English For Engineering Curs IDD An II Ambele Semestre

English for Engineering
Autori: Arleen Ionescu
Mihaela Badea
Luiza Vlad
Răzvan Vlad
Titular disciplină: Eugenia Baciu
Curs IDD – an II- Ambele semestre
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CONTENTS
Unit 1 ”And there was oil”_________________________________________________________ 5
Reading _____________________________________________________________________ 5
Ways with words_____________________________________________________________ 15
Grammar Reference __________________________________________________________ 18
Present Simple ____________________________________________________________ 18
Present Continuous _________________________________________________________ 20
Verbs which do not take the Continuous Aspect in English __________________________ 21
Controlled Practice ___________________________________________________________ 22
Unit 2 ” On the Way to the Refinery” _______________________________________________ 30
Reading ____________________________________________________________________ 30
Ways with Words ____________________________________________________________ 40
Grammar Reference 1 ________________________________________________________ 47
Past Simple _______________________________________________________________ 47
Past Continuous ___________________________________________________________ 49
Past Simple and Past Continuous ______________________________________________ 51
Controlled Practice 1 _________________________________________________________ 51
Grammar reference 2 _________________________________________________________ 61
The Ordinal Numeral ________________________________________________________ 61
The Fractional Numeral ______________________________________________________ 62
The Multiplicative Numeral ___________________________________________________ 62
Unit 3 ”Transporting Oil” ________________________________________________________ 64
Reading ____________________________________________________________________ 64
Ways with Words ____________________________________________________________ 75
Present Perfect Simple ______________________________________________________ 80
Present Perfect Simple and Past Simple ________________________________________ 81
Present Perfect Continuous __________________________________________________ 91
Progress Test 1 ________________________________________________________________ 98
Unit 4 ________________________________________________________________________ 104
Reading ___________________________________________________________________ 104
Ways with Words ___________________________________________________________ 105
Past Perfect Simple ________________________________________________________ 108
Past Perfect Continuous ____________________________________________________ 109
Controlled Practice 1 ________________________________________________________ 110
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Grammar Reference 2 _______________________________________________________ 113
The Imperative ___________________________________________________________ 113
Controlled Practice 2 ________________________________________________________ 114
Unit 5 ________________________________________________________________________ 116
Reading ___________________________________________________________________ 116
Ways with Words ___________________________________________________________ 117
Grammar Reference _________________________________________________________ 118
Future Simple ____________________________________________________________ 118
Future Continuous _________________________________________________________ 120
Be Going to Future ________________________________________________________ 120
Future Simple or Be Going to? _______________________________________________ 122
Other Ways of Referring to the Future _________________________________________ 123
Future Perfect ____________________________________________________________ 123
Future Perfect Progressive __________________________________________________ 123
Other future references _____________________________________________________ 123
Controlled Practice: _________________________________________________________ 124
Unit 6 ________________________________________________________________________ 128
Reading ___________________________________________________________________ 128
Ways with Words ___________________________________________________________ 128
The Passive Voice _________________________________________________________ 129
Further Points on the Passive Voice ___________________________________________ 130
Causative Forms __________________________________________________________ 132
Controlled Practice __________________________________________________________ 133
Unit 7 ”The Basics of Drilling” __________________________________________________ 156
Reading ___________________________________________________________________ 156
Ways with Words ___________________________________________________________ 167
First Conditional __________________________________________________________ 169
Second Conditional ________________________________________________________ 170
Third Conditional __________________________________________________________ 171
Mixed Conditionals ________________________________________________________ 172
Unit 8”HSEQ” ________________________________________________________________ 184
Reading ___________________________________________________________________ 184
Ways with Words ___________________________________________________________ 193
Modal Auxiliaries __________________________________________________________ 195
Unit 9 ” Offshore Drilling” _______________________________________________________ 213
Pre-reading ...................................................................................................... 223
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Reading ............................................................................................................ 223
Ways with words............................................................................................. 225
Grammar Reference ....................................................................................... 229

The Conjunction ....................................................................................................... 229
Coordinating Conjunctions ...................................................................................... 229
Subordinating Conjunctions ..................................................................................... 230
Grammar Reference ....................................................................................... 230

Direct and indirect (reported) speech ....................................................................... 230
Sequence of tenses ................................................................................................... 233
Controlled practice ......................................................................................... 235
Test……………………………………………………………………......238
Evaluation………………………………………………………………..240
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Unit 1: And there was oil …

In this unit you will learn:
 Present Simple
Present Continuous
Verbs which do not take a continuous aspect

Reading 1
 Petroleum
 Crude oil
 Sedimentary rocks
(limestone, sandstone,
shale, etc.)
Discussion points:
1. What energy sources are widely used in the modern world?

2. Why are petroleum, coal and natural gas of primary importance in the industrialized
countries?
3. What is petroleum largely composed of?
4. Where did most oil come from in the past? Provide examples.
5. List all of the products you can think of that are made from crude oil. Indicate what their
uses are. Which of them play an important part in your daily life? In what way?
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Although oil was used to keep fires ablaze in early human history, its importance in the
world economy evolved slowly. Wood and coal were used to heat and cook with, while whale oil
was used for light. The black, smelly, thick liquid is referred to as tar or rock oil. When the
whaling industry hunted the sperm whale almost to extinction and the Industrial Revolution
needed a fuel to run generators and engines, a new source of energy was needed. In the search
for new products, it was discovered that from crude oil or petroleum, kerosene could be
extracted and used as a light and heating fuel. Petroleum was in demand at the end of the 1800's.
The search for finding “black gold” was on!
The world of oil is divided into three:
1) The “upstream” comprises exploration and production.
2) The “midstream” are the tankers and pipelines that carry crude oil to refineries.
3) The “downstream” which includes refining, marketing, and distribution, right down
to the corner gasoline station or convenient store. A company that includes together significant
upstream and downstream activities is said to be “integrated”.
Forming the layers Compressing the layers
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Crude oil is the residue of organic waste - primarily microscopic plankton floating in
seas, and also land plants - that accumulated at the bottom of oceans, lakes, and coastal areas.
Over millions of years, this organic matter, rich in carbon and hydrogen atoms, was collected
beneath successive levels of sediments. Pressure and underground heat “cooked” the plant
matter, converting it into hydrocarbons - oil and natural gas. The tiny droplets of oil liquid
migrated through small pores and fractures in the rocks until they were trapped in permeable
rocks, sealed by shale rocks on top and heavier salt water at the bottom.
Crude oil is a mixture of petroleum liquids and gases in various combinations. Each of
these compounds has some value, but only as they are isolated in the refining process. So, the
first step in refining is to separate the crude into constituent parts. This is accomplished by
thermal distillation - heating. The various components vaporize at different temperatures and
then can be condensed back into pure "streams".
Some streams can be sold as they are. Others are put through further processes to
obtain higher-value products. In simple refineries, these processes are primarily from the
removal of unwanted impurities and to make minor changes in chemical properties. In more
complex refineries, major restructuring of the molecules is carried out through chemical
processes that are known as "cracking" or "conversion". The result is an increase in the
quantity of higher-quality products, such as gasoline, and a decrease in the output of such
lower-value products as fuel oil and asphalt.
Crude oil and refined products alike are today moved by tankers, pipelines, barges, and
trucks. In Europe, oil is often officially measured in metric tons; in Japan, in kiloliters. But in the
United States and Canada, and colloquially throughout the world, the basic unit remains in
"barrel".
Petroleum is an oily, thick, flammable, usually dark-coloured liquid that is a form of

bitumen or a mixture of various hydrocarbons. It occurs naturally in various parts of the world
and is usually obtained by drilling.
Offshore drilling takes place in oceans, seas or large lakes from platforms standing on
the bed; onshore drilling takes place on land. Because petroleum is found underground, it must
be extracted by means of wells. To check whether there is any oil at a site, an exploratory well,
or wildcat, is dug. Scientific methods and technical equipment, such as gravimeters,
magnetometers and seismographs are used to find subsurface rock formations that might hold
crude oil.
The petroleum from a new well will usually come to the surface under its own pressure.
Later the crude oil must be pumped out or forced to the surface by injecting water, gas or air
into the deposits.
Vocabulary. Match the definition with the words:
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Cracking Crude oil Deposit Sedimentary rock Well
a. sediments that have accumulated, usually after being moved by wind, water or ice.
b. the hole made by the drilling bit, which can be open, cased or both. Also called well
bore, borehole or hole.
c. the process of splitting a large heavy hydrocarbon molecule into smaller, lighter
components. The process involves very high temperature and pressure and can
involve a chemical catalyst to improve the process efficiency.
d. a rock composed of materials that were transported to their present position by wind
or water. Sandstone, shale and limestone are sedimentary rocks.
e. unrefined liquid petroleum. If a crude oil contains a sizeable amount of sulphur or
sulphur compounds, it is called a sour crude; if it has little or no sulphur, it is called a
sweet crude.
Below you have ten terms related to the petroleum industry. The letters have been scrambled.
Rearrange the letters and form correct words.
wfol tera yrlea uprusees vesrrees kecidrr
kocr pampgni lweolebr cwiatdl ellw oeerrrvis illdr itb

Match the following words and phrases with their definitions.
1) Derrick
2) Drill
3) Extract
4) Flammable
5) Offshore
6) Platform
7) Reservoir
8) Rig
9) Upstream
10) Well
a. A hole drilled into the earth to recover oil or gas
b. A pyramid of steel erected over a bore hole to drill for oil
c. A structure that contains all the necessary equipment for drilling
d. An offshore structure from which wells are drilled
e. Burns easily
f. Exploration and production activities for oil and natural gas
g. Places in oceans, seas or large lakes
h. Rock formation containing oil and/or natural gas
i. To cut through rock
j. To take out a solid or liquid
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The following sentences are scrambled. Put the words in the correct order.
a. heavily are relies most exploration petroleum on drilling deep methods underground resources
therefore
b. of plants in scientists think and animals became that prehistoric trapped sediments bodies sea
the
c. and gas into and millions heat crude changed oil after of natural pressure them years
d. together oil in gas crude the of found are earth and natural crust the usually
e. it to gas the necessary earth's oil is drill the get crust to and into
The widespread use of petroleum has created serious problems: air pollution from burnt fuels
contaminated the atmosphere and oil spillages from tankers and offshore wells pollute oceans and
coastlines.
ENVIRONMENTAL VOCABULARY CROSSWORD

1 2 3
6 7
10 11
12 13
14 15 16 17
18
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ACROSS
1. CO2 (6,7) (n)
4. a mixture of smoke and ozone (4) (n)
5. they are found in paint and are bad for the environment (8) (n)
6. what you may have to pay if you break a law (4) (n)
8. a place where waste is put into a hole in the ground (8, 4) (n)
12. able to break down naturally in the environment (3, 10) (adj)
14. gases released into the atmosphere from a running engine (7) (n)
17. abbreviation for polyethylene (2) (n)
18. energy generated from fast running water (5, 11) (n)
DOWN
2. a gas which can cause problem for people with breathing difficulties (5) (n)
3. made dirty with chemicals, rubbish, etc. (8) (adj)
6. coal, oil etc. When burnt, they give off 1 across (6,5) (n)
7. a method of disposing of waste by burning it (12) (n)
9. another word for waste (7) (n)
10. in many countries petrol does not contain this anymore (4) (n)
11. waste water (8) (n)
13. to use again in a different process (7) (v)
15. a technical term for 5 across (4) (n)
16. to release into the atmosphere (4) (v)
Compaction and cementation transform sediments into

sedimentary rock. Most transported sediment settles out of a fluid and hence ends up being
deposited in rivers, lakes and most of all in the oceans.However,sediment is found almost
everywhere. Geologists estimate that sedimentary rocks account for only about 5% (by volume)
of Earth’s outer 16 kilometers. However, sedimentary rock is very important. The vast majority
of rocks exposed at Earth’s surface are sedimentary.
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Sedimentary rocks
Sedimentary rocks comprise a relatively thin

and somewhat discontinuous layer in the uppermost
portion of Earth’s crust. It is sedimentary rocks, as
well as the fossils they contain, that give geologists
many details of Earth’s history. Sedimentary rocks are
economically valuable.
Coal, a sedimentary rock, is the source of

electrical power for over half of the United States. Also, energy resources such as petroleum
and natural gas are found in the pores within sedimentary rocks. Sedimentary rocks are the
major sources of iron, aluminum, fertilizer, sand and gravel.
Sedimentary rocks are classified based upon their two principal sources.
The first source is the sediment produced from weathered rock. This sediment is called
detritus and the rocks they form are called detrital (clastic) sedimentary rocks.
Clay minerals and quartz are the dominant components of detrital sedimentary rocks.
Geologists use particle size to distinguish among detrital sedimentary rock. When rounded
gravel-sized particles predominate, the rock is called conglomerate. If the gravel-sized particles
are angular, the rock is called breccia. Rocks with sand-sized grains are called sandstone. The
most common sedimentary rock is shale, which is comprised of very fine-grained sediment.
However, detrital sedimentary rocks are rarely composed of grains of just one size.
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The second major source of sediment is soluble material produced largely by chemical
weathering. These rocks are called chemical sedimentary rocks.
They form when dissolved materials that are carried in solution to lakes and seas
precipitate, i.e. fall out of a solution as a solid material. Chemical sedimentary rocks are
distinguished by their mineral composition. The most common are the carbonate rocks
limestone and dolostone, composed of fine-grained calcium and magnesium carbonates often
derived from the shells of sea creatures.
QUIZ
1. Where do sediments come from?
a. there have always been sediments on Earth
b. sediments accumulated as dust fell to Earth from outer space
c. rock weathering produces sediment
d. sediment is transported and deposited all over the Earth
2. A rock is:
a. a naturally occurring, hard, solid substance
b. any hard, solid substance on earth
c. an aggregate of minerals
d. only produced by cooling of magma
3. The clastic sedimentary rocks:

a. form from pieces of pre-existing rocks
b. form near Earth’s surface
c. range from conglomerates to shales
d. all of these
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4. Compaction and cementation are two common processes associated with:
a. erosion
b. transportation
c. sedimentation
d. lithification
5. The major difference between breccia and conglomerate is:

a. grain size
b. grain rounding
c. grain composition
d. all of these are differences between breccia and conglomerate
Fill in the gaps with the missing words from the box below, then translate the texts into
Romanian:
ROCK
sedimentary magma volcanic minerals fluids granite aggregate metamorphic
An ……………of minerals or organic matter (in the case of coal, which is not composed of
…………….because of its organic origin), or …………glass (obsidian, which forms a rock but is not
considered a mineral because of its amorphous, noncrystalline nature). Rocks can contain a single
mineral, such as rock salt (halite) and certain limestones (calcite), or many minerals, such as
…………..(quartz, mica and other minerals). There are three main types of rocks. …………rocks like
sandstone and limestone form at the Earth's surface through deposition of sediments derived from
weathered rocks, biogenic activity or precipitation from solution. Igneous rocks originate deeper within
the Earth, where the temperature is high enough to melt rocks, to form …………..that can crystallize
within the Earth or at the surface by volcanic activity. ………….rocks form from other preexisting rocks
during episodes of deformation of the Earth at temperatures and pressures high enough to alter
minerals but inadequate to melt them. Such changes can occur by the activity of ………….in the Earth and
movement of igneous bodies or regional tectonic activity. Rocks are recycled from one type to another
by the constant changes in the Earth.
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RESERVOIR
sedimentary igneous porosity petroleum rock metamorphic permeability
A subsurface body of ………………. having sufficient ……………….and…….…….. to store and transmit

fluids. …………...rocks are the most common reservoir rocks because they have more porosity than most
……………..and ………….rocks and form under temperature conditions at which hydrocarbons can be
preserved. A reservoir is a critical component of a complete ………….system.
PETROLEUM
rock viscosity gravity hydrocarbon
A complex mixture of naturally occurring ………………..compounds found in……………. Petroleum

can range from solid to gas, but the term is generally used to refer to liquid crude oil. Impurities such as
sulfur, oxygen and nitrogen are common in petroleum. There is considerable variation in color, ………..,
odor, sulfur content and ………in petroleum from different areas.
SPEAKING
Imagine you are invited to deliver a speech

at the Global Petroleum Conference. Your
topic draws on environmental concerns
related to petroleum in or on the water,
which in some cases can become fatal to
aquatic life. Make up a presentation
including the following guidelines:
 harmful or fatal to aquatic life, but

also to birds
 may float on surface, evaporate or settle to bottom
 at the surface, it reduces light and oxygen penetration
 floating petroleum will contaminate microlayer, i.e. a nursery for blue crabs and rockfish
 potential to poison aquatic food web
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Reading 2
Read the following fragment on advertising. Pay attention to the use of tenses. Underline the verbs
which are in present tense simple and present continuous:
Advertising is capitalism’s soft sell. An anonymous mass

of people called consumers have each to be persuaded
to need whatever a product can give them, to buy it and
to keep on buying. It is really interesting to notice that
girls growing up, and women housewives worried about
fulfilling and achieving their roles, are the foremost
consumers. They see in advertising imagery reflections of society’s attitudes and ideals often taken to
extremes. They do not realise that this is in fact a fake image. They may not be persuaded to buy
products, but they absorb the images. They do not learn their roles from this source, but it is a strong
reinforcer. Advertising sets out to make people identify with characters in advertisements, with their
situation and needs, to make them jealous of the person they would become if they bought the product.
On the one side, they believe that if they buy Diavolo they will look like Antonio Banderas, if they buy BU,
they will be a second Eva Herzigova, and so on. They do not realize the difference between fancy and
reality. On the other side, advertising also captures girls’ fluttering images of themselves. This is why
they become that anonymous mass of people which we called consumers in the beginning.
Ways with words

1. Which of these would be the best title for the passage? More than one possible answer is possible.
a. women as consumers
b. the persuasive power of advertising
c. how advertising influences women
d. the image of women in advertisements
2. Which if the following points are made in the passage?
a. Advertisements persuade potential consumers that they need a product.
b. Girls and housewives are the main consumers.
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c. Middle-aged women are particularly susceptible to advertisements.
d. Advertisements reinforce a woman’s view of herself.
e. Advertisements project an image of the ideal housewives.
3. You will play a word game. Follow the directions and check your answers with the answer key:
I. Start with the word on. Follow directions:
a. Add a letter at the beginning and you have a great weight.
b. Add a vowel at the end of the weight and you have a musical sound.
c. Add a letter to the beginning of the musical sound and you have a small piece of rock.
II. Try again. Start with in:
a. Add a letter at the beginning and you have something used to fasten things together.
b. Add a vowel at the end of the fastener and you have a kind of tree.
c. Add a letter at the beginning of the tree and you have another word for backbone.
III. Try again. Start with an.
a. Add a letter at the end and you have a very little animal that lives in a hill.
b. Add a letter at the beginning of the little animal and you have the opposite of can.
c. Add a letter at the beginning of the opposite of can and you have a word that means not enough.
IV. Find the words described below:
a. A word that sounds like meat but means getting together.
b. Another word for too that ends with -so.
c. A word that rhymes with hair but means right and just.
d. Another word for sufficient that rhymes with tough.
e. A word with two meanings: it may mean portion and it may also mean to leave.
4. Read the sentence: They do not realise that this is in fact a fake image again. Have you ever
encountered the word organise spelled as organize? This is not a mistake. It’s just the difference
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between British English and American English. There are several differences in spelling words between
British English and American English.
Here are some of them:
British English American English
theatre theater
centre center
neighbour neighbor
colour color
travelling traveling
organise organize
analyse analyze
5. Classified advertisements
You are touring Britain on holiday with friends. Someone you meet recommends a weekly newspaper
which contains advertisements for holiday accommodation.
Yet opening the newspaper, you find it full of small advertisements containing abbreviations. Can you
decipher them?
Bourbemouth – Warm welcome awaits you at Pinewood Guest House. Ctly. sit. H. & c. Tv. in bdrms.
Access at all time. B. & b. £31.50/£42 p.w. Reduced rates for chldn. 197
Holdenhurst Rd. Phone 292684
[1977-08S
Bourbemouth – Linga-Longa Hotel. Westbourne. Spac. hotel, residential lic. Games rm. Large car park
and gdns. Excel. food. B & b., e.m. Special Spring terms from £45 plus V.A.T. Phone 761001
Torquay. – Quiet det. Bungalow for 7/8. Top class accom. 2 w.c.’s, bathrm. and shower, lounge, dining
rm., big. kit., sunny gdn. Phone (06267)4590, after 6 p.m.
[x21-0H
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Totnes. – Holiday COTTAGES in medieval courtyard of Queen Anne Mansion. S. –c. wing in House. Mews
Apartments. 2 bedrms., sitt, rm., kit., bathrm. Totnes 1 ¼ miles. Torbay 6 miles. Vac. Spring, June, Sept.
Special Offer Spring Holiday and Oct.. 11th onwards: £40/ £50 incl. Night storage heating. Phone: (0803)
863664, after 7 p.m. Mrs. Petersen, Bowden House, Totnes, Devon.
Grammar Reference
Present Simple
It is used to express:
 a repeated action or habit (it is often used with adverbs of frequency such as: always,
constantly, continually, ever, frequently, forever, hardly, never, normally, occasionally, often,
rarely, regularly, seldom, sometimes, usually, etc.):
I usually get up at 8.30.
Romanian people like to travel.
Most evenings we go out.

 states
I don’t like gangster film.

 a fact which is always true (general truths and states):
Wood floats on water.
The Earth moves round the Sun.
The Danube flows into the Black Sea.

 a fact which is true for a long time
I live in Ploiesti.
She works in a very famous company.

 momentary actions, completed almost at the same time they are performed (in ceremonial
utterances, explanations, cooking demonstrations, radio and TV commentaries,
announcements, headlines and stage directions):
Her letter shows how painful the divorce was for her.
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I add flour to the egg yolks and place the basin into the oven.
The door bell rings. She listens quietly. A window opens and a masked man enters the room.
Note that the historic present in narrative of funny stories appears in informal speech to describe past
events, especially to make the narration seem more immediate and dramatic.
So when he enters the room he realises that his parents are there and…
 planned future actions, when the future action is considered part of an already fixed
programme (with verbs of motion: come, go, leave or verbs expressing planned activity: begin,
start, end, finish)
The plane lands at 6:34 p.m.
Our summer holiday starts on July 1st.
Form
Affirmative and negative
I work in a university.
do not (don’t) work
You work
We do not (don’t) work
They
He works
She does not (doesn’t)

work
Interrogative
Where do I work?
do you
we
they
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does he
she
it
Short answer
Do you like summer?
Yes, I do.
Does she speak Italian?
No, she doesn’t.
Present Continuous
 an activity happening now or around now (in this case the action extends over a slightly longer
period of time, including the moment of speaking)
They are playing in their bedroom now.
I am filling in a cloze test now.
I’m writing an essay on Victorianism this week.

 a temporary, limited action/ behaviour (+an adverbial indicating present time):
I live in Romania, but I’m living in England these six months.

 One’s immediate plans for the near future:
I’m meeting you at 10 o’clock tomorrow.

 a repeated action or habit which annoys the speaker
You are always calling me at midnight.
Form
Present Continuous is formed with the present tense of the auxiliary verb be followed by the present
participle of the main verb (verb+ -ing).
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I am (‘m) working.
am not (‘m)
not
You are (‘re)
We are not
(aren‘t)
They
He is (‘s)
She is not (isn’t)
It
Interrogative
What am I doing?
are you
we
they
is he
she/it
Short answer
Are you coming?
Yes, I am. No, I’m not.
Is she watching TV?
Yes, she is. No, she isn’t.
Verbs which do not take the Continuous Aspect in English
There are verbs in English which are not generally used in the continuous aspect:
 verbs of the senses (verbs of perception): see, hear, smell, taste, notice, recognize, etc.
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I smell gas. But: I am smelling the flower. ( I want to).
The meat doesn’t taste good at all. In fact, I think it’s a bit off. But: I’m tasting the meat to see if it’s
done.
 verbs of cognition and achievement verbs: think, consider, expect, realize, know, understand,
suppose, remember, forget, mind, etc.
I don’t remember your name.
I think you are right. (This is my opinion). But: I’m thinking about you.
 verbs of having and being: have, own, owe, belong to, possess, be, contain, matter, hold, etc.
The house belongs to my mother.
I have a very good car. But: She’s having a shower now. She can’t answer the phone at the moment.
I’m having dinner with my boyfriend at a fancy restaurant tonight.
He is a teacher of Italian. But: You are being stupid now. (You generally are very smart, but you behave
rather stupidly now).
 verbs of feeling (attitudinal verbs): care, love, hate, like, dislike, refuse, want, wish, forgive, feel,
etc.
I hate people calling me late at night.
He wants to buy a new tool.
I feel I need to tell you that you let me down. But: “How are you feeling today?”, the doctor asked.
I’m feeling the material to see if it’s soft or not.
I don’t mind his smoking. But: Who is minding the baby? (Who is taking care of the baby?)
Controlled Practice
1. Put the verbs in brackets into the Present Simple or Present Continuous:
a. He usually (drink) coffee but today he (drink) tea.
b. The Rotring (belong) to Mary.
c. He (come) to see me tonight; we (go) on a trip to Sinaia next week and we (want) to make plans for it.
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d. I (live) in Ploiesti, but this week, as I (attend) a course in Bucharest, I (stay) with my uncle in Calea
Floreasca.
e. This course (contain) 14 chapters.
f. Maria (come) from Spain this week;
g. She (speak) French, English and Italian.
h. What you (do) here? I (look) for my glasses.
i. Where you (live)? I (live) in Scotland.
j. This week we (study) the Middle Ages in the English Culture and Civilisation.
k. This bottle (hold) boric acid. Don’t touch it!
l. Ann (resemble) her mother more and more.
m. It (rain) now. It often (rain) in summer.
n. Pardon me, sir, but I (think) you (stand) on my feet.
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2. Decide which is the most appropriate form of the verb in the following sentences:
a. I’m thinking/ I think of you.
b. She smells/ is smelling gas.;
c. Mother is tasting/ tastes the soup to see if it needs more salt.;
d. We have/ are having dinner now.;
e. Could you call him back in twenty minutes as he has/ is having a bath right now.
23 | P a g e
f. What’s wrong with you? Why are you looking/ do you look at me like this?
g. The film is extremely long and boring. It lasts/ is lasting four hours.
h. I think/ am thinking that something is wrong with the radiator in this room. It gets/ is getting colder
and colder.
i. What exactly does your job involve/ is your job involving?
3. Complete this postcard using the correct form of the verbs on the right:
Greetings from Scotland! John and I …..... our spend

summer in Edinburgh, at
Edinburgh University, where we …….. a good time have

and at the same time we …….. things about Scottish
learn
and Irish writers. People…….. here every summer to
come
learn more about contemporary literature.
I …….. a paper on Samuel Beckett this week write
and John …….. a short story written by Angela read

Carter. We …….. up at half past eight every morning
get
and …….. courses from ten to half past twelve. We have

…….. at one, yet today, as we ….. a literature
eat, visit
museum, we …… earlier.
finish
So it’s hard work. But I …….. it here. We …..... a like, have

post-office in front of the Centre, so I …. here in
stop
order to mail your postcard.
Love, Kate
4. Rewrite each sentence so that it contains the word in capitals and so that the meaning stays the
same:
24 | P a g e
a. The cost of the bus ticket is part of the transport fee.
INCLUDES
b. What is the weight of that bag you have as hand luggage?
MUCH
c. John has the bad habit of eavesdropping to other people’s conversation.
ALWAYS
d. Sunset is at 9.30 tonight.
THE SUN
e. What is inside this book?
CONTAIN
f. I’m positive that you have no idea what the answer is.
BET
g. She works hard, so she doesn’t have too much spare time.
MEANS
h. The war in Irak is over.
COMES
i. The number of people who own houses on the outskirts of the city is increasing.
BUYING
j. They are decorating my room now.
HAVING
5. Choose the correct sentence:
a. She has a car. /She is having a car.
b. We think she is tall./ We are thinking she is tall.
c. I am seeing a horse. / I see a horse.
25 | P a g e
d. The sweater feels soft. / The sweater is feeling soft.
e. She is looking angry. / She looks angry.
f. I feel the sweater. / I am feeling the sweater.
g. The dentist is seeing a patient. / The dentist sees a patient.
h. The grocer is weighing sugar. / The grocer weighs sugar.
i. I am looking at the picture. / I look at the picture.
j. We think about her. / We are thinking about her.
k. She is having dinner. / She has dinner .
l. Ann is foolish today. / Ann is being foolish today.
m. She is tasting the soup. / She tastes the soup.
n. The actor is appearing on TV. / The actor appears on TV.
6. Put the verbs in brackets into the simple present or the present continuous tense.
a. You cannot see Mary now: she (see) her boyfriend.
b. They won’t go out as it (snow) and they (not have) warm clothes.
c. Hardly anyone (wear) tight pants nowadays.
d. George can’t watch his favourite TV program now because his father (watch) a movie.
e. She’s busy at the moment. She (put) the baby to sleep.
f. This novel is about a boy who (desert) his friends and (go) to enrol in the army.
g. The train that we (look) at right now just (leave) for Arad.
h. What George (do) to his computer now? ~ I (think) he (format) it.
i. Why you (listen) to this song, Mary? You (not listen) to this type of music as a rule.
j. That play (come) to our theatre next week. You (want) to see it?
26 | P a g e
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7. Ask questions about the underlined parts of the following sentences.
a. The two friends are listening to a rock concert.
b. The milkman comes to our house twice a week.
c. The children are playing at hide-and-seek.
d. I usually read two books a week when I have time.
e. Our guests are talking to us in Russian.
f. It takes five hours to reach the top of the mountain.
g. She is wearing a strange, yellow dress.
h. My father usually comes home from work by car.
i. The family are celebrating the birth of their newest member.
j. Tom never washes his trousers until somebody tells him to.
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27 | P a g e
______________________________________________________________________________
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8. Translate into English using the Present Simple or Continuous.

a. Vacanţa de vară ţine două luni. În fiecare vară mergem cinci zile la munte.
b. E sâmbătă şi facem curat în casă. Eu fac paturile iar sora mea şterge praful din cameră.
c. Bunica uită întotdeauna unde-şi pune pantofii şi de fiecare dată când are nevoie de ei îi caută
prin toată casa.
d. Luăm micul dejun. Mama bea cafea, iar tata mănâncă omletă.
e. Nu spune niciodată nimic interesant.
f. În mod obişnuit ne petrecem sfârşitul de săptămână într-un sat din apropierea Clujului. De data
asta însă rămânem acasă pentru că aşteptăm nişte musafiri.
g. Prietenii tăi te aşteaptă în faţa cinematografului dar tu întotdeauna citeşti la ora aceasta.
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9. Add tag questions:
a. You look nice in this T-shirt, ………….. ?
b. She knows where he was last night, …………..?
c. Tom is having some whisky, …………..?
d. He plays volleyball quite well, …………..?
e. They are meeting him at one o’clock today, …………..?
28 | P a g e
f. My boss doesn’t employ teenagers, …………..?
g. I don’t think I’m the right person to teach him English, …………..?
h. This car belongs to Jack, …………..?
i. The pubs close at half past three, …………..?
j. It seems to me he is wasting his time, …………..?
k. I’m sure you know who stole that purse, …………..?
l. You’re not a doctor, …………..?
m. They hardly ever buy bread form this shop, …………..?
n. She thinks we are running away from her, …………..?
o. The police never catch any thieves, …………..?
p. They say she works as an air-hostess, …………..?
29 | P a g e
Unit 2: On the Way to the Refinery

 Past Simple
Past Continuous
The Ordinal Numeral
The Multiplicative
The Fractional Numeral

Reading 1
 Petroleum refining
 Distillation & Cracking
 Petrochemicals
First read the text and then answer the following questions:
a. What does refining mean? Where is it done?

b. What is distillation? What is cracking? Describe the two processes.
c. What are bubble caps?
30 | P a g e
d. Name some of the uses of petroleum fuel.
e. List all the products in your regular environment – your home, your office, even
among the clothes you wear – which you think are made from petrochemicals.
One of the most distinctive and at the same time most characteristic sights of the
industrial age is the oil refinery. It is a bewildering scene of differently coloured pipes, flames
shooting into the sky and all kinds of forms such as cylinders, spheres and towers.
Almost everyone knows how we depend on oil and natural gas for transportation and to
heat our homes. In fact, oil and natural gas are used to meet almost two thirds of our energy
needs! Not as many people realize how many common household products are based on
petroleum. We have become so accustomed to our lifestyle that it is hard to imagine life
without everything we get from oil and natural gas.
Can you imagine what your life would be like

without all these products?
31 | P a g e
Discover the uses of petroleum fuel by unscrambling the following words:
aeroplanes automobiles rockets ships tractors trucks
Fortunately we don’t have to worry about running out of oil or natural gas any time
soon. At our current rate of use, we have oil and natural gas reserves to last 60-90 years. And
while the total amount of oil and natural gas isn’t increasing, our ability to find and extract oil
and natural gas from new sources expands almost every day!
Today more than ever, oil and natural gas help keep the world’ s economy strong and
help ensure our quality of life. At any given moment in our country, for example, parents are
driving their children to school, emergency vehicles are responding to critical situations,
delivery trucks are getting consumer products to store shelves and medicines are saving lives.
On average, we each use three gallons of oil

and natural gas per day – as gasoline, petroleum-
derived energy or hydrocarbon-based products such as
plastics, fertilizers and synthetic fibres.
Every barrel of crude oil holds remarkable
potential: to keep us warm or to keep us on the go.
The job of the refinery is to unleash that
potential by sorting and improving the hydrocarbons
within the crude. Gasoline, propane, jet fuel, heating
oil and petrochemicals are just some of the specially
formulated products leaving the refinery.
Petrochemicals from petroleum:
 Cleansing agents  Plastics

 Explosives  Soaps
 Fertilizers  Solvents
 Jellies  Waxes
 Paints  Synthetic rubber and fibres
32 | P a g e
Distilling
The refining process begins by cleaning or desalting

the crude oil and then heating it until only residual
hydrocarbons remain in liquid form. The mixed hydrocarbon
vapour rises through a distilling column, getting cooler as it
goes up. When a hydrocarbon cools below its boiling point, it
reverts to liquid form. Stacks of trays collect the liquid
hydrocarbons, which have now been sorted into several
distinct streams.
Surprisingly simple devices called bubble caps are the

keys to how a distilling column works. Each collection tray has a
network of raised perforations that allow vapour to rise through
the tray but prevent the collected liquid from pouring down to
the tray below. A bubble cap fits loosely over each perforation
forcing the vapour to pass through the hydrocarbon liquid
before it continues its upward journey. Contact with the liquid
cools the vapour so that the heavier hydrocarbons become
liquid, too.
Cracking
In general, refineries aim to maximize the amount of gasoline

produced. To accomplish this, a number of processes have been
created to convert other kinds of hydrocarbons into gasoline. For
example, cracking takes the long carbon chains of heavy gas oil and
breaks them into shorter chain hydrocarbons, including gasoline.
Cracking processes use heat, pressure, and certain catalysts to break
up the large molecules of heavy hydrocarbons into small molecules of light hydrocarbons. Some
of the heavier fractions find eventual use as lubricating oils and paraffins.
33 | P a g e
After refining, the petroleum is transported to the refinery. Depending on the end use,
the petroleum may be converted into petrochemicals.
Today the world is heavily dependent on petroleum for power, lubrication, fuel, dyes,
drugs and many synthetics.
SPEAKING
Take a look at these pictures and describe to your colleagues the processes that occur
and the final products.
34 | P a g e
Vocabulary. Match the definition with the words:
hydrocarbons distillation thermal cracking sweet oil
sour oil sulfur petrochemicals catalytic cracking
a. a chemical which is often present as an impurity in crude oil.
b. chemicals derived from petroleum which are used to form new substances such as
synthetic or plastics.
c. cracking by the use of heat and pressure.
d. cracking with the aid of a catalyst, a substance which speeds up a chemical change without
undergoing any change itself.
e. oil with a high sulphur content.
f. oil with a low sulphur content.
g. substances made up of molecules formed from hydrogen and carbon.
h. the process of separating lighter molecules from heavier molecules in a mixture by heating
the mixture.
35 | P a g e
Complete the following sentences by adding a word derived from the word given.
1. At the first stage in the refining process, crude oil is heated and petroleum products are
initially separation.
2. collect are devices used to remove solids from the gas.
3. distil converts crude oil into petroleum products by separating the crude oil into its
constituent components through evaporation and condensation.
4. In the stack, crude oil is pumped into a boiler and hot.
5. Refining crude involves removing the pure, most of which become valuable products.
6. Synthetic motor oils provide extremely fast lubricate of all moving parts compared to
conventional mineral oils.
7. Fuels generate most of the air pollute in industrialised countries.
8. In a refine the various components present in crude oil are separated and converted into
usable products.
Petronoco refines and transports oil. In the following extract from the chairman's end-
of-year presentation, some words are missing. Complete the extract using appropriate words
from the box below. You should use each word once.
refineries distillation impurities pipeline barrel processed

refining separate spillage tankers terminal transporting
I am pleased to report that the supply of crude from our wells is expected to flow for
some decades. Further good news is that over the last twelve months we have seen a
significant rise in the price per (a) .
Therefore we will continue to be active in our two core areas: (b) ___________
and (c) oil. For the first, area, we plan to invest in technology for new (d)
. In particular, we need to improve the (e) process in order to
(f) the hydrocarbons more efficiently.
36 | P a g e
In addition, we need to research new technologies to remove the (g) ______
so that they can be (h) and converted into marketable products. On to
transportation. We will continue to lease the (i) from SeaBed Enterprises, since this is the most
economical way to transport oil from the fields to the (j) After the major (k)
last year, we sold all our (l)
This is no longer part of our core business.
Petroleum Industry Common Terms & Symbols
Match the following words to their definitions:

Formation pressure Hoist
Geologist Hydraulic
Geology Hydraulic fracturing
Geophone Hydrocarbons
Gusher Hydrophore
a. a device trailed in an array behind a boat in offshore seismic exploration that is used to
detect sound reflections, convert them to electric current, and send them through a cable
to recording equipment on the boat.
b. an arrangement of pulleys and wire rope or chain used for lifting heavy objects.
c. an instrument placed on the surface that detects vibrations passing through the earth's
crust. It is used in conjunction with seismography.
37 | P a g e
d. an oil well that has come in with such great pressure that the oil jets out of the well like a
geyser. In reality, a gusher is a blowout and is extremely wasteful of reservoir fluids and
drive energy.
e. an operation in which a specially blended liquid is pumped down a well and into a formation
under pressure high enough to cause the formation to crack open, forming passages
through which oil can flow into the well bore.
f. organic compounds of hydrogen and carbon whose densities, boiling points, and freezing
points increase as their molecular weights increase. Although composed of only two
elements, hydrocarbons exist in a variety of compounds, because of the strong affinity of
the carbon atom for other atoms and for itself. Petroleum is a mixture of many different
hydrocarbons.
g. relating to water or other liquid in motion.
h. scientist who gathers and interprets data pertaining to the rocks of the earth's crust.
i. the force exerted by fluids in a formation, recorded in the hole at the level of the formation
with the well shut in. Also called reservoir pressure or shut-in bottom hole pressure.
j. the science of the physical history of the earth and its life, especially as recorded in the
rocks of the crust.
SPEAKING
You and your colleagues want to attend the Middle East Refining Conference, which will
take place between 24-26 of February, 2008 in Abu Dhabi. Your boss is not willing to cover all
expenses (6. 239 $ / a three-day conference). Using the information below, think of a plan to
convince your boss to pay for the attendance of ten persons at this event.
Location: Hilton Hotel, Abu Dhabi, UAE

Date: 24 - 26 February 2008
38 | P a g e
39 | P a g e
Reading 2
Read the following text about English as a world language. Pay attention to the use of the past tense.
Underline the verbs which are in the past tense:
Today, when English is one of the major languages in the world,

it doesn’t require too much effort of our imagination to realize
that this is a relatively recent thing - that in Shakespeare’s time,
for example, only a few million people spoke English, and this
was not thought to be very important by the other nations of
Europe, and it was unknown to the rest of the world.
English has become a world language because of its

establishment as a mother tongue outside England, in all the continents of the world. People started to
import English in the seventeenth century, with the first settlements in North America. Above all, it is the
great growth of population in the United States, assisted by massive immigration in the nineteenth and
twentieth century, that has given the English language its present status in the world. As I could read in
an article, one person in seven of the world’s entire population speaks English nowadays and most of
them are quite fluent in it. Incredibly enough, due to the extension of computerised systems and softs
which are mostly in English, 75% of the world’s mail and 60% of the world’s telephone calls are in
English. Again incredible, yet true is the fact that 200 million people speak English and every year there
are twenty million beginners. International literary or scientific publications are generally printed in
English and other languages such as German, Spanish or French, yet again English is the predominant
language. So, the quicker you learn it, the more opportunities you may have to read interesting materials
connected to your field.
Ways with Words

1. We often say what we have done so far as a way of explaining our achievements and successes. Work
in pairs and ask your partner questions about English:
Model: Have you improved your accent?
Yes, I think I have.
Have you:
40 | P a g e
a. been to an English-speaking country?
b. passed any exams in English?
c. managed to translate anything into English?
d. had any conversations with English native speakers?
e. written any e-mails in English which you have sent to people?
f. used English in your studies or work?
g. read a scientific article in English?
h. managed to understand any English-speaking tourists?
i. learned any songs in English?
j. discovered any differences between English and your own language?
2. Comment on the personal qualities you need to succeed in learning a foreign language.
Example:
You don’t have to be serious to learn English, you have to be co-operative.
confident energetic
determined well-organised
independent patient
courageous enthusiastic
serious charming
handsome steady
ambitious intelligent
3. Choose the word which best completes each sentence:
41 | P a g e
a. If you want to become ... when you speak, you should forget about making mistakes and try to speak
as much as possible.
A. practical; B. fluent; C. handy; D. skillful.
b. If you don’t understand anything you hear, then listening to a tape is a ... of time.
A. matter; B. problem; C. waste; D. loss.
c. If you’re not ... certain of what someone has said, you should pretend that you have understood.
A. very; B. fairly; C. surely; D. quite.
d. If you want to practise speaking, a good idea is to tell a story or a ... to someone.
A. joke; B. tale; C. laughter; D. fool.
e. When you ... an oral exam, it is best to speak loudly and not to stop after each word.
A. make; B. take; C. speak; D. go.
4. What do you think a good language learner can do? Choose beginnings from A and suitable endings
from B. There are many possible answers:
A good language learner:
A B
borrows books without a teacher.
writes things down in every way possible.
guesses words without being told to.
tries to study in real situations.
tries to learn every day possible.
practises speaking from films, TV and records.
5. What do you say to someone who does the things in column A. Choose from the phrases in column B:
42 | P a g e
A B
answers the phone? “Get well soon!”
knocks on the door? “Cheers!”
says you are late? ”Excuse me!”
is in danger? “Don’t mention it!”
gets married? “Well done!”
passes an exam? “Congratulations!
drinks with you? “Sorry!”
is in your way? “Bless you!”
says “Good morning!’ “Thanks.”
says “How do you do!” “Look out!”
thanks you? “How do you do!”
is ill? “Hello?”
sneezes? “Sleep well!”
says “Good night.” “Good morning.”
says “Make yourself at home.” “Come in!”
says “Have a good weekend.” “Thanks. Same to you.”
6. Read and translate the following poems on the English language and pronunciation:
A. Some words have different meanings
And yet they’re spelled the same.
A cricket is an insect,
To play it – it’s a game.
On every hand, in every land,
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It’s thoroughly agreed,
The English language to explain,
Is very hard indeed.
Some people say that you’re a dear
Yet dear is far from cheap.
A jumper is a thing you wear,
Yet a jumper has to leap.
It’s very clear, it’s very queer,
And, pray, who is to blame
For different meanings to some words
Pronounced and spelt the same?
A little journey is a trip,
A trip is when you fall.
It doesn’t mean you have to dance
When’er you hold a ball.
Now here’s a thing that puzzles me:
Musicians of good taste
Will very often form a band –
I’ve one around my waist!
You spin a top, go for a spin,
Or spin a yarn maybe-
Yet every spin’s a different spin,
As you can plainly see.
Now here’s a most peculiar thing,
44 | P a g e
‘twas told me as a joke-
A dumb man wouldn’t speak a word,
Yet seized a wheel and spoke!
A door may often be ajar,
But give the door a slam
And then your nerves receive a jar-
And then there’s jars of jam.
You’ve heard, of course, of traffic jams,
And jams you give your thumbs.
And adders, too, one is a snake,
The other adds up sums.
A policeman is a copper,
It’s a nickname (impolite!)
Yet a copper in the kitchen
Is an article you light.
On every hand, in every land,
It’s thoroughly agreed,
The English language to explain
Is very hard indeed!
(Harry Hemsley, The English language, in Verse That Is Fun, ed. Ireson, Faber, 1962)
B. I take it, you already know,
Of tough and bough and cough and dough?
Others may stumble, but not you
On hiccough, thorough, laugh and through,
45 | P a g e
Well done, and now you wish perhaps
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird.
And dead: t’s said like bed, not bead-
And only Scotsmen call it deed!
Watch out for meat and great and threat
They rhyme with suite and straight and debt.
A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there’s dose and rose and lose-
Just look them up – and goose and choose.
And cork and work and card and ward,
And font and front and word and sword,
And do and go, and thwart and cart-
Come, come, I’ve hardly made a start!
A dreadful language? Man alive-
I’d mastered it when I was five.
( Herbert Farjeon, Hints on Pronunciation for Foreigners)
7. Read the sentence: As I could read in an article, one person in seven of the world’s entire population
speaks English nowadays and most of them are quite fluent in it. Again. How do you translate as I could
read. Let’s learn some expressions containing the word as:
46 | P a g e
as compared with = în comparaţie cu;
as a consequence of = ca o consecinţã a;
as if/ as though = ca şi cum;
as far as = întrucât, pe cât, în mãsura în care;
as far as it goes = în ceea ce priveşte;
as follows = precum/ dupã cum urmeazã;
as long as = atât timp cât;
as regards = în ceea ce priveşte;
as a rule = de regulã, în principiu;
as seen = dupã cum se vede;
as shown in Fig. 2 = cum s-a arãtat în Fig. 2;
as such = ca atare;
as well = deopotrivã, de asemenea;
as well as = cât şi, tot aşa ca;
as when = ca atunci când, ca în cazul în care;
as yet/ so far/ up to now. up to the present = pânã în prezent;
such as = astfel ca, ca de exemplu.
Now practise these expressions in sentences of your own.
Grammar Reference 1
Past Simple
 a finished action in the past (it is often used with past time expressions: last year/ month/
week/, five years/ two days/ four weeks ago, yesterday, yesterday morning/ evening, in 1985,
etc):
47 | P a g e
They discovered this machine in the late eighteenth century.
The English literature teacher gave us a copy of Sir Gawain and the Green Knight yesterday.
The industrialisation in England led to the change of people’s mentalities.

 habitual, repeated actions in the past (with verbs denoting a permanent characteristic) or
completed states:
She always wore red.
I met him every day on my way to the office.
In those years, I didn’t like reading.

 a series of actions which follow one another in a story (narrative past)
Tom came into the room. He took off his shirt, put on a T-shirt and sat down in the armchair. Suddenly he
remembered something. He stood up and went out of the room.
Form
The form of the Past Tense Simple is the same for all persons.
Affirmative
The positive of regular verbs ends in -ed.
There are many common irregular verbs. In order to create this tense you need the second form of the
verb (see the list on page 299)
I arrived yesterday.
You went to Sinaia
We
They
He/She
Negative
-the negative of the Past Tense Simple is formed with the auxiliary did+not (didn’t).
I did not (didn’t) arrive yesterday.
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You did not (didn’t) go to Sinaia
We
They
He/She
Interrogative
-the question in the Past Tense Simple is formed with the auxiliary did.
When did I arrive?
Where did you go?
we
they
he
she
Short answer
Did you go to work yesterday?
Yes, I did. No, I didn’t.
Did she report the results obtained?
Yes, she did. No, she didn’t.
Past Continuous
 an action in progress at some time in the past
What were you doing at 10 o’clock yesterday?
I was lecturing my students on linguistics.
When she arrived, they were waiting for her in the corridor.
 A past activity happening over a period of time
49 | P a g e
I was reading from 4 to 6.30 yesterday.
-refers to:
 background descriptions in narrative
I entered the room and looked around. My sister was playing with her dolls, Father was reading some
news in the newspaper, of course, and little John was trying to draw something on my favourite poster.
 changing states:
The car was getting worse all the time. One of the headlights was continually falling off, and the engine
was making a huge noise.
 repeated actions (with a frequency adverb, it means criticism and is similar to the use of present
continuous when expressing annoyance)
When she came to me, she was always looking through my diary.
Note that past continuous is not used to describe general habitual actions, without the sense of criticism
mentioned above. Past simple is used for this meaning.
When I lived in Paris, I crossed the bridge over Seine all the time.
Form
was/ were (past tense of to be)+ verb+-ing (present participle)
I was working.
He was not (wasn’t)
She
You were
We were not (weren’t)
They
Interrogative
50 | P a g e
What was I doing?
he
she
were you
we
they
Short answer
Were you working at this time yesterday?
Yes, I was. No, I wasn’t.
Was she studying when you entered the room?
Yes, she was. No, she wasn’t.
Past Simple and Past Continuous
I was doing my homework at 7 o’clock last night. (I was in the middle of the activity.)
I did my homework yesterday. (I started and finished it.)
They were producing such machines when those people started to buy shares in their company.
She was looking at the pictures when her husband came into the room.
(producing and looking are long activities. Something happened in the meantime to interrupt them).
Controlled Practice 1
1. Decide which is the correct verb form:
a. I saw/was seeing a very good programme on TV last night.
b. While I was learning/ learnt for my French exam, somebody was knocking/ knocked at the door.
c. How did you cut/ were you cutting your finger? While I was fixing/ fixed the wire, I was dropping/
dropped the knife.
51 | P a g e
d. I was listening/ listened to the news on the radio when the phone was starting/ started to ring.
e. An American jet pilot was taking off/ took off from Washington, but the jet’s engines went/ were
going wrong.
f. We made / were making about 50 text analyses last year.
g. Latin played/ was playing an essential part in the development of languages such as Romanian,
Spanish, Italian, or French.
h. Our crew included/ was including a linguist, a writer and an English interpreter.
i. When the house was decorated, the entire family moved/ was moving in.
j. The first important breakthrough was replacing/ replaced radios with television sets in the 50’s.
2. Rewrite each sentence so that it contains the word or words in capitals. Do not alter the form of the
words in any way and do not change the meaning of the sentence:
a. To get to the office on time I had to wake up at 5:30 every morning.
MEANT
b. I didn’t exactly like swimming in those days.
WAS
c. There was someone to meet him on arrival.
WHEN
d. I didn’t know about your departure.
THAT
e. I intended to invite you at my party, but I’m afraid that I completely forgot (it).
GOING
f. When you passed by the town hall clock, did you notice the time?
WHAT
g. I had to go past your house so I decided to drop in.
52 | P a g e
PASSING
h. Someone was painting our house at that moment.
HAVING
i. Someone stole Diana’s bag yesterday.
HAD
j. The smell of the cheese stopped my eating the breakfast.
PUT
3. Put the verbs in brackets into the past simple or continuous:
It (happen) in June 1985. It (be) summer and we (all / lie out)in the garden. My mother (read) and my
uncle (just / doze) in the sun. We children (look for) worms and insects. And then he (arrive). He (be) a
tall, handsome man with piercing blue eyes and he (look) straight at my mother. Her face (go) pale and
her eyes (open) wide with shock. “Arthur, I (think) you (be) dead, “ she (say) in a kind of whisper.
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4. Put the verbs in brackets into the past simple or continuous:

a. She lit the fire at 8.00 and it (burn) brightly when Mike came home at 9.00.
b. Mother (make) a cake when the light (go) out.
c. He (watch) the movie when the phone (ring). He (turn) down the sound and (go) to answer it.
d. The admiral (study) the battle plans when he (receive) news of the invasion. He (insist) on
finishing his task.
e. They suddenly (realize) that they (fly) with the wrong plane.
f. I just (open) the door when the wind (blow) and (break) all the windows in the room.
53 | P a g e
g. He (dig) his garden when he accidentally (cut) three of his toes.
h. This (annoy) the bull, which immediately (begin) to chase Mr. Smith.
i. As they (walk) along the road they (hear) a car coming from behind them. j. Tom (turn) round
and (hold) up his hand. The car (stop).
k. I (find) this ring as I (dig) in the garden. It looks very old. I wonder who it (belong) to?
l. A little later the teacher (notice) that smoke (rise) from this desk. ‘You (smoke) when I (come)
in?’ he (ask).
m. He (say) that he (build) himself a house and that he (think) it would be ready in two years.
n. ‘Why you (lend) him that book? I still (read) it.’ ‘I’m sorry. I (not know) that you still (read)
it.’
o. At 3 a.m. Mrs. Pitt (wake) her husband and (say) that she (think) that someone (try) to get into
the house.
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5. Translate into English using the simple and continuous past tense whenever necessary:
a. Mă uitam la televizor când a sosit poştaşul.
b. În timp ce Diana asculta un concert la radio, cineva a bătut la uşă.
54 | P a g e
c. Anul trecut pe vremea asta eram la Predeal; acolo îmi petreceam vacanţa de iarnă şi schiam în
fiecare zi.
d. Cum s-a întâmplat exact accidentul? Mergeam de la Bucureşti la Ploieşti şi tata tocmai ne
povestea despre accidentul unor prieteni de-ai lui când deodată în faţa maşinii a sărit un câine.
e. Încercau să găsească drumul către centru când au dat peste un tânăr care s-a oferit să îi
însoţească şi care i-a condus la obiectivele turistice cele mai importante ale oraşului.
f. Dan se gândi că trebuia să se apuce de lucru, era cu mult în urmă, dar tocmai în momentul
când lua această hotărâre veni un prieten şi-l invită la un meci de fotbal.
g. Te-am zărit alaltăieri în mulţimea de oameni care aştepta să se deschidă sala de spectacol, dar
deşi am încercat să-mi croiesc drum până la tine, a fost de-a dreptul imposibil.
h. De ce boli ai suferit când erai mic şi când ai fost ultima oară la medic?
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6. Fill in the gaps with suitable verbs in the Simple Past or Past Continuous:
a. She (…) the voice that (…) louder than the others as that of her father.
b. They (…) dinner when the girl next door (…) and (…) for a loaf of bread.
c. While the old lady (…) those scrambled eggs, she suddenly (…) they (…) off.
d. He not (…) the explosion because at that moment he (…).
e. What she (…) last night between 10 o’clock and 4?
55 | P a g e
f. I (…) when I (…) the road.
g. I (…) my bag when I (…) the plane.
h. My sister (…) wet while she (…) in the rain.
i. Whenever the politician (…) his mouth to speak the crowd (…) insults.
j. While the maid (…) the room a skeleton (…) out of the cupboard.
k. As soon as he (…) under the shower, the doorbell (…).
l. They (…) and (…) while they (…) the mountain.
m. While I (…) in London I (…) my money in my socks.
n. As they (…) from Stockholm to Paris, the starboard engine (…) into flames.
o. When she (…) lunch a waiter (…) a plate of soup in her lap.
p. As it (…) their mother (…) the picnic.
q. When he (…) downhill, the brakes (…) and he only (…) a serious accident by steering into a bush.
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7. Translate the following texts into Romanian:
A. The winter term at Rummidge was of ten weeks’ duration, like the autumn and summer terms, but
seemed longer than the other two because of the cheerless season. The mornings were dark, dusk came
56 | P a g e
early, and the sun seldom broke through the cloud cover in the brief interval of daylight. Electric lights
burned all day in offices and lecture rooms. Outside, the air was cold and clammy, thick with moisture
and pollution. It drained every colour and blurred every outline of the urban landscape. You could hardly
see the face of the clock at the top of the University’s tower, and the very chimes sounded muffled and
despondent. The atmosphere chilled the bones and congested the lungs. Some people attributed the
characteristic adenoidal whine of the local dialect to the winter climate, which gave everybody runny
noses and blocked sinuses for months open like fish gasping for air. At this time of the year it was
certainly hard to understand why human beings had ever settled and multiplied in such a cold, damp,
grey place. Only work seemed to provide an answer. No other reason would make anyone come here, or
having come, stay. All the more grim, therefore, was the fate of the unemployed of Rummidge and
environments, condemned to be idle in a place where there was nothing much to do, except work.
(David Lodge, Nice Work)
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B. Quayle knew then that here was a brick wall. It had all happened too quickly. He should have
expected this. He should have got Helen out long ago. But it was not hopeless even if he did not know
that she was all right. He didn’t know whether or not she had been sent back with the other women. He
was not sure of anything anymore. He was not certain about what he was to do… Perhaps H.Q. has
some information. They may have telephone communication with the sector down the coast.
“Where is H.Q?” he asked the Australian.
“Down the coast. It’s cut off, too.”, the Australian said.
“Jesus Christ.”
“That’s right, too.”, the Australian said. “Your wife’s probably all right.”
“Yes. Maybe.” Quayle did not feel himself completely conscious.
“We’ll probably clear it up tomorrow.”
“Yes.”
Quayle was standing there uncertainly. He turned around and started walking back. He thanked the
guard as he walked away, and he felt the vibration of his feet against the hard road. He had never felt so
completely unsure of himself and what he was doing.
He was picturing Helen somewhere and he did not know where. But he could see her with sandals
sometimes, and sometimes with two fibre suitcases walking with other women, and sometimes being
surprised by German parachutists and shot. He was not certain of anything, and he had vagueness about
coming back or waiting to get down the coast and whether this invasion would fail. He caught a truck
going through Suda Bay and then walked back to the airdrome. It was almost morning when he got
there, and he could hear the bombing him as he walked into the timber.
(James Aldridge, Signed with their Honour)
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C. An old man with steel-rimmed spectacles and very dusty clothes sat by the side of the road. There
was a bridge across the river and cars, trucks and men, women and children were crossing it. But the old
man sat there without moving. He was too tired to go any farther.
“Where do you come from?” I asked him.
“From San-Carlos,” he said and smiled. “I was taking care of the animals”, he explained.
“Oh,” I said, not quite understanding.
59 | P a g e
“Yes,” he said. “I stayed, you see, taking care of the animals. I was the last one to leave the town of San-
Carlos. I had to leave them.”
“What animals were they?” I asked.
“There were two goats and a cat and then there were four pairs of pigeons.”
“And you have no family?” I asked watching the far end of the bridge.
“No,” he said, “only the animals I stated. I am seventy-six years old. I have come twelve kilometres now
and I think I can go no further.”
“This is not a good place to stop,” I said.
“I will wait a little while,” he said, “and then I will go.”
He looked at me very blankly and tiredly, then said, having to share this worry with someone. “The cat
will be all right. I am sure. But the others? Now what do you think about the others? What will they do
under the artillery?”
“Did you leave the dove cage unlocked”? I asked.
“Yes.”
“Then they’ll fly.”
“But the others? It’s better not to think about the others,” he said.
“If you are rested, I would go, I urged. “Get up and try to walk now.”
“Thank you,” he said and got to his feet, swayed from side to side and then sat down backwards in the
dust.
“I was taking care of the animals,” he said dully, but no longer to me. “I was only taking care of the
animals.”
There was nothing to do about him. It was Sunday and the Fascists were advancing toward the Ebro. It
was a grey overcast day with a low ceiling, so their planes were not up. That and the fact that cats know
how to look after themselves was all the good luck that old man would ever have.
(Ernest Hemingway, Old Man at the Bridge)
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Grammar reference 2
The Ordinal Numeral
The form of the ordinal numeral
1st the first 11th the eleventh 21st the twenty-first
2nd the second 12th the twelfth 22nd the twenty-second
3rd the third 13th the thirteenth 23rd the twenty-third
4th the fourth 14th the fourteenth 30th the thirtieth
5th the fifth 15th the fifteenth 40th the fourtieth
6th the sixth 16th the sixteenth 50th the fiftieth
7th the seventh 17th the seventeenth 60th the sixtieth
8th the eighth 18th the eighteenth 70th the seventieth
61 | P a g e
9th the ninth 19th the nineteenth 80th the eightieth
10th the tenth 20th the twentieth 90th the ninetieth
100th the (one) hundredth 1,000th the (one) thousandth
622nd the (six) hundredth and 1,000,000 the (one) millionth

twenty-second
The Fractional Numeral
The forms of the fractional numeral
Common fractions Decimal fractions
1/2 a (one) half 34.77 thirty-four point seventy-seven
3/6 three sixths 56.98 fifty-six point ninety-eight
2/3 two thirds 0.04 (nought) point nought four
8 6/5 eight six fifths 1.06 one point nought six
The Multiplicative Numeral
The forms of the multiplicative numeral
1x single, once
2 double/ twice/ twofold
3x triple/ threefold, three times
4x fourfold, four times
10x tenfold, ten times
100x a hundredfold, a hundred times
62 | P a g e
1. Read the following numerals:
3 2/4; 5.879; 2 9/7; 11x; 43/42.
2. Read the following dates:
July, 12, 1987; January, 2, 2001; August, 8, 2002; May, 4, 1980; April, 27, 1974; March, 11, 1958.
3. Translate into English:
a. Cât e ceasul, te rog? Douăsprezece şi un sfert.
b. La 1 iunie sărbătorim ziua copilului.
c. El s-a născut la 23 octombrie 1974.
d. Între 13:20 şi 13:30 avem o pauză în care nimeni nu are timp să mănânce.
e. Al cincilea modul este deja obositor pentru studenţi.
f. La ora două şi un sfert iau autobuzul 85 şi merg în Piaţa Universităţii.
g. Cât faci de la facultate până la cămin? Căminul este lângă facultate, aşa că nu fac mai mult de cinci
minute.
h. „A douăsprezecea noapte” este o comedie scrisă de Shakespeare.
i. Câţi cenţi are un dolar?
j. Deschideţi cartea la pagina 43 şi faceţi exerciţiul unu.
k. Toate lunile au treizeci sau treizeci şi una de zile cu excepţia lunii februarie care are douăzeci şi opt de
zile.
l. Camera are 5 metri în lungime şi 4 şi jumătate în lăţime.
m. O pătrime din avere îi aparţine lui Smith.
n. Cât ai obţinut? 0,78.
o. Mă duc la bunica aproximativ de trei ori pe săptămână.
p. El a scris o lucrare de trei ori mai bună decât a ta.
63 | P a g e
Unit 3: Transporting Oil

 Present Perfect Simple
Present Perfect Continuous
Differences between the Present Perfect and thePast Tense

Reading 1
 Oil pipelines
 Tankers
Read the text and then answer the

following questions:
a. What is one of the most

remarkable aspects of the petroleum
industry?
b. What particular technical
advances have we already noted?
c. In what area have there been
spectacular technical advances?
d. What has caused the growth of
tankers in recent years?
e. Why do supertankers today have
many different compartments?
One of the most remarkable aspects
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of the oil industry has been the speed with which it has developed the technology to increase
the world's supply of oil. We have already noted the great advances that have been made in
drilling both deeper wells and wells in difficult terrain. We have also observed that technical
advances have made it possible to recover even larger amounts of oil from existing deposits.
One of the areas in which the technical advances have been most spectacular is in the
transportation of petroleum and petroleum products. Many oil fields have been discovered in
places that are far from the point at which the oil will be refined and used. One has only to
think of oil deposits on the shores of the Arctic Ocean or in the jungles on the interior slope of
the Amazon basin to realize the difficulties that are involved in getting the oil from the well to
the consumer.
Meanwhile, steel pipes that would carry the oil were being developed. These were the
first oil pipelines, which took advantage of the fact that oil is liquid. The idea of a pipeline was
not new; water had been transported through pipes for hundreds of years. The oil pipelines
were not accepted without a struggle, however. Some men who had been hauling the oil up to
that time used explosives to blow up the newly laid lines! In the long run, however, the
pipelines offered so many advantages that they won out. The first real long-distance pipeline
was built in 1879 in Pennsylvania. It was later extended to New York harbour at Bayonne, New
Jersey, which is still an important storage, refining, and shipping center.
It is the liquid state of oil that offers the great advantage over coal as the primary energy
source in today's industrialized world. No matter how abundant coal is, it is bulky and heavy
and therefore difficult to ship. Oil can flow through pipelines to the market at a relatively low
cost. Of course, the oil must be pumped because the pipelines go up and down hills.
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Building a pipeline
The first step in building a pipeline is to plan and
survey the route. The surveying can be done not only
on the ground but from the air. Then the construction
crews come in with bulldozers that clear and level the
route and ditching machines that dig a trench for the
line if it is going to run underground.
Some pipelines run above the surface, especially

in rugged or
uninhabited areas,
but many others
run beneath the
ground. In farming country with open fields, there may be
no surface indication at all of the black stream of oil under
the growing crops. However, the pipelines are marked by
pumping stations at an average distance of about seventy-five miles-closer together in
mountainous areas, farther apart in flat countryside. Special equipment may also be necessary
for some pipelines; in Alaska, for instance, special heating devices are required to keep the oil
from freezing in the intense cold.
Pipelines are cleaned by a device called a pig. This mechanism has metal blades that
scrape the inside of the pipe to keep it clear of the tar-like substance that forms in it. The
pressure of the oil itself forces the pig to move through the pipe. The pig can only go from one
pumping station to the next, where it is taken out and cleaned.
Tankers
The Exxon Valdez Oil Spill occurred in Alaska, on 24 March 1989. It is

considered one of the most devastating man-made environmental disasters ever to occur at
sea. As significant as the Exxon Valdez spill was, it ranks well down on the list of the world's
largest oil spills in terms of volume released.
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The transportation of oil
has also led to the spectacular
development of giant ships, the
largest ships that have ever sailed
the oceans of the world. In the last
few years, since it has been
necessary to ship oil from the
Middle East-one of the world's
largest oil producing regions-
around the Cape of Good Hope in
South Africa, these tankers have grown to almost unbelievable proportions. They weigh as
much as 500000 tons. Monsters weighing 200,000 or 250,000 tons, which would have seemed
impossible not many years ago, have become common.
The first ship specifically designed to carry oil was built in 1886. Its distinctive feature,
and that of every tanker built since then, is that the metal plates of the ship serve also as the
walls for the tanks to hold the oil. The outer design of tankers has changed and the machinery
and controls have become enormously more sophisticated, but the basic principle of their
construction has remained the same.
The supertankers that sail the seas today have so many different compartments that
they can carry crude oil and finished products at the same time, or even crude oil from several
sources, which may be different chemical mixtures. The crew's quarters and the bridge, from
which the captain controls the navigation of the ship, form an island - often as high as a
skyscraper - at the back of the ship.
To take care of these giants ships, special offshore facilities have been built where the
ships can load and unload. These offshore sites use underwater pipelines to transport the oil to
or from the storage areas on shore.
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Other special types of carriers have been developed for the transportation of oil or oil
products. On water, special barges are used for transporting oil on sheltered or inland
waterways like lakes, rivers, or canals. They are built on the same principle as the supertankers-
the wall of the ship is also the wall of the oil tanks. The oil barges are a much more common
sight on the inland waterways of Europe than in the United States, where much of the
petroleum is transported by pipeline.
On land, we have already

mentioned the tank cars that were
developed early in the history of the oil
industry to transport petroleum by rail.
Today, one of the familiar sights

on our highways is the tank truck,
which is a special kind of automobile used to carry petroleum or petroleum products.
The tank truck is ordinarily used for short-haul transportation - distances of a few
hundred miles at the most. It usually carries oil products from the refinery to the distributor or
from the distributor to the customer.
SPEAKING: ROLE PLAY
Student A: Imagine that you work as a reporter for Engineer Live Magazine. You are
asked by your boss to write an article on transporting oil and you have to interview the
manager of an oil transport company in order to collect data for sending your boss a draft of
the article.
Student B: You are the manager of an oil transport company and you are interviewed by
a reporter working for Engineer Live who wants to find out about ways of transporting oil.
TASK: Using the information in the text you have just read, role-play the interview.
Fill in the spaces in the following sentences with the appropriate word or phrase.
1. ……………………………….can be used to transport liquids or gases such as water, petroleum,
or natural gas.
68 | P a g e
2. ……………………………….lines are those that connect oil fields with refineries, shipping
points, or storage areas.
3. ………………………………..lines connect wells with larger lines in the field.
4. Because pipelines travel up and down hills, the oil must be…………………………………..
5. A trunk pipeline has a larger diameter than…………………………..lines or…………………………..
lines.
6. A ………………………………line connects the flow lines with that transport oil to refineries or
storage areas.
7. A ………………………………..is used to transport oil on railroads.
8. A ………………………………..is used to transport oil on the highways.
9. A…………………………………checks for signs of escaping gas or seepage from underground
lines.
10. The ……………………………that cleans the pipeline is carried along by the flow of the oil.
11. A ……………………………….is a seagoing ship that is used to transport petroleum and
petroleum products.
12. Many ………………………….that operate on inland waterways have been specially designed
to carry oil.
13. Kerosene, gasoline, and heating oil can be transported together in a ………………….from
the refinery to the distributor.
14. ……………………………..stations are found at an average distance of seventy-five miles
apart along a pipeline.
15. The ………………………………of a pipeline may be anywhere from one to forty-eight inches.
Fill in the gaps with words from the box.
gathering; density; refineries; product; leak; flow lines; benzene;
low-flying; shipping points; pipeline walker; seepage; ports
Types of pipelines
The pipelines must be constantly checked. Each section is patrolled by a

………………………….. who looks for evidence of a ………………………….. or other damage in the line. It
is possible to smell escaping gas or to detect spots - where ……………………………… has occurred.
Nowadays, many "walkers" do their inspecting from …………………………….. airplanes, since

traces of seepage can be seen from the air.
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So far, we have been describing crude oil pipelines, the lines that are used to carry
unrefined petroleum from the wells to ……………………….. or …………………………………….
There are several kinds of pipelines. ………………………………. run from the well to a large
line in the field which is called a ……………………………. line. The oil is then carried into a trunk line.
The trunk lines transport the oil to refineries or to storage areas, usually at
……………………………….so that the oil can be transshipped by water.
In recent years, another type of pipeline has been developed that carries finished
products from the refineries to distribution centers. It is called the……………………….. pipeline.
Strange as it may seem, products as different as gasoline, ………………………….. or kerosene can be
carried in the same pipeline with only a very small amount of mixing. In part, this is possible
because the ……………………….. of each of these products is different, and as a result there is
relatively little contamination at the interface between the two products. The rate of flow and
the location of each product can be calculated by computers according to each product's
density.
VOCABULARY
Study the following words and then solve the exercises below.
Documentation
bill of lading delivery note envelope packing list picking list
Goods
cargo consignment freight shipment
Storage
depot distribution centre forklift truck pallet warehouse
Packaging
carton crate pack package
Distribution
carriage carrier channel deliver delivery dispatch export forward
haul import in transit lading load shipper unload
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Means of transportation
air freight lorry ship tanker truck van
Match the sentences with the pictures:
1. Heavy goods are sent by truck.

2. Milk is transported in a tanker.
3. Goods for export are being sent by ship.
4. Local deliveries are made in the van.
5. Put the documents in an envelope and send them by post.
6. The goods are packed in cartons.
7. Fresh fruit and vegetables are sent by air freight.
8. The goods are packed on a pallet.
9. These are moved using a forklift truck.
Find a word or phrase in the boxes above which means:
1. a contract with a shipper to transport goods. ____________________
2. the control of flow of materials and goods within the factory. ____________________
3. to bring goods in from another country. ____________________
4. a place where large quantities of materials, equipment or goods are stored until they
are needed. ____________________
5. goods packed together and wrapped up ready for transportation. __________________
6. goods carried on a plane, ship or truck. ____________________
7. the system of distribution of goods from producer to customer. ____________________
8. in the process of being transported. ____________________
9. to put goods onto a ship, lorry or plane. ____________________
10. the act of moving goods from one place to another. ____________________
Here is an email from Woodman Ltd., a manufacturing company, to a customer. Fill in the
blanks with words from the box.
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dispatched warehouse shipped delivery carrier
packing list crate delivery note consignment
Ref.: MS423
Dear Clive,
We have just _________________ (a) the _________________ (b) of goods, order no.
MS423, to you. We have used our usual _________________ (c), MJ Irving. The chairs have
been packed in a wooden _________________ (d) and marked WD MS Belfast. I am attaching
the _________________ (e); the _________________ (f) is enclosed with the goods. The crate
should be _________________ (g) to Ireland on Thursday and Irving has promised
_________________ (h) to your _________________ (i) in Belfast on Friday morning.
Regards,
Barry
SPEAKING
Imagine you are the CEO of United Refining Company. One day, a delegation made up of
20 students accompanied by their University teacher come to your office and the teacher tells
you that he would like you to explain the students the transport of oil via pipelines and other
related topics. The students have a lot of questions to ask. With the help of the image above
and the questions (you can add some more), make up a dialogue between you and the visitors.
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1. Was the idea of pipelines new?
2. What struggle accompanied the first attempts to build pipelines?
3. When and where was the first real long-distance pipeline built?
4. Why must oil be pumped through pipelines?
5. What are the pipelines that run from the well into larger lines in the field called?
6. What are the major lines that transport oil to refineries or shipping points called?
7. Why is oil shipped to ports?
8. What is the first step in building a pipeline? How can this be done?
9. Where are many other pipelines? What indication may there be of these lines?
10. What is the average distance between pumping stations? Where are they closer?
Where are they farther apart?
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Reading 2
1. Read the following dialogues. Pay attention to the use of homographs.
Dialogue 1: The Race
Jim has just come in last in a road race. He feels that the race was unfair, so he goes to talk to
one of the judges about it.
Jim: I would like to contest the outcome of this contest. I would have won, but my shoelace was
undone, and I had to bow down to fix it. That is why I did not get to start at the same time as the
other runners.
Judge: I do not think that you can use that as an excuse. At the close of the race, you were not
even close to the winning runner.
Jim: But the race was not fair. All of the other runners deserted me at the starting line. Can't we
do it again?
Judge: I cannot discuss this with you any longer. If you will excuse me, I am late to meet some
friends for a camping trip in the desert. Case closed!
Dialogue 2: The Singer
Charlie and Margaret are a married couple who own a video store. They are discussing the
latest news they have received from their daughter, Joan.
Margaret: Joan has told me this morning that she wants a career in the music business. She is
packing to go to Nashville to record her first record right now.
Charlie: What? She is going to subject the world to her singing voice? She is tone deaf!
Margaret: Don't let her hear you say that. It will bring her to tears. We will have to find a gentle
way to separate her from the idea. We need to put our heads together to find a solution.
Charlie: Maybe we could show her that she could be of more use here. She could work at the
store.
Margaret: That's a great idea. I know she would like that. We could use another sales clerk. On
a separate subject, what should I do with Joan 's train tickets to Nashville?
Charlie: If she decides to stay, you can tear them up. It says on them that they are non-
refundable.
Margaret: OK. I will check with Joan first.
Practise these dialogues.
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Ways with Words
1. The English language has a very complex spelling system.
Homographs are words that are spelled the same but pronounced differently (such as \'PREsent\
and \pre'SENT\). Homophones are words that sound the same, but are spelled differently (such
as "hare" and "hair").
The meanings of the following homographs change depending on the way they are pronounced.
BOW and BOW:
A bow (n.) is "a tied ribbon," or also "a device used to shoot an arrow." To bow (v.) is "the
action of bending forward at the waist and stooping low, demonstrating gratitude or respect."
CLOSE and CLOSE:
Close (adj.) describes "something very near, not far away." To close (v.) refers to "the act of
shutting something."
CONTEST and CONTEST:
A contest (n.) is "a competition that determines a winner." To contest (v.) refers to "the act of
disputing or objecting to something."
DESERT and DESERT:
A desert (n.) is "an arid, sandy region." To desert (v.) something means "to leave it behind."
EXCUSE and EXCUSE:
An excuse (n.) is "a reason or explanation for one's actions." To excuse (v.) means "to forgive."
RECORD and RECORD:
A record (n.) is "written documentation of a past event," or it can also refer to "a phonograph
album." To record (v.) is "the act of writing information down," or "documenting data (such as
music) electronically."
SEPARATE and SEPARATE:
To separate (v.) means "to divide or segregate." Separate (adj.) describes "things that are isolated
or unconnected."
SUBJECT and SUBJECT:
A subject (n.) is "the topic of a book, conversation, or experiment." To subject (v.) means "to
expose someone to something."
TEAR and TEAR:
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Tears (n.) are "drops that fall from the eyes of someone who is crying." Tear (v.) means "to rip
something into pieces."
USE and USE:
Use (n.) is "the event of employing something to serve a purpose." Use (v.) is "the action of
employing for some purpose."
Now practice these homographs in sentences of your own. Can you add other homophones to the
ones listed above?
2. In the second dialogue, the wife tells her husband: We need to put our heads together to find a
solution. To put somebody’s heads together is an idiom. It means to discuss a difficult problem
together.
Let’s learn some idioms containing the word head.
from head to foot/toe – over your whole body
have a good/fine head of hair – to have a lot of hair on your head
do something in your head – calculate something in your mind
go over your head – to be too difficult for you to understand
a clear/cool head – the ability to think clearly or calmly in a difficult or dangerous situation
need your head examined – be crazy
use your head – to think about something sensibly
keep your head above water – to manage to continue to live on your income or keep your business
working in spite of money problems
be hanging your head against a brick wall – to keep trying to do something which seems impossible
have a head for figures/facts/ business – to be good at doing calculations, remembering facts
head over heels in love – loving somebody very much
heads with roll – used to say that some people will be punished severely for something that has
happened
Now practise these idioms in sentences of your own.
3. Let’s learn more idioms containing words which refer to parts of the body:
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Foot
on foot – if you go somewhere on foot, you walk there
get/jump/ rise to your feet etc –to stand up after you have been sitting
be on your feet – to be standing for a long time without having time to sit down; to stand up; to feel
better again after being ill and in bed
be rushed off your feet/ be run off your feet – to be very busy
put your foot in it - to say something without thinking carefully, so that you embarrass or upset
someone
have two left feet – to be very clumsy
get off on the wrong foot – to start a relationship badly, usually by having an argument
have/keep both feet on the ground – to think in a sensible and practical way and not have ideas or aims
that will be impossible to achieve
have one foot in the grave – to be very old or very ill
leave feet first – to die before you leave a place or job
feet of clay –someone that you admire who has feet of clay has faults that you did not realize they had
Hair
get in somebody’s hair – to annoy someone, especially by always being near them
keep your hair on – (spoken) to tell someone to keep calm and not get annoyed
let your hair down – (informal) to enjoy yourself and start to relax, especially after working very hard
make somebody’s hair stand on end – to make someone very frightened
not turn a hair – to remain completely calm when something bad or surprising suddenly happens
not harm/ touch a hair of somebody’s head – no to harm somebody in any way
Hand
take somebody by the hand – hold somebody’s hand in order to take them somewhere
hand in hand - holding each other’s hand, especially to show love
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right-handed/ left-handed – using the right hand for most actions rather than the left, or the left hand
rather than the right
right/left hander – a player who uses mainly the right hand or mainly the left hand
not do a hand’s turn - to do no work at all
a dab hand – someone who is very good at doing something good with your hands – skillful at making
things
turn your hand to - to start doing something new or practising a new skill
keep your hand in – to keep practising something so you do not lose your skill
a firm hand – strict control of someone
get out of hand – to become impossible to control
take something/somebody in hand – to bring someone or something under control
in hand – being dealt with
have a hand in - to influence or to be involved in something
in good/safe/capable hands – being dealt with or looked after by someone who can be trusted
off your hands – if something or somebody is off your hands, you are not responsible for them anymore
at hand –near in time or space
on hand – close by and ready when needed
first hand/ at first hand – by direct personal experience
at second/third/fourth hand – passed from the first person who actually saw or heard something to a
second, third, or fourth person
by hand – delivered from one person to another, and sent through the post
go hand in hand – to be closely connected
get your hands on to obtain something– to catch somebody you are angry with
lay your hands on – to find or obtain something
have time on your hands – to have a lot of time because you have no work to do
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have your hands full –to be very busy or too busy
out of hand – if you refuse something out of hand, you refuse immediately and completely
hand in glove – closely connected with somebody, especially in a bad or illegal activity
on the one hand… on the other hand – used when comparing different or opposite facts or ideas
give somebody a (big) hand (of applause) – to clap loudly in order to show your approval of a performer
or speaker
Mouth
keep your mouth shut – not to tell other people about a secret; not to say anything because you might
make a mistake
big mouth – someone who is a big mouth or has a big mouth is annoying because they cannot keep
secrets or they often say things they should not say
make your mouth water – if food makes your mouth water, it looks so good you want to eat it
immediately
Nose
red-nosed/ long-nosed – having a nose that is red, long
right under somebody’s nose - so close to somebody that they ought to notice, but they do not
stick/ poke your nose into – to show too much interest in private matters that do not concern you
look down your nose at – to behave as if you think somebody or something is not good enough for you
with your nose in the air – behaving as if you are more important than other people and not talking to
them
on the nose – exactly
keep your nose to the grindstone – to work very hard, without stopping to rest
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Grammar Reference 1
Present Perfect Simple
It relates past actions and states to the present.
 a past action when its result can be seen at the present time and is still having an effect (Present
Perfect of Result):
I have already seen that movie. (i.e. I can tell you the story).
He has fixed his car. (i.e. He can drive it now).

 activities completed in the immediate past (these events are recent, without a definite time
given. The recentness may be indicated by just. Sometimes these events happened at an
unknown time in the past):
She has just met him in the computer science laboratory. (But: She met him there a few minutes ago.)
Has English been used by people at this office in the last ten years? (But: Why was English used on such a
large scale in 1999?)
She has had four car accidents. (up to the present)

 activities at any time in a period up to now (Present Perfect of Experience):
I have been to Scotland once.
He has never used an English-English dictionary before.

 an action or state which began in the past and continues to the present
I’ve known you for five years/ since 1996. (Since means from a definite point in the past till now, and for
expresses a duration).
How long have you worked as a translator?
How long has it taken the English language to be used by so many people?
Form
have/has +verb (past participle)
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The past participle of regular verbs ends in -ed. There are many common irregular verbs (see the list on
page 299).
I have (‘ve) worked in a petroleum factory.
We have not (haven’t)
You
They
He has (‘s)
She has not (hasn’t)
Interrogative
Have I been to the United Kingdom?
we
you
they
Has he
she
Short answer
Have you ever been to France?
Yes, I have. No, I haven’t.
Has she ever worked as a petroleum engineer?
Yes, she has. No, she hasn’t.
Present Perfect Simple and Past Simple
Look at the use of the Present Perfect and the Past Simple in the following sentences:
I’ve lived in this flat for six months (I still do.)
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I lived in this flat for two years. (Now I live somewhere else.)
John Fowles has written very good short stories. (He is still alive.)
Shakespeare wrote very good plays. (He is dead.)
He has worked in this university for four years. (But: He started working in this university four years ago)
Have you found your books? (uncertainty)
Yes, I have.
Where did you find them? (certainty).
I found them behind a couple of other books, on the top shelf.
I’ve bought a house. (indefinite)
I bought a house last month. (definite)
I bought the house after all. (implies definite reference: the house we talked about).
Choice between past simple and present perfect for recent events may depend on the mental attitude
of the speaker. This in turn may depend on whether the speaker feels distant in time or place from the
event.
I’ve left the red bag in my room. I’m going back to take it.
Here the speaker may be about to return, and feels that the event is connected with the present.
I left the red bag in my room. I’m going back to take it.
Here the speaker may feel separated in time from the event, or be further away.
1. Complete this conversation by putting the verbs in brackets into the present perfect or simple past:
Maria: Hello, Dan.
Dan: Hello. I (not hear) from you for a long time.
Maria: I (see) you in town two or three weeks ago, but you (not see) me. I (be) on a tram.
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Dan: Well, how are you? I remember that you were learning for your English Phonetics test. …. you
(pass) it yet?
Maria: Yes, I have. I (pass) in December. I (not pass) my Lexicology exam yet. But what about you, Dan?
Anything exciting (happen) to you lately?
Dan: No, not really. My brother is still out of work.
Maria: He (graduate) from school in autumn?
Dan: Yes. He (not do) very well in his exams and he (not find) a job yet.
Maria: Are you still working at Scott’s?
Dan: Yes. They just (give) me a pay rise.
Maria: Well, that’s one piece of good news.
___________________________________________________________________________
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______________________________________________________________________________
_____________________________
2. Insert the Present Perfect or Past Indefinite:
a. Thomas (to meet) her for the first time the day he turned 20.
b. I (to see) my friend’s name in the papers quite often lately.
c. As far as I know, Mr Black (not to return) from the dentist’s; he (to leave) quite a long time ago.
d. They (to stand) in silence for a few minutes; she (to speak) at last.
e. Mike, here is your cake; you (not to eat) it.
f. I don’t know why but I have the feeling that something (to happen).
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g. She (to begin) reading at 8 this morning and (to go) on reading until 11 o’clock when she (to stop) and
(to have) something to eat. She (to read) about nine hours today, and (to translate) more than 25 pages.
h. When I (to buy) my car I (to ask) the company to confirm my insurance by telephone. The company
(to tell) me to wait for the response, but I (to wait) a month now and the confirmation still (not come).
___________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________
3. Circle the correct answer:
1. When ________________ the company?
a) have you joined
b) Had you joined
c) did you join
d) have you ever joined
2. ___________________ in Pakistan?
a) Did you ever worked
b) Have you ever worked
c) Had you ever worked
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d) Didn't you work
3. That's the best presentation ______________
a) I never heard
b) I didn't hear
c) I used to hear
d) I've ever heard
4. He's the most difficult customer _____________________
a) I never dealt with.
b) I never had to deal with.
c) I've ever had to deal with.
d) I've never had to deal with.
5. ___________________ to him last week.
a) I spoke
b) I've already spoken
c) I hadn’t spoken
d) I will have spoken
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6. ______________ a binding contract last year and it is still valid.
a) We have signed
b) We signed
c) We haven't signed
d) We had signed
7. The reason I look so brown is that _______________ from a business trip to

Barbados
a) I come back
b) I came back
c) I never came back
d) I've just come back
8. Sales ________ in 1995 but then _____ in 1996.
a) didn’t rise have fallen
b) rose fell
c) have risen have fallen
d) rose have fallen
9. You ____________ to a word ____________
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a) listened I haven't said
b) didn't listen I say
c) listened saying
d) haven't listened I've said
10. It's obvious that ________________ this report.
a) you haven't read
b) you didn't read
c) you don't read
d) you had read
4. Fill in with a suitable verb either in the Past Tense or Present Perfect:
a. You (…) all your life in this luxurious mansion?
b. When I (…) school I (…) my hair and (…) it short ever since.
c. My sister (…) several poems. She just (…) her second ode.
d. For your information I (…) home at 8 in the morning and (…) just before noon.
e. John cannot send the letter since he (…) it. He (…) writing it at 5 and it’s 8 already.
f. As a child, I (…) catch a cold every month. Now I (...) a cold for more than two years.
g. It (…) very hot this summer, I wonder when it’s going to get colder.
h. The movie (…) at 12 and (…) for two hours. Everybody enjoyed it.
i. What are we going to do? We (…) the train and the next one leaves in the morning.
j. You (…) her an e-mail yet? Yes, I (…) it when you (…) at school.
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___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________
5. Rephrase the sentences below using the word in brackets:
a. It’s been years since I last met Jim. (contact)
b. When did you leave the country? (ago)
c. Mike has tried to give up smoking before. (first)
d. He was going to leave for London when he heard his flight has been cancelled. (point)
e. It was proposed that a new church should be built. (forward)
f. It is Sunday. The last time I saw Jane was on Monday. (for)
___________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________
a. Te-am căutat ieri vreo două ore şi te-am căutat şi astăzi. Pe unde ai umblat?
b. Cu ani în urmă creştea porumbei şi lilieci dar acum s-a apucat să planteze ananas.
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c. Vecinul meu a scris şi câteva poveşti de adormit copiii; evident, le-a scris când era foarte tânăr.
d. Am băut şi am dansat până acum, că de mâncat – am mâncat dimineaţă.
e. Nu am văzut în viaţa mea atâta suferinţă cât am văzut azi la acest azil de bătrâni.
f. S-a purtat foarte frumos cu mine de când i-am spus că îi vând lui maşina mea.
g. Cumnatul meu a spart ieri casa fostului său director; după aceea s-a făcut nevăzut şi de atunci poliţia îl
caută fără încetare.
h. Tocmai am aflat vestea conform căreia preşedintele acelei ţări a căzut victimă unui atac terorist.
i. Vi se pare curios că tocmai şi-a luat lucrurile şi a plecat, după ce l-aţi înjurat că nu a avut bani să
plătească chiria?
j. Sigur, domnule, John şi-a plătit datoria. Şi-a plătit-o încă de când a luat salariul.
Grammar Reference 2
Present Perfect Continuous
 an activity which began in the past and is still in progress at the moment of speaking:
They have been creating new products for several years.
I’ve been waiting for an hour and he still hasn’t turned up.
 an activity which began in the past, has only just finished and is relevant to the current situation:
Sorry I’m late. Have you been waiting long?
Note: In both these uses the present perfect simple can be also used, especially with those verbs which
are not normally in the continuous aspect, in negative sentences, and when reference is made to the
number of things that have been done: They have created/ have been creating new products for several
years./ They have created 2000 new products so far.
There may be little contrast when some state verbs are used.
How long have you lived here?
How long have you been living here?
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Some verbs (especially sit, lie, stay and wait) prefer the continuous form.
There may be a contrast between completion and incompletion, especially if the number of items
completed is mentioned.
Completed: emphasis on achievement
I’ve washed four skirts this morning.
Incomplete, or recently completed: emphasis on duration.
I’ve been washing my skirts this morning.

 a repeated activity, in which case a nuance of reproach, irritation, etc. can be present.
I’ve been calling you for the past twenty minutes. Why don’t you answer the phone?
Form
It consists of the present perfect of the auxiliary be and the present participle of the main verb (verb+-
ing).
I have been working.
You have not been (haven’t been)
We
They
He has been
She has not been (hasn’t been)
Interrogative
What have I been doing?
have you
have we
have they
has he/she
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1. Translate the following sentences into English. Use present perfect simple or present perfect
continuous:
a. Te caut de o orã. Pe unde ai umblat?
b. De atunci n-am mai primit nici o veste de la el.
c. Câte cuvinte ai căutat în dicţionar pânã acum?
d. Locuim în România de trei ani.
e. N-am mai vãzut-o de când a terminat facultatea.
___________________________________________________________________________
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______________________________________________________________________________
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____________________________________
2. Supply the simple present perfect or the continuous present perfect of the verbs in brackets:
a. I’m tired. I (work) hard all day.
b. Up to now I (visit) twenty countries.
c. I saw her in August, but (not see) her ever since.
d. How long you (learn) Chinese?
e. You’re out of breath. You (run)?
f. She (not write) the essay on Renaissance yet.
g. What she (do) all afternoon?
h. They already (speak) to me about that experiment.; i. Your eyes are red. You (cry).
___________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________
3. Choose the correct verb form:
a. How long have you been living/ have you lived in this house?
b. Angela worked/ has been working in this petroleum company for ten years and a half.
c. Alan has been going/ has gone to South America.
d. He’s tired because he has worked/ has been working on the oil field all day.
e. How long have you been learning/ have you learned English?
4. Rewrite each sentence, beginning as shown, so that the meaning stays the same:
a. It’s a long time since I last saw such a good movie.
I haven’t seen ………………………………………..
b. We haven’t seen each other for ages.
It’s ages ………………………………………………
c. I bought my car in 1992 and I’m still driving it.
I’ve been ………………………………………………
d. I haven’t been to Barcelona before.
It’s the first …………………………………………….
e. There is definite improvement in your spelling recently.
Lately your spelling …………………………………….
f. No wonder you are overweight. You ate chocolates in the morning, you have eaten chocolates in the
afternoon and you are still eating chocolates now and it’s 5 pm.
No wonder you are overweight. You …………………….
g. I don’t know where my glasses are.

92 | P a g e
I have …………………………………………………….
h. I don’t have the textbook with me. It is at home.
I have …………………………………………………….
i. The last time I spoke to Jane was in 2001.
I haven’t …………………………………………………..
j. Eating this spicy Indian food is totally new to me.
I haven’t ……………………………………………………
5. Put the verbs in brackets into the correct tense: present perfect simple or continuous:
a. Peter: You (telephone) for ages. You not nearly (finish)? Jack: I (not get) through yet. I (try) to get our
Paris office but the line (be) engaged all morning.
b. Ann (fail) her driving test three times because she's so bad at reversing. But she (practise) reversing
for the last week and I think she (get) a bit better at it.
c. Tom: I often (wonder) why Bill left the country so suddenly. Peter: Actually, I just (find) out.
d. He (play) the bagpipes since six o'clock this morning. He only just (stop).
e. Why you (not bring) me the letters for signature? You (not type) them yet?
f. Tom (looking up absent-mindedly as Mary comes in): You (sunbathe)? Mary (crossly): Don't be
ridiculous! It (rain) all day!
g. A pair of robins (build) a nest in the porch since last week. I (watch) them from my window since they
began.
h. The police (not find) the murderer yet, but the dead man's brother (be) in the station all day. The
police say that he (help) them with their enquiries.
i. They (pull) down most of the houses in this street, but they (not touch) the old shop at the corner yet.
j. Tom is convinced that there is gold in these hills but we (search) for six months and (not see) any sign
of it.
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k. I (wait) for the prices of the houses to come down before buying a house, but I think I (wait) too long
and the prices are beginning to go up again.
l. Peter (be) a junior clerk for three years. Lately he (look) for a better post but so far he (not find)
anything.
m. I (do) housework all morning and I (not finish) yet. I (do) mine already. I always start at 6 a.m.
n. I just (pick) ten pounds of strawberries! I (grow) strawberries for years but I never (have) such a good
crop before.
o. What you (do) with the corkscrew? The point is broken off. I'm afraid I (use) it to make holes in this
tin.
p. She just (sell) two of her own paintings. She's lucky. I (paint) for five years and I (not sell) a single
picture yet.
q. They are throwing crockery at each other in the next flat. This (happen) before? Well, they (have) a
good many rows but this is the fifth time they (throw) crockery.
r. What you (do) with my typewriter? I can't find it anywhere. Tom just (go) off with it. He says he'll
bring it back when he (finish).
s. He (work) for Crow Brothers for forty years and never once (be) late. The firm just (present) him with
a gold watch as a sign of their appreciation.
t. We (mend) sheets all morning but we only (do) three, and now the sewing machine (break) down so
we'll be even slower with the next one.
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6. Put the verbs in brackets into present perfect simple or continuous:
a. George (collect) matchboxes ever since he left school. Now he (collect) so many that he doesn't know
where to put them.
b. I (look) through my old photograph album. It's full of photographs of people whose names I
completely (forget). I wonder what (happen) to them all.
c. It was lovely at eleven o'clock, but since then the sky (get) steadily darker and the wind (rise).
d. I'm afraid the fine spell (come) to an end.
e. Since he became Mayor, my brother reckons that he (eat) 30 official lunches and 22 official dinner,
and he (lose) count of the number of receptions and parties that he (attend). He (put) on a lot of
weight?
f. Secretary: Customers (ring) up all morning complaining about getting incorrect bills. Manager: I know:
something (go) wrong with our computer. The mechanic (work) on it, I hope he (find) out what's wrong.
g. “Someone (use) my umbrella! It's all wet! And it was wet yesterday and the day before!”
“Well, it wasn't me. I (not be) out of the house for a week!”
h. I (stand) in this queue for ages. It (not move) at all in the last five minutes. I think the man in the ticket
office just (shut) his window and (go) out for lunch.
i. The Town Council (consider) my application for permission to build a garage for three months. They
just (give) my neighbour permission to build one, so I hope they (decide) to let me have one too.
j. You look exhausted! Yes, I (play) tennis and I (not play) for years, so I'm not used to it.
k. They began widening this road three weeks ago; but the workmen (be) on strike for the last fortnight
so they (not get) very far with it.
l. That man (stand) at the bus stop for the last half hour. Shall I tell him that the last bus already (go)?
m. I wonder if anything (happen) to Tom. I (wait) an hour now. He often (keep) me waiting but he never
(be) quite so late as this.
n. Mrs Brown (live) next door for quite a long time now but she never (say) more than 'Good morning' to
me.
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o. I just (remember) that I (not pay) the rent yet, I am surprised that the landlord (not ring) me up to
remind me. It is the first time you (be) late with the rent in 25 years. He probably thinks that you (pay)
and he (lose) the cheque.
p. Shop assistant: Could you give me some proof of your identity, madam? Customer: But I (shop) here
for fifteen years! Shop assistant: I know, madam, but apparently the company (lose) a lot of money
lately through dud cheques and they (make) new regulations which we (be told) to apply to all
customers no matter how long we (know) them.
q. What you (do)? I (look) for you for ages. I (build) a barbecue grid in the garden.
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a. Mihai e chiar culmea! Spală rufe de când am venit eu de la bâlci şi n-a terminat nici măcar pantalonii.
b. Miroase a ars în bucătărie. Iar a gătit soţul meu!
c. Tocmai am terminat de săpat grădina. Vecinul meu, săracul, sapă de azi dimineaţă dar nu a terminat
decât un sfert din teren.
d. N-ai adus încă maşina de la reparat? – Da’ de unde, caut piese de schimb de mai bine de o lună şi n-
am găsit nici una până acum.
e. Tony şi Nikki nu-şi mai vorbesc de o lună; de luna trecută îşi tot trimit mesaje de ameninţare prin
poştă.
f. De 13 ani se chinuie românii să redreseze economia şi nici acum nu au reuşit să stabilizeze

moneda naţională.
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Progress Test 1
1. Put the verbs between brackets in the right tense:
In the past thirty years many social changes ……………… (take) place in Britain. The greatest of
these ………..probably………….(be) in the economic and domestic lives of women. Almost all theoretical
sex discrimination in political and legal rights has been removed.
The changes …………(be) significant, but, because tradition and prejudice can still …………..(handicap)
women in their working careers and personal lives, major legislation to help promote equality of
opportunity and pay ………(appear) during the 70s.
Since 1951 the proportion of married women who work …….. (grow) from just over a fifth to a
half. Compared with their counterparts elsewhere in the European Community, British women comprise
a relatively high proportion of the work-force, about two-fifths, but on average they …………(work) fewer
hours, about 31 a week. There is still a significant difference between women’s average earnings and
men’s, but the equal pay legislation which ………(come) into force at the end of 1975 seems to have
helped to narrow the gap between women’s and men’s basic rates. During the 1970s women’s wages
……….(rise) proportionately more than men’s but …………..(remain) relatively low because women
……….(tend) to work in lowly-paid sectors of the economy, they often …….(work) in predominantly
female work-forces, and they work less overtime than men.
As more and more women joined the work-force in the 1960s and early 1970s there ……(be) an increase
in the collective incomes of women as a whole and a major change in the economic role of large
numbers of housewives. Families …… (come) to rely on married women’s earnings as an essential part of
their income rather than as “pocket money”, or as a means of buying ”extras”. At the same time social
roles within the family ……. (be) more likely to be shared, exchanged or altered.
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a. I’ve had to wait all morning.
I have been …………………..
b. I didn’t have any idea of my next move.
I didn’t know …………………
c. The last time I was to Paris was in 1998.
I haven’t ……………………….
d. Go to the registration desk immediately on arrival.
As ……………………………….
e. Mary and John’s wedding is next weekend.
Mary and John will ………………
f. I intended to tell you about it earlier, but I simply forgot.
I was ……………………………..
g. I wasn’t very keen on tennis in those days.
I didn’t use ……………………….
h. Whose car is that?
Whom does …………………..
i. Your brother will get over his illness. Then his work will get better.
Once …………………………….
3. Choose the most suitable continuation for each sentence:
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a. You can borrow this book,
A. I am not going to need it; B. won’t have been needing it; C. am not needing it.
b. It’s no use calling Barbra at home. She
A. will have left; B. is leaving; C. will leave
c. When you passed the town hall clock,
A. were you noticing what time it was?; B. have you noticed what time it was?; C. did you notice what
time it was?
d. I must apologise, I
A. hadn’t realised that this seat was yours.; B. wasn’t realising that this seat was yours.; C. didn’t realise
that this seat was yours.
e. I realised that someone had stolen one of my bags when I
A. was getting to the taxi.; B. got to the taxi.; C. have got to the taxi.
f. Can you remember what
A. you were doing five years ago today?; B. you did five years ago today?; C. you have been doing five
years ago today?
g. This is my new suit. Do you think it
A. suited me? B. suits me? C. has suited me?
h. Cleo! I didn’t expect to see you here. What
A. are you doing in London? B. were you doing in London? C. have you done in London?
i. I simply can’t understand what
A. you are waiting for; B. you wait for; C. you will wait for.
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4. Translate the following sentences into English, using the appropriate tense:
a. Nu ştiu bine timpurile.
b. Am încercat să-ţi telefonez toată ziua. Unde ai fost?
c. Sunt căsătoriţi de zece ani.
d. Era o femeie atât de bună încât toată lumea o iubea.
e. Uite! Ţi-ai rupt tricoul.
f. Am petrecut revelionul la ţară acum doi ani.
g. Nimeni nu are voie să plece acasă până nu terminăm proiectul.
h. De multă vreme nu mai ninge mult iarna.
i. În ziua următoare şi-au continuat călătoria.
j. Ai recunoscut-o pe fata care stătea lângă tine la cinema?
k. Are maşina de două luni. Soţul ei i-a dăruit-o de întâi martie.
l. L-ai văzut pe John? Da, ieri a trecut pe la noi.
m. George locuia cu mama lui când aceasta a murit.
n. Ploua cu găleata de trei ore când ne-am întors acasă.
o. Ce făceai când a venit Maria la tine?
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Key:
1. have taken; have been; have been; handicap; appeared; has grown; work; came; rose; remained;
tend; work; was; came; were
2. a. I have been waiting all morning.
b. I didn’t know what I would do next.
c. I haven’t been to Paris since 1998.
d. As you arrive, go to the registration desk.
e. Mary and John will get married next weekend.
f. I was going to tell you about it earlier.
g. I didn’t use to play tennis in those days.
h. Whom does the car belong to?
i. Once your brother has got over his illness, his work will get better.
3. a. A; b. A; c. C; d. C; e. B; f. A; g. B.; h. A; i. A
4. a. I don’t know the tenses well.
b. I have been trying to call you all day. Where have you been?
c. They have been married for ten years.
d. She was such a kind woman that everybody loved her.
e. Look here! You’ve torn your T-shirt.
f. We spent New Year’s Eve in the countryside last year.
g. Nobody is allowed to go home until we have finished the project.
h. It hasn’t snowed anymore in winter for a long time.
i. The next day he went on his trip.
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j. Have you recognised the girl sitting next to you at the cinema?
k. She has had this car for two months. Her husband gave it to her in March. l. Have you seen John? Yes,
he called on us yesterday.
m. George was living with his mother when this one died.
n. It had been raining cats and dogs for three hours when we came back home.
o. What were you doing when Mary came to you?
Score:
1. 1 point + 0,60 points each x15 =10 points
2. 1 point + 1 point each x9 = 10 points
3. 1 point + 1 point each x9 = 10 points
4. 1 point + 0,60 points each x15 =10 points
Divided by 4 = 10 points
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Unit 4

 Past Perfect Simple
 Past Perfect Continuous
The Imperative

Reading
Read the following fragment from Robinson Crusoe by Daniel Defoe. Underline the verbs which are used
in Past Perfect:
All this while the storm increased, and the sea, which I had never been upon before, went very high,
though nothing like what I have seen many times since; no, nor like what I saw a few days after. But it
was enough to affect me then, who was but a young sailor, and had never known anything of the
matter. I expected that every wave would have swallowed us up, and that every time the ship fell down,
as I thought, in the trough or hollow of the sea, we should never rise more; and in this agony of mind I
made many vows of resolutions, that if it would please God here to spare my life this one voyage, if ever I
got once my foot upon dry land again, I would go directly home to my father, and never set it into a ship
again while I lived; that I would take his advice, and never run myself into such miseries as these any
more. Now I saw plainly the goodness of his observations about the middle station of life, how easy, how
comfortably he had lived all his days.
And never had I been exposed to tempests at sea, or troubles on shore; and I resolved that I would, like a
true repenting prodigal, go home to my father.
These wise and sober thoughts continued all the while the storm continued, and indeed some time after;
but the next day the wind was abated and the sea calmer, and I began to be a little inured to it.
However, I was very grave for all that day, being also a little sea-sick still; but towards night the weather
cleared up, the wind was quite over, and a charming fine evening followed; the sun went down perfectly
104 | P a g e
clear, and rose so the next morning; and having little or no wind, and a smooth sea, the sun shining upon
it, the sight was, as I thought, the most delightful that ever I saw.
I had slept well in the night, and was now no more sea-sick but very cheerful, looking with wonder upon
the sea that was so wrought and terrible the day before, and could be so calm and so pleasant in so little
time after. And now lest my good resolutions should continue, my companion, who had indeed enticed
me away, comes to me: “Well, Bob,” says he, clapping me on the shoulder, “how do you do after it? I
warrant you were frighted, wa’n’t you, last night, when it blew but a capful of wind?” “A capful, d’you
call it?” said I; It was a terrible storm." “A storm, you fool you,” replied he; “do you call that a storm?
Why, it was nothing at all; give us but a good ship and sea-room, and we think nothing at all; give us but
a good ship and sea-room, and we think nothing of such a squall of wind as that; but you’re but a fresh-
water sailor, Bob. Come, let us make a bowl of punch, and we’ll forget all that; d’ye see what charming
weather ‘tis now?”
Ways with Words

1. Look at the following sentence belonging to this unit: I expected that every wave would have
swallowed us up… Here are some expressions containing the word that:
that far = atât de departe;
that is the point = aceasta-i problema;
that much = cam atât;
that’s how it happened = aşa s-a întâmplat;
that is why (that’s why) = de aceea, din aceastã cauzã;
that is to say = adicã;
but for that = dacã nu ar fi fost asta;
for all that = cu toate acestea;
in order that = pentru ca, sã;
like that (just like that) = aşa;
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2. Read this sentence again: Come, let us make a bowl of punch, and we’ll forget all that; d’ye see what
charming weather ‘tis now?” In this sentence to make means to produce. Among other meanings of the
verb to make, we may mention: to create, to construct, to establish, to cause to do or be; to bring about
or produce; to perform (an action); to serve as or become; to amount to; to earn. Try to make up
sentences in which to express each of its meanings. Let’s learn some expressions in which the verb to
make occurs.
to make an attempt = a face o încercare;
to make the best of = a trage cât mai mult profit de pe urma, a profita la maximum de;
to make believe = a face sã creadã;
to make do = a se descurca cu o soluţie alternativă inferioară;
to make it clear = a clarifica;
to make it possible = a face posibil;
to make for = a contribui;
to make out = a înţelege, a demonstra, a redacta;
to make over = a transfera, a ceda;
to make ready = a fi gata, a (se) pregãti;
to make a stand = a se opune;
to make sure of = a se asigura de;
to make short work of/ sth = a scurta, a face ceva repede, a termina, a finaliza;
to make tight = a ermetiza, a etanşeiza, a închide etanş;
to make up one’s mind = a se hotãrî;
to make up for one’s losses = a-şi recupera pierderile;
to make up for lost time = a recâştiga timpul pierdut;
to make as if/ though = a pãrea ca şi cum, a pretinde ca şi cum, a face ca şi cum;
106 | P a g e
to make use of = a întrebuinţa;
to make way for/ to make room for = a face loc pentru.
3. Even if to do and to make are generally translated in the same way, there are several expressions in
which you cannot use the verb to make. Generally speaking make is used with the meaning of create or
produce and do with the meaning of carry out an action, but there are lots of exceptions:
e.g. to do an experiment
to do one’s best
to do a course
to do the donkey work
to do sbd. a good turn/ a favour
to do sth. with your eyes closed
to do harm
to do the shopping
to do wonders
to do the washing-up
to have sth. to do with
4. Put make or do before the following nouns:
…….. a wish; .…….fun of; .……. a fuss; …….. my homework; …….. a mistake; ...…..a noise; .……. trouble;
.……. the shopping; …….. your best; …….. a cup of tea; .……. your bed; .……. someone a favour; …..... an
excuse; …..... sense; ….....up your mind; .……. an appointment; .…….sure; .…….a difference; .……. a phone
call; .……. a mess; .……. an effort.
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Past Perfect Simple
 an action completed before another action or moment in the past:
What happened to the students who had failed this exam four times?
He had read his lecture before he went to university.

 an action which began before another moment in the past and continued up to that time or into
it:
In 1999 he had written books for five years.
He had lived in this flat since he was born.
Form
-it consists of had followed by the past participle of the main verb.
I had left.
You had not (hadn’t)
He/ She
We
They
Interrogative
What had I done?
you
he/she
we
they
Short answer
Had you read the novel before we saw the film?
108 | P a g e
Yes, I had. No, I hadn’t.
Had he spoken English before he started the Engineering English course?
Yes, he had. No, he hadn’t.
Past Perfect Continuous
 an action which started in the past before the time of speaking in the past and still going on at
that time or possibly after:
By that time we had been working on the project for two years.
They had been living for generations in that house.
Form
-it consists of the past perfect of the auxiliary be and the present participle of the main verb (v +-ing).
By that time I had been working for a year.
you had not (hadn’t) been
he/she
we
they
Interrogative
What had I been working on by that time,

last year?
you
he/she
we
they
Short answer
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Had you been working on that project by that time for a year?
Yes, I had. No, I hadn’t.
Note that certain adverbs and adverb phrases (e.g. hardly, scarcely, no sooner, not only) are followed by
inversion of subject and auxiliary verb when they are used at the beginning of the sentence. They can
also be used in other parts of the sentence without inversion.
Hardly had I entered the room when the phone started to ring. (emphatic, rhetorical construction) / I had
hardly entered the room when the phone started to ring. (ordinary, conversational English)
In contexts containing hardly/ scarcely/ barely, the connector between the two clauses is when:
Hardly/ Scarcely/ Barely had they got out of the house when it started to rain.
In contexts containing no sooner, the connector between the two clauses is than:
No sooner had the band begun to play when the electricity was cut off.
1. Decide the order in which these things happened. Then write two sentences using after and the past
perfect.
Example:
The bank clerk gave it to me./ She looked at my cheque./ She counted out the money.
After the bank clerk had looked at my cheque, she counted the money.
After she had counted the money, she gave it to me.
a. The tourists got out of the coach./ They got back in the coach./ They took photos.
b. The prisoner ran across the yard./ He jumped out of the window./ He climbed over the wall.
c. The reporter wrote a report on the accident./ She interviewed the people there./ She went to the
scene of the accident.
d. The mechanic put a new tyre on./ He put the wheel back on./ He took the wheel off the car.
e. The shop-assistant asked me which my size was./ She wrapped it./ She showed it to me.
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a. Se cunoşteau de trei ani.
b. Pânã atunci lucrasem la proiectul acela de douã luni.
c. Ce s-a întâmplat dupã ce am plecat?
d. Îl aşteptam de o orã, când am aflat cã avusese un accident de maşină.
e. Despre ce vorbeaţi când ne-am întâlnit?
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3. Use the simple past, or the simple/ continuous past perfect form of the verbs in brackets to complete
the sentences below:
a. Yesterday afternoon Joan (go) to school and (hand in) the paper she (write).
b. As soon as they (have) lunch they (leave) the restaurant.
c. It was getting late, so we (decide) to go to bed.
d. She (say) that she (study) for two hours.
e. The man (sell) fifty newspapers for five minutes, as everybody (be) interested in the story of the
prime minister.
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f. She (change) from Channel 1 to Channel 3 as she (already see) the movie on Channel 1.
g. How long Monica (watch) TV by 12 o’ clock?
She (watch) TV for an hour.
h. We (sit down) to dinner when the doorbell (start) to ring.
i. How long you (work) outside when it (start) to rain?
j. It (be midnight). I (write) for five hours. No wonder I (be) so tired.
4. Connect the following sentences using until, after, before, hardly, no sooner, etc. Use the simple past
and the past perfect as appropriate:
a. The phone started to ring. Then Susan answered it.
b. Alice said “Enter”. Then he opened the door.
c. The bell rang. Then the pupils entered the classroom.
d. The teacher corrected all the compositions. Then he went home.
e. Tom went out. Then his colleague looked for him.
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5. Put the verbs in brackets into the correct tense and aspect (Past Perfect Simple or Continuous) :
a. She told me his name after he (leave).
b. She didn’t even say “thank you” after all I (do) for her.
c. After I (hear) the news, I congratulated him.
d. When I arrived, the concert already (begin).
e. When it started to rain, we (dig) in the garden for an hour.
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f. He didn’t admit that he (steal) the book.
g. He just (leave) home when he came across John.
h. Yesterday I bought a new umbrella because I (lose) my old one.
i. When he finally reached London, he was tired because he (travel) for three days.
j. I didn’t think that book to be a nice birthday present for you because I (read) it and I (not enjoy) it.
Grammar Reference 2
The Imperative
It is a mood which expresses an order, a command, a wish, a greeting, a piece of advice, a threat, a
request, or an instruction:
Come here!
Leave me alone!
Watch your step!
Form
-the imperative has forms only for the second person singular and plural.
Affirmative Negative
Get ready! Don’t get ready!
Start working! Don’t start working!
For the first and second person together, use let's (let us):
Let's open the door.
Let's not open the door. (Negative command)
Only a few groups of words may precede the imperative verb:

 adverbs of frequency:
Always open the door slowly.
Don't ever open the door to strangers.
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 nouns of address:
Jane, open the door.

 subject pronouns
Don't you open the door.
Will and would are used for polite requests:
Would (will) you open the door, please?
1. Translate the following into English:
a. Serveşte-te şi serveşte-i şi pe ceilalţi!
b. Vino, te rog, la noi sã ne ajuţi sã rezolvãm o problemã de chimie organicã.
c. Îi dai un deget şi îţi ia toatã mâna!
d. Scrie tu proiectul la calculator, pentru cã dupã aceea trebuie sã folosesc şi eu computerul pentru a
formata niste dischete.
e. Luaţi loc, vã rog, doamnã!
f. Nu pleca, pentru că nu am terminat ce am de spus! Haide cu mine să-ţi arăt ce ai putut să faci!
g. Nu te apropia de firele acelea pentru că sunt sub tensiune.
h. Nu încerca să mă faci să mă răzgândesc, pentru că o să-ţi pară rău.
i. Du-te şi vezi dacă au terminat cursul.
j. Grăbeşte-te, mai ai doar cinci minute!
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2. Make the following sentences negative:
a. Come here!
b. Get ready as we are in a hurry!
c. Be on time, because English people are never late.
d. Go home and we’ll finish this tomorrow.
e. Work faster as we need to finish this until two o’clock.
f. Show me the letter.
g. Lend Ann your skates.
h. Give the waiter your order.
i. Pass me the salt, please.
j. Throw the ball to John.
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Unit 5

 Future Simple
 Future Continuous
Be going to Future
Other Ways of Expressing Future

Reading
Read the following fragment from Alice’s Adventures in the Wonderland by Louis Carroll. Underline the
future tenses of the verbs:
Luckily for Alice, the little magic bottle had now had its full effect, and she grew no larger: still it was very
uncomfortable, and, as there seemed to be no sort of chance of her ever getting out of the room again,
no wonder she felt unhappy.
“It was much pleasanter at home,” thought poor Alice, “when one wasn’t always growing larger and
smaller, and being ordered about by mice and rabbits. I almost wish I hadn’t gone down that rabbit-hole-
and yet- and yet- it’s rather curious, you know, this sort of life! I do wonder what can have happened to
me! When I used to read fairy tales, I fancied that kind of thing never happened, and now here I am in
the middle of one! There ought to be a book written about me, that there ought! And when I grow up, I’ll
write one- but I’m grown up now,” she added in a sorrowful tone: “at least there’s no room to grow up
any more here.”
“But then,” thought Alice, “shall I never get any older than I am now? That’ll be a comfort, one way-
never to be an old woman- but then- always to have lessons to learn! Oh, I shouldn’t like that!” “Oh, you
foolish Alice” she answered herself. “How can you learn lessons in here? Why, there’s hardly room for
you, and no room at all for any lesson-books!” And so she went on, taking first one side and then the
other, and making quite a conversation of it altogether; but after a few minutes she heard a voice
outside, and stopped to listen.
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Ways with Words
1. Read the sentence: And so she went on, taking first one side and then the other, and making quite a
conversation of it altogether. So is a word which is generally used in conversations instead of therefore
which is used in written English. Now let’s learn some expressions containing the word so:
so as/ that = aşa încât, astfel încât;
so far = pânã acum, pânã în prezent;
so far as = întrucât, în mãsura în care;
so it seems = aşa se pare;
so much = atât de mult;
so to say/ so to speak = aşa zicând, ca sã zicem aşa;
in a week or so = cam într-o sãptãmânã;
so on and so forth = şi aşa mai departe;
in so doing = procedând astfel/ aşa;
in so far as… is concerned = întrucât priveşte.
2. In the sentence: That’ll be a comfort, one way- never to be an old woman- but then- always to have
lessons to learn!, the expression one way as is translated by pe de o parte. Now learn more expressions
containing the word way:
by way of = prin mijlocirea, în calitate de, cu ajutorul;
by the way = apropo;
in this way = în acest mod;
in every way = în toate privinţele;
in a general way = în genere/ în general;
in one way = într-un fel;
one way or another = într-un fel sau altul;
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out of the way = afarã din cale/ drum;
under way = în curs de;
way above = mult deasupra;
way ahead = mult înainte;
way below = mai jos;
way off = la o bunã distanţã;
to give way to = a ceda la;
to make one’s way = a-şi croi drum, a face carierã.
Grammar Reference
Future Simple
 actions to be performed in the future.
I shall be thirty next year.
When will you graduate from university?
She will work for our company if we give her a good salary.
Note that:
Will is normally known as the predictive future, and describes known facts, or what we suppose is true.
I’ll be late at school this morning.
The company will make a profit next year.
This can also take the form of an assumption:
That’ll be John coming so early at the party.
This means that I suppose that it is John.
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Will is also used to express an immediate decision:
I’ll take this one.
Decisions expressed with going to refer to a more distant point in the future.
We use will and shall in many other ways, apart from predicting the future (in this case they are modal
verbs, not forms of Future simple): e.g.:
-intentions/ promises (I’ll buy you a bike for your birthday.)
-request/ invitations (Will you hold the door open for me, please?)
-offers (Shall I help you solve this problem?)
-suggestions (Shall we go to see that movie tomorrow?)
-threats (Just wait and see! You’ll regret this!)
-decisions (I’ll stop and ask the way.)
2. Future is not allowed in conditional and temporal clause:
If you help me, I’ll be grateful to you.
When it rains, we stay inside.
Form
I shall (‘ll) come.
We shall not (shan’t)
You will (‘ll)
He/ She will not (won’t)
They
Interrogative
When shall I help him?
we
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will you
he/she
they
Short answer
Will you help me finish my drilling project?
Yes, I shall.
Note: No, I won’t is not common because it is impolite, it may mean I don’t want to help you. That is why
a polite answer would be: I’m afraid I can’t.
Future Continuous
 describes an event which will be happening at a future point
Come round in the morning. I’ll be working on my project.

 refers to events which are going to happen anyway, rather than events which we choose to
make happen:
I won’t bother to look for you in advance, because I’ll be calling into the office anyway to see if you are
there.
 refers to fixed arrangements and plans
The singers will be performing live in Washington Square this month.
Note that in some contexts it sounds more polite than will
Will you be going to the shops later? If you do, could you get some bananas?
Be Going to Future
It is used
 to express a future decision, intention, or plan made before the moment of speaking
We’re going to move to Bucharest.
How long are they going to stay here?
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She isn’t going to attend this Grammar course.
Note:
The Present Continuous can be used in a similar way for a plan or arrangement, particularly with the
verbs go and come.
She’s coming on Monday.
I’m going home.

 when we can see or feel now that something is certain to happen in the future
Look at those grey clouds! It’s going to rain.
Watch out! The box is going to fall.
Form
-the verb to be in Present +to +infinitive
I am (‘m) going to work.
am (‘m) not
He is (’s)
She is not (isn’t)
It
We are (‘re)
You are not (aren’t)
They
Interrogative
When am I going to arrive?
is he/ she/ it
are we/you/ they
Short answer
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Are you going to attend his lecture?
Yes, I am. No, I’m not.
Future Simple or Be Going to?
Look at the use of the Future Simple and to be going to in the following sentences:
I’m going to improve my English. ( I decided that and I may have bought books to improve my
knowledge).
What language shall I learn? Er... I know. I’ll learn some English! That’s a good idea. (I decided to learn
English at the moment of speaking.)
Other Ways of Referring to the Future

 be about to, be on the point to, be due to
Be about to and be on the point of both refer to the next moment
I think it is about to rain.
I am on the point of moving to another company.
Be due to refers to scheduled times
The flight is due at 5:54 p.m.
The cocktail party is due to start at 7.

 present simple and present perfect
Present simple is used to refer to future time in future time clauses
When we get there, we’ll have dinner.
Present perfect can also be used instead of present simple when the completion of the event is
emphasised
When we’ve finished the work, we’ll be leaving.

 present simple is used to describe fixed events which are not simply the wishes of the speaker
I retire next year.
Similarly, calendar references use the present simple.
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Christmas is on Wednesday next year.
Future Perfect
 has both simple and continuous forms, and refers to time which we look back at from a future
point:
In two years’ time I’ll have finished my PhD thesis.
By the end of the month, I’ll have been working for him for fifteen years.
 can also be used to express an assumption on the part of the speaker.
You won’t have heard the rumours about their engagement, of course.
This means I assume you haven’t heard the rumours.
Future Perfect Progressive
Future perfect progressive tense is formed by the future perfect of the verb to be and the present active
participle of the main verb:
It emphasizes the duration of one event taking place before another event in the future:
In May 2000, our family will have been living here for 30 years.
Other future references

 other verbs followed by will.
Most verbs of thinking can be followed by will if there is future reference (believe, doubt, expect, think)
I think the plane will be late.
I doubt that you will have the time to see all these places in a single day.
 just/ just about to
Just can be used to describe something which is on the point of happening
The train is just leaving/ is just about to leave, so I’m afraid you should leave the compartment.
 hope followed by either present or future tense
I hope you’ll come and see me when you are in London.
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Controlled Practice:
a. Te voi chema când voi ajunge acasã.
b. Îl voi vedea sãptãmâna viitoare.
c. Azi avem repetiţie la ora douã.
d. Va deveni necesar sã citim mai mult de acum încolo.
e. Crezi cã veţi ajunge la spectacol în timp util?
f. Îţi voi telefona imediat ce ajung la hotel.
g. Spectacolul nu va începe până la ora 5.
h. Ei nu ştiu când vor pleca.
i. Dacă va întreba cineva de mine, te rog să-i rogi să mă sune după ora 6.
j. Sper că ne veţi ajuta să reparăm calculatorul.
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2. Decide which is the correct verb form:
a. “My suitcase is so heavy!”
“Give it to me. I’ll/I’m going to carry it for you.”
b. I bought some warm boots because I’ll go/I’m going on a trip to the mountains.
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c. Maria is going to be/ will be thirty-three next month so she will organise/ is going to organise a party.
d. I hear you and Mike will get/ are going to get married! Congratulations!
e. Where will you go/ are you going on holiday this year?”
“France. What about you?”
“We don’t know yet. Maybe we will go/ we are going to Spain.”
f. We’ll go/ We’re going to a conference next week.
g. Come on, hurry up or we’ll miss/ we will have missed the train.
h. Will you be going/ will you go to the market later? If you go, please buy some potatoes for lunch.
i. That will be/ is Jim at the door. He is always late.
j. In twenty four hours’ time I’ll relax/ I’ll be relaxing on the beach.
3. Put the verbs in brackets into a suitable tense:
a. It’s only an hour’s travel. I (come back) very soon.
b. What (you do) on Monday? I (have) tickets to a violin concert. Would you like to come?
c. By the end of the month I (decide) what to do.
d. I (hope) it (not rain).
e. When we (get) there, we (call) you.
f. Hurry up! The play (start).
g. It’s my twenty-ninth birthday next month so I (have) a party.
h. Maria is pregnant again. She (have) twins.
i. We’re sure everything (be) all right in the end.
j. I (be) long. I (go) out for half an hour.
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4. Decide whether the pairs of sentences A and B could be equally acceptable in the context given, or
whether one is more appropriate.
a. Why don’t you come with us?
A. The trip will be great. B. The trip is going to be great.
b. Stop that, will you!
A. I’m going to get angry in a minute. B. I’m getting angry in a minute.
c. I’d like to pay you a short visit.
A. What’ll you be doing in the evening? B. What are you doing in the evening?
d. I’ve got no homework for tomorrow so
A. I’ll watch TV. B. I’m going to watch TV.
e. We’re run out of petrol.
A. What are we doing now? B. What are we going to do now?
a. Cred sincer că pe vremea asta săptămâna viitoare mă voi uita în sfârşit la HBO.
b. Mâine la ora 5.30 ne vom îmbarca în autocarul spre Grecia.
c. Are de gând să îl facă de râs în faţa clasei dacă nu va spune adevărul.
d. Sper că până se va întoarce fratele tău de la cules de căpşuni tu vei fi spălat toate rufele murdare.
e. Să nu uiţi de aniversarea prietenilor tăi: pe 24 ale lunii următoare ei vor fi locuit în această casă de 10
ani.
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f. Când tu îţi vei face de cap în barul acela infect mâine, toţi prietenii tăi îţi vor pregăti o pedeapsă
proporţională cu vina.
g. John ştie sigur că săptămâna viitoare când va începe şcoala, vărul său va studia un manual de biologie
umană.
h. Suntem înspăimântaţi de faptul că furtuna nu se va opri până diseară pe la şase.
i. Ambasada va primi oaspeţii numai după ce aceştia vor fi percheziţionaţi.
j. Vor fi trecut şase ore de la ultimul atac dar apărătorii castelului tot nu se vor preda dacă nu li se vor
împlini condiţiile.
k. Când mama se va întoarce de la ţară, micuţul John va fi cântat la vioară de cel puţin 3 ore.
l. În timp ce preşedintele va ţine un discurs despre legea dreptului de autor, jurnaliştii vor inventa tot
felul de întrebări care l-ar putea pune pe acesta în dificultate.
m. Suntem prieteni de o viaţă şi ne-am hotărât: o să cumpărăm împreună casa aceea de la munte şi o s-
o transformăm în azil pentru bătrâni.
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Unit 6
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 Passive Voice

Reading
Read the following fragment belonging to James Joyce’s A Portrait of the Artist as a Young Man. Look for
those verbs which are used in the passive voice. Translate the text into Romanian.
Why did he not tell it? His father, who kept the racehorses, must be a magistrate too like Saurin’s father
and Nasty Roche’s father. He thought of his own father, of how he sang songs while his mother played
and of how he always gave him a shilling when he asked for sixpence and he felt sorry for him that he
was not a magistrate like the other boys’ fathers. Then why was he sent to that place with them? But his
father had told him that he would be no stranger there because his granduncle had presented in address
to the liberator there fifty years before.
You could know the people of that time by their old dress. It seemed to him a solemn time: and he
wondered if that was the time when the fellows in Clongowes wore blue coats with brass buttons and
yellow waistcoats and caps of rabbitskin and drank beer like grownup people and kept greyhounds of
their own to course the hares with.
Ways with Words

1. Word sets. Try to think of the sentence […] he always gave him a shilling when he asked for sixpence
[…]. Now think of words connected to money. In this way you may create a word set. For example a
word set of the word time may include among other words: day, month, year, century, year, etc. Now
complete the following sentences with one appropriate word connected with the subject of money:
a. They refused to accept a cheque so I had to pay in ………....
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b. When she started with the company her …………. was only $ 1000 a year. Now it’s at least four times
that.
c. When Mr Michael retired he received a .………… of $ 100 a month.

d. Pierre is very worried because he is in ……….... nobody will lend him any money.
e. If you want a new car why not go and see your bank manager about a ………....
2. Here is a list of words and expressions to do with money. Use your dictionary and divide them
into the following categories:
-borrowing money; saving and investing money; having a personal bank account.
Sometimes the same word will fit different categories:
-to withdraw money; a building society; a current account; a cheque card; a mortgage; to cash a cheque;
to buy shares in a company; the Stock Market; to put money in; a monthly statement; a deposit account;
to earn 15% interest.
Grammar Reference
The Passive Voice
The verbs which can accept the passive voice are transitive verbs and some prepositional verbs such as:
to account for, to attend to, to look at, to look after, to send for, to speak to, etc.
There are some transitive verbs which cannot accept the passive voice such as: to have, to hold, to
possess, to resemble, etc.
Form:
the auxiliary verb to be in the same tense as the active verb + the past participle of the lexical verb.
TENSES ACTIVE VOICE PASSIVE VOICE
Simple Present He paints houses. Houses are painted (by him).
Simple Past He painted his house. His house was painted.
Present Continuous He is painting his house. His house is being painted.
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Past Continuous He was painting his house. His house was being painted.
Present Perfect He has painted his house. His house has been painted.
Past Perfect He had painted his house. His house had been painted.
Simple Future He will paint his house. His house will be painted.
Future Perfect He will have painted it. It will have been painted.
Present Conditional He would paint his house. His house would be painted.
Perfect Conditional He would have painted it. It would have been painted.
Present Infinitive He should paint his house. His house should be painted.
Perfect Infinitive He should have painted it. It should have been painted.
Gerund He enjoys people asking him He enjoys being asked to paint houses.
to paint their houses.
Perfect Gerund He remembers Jane having He remembers having been asked to

asked him to paint her house. paint Jane’s house.
Use:
 When the person who performs the action (agent) can easily be understood or is unknown: He
has been arrested (by the police). My bag has been stolen.
 When it is necessary to express something more formally: People think that the factory went
bankrupt. ~ It is thought that the factory went bankrupt/ The factory is thought to have gone
bankrupt.
 When we are interested in the action itself rather than the person who performs it: I was
advised to save the files once in a while (by my friend).
 When we avoid the naming of a specific person who is responsible for the action: All the cakes
have been eaten (instead of: You have eaten all the cakes).
Further Points on the Passive Voice

 Make, hear, see, help are followed by to+infinitive in the passive.
 Let becomes was/were allowed to in the passive or is followed by a reflexive
pronoun+bare/short passive infinitive.
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She let me go. / I was allowed to go.
Don’t let him trick you. / Don’t let yourself be tricked.

 The passive voice with verbs of reporting such as assume, believe, consider, feel, know, report,
say, think, understand etc is formed in two ways:
 It + passive verb + that-clause
 Subject +passive verb + to-infinitive
They believe she is a spy. / It is believed that she is a spy. / She is believed to be a spy.
 Verbs which take two objects such as allow, ask, give, lend, tell, write, pay, bring, buy, teach, etc
have two passive forms.
He gave me some money. / I was given some money. / Some money was given to me.
 Verbs followed by a certain preposition take the preposition immediately after them when put
into the passive voice.
She accused me of lying / I was accused of lying.

 Prepositional verbs of movement when turned into the passive voice change to other
synonymous verbs which take no preposition.
Columbus arrived in America in 1492. / America was reached (NOT arrived in) by Columbus in
1492.
The Royal couple went into the room arm in arm. / The room was entered (NOT gone into) by the
Royal couple.
 Modals do not change in the passive voice. We change the active infinitive into passive infinitive.
They can’t repair the building. / The building can’t be repaired.

 Many passive voice sentences do not have an active voice counterpart:
Shakespeare was born at Stratford.
This notion is based on a misconception.
It is alleged that the thief was caught.

 Some sentences cannot be passivized. These are sentences where the object is:
(a) a reflexive pronoun: John has been washing himself for hours.
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(b) a reciprocal pronoun: We can hardly see each other in the dark room.
(c) a possessive pronoun: The teacher shook his head and sighed.
Causative Forms
 Have +object +past participle is used to suggest that we are instructing someone to do
something for us.
I’ll have my car repaired. (I’ll arrange for it to be done)
Don’t have the files printed, please.

 Have/get + object +past participle can also be used to replace a passive verb usually describing
an accident or a misfortune.
He had/got his car stolen.

 Have + object + bare infinitive is used for giving instructions and orders.
The manager had the secretary type 20 letters.

 Get +object + to infinitive means make or persuade somebody to do something.
See if you can get Mary to help us with our homework.
The teacher got the students to write the sentence five times.
 Get + object + present participle (-ing) is used informally to mean make somebody / something
start doing something.
Once you get her talking about her children, she never stops.
Also: get moving, get going (without an object)

 Want and need + object + past participle indicate that you would like or need something to be
done
I want the room cleaned.
I need the reports checked.

 Compare:
The Active Voice: I’m decorating the room. (I am doing it myself)
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The Passive Voice: The room is being decorated. (Someone else is doing it but the agent is not
important; what interests us is the room)
Causative: I am having the room decorated.
Controlled Practice
1. Translate the following sentences into English:
a. Tu vei fi chematã de director mâine sã explici decizia ta.
b. El este întrebat dacã este vegetarian.
c. Soluţia a fost gãsitã de fratele meu.
d. Mi s-au furat banii.
e. Problema a fost rezolvatã recent prin introducerea internetului.
f. Doctorul a fost chemat.
g. El a fost ales preşedintele companiei în 1997.
h. Copiii sunt întrebaţi dacã ştiu în ce constã structura acestei lucrări.
i. Se construiesc foarte multe case zilele acestea.
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2. Put the following sentences into the Passive:
a. Who drew this picture?
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b. People in my town built this hospital last year.
c. John can’t have done this.
d. The soldiers shall hand in all their weapons.
e. Children had cast stones.
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3. Transfer these passive sentences into active ones. When no agent is given supply one:
a. My drawings were shown at the art exhibition in 2000.
b. When was your car stolen?
c. AIDS is thought to be curable.
d. The girl has been made to recite the poem and everybody has given her a big hand.
e. The prisoners were forbidden to smoke when they were transferred into the new building.
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4. Rewrite each sentence beginning as shown, so that the meaning stays the same:
a. It is believed that the child was punished by his parents.
The child ………………………………………………….
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b. When we have finished decorating the bedroom, we’ll paint the dining room.
After the bedroom…………………………………………..
c. Please turn off the lights.
I’d rather you ……………………………………………….
d. It is thought that the coins date from the Middle Ages.
The coins …………………………………………………….
e. Somebody punched John in the face at a volley match.
John is thought ……………………………………………….
f. They say that Mary is difficult to work with.
Mary is said ……………………………………………………..
g. They have no idea what caused this error.
What caused this error……………………………………………
h. Ticket collectors work on the train on this line.
Tickets …………………………………………………………….
i. Somebody directed me at the wrong address.
I …………………………………………………………………….
j. The discovery of this new medicine is helping the fight against cancer.
The fight …………………………………………………………….
5. Complete the sentences using the verbs given in brackets in the passive tense suggested at the end of
the sentence:
a. Many of Bucharest’s important buildings (destroy) by the earthquake in 1977.(past)
b. My neighbour’s leg (not broken) if he hadn’t walked on ice. (perfect conditional)
c. The girl who (bite) by a dog was given a serum. (past perfect)
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d. A great deal of effort (make) lately to avoid a war with that country. (present perfect)
e. Would she go to the cinema if she was to (invite)?
f. The army (instruct) to shoot if the enemy crosses the line. (future)
g. Many block-of-flats (build) in the neighbourhood. (present continuous)
h. He strongly objected to (ask) about the accident. (gerund)
i. Mary (take) to the hospital by the end of the day, I’m sure. (future perfect)
j. Something (do) if we want to rescue the rest of the crew. (modal verb)
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6. Put the verbs in brackets into a correct Passive Voice form:
a. The escaped man (arrest) a week later.
b. That person in the dock (let off) as it’s his first offence.
c. The police (instruct) to take firm action against beggars on the street.
d. I was surprised to find out that you (get paid) twice in the same week.
e. Has the search for the stolen car (give up) yet?
f. Very few criminals (catch) if the population didn’t offer information.
g. Foreign coins (not put) in parking meters in this part of the country.
h. John (think) to have broken that precious vase in the living room.
i. Could violence (control) less effectively if the police didn’t carry guns?
j. The red car (rev up) ready for the policemen to start chasing the thieves.
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7. Use one of the Passive forms of a suitable verb in each of the following sentences:
a. A lot of money (…) from a German bank two years ago.
b. Windows (…) on the inside to prevent the wind from breaking them.
c. The police (…) in hearing from anyone who saw a 10-year-old child in front of the shop yesterday.
d. The lock (…) and the window (…) by the police.
e. All the persons in the room (…) for drugs.
f. Money (…) always in the bank for interest.
g. (…) the reward to those who saved Jane?
h. She doesn’t remember her purse (…) by the thief.
i. Who (…) you by at the hospital?
j. Safes (…) not often by amateurs.
k. They (…) a five year sentence by the High Court Judge.
l. A sharp instrument (…) the old man.
m. The giraffe (…) to the zoo when it escaped.
n. It was the first time, my sister never (…) by the customs before.
o. The carpet in your room (…) with orange juice.
p. When capital punishment (…) in Romania?
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8. Complete the sentences using a suitable Passive Voice verb and any necessary phrases:
a. It’s very foggy tonight; the cars … …
b. George’s watch has disappeared from the table where he left it; it … …
c. Shoplifting is on the increase; £ 20,000 worth of merchandise … …
d. There’ll be a big check at the customs tomorrow; all the people from the Middle East … …
e. He insisted that our neighbour … …
f. The evidence that one of the accused gave … …
g. My window is open instead of closed; the lock ……
h. The house was found in a terrible condition; all the rooms … …
i. Will the new laws … …
j. There was a dreadful accident and all the cars … …
9. Use the Passive form with the verb to have in the following sentences:
a. The room looks different. They (repaint it).
b. The customs officers (arrest him) if he tries to leave the country.
c. Father (fit the burglar alarm) because his house had been broken into.
d. I (vaccinate my child) against all the possible diseases when he was one year old.
e. They (check the documents) before the case comes up next month.
f. Look at that man’s green hair! He (dye it).
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g. The car is covered in mud, so he (clean it) as soon as possible.
h. Someone (clean the kitchen) when mother arrived.
i. She is not quite sure but she thinks she (steal the money) in the train.
j. You shouldn’t (repair the sink) before the plumber had examined it.
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10. Complete the following sentences, using the Passive form with either have or need:
a. The roof is unsafe. It … …
b. Your back window squeaks. It … …
c. You can’t take your luggage into the shop unless you … …
d. This is quite bizarre! There are many questions that … …
e. Your hair seems shorter. Have you … …?
f. The so-called poet did not write the poem himself, he … …
g. Before we buy the mansion, we should make sure that we … …
h. There are many errors in your paper, don’t you think they … …?
i. I don’t think these translations are accurate. You … …
j. Their washing-machine is working again. They … …
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11. Complete the following passage with the correct Passive forms:
When John Miller killed his uncle, he was convinced that his crime wouldn’t ever (detect). His plans were
(lay) with extreme precision. He had not (employ) as an accountant for the past ten years without
acquiring a passion for minute details. He was known as being a methodical man. His bills (pay)
regularly, he had his hair (cut) once a month, his car (service) every three months, everything that in his
ordinary life needed (do), John saw to it that it was (do). It was entirely in his character that he had
made up his mind to get rid of his uncle. He was old, he needed (care for), his desires had (consider), his
wants (gratify). He had become a nuisance who should (remove) as quickly as possible. Besides he was
rich, and John was aware that his fortune (leave) to him. ‘It is sad’, he told to himself, ‘that he has (kill)
rather than die a natural death, but the important thing is to make it look as if it (do) while I was away.
Indeed, John’s crime would probably never (discover) if it had not stopped raining just before he came
home and if his uncle’s window had not (break) with a flower pot. He didn’t even suppose inspector
Thomson would guess that the ladder (put) outside the bedroom window after his uncle (murder). But
then, as John himself said to the inspector, the criminal always gets (catch) after all.
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12. Change the following sentences into the Active Voice:
a. The library is well provided with books.
b. The problem will be dealt with I detail next week.
c. My neighbour’s dog was run over by a truck.
d. The pen has been lost in the fire.
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e. The basement was flooded with water.
f. As you see, his remarks are being received with enthusiasm.
g. Tons of uranium have been stolen from this mine this year.
h. No explanation had been given for his behaviour.
i. It is reported that there has been an earthquake in the area.
j. All TV programs were suspended for nearly 6 hours.
k. They are forbidden to enter this room.
l. The students in this University are always recommended to apply for these jobs.
m. You hate to be interrupted from your research.
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13. Change the following sentences into the Passive Voice, knowing that transitive verbs admit two
passive constructions:
a. I told my parents the truth.
b. George gave him a beautiful present.
c. My friends promised me immediate assistance.
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d. I give my child two bars of chocolate a day.
e. The doorman showed us the way to the bathroom.
f. The physician prescribed a bad medicine for the sick old man.
g. You paid him that huge sum of money two days ago.
h. The teacher may give us the results tonight.
i. They awarded the Best Actor Prize to George Clooney.
j. We showed them our newly- born child.
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14. Change the following intransitive verbs into the Passive Voice, paying attention to the prepositions
following the verbs:
a. They have called for the mechanic to repair their car.
b. The pupils will have to comment upon that poem.
c. The former enemies have arrived at an agreement after many years of discussion.
d. Nobody objected to their suggestions.
e. These spoiled children do not listen to their parents.
f. The employer insists upon a strict discipline in all our work.
g. Our parents often refer to him as being a wrong model for us.
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h. You spoke much about that young lady you had met a week before.
i. Nobody has lived in this haunted house for more than 50 years.
j. You must look after your kid sister; otherwise your mother will scold you.
k. Don’t put on that pink shirt, your friends will laugh at you.
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a. Se recomandă o mai atentă cercetare a acestui proiect.
b. În acest local se vorbeşte numai limba spaniolă.
c. Se construiesc din ce în ce mai multe şcoli în acest orăşel.
d. Orice defecţiune a maşinii se repară pe loc în acest atelier.
e. S-a anunţat o reducere semnificativă la articolele de îmbrăcăminte de iarnă.
f. Se bea mult vin roşu la acest tip de petrecere.
g. Gunoiul se încarcă numai marţea şi joia.
h. S-a ridicat nivelul apelor Dunării cu 3 cm.
i. Din păcate nu s-a ajuns la nici un acord final.
j. Se vor înfiinţa centre de ocrotire a minorilor.
k. Dacă fratele tău nu se va simţi mai bine, în această seară se va trimite după doctor.
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l. Mi s-a dat ocazia să-mi arăt talentul de compozitor.
m. Turiştilor li s-a arătat un magazin cu lucruri foarte scumpe după ce acestora li se furaseră deja
portofelele.
n. Se vor reface unele străzi din acest oraş după ce se va topi zăpada.
o. Ni s-a spus că pantalonii vor fi cusuţi în fabrica noastră.
p. I s-a oferit un post de director economic la cea mai puternică corporaţie din ţară.
q. Problema câinilor fără stăpân a fost dezbătută de mai multe ori săptămâna aceasta.
r. Li se comunicase că dărâmarea prin implozie a acestei clădiri va fi făcută la mijlocul săptămânii

următoare.
s. S-a ajuns la bătaie după ce s-au certat toată ziua.
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16. Finish each of the following sentences in such a way that it is as similar as possible to the sentence
before it:
a. My cousin’s child completely destroyed my paper.
My paper … …
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b. First prize was awarded to a freshman in our school.
A freshman … …
c. The referee refused him permission to enter the game.
He … …
d. Tom has earned several thousand dollars from his new book.
Tom’s new book… …
e. She suggested we eat Mike’s new favourite meal.
We … …
f. Leaving this shirt in the rain has made it shrink.
This shirt … …
g. We watched my brother drive the car into the garage.
We watched the car … …
h. I dropped the china cup and cracked it.
The china cup … …
i. Mother added flour to the sauce and thickened it.
The sauce … …
j. They’re buying a lot of copies of that volume of poetry.
That volume of poetry … …
17. Fill in each of the blanks with a suitable word or phrase:
a. Your decisions were rejected and you were (…) back down.
b. I suppose she needs (…) told to be careful with that acid solution.
c. The issue was (…) been told where his wife disappeared.
d. The package is believed (…) delivered by some strange people.
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e. They were (…) been given 15 more minutes to complete the test.
f. The coffee maker is out of order but I’m (…) fixed tomorrow.
g. The lights in my room have been flickering for a while; I must (…) to look at the wiring for me.
h. Jack is quite a difficult person; that’s something his friends will have (…) to.
i. We (…) house broken into yesterday.
j. Children can get (…) in by burglars going from house to house.
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18. Write a new sentence as similar as possible in meaning to the original one, but using the word given.
a. Some of his neighbours are saying that he is selling marijuana. (rumoured)
b. He wants it to be clear to his friends that he’s honest. (seen)
c. George often tells his parents how much of his ill-luck is down to you. (heard)
d. They believe that the captain fell overboard and died. (fallen)
e. Our teachers don’t want any repetition of such a ridiculous behaviour again. (repeated)
f. The plan was originally to complete the task by 3 o’clock. (due)
g. As a kid, Mary was not allowed to play with matches. (let)
h. Subtracting is something one takes for granted after a while. (get)
i. All of his friends spent last month repairing his boat. (had)
j. She couldn’t find her way out of the labyrinth. (got)
k. I don’t like very much my mother scolding me in front of my friends. (having)
l. It’s not difficult at all for Ben to copy the paper from his colleague. (copied)
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m. Since we won the prize, we’ve had more telephone calls than we can deal with. (swamped)
n. Janine’s answer took the audience by surprise. (aback)
o. The rain forced our weekend trip to be cancelled. (rained)
p. The House of Parliament is the tallest building in the area. (dwarfed)
q. His latest article about unemployment came in for sharp criticism in this newspaper. (pilloried)
r. There were thousands of strikers in the yard of the factory. (packed)
s. Our new manager wants us to call him “Sir”. (addressed)
t. Never forget that friends will be friends. (borne)
u. I became very emotional when I found out my wife had given birth to a daughter. (overcome)
v. His grandmother underwent a three-hour operation to remove the brain tumour that had been
diagnosed. (operated)
w. Our professor of History was given the Academy Award by Oxford University. (conferred)
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19. Finish each of the following sentences in such a way that it is as similar as possible to the sentence
before it.
a. She didn’t remember that she had been called home by her mother.
She has no recollection of … …
b. You vaguely remember that you drank five bottles of wine last night.
You have vague memories of … …
c. Sometimes it is quite embarrassing when people laugh at you.
Being … …
d. George was severely criticized for his bad jokes and was more attentive after that.
Having … …
e. They really wish they hadn’t been pushed to eat that horrible soup.
They really regret … …
f. I can’t explain what it feels like for nobody’s ever given me the chance to fly a plane.
Never … …
g. The group of people moved towards the Town Hall from all sides.
The Town Hall … …
h. Peter poured wine into the glass until it was full.
The glass … …
i. Mice came into the room through a sort of hole in the wall.
The room … …
j. Do not put the card in until the screen shows ‘Insert your card’.
The card is only … …
k. It’s over twenty years since anyone saw that valuable painting.
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That valuable ……
l. People crave for justice and they need to see it done.
Justice must not … …
m. They’ve had to call the office five times to find out the result of the race. The office … …
n. The dentist is supposed to be filling one of my teeth this afternoon.
I’m … …
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Progress Test 2
1. Match the sentences on the left with the functions on the right:
A B
1. We’ll have a thunderstorm tonight, I’m a. stating a planned arrangement

sure. - b.
2. Will there be a general strike? b. making a prediction
3. I’ll send you a card from Paris c. making a request
4. Will you send me an e-mail? d. expressing future hope
5. Shall I go to the library for you? e. expressing future uncertainty
6. Shall we take a drive into the country f. offering

later?
7. I’ll report you to the police next time. g. promising/ stating an intention
8. The wedding will take place next h. making an invitation

Friday.
9. I hope you’ll come and see us on i. asking for a prediction

Saturday.
10. Explain it to them again. Perhaps j. threatening

they’ll understand.
11. Will you have dinner with us on k. making a suggestion

Sunday?
2. Change the following sentences into the Passive Voice:
a. A child asked me a question on my way home; he wanted to know the time.
b. The gust of wind blew the woman’s hat off.
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c. What will you call your new cat?
d. She has burned the chicken in the oven.
e. He wrote the paper on time.
f. They consulted the doctor when they were ill.
g. They are shutting the bank for the winter holidays.
h. She soon lost sight of her friend.
i. My brother has been looking after the dog for the last two years.
j. We could read the note by the light of the candle.
k. Children ask a lot of questions.
l. The bodyguards requested us to show our tickets.
m. I must pay the telephone bill at the end of the month.
n. Father made her cry hard.
o. We didn’t fix the roof yesterday.
p. Nobody asked Mike to come.
q. People mustn’t walk on the grass in this park.
r. They are going to write a song tonight.
s. The children have made him captain of their team.
t. We haven’t invited our friends to the party yet.
u. Someone is going to beat him soon!
v. I found your bike in front of the cinema.
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3. Fill each of the gaps in the following sentences with an appropriate verb from the list. The participles
should be used with the verb to be in the appropriate tense:
strewn, deemed, scheduled, inundated, overcome, baffled, dubbed, shrouded, short-listed, dwarfed
a. The secretary (…) by exhaustion after 12-hour typing and had to go home.
b. How he managed to obtain such a large sum of money (…) in mystery.
c. Since her book on cooking came out, she (…) with requests for some more recipes.
d. My brother, who is rather short, (…) by almost all of his colleagues.
e. Richard’s new album (…) for release next year.
f. All the neighbours I asked (…) by the reason of her disease.
g. Unfortunately, your language in this newspaper article (…) inadequate for the public taste.
h. Impossible as it may seem, Christine (…) the most beautiful girl in Europe.
i. Having read the manuscript, we all agreed: his paper should (…) for last year’s Literature prize.
j. When we came back from the mountains, our clothes (…) all over the house.
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a. Când voi pleca la munte, o să-mi iau şi haine subţiri şi haine groase.
b. Dacă voi avea timp, o să-ţi telefonez.
c. El intenţionează să se înscrie la acest curs săptămâna viitoare.
d. Noi vrem să ştim dacă ne puteţi ajuta sau nu.
e. Am ajuns cam târziu acasă, aşa că spectacolul se terminase deja la televizor.
f. El fusese sunat de director de mai multe ori înainte de a veni la serviciu.
g. O să-mi dau maşina la reparat, pentru că i s-au defectat frânele.
h. Ei au de gând să-şi renoveze vila anul viitor.
i. De îndată ce voi termina raportul o să te informez în legătură cu rezultatele cercetării mele.
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Key:
1. 1. b; 2. i; 3.g; 4. c; 5. f; 6. k; 7. j; 8. a; 9. d; 10. e; 11.h
153 | P a g e
2. a. I was a asked question on my way home; he wanted to know the time.
b. The woman’s hat was blown off (by a gust of wind).
c. What will your new cat be called?
d. The chicken has been burnt in the oven.
e. The paper was written on time.
f. The doctor was consulted when they were ill.
g. The bank is being shut for the winter holidays.
h. Her friend was soon lost sight of.
i. The dog has been looked after(by my brother) for the last two years.
j. The note could be read by the light of the candle.
k. A lot of questions are asked by children
l. We were requested to show our tickets (by the bodyguards).
m. The telephone bill must be paid…
n. She was made to cry hard (by Father).
o. The roof wasn’t fixed yesterday.
p. Mike wasn’t asked to come.
q. The grass mustn’t be walked on in this park.
r. A song is going to be written tonight.
s. He has been made captain of the children’s team.
t. Our friends haven’t been invited to the party yet.
u. He is going to be beaten soon!
v. Your bike was found in front of the cinema.
3. a. was overcome; b. is shrouded; c. has been inundated; d. is dwarfed; e. is scheduled; f. were baffled;
g. has been deemed; h. has been dubbed; i. was short listed; j. were strewn.
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4. a. When I go to the mountains I’ll take both light and warm clothes.
b. If I have time I’ll call you.
c. He is going to take up this course next week.
d. We want to know if you can help us or not.
e. We arrived home rather late, so the TV show had already been over.
f. He had been called by the director several times before coming to work.
g. I’ll have my car repaired, for the brakes broke down.
h. They are going to have they villa redecorated next year.
i. As soon as I finish the report I’ll inform you on the results of my research.
Score:
1.1point each x 10 = 10 points
2.1 point + 0.40 points each x 22 = 10 points
3.1 point + 0.90 points each x 10 = 10 points
4. 1 point + 1.00 point each x 9 = 10 points
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 The drilling process
 The drilling rig
Unit 7: The Basics of Drilling  Rig components


 First Conditional
 Second Conditional
 Third Conditional
 Mixed Conditionals

Interview at a drilling site
Reporter: This is Jamie Owens from DRILL News and I’m

bringing you a special edition background report on what
actually happens when you drill for oil. Let’s talk to the man in
charge of this whole operation. This is Tony Toolpush. Tony,
can you tell us about your role here on the platform?
Toolpush: First, Jamie, I’d like to thank you for taking the
time to do this interview to show what happens on the rigs.
This is where it all starts, before the cars, the plastic, the paint, and the lipstick.
Reporter: Lipstick?
Toolpush: Yes, lipstick is one of the many, many products that come from oil. Anyway,
back to your question. As a toolpush, I’m in charge of the drilling rig. Sometimes I’m called the
rig manager. My job is to make decisions about how far to drill, when to pack up, and when to
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move on. I hire the workers you see behind me here on the platform, and sometimes have to
fire them. The well is operating 24 hours a day, 7 days a week.
Reporter: Don’t the men have any days off?
Toolpush: Sure: like most rigs, our men work for two weeks, 12 hours a day, then they
have a week off. Let me introduce you to them. Hey, Doug. This is Doug Driller.
Reporter: Hello Doug, what is your job here on the rig?
Driller: I’m in charge of this shift. I have four men working for me. The guy you see way
up there on the derrick is my derrickman. He is wearing a safety harness, in case he should fall.
Next, over there, is my motorman. He is in charge of running the motors that power this whole
rig. Do you see the two guys over there? They’re the floorhands - we call them roughnecks.
They do the heavy work. Excuse me, I have to go now, because we’re working on a round trip.
That’s one of the busiest times on a drilling rig.
Reporter: See you later, Doug. Tony, I can see the men are very busy. What’s a round
trip?
Toolpush: I’d better explain about drilling first, because a round trip is just part of it.
The drilling is done by a steel bit. This bit is attached to one end of a ten meter long, hollow,
steel drill pipe. The drill pipe turns, and the bit at the end grinds into the rock. When the bit
has cut through 10 meters of rock, one length of pipe almost disappears into the ground. Then
we have to add another length.
Reporter: Is that what the men are doing right now?
Toolpush: No, right now they’re changing a bit. This is what we call a round trip,
because all the pipes come out and go back in. Usually, when we’re drilling, we don’t pull the
pipes out - we just keep adding lengths of pipe as they are needed.
Reporter: How can you change a drill that’s a kilometer below the ground?
Toolpush: Right now the men are pulling up the pipe, and unscrewing it at every third
joint. If you look over there, you can see the groups of 30-meter long pipes standing in the
derrick. When they pull out the last one, they’ll take off the dulled bit, and replace it with a
bright new sharp one.
Reporter: Let me guess ... then they’ll have to put all the pipe back, right?
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Toolpush: Right. Excuse me, they’re about to pull out the drill bit. I have to go and make
sure they cover the hole while they change the bit. If I leave it off, someone might drop a tool
down the hole. Then the men would have to fish it out, using a magnet. If we can’t get it out,
we’d have to somehow drill around it.
Reporter: (to the camera) It’s taken this crew nearly seven hours to change all this pipe.
I heard of a rig near here where
they changed the bit 30 times
before they actually struck oil.
(Mudman enters) Oh, here
comes someone now ... Hi there.
I’m Jamie Owens from DRILL
News. Could you tell us what your
job is here on the rig?
Mudman: Hi. Sure. I’m the
mudman. I’m in charge of the
mud for three different rigs
around here. I’ve just come by to
complete my regular check that
the mud is the right combination
of clay, chemicals, and water.
Reporter: What do you use
mud for?
Mudman: It’s really called
circulating fluid, but we always
call it mud. The crew sends it
down the inside of the pipe, and it
comes up the outside, bringing
with it the rock chips. It also
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lubricates and cools the drill bit, and it maintains well control. We shake out the rock chips, and
send the mud back down again.
Reporter: Well, that’s for today. We’ve had a look at the drilling process. The crew is
much too busy to talk to me right now, because, as you know, they’re in the middle of a round
trip. This is Jamie Owens from DRILL News signing off.
Vocabulary: Drilling and pumping terms
blowout casing (drill) collar cuttings derrick drill bit drill pipe
drill string drilling mud inject kelly licence oil field/gas field
pump recover rig trap turntable/rotary table well
A drilling rig has five parts:

The hoisting system
The hoisting system has to lift, hold, and lower heavy pipe. The tall part of a drilling rig is called the
derrick - this is part of the hoisting system.
The rotary system

The rotary system must twist the drill bit. Some of it works above the rig floor, but the drill bit
may be kilometers below the ground.
The circulating system

The circulating system pushes a special mud down the pipe, and pushes it back up again. This mud
does three things: (1) It lubricates the drill bit, (2) When the mud comes back up, it brings with it all
the little pieces of rock (rock cuttings) that the drill has ground up, and (3) it stops the oil and gas
from escaping up the outside of the pipe.
The blowout prevention system

A blowout happens when the drill strikes oil or gas or water that is under a lot of pressure. It could
blow the mud out of the pipe and shoot oil (or gas, or water) high into the air. No one wants this to
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happen. The blowout prevention system (BOP) stops this by sealing off the hole.
The power system

The power system provides the energy that the oilmen need to run the rig. Usually diesel oil is
burned to make electricity.
Match these terms:

1. Hoisting system A. Moves mud down the hole and back up again
2. Rotary system B. Provides the power
3. Circulating system C. Lifts and holds heavy pipe
4. Blowout prevention system D. Twists the drill bit round and round
5. Power system E. Seals the hole to stop a blowout
Take a look at the photo shown in the beginning of this unit. Write down all the
components of this drilling rig and translate them into Romanian. Below you have some of
them, accompanied by pictures.
Crown Block = geamblac Swivel = cârlig rotativ Draw works = troliu de foraj
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Drill Bit = sapă de foraj Drill pipes = prăjini de foraj Blowout
preventer = prevenitor de erupţii
Match the words and phrases in the box with their definitions.
derrick drill extract flammable offshore

platform reservoir rig upstream well
1. A hole drilled into the earth to recover oil or gas

2. A pyramid of steel erected over a bore hole to drill for oil
3. A structure that contains all the necessary equipment for drilling
4. An offshore structure from which wells are drilled
5. Burns easily
6. Exploration and production activities for oil and natural gas
7. Places in oceans, seas or large lakes
8. Rock formation containing oil and/or natural gas
9. To cut through rock
10. To take out a solid or liquid
SPEAKING
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Pretend you’ve visited a drilling rig. Show the following picture to a friend of yours who
wants to understand the drilling process. Show him the main parts of a drilling rig and their
functions.
The typical drilling rig is composed of the following elements:

crown block derrick traveling block hook swivel mud hose
hoisting gear engines mud pump hoisting gear kelly
turntable blowout preventer mud and cuttings
sump pit drill string casings drill collars bit
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The following text describes the eight basic steps to drill a surface hole – a hole
above where the exploration company thinks oil is located. The steps are mixed up and some
of the letters of the missing words are also mixed up. Number the steps in the correct order
and then rearrange the jumbled words.
Add new sections (joints) of drill ………………………… (ISPEP) as the hole gets
deeper.
Allow the ………………………… (TENECM) to harden.
As drilling progresses, circulate drilling ………………………… (UMD) through the
pipe and out of the ………………………… (IBT) to float the rock ………………………… (GUTNTSCI)
out of the hole.
Attach the ………………………… (YLELK) and ………………………… (LUNBRETAT) and
begin drilling.
Place ………………………… (NAGSIC) pipe sections into the hole to prevent it from
collapsing in on itself.
Place the drill bit, ………………………… (RCLAOL) and drill pipe in the hole.
………………………… (PPMU) cement down the casing ………………………… (IEPP).
………………………… (EMEVOR) the drill pipe, collar and bit when the pre-set
depth is reached.
Match the following words to their definitions:

clay contract crown crown block crude oil
derrick diamond bit drake well drill drill bit
a. a drill bit that has small industrial diamonds embedded in its cutting surface. Cutting is
performed by the rotation of the very hard diamonds over the rock surface.
b. a large load bearing structure, usually of bolted construction. In drilling, the standard
derrick has four legs standing at the corners of the substructure and reaching to the crown
block.
c. a term used for particles smaller than 1/256 millimeter, regardless of mineral composition.
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d. a written agreement that can be enforced by law and that lists the terms under which the
acts required are to be performed. A drilling contract covers such factors as the cost of
drilling the well, the distribution of expenses between operator and contractor, and the
type of equipment to be used.
e. an assembly mounted on beams at the top of the derrick and over which the drilling line is
reeved.
f. the crown block or top of a derrick.
g. the cutting or boring element used for drilling.
h. the first well drilled in the United States in search of oil. It was linear Titusville,
Pennsylvania.
i. to bore a hole in the earth, usually to find and remove subsurface formation fluids such as
oil and gas.
j. unrefined liquid petroleum. It ranges in density from very light to very heavy and in color
from yellow to black, and it may have a paraffin, asphalt, or mixed base.
SPEAKING
Imagine you’ve been hired the new rig manager of … drilling rig. The first thing you have to
deal with is the shortage of employees.
The drilling crew typically consists of roughnecks, floor hands, motormen, derrickmen,
assistant drillers and the driller. Since drilling rigs operate around the clock, there are at least
two crews (twelve hour work shifts called tours, more common when operating offshore), or
three crews (eight hour tours, more common onshore).
Create an attractive ad for the local newspaper in order to attract new employees. Bear in
mind that working 12-hour shifts underneath a drilling rig is no cakewalk. Drilling goes on even
in the worst weather conditions, the rig’s engine blares so loudly that crew members
communicate with hand signals, and the air swirls with dust and chemicals.
Below you have the members of the crew of a land-based oil rig:
 Toolpusher: The boss of all crews on the drilling location, he usually lives on location for
a few days at a time.
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 Driller: The head or boss of the crew. Responsible for the control of the rig's machinery
during drilling operation and most other rig operations.
 Derrickhand (Derrickman): Responsible for the

"mud", the water, or oil based mud; the mud
pits where drilling fluids are circulated around
the system, and the mud pump.
 Motorman: Responsible for the maintenance of

the various engines, water pumps, water lines,
steam lines, boilers, and various other machinery
incorporated into the rig.
 Floorhand (Chainhand): Works the "make-up"

tongs on the Driller side of the drilling floor while
tripping pipe in the hole.
 Leadhand: Also a floorhand, usually the lowest

member of the drilling crew.
 Roustabout (Leasehand): On bigger rigs and on

offshore rigs a person who does most of the
painting and cleaning so roughnecks can take
care of other work.
Roughnecks
Reading 2
Read the following poem belonging to Rudyard Kipling. Pay attention to if clauses. Translate the poem
into Romanian.
If
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too:
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If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or being hated don’t give way to hating,
And yet don’t look too good, nor talk too wise;
If you can dream- and not make dreams your master;
If you can think- and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same:
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ‘em up with worn-out tools;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings,
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on!”
If you can talk with crowds and keep your virtue,
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Or walk with Kings- nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much:
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And- which is more- you’ll be a Man, my son!
Ways with Words

1. …If neither foes nor loving friends…
Distinction should be made between foe, enemy and opponent, antagonist, adversary.
Enemy and foe agree in denoting a person or body of persons that is hostile or that manifests hostility
to another.
Enemy stresses the antagonism that arises from a cherished hatred or a desire to harm or destroy, but it
may suggest nothing more than active or evident dislike.
He is a man with many friends and no enemies.
Foe implies active enmity either literally or figuratively. Foe is a more literary and poetic word than
enemy.
He is the foe of all reform measures.
Unlike the former group the latter does not necessarily imply personal animosity or hostility.
Opponent is one who is on the opposite side in a contest or in a conflict of opinion.
Adversary implies not only the idea of mere opposition but active hostility.
Antagonist implies sharper opposition in a struggle for supremacy or control.
2. Read the following line: But make allowance for their doubting too. Which word does allowance
come from? We call -ance a suffix.
Let’s read a list of suffixes which are used in order to form nouns:
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- acy eg: democracy, diplomacy, accuracy
- age eg: passage, marrige
- ance / - ancy, -ence, -ency eg: utterance, appearance, ascendency, preference
- ard / -art eg: sluggard, drunkard, braggart
- ation eg: examination, translation, identification
- dom eg: wisdom
- ee eg: refugee, employee
- eer eg: mountaineer, engineer,
- er, -or eg: teacher, dancer, singer
- ery eg: backery, slavery, fishery
- ess eg: actress, hostess, tigress
- hood eg: neighbourhood, childhood
- ism eg: realism, scepticism
- ist eg: satirist, violonist, romanticist
- ity eg: adversity, probability
- let eg: hamlet, booklet
- man eg: Englishman, fisherman
- ment eg: improvement, movement,
- ness eg: greateness, sadness
- ship eg: friendship, leadership
- ure eg: agriculture, departure
Now practise them and find other words for each of them.
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Grammar Reference
First Conditional
It is used to express a possible condition and a probable result in the future:
If my cheque comes, I’ll buy this car.
We’ll destroy the environment if we don’t look after it.
If he passes the baccalaureate, he’ll go to university.
Form
No future tense occurs in the conditional clause. This is replaced by the present simple. However, we can
also use: present continuous, present perfect simple, present perfect continuous, can, should. Will /
would can be used to express polite requests or insistence:
If you will wait for a moment, I’ll wrap it for you. (request)
If you will go on smoking, you’ll get worse. (insistence)
The main clause usually has the verb in the future with will/shall. However, we can also use: ‘be going
to’ future, future continuous, future perfect, imperative, can/could, may/might, should/ought to, must.
Main Clause If Clause
Present/ Future Present
If I work hard, I’ll pass my exams.
If he’s still waiting for you, he must be very hungry.
If Paul has received your letter, he must phone you today.
If you are late, we won’t wait for you.
If I should see him, I‘ll tell him the good news.
If it’s been raining, you‘ll have to wear boots.
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Note: When we use if +should, the condition is less likely to be performed.
Interrogative
What will you do if you don’t go to any university?
Where will she go she can’t find a job in the petroleum field?
Second Conditional
It is used to express an unreal or improbable condition (hypothetical condition) and its probable result in
the present or future. The condition is unreal because it is different from the facts that we know. We
can always say But...
If I were Prime Minister, I’d increase taxes on properties such as castles, palaces, ranches, etc. (But I’m
not Prime Minister.)
If I lived in a big house, I’d have a party. (But my house is very small.)
Form
The verb in the main clause is in the present conditional (would+infinitive); the verb in the conditional
clause is in the present subjunctive which is similar to the past simple with the exception of the verb to
be which becomes were for all the persons.
Main Clause If Clause
Present Conditional Present Subjunctive
If I had more money, I would (’d) /could buy a new computer. /go out more often.
If she knew/ were to know the answer, she would tell it to us immediately.
If I didn’t have debts, I wouldn’t have to work so hard.
Interrogative
What would you do if you were me?
Which countries would you visit it you travelled round the world?
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Third Conditional
It is used to express impossible (unfulfilled) condition referring to the past; it contradicts reality, which
can no longer be changed. The condition is highly hypothetical.
Form
The verb in the main clause is in the past/perfect conditional (would+ have+ the third form of the verb),
while the verb in the conditional clause is in the perfect subjunctive (a form similar to past perfect).
However, we can also use the past perfect continuous or could + perfect infinitive in if clause, whereas in
the main clause we can use the modals could and might before the perfect infinitive.
Main clause If clause
Past/Perfect conditional Perfect subjunctive
If I had had more money, I would (‘d) have bought this elegant car.
If she had known the answer, she would have passed the exam.
If I hadn’t made so many mistakes, I wouldn’t have failed the driving license test.
If the ambulance had come sooner, he might have been /could have been saved.
If he had been travelling in that car, he could have been killed.
Interrogative
What would you have done if you had seen such a wonderful movie?
Which countries would you have visited if you had travelled round the world?
Notes:
 In reported speech, the verb tenses of first conditional sentences change in the usual way,
whereas with second and third conditionals the tenses remain unchanged.
 Besides if, conditionals can also be introduced by other conjunctions:
on (the) condition that, even if, even though, when, providing (that), provided (that), as/so long as,
suppose, supposing, since, as, unless, but for + gerund/noun, assuming (that), if only.
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Mixed Conditionals
In addition to the tense variations we can use in the first, second and third conditionals, it is also
possible to mix conditionals. The context defines the meaning.
The most common mixed conditional is:
If + past perfect would/could/might + infinitive
If I had worked harder at university, I would have a degree now.
Other types:
If you come to the party tomorrow, I wouldn’t bring Mary with you.
If he is honest, he would have told the truth.
If she loved him, she would have stayed with him.
Implied Conditionals
Conditionals are not always expressed in the form of conditional clauses, particularly in spoken English:
Please come out with us tonight. I’m sure you’ll enjoy it. (implied condition: If you come out with us, …)
With a bit more help (if I had more help), I would have finished it on time.
I’m sure we’d really have a good time with you (if we went), but we just can’t afford a holiday.
I’m glad you didn’t tell Mathew about this. He would have been furious. (if you had told him)
Inversion in If-Clauses
When there is should, were or had in the if-clause, the subject and the auxiliary verb can be inverted and
if is omitted.
If he should ring, tell him to come at 8.00. / Should he ring, …
If I were you, I wouldn’t say that. / Were I you, …
If I had known earlier, I wouldn’t have done such a thing. / Had I known earlier, …
Controlled Practice
1. Answer the following questions with conditional sentences of the real type:
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a. What happens if you don’t pass this exam?
b. What presents will you buy if you go to that party?
c. What grade do you expect to get if you write a good paper?
d. What do you need to learn if you want to get that job?
e. What will you tell him if he asks you about your accident?
_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

a. Dacã voi putea, te voi ajuta la proiectul de an.
b. Dacã voi şti rãspunsul, o sã ţi-l spun.
c. Dacã vrei sã ne însoţeşti, eşti binevenit.
d. Voi pleca în vacanţã dacã voi avea bani.
e. Vei învãţa mai bine dacã accepţi sã te ajut.
_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
3. Put if, when, or as soon as into each gap, and put the verbs in brackets in the correct tense:
John: Bye, darling. Have a good trip.
Maria: Thanks. I (ring) you ... I (arrive) at the hotel.
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John: Good, but remember I’m going out.
Maria: Well, ... you (be) out ... I (ring), I (leave) a message on the answer phone so you know
I’ve arrived safely.
John: Great. What time do you expect you’ll be there?
Mary: ... the plane (arrive) on time, I (be) at the hotel at about 10.00. That’s 8.00 your time.
John: All right. And remember. Give me a ring .. you know the time of your flight back, and I
(pick) you up.
Maria: Thanks, darling. Bye!
_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
4. Translate the following sentences into Romanian:

a. If I knew it, I would have told you the truth.
b. If she helped me I wouldn’t be late to work.
c. If it rained, we would go inside.
d. I’d like to hear her news if she were here.
e. If you could do it, you wouldn’t ask me to tell you how to do it.
_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________

a. Dacã aş şti mai multe amãnunte despre acest raport, ţi le-aş spune.
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b. Dacã ai vrea, m-ai putea ajuta sã termin proiectul acesta?
c. Dacã ar fi aici, am termina treaba mai repede şi am putea ieşi la o cafea.
d. L-ar asculta dacã ar avea urechi de auzit.
e. Ne-ar face plãcere sã venim la petrecerea ta de terminare a facultãţii dacã nu am avea altceva
de fãcut.
_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________
6. Put the verbs in brackets into the correct tenses:

a. If I had a typewriter I (type) it myself.
b. If he worked more slowly he (not make) so many mistakes.
c. I (buy) shares in this company if I had some money.
d. I could tell you what this means if I (speak) Arabian.
e. I (offer) to help if I thought I’d be of any use.
f. If you (change) your job would it affect your pension?
g. If you (speak) more slowly he would understand you.
h. If you (look) at the engine for a moment you would see what is missing.
i. You (save) me a lot of trouble if you told me where you are going.
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7. Put the verbs in brackets into the correct tense:
a. If I (know) this from the beginning, I wouldn’t have asked you to do it for me.
b. If it had rained it (be) a disaster.
c. If she (go) to university so late, she wouldn’t have had these problems in her career.
d. If you (stay) on that drilling rig and (be confronted with) such storms, I don’t think you would
argue against my leaving that place.
e. If I had known how to solve the problems in chemistry, I (pass) the exam in the winter session.
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a. Dacã aş fi putut sã te ajut, aş fi fãcut-o încã de atunci.
b. Dacã ar fi ştiut rãspunsurile la toate întrebãrile, nu ar fi luat o notã aşa de micã.
c. Dacã aş fi învãţat mai bine, nu aş fi picat acest examen.
d. Dacã nu ar fi nins, nu am fi plecat la munte de Crãciun.
e. V-aţi fi distrat mai bine, dacã nu aţi fi avut aceastã problemã de rezolvat în acelaşi timp.
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9. Put the verbs in brackets into the correct tenses:

a. If I had known that you were in danger I (help) you.
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b. If you (arrive) fifteen minutes earlier you would have got a seat.
c. I shouldn’t have believed you when telling me about that driller’s accident if I (not see) it with
my own eyes.
d. If he had asked you to do that job, you (accept)?
e. But for the fog we (reach) our destination ages ago.
f. If I (be) ready when he called he would have taken me with him.
g. If she listened to my directions she (not turn) the lights off.
h. If you had told me that he never paid his debts I (not lend) him the money.
i. You wouldn’t have had so much trouble with your car if you (have) it serviced regularly.
j. I (take) a taxi to the university if I had realized that it was such a long way.
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10. Finish these sentences, taking care to use the correct tense. These are mixed conditional
sentences.
a. If he had taken my advice...
b. The substance would look better if...
c. I’d have brought my compass if...
d. If you had asked his permission...
e. If I buy this machine ...
f. If she practised more...
g. If the river rises any higher...
h. I would lend it to you if...
i. If the fire had been noticed earlier...
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j. If she rings while I’m in the tunnel...
11. Match the clauses together to make mixed conditional sentences:
1. If you had told me A. he probably won’t be at the meeting.
about this problem earlier,
2. If you were a more B. you could always ring them up.
sensitive person,
3. If they don’t contact C. his wife would never have left him.
you soon,
4. If he hadn’t died D. you wouldn’t have said that to her.
so young,
5. If he didn’t work E. I would have had them by now.
so hard all the time,
6. If the train hadn’t F. everything would be all right now.
been delayed,
7. If he was feeling G. would you hurry up and get ready?
ill this morning,
8. If you’re coming H. you wouldn’t be so busy this month.
with us
9. If I really wanted I. we would be there by now.
to have children,
10. If you had worked J. I’m sure he’d be a famous musician by now.
harder last month,
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12. The condition is not stated in a conditional clause in the following underlined sentences. Write a
sentence containing the underlined sentence as a main clause and an appropriate conditional clause.
a. I think Alison should apply for the job. She would make a very good managing director.
b. The problem is that she doesn’t work very hard. I know that she could do really well.
c. We’re lucky it’s sunny today. It would be horrible sitting out here otherwise.
d. He wouldn’t be able to live on his own without the help of his neighbours.
e. With luck, we’ll finish the job by the end of the day.
f. I hear you’re thinking of going to Indonesia for the summer. You’ll love it there.
g. I hope those refugees aren’t deported, but I think they will be. They may be imprisoned or even
executed.
h. It’s a good job you brought all those tables and chairs in from outside last night. The rain would have
ruined them.
i. Mark should have told the truth. I’m sure she would have forgiven him.
j. Without the help of the Red Cross doctors, many more would have died.
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13. First, second or third conditional:
a. We wanted to go out yesterday but the weather was terrible. If it (be) a nice day, we (go) for a picnic.
b. Why don’t you explain everything to him? If you (not tell) him the truth, I’m sure you (regret) one day.
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c. Jenny was here not long ago. If you (come) round earlier, you (see) her.
d. Apparently, the ferry company are planning to close the port in this town. If that (happen), the town
(lose) a great deal of money.
e. I (help) you with it if I (have) more time but I’m afraid I haven’t got any spare time at all at the
moment.
f. The government is expecting to win the next election, but if it (lose), the PM (resign) from politics.
g. I’m so glad you took me to your friend’s party. If we (not go) there, I never (meet) Adrian.
h. It’s ridiculous that trains are so expensive. If fares (be) cheaper, I’m sure more people (use) the train
and (leave) their cars at home.
i. Fortunately the explosion took place at night when the streets were empty. It (be) a disaster if it
(happen) in the middle of the day.
j. If Alison (know) anything about car mechanics, I’m sure she (help) us fix the car, but she knows even
less than we do.
k. They’ve been married for 20 years but I don’t think she (marry) him if she (know) what a selfish man
he was.
l. She has everything she wants but she’s always moaning. I’m sure that if I (have) so much money I
(moan) all the time.
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14. Rewrite the sentences:
a. If you don’t drive carefully, you’ll have an accident.
Unless…
You won’t ….
As long as you …
b. You had better take his advice.
Were…
c. If she happens to come, tell her to wait for me.
Should…
d. As he couldn’t afford a holiday, he stayed at home.
If…
e. Since he doesn’t have any qualifications, he can’t find a job.
If …
f. If it hadn’t been for my mother’s generosity, I wouldn’t have my car now.
But for…
g. If you help me. I’ll help you.
I’ll help you provided…
h. He wasn’t on time, so we missed the train.
Had he…
i. I’m not rich so I can’t afford a long holiday abroad.
If I …
j. I didn’t go out because I had a lot of work to do.
If I …
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k. She must be out since she didn’t answer the phone.
If she were…
l. She must have lived in France because she has a perfect French accent.
If she had…
15. Complete the second sentence so that it has a similar meaning to the first sentence using the word
given. Do not change the word given. You must use between three and eight words, including the word
given.
a. If I were him, I would not be late for the interview. (better)
b. You won’t be punished provided you admit it was your mistake. (long)
c. Since he is an only child, his parents have spoiled him. (not)
d. If I had been you, I would have punished him. (shoes)
e. If you revise all your notes, you’ll pass the exam. (provided)
f. If it wasn’t for the good pay, I wouldn’t stay in this job. (but)
g. If you don’t get to work on time, you’ll be given the sack. (punctual)
h. As you‘ve got a high temperature, you’d better go to the doctor’s. (were)
i. As I couldn’t answer any of the questions, I walked out of the Maths exam.(so)
j. But for his help, I wouldn’t be in my current job.(got)
k. If Mary were feeling well, she would have come to Tom’s party. (since)
l. If someone gave you a free airline ticket, where would you travel to? (to)
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a. Dacă l-ai vedea acum nu l-ai mai recunoaşte; e numai o umbră din ce a fost o dată.
b. Dacă n-ai fi atât de mincinos, n-ai fi acum în situaţia regretabilă ca nimeni să nu aibă încredere
în tine.
c. N-aş fi consimţit niciodată să părăsesc adăpostul dacă aş fi ştiut că se va întâmpla o
nenorocire.
d. N-ar fi trebuit să câştige atât de mulţi bani şi n-ar fi dat de necaz dacă soţiei lui i-ar fi plăcut
mai puţin luxul.
e. De data asta te-aş putea duce cu maşina mea dacă îmi promiţi să nu se mai repete.
f. În cazul în care voi uita, te rog reaminteşte-mi de promisiunea făcută.
g. Dacă se întâmplă să treci pe lângă biroul lui, ai putea să intri şi să îi înapoiezi dicţionarul pe
care l-ai împrumutat de la el.
h. Presupunând că partenerul dvs. ar accepta aceste propuneri, care ar fi următoarea etapă a
tratativelor?
i. Dacă n-ar fi nins, excursia noastră la munte n-ar fi fost atât de plăcută.
j. Mi-a spus de câteva ori că va accepta postul cu condiţia ca salariul să fie mulţumitor.
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Unit 8: HSEQ

 Modal Auxiliaries
 Can / could, May /might, Will/ would, Shall/ should, Must, Ought to, Need

 Personal Protective Equipment

 Risks and hazards
 Protective measures
Personal protective equipment (PPE) for the eyes and face is designed to prevent or
lessen the severity of injuries to workers. The employer must assess the workplace and
determine if hazards that necessitate the use of eye and face protection are present or are
likely to be present before assigning PPE to workers.
A hazard assessment should determine the risk of exposure to eye and face hazards,
including those which may be encountered in an emergency. Employers should be aware of the
possibility of multiple and simultaneous hazard exposures and be prepared to protect against
the highest level of each hazard.
A. Impact Hazards
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The majority of impact injuries result from flying or falling objects, or sparks striking the
eye. Most of these objects are smaller than a pin head and can cause serious injury such as
punctures, abrasions and contusions.
PPE Devices for Impact Hazards. Match the devices to their definitions:
a. Primary protectors intended to shield the eyes against flying
Spectacles fragments, objects, large chips, and particles
b. Secondary protectors intended to protect the entire face against
Goggles exposure to impact hazards
c. Primary protectors intended to shield the eyes from a variety of
Face shields
impact hazards
B. Heat
Heat injuries may occur to the eye and face when workers are
exposed to high temperatures, splashes of molten metal or hot sparks.
Protect your eyes from heat when workplace operations involve pouring,
casting, hot dipping, furnace operations and other similar activities. Burns
to eye and face tissue are the main concern when working with heat
hazards.
What special protection do you need when working with heat hazards?
C. Chemicals
A large percentage of eye injuries are caused by direct contact
with chemicals. These injuries often result from an inappropriate choice
of PPE that allows a chemical substance to enter from around or under
protective eye equipment. Serious and irreversible damage can occur
when chemical substances contact the eyes in the form of splash,
mists, vapors or fumes.
D. Dust
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Dust is present in the workplace during operations such as woodworking and buffing.
Working in a dusty environment can causes eye injuries and presents additional hazards to
contact lens wearers.
E. Optical Radiation
Laser work and similar operations create intense concentrations of heat, ultraviolet,
infrared and reflected light radiation. A laser beam of sufficient power can produce intensities
greater than those experienced when looking directly at the sun. Unprotected laser exposure
may result in eye injuries including retinal burns, cataracts and permanent blindness.
The key concerns for health and safety are to assess the risks and hazards by
identifying and quantifying the effects, so that appropriate protective measures can be taken.
Risks and hazards

combustion contamination drains dust explosion flammable friction
fumes fumigation gas harmful shock spraying toxic vapour
Effects
adverse effects birth defect burn cancer dizziness drowsiness
genetic damage impair fertility irreversible effect vomiting
Protective measures
avoid contact with dispose of dry handle keep precautionary
protect recycle rinse seal tightly wash well-ventilated
SPEAKING
Imagine you are the Senior Safety Specialist working at PetrOil Canada. You have to
deliver a presentation at a workshop held in Paris, France on accident prevention regulations.
Below you have a table with the hazard types discussed in the text above. Fill in the gaps with
the terms from the box and then present to your audience the types of hazards and the
accidents that may occur at the workplace if people do not take into consideration some basic
work practices.
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welding fumes laser sawing sand dusty brazing vapors drilling dipping
Hazard Assessment
Hazard Examples of hazard Common related tasks
type
Flying objects such as: large Chipping, grinding, machining, masonry
Impact chips, fragments, particles, work, wood working, ………………….,
…………………, dirt. ……………….., chiseling, riveting, and
sanding.
Anything emitting extreme heat. Furnace operations, pouring, casting,
Heat hot……………….., and ……………………..
Splash,…………………., ……………….. Acid and chemical handling, degreasing,
Chemicals and irritating mists. plating, and working with blood.
Harmful dust. Woodworking, buffing and general
Dust ……………….. conditions.
Radiant energy, glare, intense Welding, torch-cutting, ………………….. ,
Optical light. soldering, and …………………… work.
Radiation
Choose the correct word in each sentence:
1. Store containers in a well-ventilated / good-ventilated place.

2. Wipe up any spillages immediately and wash / rinse with soapy water.
3. Process cooling water can be returned / recycled.
4. This chemical is toxic / intoxicating if swallowed.
5. Leftover chemicals should be disproved / disposed of safely.
6. Please wear protective gloves when fingering / handling this material.
7. Remember that asbestos fibres can cause cancer / coma.
8. Pregnant women should not take this medicine as it may cause birth defects / effects.
9. Increased levels of radiation may lead to compared / impaired fertility.
10. Do not empty chemical paint products into the drains / grains.
11. Protect / Avoid contact with skin and eyes.
12. Do not use with other products as it may release dangerous fumes / fumigation.
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Complete the following sentences with a form of the word in brackets:
1. When working in this area, please wear ………………… clothing. PROTECT

2. Don’t pour used chemicals into the drains as they will cause ………………… .
CONTAMINATE
3. Heating this liquid may cause an …………………… . EXPLODE
4. These chemicals must be kept in a locked cupboard because they are ……………… .
HARM
5. While they repair the roof, we will close this department as a ………………………………
measure. PRECAUTION
6. ……………………… health is one part of Health and Safety. OCCUPATION
7. Working in a noisy factory without ear protectors is a ………………… activity. DANGER
8. Petrol and oil are ………………… chemicals. FLAME
9. Make sure the containers are closed ………………… . TIGHT
10. Make sure you are wearing breathing equipment before starting ………………… . FUME
The manager in charge of health and safety is explaining things to some new
employees. Complete what he says by filling the blanks with the correct word from the box.
noise protection drowsiness dust accidents

smoke poisonous fumes risks burns goggles
MANAGER: New government regulations mean that we are all required to be more
aware of ……………………………… in the workplace. As your employer, we will provide you with the
necessary safety equipment. You must wear ……………………………… to protect your eyes when
working on this machinery. You should also wear ear ……………………………… because the
……………………………… from the machines is high enough to cause damage to your hearing. And
of course, there is a lot of ……………………………… in the air, so please wear masks to stop you
breathing it in. But, you too are responsible for your safety and for preventing
……………………………… happening.
EMPLOYEE: Are we looking at fire risks?

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MANAGER: Yes, of course. Remember that it is very dangerous to
……………………………… near the chemical store. In fact, we have a no smoking policy throughout
the company. Chemicals themselves are, of course, ……………………………… so they should never
enter your mouth. They could cause ……………………………… if you get them on your skin. If you
leave them without a lid, ……………………………… may escape and cause headaches,
……………………………… or dizziness.
Rearrange the letters to complete this short report of an accident which happened in a
factory:
On Friday morning at 9.25 a worker in the malicehc ……………………….. plant was found by
a female colleague. He was lying on the floor. His colleague checked that he was still breathing
and then called the yeeegncmr …………………….. services. The rejindu …………………. man was
taken to hospital where he later recovered. An investigation at the factory found that a elbott
………………….. containing a dangerous chemical liquid had been left open. Puavro ………………..
from the liquid had escaped into the air. While he had been working in the room he had
became llenuw …………………. . He had become wydsro …………………… and then had fallen
unconscious. Investigating officers are interviewing everyone who was working in the factory
that morning.
The average person finds it difficult to assess risks. For this

reason, work practices need to be regulated. Examples of dangerous activities are:
Welding or grinding without goggles;
Working on a construction site work without a hard hat;
Working in noisy factories, cabs or airport tarmacs and with outdoor machinery without
ear protection;
Working in chemical areas without protective clothing;
Smoking near hazardous substances.
Learn how to protect yourself from hazards using the appropriate protective clothing:
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1. EYE PROTECTION
Safety Glasses: Standard safety glasses look very much

like normal glasses, but have lenses that are impact resistant
and frames that are far stronger than regular eyeglasses.
Standard safety glasses can be equipped with side shields, cups,
or tinted lenses to offer additional protection and are also
available in prescription form. Safety glasses must meet the standards of the American National
Standards Institute (ANSI). Safety Goggles: Like safety glasses, goggles are impact resistant, but
they also provide a secure shield around the entire eye area.
Safety goggles can have regular or indirect ventilation. Indirect ventilation may be
required if you are exposed to splash hazards.
2. HEAD PROTECTION
Hard hats are made of rigid, impact-resistant, non-flammable

materials such as fiberglass and thermoplastics. The shell is held on your
head by a network of straps and harnesses: crown straps that fit over the
head itself and cushion impact; an adjustable headband that secures the
hat to your head; and chin or nape straps to prevent the hat from being
accidentally bumped off your head.
Thermal liners may be required if you work in extremely cold temperatures.
To keep your protective headwear in top condition, check it before and after each use to
make sure there are no cracks or signs of wear.
3. HAND PROTECTION
Fabric Gloves: Gloves made from cotton or fabric blends are generally used to
improve your grip when handling slippery objects. They also help insulate your hands from mild
heat or cold.
Rubber Gloves: Gloves that are commonly referred to as “rubber” can actually be
made from many different types of materials including neoprene, butyl rubber, polyvinyl
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alcohol or vinyl. These gloves help protect hands from many substances such as corrosives and
petroleum-based products.
Leather Gloves: These gloves are used to guard against injuries from sparks or
scraping against rough surfaces.
Laminate Gloves: These gloves are used to protect hands from exposure to one or
more chemicals for which a glove material is not effective.
SPEAKING
Brainstorming meeting. You are the manager of a protective clothing manufacturing

company. Start a brainstorming meeting to find new ways of advertising your equipment. The
text above will help you. Gather as many original ideas as possible, create an attractive
advertisement and think of a TV commercial as well.
The following box contains guidance for managing spilled materials (flammable
materials in this case). Draw a similar guide for reactives or gasses.
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GUIDE NUMBER 1: Flammable Materials
Special Actions: If the vapour concentration is over 10% of

the Lower Explosion Limit (LEL)
CONSIDER EVACUATION OF THE BUILDING !
ADEQUATE FIRE PROTECTION MUST BE PROVIDED !
An Emergency Control Team member, properly protected, must have immediate access to a dry
chemical fire extinguisher or equivalent.
Quantity: Flammable spills larger than 1 litre will be handled by the Emergency Control Team.
Minimum PPE: Level B or C Protection
 Full Rubber Boots
 Chemical Protection Suit Triple Gloves
 Respiratory Protection
 Goggles or Hard Hat with Face Shield
WARNING: ENTRY INTO AN ATMOSPHERE WHICH CONTAINS MORE THAN 10% OF THE LEL IS
NOT RECOMMENDED!
In general, solvent spills of 1 litre or less will rapidly evaporate. However, until vapours disperse, the risk
of fire or explosion and the health hazards may be quite high. Solvent spills in areas where flammable
vapours can accumulate should be monitored with a combustible gas meter. If the concentration of
combustible gas exceeds 10% of the Lower Explosion Limit (LEL) responders should withdraw until the
atmosphere can be appropriately modified via ventilation.
Charcoal should be placed in a plastic bucket or lined drum. The residue may be vacuumed with a high
efficiency particulate filter protected, explosion proof, industrial vacuum.
Solvent soaked pads will immediately be placed into a safety can for removal from the work area.
IF SPILL IS NOT CONTROLLED QUICKLY, EVACUATION OF THE BUILDING MUST BE

CONSIDERED. THE LOCAL FIRE DEPARTMENT SHOULD BE CALLED.
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Reading 2
Read the following fragment from The Blue Hotel by Stephen Crane. Underline the modal verbs:
The Palace Hotel at Fort Romper was painted a light blue, a shade that is on the legs of a kind of
heron, causing the bird to declare its position against any background. The Palace Hotel, then,
was always screaming and howling in a way that made the dazzling winter landscape of
Nebraska seem only a gray swampish hush. It stood alone on the prairie, and when the snow was
falling the town two hundred yards away was not visible. But when the traveler alighted at the
railway station he was obliged to pass the Palace Hotel before he could come upon the company
of low clap-board houses which composed Fort Romper, and it was not to be thought that any
traveler could pass the Palace Hotel without looking at it.
Pat Scully, the proprietor, had proved himself a master of strategy when he chose his paints. It is
true that on clear days, when the great trans-continental expresses, long lines of swaying
Pullmans, swept through Fort Romper, passengers were overcome at the sight, and the cult that
knows the brown-reds and the subdivisions of the dark greens of the East expressed shame, pity,
horror, in a laugh. But to the citizens of this prairie town, and to the people who would naturally
stop there, Pat Scully had performed a feat. With this opulence and splendor, these creeds,
classes, egotisms, that streamed through Romper on the rails day after day, they had no color in
common.
Ways with Words

1. This fragment belongs to a novel written by Stephen Crane. Its title is The Blue Hotel. Do you know
any idioms containing the word blue? How do you translate out of the blue or once in a blue moon?
2. Let’s learn some idioms with colours.
Be blue; Feel Blue:
‘I feel blue so often when it’s cloudy and rainy.’
‘Sometimes I’m blue on a grey day. But you should see Dorothy’.
To have green fingers (thumbs):
“Mrs. Helen Smith always seems to be successful in growing things. Both her flower garden and
her vegetable garden always appear to be healthy and very productive. Her friends frequently
say: “Helen, you certainly have a green thumb!”
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To be in the pink:
“The doctor examined John thoroughly and finally said:
“You’re in the pink of health”. To which John replied: “It must because I take vitamins”.
Red – handed:
“As the thief was climbing out the window with the stolen necklace, the
police was waiting for him and caught him red-handed because he had been/ was careless.”
Black sheep:
“Ted ran away from home at age 15. He got into trouble and spent some time in prison. From
there he robbed a bank, got captured and spent more time in prison. At least, at the age of 14, he
decided to spend his living honestly and today he is no longer the black sheep of his family. On
the contrary, his family is quite proud of him and of the transformation they see in his life.”
2. Answer the following questions:
a. Why do people feel blue?
b. Is it possible that some of the following are feeling blue?
 A man who has just lost all his money.
 A couple that has just got married.
 A ship captain whose ship has sunk in a bad storm.
 A wife whose husband has just given her a diamond necklace.
c. Have you ever felt blue? What has caused it?
d. Is it possible that the persons described below could be said to have “a green thumb”?
 A little boy who has got a new puppy for his birthday.
 A woman who likes to spend her weekends at the beach.
 A man who spends his summer evenings working in his garden to raise tomatoes,
cucumbers etc.
 An elderly woman who takes great pride in her lovely rose garden
e. Is it possible that some of the following are not in the pink?
 A nurse who has just finished working for 24 hours in a hospital and is exhausted.
 An old man who is 80 years of age but who can still swim, play golf, jog.
 A family that have been shipwrecked and have only lived on an island for three months
with coconuts to eat.
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 A famous boxer who has been training for his next championship fight for six weeks.
f. It is possible that some of the following persons be caught red-handed?
 A grandmother taking care of her small grandson.
 A boy taking an apple from a basket in a store.
 A man robbing a bank at ten o’clock in the morning.
 A policeman driving around in his patrol car.
g. Restate the following sentence using the idiom “red-handed”: The mystery of the disappearing
jam from the cellar was finally solved when they caught Jim eating a whole pot at night.
h. In your opinion, do many families have a “black sheep”?
i. Is it possible that some of the following might be considered a “black sheep”?
 An old man who has been poor all his life
 Twin boys who decide to join the army
 A young woman who abandons her parents and starts a life thrill of robbing homes of
jewels and money.
Grammar Reference
Modal Auxiliaries
 Modal auxiliaries are also sometimes called modal verbs or modals. The following are modal
auxiliaries:
Present form Past form
Can could
May might
Will would
Shall should
Must
Ought to
Need
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 Modal auxiliaries always stay the same. They cannot be put into different tenses, used as
infinitives, as gerunds or present participles. They are followed by the infinitive in different
forms.
I. Ability: can, could, be able

 Can (present or future) and could (past) refer to a general ability to do something. Can is also
used to refer to an ability to do something specific at a time in the future.
She can / can’t sing really well.
He could read when he was four.

 Can and could refer to the ability to do something, but not to the doing of it.
My parents live quite a distance away so we’re not able to/can’t see them.
We use be able to talk about ability + the achievement of the action.
He gave me a lift home so I was able to stay at the party till late.
 We use can + be + adjective or noun to talk about possibility.
She can be very charming when she wants to be.

 We use can, could and could have in conditional sentences. We also use them in sentences with
an implied condition.
I couldn’t have done it if I hadn’t had your help.
II. Certainty, possibility, deduction: can, could, may, might, must, will, should, ought to
 To talk about something that it is possible to do at any time, use can or may. With this use, can
and may are often followed by the passive infinitive.
Stamps can/may be bought at most shops which sell cards.

 To talk about a future possibility, use may or might. We can also use could (it refers to a
theoretical possibility).
The parcel may/might arrive tomorrow.
We could go by train. (It is possible to take a train there if you wanted to do that).
 To talk about a present or future certainty, use will + simple or continuous infinitive.
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I will be waiting for you when you arrive.
 To talk about possibility in the present, use may, might or could + simple infinitive (usually the
verb to be) or continuous infinitive.
I won’t phone Jennifer now because she might be working at home.

 To talk about possibility in the past, use may, might, could + perfect infinitive (simple or
continuous).
I don’t know why they’re so late. I suppose they could have got lost.
 To make a deduction about something in the present, use must (positive deduction) or can’t
(negative deduction) + simple infinitive (usually the verb to be) or continuous infinitive.
He can’t be driving here: he hasn’t got a car.

 To make a deduction about something in the past, use must/can’t (or couldn’t) + perfect
infinitive (simple or continuous).
He can’t have forgotten about the meeting: he talked to me about it only this morning.
 We can use should or ought to + present infinitive to make assumptions about the present or
the future and should or ought to + perfect infinitive to make assumptions about the past.
The train got in half an hour ago so they should be here soon.
Let’s go and see Cathy: she should have finished working by now.
III. Advice, obligation, necessity: should, ought to, must, have to, have got to, need
 To give advice, use should or ought to. We often use should/ought to with I think … /Do(Don’t)
you think …?
Don’t you think you should/ought to stop seeing him?

 To give strong advice and recommendations, use must. It can refer to present time or future
time.
We must go and visit them more often. You mustn’t let him talk to you like that.
 To criticise actions in the past, use should or ought to + perfect infinitive. Should /ought to in
the past means that the subject did not do the right thing.
I should/ought to have stayed at home. (= I didn’t stay at home and my behaviour was wrong)
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 To talk about obligation, use must, mustn’t or have to. Have to – the obligation is often
external, it comes from the situation; must – the obligation often comes from the speaker or
writer of the sentence.
Passengers must fasten their seat belts. (The obligation is imposed by the airline who wrote the
notice).
We’ll have to get there before 5 o’clock because the shops close then.
 We can also use have got to to express obligation. Have got to is often interchangeable with
have to but there is sometimes a difference: have to can be used for habitual actions and single
actions whereas have got to can only be used for single actions.
I have to get the bus into work today/I have to get the bus into work every day.
I have got to get the bus into work today.

 To express a negative obligation, use mustn’t. Do not use don’t have to = there is no obligation.
You mustn’t wait here. (You are not allowed to wait here).
You don’t have to wait here. (It is not necessary for you to wait here but you can if you want to).
 To express necessity, use need. We can use need as a modal verb in questions and negative
sentences.
You needn’t come if you don’t want to.

 To express lack of necessity, use needn’t, don’t need to, don’t have to, haven’t got to. When
the speaker is giving the authority, we often use needn’t.
Teacher to students: ‘You’ve worked hard today so you needn’t do any homework tonight.’
We’re eating out tonight so we don’t need/needn’t/don’t have to/haven’t got to buy any food.
 To express lack of necessity in the past, use needn’t + perfect infinitive or didn’t need to/didn’t
have to + infinitive.
I needn’t have gone to the station so early. The train was nearly an hour late. (It wasn’t
necessary to go to the station early but I didn’t realise that and so I did get there early).
We didn’t need to/didn’t have to get up early this morning because we had no lectures. (It
wasn’t necessary and so we didn’t do it).
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IV. Offers, requests, permission, suggestions: can, could, may, might, would, must, shall, would you
mind
 Asking permission: Can/Could/May/Might I …?
 Making a request: Can/Could/Would you …?
 To give or refuse permission: You can/can’t/may/may not/must/mustn’t …
 To make an offer: Can/Shall I, we …? Would you like…?
 To make a suggestion or an invitation: Shall we …? We could ..., Would you like to …?
V. Habit: would, used to

 Used to is not a modal: I used to work here. I didn’t use to work here. Did you use to work
here?
 Use would and used to to talk about past habits.
When we were children, my brother and I used to fight all the time.
When we were children, my brother and I would fight all the time.
 When we use would to talk about a past habit, it is necessary to use a past time reference.
Used to can be used with or without a past time reference.
 When we talk about past situations (not actions), we can use used to but we can’t use
would.
Controlled Practice
1. Complete the sentences with the correct form of can, could or be able to.
a. He’s very fit for his age. He …(run) really fast.
b. I’d like … (work) with you one day.
c. He …(not climb) up to the top: he was too scared.
d. If they hadn’t phoned for an ambulance, he …(die).
e. I love … (spend) all morning in bed at weekends.
f. We …(go) to that concert tomorrow if the tickets haven’t sold out.
g. I think you should go in the spring: it (be) very crowded there in summer.
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h. I … (not understand) what he says: he speaks too quickly.
i. …(speak) another language fluently is a great advantage.
j. Jonathan … (not say) anything until he was about three years old.
k. We … (not phone her up) because her phone had broken, but fortunately we ... (get) a message to
her.
l. Amy’s exam results weren’t very good. She … (do) better.
m. I … (not sleep) very well for the last four nights. It’s been too hot.
n. She tried to think of other things but she … (not put) that awful memory out of her mind.
o. … (you come) to the party on Sunday?
2. Complete the sentences with can, could, may, might, will, should, ought to, must and an infinitive in
the appropriate form:
a. Kerry’s rather late. She … (miss) the train.
b. Travellers’ cheques … (be exchanged) at most banks.
c. They’re not answering the phone so they … (be) out.
d. Don’t phone her now. It … (be) the middle of the night in Australia.
e. They (not move) house yet. I saw them in town this morning.
f. I haven’t seen Joanna this week. I think she … (visit) her parents but I’m not sure about it.
g. Her exam results are coming out soon. She worked very hard so she … (do) well.
h. That woman’s just fallen over. Let’s go and see her: she (be) hurt.
i. I don’t know where she is. She (not still play) tennis: it’s been dark for the last hour.
j. I sent the letter two days ago so he … (get) it by now, but you can never be sure.
k. Jim’s been very quiet since his girlfriend went away. He … (miss) her.
l. I … (come) and visit you at the weekends. Anyway, I’ll give you a ring to let you know.
m. She was with a man I didn’t recognize. It … (be) her brother because he looked a bit like her.
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n. The roads are fairly quiet today so we … (have) a good journey.
o. ‘Why do you think Tricia was in such a hurry?’ ‘I don’t know. She (run) to catch the bus.’
p. These glasses … (be) Tim’s: they look a bit like his.
r. It … (not rain): the ground’s completely dry.
s. I … (join) the sports club in the summer but I haven’t decided yet.
t. I told her you were coming so she … (expect) you.
u. They’ve just rung the bell so the children … (be) out of the classrooms in a minute.
3. Complete the sentences using the modals should, ought to, must or need or the verb have to in the
correct tense and form.
a. We … (leave) at 11 o’clock last night because the last bus went at 11.20.
b. I don’t think you … (offer) to help him. You’ve got enough work to do.
c. They … (not pay) to stay in a hotel. They can stay with us.
d. We’ve been staying in a hotel for the last two weeks so we (not cook) our own meals.
e. You … (come round) for dinner one evening. We haven’t had a good talk for a long time.
f. We … (run) all the way to the station because we were late for the train.
g. It’s your own fault that you’re so tired. You … (not go) to bed so late.
h. Why … the prisoners … (be locked) in their cells all day?
i. Hurry up. You … (not have) a bath now. The taxi’s coming in twenty minutes.
j. You … (not tell) him what happened. He would never forgive us.
k. You … (not allow) David to walk home from school every day on his own. He’s too young.
l. I don’t like … (do) everything my boss tells me to do.
m. You … (go) to that new French restaurant in town. It’s the best restaurant I’ve ever been to.
n. Paul … (not get up) early in the morning but everyone else in the house does.
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o. If I fail any one of my exams, I … (take) all of them again in November.
p. I … (tell) him what you really think of him next time you see him if I were you.
r. The wedding’s been cancelled so I … (not buy) that new suit: it was a waste of money.
s. I … (take) the children to school every morning before I go to work.
t. You … (not eat) in the lecture hall: it’s against the college regulations.
u. I’d like you to come to the meeting but you … (not come) if you don’t want to.
4. Write what to say using can, could, may, might, shall, must, would, would you like, would you mind.
There may be a number of possible answers.
a. Offer to open the door for a stranger.
b. Ask someone to answer the phone for you.
c. Invite a friend to go for a swim this morning.
d. Offer to make someone a sandwich.
e. Request an appointment to see your bank manager, Ms Arnold.
f. Give someone permission to use your phone.
g. Suggest going for a picnic this afternoon.
h. Ask someone to wait here for you.
i. Give your son permission to go out but tell him to be back before it gets dark.
j. You are in the train. Ask another passenger if you can open the window.
Offer to answer the phone.
k. You are in a café. There is a free seat next to someone. Ask that person if you can sit there.
5. Complete the sentences with would or used to. Where either form is possible, write them both.
a. I … have lots of free time before I started working here.
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b. In the long summer holidays, we … go out somewhere with a picnic every day.
c. When I was a newly-trained teacher, I … work till late every night preparing lessons.
d. They … be happy together but they are not now.
e. When they came to London, they … (never) travel anywhere on the tube.
f. When I had a car, I … drive everywhere, but now I’m much fitter because I always walk or cycle.
g. During my last year at university, I … go to the library to start work at 9 o’clock every morning.
h. When we shared a flat together, we … (often) stay up talking late.
i. When Amy was a baby, people … (often) come up to me and tell me how beautiful she was.
j. He … be overweight but he’s much slimmer now.
6. Rewrite the following sentences using a modal. In some sentences more than one modal is possible.
a. I promise to phone you next week. I will/’ll phone you next week.
b. At the age of nine, he still didn’t know how to read.
c. It’s essential that we leave on time tomorrow morning.
d. Are you able to come with me tonight?
e. It’s not a good idea for you to work so hard.
f. It’s possible that they’ll be here soon.
g. Why don’t we go and see a film tonight?
h. He said that he intended to write to me soon.
i. Is it possible for me to sit here?
j. He refuses to give me an answer.
k. It’s not necessary for you to apologize.
l. Am I allowed to smoke in here?
m. He knew how to speak four languages by the time he was twelve.
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n. I want to help you but I am not able to.
o. I think it’s a good idea for me to stay in tonight: I’ve got a lot of work to do.
p. I don’t know who she is but it’s possible that she is Rick’s sister.
r. Do not tell him any of this: it’s vital that it remains a secret.
s. I intend to finish this essay before I go to sleep.
t. It’s 7 o’clock. I assume that Clare will be here soon.
u. I know he’s in but he’s not answering the phone. I’m sure that he is asleep.
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7. Complete the second sentence so that it has a similar meaning to the first sentence using the word
given.
a. Shall we go out tonight? (how)
b. It’s very possible that he’ll be promoted. (every)
c. It is certain that he will return this afternoon. (bound)
d. He was not able to understand the radio message because of the interference. (impossible)
e. Why haven’t you signed this page at the bottom? (sign)
f. Could he have been telling the truth? (likely)
g. Could you come on Saturday? (suit)
h. How do you feel about going on a trip? (like)
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i. You don’t have to inform the agency beforehand. (compulsory)
j. May I borrow your typewriter? (mind)
k. You won’t be able to enter the country unless you have a visa. (prevented)
l. You mustn’t start writing before the test starts. (rules)
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8. Translate into English using modal verbs:
Ar trebui să-i spună fiicei ei o poveste, dacă vrea ca ea să adoarmă.
Când eram copil nu-i puteam înţelege pe adulţi şi acum că sunt adult nu-i mai pot înţelege pe copii.
Chiar dacă ne-am strădui din răsputeri nu am reuşi să ajungem.
Nu pot să nu mă gândesc ce s-ar fi întâmplat dacă nu am fi putut rezolva problema.
Când era tânăr era foarte rezistent; putea lucra toată ziua şi dansa toată noaptea.
N-aveam cheie, aşa că n-am putut închide uşa.
Ştiam bine oraşul aşa că am putut să le explic cu să ajungă la gară.
Nu trebuie să conduci aşa repede; avem destul timp.
Nu-i voie să conduci aşa repede; este o limitare de viteză aici.
Nu-i nevoie să suni, am eu cheie.
Dacă sunteţi amabil să aşteptaţi a clipă îl chem pe director.
Drumul era acoperit cu gheaţă şi lui îi era groază să nu alunece.

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Ar fi trebuit să verifice frânele înainte de plecare.
Am văzut un tigru ieri în pădure. - Nu se poate să fi văzut un tigru, nu sunt tigrii în ţară la noi.
Tocmai am terminat de udat florile. - Nu era nevoie să le uzi, uite cum plouă acum.
Uşa era deschisă. – Nu se poate să fi fost deschisă. Am închis-o chiar eu la plecare.
M-ai auzit când am venit acasă seara trecută? – Nu, trebuie că adormisem.
Stătea pe bancă ore întregi şi se uita la stele.
Dacă îi dai ocazia nu mai încetează cu poveştile din război.
L-am văzut pe stradă dar nu s-a oprit să-mi vorbească. Probabil că era foarte grăbit.
Când era la şcoală putea merge în mâini distanţe lungi, dar acum nu mai poate.
Deşi afară plouă cu găleata de cel puţin trei ore, am putut să merg la farmacie şi să cumpăr
medicamente.
Nu este voie să vorbeşti tare aici, doar suntem într-un spital.
Nu e cazul să-i reaminteşti de datorie, este un om cu mult bun simţ.
Nu era nevoie să-i cumperi volumul acesta de poezii, îl mai are de două ori.
Se poate ca ieri pe vremea asta fraţii lui să fi cărat cărămida de la fabrică.
S-ar putea ca ei să îşi formateze sistemul acum, habar n-am.
Trebuie să-mi spăl maşina, este prea murdară. Ar fi trebuit să o spăl cel puţin acum o lună.
Cu siguranţă că în acest moment echipa adversă sărbătoreşte victoria.
Acum un an am avut un câine tare neascultător: nu vroia să-mi aducă papucii atunci când îi spuneam eu.
Este de datoria noastră să ne ajutăm părinţii atunci când sunt în dificultate.
Citeam zeci de cărţi pe lună când eram student.
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Progress Test 3
a. Without your support, I should have never won the nomination.
If it hadn’t ………………………………………………………..
b. The telephone rang the moment I stepped into the room
No sooner ………………………………………………………….
c. The candidate was undoubtedly highly intelligent but she was not very suitable for the job.
Intelligent……………………………………………………………..
d. She has not been to the office since November, 4th.
She last…………………………………………………………………
e. I’d like to have seen this movie.
I wish …………………………………………………………………..
f. I should really like someone to do all the housework for me.
The thing I’d really like ………………………………………………….
g. I’ve never seen such an exciting match before.
This match ………………………………………………………………..
h. Joan is very alike her father.
Joan bears …………………………………………………………………
i. We can’t persuade the cat to come down from that tree.
The cat ………………………………………………………………………
j. Can you play golf well enough to beat him?
Is your ………………………………………………………………………
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2. Insert the adverbs in brackets in the correct place:
a. We shall go (tonight, to the theatre, at six o’ clock)
b. He goes (to the factory, every morning, at 7 o’clock)
c. She played (last evening, the piano, at the National Opera, wonderfully)
d. My friend spoke (evening, to me, in the street yesterday, very kindly)
e. I am born (on April, in 1978, at 4 o’clock, 3rd)
f. Mr. Smith came (into the office late)
g. I read (all day, at home, yesterday, very much)
h. I enjoyed my lunch (the day before yesterday, very much)
i. They went (for a week and a half, to England, 5th, on March)
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Stau câteodată şi-mi aduc aminte ce vremi şi ce oameni mai erau în părţile noastre pe când
începusem şi eu, drăgăliţă-Doamne, a mă ridica băieţaş la casa părinţilor mei, în satul Humuleştii, din
târg drept peste apa Neamţului; sat mare şi vesel, împărţit în trei părţi, care se ţin tot de una: Vatra
satului, Delenii şi Bejenii.
Ş-apoi Humuleştii, şi pe vremea aceea, nu erau numai aşa, un sat de oameni fără căpătâiu, ci sat
vechiu răzăşesc, întemeiet în toată puterea cuvântului: cu gospodari tot unul şi unul, cu flăcăi voinici şi
fete mândre, care ştiau a învârti şi hora şi suveica, de vuia satul de vatale în toate părţile; cu biserică
frumoasă şi nişte preoţi şi dascăli şi poporeni ca aceia, de făceau mare cinste satului lor.
Şi părintele Ioan de sub deal, Doamne, ce om vrednic şi cu bunătate mai era! Prin îndemnul său, ce
mai de pomi s-au pus în ţinterim, care era îngrădit cu zaplaz de bârne, străşinit cu şindrilă, şi ce chilie
durată s-a făcut la poarta bisericei pentru şcoală; ş-apoi, să fi văzut pe neobositul părinte cum umbla
prin sat din casă în casă, împreună cu bădiţa Vasile a Ilioaei, dascălul bisericei, un holteiu zdravăn,
frumos şi voinic, şi sfătuia pe oameni să-şi deie copiii la învăţătură. Şi unde nu s-au adunat o mulţime de
băieţi şi fete la şcoală; între care eram şi eu, un băiat prizărit, ruşinos şi fricos şi de umbra mea.
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Key:
a. If it hadn’t been for your support I should have never won the nomination.
b. No sooner had I stepped into the room than the telephone rang.
c. Intelligent as the candidate was, she was not very suitable for the job.
d. She last was to the office on November, 4th.
e. I wish I had seen this movie.
f. The thing I’d really like is to have someone to do all the housework for me.
g. This match is the most exciting I have ever seen.
h. Joan bears a resemblance with her father.
i. The cat wouldn’t come down from that tree.
j. Is your golf handicap better than his?
2. a. We shall go to the theatre at six o’clock tonight.
b. He goes to the factory at 7 o’clock every morning.
c. She played the piano wonderfully at the National Opera last evening.
d. My friend spoke very kindly to me in the street yesterday evening.
e. I am born at 4 o’clock, on April, 3rd, in 1978.
f. Mr. Smith came into the office late.
g. I read a lot at home all day yesterday.
h. I enjoyed my lunch very much the day before yesterday.
i. They went to England for a week and a half on March, 5th.
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3. I sometimes stop and call to mind the customs and people there used to be in my part of the world at
the time when I had, so to speak, just begun to put a foot over the threshold of boyhood in my home in
the village of Humuleşti. It faced the town on the other side of the waters o the River Neamţ; it was a
large and cheerful village, divided into three closely connected parts: the village itself, the Deleni and
the Bejeni.
Moreover, Humuleşti in those days was not just a village of ne’er-do-wells but a prosperous and ancient
village of freeholders, its reputation and standing having long since been assured, with farmers who
knew their job, with stalwart young men and comely girls who could swing the shuttle too, so that the
village would buzz with the sound of looms on every side. It had a fine church and outstanding clergy,
church elders and parishioners, who were a credit to their village.
As for Father Ion, who lived at the foot of the hill, Lord, what an active and kindly man he was! On his
advice lots of trees were planted in the graveyard – which graveyard was surrounded by a high fence of
thick planks with eaves of shingles – and the fine room at the gate of the church precincts was built to
serve as a village school. You should have seen this untiring priest going round the village, entering one
house after another, together with one of his elders, Master Vasile, the son of Ilioaia, a sturdy, good-
looking, handsome bachelor. The two of them would persuade people to send their children to get some
schooling, and you should have seen the number of boys and girls who flocked into the school from all
parts, myself among them, a puny, timid lad, afraid of my own shadow!
(translated by Ana Cartianu)
Score:
1. 1 point + 1 point each x 9 = 10 points
2. 1 point + 1 point each x 9 = 10 points
3. 1 point +9 points = 10 points
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Unit 9: Offshore Drilling

 Direct and Indirect Speech
 The Sequence of Tenses

 Drilling
 Offshore drilling rigs
 Barges
 Drillships
 Platforms
Drilling offshore, in some instances hundreds of miles away from

the nearest landmass, poses a number of different challenges over
drilling onshore. The actual drilling mechanism used to delve into the sea floor is much the same as can
be found on an onshore rig. However, with drilling at sea, the sea floor can sometimes be thousands of
feet below sea level. Therefore, while with onshore drilling the ground provides a platform from which
to drill, at sea an artificial drilling platform must be constructed.
Drilling offshore dates back as early as 1869, when one of the first patents was granted to T.F.
Rowland for his offshore drilling rig design. This rig was designed to operate in very shallow water, but
the anchored four legged tower bears much resemblance to modern offshore rigs. It wasn't until after
World War II that the first offshore well, completely out of sight from land, was drilled in the Gulf of
Mexico in 1947. Since then, offshore production, particularly in the Gulf of Mexico, has been very
successful, with the discovery and delivery of a great number of large oil and gas deposits.
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Find out more about offshore drilling by filling in the gaps in the following text. Use
the words in the table below.
marine riser drill bit cables blowout preventer drillstring

device drilled shallow subsea platform
The Drilling Template
Since the land that is going to be drilled through cannot provide a base for offshore drilling as it
does for onshore drilling, an artificial ………………must be created. This artificial platform can take many
forms, depending on the characteristics of the well to be………………, including how far underwater the
drilling target is.
One of the most important pieces of equipment for offshore drilling is the …………………drilling
template. Essentially, this piece of equipment connects the underwater well site to the drilling platform
on the surface of the water. This………………., resembling a cookie cutter, consists of an open steel box
with multiple holes in it, dependent on the number of wells to be drilled. This drilling template is placed
over the well site, usually lowered into the exact position required using satellite and GPS technology. A
relatively ……………………hole is then dug, in which the drilling template is cemented into place. The
drilling template, secured to the sea floor and attached to the drilling platform above with……………….,
allows for accurate drilling to take place, but allows for the movement of the platform above, which will
inevitably be affected by shifting wind and water currents.
In addition to the drilling template, a ……………………..is installed on the sea floor. This system,
much the same as that used in onshore drilling, prevents any oil or gas from seeping out into the water.
Above the blowout preventer, a specialized system known as a …………… extends from the sea floor to
the drilling platform above. The marine riser is designed to house the ………………..and……………., and yet
be flexible enough to deal with the movement of the drilling platform.
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Moveable Offshore Drilling Rigs
There are two basic types of offshore drilling rigs: those that can be moved from place
to place, allowing for drilling in multiple locations, and those rigs that are permanently placed.
Moveable rigs are often used for exploratory purposes because they are much cheaper to use
than permanent platforms. Once large deposits of hydrocarbons have been found, a permanent
platform is built to allow their extraction.
Study the following pictures below, and then match them with the corresponding text.
There is one extra text that you will not use.
Picture 1 – Text Picture 2 - Text
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Picture 3 - Text Picture 4 - Text
A. Jack- Up Rigs
Jack-up rigs are similar to drilling barges, with one difference. Once a jack-up rig is towed to the
drilling site, three or four 'legs' are lowered until they rest on the sea bottom. This allows the working
platform to rest above the surface of the water, as opposed to a floating barge. However, jack-up rigs
are suitable for shallower waters, as extending these legs down too deeply would be impractical. These
rigs are typically safer to operate than drilling barges, as their working platform is elevated above the
water level.
B. Semisubmersible Rigs
Semisubmersible rigs are the most common type of offshore drilling rigs, combining the
advantages of submersible rigs with the ability to drill in deep water. Semisubmersible rigs work on the
same principle as submersible rigs; through the 'inflating' and 'deflating' of its lower hull. The main
difference with a semisubmersible rig, however, is that when the air is let out of the lower hull, the rig
does not submerge to the sea floor. Instead, the rig is partially submerged, but still floats above the drill
site. When drilling, the lower hull, filled with water, provides stability to the rig. Semisubmersible rigs
are held in place by huge anchors, each weighing upwards of ten tons. These anchors, combined with
the submerged portion of the rig, ensure that the platform is stable and safe enough to be used in
turbulent offshore waters. Semisubmersible rigs can be used to drill in much deeper water than the rigs
mentioned above.
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C. Drilling Barges
Drilling barges are used mostly for inland, shallow water drilling. This typically takes place in
lakes, swamps, rivers, and canals. Drilling barges are large, floating platforms, which must be towed by
tugboat from location to location. Suitable for still, shallow waters, drilling barges are not able to
withstand the water movement experienced in large open water situations.
D. Drillships
Drillships are exactly as they sound: ships designed to carry out drilling operations. These boats
are specially designed to carry drilling platforms out to deep-sea locations. A typical drillship will have, in
addition to all of the equipment normally found on a large ocean ship, a drilling platform and derrick
located on the middle of its deck. In addition, drillships contain a hole (or 'moonpool'), extending right
through the ship down through the hull, which allow for the drill string to extend through the boat,
down into the water. Drillships are often used to drill in very deep water, which can often be quite
turbulent. Drillships use what is known as 'dynamic positioning' systems. Drillships are equipped with
electric motors on the underside of the ships hull, capable of propelling the ship in any direction.
E. Submersible Rigs
Submersible rigs, also suitable for shallow water, are like jack-up rigs in that they come in
contact with the ocean or lake floor. These rigs consist of platforms with two hulls positioned on top of
one another. The upper hull contains the living quarters for the crew, as well as the actual drilling
platform. The lower hull works much like the outer hull in a submarine - when the platform is being
moved from one place to another, the lower hull is filled with air - making the entire rig buoyant. When
the rig is positioned over the drill site, the air is let out of the lower hull, and the rig submerses to the
sea or lake floor. This type of rig has the advantage of mobility in the water, however once again its use
is limited to shallow water areas.
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In some instances, when exploratory wells find commercially
viable natural gas or petroleum deposits, it is economical to build a
permanent platform from which well completion, extraction, and
production can occur. These large, permanent platforms are extremely
expensive, however, and generally require large expected hydrocarbon
deposits to be economical to construct. Some of the largest offshore
platforms are located in the North Sea, where because of almost
constant inclement weather, structures able to withstand high winds
and large waves are necessary. These platforms are among the largest
structures built by man. There are a number of different types of
permanent offshore platforms, each useful for a particular depth range.
Because of their size, most permanent offshore rigs are constructed
An Offshore Platform near land, in pieces. As the components of the rig are completed, they
are taken out to the drilling location. Sometimes construction or
assembly can even take place as the rig is being transported to its
intended destination.
SPEAKING
Imagine that you work for an oil company which is mainly involved in offshore drilling
operations. Using the picture below and the information in the texts below, make a presentation of the
types of platforms used by your company to a group pf potential clients interested in working with your
company.
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Offshore Drilling Platforms
In certain instances, in shallower water, it is possible to physically attach a platform to the sea
floor. This is what is shown above as a fixed platform rig. The 'legs' are constructed with concrete or
steel, extending down from the platform, and fixed to the seafloor with piles. With some concrete
structures, the weight of the legs and seafloor platform is so great, that they do not have to be
physically attached to the seafloor, but instead simply rest on their own mass. There are many possible
designs for these fixed, permanent platforms. The main advantages of these types of platforms are their
stability, as they are attached to the sea floor there is limited exposure to movement due to wind and
water forces.
Discover the types of drilling platforms by unscrambling the following words from the boxes
below and then filling in the gaps in the text following the boxes. The letter beginning the word has
the first position.
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soalefor wetar cnoidtnios twore pmatolfrs
Compliant towers are much like fixed…………….. They consist of a narrow tower, attached to a
foundation on the…………. and extending up to the platform. This tower is flexible, as opposed to the
relatively rigid legs of a fixed platform. This flexibility allows it to operate in much deeper……………., as it
can 'absorb' much of the pressure exerted on it by the wind and sea. Despite its flexibility, the compliant
…………………system is strong enough to withstand hurricane………………….
tonsein pfotarlm rgi toednns lge
Seastar platforms are like miniature tension …………..platforms. The platform consists of a
floating………., much like the semisubmersible type. A lower hull is filled with water when drilling, which
increases the stability of the platform against wind and water movement. In addition to this
semisubmersible rig, however, Seastar platforms also incorporate the tension leg system employed in
larger platforms. Tension legs are long, hollow …………..that extend from the seafloor to the floating
platform. These legs are kept under constant………………., and do not allow for any up or down
movement of the…………….. However, their flexibility does allow for side-to-side motion, which allows
the platform to withstand the force of the ocean and wind, without breaking the legs off.
pourotdcin oli sreivce reirs wlesl
Subsea production systems are…………… located on the sea floor, as opposed to at the surface.
Like in a floating production system, the petroleum is extracted at the seafloor, and then can be 'tied-
back' to an already existing ……………platform. The well can be drilled by a moveable rig, and instead of
building a production platform for that well, the extracted …………and natural gas can be transported
by……….. or even undersea pipeline to a nearby production platform. This allows one strategically placed
production platform to …………many wells over a reasonably large area.
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pelotinta wetra cenlidry cbalse ohsorfef
Spar platforms are among the largest …………….platforms in use. These huge platforms consist of
a large cylinder supporting a typical fixed rig platform. The …………..however does not extend all the way
to the seafloor, but instead is tethered to the bottom by a series of …………..and lines. The large cylinder
serves to stabilize the platform in the…………., and allows for movement to absorb the force of
……………hurricanes. The first Spar platform in the Gulf of Mexico was installed in September of 1996.
dlrphilsis ……whelelad pcael

…..ahncros …..dlinirgl
Floating production systems

are essentially semisubmersible
………………rigs except that they
contain petroleum production
equipment, as well as drilling
equipment. Ships can also be used as
floating production systems. The
platforms can be kept in
………….through large, heavy…………….,
or through the dynamic positioning
A Floating Production System
system used by………………... With a
floating production system, once the
drilling has been completed, the ……………….is actually attached to the seafloor, instead of up on the
platform. The extracted petroleum is transported via risers from this wellhead to the production
facilities on the semisubmersible platform.
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orapete sdie vrateicl depe lgno
Tension leg platforms are larger versions of the Seastar

platform. The………., flexible legs are attached to the seafloor, and
run up to the platform itself. As with the Seastar platform, these legs
allow for significant…………… to side movement (up to 20 feet), with
little ……………movement. Tension leg platforms can as ……………..as
7,000 feet.
VOCABULARY
Complete the following description of an oil rig with
the correct preposition. Choose from those in the box. You A Tension Leg Platform
will need to use some more than once. The image below
might help you!
above on in from to in between around
close to of beside at along below
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The Magnus oil rig stands (a)……………..huge steel legs resting (b) ………..the seabed. To
prevent movement a large anchor is firmly embedded (c) ………..the seabed. A production
platform is build (d) ………..sea level. (e)………..the centre (f) ……….the platform, (g) ………….the
well, is the drilling derrick. Oil and gas are separated (h) ………the bottom (i) ……….the derrick
and a pipeline takes oil (j) ……….the platform (k) ………shore. Helicopters carrying operators land
(l) ………the helipad located on one side of the platform.
(m) ……….this pad there is an accommodation block. The recreation area is found (n)
………the first level and (o) ………the top floor the workers sleeping quarters are to be found. The
dining area is on the floor (p) ………. . Walkways run (q) ………..one side of the accommodation
block and (r) ……….the outside of the platform. Lifeboats can be found (s) ………..the
accommodation block. Supply boats, carrying suppliers for the rig, can tie up (t) ………one side
(u)……….the rig and goods are lifted (v) ……….the boats using a crane. Drinking water is stored
(w) ………large tanks located (x) ………the electricity generators.
Pre-reading
Make a short presentation of the distance learning programme within the Faculty of Engineering. What
were your expectations when you came here?
Reading 2
Here is a presentation of Lancaster Management School. Pay attention to the use of conjunctions in
English:
The Management School
Lancaster has one of the largest and most experienced management schools in the United
Kingdom. There are over 80 members of the faculty covering the full range of management subjects
with a commitment to high quality and innovative teaching. Our students benefit from contributions of
staff who are researching and undertaking specialist teaching at the forefront of their subjects.
In the 1996 Research Assessment Exercise, Lancaster was one of only three Business Schools in
the UK to have been awarded the top rating – 5*-signifying international excellence research. In the
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most recent Higher Education Funding Council assessment we were also rated Excellent for our teaching
of Business and Management. We are therefore one of the three UK Business Schools to have achieved
the top rating for both our teaching and our research.
Management teaching and research have a high profile at Lancaster. The Management School has
about 20% of the whole University’s staff and their departments were among those which helped found
the University in 1964.
As you would expect from a School of such distinction and size, we have a balanced portfolio of
teaching: over 300 students graduate with Bachelor’s degrees in management subjects every year and
350 with Master’s degrees. We also have about 100 active research students.
Co-ordinated through our Management Development Division, there are over 500 practising
managers following our Senior Executive programme, our Executive MBA, our International Master’s or
Postgraduate Diploma programmes. These programmes are supported by a wide range of organisations,
including British Airways, British Aerospace, North West Water and Royal Mail. Lancaster is also unusual
among UK graduate business schools in providing both a leading MBA programme and a range of
Master’s courses covering the management specialisms.
Graduates from all our programmes are notably successful in obtaining excellent positions to
launch or enhance their careers. We are able to maintain strong links with manufacturing, services and
public authorities through our long experience of collaborative research, in-company projects
undertaken by our students, post-experience teaching and, of course, the achievements of our alumni.
We have strong international links, chiefly into networks of the leading west European business
schools, but also with leading researchers in North America business schools and with the People’s
Republic of China and other SE Asian countries. These links have been reinforced by the launch in 1996
of our prestigious International Master’s programme taught collaboratively by leading staff at INSEAD,
McGill University, Hitotsubashi University (Japan), Institute of Management (Bangalore, India) and
Lancaster.
Our commitment to postgraduate programmes is reflected in our decision to build a new, well-
equipped Graduate Management School. This provides first class facilities for our growing number of
Master’s and research students, complementing the Management School’s main building. It is close to
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the centre of the Lancaster campus and comprises lecture, seminar and tutorial rooms, offices,
computing laboratories and common rooms.
The School has a major cluster of terminals and PCs connected to the University’s main computing
network and to others beyond the University. An extensive collection of management books and
journals is housed in the centrally located University Library.
Ways with words

1. Special terms
specialism = concentration on or specialization in a branch or field of a study, profession, etc.
alumnus, pl. -ni = a person, esp. a boy or man, who has attended or is a graduate of a particular
school, college, etc. alumna, pl. -nae = a girl or woman alumnus
to enhance = to improve the quality or condition of something
to launch = to start (a person) on some course or career
to undertake, -took, -taken = to make oneself responsible for; take over as a charge
cluster = a number of things of the same sort gathered or grouped together
2. An antonym is a word that means the opposite of another. For example, the opposite of short is long,
the opposite of old is young. Complete the following sentences with one suitable word meaning the
opposite of the word in capital letters:
a. Jack much prefers being EMPLOYED to being .……..….
b. Alex did a number of TEMPORARY jobs before he managed to find a ……..….. position.
c. The first shop he opened was a big SUCCESS but the second was a total ……..…..
d. Many people would rather work ………….than FULL-TIME.
e. The management said salaries had INCREASED, but official reports showed that as a matter of
fact they had .………….
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3. Word sets. Try to think of the word time. Now think of words connected to time. In this way you may
create a word set which may include among other words: day, month, year, century, year, etc. Now
complete the following sentences with one appropriate word connected with the subject of money:
a. They refused to accept a cheque so I had to pay in ………....
b. When she started with the company her …………. was only $20000 a year. Now it’s at least four
times that.
c. When Mr Michael retired he received a .………… of $200 a month.

d. Pierre is very worried because he is in ……….... nobody will lend him any money.
e. If you want a new car why not go and see your bank manager about a ………....
Here is a list of words and expressions to do with money. Use your dictionary and divide them
into the following categories:
-borrowing money; saving and investing money; having a personal bank account.
Sometimes the same word will fit different categories:
-to withdraw money; a building society; a current account; a cheque card; a mortgage; to cash a cheque;
to buy shares in a company; the Stock Market; to put money in; a monthly statement; a deposit account;
to earn 15% interest.
4. Word building
Complete the following sentences with the correct form of the words in italics.
produce
a Our production of washing-machines increased by 5% last year.
b We have recently put on the market two new …………………… .
c …………………… per worker will increase with the introduction of the new machines.
d Word processors have helped to make office workers more ……………………. .
e The company is well known in the agricultural industry. It sells mainly farm …………………… -
eggs, butter, milk, etc.
compete
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a Coca Cola’s main ……………………is the Pepsi-Cola company.
b We try to stay……………………… by investing heavily in advertising and promotion.
c Our company’s main objective is to keep ahead of the …………………………. .
plan
a The meeting did not go as ………………….
b Some projects take years of ………..…………. .
c Before asking a bank manager for money, it is wise to show him a business ………………….
analyse
a Managers needs to have an …………………mind.
b Our………………….showed that we needed to put more emphasis on marketing.
c We must look at the problem…………………
5. Compound nouns and phrases with time What do the following mean?
a. time-card ………………………………………………………….
b. time-lag…………………………………………………………….
c. time-and-motion study………………………………………………
d. time-zone……………………………………………………………
e. time-switch (referring to a machine)………………………………..
f. time-limit…………………………………………………………….
g. time-sharing (referring to a computer)………………………………
h. timekeeper…………………………………………………………...
i. to be on time…………………………………………………………
j. to be in time…………………………………………………………
Now, if you are still unsure of the meanings of any of the above, check them in your dictionary.
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Make sentences of your own using five of the above.
6. Rewrite the following sentences, replacing the words in italics with words and phrases from below.
Make any other necessary changes.
for the time being at one time
in no time at all from time to time
in good time work against time
ahead of its time before one’s time
a. The salesman decided to get to the meeting fairly early so that he could prepare his
presentation.
b. I can get these brochures and price lists off to you almost immediately.
c. I must stay with my company for the moment because jobs are hard to find.
d. We have little time left to complete the project.
e. I am going to retire earlier than expected.
f. The technology used in the Lotus car is very advanced indeed.
g. Formerly I worked on the shop floor of the factory. Now, I’m Managing Director. Times have
changed!
h. We check the machines at intervals.
7. Complete the following sentences with the correct word or phrase (a, b, c or d).
1 Nowadays, I eat out at restaurants regularly and often go abroad for holidays. My …………………is
much higher than it used to be.
a standard of living b cost of living c lifestyle d way of life
2 Writing reports is not a ……………………that everyone enjoys.
a duty b work c job d function
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3 This machine uses much less fuel than the previous one. It is far more ……………….
a sparing b economic c effective d economical
4 The management has worked out a …………………… to improve our market share.
a strategy b policy c target d planning
5 Many of the ………………… in the Personnel Department are part – time workers.
a staff b staffs c employers d personal
6 One of the company’s main …………………… is to increase sales by 10% per year.
a designs b plans c purposes d objectives
7 Several machines have broken down. We won’t be able to …………………….an important order.
a fill b meet c make d do
Grammar Reference
The Conjunction
Conjunctions join words, phrases and clauses:
He slipped and fell on the floor.
Please watch my baggage while I buy my train ticket.
Coordinating Conjunctions
 Coordinating conjunctions join units that are equal grammatically ( have the same function in
the sentence):
He slipped and fell on the floor. (And joins two verbs)
He moved quickly but quietly. (But joins two adverbs)

 Conjunctions both...and, not only... (but also), either...or, neither...nor make the connection
more intense. They are also called correlative conjunctions:
Both Lisa and I will go to the party.
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Neither money nor power can make him happy.
Subordinating Conjunctions
 Subordinating conjunctions join elements of unequal rank. Here are some common
subordinating conjunctions: after, although, as, as much as, because, before, how, if, since, that,
unless, what, when, where, who, whom
She never saw him after he left town.
She has been very ill since her operation.
Grammar Reference
Direct and indirect (reported) speech
Indirect speech is the term used to refer to the means of expressing what a person has said by
reproducing either the exact words uttered or the essence of the utterance.
I. The changes involving the tense of the verb are those mentioned in connection with the sequence of
tenses, when the reported utterance is introduced by a verb in the past tense. The rules are the
following:
DIRECT SPEECH INDIRECT SPEECH
Present Past
Present Continuous Past Continuous
Present Perfect Past Perfect
Present Perfect Continuous Past Perfect Continuous
Past Past Perfect
Past Continuous Past Perfect Continuous
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Future Future-in-the-Past
Future Continuous Future-in-the-Past Continuous
Future Perfect Future Perfect in-the-Past
Future Perfect Continuous Future Perfect Continuous in-

the-Past
The Past Perfect and the Past Perfect Continuous remain unchanged; the Conditional and the
Subjunctive usually remain unchanged if the time reference and the place are the same.
e.g. “I feel dizzy”, she said. She said that she felt dizzy.
“I’m making a cake”. She informed him that she was making a cake.
“I have already answered these letters!”, she exclaimed. She exclaimed that she had already answered
those letters.
“I talked to him yesterday”, she answered. She answered that she had talked to him the day before.
“I will do it, I promise.” She promised she would do it.
“If he had time, he would do it now.” She said that if he had time, he would do it now.
These rules are not observed in certain cases:
No change of the present tense occurs in the reported clause when the statement contains a natural
law, a universal assertion, an eternal truth.
e.g. “English is an analytic language.” The teacher told them that English is an analytic language.
No change of the past tense occurs when the time of the main clause is fixed by an adverbial clause of
time.
e.g. “I was at home when the TV news started.” She insisted that she was at home when the TV news
started.
Would, Should, Ought (to), Used (to), must (especially in its prohibition sense) do not change.
e.g. “You should be more careful.” I advised her that she should be more careful.
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“You mustn’t smoke in the classroom.” He told us that we mustn’t smoke in the classroom.
II. Adverbs or adverbial phrases of time and place also change to suggest remoteness.
Here; this There; that
In this place In that place
Now Then
Today (on) that day
Yesterday (on) the previous day/the day before
Last night/week The previous night/week
Tomorrow Next day/the following day
Ago Before
Next day/week The following day/week
III. The word order of indirect speech is the same with that of a statement: there is no subject-auxiliary
inversion. Reported questions are introduced by if or whether, except for the reported special
questions, which are introduced by the question words (who, what, how, when, which, where, etc).
e.g. “Does she always wear hats?” He asked if she always wore hats.
“What are you doing here?” He wondered what I was doing there.
IV. Imperatives or direct orders become infinitive clauses (accusative with the infinitive constructions) in
reported speech or, after certain verbs, they may become finite object clauses with the verb in the
subjunctive mood.
e.g. “Shut the door after you!” She asked/ ordered me to shut the door after me. She asked/ordered that
I (should) shut the door after me.
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V. Reported exclamations are frequently paraphrases of direct exclamations or are object clauses.
e.g. “How nice to meet you again!” She said/exclaimed she was delighted to meet me again.
“What a terrible noise!” She complained of the noise.
“Good morning!” She greeted me. She wished me a good morning.
“Darling I love you!” He called her “darling” and professed his love for her.
Sequence of tenses
I. When the verb of the main clause is in one of the present tenses or in one of the future tenses, the
tense of the verb in the secondary clause is conditioned exclusively by context and by the speaker’s
intention.
e.g. I suppose he knows about it / he knew about it / he will find out about it.
II. When the verb of the main clause is in one of the past tenses, the following rules are applied:
If the action of the secondary clause verb is simultaneous with the action of the main clause verb, the
past tense of the main clause is followed by a past tense in the secondary clause.
e.g. That was what I thought.
It was certain that he worked well.
If the action of the secondary clause verb is anterior or previous to the past action of the main clause
verb, the past perfect is used in the subordinate clause.
e.g. I knew that she had been very upset.
That was what I had been doing until then.
If the action of the secondary clause verb is posterior or subsequent to the past action of the main
clause verb, the future-in-the-past is used in the secondary clause.
e.g. It was certain that we would have guests again.
I knew that they would not agree.
III. Even if the main clause verb is in the past, the verb of the secondary clause may be in any tense
required by the logic of communication or dictated by the moment when the utterance is made; the
233 | P a g e
same happens if the secondary clause expresses some general truth or refers to some lasting situation.
When this is the case, the rule given under II may not be observed in the following types of clauses:
In object clauses:
e.g. He insisted that the earth moves around the sun.
In attributive or relative clauses:
e.g. She bought the ring which she is wearing when he was away.
In adverbial clauses of comparison (after as … as, than):
e.g. Her grades were better last year than they will be next term.
In adverbial clauses of result:
e.g. She sang beautifully, that I shall remember her for a long time.
In adverbial clauses of cause:
e.g. I had to talk to her, because I am leaving soon.
IV. No future can be used in the adverbial clauses of time after a future tense in the main clause.
The simple present is used to express simultaneity, and the present perfect to express anteriority:
e.g. He will call you as soon as he has a spare moment.
You will be my friend again after you have proved more loyalty.
If the verb of the main clause is in the future-in-the-past, simultaneity is expressed with the help of the
past tense, and anteriority by the past perfect:
e.g. He promised he would call you as soon as he had a spare moment.
He said that they would meet when he had finished his work.
234 | P a g e
Controlled practice
1. Complete each sentence with an appropriate coordinate or subordinate conjunction:
A journey to the National Parks of the United States is a rare and unforgettable walk on the wild side. It
is to feel once more the power of the old myths, to once again know that the land is the cradle of life, a.
………. nature is the hand setting b. ……… craddle endlessly rocking.
To the west, on the Olympic Peninsula, is the brooding, primordial coastline of Olympic National Park.
The great rocks rising from the sea were once a part of the landmass. c. …….. the relentless sea chiseled
away the softer stone, creating the haunting monoliths rising from the tides. Along this coast, and
beyond, into the Olympic Mountains, is one of the most diverse wilderness areas in North America.
Within the park are alpine meadows, majestic white-robed peaks, d. …….. some sixty active glaciers
slow-sliding their relentless way down from the heights. On the western slopes of the mountains, there
is a remarkable rainforest. In Wyoming are the rugged, majestic battlements and spires of the Teton
Mountains. e. …….. most mountain ranges, the Tetons have no foothills. They rise dramatically to a
height of almost 14,000 feet. Although relatively small, the Colorado River must surely be the most
powerful river of them all. For the Colorado River carved the Grand Canyon. To travel from one end of
the canyon to the other would be a journey of 277 serpentine miles. Sometimes the walls of the canyon
are less than a half mile wide.
Far to the south and the east of the Colorado are the gentle waters of f. …….. may be the most unusual
river in the world. The Seminoles called it "Pa-hay-okee," g. …….. "Grassy Water." Here is the central
feature of Everglades National Park. A river that is 100 miles long, 50 miles wide, and averages only 6
inches deep. Slowly flowing through the entire southern reaches of the Florida Peninsula, the Everglades
teems with an extraordinary variety of life. Within its labyrinth of cypress swamps, hammocks, islands
and hyacinth pools, live more than 350 species of birds.
Sea. Mountain. River. Each has had a powerful impact on human experience. h. …….. perhaps the most
ancient influence has been the forest. Within the National Parks of North America there are vast reaches
of forest. On the slopes of the Sierra Nevada, the giant sequoias are the survivors of a forest realm that
has endured for millennia. Some of these patriarchs have stood for more than 2000 years. They are the
largest living things on earth. Far to the east, there is a more gentle forest. In the ancient mountains of
southern Appalachia, in Shenandoah National Park i. …….. in Great Smoky Mountains National Park, are
seemingly endless groves of oak, hickory, maple and other hardwoods. To walk these cool, serene,
235 | P a g e
vaulted byways is to feel an intimacy with nature rarely found in this modern world where man and
nature are too often strangers. These are softer mountains, laying comfortably on the earth as if
sleeping within their counterpanes of mist. The Cherokee called these woodlands "The Place of Blue
Smoke." Bryce Canyon seems like an enchanted city built by mythical giants long departed. There are
castles and whimsical skylines, arches, minarets, towers, all cut from stone by the delicate, j. ……..
powerful hand of water, time and wind. Some of the walls are 600 feet long and 200 feet high. Within
the avenues of the city are magnificent silent shapes k. ……… seem to have once been alive.
Eighty miles west of Bryce Canyon are the massive walls and towers of Zion National Park. l. …….. the
formations of Bryce are delicately carved, the temples of Zion seem to have been hacked from the earth
with bold, powerful strokes. Vertical canyon walls rise thousands of feet from the valley floor.
m. …….1794, n. ……..Captain George Vancouver first explored these shores, the glacier has receded
more than 75 miles. No longer shrouded in ice, the bay is a theater where one of nature's most
spectacular dramas is performed. Here is where glaciers come to die.
The lands and landscapes of Yosemite are a banquet for the eye o. ……..for the soul. Here within the
valley and in the high country are stone cliffs towering taller than anything man has made. Waterfalls
dance in the heights like angels in lace and then fall thundering through the sunlight into the lap of the
valley. Here are glacial lakes and alpine meadows and streams of liquid crystal. Among the marvels of
Yosemite are two so powerful they will dwell in the eye of the mind forever.
2. Put the following sentences into reported speech:
a. “I shall ask them what they have been doing”, said Tony.
b. “I haven’t found my bag yet”, said Sarah.
c. “I didn’t want to wash my face, mother”, said the little boy.
d. “When John comes back, he will ring up at once”, his sister promised.
e. “I can’t think where my umbrella is”, said Peggy.
f. “The highest mountain in Britain is Snowdon”, Mr. Holmes told the pupils.
g. “The engine has been running for more than ten minutes”, Jack said to the mechanic.
236 | P a g e
h. Mary said, “The goldfish has jumped out of its bowl and I can’t find it anywhere.”
i. “If you are short of money I can lend you fifty pounds”, said my aunt, “and you can take your
time about paying it back.”
j. He said, “I am quite a good cook and I do all my own washing and mending, too.”
k. “If you give me some wire, I’ll mend the fuse for you”, said my cousin.
l. “I have something to show you”, I said to her.
m. “I am living with my parents at present”, she said, “but I hope to have a flat of my own
shortly.”
n. “From one of the windows of my flat I can see the Tower”, said I.
3. Change the verb in the main clause into the Past Tense Simple. Make all the other necessary changes.
a. Everybody is sure that, after his father’s return to London, he will not lag behind his group and will
study much better.
b. I know that the meeting has already been held.
c. She promises that by the end of the month they will have finished their work.
d. He knows that if he tells his friends about it, they will not be surprised.
e. You tell me you have read this play in translation. I advise you to read it in English.
f. Mother has said Adam is coming on Saturday and will stay for a very short time.
g. He tells me that two minutes are left before the train leaves.
h. I feel sure that when he goes home he will not fail to tell his father everything he has done at school,
and what hopes he has about going to the university where he can continue his studies.
237 | P a g e
Test
Choose the best variant:
1. I went to …….. cinema last night.
A. -; B. the; C. a; D. an.
2. He would have helped you if he ………
A. had been able to; B. could; C. has been able to; D. wanted.
3. If it ……… tomorrow we’ll postpone our businees trip.
A. rained; B. rains; C. will rain; D. had rained.
4. If I ………. in your place, I would gladly acept his invitation.
A. was; B. had been; C. were; D. has been.

5. On …….. one hand I would like to start such a project, on ……… other I think I shan’t have
the time to finish it.
A. the/ a; B. the/ the; C. -; -; D. a/ the.
6. I saw smoke ……… through the door of …….. chemistry laboratory.

A. come/ the; B. come/ -; C. coming/ -; D. coming/ the.
7. Have you …….. finished your homework ………?
A. -/ yet; B. just/ -; C. already/ -; D. -/ already.
8. ……… the truth, I would have told it to you.
A. Have I known; B. Did I know; C. Had I known; D. Should I know.
9. I couldn’t make ……… a story, so I had to tell them the truth.
A. up; B. in; C. out; D. of.
10. …….. had I entered the door …….. the phone started to ring.
A. Hardly/ when; B. scarcely/ then; C. hardly/ than; D. hard/ when.
11. No sooner …….. on that drilling rig when he ………. promoted.
A. had he moved/ has been; B. had he moved/ was; C. was he moved/ was; D. he had moved/
was.
12. The doctor …….. several hours ago.
238 | P a g e
A. has been sent for; B. had been sent for; C. was sent for; D. was being sent for.
13. In case you ……… my advice, call me at this number.
A. will need; B. need; C. has needed; D. needed.
14. Do you think we ……… call him so late?
A. should; B. need; C. had to; D. must.
15. The paper addresses a basic question…….. How can we take steps needed to protect the
environment?
A. : ; B. .; C. ,; D. - .
16. She took the liberty ……… it in her own way.
A. of doing; B. to do; C. of to do; D. to doing.
17. She spoke………
A. extreme loud; B. extremely loud; C. extremely loudly; D. extreme loudly.
18. He was looking at me as if he ……… that easy equation.
A. didn’t understand; B. hasn’t understood; C. hadn’t understood; D. understood.
1 point + 0,50 points per each good answer
239 | P a g e
Evaluation
1. What have you learnt from this book?

_________________________________________________________
_____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________
2. What did you enjoy about it?

_________________________________________________________
_____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________
3. What didn’t you enjoy about it?

_________________________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
240 | P a g e
______________________________________________________________________________
____________________
4. Write down two or three recommendations or suggestions for doing it differently.

_________________________________________________________
_____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________
241 | P a g e
242 | P a g e
Appendix 1
Irregular verbs
Base form Past Simple Past Participle Translation
to be was/were been a fi
to beat beat beaten a bate
a lovi
a învinge
to become became become a deveni
to bend bent bent a (se) îndoi
to begin began begun a începe
to bid bid bid a ordona
bade bidden a porunci
a oferi
to bind bound bound a uni
a lega
a obliga
to blow blew blown a sufla
to break broke broken a sparge
a rupe
a sfãrâma
a degrada
to bring brought brought a aduce
a produce
to build built built a clãdi
243 | P a g e
a construi
to burn burnt burnt a arde
a ataca
to burst burst burst a izbucni
a exploda
a crãpa
to buy bought bought a cumpãra
to cast cast cast a arunca
a turna
to catch caught caught a prinde
a capta
a bloca
a colecta
to choose chose chosen a selecta
a alege
to cleave cleft cleft a (se) despica
clove cloven a (se) scinda
a separa
to come came come a veni
a ajunge
cost cost cost a costa
to creep crept crept a (se) târî
a aluneca
a se alungi
244 | P a g e
to cut cut cut a tãia
to deal dealt dealt a se ocupa (cu)
a distribui
to dig dug dug a sãpa
to do did done a face
to draw drew drawn a desena
a schiţa
a atrage
to dream dreamt dreamt a visa
to drink drank drunk a bea
to drive drove driven a acţiona
a conduce
to eat ate eaten a mânca
to fall fell fallen a cãdea
to feed fed fed a alimenta
a hrãni
to feel felt felt a (se) simţi
to fight fought fought a combate
a (se) lupta
to find found found a gãsi
a descoperi
a constata
to fling flung flung a lansa
a arunca
245 | P a g e
a izbucni
to fly flew flown a zbura
a lansa
to forecast forecast forecast a prevedea
to forbid forbade forbidden a interzice
to forget forgot forgotten a uita
to freeze froze frozen a îngheţa
a refrigera
to get got got a obţine
a primi
a deveni (a ajunge)
to give gave given a da
a acorda
a transmite
a aviza
a preda
to go went gone a merge
a funcţiona
a circula
to grow grew grown a se mãri
a dezvolta
to hang hung hung a suspenda
a agãţa
a pune receptorul în furcã
246 | P a g e
to have had had a avea
to hear heard heard a auzi
to hew hewed hewed a ciopli
hewn a tãia
to hide hid hidden a ascunde
to hit hit hit a lovi
a ciocni
a izbi
to hold held held a ţine
a bloca
a opri
a fixa
a cuprinde
to hurt hurt hurt a rãni
a lovi
a avaria
to keep kept kept a ţine
a reţine
a menţine
a întreţine
to knit knit knit a înnoda
a tricota
a îmbina
to know knew known a şti
247 | P a g e
a cunoaşte
to lay laid laid a pune
a aşeza
a întinde
to lead led led a conduce
a avansa
a comanda
to lean leant leant a înclina
a (se) apleca
a se sprijini
to learn learnt learnt a învãţa
to leave left left a pleca
a pãrãsi
to lend lent lent a împrumuta
to let let let a lãsa
a permite
to lie lay lain a se afla
a consta în
light lit lit a aprinde
to lose lost lost a pierde
to make made made a fabrica
a face
to mean meant meant a însemna
a vrea să spunã
248 | P a g e
to meet met met a (se) întâlni
a intersecta
a încrucişa
to pay paid paid a plãti
a achita
to put put put a pune
a aşeza
to read read read a citi
to ride rode ridden a cãlãri
to ring rang rung a suna
a chema (la telefon)
to rise rose risen a (se) ridica
a (se) urca
a rãsãri
to run ran run a alerga
a funcţiona
a administra
to say said said a spune
to saw sawed sawn a tãia cu ferãstrãul
to see saw seen a vedea
to seek sought sought a cãuta
a cerceta
to sell sold sold a vinde
to send sent sent a trimite
249 | P a g e
to set set set a regla
a ajusta
a stabili
to shake shook shaken a bate
a scutura
a vibra
to shear sheared shorn a tãia
a mãrgini
to shed shed shed a arunca
a difuza
a vãrsa
to shine shone shone a strãluci
to show showed shown a arãta
a manifesta
to shoot shot shot a împuşca
a filma
to shrink shrank shrunk a se contracta
to shut shut shut a închide
to sing sang sung a cânta
to sink sank sunk a (se) scufunda
a îngropa
to sit sat sat a sta jos
to sleep slept slept a dormi
to slide slid slid a aluneca
250 | P a g e
a glisa
to sling slung slung a arunca
a lansa
to smell smelt smelt a mirosi
to smite smote smitten a izbi
to speak spoke spoken a vorbi
to speed sped sped a accelera
to spell spelt spelt a scrie literã cu literã
a silabisi
to spend spent spent a petrece
a cheltui
a întrebuinţa
to spill spilt spilt a vãrsa
a risipi
a turna
to split split split a scinda
a despica
to spin spun spun a (se) roti
to spread spread spread a rãspândi
a acoperi
a extinde
to spring sprang sprung a sãri
a izvorî
a se arcui
251 | P a g e
to stand stood stood a sta (vertical)
a rezista
a suporta
to steal stole stolen a fura
to stick stuck stuck a (se) lipi
a se fixa
to strike struck struck a lovi
a izbi
to string strung strung a înşira
a lega
to strive strove striven a se strãdui
a se lupta
to swear swore sworn a jura
to swell swelled swollen a (se) umfla
a creşte
to swim swam swum a înota
to swing swung swung a oscila
a (se) balansa
a pendula
to take took taken a lua
a capta
a necesita
to teach taught taught a preda
to tear tore torn a rupe
252 | P a g e
to tell told told a spune
to think thought thought a reflecta
a gândi
a socoti cã
to throw threw thrown a arunca
to thrust thrust thrust a împinge
a înfige
to understand understood understood a înţelege
to wake woke woken a (se) trezi
to wear wore worn a purta
a (se) uza
a toci
to weep wept wept a plânge
a se prelinge
to win won won a câştiga
to wind wound wound a
to wring wrung wrung a stoarce
a rãsuci
a smulge
to write wrote written a scrie
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Appendix 2
WORD+PREPOSITION
(sb.= somebody; sth.= something)
(break sth.) by accident
according to (the weather forecast)
to account for sth.
an advertisement for sth
afraid of (storms)
at the age of (twenty)
to agree with sb. on sth.
to apply for (a job)
appropriate for sth.
to argue with sb. about sth.
to arrive at (the railway station)
to arrive in (Europe)
as a result
to ask for sth.
to assist in sth.
attentive at sth./ sb.
at the beginning of sth.
in the beginning
to be afraid of. sb./ sth.
to be at home
to be aware of sth.
254 | P a g e
to be bored with sth./sb.
to be careful about sth.
to be fed up with sth.
to be full of (energy)
to be fond of sb.
to be good at sth.
to be in charge of sth.
to be in love with sb.
to be in a mess
to be interested in sth.
to be impressed by sth.
to be married to sb.
to be on strike
to be out of order
to be patient with sb./ sth.
to be proud of sth./ sb.
to be similar to sth.
to be tired of sth.
to believe in sth.
to belong to sb.
to benefit from sth.
to go by bus/ train/plane, etc.
in the (20-th) century
certain of sth.
255 | P a g e
change for (a dollar)
to come from England/ Romania
to compare sth. with sth. else
to complain about sth.
in (good/bad) condition
in/ under these conditions
in contrast with sth./ sb.
to cooperate with sb.
to cope with sth.
to deal with sth.
to debate on sth.
deficiency in sth./ deficient in sth.
to depend on sb./ sth.
to develop into sth.
to die of sth.
to be different from sb./sth.
in the distance
to distinguish sth. from sth. else
to dream about sb./sth.
in the end
at the end of sth.
to a (certain/great) extent
to fight against sb./ sth.
to fight against sb./ sth.
256 | P a g e
on a flight to (Paris)
to fight against sb./sth.
to find put about sv./ sth.
to forget about sb./sth.
to get in touch with sb.
to get on (well) with sb.
to go out with sb.
to go home
to have a degree in sth.
to have an interview for a job
to invite sb. to (a party) or for (dinner)
in the North/ South, etc.
to laugh at sb./ sth.
to listen to sth./ sb.
to live on the third/fourth floor
to look after sb.
to look at sth.
to look for sth.
to look forward to doing sth.
to merge with sth.
by mistake
at the/that moment
to operate on sb.
to originate in sth.
257 | P a g e
owing to sth.
to participate in sth.
to pay ($5000) for sth.
to point at sb./ sth.
to point sth. (a gun) at sb.
preoccupation with sth.
to rely on sb./ sth
representative of sb./ sth.
resistance to sth./ sb.
to search for sth./ sb.
to sell sth. for ($300)
to share sth. with sb.
similar to sb./ sth.
to speak to sb. about sth.
to specialize in sth.
to spend money on sth.
a story about sth.
to suffer from sth.
to talk to sb. about sth.
thanks to sb./ sth.
on television
to think about (What are you thinking about?)
to think of (What do you think of von Laue?)
to throw sth. at sb.
258 | P a g e
a ticket for sth.
in view of sth.
to wait for sb./ sth.
on the way (to school)
to work as (a teacher)
to work for (an organization)
to worry about sth./ sb.
to write (an e-mail, a letter) to sb.
259 | P a g e

English For Engineering Curs IDD An II Ambele Semestre

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English for Engineering

Autori: Arleen Ionescu

Titular disciplină: Eugenia Baciu

Curs IDD – an II- Ambele semestre

Ways with words............................................................................................. 225

Grammar Reference ....................................................................................... 229

Grammar Reference ....................................................................................... 230

Controlled practice ......................................................................................... 235

In this unit you will learn:

Verbs which do not take a continuous aspect

1. What energy sources are widely used in the modern world?

The world of oil is divided into three:

1) The “upstream” comprises exploration and production.

Forming the layers Compressing the layers

Petroleum is an oily, thick, flammable, usually dark-coloured liquid that is a form of

Vocabulary. Match the definition with the words:

wfol tera yrlea uprusees vesrrees kecidrr

kocr pampgni lweolebr cwiatdl ellw oeerrrvis illdr itb

ENVIRONMENTAL VOCABULARY CROSSWORD

Compaction and cementation transform sediments into

Sedimentary rocks comprise a relatively thin

Coal, a sedimentary rock, is the source of

3. The clastic sedimentary rocks:

5. The major difference between breccia and conglomerate is:

sedimentary magma volcanic minerals fluids granite aggregate metamorphic

sedimentary igneous porosity petroleum rock metamorphic permeability

A subsurface body of ………………. having sufficient ……………….and…….…….. to store and transmit

rock viscosity gravity hydrocarbon

A complex mixture of naturally occurring ………………..compounds found in……………. Petroleum

Imagine you are invited to deliver a speech

 harmful or fatal to aquatic life, but

Advertising is capitalism’s soft sell. An anonymous mass

Ways with words

b. the persuasive power of advertising

c. how advertising influences women

d. the image of women in advertisements

2. Which if the following points are made in the passage?

a. Advertisements persuade potential consumers that they need a product.

b. Girls and housewives are the main consumers.

d. Advertisements reinforce a woman’s view of herself.

e. Advertisements project an image of the ideal housewives.

I. Start with the word on. Follow directions:

a. Add a letter at the beginning and you have a great weight.

II. Try again. Start with in:

III. Try again. Start with an.

IV. Find the words described below:

a. A word that sounds like meat but means getting together.

b. Another word for too that ends with -so.

d. Another word for sufficient that rhymes with tough.

Here are some of them:

British English American English

Holdenhurst Rd. Phone 292684

I usually get up at 8.30.

Romanian people like to travel.

Most evenings we go out.

I don’t like gangster film.

Wood floats on water.

The Earth moves round the Sun.

The Danube flows into the Black Sea.

She works in a very famous company.

The plane lands at 6:34 p.m.

Our summer holiday starts on July 1st.

Affirmative and negative