all of us) 5. Replace the gerund by a complex with a full gerund or half gerund: Example: You are responsible for doing this work in time. You are responsible for this work being done in time. a) They objected to applying this method into practice. b) We dont mind mentioning the fact. c) She was quite unaware of being watched by the people. d) He never confessed to having sent the letter. e) Father hated being contradicted by any of us. 6. Make up sentences using the following phrases as nominative and participle constructions: there being no time to lose; the concert over; it being late; hands in pockets; with his eyes wide open; banners flying. 7. Give examples of your own of three sentences containing Accusative with infinitive constructions and then passivize them. What construction is thus obtained?
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8. Fill in the blanks with the appropriate finite or non-finite form of the bracketed verb: 1. (stumble) over a stone is not the pleasantest of things, but (stumble) she had and nearly (slide off), she had discovered a heap of (sweep street) (lie) by the dust-bin. 2. This (split) headache is past (bear). I (take) pain-killers, and (give) myself long rests, and (try) (make) as little effort as possible, and it (not be) of much use so far. V. Translation Translate from Romanian into English: 1. Se zice c a luat-o la goan cnd a auzit ursul apropiindu-se de liziera pdurii lng care i ridicase cortul. 2. A fost vzut cum fur geanta unei btrne. 3. Se tie c a mblnzit o cprioar. 4. Se zicea c un fugar a dat foc hambarului. 5. Se pare c i s-a terminat benzina. 6. tim cu toii c a fost campion mondial. 7. mi nchipuiam c ai cumprat de mult casa aceea. 8. N-am s permit nimnui s m bat. 9. mi nchipuiam c tii englezete mai bine. 10. Nu-l lsa s te fac s acionezi ca i cum i-ai fi pierdut cumptul. 11. Credeam c citete de mult, dar abia ncepuse. 12. A fost vzut cum culege ghiocei. 13. E puin probabil ca el s fi citit ziarul n timp ce i vorbeai. 14. Cu cine se zice c seamn? 15. Cui i-ai ordonat s-i cumpere frigiderul? 16. Clipe de fericire! i simi o sfiere la gndul c s-ar fi putut ca aceste clipe s se repete pentru mine zilnic, dac am fi rmas toi trei mpreun... Desigur, Matilda era astfel fericit, fiindc un copil, pn la o anumit vrst, e o venic surpriz. Iar soarta fcea ca surprizele Silviei s fie aproape toate miraculoase, i doar puine rele. Matilda intui starea mea de spirit. Dac te-ai hotrt, mi spuse n franuzete, ai fi la Bucureti i n-ar fi o problem s-o iei pe Silvia oricnd ai vrea. Dac n-a fi avut-o, i spun sincer, c m sinucideam. Eu m plng de ea, [...] dar e un copil extraordinar de bun, o minune. Numai la asta m gndesc cnd ai zis s accepi numirea, s fii
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aproape de ea, i, de ce s nu-i mrturisesc i ea de tine! Mai vedem! Spusei, nu pentru c aveam vreo ndoial, ci ca s n-o contrazic, s se poat repeta venirea Silviei la mine, aceste trei zile...
(Marin Preda, adaptare dup Cel mai iubit dintre pmnteni)

VI. Conversation 1. Imagine you having taken part in a hunting session. 2. What animal do you like most? What animal do you dislike most? 3. Have you ever felt hunted? 4. What is the significance of the grass image in the last paragraph? 5. Does the author refer to the biological scale? Comment on this topic. VII. Composition Topics for Essay Writing 1. Argue for and against Lawrences final reflections. 2. Those things are better which are perfected by nature than those, which are finished by art. (Marcus Cicero)
B. SATELLITE TEXT 1

I. Reading We supply below one of Lawrences poems selected from his volume Birds, Beasts and Flowers. Snake by D.H. Lawrence A snake came to my water-trough On a hot, hot day, and I in pyjamas for the heat, To drink there.
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In the deep, strange-scented shade of the great dark carob-tree I came down the steps with my pitcher And must wait, must stand and wait, for there he was at the trough before me. He reached down from a fissure in the earth-wall in the gloom And trailed his yellow-brown slackness soft-bellied down, over the edge of the stone trough And rested his throat upon the stone bottom, And where the water had dripped from the tap, in a small clearness, He sipped with his straight mouth, Softly drank through his straight gums, into his slack long body, Silently. Someone was before me at my water-trough, And I, like a second comer, waiting. He lifted his head from his drinking, as cattle do, And looked at me vaguely, as drinking cattle do, And flickered his two-forked tongue from his lips, and mused a moment, And stooped and drank a little more, Being earth-brown, earth-golden from the burning bowels of the earth On the day of Sicilian July, with Etna smoking. The voice of my education said to me He must be killed, For in Sicily the black, black snakes are innocent, the gold are venomous. And voices in me said, If you were a man You would take a stick and break him now, and finish him off. But must I confess how I liked him, How glad I was he had come like a guest in quiet, to drink at my water-trough And depart peaceful, pacified, and thankless, Into the burning bowels of this earth?
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Was it cowardice, that I dared not kill him? Was it perversity, that I longed to talk to him? Was it humility, to feel so honoured? I felt so honoured. And yet those voices: If you were not afraid, you would kill him! And truly I was afraid, I was most afraid, But even so, honoured still more That he should seek my hospitality From out the dark door of the secret earth. He drank enough And lifted his head, dreamily, as one who has drunken, And flickered his tongue like a forked night on the air, so black, Seeming to lick his lips, And looked around like a god, unseeing, into the air, And slowly turned his head, And slowly, very slowly, as if thrice a dream, Proceeded to draw his slow length curving round And climb again the broken bank of my wall-face. And as he put his head into that dreadful hole, And as he slowly drew up, snake-easing his shoulders, and entered farther, A sort of horror, a sort of protest against his withdrawing into that horrid black hole, Deliberately going into the blackness, and slowly drawing himself after, Overcame me now his back was turned. I looked round, I put down my pitcher, I picked up a clumsy log And threw it at the water-trough with a clatter. I think it did not hit him, But suddenly that part of him that was left behind convulsed in
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undignified haste. Writhed like lightning, and was gone Into the black hole, the earth-lipped fissure in the wall-front, At which, in the intense still noon, I stared with fascination. And immediately I regretted it. I thought how paltry, how vulgar, what a mean act! I despised myself and the voices of my accursed human education. And I thought of the albatross And I wished he would come back, my snake. For he seemed to me again like a king, Like a king in exile, uncrowned in the underworld, Now due to be crowned again. And so, I missed my chance with one of the lords Of life. And I have something to expiate: A pettiness. II. Comprehension Check-up and Text Discussion 1. Formulate the major topic of the poem. 2. How does the protagonist appear in the first four stanzas? Explain the significance of: my water-trough, my pitcher, must wait, must stand and wait, before me, a second comer. How does he appear in the last stanza? 3. In what terms does Lawrence describe the universe the snake comes from? 4. How does the snake image change in the course of the poem? 5. Why do you think Lawrence decided on the title SNAKE rather than A Snake? 6. Comment upon the use of parallelism in the poem. III. Translation Translate the last four stanzas of the satellite text 1.
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IV. Building Vocabulary Use the following words in contexts of your own. Utilizing Rogets thesaurus (http://thesaurus.reference.com/Roget-Alpha-Index.html) come up with at least 4 synonyms for each item (wherever possible). trough pitcher scent shade / shadow carob fissure gum V. Conversation 1. Comment on the human protagonists dilemma and its corresponding poetic expression in Lawrences Snake. Could we say that the incident represents an epiphany? 2. Comment on the phrase my snake occurring in the final part of the poem. VI. Composition Write an essay on each of the following topics: 1. The man-animal relation in Reflections of the Death of a Porcupine and Snake (point out similarities and dissimilarities). 2. The functionality of the stylistic devices used by Lawrence in the poem Snake.
C. SATELLITE TEXT 2

to reach to trail to slacken to drip to flicker

slack venomous drunken unseeing

I. Reading The Binding of the Wolf (a short story by Hamilton Wright) Loke looked like a god and had many of the wonderful gifts which the gods possessed, but at heart he was one of those giants who
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were always trying to cross Bifrost, the shining rainbow-bridge, at the heavenly end of which Heimdal kept guard day and night, with eyes so keen that in the darkness as easily as in the light he could see a hundred miles distant, and with ears so sharp that he could hear the noiseless blossoming of the grass in the deepest valley, and the growing of the wool upon the backs of sheep browsing along the hilltops. Loke had the mind of the gods, who were always working to bring order and beauty into the world, but he had the heart of the giants, who were striving to undo the good and cover the earth with howling storms and icy desolation. After he had been in Asgard for a time he wanted to get back to Jotunheim, where his true home was. There he married a terrible giantess, and three children were born to him, more repulsive than their mother, Hel, the Midgard-serpent, and the Fenris-wolf. These monsters grew to be very strong and horrible to look upon before the gods thought of destroying them; but one day, as Odin looked over the worlds from his throne, a shadow fell upon his face, for he saw how powerful the children of Loke were becoming, and he knew they would work endless mischief and misery for gods and men; so he sent some of the gods to bring the monsters to Asgard. It was a strange sight when Lokes children were brought into heaven, Hels terrible face turning into stone every one who looked, unless he were a god; the Midgard-serpent coiling its immense length into great circles over which the glittering eyes wandered restlessly; and the Fenris-wolf growling with a deep, cruel voice. Odin looked sternly at Loke, the evil god who had brought such savage beings among men, and then with a dark brow he cast Hel down into the dusky kingdoms of the dead, and hurled the snake into the deep sea, where he grew until he coiled around the whole earth; but Fenrer, the wolf, was permitted to grow up in Asgard. He was so fierce that only Tyr, the sword-god, could feed him. He roamed about Asgard, his huge body daily growing stronger, and his hungry eyes flashing more and more fiercely. After a time another shadow fell upon Odins face, for Fenrer was fast becoming the most terrible enemy of the gods, and the oracles who could look into the future, said that at the last great battle he would destroy Odin himself. So Odin called all the gods together, and as they came into the great hall the wolf crouched at the door, with a look that made even their strong hearts shudder.
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Our most dangerous enemy is growing stronger every day under our roof and by our hands, said Odin, and we shall cease to be gods if we are so blind as to nourish our own destroyer. Kill him! muttered some one. No, said Odin; although he is to devour me, no blood shall stain the sacred seats of the gods. Chain him! said Thor. That was a good plan, they all agreed, but how was it to be done? Leave that to me, answered Thor, full of courage, for he had done many wonderful things, and there was nothing of which he was afraid. That night the fires in the great smithy blazed and roared so fiercely that the heavens far around were lighted with the glow, and in the dusky light the strong forms of the gods moved to and fro as they worked on the chain with which they meant to bind the Fenris-wolf. All night Thors mighty strokes rang [161] on the hard iron, and when the morning came the chain was done, and they called it Leding. Then the gods called Fenrer, spread out the chain, and asked him to show his wonderful strength by breaking it. The wolf knew better than the gods how strong he had grown, and that the breaking of Leding would be a very small matter for him; so he permitted them to bind the great links around his shaggy body and about his feet, and to rivet the ends so fast that it seemed as if nothing on earth could ever break them apart again. When it was all done, and Thors eyes were beginning to smile at his success, the wolf got quietly upon his feet, stretched himself as easily as if a web of silk were cast over him, snapped the massive chain in a dozen places, and walked off, leaving the gods to gather up the broken links. He has grown terribly strong, said Odin, looking at the great pieces of iron. Yes, answered sturdy Thor, stronger than I thought; but I will forge another chain, which even he cannot break. Again the red glow shone in the sky over Asgard, the fires flashed and blazed, and the great hammers rang far into the night, and the next day the mighty chain Drome, twice as strong as Leding, was finished. Come, Fenrer, said Thor, you already famous for your strength; if you can break this chain no will ever be able to deny your strength, and you will win great honour among gods and men.
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The wolf growled as he looked at the great chain, for he knew that the gods feared him and wanted to make him harmless. He knew also that he could break the chain which they had forged with so much toil to bind him with, and so he let them fasten him as before. When all was done, the gods began to smile again, for they had made the strongest chain that ever was or could be made, and now surely the wolf was forever harmless. But Fenrer knew better than they. He rose slowly, with the massive links bound closely about him, shook himself fiercely, stretched himself, and then with a mighty effort dashed himself on the ground; the earth shook, the chain burst, and its links flew through the air and buried themselves in the ground, so tremendous was the effort with which the wolf freed himself. A fierce joy gleamed in his eyes as he walked away with deep growls, leaving the gods to console themselves as best they might, for there were no more chains to be made. Long and anxiously they talked together, but no one could think of anything which could hold Fenrer until Odin called to Skirner, Freys swiftest messenger: Go to Svartalfheim as fast as the flash of Thors hammer, and the dwarfs shall make us an enchanted chain which even he cannot break. Skirner was off almost before Odin had done speaking. Travelling over land and sea he soon came to the dark entrance of the under-world where the dwarfs lived, and in a very short time he was in the dusky home of the wonderful little workers in iron. They were rushing about with black faces and dirty hair when Skirner called them together and said, You must make for the gods an enchanted chain so slight that Fenrer will be willing to be bound by it, and so strong that when he has allowed himself to be tied he cannot break loose again. The dwarfs whispered together for a few moments, and then scattered in every direction; for they were going to make the most wonderful chain that was ever put together, and there were many things to be looked after before it could be done. Skirner sat in the darkness until the busy little workers had finished the band, and then he carried it quickly to Asgard, where all the gods were waiting anxiously for his coming and Fenrer was stealthily stealing from place to place through the city. Skirner spread the string out for the gods to look at, and they could hardly believe it was strong enough. It was very long, but so small and soft that it seemed no more than silken twine; it was made out of such things as the sound of a cats footsteps,
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the roots of the mountains, the breath of a fish, and the sinews of a bear, and nothing could break it. The gods were so happy in the hope of being relieved of their enemy that they could not thank Skirner enough. They all went to a rocky island in a lake called Amsvartner, taking the wolf with them. Thor showed the silken twine to Fenrer. You have broken Leding and Drome, he said, and now you will break this also, although it is somewhat stronger than one would think, to look at it. Then he handed the magic cord from one god to another and each tried to break it, but no one succeeded. We cannot do it, they all said after it had been handed around the circle, but Fenrer can. The wolf looked at it suspiciously. It is such a slender thread, he answered, that I shall get no credit if I break it, and if it is made with magic, slight as it looks I shall never get loose from it again. The gods looked at one another and smiled. Oh, you will easily break so slim a band as that, they replied, since you have already broken the heaviest chains in the world; and if you cannot break it we will loosen you again. If you bind me so fast that I am not able to get myself free, I shall get little help from you, said the wolf truthfully enough. I am very unwilling to have this twine bound about me; but that you may not be able to call me cowardly, I will do it if some one of you will lay his hand in my mouth as a pledge that there is no deceit about this thing. The gods looked at each other when they heard these words. Fenrer had spoken the truth, there was no denying that. He must be chained now, however, or they would all be destroyed; but who would lose a hand to save the rest? Thors hands were needed to swing the hammer against the giants, and everybody could think of some very good reason why his hand should not be lost. There was an awful pause, and then Tyr, the god of honour and courage, who had never stood still when he ought to go forward, stretched out his right hand and laid it in the wolfs hungry mouth. Then the gods bound the slender cord tightly around Fenrer, fold on fold, winding its whole length about him and tying the ends tightly together. It was so slight that it seemed as if it must break in fifty places as soon as the wolf began to stretch himself. So perhaps thought Fenrer himself; but the harder he strove to break loose, the closer the cord drew about him. He sprang from side to side, he threw
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himself on the ground, he stretched his mighty limbs with all his strength, but the twine only cut the deeper. Then a mighty rage filled the wolf because he had suffered himself to be deceived, his eyes flamed with fury, and the foam ran out of his mouth. The gods were so delighted when they found the wolf really fast at last that they began to laugh, all except brave Tyr, who lost his right hand. They took the wonderful silken chain and drew it through the middle of a rock and sunk the rock so deep in the earth that nothing but an earthquake could stir it. Fenrer, wild with pain and rage, rushed from side to side so violently that the earth rocked beneath him, and opening his tremendous jaws sprang upon the gods; whereupon they thrust a sword into his cruel jaws so that the hilt stood on his lower jaw and the point pierced the roof of the mouth. So the Fenris-wolf was bound and made fast to the rocky island, his jaws spread far apart, foaming and growling until the last great day. II. Comprehension Check-up 1. In what way is Loke different to the gods? 2. Who are Lokes children? 3. What is particular about Lokes children? 4. Why does Odin want to destroy Lokes children? 5. Who does finally succeed in chaining Fenrer? III. Translation Translate the second paragraph of the satellite text. IV. Building Vocabulary Fabulous creatures dragon (serpents body, claws, bats wings, fork-tongue mouth, forked-tongue) unicorn (spirally twisted horn) Phoenix (flames or ashes of resurrection) griffin (eagles head, claws, lions body, wings) chimera (lions head, goats head, dragons body) sphinx (humans head, lions body) mermaid (womans trunk, fishs tail)
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Pegasus (horses body, wings) Cerberus (three-headed dogs body, serpents tail) giant triton (horses hoof, fishs tail) centaur (mans body, horses body) Mammals marsupial: opossum, kangaroo insectivores: mole, hedgehog, spine, long-eared-bat rodents: guinea pig, porcupine, beaver, hamster, marmot, squirrel ruminants: llama, two-humped camel, guanaco, hippopotamus, elk, giraffe, black buck, mouflon, bison carnivores: jackal, red fox, wolf, hyena, seals: fur seal, walrus, whiskers, tusk felines: lion, mane, tiger, leopard, cheetah, lynx bears: raccoon, brown bear, polar bear primates: macaque, baboon anthropoids: chimpanzee, orang-utan, gorilla Farmyard animals mare stallion buck doe hen cock duck drake dog bitch cat tom(cat) goose gander cow bull turkey hen turkey Describe the yard of a Romanian farmer by using some animal names from the list above. V. Conversation 1. Man in relation with gods, fabulous and earthly creatures. 2. The topicality of Darwins theory. Arguments for and against. 3. Man Nature relationship. 4. What fabulous creature I am. Explain why. VI. Composition Write an essay on each of the following topics: 1. Had I been present at the Creation, I would have given some useful hints for the better ordering of the Universe. (Alfonso the Wise) 2. Man is the only animal that blushes. Or needs to. (Mark Twain)
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REVISION TEST II 1. Guesthouse rooms must be .......... by noon. a. vacated b. abandoned c. left d. evacuated 2. At the end of the course special prizes were ......... to the winning participants. a. won b. awarded c. earned d. deserved 3. If the bomb had exploded it could ......... have killed hundreds of people. a. might b. well c. equally d. yet 4. After many years of research, they found the solution a. by the end b. at the end c. at last d. on the end 5. I know its late, so I shall not .......... you any longer said the sales manager to his sales team participants. a. detain b. hold up c. withhold d. retard
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6. You can go to the party .......... you are back home by midnight. a. as well as b. as time as c. as long as d. as far as 7. How many sheets of paper do you think this file will .......... a. occupy b. suit c. fit d. hold 8. Choose the appropriate missing word: The dog ........... the sleeping child. a. embraced b. clasped c. nestled d. nuzzled e. cuddled 9. Choose the appropriate missing word: She ................... the Muslim religion a. embraced b. clasped c. nestled d. nuzzled e. cuddled 10. Choose the appropriate missing word: This bracelet wont ......................... a. embraced b. clasped c. nestled d. nuzzled e. cuddled
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11. Choose the appropriate missing word: The children ...............up together under the blankets. a. embraced b. clasped c. nestled d. nuzzled e. cuddled 12. Choose the appropriate missing word: She .............down among cushions. a. embraced b. clasped c. nestled d. nuzzled e. cuddled 13. It or There as formal Subjects: a) .....seems to be little evidence to suggest that the recent wage rises have pushed up the rate of inflation; b) He said that ..... was his intention to open a second shop as soon as he has the money; c) We re completely lost! .....s only one thing to do now, and thats to go back and start again!; d) .....is hard to believe that Peter is already three years old; e) Although ...s a cold wind blowing, ......may be that the snow wont come until the morning. 14. Which sentences are correct: A. Tim and his wife were the expected guests. B. A crate of apples and oranges has been delivered to our doorstep. C. Every one of the employees are angry about the new contract. D. The man, as well as his wife and children, was injured in the accident.
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15. Which sentences are correct: A. His dog, along with his cat and goldfish, prevents him from taking long trips. B. Thirty dollars is too much to pay for that purse. C. Ten miles is not far to go for a delicious meal. D. Either the students or the teacher have made a mistake.

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INSTEAD OF A KEY

Compare the source (Romanian) literary text to its English equivalent. List ten grammatical structures distinct in the two languages. List ten apparently untranslatable words or phrases in Romanian and supply one more possible solution in English. Comment on the way the translator tried to solve five lexical problems in the text. 1. Recollections from childhood / Amintiri din copilrie by Ion Creang Recollections from childhood (fragments) I dont know how others may feel, but when I think of the place of my birth, of our home in Humuleti, of the fireplace pot to which mother used to tie a piece of string with balls of wool at the end of it so that cats played with them to distraction, of the whitewashed mantel of the fireplace, to which I used to cling when I first began to totter, of the stove on which I hid when the boys played hide-and-seek, and of other games and pastimes full of childish fun and charm, my heart even now seems to leap with joy. And Lord! How delightful it was then, for my
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Amintiri din copilrie (fragmente) Nu tiu alii cum sunt, dar eu, cnd m gndesc la locul naterii mele, la casa printeasc din Humuleti, la stlpul hornului unde lega mama o far cu motocei la capt, de crpau mele jucndu-se cu ei, la prichiciul vetrei cel humuit, de care m ineam cnd ncepusem a merge copcel, la cuptorul pe care m ascundeam, cnd ne jucam noi, bieii, de-a mijoarca, i la alte jocuri i jucrii pline de hazul i farmecul copilresc, parc-mi salt i acum inima de bucurie! i, Doamne, frumos era pe atunci, cci i prinii, i fraii i surorile mi erau sntoi, i

parents as well as my brothers were all in good health and in the house there was plenty, and the boys and girls of the neighbors were always playing with us, and everything went as I wished, without a bit of unpleasantness, as if all the world were mine. And I was as blithe as fine weather, and as carefree and wilful as the wind in the storm. And sometimes when the sun was beginning to show itself from behind a cloud after a spell of rain, Mother, renowned for the wonders she could work, would say to me, smiling: Go outside, fair-haired child, and smile at the sun; perhaps the weather will be fine again. And when I smiled the weather did change. You see, the sun knew full when whom he had to deal with, because I was my mothers son, and could indeed perform many great wonders: she could turn the black clouds away from our village and could send the hail elsewhere, by sticking a hatchet into the ground in front of our door; she could make the meat jelly with only two cows feet, so that people crossed themselves in surprise; she would beat the ground, or the wall, or a piece of

casa ne era ndestulat, i copiii i copilele megieilor erau de-a pururea n petrecere cu noi, i toate mi mergeau dup plac, fr leac de suprare, de parc era toat lumea a mea!

i eu eram vesel ca vremea cea bun i turlubatic i copilros ca vntul n tulburarea sa. i mama, care era vestit pentru nzdrvniile sale, mi zicea cu zmbet uneori, cnd ncepea a se ivi soarele dintre nori dup o ploaie ndelungat: Iei, copile cu prul blan, afar i rde la soare, doar s-a ndrepta vremea i vremea se ndrepta dup rsul meu... tia, vezi bine, soarele cu cine are de-a face, cci eram feciorul mamei, care i ea cu adevrat c tia a face multe i mari minunii: alunga nourii cei negri de pe deasupra satului nostru i abtea grindina n alte pri, nfignd toporul n pmnt, afar, dinaintea uii; nchega apa numai cu dou picioare de vac, de se ncrucea lumea de mirare; btea pmntul, sau peretele, sau vrun lemn, de care m pleam la cap, la mn sau la picior,
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wood against which I had hurt my head, saying: There! there! and the pain would leave me at once.When the burning embers spit in the stove (which, it was said, brings wind and nasty weather) or when the embers hissed (which means that someone is speaking ill of you) Mother used to scold them, there on the hearth, and beat them with the tongs so that the enemy might be defeated. And even more than this: whenever it seemed to her that I looked queer, she would at once prepare a remedy for me and, after spitting on her finger, scrape a bit of earth off the dusty sole of my boots, or, better, she would take some soot from the mouth of the stove, saying: As the stoves mouth cannot be hurt by the evil eye so shall my child not be hurt by the evil eye! and she would smear a speck of soot on my forehead so that nothing might injure her pet.And she could do many other things too. But come, lets rather talk about childhood, which alone is gay and innocent. What does a child care, when his father and mother are thinking about lifes worries, or are harassed by other anxious thoughts or what tomorrow may
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zicnd: Na, na!, i ndat-mi trecea durerea... cnd vuia n sob tciunele aprins, care se zice c fce a vnt i vreme rea, sau cnd iuia tciunele, despre care se zice c te vorbete cineva de ru, mama l mustra acolo, n vatra focului, i-l buchisa cu cletele, s se mai potoleasc dumanul; i mai mult dect atta: oleac ce nu-i venea mamei la socoteal cuttura mea, ndat pregtea, cu degetul mblat, puin tin din colbul adunat pe opsasul nclrii ori, mai n grab, lua funingine de la gura sobei, zicnd: Cum nu se deoache clciul sau gura sobei, aa s nu mi se deoache copilaul i-mi fcea apoi cte-un benchi boghet n frunte, ca s nu-i prpdeasc odorul!... i altele multe nc fcea...

Hai mai bine despre copilrie s povestim, cci ea singur este vesel i nevinovat. Ce-i pas copilului cnd mama i tata se gndesc la neajunsurile vieii, la ce poate s le aduc ziua de mine, sau c-i frmnt alte gnduri pline de ngrijire.

bring? The child, astride his stick, thinks he is riding the smartest of steeds, and races gladly along on it, beats it with his whip and reins it as if it were a real horse, and shouts at it with all his might, deafening you; and he falls down he believes the horse has thrown him, and he vents his rage upon the stick with all the words he can find That is how I was at the happy age, and I believe all children have been so, ever since this world and earth were made, whatever anyone may say. To make a long story short, where there were three I was the fourth. But every time I heard Id have to rock the baby, I dont know what came over me! I had the misfortune of being the eldest of my brothers. But what could I do when Mother begged me? On that particular day though, when she asked me, the sky was so clear, and it was so lovely and hot out of doors that one would like to bask in the sun like the hens. Seeing such weather, I dashed to the water, thinking nasty thoughts of Mother, no matter how dear she was to me and how overwhelmed by her duties. God knows it is the truth! For after a while, Mother, believing me to be in the orchard, came out and

Copilul, nclecat pe bul su, gndete c se afl clare pe un cal de cei mai stranici, pe care alearg, cu voie bun, i-l bate cu biciul i-l strunete cu tot dinadinsul, i rcnete la el din toat inima, de-i ia auzul; i de cade jos, crede c l-a trntit calul, i pe b i descarc mnia n toat puterea cuvntului... Aa eram eu la vrsta cea fericit, i aa cred c au fost toi copiii, de cnd i lumea asta i pmntul, mcar s zic cine ce-a zice i, scurt vorb, unde erau trei, eu eram al patrulea. Dar cnd auzeam de legnat copilul, nu tiu cum mi venea; cci tocmai pe mine czuse pcatul s fiu mai mare ntre frai. ns ce era s faci cnd te roag mama? Dar n ziua aceea, n care m rugase ea, era un senin pe cer i aa de frumos i de cald afar, c-i venea s te scalzi pe uscat, ca ginile. Vznd eu o vreme ca asta, am parlit-o la balt, cu gnd ru asupra mamei, ct mi era de mam i de necjit. Adevr spun, cci Dumnezeu e deasupra! De la o vreme, mama, creznd c-s prin livad undeva, iese afar i ncepe a striga, de da duhul dintr-nsa: Ioane! Ioane! Ioane! Ioane! i Ion, pace! Vznd ea
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started shouting with all her might: Ion, Ion, Ion! But there was no Ion. Then, hearing no answer from anywhere, she left everything and came running after me to the pool, where she knew I was in the habit of going, and there she discovered me lying down full length, stark naked in the sand. I remember the ritual very well. I would get to my feet, holding to my ears a pebble burning form the heat of the sun, with the grains of silver on it, and I would begin to jump, first on one leg, then on the other, would bend my head to the right, then to the left, reciting the words: Golden fairy in the meadows, Draw the water from my ear, Ancient coins Ill have for thee, Buckets I shall wash for thee! And tambours shall I beat for thee!. After all, why so much ado about nothing? Well, in this world, I have been only a lump of earth with eyes, a piece of animated clay from Humuleti, and I didnt manage to become good looking by the time I was twenty, or sensible by the time I was thirty, or rich by the time I was forty.
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c nu dau rspuns de nicieri, las toate n pmnt i se ia dup mine la balt, unde tia c m duc; i, cnd colo, m vede tologit, cu pielea goal pe nisip, ct mi i-i gliganul; apoi, n picioare, iind la urechi cte-o lespejoar fierbinte de la soare, cu argint printr-nsele, i aci sream ntr-un picior, aci n cellalt, aci plecam capul n dreapta i n stnga, spunnd cuvintele:

Aura, pcura, Scoate apa din urechi, C i-oi da parale vechi; i i-oi spla cofele i i-o bate dobele!. n sfrit, ce mai atta vorb pentru nimica toat? Ia, am fost i eu, n lumea asta, un bo cu ochi, o bucat de hum nsufleit din Humuleti, care nici frumos pn la douzeci de ani, nici cu minte pn la treizeci i nici bogat pn la patruzeci nu m-am fcut.

2. Remember by Mateiu Caragiale Remember (fragments) There are dreams that we seem to have lived some day somewhere, very much as there are events we have lived through yet we wonder whether they were not dreams. That is precisely what I was thinking the other night, when, rummaging through my papers in order to see what could be burned papers may also be cumbersome I found a letter which revived my memory of a queer occurrence, so queer that, had it taken place more than seven years ago, I should have been a prey to doubt, I should have felt inclined to think I only dreamt of it, or read about it, or simply heard the story in days of old. It was in 1907. I had been very ill in Bucharest and had afterwards returned to my home in Berlin. My recovery was rather slow and difficult, requiring very great care. Upon my departure, my physician advised me to avoid even the slightest agitation or distress. Poor doctor! I shrugged my shoulders with a smile and told him to set his mind at rest. I saw Berlin again after two years of exile. I am extremely fond of Berlin; not even the Remember (fragmente) Sunt vise ce parc le-am trit cndva i undeva, precum sunt lucruri vieuite despre care ne ntrebm dac n-au fost vis. La asta m gndeam deunzi seara cnd rvind printre hrtiile mele ca s vd ce se mai poate gsi de ars hrtiile ncurc am dat peste o scrisoare care mi-a deteptat amintirea unei ntmplri ciudate, aa de ciudat c, de nar fi dect apte ani de cnd s-a petrecut, m-a simi cuprins de ndoial, a crede c ntr-adevr am visat numai, sau c am citit-o ori auzit-o demult.

Era n 1907. Fusesem greu bolnav n Bucureti i m ntorceam la Berlin acas. nsntoirea mea se fcea cu anevoin, cernd ngrijiri mari. La plecare, doctorul m-a sftuit s m feresc pn i de cele mai uoare zguduiri sufleteti. Bietul doctor! Am dat din umeri, zmbind i i-am spus s fie pe pace. Dup un surghiun de doi ani revedeam Berlinul. Am de Berlin mare slbiciune; nici mprejurri
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saddest circumstances have ever spoilt my pleasure in seeing it again. I found it as I had left it: it was all in bloom. Yet never had it seemed to me so beautiful as in that year, at the beginning of June. Unfortunately I was no longer able to explore and wander about as in bygone days. I found myself tiring too soon and fatigue could facilitate a relapse. Therefore, I resigned myself to staying indoors for some time. This was a sacrifice for which I was partly compensated by the beauty of the old music which I could hear being played in the house from morn till night. Pervaded by a sweet drowsiness I allowed my daydreams to emerge and to melt at will into the flood of sublime harmonies, while I stared out of the windows, with half-closed eyes, at the rainbows shimmering in the fluid spray of the fountain in the midst of the vast gardensquare. The gentle breeze of twilight caused a trembling among the roses climbing all over the balcony of the house opposite, wafting their fragrance up to me. The evening was instilling animation into the shadows and the mirrors were thrilled by mysterious tremors. That was the hour to which I always looked forward in order to admire the most beautiful
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foarte triste nu m-au mpiedicat s-l revd cu plcere. L-am regsit cum l lsasem: tot numai flori. Aa frumos chiar ca n acel nceput de iunie nu-mi pruse totui niciodat. Ca s-l vntur ns i s-l colind ca odinioar, nu mai mergea. Oboseam repede i oboseala putea nlesni reivirea boalei. M-am resemnat dar ctva vreme a sta pe acas, jertf de care m despgubea, n parte, frumuseea muzicei vechi ce se fcea la noi de dimineaa pn seara. Npdit de o dulce aromeal, mi lsam visrile s nasc i s se topeasc n voie n noianul de armonii sublime, uitndu-m pe fereastr, cu ochii pe jumtate nchii, cum unduiau curcubeuri n pulberea fluid a fntnii din larga piagrdin. Lina boare a asfinitului legna ciucurii purpurii ai trandafirilor agai pe terasa casei din fa, purtndu-le mireasma pn la mine. Seara da nsufleire umbrelor, n oglinzi, tainic, treceau fiori. Acesta era ceasul pe care-l ateptam ca s admir colul cel mai frumos al pieei un petec de pdure rmas neatins n plin ora civa btrni copaci frunzoi i sumbri, vrednici s slujeasc de izvod celor mai cu faim meteri ai zugrvelii.

corner of the square a patch of a grove left untouched in the midst of the town a few old bushy and gloomy trees, worthy of begetting the masterpieces of the most famous artists. I could even say that I used to meet the same bushy trees in a painting by Ruysdael to be found at Frederics Museum, their shadow floating over a ruined castle by a waterfall. Never could I pass by that painting without dwelling upon it for quite a long time. While I was watching it, my thoughts would lose themselves endlessly in the small patch of purple sky whose horizon seemed infinite in depth. A heathen though devout love for old trees is an inborn thing with me, the less of an age-old superstition. It is to those trees that I am indebted for noble thoughts and great inspiration, for I do not think there is any human verse or masterly song in the world which could move me even more than the real ones, for that small melancholy landscape showed me a reflection of my own soul. I was frequently at the museum. However deeply I was immersed in the contemplation of the pictures, I never overlooked the other visitors, who were sometimes rather interesting too. That is how I happened to notice the constant presence of a young

i regseam chiar, la Muzeul Frederic, ntr-o cadr de Ruysdal, aceiai copaci stufoi, adumbrind lng o cdere de ap un castel n ruin. Odat nu puteam trece pe dinaintea ei fr a m opri ndelung. Privind-o, gndul mi se pierdea fr sfrit n frma-i de cer vnt cu zare adnc. E nnscut n mine, drojdie de strvechi eres, o iubire pgn i cucernic pentru copacii btrni. Lor le datoresc inspiraii mult nobile i grave, fiindc nu cred s se afle pe lume viers omenesc sau cntare meteugit care s m mite mai viu ca tainicul freamt ce-l deteapt n frunziul lor vntul serii. Arborii aceia zugrvii m ncntau totui mai mult chiar dect cei adevrai, acel mic peisaj melancolic nfindu-mi o oglindire a sufletului meu. Mergeam la muzeu foarte des. Ct de cufundat eram n contemplarea cadrelor nu treceam cu vederea nici pe oaspei, interesani uneori, aa c printre ei bgasem de seam c se afl nelipsit un tnr, care, acolo mai ales, ar fi atras privirile oricui,
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man who was apt to attract anybodys eyes, particularly in that place. For one could say about him with full justification, that he seemed to have been wrested by some spell out of an old canvas. Can there be any rarer pleasure for those who have piously sipped at the mystery of the past than to meet an icon of forgotten centuries, in the flesh? There was the same resemblance between the young man and one of those lords whose looks, hands, and smiles were granted immortality by Van Dyke and, after him, by Van-der-Faes. I said one of those lords, for they are mostly alike. In the past, within confined castes, every epoch imprinted the same mien, if not the same countenance too, upon the people closely and repeatedly related, who lived together and shared the same costumes and customs. On the other hand, it happens, in the most unexpected places and moments, that some beings arise whose true resemblance must be sought somewhere else, in other countries, in other nations, in other centuries. And yet one can hardly imagine that they could have the remotest kinship with those from whom they are separated by chasms of time and blood.
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cci despre el s-ar fi putut cu drept zice c-l desprinsese de pe o pnz veche o vraj. Poate fi plcere mai rar pentru cei ce s-au mprtit cu evlavie ntru taina trecutului dect s ntlneasc n carne i oase o icoan din veacuri apuse?

Tot astfel semna tnrul cu unii din acei lorzi, ale cror priviri, mini i sursuri Van Dyck i, dup el, Van-der-Fas le-au hrzit nemuririi. Zic unii din acei lorzi, fiindc mai toi sunt la fel. n trecut, n castelele restrnse, celor de aproape i nmulit nrudii, trind mpreun, cu acelai port i obiceiuri, fiecare epoc le ntiprete acelai aer dac nu chiar aceeai nfiare. Se ntmpl iari ca, acolo unde cu gndul nu gndeti, s rsar fiine crora le trebuie cutat aiurea, n alte ri, la alte neamuri, n alte veacuri, adevrata asemnare, fr a li se putea bnui mcar, n vreun fel, cu aceia de cari i despart prpstii de timp i de stirpe, vreo ct de ndeprtat nrudire.

APPENDIX

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136

GRAMMAR SYNOPSES
THE ARTICLE CLASSIFICATION Definite Article the the sea the air / si:/ /i: e/ FUNCTIONS The Article The Definite Article Uses 1. in the pattern: preposition + article + noun 2. anaphoric (referring backwards) 3. cataphoric (referring forward) 4. generic Example Turn on the radio. Walk past the hospital and youll get to the bus stop. I saw a movie last night. The movie was very interesting. I have managed to find the book I wanted to read. The family plays an important role. The United Nations, the Parkers, the Rocky Mountains, the Mississippi, the North Sea, the English Channel, the Intercontinental Hotel, the National Theatre, the Academy Library, the Times
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Indefinite Article a, an a cat an elephant / kt/ /n elfnt/

Zero Article Peter, England

5. with certain proper names (plural names of states, mountains, oceans and seas, names of institutions etc.)

6. in set phrases

The Indefinite Article

1. epiphoric (introducing new information) 2. numeric 3. generic 4. before a predicative a) with uncountable nouns (generic) b) with plural countable nouns (generic) c) with proper names

by the way, on the one hand, to tell the truth, in the country, in the mountains, at the seaside, for the time being, on the whole, in the morning I saw a chimney sweep on my way home. I took a pen, a notebook, and a rubber. A dog is a useful animal. She is an architect. a) He likes wine/skating. b) Clothes do not make the man. c) Peter Strauss, President Bush, on Tuesday, in France, Oxford Street d) It often rains in winter./Go to bed./I go to school by car./See you at noon. e) They appointed him director.

The Zero Article

d) in set phrases e) with predicative adjuncts (for unique jobs/positions

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THE NOUN (1) The Plural of Countable Nouns Simple Nouns The ending of nouns in the singular The ending of nouns in the plural -s Examples lamp-lamps book-books windowwindows bar-bars idea-ideas toy-toys bus-buses dress-dresses box-boxes church-churches dash-dashes buzz-buzzes countrycountries factory-factories leaf-leaves life-lives half-halves wife-wives knife-knives potato-potatoes echo-echoes hero-heroes mosquitomosquitoes Exceptions

-s, -ss, -x, - -es ch, -sh, -zz

-y preceded by a consonant -f, -fe

-ies -(e)s

roof-roofs handkerchiefhandkerchiefs dwarf-dwarfs/ dwarves piano-pianos photo-photos soprano-sopranos

-o

-es

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Irregular Plural forms man-men womanwomen childchildren goose-geese tooth-teeth foot-feet mousemice ox-oxen die-dice louse-lice

Plural forms identical with singular forms series-series species-species headquartersheadquarters deer-deer sheep-sheep reindeer-reindeer

Foreign plural forms basis-bases crisis-crises thesis-theses phenomenon-phenomena erratum-errata bureau-bureaux/bureaus sanatorium-sanatoria/sanatoriums hippopotamushippopotami/hippopotamuses datum-data analysis-analyses formula-formulae/formulas syllabus-syllabi/syllabuses appendix-appendices/appendixes

Compound Nouns Hyphenated Compound Nouns Noun-noun/ Man/womanOther parts of noun-other part noun (both speech (the of speech (the nouns take the plural goes to plural goes to plural) the the noun/head compounds noun) final word) school-mate man-servant forget-me-not school-mates men-servants forget-me-nots passer-by woman-servant merry-gopassers-by womenround merryman-of-war servants go-rounds men-of-war

Compact compound nouns classroomclassrooms blackboardblackboards butterflybutterflies

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THE NOUN (2) Singulars without plural forms (Uncountable Nouns)

advice business furniture income knowledge luggage information merchandise nonsense progress remorse strength money hail lightning sleet thunder intelligence (info)

! they cannot take the indefinite article a/an ! they can be individualized by: a piece of/an item of Plurals without singular forms Parts of human body Illness Clothing Instruments entrails vitals measles mumps rickets braces breeches jeans bellows scissors shears compasses binoculars billiards cards chequers darts dominoes acoustics civics ethics the Alps the Indies the Highlands brains blues shivers knickers pants pliers pincers tweezers eye-glasses draughts marbles forfeits skittles economics physics poetics politics the Netherlands the United States of America
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Games

Sciences

Geographic names

Verbal nouns (-ing) Nouns derived from adjective + -s

doings earnings goings-on antics betters commons

savings takings news odds riches

! the above mentioned nouns take plural agreement with the verb. ! Exceptions: games: Draughts is very interesting. diseases measles and mumps: Mumps is infectious. sciences when designating the science as such: Acoustics studies sounds. But: The acoustics of this room are good. news is used with singular verb form: No news is good news. Two plural forms two different meanings brother brothers = frai brethren = confrai die dies = matrie dice = zaruri genius geniuses = oameni de geniu genii = duhuri, spirite iris irises = irii (botanic) irides = irisuri (anatomie) penny pennies = monede de cte un penny pence = valoarea n penny staff staffs = state majore, personaluri, toiege (lit.) staves = portative (muz.) One plural form two different meanings colour-colours culori drapel compassbusole compasses compas customobiceiuri customs damagedamages draughtdraughts minute-minutes premisepremises vam avarii despgubiri cureni de aer jocul de dame minute proces-verbal premise local, imobil

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THE PRONOUN
Type of Pronoun Personal Pronoun Case N. D. Ac. Reflexive Pronoun yourself himself herself itself Emphatic Pronoun yourself himself herself itself Demonstrative this these Pronoun that -those such the former the latter myself myself I I (to) me me you you (to) you you singular I cook myself a pizza. Give yourself some yourselves credit. He wrote himself a themselves note. She behaved herself. The battery recharges itself. I myself dont like it. You yourself said that. John did it himself. themselves Jane herself did it. (more emphatic) The land itself was not for sale. This is my book. / These are my books. That is my daughter. / Those are my daughters. Such is the case that we have to leave. Tom and Peter are brothers. The former is hard-working, the latter is imaginative. yourselves ourselves We ourselves would never do that. You yourselves voted for him. The authors themselves left the theatre. ourselves he he (to) him him Examples singular she she (to) her her it it we we plural they they (to) them them

(to) it (to) us it us plural

We consider ourselves happy. You can think for yourselves. They laugh themselves to death.

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Interrogative Pronoun

who N. who? Who is there? books? D.(to)whom To whom did you speak? Ac. whom/who Whom did they invite?

what N. what? What Ac. what? What are you reading?

which N. which? Which is smarter? G. of which? D. to which? Ac. which?

G. whose? Whose are those happened?

Possessive Pronoun Relative Pronoun

mine This is mine. who

yours

his

hers ours This house is ours. which He sold the radio which we saw in the shopwindow.

yours that

theirs

Tom, who is my friend, is the best doctor.

Ask the first passer-by that you meet.

Reciprocal Pronoun Indefinite Pronoun

each other They seem to be made for each other. somebody/-one/-thing He thinks he is really somebody.

one another We help one another when we can. anybody/-one/-thing wrong. Did anybody see you? nothing eat since morning. neither I chose neither. (of the two solutions) everybody/-one/-thing else. none I chose none. (of several solutions) Anybody can see that its She ignored everyone

Negative Pronoun

nobody/no one

Nobody was at home. Ive had nothing to

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THE INDICATIVE (1) The Simple Present Tense form: V1 (present infinitive of the verb) V1 + -(e)s (IIIrd person singular) values: 1. Generic sentences: general truths, permanent states, scientific statements, proverbs and sayings Water freezes at O C. Birds fly. Dont put all your eggs in one basket. with performative verbs like: to name, to baptize, to pronounce, etc. I now pronounce them husband and wife.

4. With temporal value: Future value in controlled events (normally with adverbs): Exams begin on Monday. The plane takes off at 5 oclock tomorrow. in subordinate sentences expressing time: 2. Habitual sentences: I will call you as soon as you used with adverbs such as: get home. always, every day (Tuesday), in conditional clauses: usually, often, ever, never, etc. I will call you if I have time. I always take sugar with tea. Past value The milkman calls on dramatic present (used in Mondays. colloquial story-telling): He writes novels. Yesterday, I run into George at the mall. 3. Instantaneous present: historic present sports commentaries: At that moment in comes a N passes the ball to J, who messenger from the Queen. heads it straight into the goal. in the correspondence column: cookery demonstrations: He writes in the issue of June We take 3 eggs and beat the that.... white stiff; add the yolk and headlines 3 spoons of sugar. Prime Minister Resigns (he stage directions, titles: did so yesterday). As the curtain rises, the man bows deeply to the lady.
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The Present Continuous Tense form: auxiliary BE + present participle (V-ing) values: 1. Action/event in progress at the present moment (i.e. the moment of speaking) I am reading the newspaper (now). 5. Emotional/attitudinal habitual present (expressing the speakers irritation) + always/for ever She is always coming late. He is always getting into trouble. He is for ever answering back. 2. A frame for a time-point 6. Temporal value: action: Future value (intended/planned event) Whenever I see him, he is I am reading a paper at the running away./ Often, when conference tomorrow. I pass, she is sitting on the He is coming to see me soon. doorstep. Past value (narrative use) Yesterday, I am sitting home 3. An action extending over a and in comes Jane. longer period of time (definite, limited duration) I am taking dancing lessons this winter. 4. Temporary activity/ temporary behavior Usually I go to work by bus, but this week I am going by car. He is being rude. (usually he is not)

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THE INDICATIVE (2) The Present Perfect Simple form: auxiliary HAVE + past participle of the verb values: 1. Resultative value (expressing the present effects or results of a past event; there should be no indication of definite past time) I have read this book. 2. Continuative value (expressing a situation which begins in the past and is still going on at the moment of speaking) He has been here since Sunday./for two weeks. The Present Perfect Continuous form: auxiliary HAVE + BEEN + present participle of the verb (V-ing) values: 1. Continuative value (expressing a continuous activity over a period of time extending to the present.) I have been watching an old movie on TV since 9 oclock./for half an hour. 2. Emotional value (expressing irritation/annoyance on behalf of the speaker.) Youve been eating my cake!

Adverbs used with the Present 3. Experience value (expressing Perfect: repetitive actions/single past never, before, just, lately, yet, events that have occurred in a recently, for years, for ages, for persons life experience) a long time, already, since, so I have read The Prince far etc. five times. adverbs of still unfinished time: He has been to the States. today, this week/month/year/etc. 4. Anterior future value in Clauses of Time Ill sign the contract after I have finished reading it.

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The Past Tense Simple form: V-ed (regular verbs)/V2 (irregular verbs) values: 1. Single accomplished actions She came yesterday afternoon. 2. A succession of actions (usually in narration) He entered, took off his coat, put on his slippers and went upstairs.

The Past Tense Continuous form: auxiliary BE + present participle of the verb (V-ing) values: 1. Events in progress at a given moment in the past. He was playing tennis at 5 oclock (yesterday). 2. A frame for a time-point action When he entered she was making coffee.

3. Recurrent actions in the past We spent many of our mornings 3. Intentional future actions walking on the beach. in the past He was living the next day. NOTE: Recurrent actions in the past may also be rendered by 4. Emotional situations using USED TO + INFINITIVE expressing irritation/annoyance or WOULD + INFINITIVE on behalf of the speaker. Grandmother used to read He was always making bad stories to us. jokes. Sheila used to be very fat when she was young. 5. Attitudinal use politeness She would often come and device (more polite than the spend the evening with me. Simple form) I was wondering whether 4. Attitudinal use politeness you could help me? device Did you want me to come now?

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THE INDICATIVE (3) The Past Perfect Simple form: auxiliary HAVE (HAD) + past participle of the verb values: anterior event in the past By the time I got to the station the train had left. The Past Perfect Continuous

form: auxiliary HAVE (HAD) + BEEN + present participle of the verb (V-ing) values: a continuative past event which happened before another past event NOTE: When the sequence of They had been playing the events is made clear by a time piano for two hours when she expression, the past tense may finally arrived. be used instead of past perfect. in indirect speech to transfer a present perfect value The train left five minutes Ive been reading for three before I got to the station. hours She said she had been reading for three hours. MEANS OF EXPRESSING FUTURITY Future Simple shall (1st person sg. and pl.)/will (for 2nd and 3rd pers. sg. and pl.) + present infinitive I shall/will be late home this evening. (predictive future-denoting projected events) That will be Jim on the door. (a conjecture) Future Continuous -shall/will + progressive infinitive (be + V-ing) Ill be painting the kitchen at this time tomorrow. (an event which will be happening at a certain future point) Future Perfect shall/will + perfect infinitive (have + past participle) + progressive perfect infinitive (have been +V-ing) In two years time I will have finished this book. By the end of the month, I will have been working for this firm for a year. (both simple and continuous forms refer to time which we look back at from a future point.) You wont have heard the news, of course. (probability assumed by the speaker)
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I wont bother to fix a time to Be going to see you, because I will be Im going to wait here. calling into the office anyway (an intention/a plan) several times next week. (an event which is going to He is going to buy a new car. happen anyway, rather than an event which we choose to make (decision referring to a more distant point in the future) happen.) Look at that tree! It s going Will you be going to the shops to fall. later? If you go, could you get (an event whose cause is me some potatoes? (future continuous sounds more present or evident) polite than future simple) To be to All students are to assemble The band will be performing live in Paris this summer. in the hall at 9.00. (fixed arrangements/plans) (formal arrangement) Present Simple The exhibition opens on the 1st of May. (officially planned future event) Present Progressive I am visiting my friends on Sunday. (personally planned future event) Be about to/be on the point of/be due to I think the play is about to start. Mary is on the point of resigning. (referring to the next moment) The play is due to start in five minutes. (referring to scheduled times)

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SEQUENCE OF TENSES
MAIN CLAUSE PRESENT/PRESENT PERFECT TENSE SUBORDINATE ANY TENSE (logically required)

She knows
PAST TENSE

that he will leave town. that he has left town. that he left town on Wednesday. that he had left town before he paid the rent.
PAST TENSES

a) PAST TENSE simultaneity that he was at home at that moment. She knew
b) PAST PERFECT anteriority that he had been at home the day before. c) FUTURE IN THE PAST posteriority that he would be at home at 5 p.m.

EXCEPTIONS

She didnt know She spoke English better last year She met the man She didnt call him
FUTURE TENSE

a) PRESENT TENSE general truth that water freezes at 0 C. b) ANY TENSE comparative than she does now. c) ANY TENSE attributive who will lead the searching party. d) ANY TENSE causative because she will meet him tonight. a) PRESENT TENSE simultaneity when she has time. b) PRESENT PERFECT anteriority after she has finished her work.
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She will call you

PRESENT CONDITIONAL

PAST TENSE (SUBJUNCTIVE)

I would go to the opera

if you joined me. if omission + Auxiliary ^Subject Inversion: Should/Would you join me I would go to the opera. Were you to join me Id go to the opera.
PAST PERFECT (SHIFTED SUBJUNCTIVE)

PAST CONDITIONAL

We would have come earlier

if it had not rained. if omission + Auxiliary Subject Inversion: Had it not rained we would have come earlier. Had it not been for the rain we would have come earlier. But for the rain we would have come earlier.

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TYPES OF CONDITIONAL CLAUSES

A. INDICATIVE

Type of Conditional clause

The Tense in Main Clause Future/Present/Imperative

The Tense in Conditional Clause Present if it snows. if his students work hard. if you want to see the movie. The Tense in Conditional Clause Past tense if she were on holiday. Past perfect

Type 1 future/general real condition

Ill go skiing A teacher is pleased Go and buy tickets

B. SUBJUNCTIVE

Type of Conditional clause Type 2 present/future unreal condition Type 3 unreal past condition

The Tense in Main Clause Present conditional She would go to the seaside Perfect conditional

I would have written my if I had been essay inspired.

C. MIXED CONDITIONAL

Type of Conditional clause type 2 + type 1 type 3 + type 2 type 2 + type 3

The Tense in Main Clause I would invite you to the opera She would have been cast in the film He wouldnt be in hospital now

The Tense in Conditional Clause if you have a few hours to spare if she were a better actress. if he had driven more carefully.
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THE PASSIVE VOICE Formation: auxiliary BE (or GET rarer) + past participle of the verb the Subject becomes a Prepositional Object (marked by the preposition by), which can be omitted, and the Object of the verb becomes Subject. e.g. The police kept the man in custody The man was kept in custody (by the police). He gave a bunch of roses to the lady A bunch of roses was given to the lady (by him). He gave the lady a bunch of roses The lady was given a bunch of roses (by him). He insists on punctuality in his office. Punctuality is insisted on in his office (by him). We have slept in this bed. This bed has been slept in (by us).
FINITE FORMS

Active She writes letters every day. She is writing a letter. She has just written a letter. She has been writing a letter for two minutes. She wrote a letter. She was writing a letter when I phoned her. She had written the letter before I got home.

Passive Letters are written every day (by her). A letter is being written (by her). A letter has just been written. A letter has been being written for two minutes. (rare !) A letter was written. A letter was being written when I phoned her. The letter had been written before I got home.

Present tense simple Present tense continuous Present perfect simple Present perfect continuous Past tense simple Past tense continuous Past perfect simple
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Past perfect continuous Future simple Future continuous Future perfect simple Future perfect continuous

She had been writing a letter for two minutes. She will write the letter tomorrow. She will be writing a letter tomorrow morning. She will have written the letter by 7. She will have been writing a letter for two minutes by the time I get there.

A letter had been being written. (rare !) The letter will be written tomorrow. A letter will be being written tomorrow morning. (rare !) The letter will have been written by 7. A letter will have been being written for two minutes by the time I get there. (rare !) He wants to be written a letter. He wanted to have been written a letter. The topic being chosen he starts writing the essay. The topic having been chosen he started writing the essay.

NON-FINITE FORMS

Infinitive Perfect infinitive Participle or Gerund Perfect Participle or Gerund

She wants to write him a letter. She wanted to have written him a letter. Choosing the topic he starts writing the essay. Having chosen the topic he starts writing the essay.

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MODAL VERBS (1) Formal features they are defective (they lack certain forms of the verbal paradigm; most of them have a present and a past form) there is no -s ending in the third person singular, present tense (as there is with regular verbs). negative sentences are formed by adding not after the modal verb (there is no do insertion) interrogative sentences are formed by inverting the subject and the modal verb. (there is no do insertion) they are followed by the infinitive of a verb without to (short infinitive), except the modal ought to.
cancould maymight shallshould willwould must have to ought to dare need

CAN COULD

form: can = present (all persons) could = past & conditionalsubjunctive (all persons) primary values: a) physical, mental, moral ability b) possibility c) impossibility d) permission (as an informal alternative of may) other values e) mild command f) request
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substitute: to be able to, to be possible/ impossible, to be allowed/permitted He can speak five foreign languages. She can walk five miles by foot. Your cheerfulness can only cause envy. He could be one of them. I cant make up my mind. She cannot reconcile herself. You can go now! Could I come in? You can turn the TV off now, Danny! Can you step off my toes?

g) invitation h) offer i) suggestion, advice j) a desire, an impulse k) doubt, uncertainty, bewilderment

MAY-MIGHT

Could you have dinner with us on Sunday? I can/could baby-sit for you. Cant you talk with your wife first? I could cry for joy! Good Lord all Mighty, how could you have done such a thing? substitute: to be allowed to to be possible

form: may = present (all the persons) might = conditionalsubjunctive (all persons) = past in indirect speech primary values: a) permission (interrogative: asking for permission; negative: interdiction) b) possibility, supposition c) external ability other values: d) mild command e) persuasive, irritated request f) reproach g) offer

May I smoke? Yes, you may/No, you may not. No one may sit here. He may still come. It might have been anybody. A fuller description may be found in chapter six. You might post these letters for me. You might tell me what she said. You might have sent me a get-well postcard. May I offer you some cake?

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MODAL VERBS (2) MUST form: present (all the persons) past value in subordinate clauses to a main clause: Tom said he must go. substitute: to have to (to be obliged to) to be likely/unlikely to be forbidden to have to must external internal obligation obligation I have to go (the I must go (my shop is closing) decision) habitual urgent obligation obligation I have to be at I must be at the the office at office at seven. seven (work (its important begins at seven) for me) We must all be equal. Law must be obeyed. She is not in she must be at the office. It must have been Sunday night when I last saw you. You must not hunt in this area. Visitors must not feed the animals. Must you talk so loudly? You must come and see me some time. You must read that book, its excellent!

primary values: a) necessity, absolute obligation b) probability, supposition, logical conclusion c) prohibition, strong interdiction other values: d) reproach for doing something e) casual invitation f) emphatic advice

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OUGHT TO

form: present (to render past reference it is preceded by a verb in past tense.) primary values: a) moral obligation b) probability

Ought to + perfect infinitive = unaccomplished action/event The police ought to have questioned him long ago. You ought to visit your parents more often. She ought not to be here. He ought to have been here by now. That ought to be enough. You ought to stop smoking. You ought not to use such dirty language.

other values: c) advice, recommendation d) disapproval, reproach

SHALL-SHOULD

form: shall = present/auxiliary for the future (1st person singular and plural) should = present reference/conditionalsubjunctive values:
A. SHALL

a) obligation (legal English) with the second and the third person b) asking for advice, suggestion, order, offer (in interrogative sentences)

The seller shall supply the goods in due time. He, who steals, shall be punished. Where shall I put the coats? Shall I help you with your luggage?
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B. SHOULD

a) advice, recommendation (rather than obligation) b) supposition, probability

should + perfect infinitive = unaccomplished recommendation/obligation She should have told him the truth. should + not + perfect infinitive = disapproval for an action performed in the past He shouldnt have behaved so rudely. I think you should protest. She should do her duty They should be in by now.

MODAL VERBS (3)

WILL-WOULD

form: will = present (all persons)/auxiliary for future would = past/conditionalsubjunctive (all persons) primary values: a) predictability concerning a future state of affairs/a present state of affairs/a habitual state of affairs (in the past) b) probability All the children would want that. Boys will be boys. Quality will tell in the end. He would visit me all the time when still a bachelor. The traffic warden will know where the hotel is. No one would go at the risk of life. If you will wait the doctor will see you in a minute. If you would coach me for my exam I might take it.

c) volition, reluctance

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 other values d) offer, invitation e) request f) order, command g) request for permission h) a modest wish
DARE

Will/Would (politer) you come to dinner tomorrow? I would like to have a glass of water, please. You will/would (softer) stay here until I come back! Would you mind if I left early today? I would like to see this film.
NEED

notional affirmative He dares to go there sentences alone. interrogative Does he dare go sentences there alone?
negative sentences

modal

Dare he go there alone? He dare not go there alone.

He does not dare to go there alone

notional He needs to study English. Does he need to study English? He does not need to study English.

modal

Need he study English? He neednt study English.

did + not + need to do something = not necessary action and accordingly not done e.g. I didnt need to buy that book because I already have it. (I didnt buy the book) need + not + have done something = not necessary action, but done e.g. I neednt have bought that book because I already have it. (I bought the book)

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THE SUBJUNCTIVE (1) The Indicative real events, states factual value fact-mood The Subjunctive unreal events, states counterfactual, hypothetical events, states thought-mood

THE SYNTHETIC SUBJUNCTIVE Present reference Past reference short infinitive: I insist that past perfect: I wished he had you be quiet. been younger. past: I wish that you were younger. USAGE Examples 1) in set phrases and clichs Long live the Queen! Come what may! So be it! God bless you! Damn you! Come summer and we shall go swimming! Suffice it to say that he is young and inexperienced. Be hanged! etc. Heaven forbid! O, had I wings! Lord have mercy on us! O, were he only here! Perish the colonies rather than the principle! Laugh those that can, weep those that may! 2) in conditional clauses Suppose he turned up too late, (introduced by if, unless, in what would you do? case, provided, on condition Suppose he had turned up too late, (that), suppose) what would you have done?
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3) in adverbial clauses of concession (introduced by even if, even though)

Even if he tried to persuade me I wouldnt do it. Even if he had tried to persuade me I wouldnt have done it. 4) in adverbial clauses of She is talking as if she met me for comparison (introduced by the first time. as if, as though) She acted as if she had lived there for ever. 5) exclamatory sentences (if If only the rain stopped. only expressing a regret) If only the rain had stopped. 6) patterns with wish I wish you were in my position. I wish he hadnt said that. 7) in sentences with the initial Its time you took the cake out of phrases: Its time; Its high the oven. time; Its about time 8) after the set phrase would I would rather Bob mailed the rather (+ a logical subject letters for me. distinct from the one in the I would rather Bob had mailed the main clause) letters for me. synonymous constructions: But: I would rather stay/have stayed at had better (+ short infinitive home. present/perfect) You had better leave./have left. would prefer (+ (Accusative) I would prefer you to leave./ Id + infinitive) prefer to leave. THE ANALYTIC SUBJUNCTIVE modal auxiliary verbs
SHALL

examples

in interrogative sentences Shall we have a glass of expressing a request for advice, an wine? offer, an invitation, a suggestion. Shall I reply to this letter? Shall I help you?
SHOULD

a) in subject clauses taken by main clauses introduced by anticipatory it and predicated by:
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1. copulative structure: be + adjective/noun

2. passive sentences predicated by one of the verbs expressing: order, command, request, insistence, recommendation, suggestion, advice etc. b) in object clauses taken by copulative predicates or full verbs expressing: order, command, advice, request, insistence, recommendation, suggestion, etc. c) in conditional clauses expressing chance, hazard.

It is important that we should obey the rules. It is necessary that you should do that. It is advisable that she should see a doctor. It is recommendable that they should revise the subject matter. Its a pity that we should go there again. Synonymous construction: for + Acc. + infinitive It is important for us to obey the rules. It was suggested that the customers should pay at the first office. It was recommended that they should follow the Party line. Im sorry that he should behave like that. He insisted that we should join the group. I suggest that you should follow the instructions. If he should call tell him that the meeting is off. Synonymous constructions: Should he call, tell him the meeting is off. If he happens to call, tell him the meeting is off. If by any chance he calls, tell him the meeting is off.

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d) in adverbial clauses of negative purpose introduced by lest and for fear. ! lest/for fear + affirmative verb
MAY-MIGHT

We were afraid lest he should fail. The policeman stopped the traffic for fear the bus should hit the children. May you live long! May this spring bring you only happiness! It is possible that he might succeed. It is probable that it might snow. It is likely that she may come too. Im afraid he might fail in his exam. I doubted they might reach the peak in two hours time. He hoped he might become a famous engineer. I opened the window so that the fresh air might get in. Whatever he might say, I wouldnt believe him. As interesting as the book might be, I will not buy it. Try as he may, he wont undo the bottle. I wish you would stop smoking. If only he would drive more carefully. She locked the door so that thieves wouldnt break in.
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a) in exclamatory sentences expressing a wish. b) in subject clauses anticipated by it and predicated by copulative structure: be + adjective c) in object clauses taken by copulative predicates or full verbs expressing fear, hope, doubt.

d) in adverbial clauses of positive purpose introduced by so that, in order that e) in adverbial clauses of concession introduced by whatever, however, no matter what, (as) + adjective + as

WOULD

a) after wish and if only in order to express a desire, request (future reference) b) in adverbial clauses of negative purpose introduced by so that, in order that.

SUBJECTVERB AGREEMENT
RULE EXAMPLE

1. Two or more subjects joined by Tim and his wife were the and usually require a plural verb. expected guests. A crate of apples and oranges has been delivered to our doorstep 2. Some indefinite pronouns are One of the students in the always singular and therefore class today was absent. require singular verbs (one, each, Every one of the employees is everyone, either, neither) angry about the new contract. 3. The verb in clauses that begin One of the men who are being one of..(who, which, or considered for the job is from that) is plural this university. 4. When the conjunctions or and Either the students or the nor and the pairs of conjunctions teacher has made a mistake. eitheror, neithernor, and The parent or the children not onlybut also are used to inherit the estate. join subjects, the verb agrees in number with the part of the subject nearest the verb. 5. When normal word order Buried under the floorboards (subject verb) is inverted (verb is the murdered man. subject) by placing the subject There are at least fifteen after the verb, the verb agrees in angry demonstrators outside. number with the logical subject following the verb. 6. Collective nouns (army, audience, The jury agrees on the verdict. committee, etc.) usually take The jury disagree on the singular verbs, but require a plural verdict. verb when the collective noun refers to the members of the group and not to the group as a unit.

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7. Expressions referring to quantity or extent (miles, liters, pounds, etc.) take singular verbs when the amount is considered as a unit and plural verbs when the amount is considered as a number of individual units 8. Number may be singular or plural. The number refers to the total sum and takes a singular verb; a number refers to the individual units and takes a plural verb. 9. Words ending in -ics (mathematics, acoustics, athletics, etc.) take a singular verb when they refer to a science, art, or body of knowledge; they take a plural verb when they refer to physical activities or qualities. 10. A prepositional phrase that comes between a subject and a verb does not affect the verb form.

Ten miles is not far to go for a delicious meal. Thirty dollars is too much to pay for that purse.

A number of students fail every test. The number of students who pass is increasing. Economics, my major, is difficult. The acoustics of the building are good.

The man, as well as his wife and children, was injured in the accident. His dog, along with his cat and goldfish, prevents him from taking long trips.

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REPORTED SPEECH There are two ways of reporting someones words: using a quote structure (ones actual words): The little boy said: My mother always fulfills my wishes. using a report structure with a verb like: to say, to tell, to speak, to observe, to remark, to assert, to declare, to argue, to maintain, to state, to announce, to inform, to acknowledge, to admit, to command, to instruct, to ask, to demand, to inquire, to question, to answer, to think etc.: The little boy said that his mother always fulfilled his wishes.
Changes Direct speech I/we myself/ourselves mine/ours you yourselves yours You should have called me. this these Ill buy this one. today yesterday the day before yesterday tomorrow the day after tomorrow next week last week (a year) ago now here Peter is coming now. Indirect speech he/she/they himself/herself/themselves his/hers/theirs He said to her that she should have called him. that those She said shed buy that one. that day the day before/the previous day two days before the next day/the following day in two days time the next week/the following week the previous week/the week before (a year) before/the previous year then there She said that Peter was coming then.

personal/reflexive/ possessive pronouns

demonstrative pronouns/ adjectives

time and place adverbs

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present reporting verb

tenses

She says to my brother: I want to talk to you now. past reporting verb thus: call called am/is/are calling have/has called have/has been calling had called shall will can may must ought to He said: I have been busy today. future reporting verb He will say: I can do that.

unchanged tense of the verb in the reported clause (demonstrative adjectives/ adverbs also remain unchanged) She tells my brother that she wants to talk to him now. past tenses of the verb in the reported clause called had called/called was/were calling had called had been calling had called should would could might had to/must ought to He said he had been busy that day. unchanged tense of the verb in the reported clause He will say that he can do that.

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CORRECT USE OF SOME MISLEADING WORDS item

I. DUMMY ITEMS

use There for expressing existence in space together with existential BE: There is a phone box over there. There are some books on the table. Were there any bargains in the sale? with quantified subjects: There is too much noise in here. Will there be enough food? with verbs like: to begin, to come, to fall, to happen, to lie, to live, to occur, to remain, to sit, to stand etc: There comes a time when age tells. There lived an old man there. There remains nothing else to say. It with physical objects, abstractions, kids, animals (as a neuter pronoun) It is a big friendly dog. in statements about time, weather, distance: Its Monday. It was colder yesterday. Its over a hundred miles from London to Birmingham. Its ten days since I last met her. with a to-infinitive Subject: It was nice to talk to you. It would be a good idea to take a taxi. Its important for you to take that exam. with a gerund Subject: Its no use crying. with a that-clause: Its a pity that she cant join us. It was recommended that we should study harder.

(Subjects)

There & It

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II. VERBS

Do & Make

Lay & Lie

Lend & Borrow

Raise & Rise

Make an agreement a mistake fun arrangements ones bed a speech progress an attempt a change Lay (laid laid Lie (lay lain laying) lying) + object object She laid her books on She lay down because the desk. she was sick. Lend Borrow sth to sb sth from sb I lent that video to She borrowed John. money from me. Raise (raised Rise (rose risen raised raising) rising) + object object He raised his hands The sun is rising in prayer. high in the sky.

Do research ones homework a favour business a bunk good the honours wonders/miracles

III. PREPOSITIONS & CONJUNCTIONS

Beside & Besides

Beside (preposition) Besides = next to (preposition) She was sitting beside = in addition to the handsome boy. Besides Tim, Helen and I attended the lecture

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Like = preposition You write like me. Like & As

As = conjunction She doesnt study as she should. = preposition (in the capacity of) As a full-time student, you must attend al courses.

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COMPOSITION WRITING SYNOPSES

COMPOSITION WRITING 1. Describing People a. introduction: giving brief information about who the person is, where/how you met him/her. b. main body: including description of such things as physical appearance, personality/behaviour, manner/mannerism, and/or details of the persons life and lifestyle (hobbies, interests, everyday activities, etc.) c. conclusion: commenting on why the person is of interest, expressing your feelings/opinion concerning the person. 2. Describing Places/Buildings a. introduction: giving brief information about the name and location of the place/building and stating the reason for choosing to write about it. b. main body: giving both general and specific details about the place/building usually moving from the general features to specific ones. i. when you describe a place you should give the overall impression by referring to landscape, buildings, landmarks, etc, and particular details (sights to see, places to go, things to do); ii. when you describe a building you should write about its surroundings then give a detailed description of its exterior and interior; c. conclusion: expressing your feelings or opinion concerning the subject or give a recommendation.
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3. Narrative a. introduction: which sets the scene (place, time, character(s), etc.) creates an interesting mood/atmosphere to make the reader want to continue reading, and/or begins dramatically to capture the readers attention; b. main body: which develops the series of events clearly, gives vivid description of the people/places involved, etc; c. conclusion: which completes the story, perhaps in an unexpected way, and may describe peoples feelings and reactions, the consequences of what happened. 4. Discursive Essays For and Against Essay Introduction Paragraph 1 state topic (without stating your opinion) Main Body Paragraphs 2-3 arguments for and justifications, examples or reasons Paragraphs 4-5 arguments against and justifications, examples or reasons Conclusion Final Paragraph balanced consideration or opinion Opinion Essay Introduction Paragraph 1 state the topic and your opinion Main Body Paragraphs 2-4 -viewpoints and reasons /examples Paragraph 5 opposing viewpoints and reason/example Conclusion Final Paragraph summarise/restate your opinion Solutions to Problems Essay Introduction Paragraph 1 state the problem and its cause(s)/ effect(s) Main Body Paragraphs 2-5 suggestions and results

Conclusion summarise your opinion

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5. Letters
Letter of Request Introduction Paragraph 1 state reason(s) for writing Main Body Paragraphs 2-3 explain reasons for making the request Paragraphs 4-5 state expected results/ consequences Paragraphs 2-3 give information required Paragraphs 4-5 provide further explanations/ suggestions/ opinion as stated in the task instruction Conclusion Final Paragraph closing remarks Full Name

Giving Information

Paragraph 1 state reason(s) for writing

Final Paragraph closing remarks Full name

Giving an Opinion

ADVICE Paragraph 1 state reason(s) for writing / express understanding of problem Paragraphs 2-3 offer advice / suggestions Final Paragraph closing remarks Full name

MAKING SUGGESTIONS/ RECOMMENDATIONS Paragraph 1 state reason(s) for writing Paragraphs 2-3 give opinion Paragraphs 4-5 make suggestions and comment on the expected results Final Paragraph closing remarks Full name

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TO AUTHORITIES / EDITOR Paragraph 1 state reason(s) for writing and opinion Paragraphs 2-3 describe the problems and consequences Paragraphs 4-5 suggest solutions / measures to be taken Paragraphs 2-3 state complaint (s) with justification Paragraphs 4-5 suggest what should be done Paragraphs 2-3 give explanations Paragraphs 4-5 -suggest compensation Paragraphs 2-34-5 education and qualifications, previous experience, personal qualities, suitability Final Paragraph closing remarks Full name

Complaint

Paragraph 1 state reason(s) for writing and opinion

Final Paragraph closing remarks Full name Final Paragraph closing remarks Full name Final Paragraph closing remarks Full name

Apology

Paragraph 1 state reason(s) for writing and opinion

Application

Paragraph 1 state reason(s) for writing and opinion

6. Reports There are various types of reports: assessment reports (which present and evaluate the positive/ negative features of a person, plan, place; they also include your opinion and/or recommendation)
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 informative reports (which present information concerning a meeting that has taken place, progress made on a project) survey reports (which present and analyse information gathered from door-to-door surveys/questionnaires, including conclusions drawn from this information and suggestions or recommendations) proposal reports (which present plans, decisions or suggestions concerning possible future courses of action for approval by ones superior at work, a bank manager, members of committee, etc.) Structure: Introduction Paragraph 1 state the person and content of your report Main Body Paragraphs 2-3-4-5 present each aspect of the subject and separate subheadings (positive / negative points of each aspect are presented in same paragraph) Conclusion Final Paragraph general assessment, opinion and / or suggestion, recommendation

7. Articles it should have an interesting title (suggesting the topic) Introduction Paragraph 1 state topic of article 8. News Reports it should have a headline (short and eye-catching, giving the reader an idea of the subject of the report)
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Main Body Paragraphs 2-3-4-5 the topic is developed in detail

Conclusion Final Paragraph summary of the topic, opinions, comments, recommendations;

Introduction Paragraph 1 summary of event (what / where / who / when / how / why) 9. Reviews Introduction Paragraph 1 background type of story, setting, theme, main characters

Main Body Paragraphs 2-3-4-5 description / details of event; causes and / or results

Conclusion Final Paragraph reference to future developments / comments / reactions

Main Body Paragraphs 2 main points of the plot Paragraphs 3 comments on various features (acting, plot, characters) Paragraphs 4-5 explanation, reason / example

Conclusion Final Paragraph overall assessment of work/ recommendation

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BIBLIOGRAPHY

Main Sources Banta, A., Limba Englez n liste i tabele, Editura Teora, Bucureti, 2003. Bdescu, A., Gramatica Limbii Engleze, Editura tiinific, Bucureti, 1963. Collins Cobuild, English Grammar, Harper Collins Publishers, London, 1990. Gleanu-Frnoag, G., Comiel, E., Gramatica Limbii Engleze, Editura Omegapress, Bucureti, 1995. Graver, G.B., Advanced English Practice, Oxford University Press, 1994. Kennedy, X. J. & D. Kennedy, The Bedford Reader, 2nd edition, St. Martins Press, New York, 1985. Levichi, L., Gramatica Limbii Engleze, Editura Teora, Bucureti, 1994. Murphy, R., English Grammar in Use, Cambridge University Press, 1994. Steinberg, J., Introduction to Romanian Literature, Twayne Publishers, New York, 1966. erban, D., Drguin, D., English Syntax Workbook, Editura Fundaiei Romnia de Mine, 2004. Vianu, L., English With a Key, Editura Teora, Bucureti, 2003. Wellman, Guy, Wordbuilder, Heineman, 1998. Dictionaries Dictionary of Quotations, Geddes &Grosset Ltd., 1997. Levichi, L., Dicionar Romn-Englez, ediia a VII-a, Gramar, Bucureti, 2000. Longman Activator, Cambridge, 1995. Oxford Duden English Dictionary, OUP, 1996. Oxford Advanced Learner, OUP, 1995. 179

Oxford Dictionary of Phrasal Verbs, OUP, 1993. The Penguin English Dictionary (Dicionar explicativ al limbii engleze), Litera Internaional, 2005. Websters Encyclopedic Unabridged Dictionary, Gramercy Books, 1994. Websters Synonyms, Antonyms and Homonyms, Crescent Books, 1994. Internet sources onlinebooks.library.upenn.edu/ http,//www.sacred-texts.com/etc/mco/index.htm http,//www.sacred-texts.com/etc/mco/ml07.htm http,//encarta.msn.com/encnet/features/Columns/?Article=peacemakersmain http,//tehnicasitehnologie.scienceline.ro/Tehnica_si_tehnologie_545_1.html)

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