Limba Engleza3

8/20/2019 Limba Engleza3

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UNIVERSITATEA “AL. I. CUZA” IAŞI

FACULTATEA DE ISTORIE

Învăţământ la distanţă

LIMBA ENGLEZĂ

Autor şi Titular: Lect.univ.dr. Olesia MIHAI

ANUL IISEMESTRUL II

2012-2013


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Unit 1 ______________________________________________________________3

A. Topic: ROBIN HOOD AND HIS HISTORICAL CONTEXT _________________ 3

B. Grammar Review: QUESTIONS ________________________________________ 8

C. Vocabulary: CRIME AND THE LAW___________________________________ 11

D. Exam Focus _________________________________________________________ 12

Unit 2 _____________________________________________________________14

A. Topic: BLACK DEATH - POLITICAL AND SOCIAL CHANGES __________ 14 B. Grammar Review: TAG QUESTIONS___________________________________ 22

C. Vocabulary: CRIME AND THE LAW II_________________________________ 23

D. Exam Focus _________________________________________________________ 25

Unit 3 _____________________________________________________________27

A. Topic: ELIZABETH I ________________________________________________ 27

B. Grammar Review: MODALS __________________________________________ 37

C. Vocabulary: TOWNS AND BUILDINGS ________________________________ 43

D. Exam Focus _________________________________________________________ 45 Bibliography ______________________________________________________ 45


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ISSN 1221-9363


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Unit 1 A. Topic: ROBIN HOOD AND HIS HISTORICAL CONTEXT

Pre-questions:

What is the historical fact behind the legend of Robin Hood?

Did this potent outlaw folk hero really harass Guy of Gisborne and live in

Sherwood Forest, or was he a mythical creation designed to express

disatisfaction with unfair laws?

Read the following article adapted from BBC – History:

Introduction to the hero

'Those who put themselves outside the law had become popular heroes'

The Robin Hood legends form part of a corpus of outlaw stories which date from

around the reign of King John. Two other key outlaws, Fulk fitzWarin and

Eustace the Monk, were historical figures whose lives can be clearly identified at

this time, but Robin Hood himself is much more problematical.

What is striking about these stories is that they reveal that, in an age when the

Rule of Law was respected as the foundation of good government, those who put

themselves outside the law had become popular heroes. This is in complete

contrast to public perceptions of the outlaw at the beginning of King Henry II's

reign, and shows that the existing order had come to be regarded as tyrannical. Tyranny was the abuse of law.

If the existing order was founded on the arbitrary will of evil men who could twist

the law to their own ends, then it was the role of the outlaw to seek redress and

justice by other means. In a violent age, these means were invariably violent.

Robin Hood and his contemporaries were cunning, merciless and often brutal.


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Forest legend

In all these tales, the forest figures prominently. The forest in the Middle Ages

included very extensive areas of cultivated land as well as wood and waste land.

They were the private preserve of the king and his officers, and were protected by

a harsh series of forest laws, against which there could be no appeal - not even to

the ecclesiastical courts.

'The origins of the Robin Hood legend are very obscure.'

Forest law was extremely unpopular, among all sections of society, but it achieved

its purpose of retaining vast areas of semi-wild landscape over which the king and

his court could hunt. Yet the very wildness of the land made it a perfect place for

fugitives to hide out, and this is why areas such as Sherwood Forest and Barnsdale

feature so prominently in outlaw legend.

The origins of the Robin Hood legend are very obscure. The first literary

reference to Robin Hood comes from a passing reference in Piers Plowman , written

some time around 1377, and the main body of tales date from the fifteenth

century. These are found in the tales of Robin Hood and the Monk (c.1450); TheLyttle Geste of Robyn Hode (written down c.1492-1510, but probably composed

c.1400); and the 17th century Percy Folio, which contains three 15th century

stories: Robin Hoode his Death, Robin Hood and Guy of Gisborne and Robin Hood and the

Curtal Friar .

Within these literary references, there is nothing to suggest that Robin Hood

should date to the time of King John: in fact the only king mentioned is 'Edward

our comely king', which probably refers to a visit to Nottingham of King Edward


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II in 1324. Yet a court roll from Berkshire indicates that the legend of Robin

Hood dates much earlier than this.

The real Robin?

'There are numerous cases in the C13th & C14th of outlaws deliberately taking

on the pseudonyms of Robin Hood and Little John...'

This William son of Robert and William Robehod were certainly one and the

same, and some clerk during transcription had changed the name. It follows that

the man who changed the name knew of the legend and equated the name of

Robin Hood with outlawry.

This is merely the earliest of several such references to Robehods or Robynhods,

most of them outlaws, after the mid-13th century, and it provides a useful terminus

ante quem for the existence of the legend. Robin Hood must have existed before

1261 for his name to have been misused in such a way.

We should not be surprised at such misuse. There are numerous cases in the 13th

& 14th centuries of outlaws deliberately taking on the pseudonyms of Robin

Hood and Little John, and it seems likely that the original Friar Tuck who got

accreted to the legend was one Robert Stafford who was active in Sussex between1417 and 1429. Yet this in itself indicates just how difficult it is to tie Robin Hood

down, since each misuse of the legend adds details of its own.

Bloody background

Another historical outlaw of John's time suffered similar identity problems even

during his lifetime, but he dealt with them in no uncertain fashion. Fulk fitzWarin

was furious when he discovered that a northern robber, Piers de Bruville, wasusing Fulk's name to cover his banditry.


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'One day, whilst playing chess, John broke the chessboard over Fulk's head.'

He ambushed Piers and his men in a house they were raiding and forced Piers to

tie his men to their seats and behead every one of them with his own hands.

When the ugly task was finished, Fulk struck off Piers' head himself, saying: 'None

shall ever charge me falsely with theft.'

Fulk is in fact a far more interesting character than Robin Hood, with a personal

link to King John. He was a childhood friend of John's, but their relationship was

a stormy one. One day, whilst playing chess, John broke the chessboard over

Fulk's head.

In retaliation, Fulk kicked John in the stomach, and when John went crying to his

father, it was John who was beaten for complaining. On the death of his father in

1197, Fulk took over his ancestral holding at Whittington; but when John came to

power, he gave the honour to Fulk's old enemy, Morys fitzRoger. Fulk reacted by

murdering Morys and fleeing into outlawry, where he levied war against John and

his agents for 3 years.

Pardoned in November 1203, he recovered Whittington and remained in the

king's peace until joining the baronial rebellion in support of Magna Carta in 1215.

He was not reconciled to the king until 1217, and died c.1256-7.

The Romance of Robin

Around these bare facts a wonderfully fanciful romance has been woven in an

Anglo-French chronicle which dates to the 13th century. The same is true of

another historical outlaw, Eustace the Monk, who seized control of the island of

Sark in 1205 and terrorised the Channel with piracy until killed at Sandwich in

1217.


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'In the reign of Henry II, the outlaw was a villain.'

Both of these interweave magical incidents and anecdotes reminiscent of the tales

of Hereward the Wake; but they also contain stories which can be directly

compared to some of the tales of Robin Hood. Eustace, like Robin, disguises

himself as a potter in order to confound his enemies: Fulk disguises himself as a

charcoal-burner. Fulk robs the king's merchants, at the king's expense, and forces

them to dine with him.

Eustace pulls exactly the same trick as Robin when he asks those he waylays how

much they are carrying, and lets them off if they tell the truth; and like Robin with

the Sheriff of Nottingham, Fulk lures the king into the forest, where he kidnaps

him, invites him to dinner and eventually lets him go. These parallels are not mere

coincidences, they are exact analogies, and they share much of the same

mythological basis as the earlier tales of Hereward the Wake (who himself uses

disguises and trickery). If our dating of Robin Hood is correct, then the tales are

contemporaneous, and what we can see here is the development of a popular

mythology which eulogises those men who stood out against the excesses of

John's rule.

In the reign of Henry II, the outlaw was a villain. Warin de Wolcote was a parasite

on society, and Henry did everyone a favour when he marched into Sherwood

Forest, dragged him to Northampton and stuck his head on the city gates. By the

time of John, all this has changed.

Now the likes of Fulk fitzWarin (no relation), Eustace the Monk and Robin Hood

are the gadflies of authority, who turn injustice on its head. They may not rob the

rich to feed the poor, but they do beat the strong to help the weak. This explains

the enduring popularity of the Robin Hood legends; they are the little man's way

of striking back.

Vocabulary Notes:

arbitrary will – hotăr/re unilaterală, voinţă arbitrară

a charcoal burner - cărbunar

cunning – viclean, şiret

ecclesiastical courts – tribunal bisericesc


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USE:

We use yes/no (closed) questions when we want a simple yes/no answer:

Does your uncle still live in France?

Yes, he does./No, not any more.

We use open questions when we want to find out more information:

Why did he live in France then?

He couldn’t live here any longer.

Task 2: For each of the following, first make a yes/no question. Then make

an open question using where.

1. She stays there.

2. She is staying there.

3. She will stay there.

4. She is going to stay there.

5. They stayed there.

6. They will be staying there.

7.

They should stay there.8. He has stayed there.

9. He has been staying there.

10. John is there.

11. John will be there.

12. John has been there.

13. Judy will have been there.

14. Ann and Tom were married there.

15. This package should have been taken there.

Task 3: Make appropriate questions for the following answers.

1. My friend. The letter is from my friend.

2. Maria. Maria wrote that letter.

3. My mother’s. That is my mother’s coat.

4. In August. Alice and John are going to get married in August.

5.

Gray. Her eyes are gray.


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6. Herb tea. I’d like some herb tea.

7. Coffee. I usually drink coffee with my breakfast.

8. By taxi. I got to the airport by taxi.

9. For three days. She’s been sick for three days.

10. This one. You should buy this camera, not that one.

C. Vocabulary: CRIME AND THE LAW

Task 1: Underline the most suitable word or phrase.

a. Sally didn’t realise that she had broken/countered/denied the law.

b.

The police have banned/cancelled/refused parking in this street.c. I must remember to get a/an agreement/licence/permission for my television.

d. The president admitted that there had been a breakdown of law and

crime//government/order .

e. Jim’s parents wouldn’t agree//allow/let him go to the demonstartion.

f. Jake was arrested because he had entered the country

falsely/illegally/wrongly.

g. Talking to other students is against the law/orders/rules of the examination.

h.

The two men were arrested before they could commit/make/perform any

more crimes.

i. I hjad to take the company to court/justice/law to get the money they owed

me.

j. Smoking is compulsory/prohibited/refused near the petrol tanks.

Task 2: Match word in the box woth a suitable description (a-l).

Blackmailer, forger, hooligan, murderer, shoplifter, vandal, burglar, hijacker,

kidnapper, pickpocket, smuggler, witness

a. This person takes control of a plane or boat by force.

hijacker

b. This person sees what happens during a crime or accident

……………………………………c. This person brings goods into the country illegally.


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……………………………………

d. This person might steal food from a supermarket.

……………………………………

e. This person kills someone on purpose.

……………………………………

f. This person takes people and demanda money for their return.

……………………………………

g. This person makes illegal copies of paintings, documents, etc.

……………………………………

h. This person damages other people’s property.

……………………………………

i.

This person might steal your wallet in a crowd.

……………………………………

j. This person steals from houses.

……………………………………

k. This person gets money from others by threatening to tell secrets.

……………………………………

l. This person causes trouble at football matches.

……………………………………

D. Exam Focus

Task 1: Translate into Romanian:

The Robin Hood legends form part of a corpus of outlaw stories which date from

around the reign of King John. Two other key outlaws, Fulk fitzWarin andEustace the Monk, were historical figures whose lives can be clearly identified at

this time, but Robin Hood himself is much more problematical.

What is striking about these stories is that they reveal that, in an age when the

Rule of Law was respected as the foundation of good government, those who put

themselves outside the law had become popular heroes. This is in complete

contrast to public perceptions of the outlaw at the beginning of King Henry II's


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reign, and shows that the existing order had come to be regarded as tyrannical.

Tyranny was the abuse of law.

If the existing order was founded on the arbitrary will of evil men who could twist

the law to their own ends, then it was the role of the outlaw to seek redress and

justice by other means. In a violent age, these means were invariably violent.

Robin Hood and his contemporaries were cunning, merciless and often brutal.

Task 2: Form questions to which these sentences could be answers. The

information which is required is shown by the words in italics .

1. I’ve forgotten Amelia’s address .

2. We’re going to the south of France next month.

3. Their house was struck by lightning again last night.

4. It’s about 300 kilometres from Iasi to Buzau.

5. The thing that John wants most is a quiet house in the country .

6. Jim has to take vitamin tablets twice a day to build up his strengths.


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Unit 2 A. Topic: BLACK DEATH - POLITICAL AND SOCIALCHANGES

K EY W ORDS :

Black death

Clergyman

Lollards

Lordship

Yeoman

Gentry

Peasantry

The Peasants’ Revolt

Benenden Mill: Country house of upwardly mobile yeomen

The Black Death had a devastating impact on local communities, and the class of

survivors created a country of higher wages and peasants with a determined sense

of their own worth.

Social change

Life in Britain in the fourteenth century was 'nasty, brutish and short', and it hadbeen that way for the peasantry since long before the Black Death. Britain in the


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early fourteenth century was horrendously overpopulated. This was very good for

the land-owning classes, since it meant that they had a vast reserve of inexpensive

manpower upon which they could draw. In fact, there was such a surplus on

manpower, that most landlords found it convenient to relax the old feudal labour

dues owed to them on the grounds that men could always be found to perform

them.

'Life in Britain in the Fourteenth Century was 'nasty, brutish and short.''

This changed after 1348.

We can see in the example of Farnham the immediate consequence of the plague:

a slash in the cost of livestock and inflation in the cost of labour. This pattern was

repeated up and down the country. The immediate reaction of the elite was to

legislate against this. The Ordinance of Labourers was published on 18th June

1349, limiting the freedom of peasants to move around in search of the most

lucrative work. This was promulgated through Parliament as the Statute of

Labourers in 1351:

It was lately ordained by our lord king, with the assent of the prelates, nobles and

others of his council against the malice of employees, who were idle and were not

willing to take employment after the pestilence unless for outrageous wages, that

such employees, both men and women, should be obliged to take employment for

the salary and wages accustomed to be paid in the place where they were working

in the 20th year of the king's reign 1346, or five or six years earlier; and that if the

same employees refused to accept employment in such a manner they should be

punished by imprisonment, as is more clearly contained in the said ordinance.

Age of the yeomen?

Yeomen


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It failed. Skilled manpower was so short that no landlord could afford to ignore

the strictures of the market. In Farnham, a carpenter who had been paid 3d. in

1346 was being paid 5d. by 1367, his mate had shot up from 1½d. to 4d., and

most other workmen had added at least a penny to their wages.

'The yeomen and the gentry were the movers and shakers of their locality.'

With the de facto freedom to move around and sell their labour, and the

horrendously deflated prices of goods and land, those with the enterprise to do so

were able to lift themselves out of the bonds of villeinage and make something of

themselves. It is at this point that we see the emergence of the yeoman farmer: a

peasant smallholder with up to 100 acres of land.

These yeoman farmers were always a tiny minority. They were outnumbered

hugely both by the gentry classes above them, and by the general peasantry below.

Yet the weakening of lordship and the cheapness of land had provided conditions

which the 'yeomen' and gentry were best positioned to exploit. They were the

movers and shakers of their locality, enclosing land for sheep, establishing

weaving mills and spending their new-found wealth on architectural memorials,

both for this life and the next.

Questioning the elites?

A peasant house after the Black Death.

In 1371, an academic Oxford cleric called John Wycliffe was promoted into the

government service of King Edward III. Desperate for cash to pursue the never-

ending war with France, Edward's chief advisor, John of Gaunt, hoped to use


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Wycliffe's radical preaching as a means of coercing the clergy into paying higher

taxes to the state.

Wycliffe was a reformist clergyman who had evolved a theory that the bible was

the only truly religious authority, rejecting the teachings of the Pope and the

Catholic Church. He believed that it was impossible to know whose souls would

ultimately be saved, and that it was entirely possible for those of the clergy and the

Pope not to be among them. His teachings were vilified by the Church, and he

was tried for heresy in 1377. However, John of Gaunt literally stood by him in

court, causing the trial to break up in confusion.

'Thanks to the new social freedoms released by the Black Death, the

Commoners had become more confident in demanding their rights.'

Yet Wycliffe's teachings had struck a dangerous chord amongst the population.

During the chaotic end to the trial of 1377, the London congregation had rioted

(in defence of their bishop against Gaunt). Thanks to the new social freedoms

released by the Black Death, the Commoners had become more confident in

demanding their rights.

The followers of Wycliffe's ideas, known as Lollards, were vociferous in support

of such demands. Among these was an itinerant preacher called John Ball, whose

sermons to the men of Kent verged on the revolutionary socialist:

Yeomen Revolt

Such words struck a deep chord among the men of Kent; more so than in other

places like Durham, where feudal lordship still held strong sway. This was because

the Kentish peasantry had been able to improve their lot considerably in the wake

of the Black Death. Fired up by John Ball's strong words, and outraged by the

demands of the new boy-king Richard II's government for a poll tax of 1 shilling

from every man in the land. Kent rose up under the leadership of Wat Tyler and

marched on London in 1381.

This was the outcome of simmering resentments and the surprising social shifts,

in part caused in part by the Black Death. The Peasants’ Revolt is the only truly

popular uprising in English medieval history. For, even the most fundamental


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attempts at social change, like the rebellion of Simon de Montfort in 1265, had

previously been initiated and led by the English barony. The Peasants' Revolt was

the first ever mass uprising of the common man in England. However, it was not

led by the peasantry either. The Peasants' Revolt was, in fact, a revolt of the

yeoman gentry. If their interests had not been threatened, it would never have

occurred.

'The Peasants' Revolt was in fact a revolt of the yeoman gentry.'

Of the three named ringleaders, Wat Tyler, John Ball and Jack Straw, little to

nothing is known. It is more than likely that 'Jack Straw' was a nickname for Wat

Tyler himself. Rebels and outlaws often took on such sobriquets in the wake of

the popularisation of the Robin Hood legend. It is significant that this

popularisation occurs at precisely this time, the first literary reference to Robin

Hood actually occurs in Piers Plowman. Wat Tyler was probably a yeoman

craftsman, as his name implies. John Ball, on the other hand, was probably the

most lowly of the ringleaders; but as an itinerant heretic preacher, he can hardly

be classed as a typical peasant.

Taxation without Power

Taxation was levied through Parliament. As the cost of wars increased during the

Middle Ages, the king increasingly needed to draw the money to fight them from

the general population, and Parliament was the mechanism through which this

was done. In principle, the King agreed to hear the Commons' grievances in

return for which they ratified his request for money. By 1376, serious cracks were

showing in this system. Parliament was being used by the king and the richer

landed gentry as a means of keeping the common people under control.

In 1334, it had slashed the property qualifications exempting the poorer gentry

(and yeomen) from taxation; and after the Black Death, it had enforced

reactionary labour laws designed to keep the cost of lordship down. Measures

such as these alienated poor gentleman, yeoman and peasant alike: those whose

livelihoods relied on hiring out their labour and who had no margins with which

to reduce the increased tax burden.


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'Parliament was being used by the king and the richer landed gentry as a means

of keeping the common people under control.'

By 1376, the Commons had had enough. In the famous 'Good Parliament' of that

year, they elected Sir Peter de la Mere as the first ever Speaker of the House of

Commons, and through him presented their grievances to the Lords. They

refused to ratify any further taxation until the king's Inner Council was replaced

and their economic grievances were heard. John of Gaunt had no choice but to

give in.

Yet, for the lesser gentry in the Commons, this was not the victory that it seemed.

In the very next year, John of Gaunt used the last Parliament of Edward III's

reign to institute the most regressive tax ever witnessed in later medieval England.

In response to a threatened French/Spanish armada menacing the realm,

Parliament levied a one-off poll tax of 4 pence on every adult over the age of 14.

This was followed up in 1379 by another poll tax, and then in 1380, a third poll

tax was levied which sparked the Peasants' Revolt.

In fact, the third poll tax, despite being one shilling on every adult over the age of

15, was actually less burdensome than the 1377 tax, because of the way in which it was levied. Instead of extracting a shilling from every man in the land, the total

assessment was calculated in every village by multiplying the number of eligible

persons by 12d. and apportioning that total to individuals based on their ability to

pay. The calculation was made by a group of commissioners appointed from

among the county gentry and court officials; but it was precisely for this reason

that it aroused such anger amongst those who instigated the revolt.

King and Government:

The new king: Richard II, Westminster Abbey.


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The yeomen and lesser gentry, who formed the local village élites, found

themselves both excluded from the administrative process which they saw to be

their right, and hit with a graduated tax bill based on their relative wealth

compared with the general peasantry; and their resentment boiled into open

revolt. They were joined by a peasantry made militant by the collapse of villeinage

and the rousing rhetoric of Lollard preachers such as John Ball.

Yet the Peasants' Revolt failed. In the end, it was just a brief conflagration which

threw stark light on the shifting social attitudes of the general population in the

years following the Black Death. These changes had been occurring throughout

the fourteenth century: Ambion was not the first medieval village to be deserted,

nor was it the last, and like many others its abandonment had begun long beforethe Black Death, due to high rents, enclosure, lack of work and bad land.

'The Black Death was never a cause, it was always a catalyst.'

The Black Death was never a cause, it was always a catalyst. All the things we have

been talking about - labour problems, architectural change, the rise of the gentry

and the growth of the English language - all had been developing throughout the

century. What the Black Death did was throw them together into an unstablebrew to which the king and his wars added the last spark of resentment.

Ironically, it was precisely the traditional lordship against

which they had rebelled that ended the Peasants' Revolt.

Wat Tyler was murdered whilst speaking to the young

king at Blackheath, and his rag-tag army dispersed on that

young king's promise to address their grievances. The

ultimate result of the Peasants' Revolt was to elevate the

personal importance of kingship to new heights, raising

huge expectations which the new king, Richard II, was

temperamentally incapable of fulfilling.


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Vernacular Literature

In 1362, Parliament passed a statute decreeing that all pleas should hereafter be

heard in English. This was undoubtedly an attempt to maintain some semblance

of order in a system which had been severely dislocated by the death of so many

of its educated clerks. From this time on, English replaced French as the official

language of the country and many works were translated from Latin and French

into the vernacular. At the same time, two great poets were writing in the

vernacular: Geoffrey Chaucer and William Langland.

Chaucer's Canterbury Tales were written during the 1380s. William Langland, a

priest from London, produced the first version of his great, alliterative poem The

Vision of Piers Plowman , at the same time as the English declaration of Parliament in

1362.

Task 1:

How could you define the term yeoman?

Mention three most important names associated with the Peasants’ revolt?

What do you know about Wat Tyler?

Explain the term poll tax?

Vocabulary notes:

assent – consimţământ

due – taxă

Enclose – a închide, a împrejmui

idle – f ără rost, van, deşert

gentry – mica aristocraţie

horrendously – îngrozitor

livestock – vite

lordship – calitatea de Lord, puterea sau domniile lordului feudal

lucrative – avantajos, prfitabil

plea – pretext, pledoarie

realm – tărâm, domeniu

riot – revoltă


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semblance – înf ăţişare, aspect

sobriquets –poreclă

spark – scânteie

uprising – răscoală

villeinage – iobăgie

B. Grammar Review: TAG QUESTIONS

FORM:

Tag questions are the short questions which we often attach to the end of a

sentence. we form tag questions with do/does/did (in the simple tenses), or the

auxiliary verb. There are three main types of sentence + tag question:type sentence tag question

mixed tag

questions

Affirmative+negative tag

Negative + affirmative tag

You already know

Harriet,

She hasn’t had the

baby yet,

don’t you?

has she?

uniform tag

questions

Affirmative + affirmative tag He arrived last

night then,

did he?

Most modal verbs, like auxiliary verbs, are repeated in the tag question:

Tax returns can be submitted on-line now, can’t they?

Parents shouldn’t expect their children to agree with their opinions, should they?

There are a number of exceptions and variations in the form of the verb in tag

questions:

tag questions after example

I am I’m still part of the team, aren’t I?

need

(negative)

He doesn’t need to repeat the year, does

he?

may/might It may/might be fine tomorrow, mightn’t

it?

ought to We really ought to leave now, oughtn’t

we?//shouldn’t we?

Let’s Let’s try that new restaurant, shall we?


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Task 1: Add tag questions.

a. They want to come, don’t they?

b. Elizabeth is a dentist, ………………..?

c. They won’t be there, ………………..?

d. You’ll be there, ………………..?

e. There aren’t any problems, ………………..?

f. George is a student, ………………..?

g. He’s learnt a lot in the last couple of years, ………………..?

Task 2: Complete each question with an appropriate question tag.

1. You’ll be able to watch the children for half an hour while I visit John,

………………..?

2. ‘I hope you are not doing anything tonight. I’ve just booked tickets for the

circus.’ ‘Oh, there were tickets left, ………………..? I thought it would have sold

out.’

3. The Consul had been quite cooperative up to this point, ………………..?

4. we needn’t register before the first talk, ………………..?

5. how can you think of marrying her? You’ve hardly known her,

………………..?6. It seems to me, Minister, that the government has broken all its pre-election

promises regarding the Health Service, ………………..?

7. Mrs Allison did say that we could take dictionaries into the exam with us,

………………..?

C. Vocabulary: CRIME AND THE LAW II

Task 1: Complete each sentence (a-j) with a suitable ending (1-10). Use

each ending once.

a. I decided to buy a burglar alarm after someone broke ………………… .

b. When Alan was stopped outside the supermarket he ended

………………… .

c. As it was Sheila’s first offence she was let ………………… .

d. After climbing over the prison wall, Peter managed to get

………………… .


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e. The old couple who live opposite were taken ………………… .

f. At the end of the trial Hilary was found ………………… .

g. My neighbours admitted denting my car but got away ………………… .

h. The bank at the end of the street was held ………………… .

i. Nobody saw jack cheating and he got away with ………………… .

j. The hijackers took fifteen people………………… .

1. in by a salesman who cheated them out of their money.

2. away by stealinga car parked nearby.

3. up at the police station, charged with shoplifting.

4. it, although everyone suspected what had happened.

5.

into my house and stole my stereo.

6. off with only a warning.

7. with paying only $100 damages.

8. hostage and demanded $1, 000, 000 from the authorities.

9. guilty and sentenced to six months in prison.

10. up by two masked men last week.

Task 2: Complete each sentence with a word from the box. Use each word once only.

Accused, evidence, guilty, lawyer, statement, charged, fine, jury, sentence,

suspect

a. The customs officers arrested bob and …charged … him with smuggling.

b. The police spent all morning searching thr house for …………… .

c. Jean left her car in a no-parking area and had to pay a/an …………….

d. Unfortunantely at the end of the trial my brother was found ……………

e. The trial took a long time as the …………… couldn’t reach a verdict.

f. George won his case because he had a very good defence …………… .

g. The police visited Dawn and asked her to make a/an …………… .

h. Because of his past criminal record, brian was the main …………… .

i. Puline decided to sue the police because she had been wrongly

…………… .

j.

The murderer of the children received a life …………… .


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D. Exam Focus Task 1: Complete the following with the correct question tags:

1. He’s got a very good job, __________?

2. Well, you’d better tell me about it, __________?

3. I couldn’t borrow your dictionary, __________?

4. I am right, __________?

5. That wasn’t a very diplomatic thing to say, __________?

6. You’ll be home early tonight, __________?

7. Everyone’s gone home now, __________?

8. No one really likes him, __________?

9. You’d like to see it, __________?

Task 2: Mr. Hardwick, a driving inspector, is giving a driving lesson to

seventeen-year-old Gary. Complete the following dialogue with the correct

question tags. The first one has been done for you.

Instructor: Now, you remember what you learned last lesson, (1) don’t you?

Gary: Yes, of course. Start the engine, into first gear, and we’re off. That was allright, (2) ____________________ ?

Instructor: Not really. You didn’t indicate.

(3) ____________________ ?

Gary: Oh, sorry, I forgot. Still, it doesn’t really matter,

(4) ____________________ ?

Instructor: That’s where you are wrong, Gary. I’m afraid it does matter.

Gary: well, I can’t be expected to remember everything,

(5) ____________________ ? It’s only my third lesson, after all.

Instructor: Ok, Gary. Anyway, watch your speed. You’re going too fast.

Gary: But I’m only doing thirty-fivr m. p. h. !

Instructor: I know, but this is a built up area, (6) ____________________ ? And

there’s a thirty m. p. h. speed limit.

Gary: But look at everyone else. They’re all going faster than thirty m. p. h. , (7)

____________________ ?


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Instructor: That doesn’t make any difference. You haven’t passed your test yet, (8)

____________________ ? Now, turn right at the next corner and – Gary, be

careful!

Gary: Oh! I shouldn’t have done that,

(9) ____________________ ?

Instructor: No, you certainly shouldn’t have! You just weren’t concentrating, (10)

____________________ ? Now, for goodness sake, pay attention!

Gary: You don’t really like teaching me to drive,

(11) ____________________ , Mr Hardwick?

Instructor: It’s not a question of lik,ing or disliking, Gary. It’s my job. But if you

want to pass the test, you’ll just have to learn to concentrate, (12)

____________________ ? Now, let’s try again.


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Unit 3 A. Topic: ELIZABETH I

Elizabeth I is considered one of the country's most successful and popular

monarchs. Clever, enigmatic and flirtatious, she rewrote the rules of being Queen.

But what was Elizabeth really like?

And was her success down to her own skill and judgement - or an

intuitive grasp of public relations?

A different kind of Queen

The reign of Elizabeth I is often thought of as a Golden Age. It was a time of

extravagance and luxury in which a flourishing popular culture was expressed

through writers such as Shakespeare, and explorers like Drake and Raleigh sought

to expand England's territory overseas. This sense of well-being was embodied by

Queen Elizabeth who liked to wear sumptuous costumes and jewellery, and be

entertained in style at her court. But life in Tudor England did not always reflect

such splendour. The sixteenth century was also a time when the poor became

poorer, books and opinions were censored, and plots to overthrow the Queen

were rife. Elizabeth's ministers had to employ spies and even use torture to gain

information about threats to her life.

In 1558 the Protestant preacher John Knox wrote, 'It is more than a monster in

nature that a woman should reign and bear empire over man.' So was he right?

Were women fit to rule the country? The people had lived through the unpopular


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reign of Mary I, known as 'Bloody Mary' for her merciless persecution of

Protestants. Lady Jane Grey was Queen for only a matter of days before being

toppled and eventually executed. And Mary Queen of Scots made a series of ill-

judged decisions which led her to the executioner's block in 1587.

'Elizabeth could be as ruthless and calculating as any King before her.'

Elizabeth was a different kind of Queen: quick-witted, clever and able to use

feminine wiles to get her own way. Elizabeth could be as ruthless and calculating

as any king before her but at the same time she was vain, sentimental and easily

swayed by flattery. She liked to surround herself with attractive people and her

portraits were carefully vetted to make sure that no physical flaws were ever

revealed.

She relied upon the ministers close to her but would infuriate them with her

indecision - 'It maketh me weary of life,' remarked one. Faced with a dilemma -

for example whether or not to sign the execution warrant of Mary Queen of Scots

- Elizabeth would busy herself with other matters for months on end. Only when

the patience of her ministers was running short would she be forced to make up

her mind. She had a formidable intellect, and her sharp tongue would quicklysettle any argument - in her favour.

Early years

So what influences had shaped the young Elizabeth? Her mother was the ill-fated

Anne Boleyn who had caught the eye of Henry VIII at court. He was soon

bewitched by her, arranging to divorce Catherine of Aragon and quickly making

Anne his second wife. But her fate was sealed when she failed to provide Henry with what he desperately wanted - a son. Everyone, from court astrologers to

Henry himself, was convinced Anne would give birth to a boy. It was a girl,

Elizabeth. Henry, beside himself with disappointment, did not attend the

christening. When Elizabeth was just two years old her mother was beheaded at

the Tower of London.

'Henry, beside himself with disappointment, did not attend the christening.'


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Elizabeth was brought up in the care of governesses and tutors at Hatfield House

and spent her days studying Greek and Latin with the Cambridge scholar, Roger

Ascham. In later years Katherine Parr, Henry's sixth wife, took a keen interest in

the young Elizabeth and made sure that she was educated to the highest

standards. Elizabeth was taught the art of public speaking, unheard of for women

at the time. But the ability to address a large number of people, from ministers in

Parliament to troops on the battlefield, stood Elizabeth in good stead for the

future. She learnt how to turn the tide of opinion in her favour, and this became

one of her most effective weapons.

Elizabeth is crowned

The main part of Hatfield House, built after the reign of Elizabeth I

On 17 November 1558 it is said that Princess Elizabeth was sitting under an oak

tree at Hatfield House when a horseman appeared with the news that would

change her life forever. Elizabeth, aged twenty-five, was now Queen of England.

Mary I had died unpopular with her people and tormented by her own inability to

produce an heir. The country now looked to the young Queen for salvation. A

new era was dawning, the age of Elizabeth I.

The celebrations for the Coronation, two months later, were spectacular. As

Elizabeth walked along the carpet laid out for her journey to Westminster Abbey,the crowds rushed forward to cut out pieces as souvenirs. Elizabeth made sure

that everyone - down to the lowliest beggar - played a part, pausing to listen to

congratulations from ordinary people on the street. She knew that, in political

terms, she needed their support but she also felt a deep sense of responsibility for

their welfare. For their part, the people were thrilled with their new Queen.

Elizabeth was an instant hit.

'The country now looked to the young Queen for salvation.'


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As soon as her Council had been appointed, Elizabeth made religion her priority.

She recognised how important it was to establish a clear religious framework and

between 1559 and 1563 introduced the acts which made up the Church

Settlement. This returned England to the Protestant faith stating that public

worship, religious books such as the Bible and prayers were to be conducted in

English rather than Latin. The new Book of Common Prayer was introduced,

adapted from earlier Books used under the Protestant Edward VI.

But Elizabeth was careful not to erase all traces of Catholic worship and retained,

for example, the traditions of candlesticks, crucifixes and clerical robes. By

pursuing a policy of moderation she was attempting to maintain the status quo

and, although Puritans were particularly upset by the continuance of someCatholic traditions, an uneasy compromise was reached and maintained

throughout her reign.

The question of marriage

The welfare of her people was of paramount importance to Elizabeth and she

once remarked, 'I am already bound unto a husband which is the Kingdom of

England.' But her reluctance to marry was to become one of her biggestheadaches and would cause her ministers, particularly the anxious Lord Burghley,

sleepless nights. Marriage was a political necessity and a way of forming a useful

alliance with a European power. Children would secure the line of succession.

This was Elizabeth's duty and she should get on with it.

Her ministers knew and Elizabeth certainly knew. But there was no

announcement, no wedding bells. The years passed until in 1566 Parliament

refused to grant Elizabeth any further funds until the matter was settled. This was

a big mistake. No one told the Queen what to do and, using the skills of rhetoric

she had been taught, Elizabeth addressed members of Parliament. The welfare of

the country was her priority, not marriage. She would marry when it was

convenient and would thank Parliament to keep out of what was a personal

matter. This was clever talk from the Queen. She knew the political implications

of remaining unmarried but effectively banned further discussion.

'But her reluctance to marry was to become one of her biggest headaches.'


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That is not to say that Elizabeth didn't enjoy the company of men. On the

contrary she thrived on the adoration of her ministers and knew that flirtation was

often the easiest way to get things done. In the political arena she encouraged the

attentions of Henry, Duke of Anjou, and later his brother Francis, Duke of

Alençon, which could form a useful alliance with France against Spain. But

neither proposal led to marriage. As the political landscape in Europe changed,

the Queen knew that she would need room to manoeuvre. More than that,

Elizabeth simply did not wish to be married. 'If I followed the inclination of my

nature, it is this,' she said, 'beggar woman and single, far rather than queen and

married.'

Elizabeth's favourite

Kenilworth Castle

Despite all these tactics Elizabeth was capable of falling in love, and the one whocame closest to winning her heart was Robert Dudley, Earl of Leicester. They had

known each other for years, and he was one of the first to be appointed to her

Council. But their intimacy alarmed the other ministers. Leicester was an

unknown quantity. He had the ear of the Queen and might poison her mind

against them. Their anxiety amused Elizabeth, and this gave her an excuse to exert

her independence every now and then. But just how close was she to Leicester?

The Queen asserted her virginity throughout her life, but was also an attractive

woman who thrived on male attention. Whether or not the relationship was ever

consummated remains open to speculation.

The dashing Earl of Leicester was something of a showman. He wanted to

impress the Queen and, in the summer of 1575, threw a party at Kenilworth

Castle which no one could forget. It took years to prepare for. He altered the

layout of his castle, building luxurious new apartments for the Queen and her

huge entourage. The entertainment lasted several days with fine banquets, joustingand spectacular firework displays. He had shown the Queen how much he adored


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her and, just as he had hoped, eclipsed everyone else. It was Leicester's finest

hour.

'The dashing Earl of Leicester was something of a showman. He wanted to

impress the Queen...'

No matter that the entertainment at Kenilworth practically bankrupted him. That

was par for the course. Ministers longed for the glory and prestige a visit from the

Queen would bestow on them, and would decorate new residences in her honour.

Houses were even converted into the shape of an 'E' to flatter her. But years of

work and expense often ended in disappointment when she failed to visit.

Elizabeth was clever to encourage this degree of devotion. She was well aware

that plots were being hatched against her and that she needed the undivided

loyalty of those around her as protection. In 1568 one such problem presented

itself to Elizabeth in the shape of Mary Queen of Scots.

The Scottish Queen

Mary was born at Linlithgow Palace in Scotland in 1542, the daughter of James V

of Scotland and the French Mary of Guise. She became Queen of Scotland aged

only six days following the death of her father, and spent her early childhood with

her mother in Scotland. In 1548 the French King, Henry II, proposed that the

young Mary would be an ideal wife for his son, Francis, the marriage forming a

perfect alliance between the two countries at a time when England was attempting

to exert control over Scotland. Mary went to live at the French court and at the

age of fifteen married Francis, heir to the French throne.

Francis II reigned for only a few months with Mary as his Queen and, when he

died in 1560, Mary was left without a role. She decided to return as Queen to

Scotland, agreeing to recognise the Protestant Church as long as she could

privately worship as a Catholic. The Scots regarded this with some suspicion and

John Knox stirred up anti-Catholic feeling against her. It was not, however, until

she married Lord Darnley in July 1565 that things took a turn for the worse. As

time passed it became clear to Mary that her husband was, in fact, an arrogant


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bully with a drinking problem. Now pregnant with Darnley's child she turned for

support to her secretary, David Riccio.

'...the Scots had had enough of Mary and, imprisoned at Lochleven Castle, she

was forced to abdicate...'

From this point on, events spiralled out of control. In March 1566 Darnley and

his accomplices burst in on Mary at Holyroodhouse and stabbed Riccio to death.

A year later Darnley himself was murdered, his residence in Edinburgh blown

apart by an explosion. Mary had grown close to the ruthless Earl of Bothwell and

rumour soon spread that Bothwell and Mary had been responsible for the murder,

particularly following their hasty marriage a few weeks later. But by now the Scots

had had enough of Mary and, imprisoned at Lochleven Castle, she was forced to

abdicate the Scottish throne. Her young son was crowned James VI on 29 July

1567.

Mary and Elizabeth

But Mary was not giving up without a fight. Having already shown herself to be a

poor judge of character, Mary now made the huge mistake of misjudging

Elizabeth. If only she could meet her, she thought, Elizabeth would rally to her

cause. Ignoring the pleas of her advisors Mary managed to escape from Lochleven

and, disguised as a man, fled the country. She landed on English soil ready to

meet her fellow Queen.

But Elizabeth had other ideas. Mary was the granddaughter of Henry VIII's elder

sister, Margaret, and so had a claim to the English throne. She had married

Darnley whose lineage could be traced back to Henry VII, creating an evenstronger claim. Worse still, Elizabeth had herself been declared illegitimate in a

statute which had never been formally repealed, and knew that many Catholics

considered Mary to be the rightful Queen of England. Her presence in England

could spark a Catholic uprising. Mary was immediately taken to stay at Carlisle

Castle by one of Elizabeth's ministers but as days turned into weeks, she became

suspicious. Eventually, sent to stay in the unwelcoming Tutbury Castle, the truth

dawned on her. She was a prisoner.


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'Elizabeth remained, however, fascinated by the Scottish Queen.'

Elizabeth, meanwhile, was paralysed by indecision. She did not wish to meet the

woman she considered her rival, but knew that if she released Mary her own life

would be in danger. Elizabeth remained, however, fascinated by the Scottish

Queen. Mary was said to be a great beauty who exerted a strange power over men

and, whenever any minister returned from a visit to the now belligerent Mary, he

was quizzed by the Queen on her looks, her clothes, her attractiveness compared

to herself. Similarly Mary would ask after Elizabeth. But the two Queens never

met.

Plots and conspiracies

As predicted, Mary quickly became the focus of plots to overthrow Elizabeth and

return England to the Catholic faith. In 1569 the Northern Uprising failed when

the Catholic Earls, marching southwards, discovered that Mary had quickly been

moved from Tutbury to Coventry and their plans to rescue her were thwarted.

The Ridolfi Plot of 1571 went further by enlisting Spanish support to depose

Elizabeth and place Mary on the throne. It was clear that, as long as Mary Queen

of Scots was alive, Elizabeth's life would be in danger.

'...as long as Mary Queen of Scots was alive, Elizabeth's life would be in

danger.'

Francis Walsingham, one of Elizabeth's most loyal ministers, was acutely aware of

this. He set out to nail Mary and, in 1586, his moment came. Walsingham's spies

discovered that she was secretly corresponding with a group of Catholic plotters

and, having intercepted her letters, they forged a postscript in her hand asking forthe identities of those involved. The names and details were duly supplied by the

plotters. At last Walsingham had proof of her guilt.

Mary is executed

Mary's trial began on 15 October 1586 at Fotheringhay. But she was not allowed a

lawyer and, attempting to defend herself, was not even permitted to consult her

own papers. Found guilty of treason, Mary was sentenced to death. Problem

solved. But Walsingham had reckoned without the Queen's reluctance to sign the


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execution warrant. To Elizabeth, Mary was a fellow Queen. To execute any

Queen was a precedent she did not wish to set, for her own sake. She also feared

that Mary's relations in Europe would take revenge on England. As the weeks

passed, Elizabeth procrastinated. For someone who disliked making decisions,

this was torture.

In February 1587 the warrant was finally signed and the execution took place

before the Queen could change her mind. But when Elizabeth heard the bells

pealing to celebrate the death of Mary Queen of Scots, she was horrified. It had all

happened too quickly. The warrant had been taken to Fotheringhay before she

was ready. Elizabeth was inconsolable and locked herself in her room. She wept

for days.

'As the weeks passed, Elizabeth procrastinated.'

As she had feared, Catholic Europe reacted swiftly to the news and the Pope

urged Philip of Spain to invade England. Mary's execution would be one of the

factors contributing to the Spanish Armada the following year. Her death took a

heavy toll on Elizabeth, one observer noting, 'I never knew her fetch a sigh, but

when the Queen of Scots was beheaded.'

Elizabeth's final years

The 1590s proved a difficult decade for Elizabeth. The question of how to govern

Ireland had created terrible problems for the Queen over the years but 1594 saw

the start of the Nine Years War in which hundreds of English troops were killed.

Elizabeth sent out the impetuous Earl of Essex who only managed to create

further difficulties. Her most trusted ministers, including Burghley and Walsingham, passed away. Leicester, to whom she had remained close, died in

1588 and Elizabeth kept his last letter beside her bed until her own death.

The Queen herself was not as sharp as she once had been. Ministers often dealt

with matters without consulting her, and she became paranoid about the threat of

assassination. But by now Elizabeth was nearly seventy. Her health deteriorated

and, when death came on 24 March 1603, it was: 'mildly like a lamb, easily like a


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ripe apple from the tree'. The crown passed to the Protestant King James VI of

Scotland who became King James I of England.

'Elizabeth's greatest achievement lay in the relationship she had forged with her

people.'

The mourning which followed her death was unprecedented. However, details of

the legacy she left the country are open to interpretation. Certainly, her reign had

seen England prosper and become a major player in Europe. Protestantism was

now firmly established as the country's religion. The people had enjoyed stable

government, and Poor Laws had created a new framework of support for the

needy. But problems remained. There was widespread corruption amongst

ministers involving the abuse of monopolies and tax evasion. Local government

was inefficient. Elizabeth had often shied away from making difficult decisions

and this had sown the seeds for future conflict, particularly in Ireland.

Task 1:

Why the reign of Elizabeth I is often thought of as a Golden Age?

Give examples from the text.

Find adjectives in the text which describe Queen Elizabeth’s character? Who was Robert Dudley, Earl of Leicester?

What do you know about Mary of Scotland?

Vocabulary notes:

to be toppled –a fi răsturnat de la putere/ îndepărtat

ill- judged decision – decizie proastă

quick-witted – ager la minte

feminine wile – trucuri feminine

easily swayed by flattery – uşor doborât de linguşiri

vetted – a cenzurat

physical Flaw – defect fizic

ill-fatted – într-o stare proastă

treason –trădare

to reckon – a evalua, a preţui, a aprecia

procrastinted – căzut pe gânduri


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to mourn – a jeli, a purta doliu

B. Grammar Review: MODALS

The modal auxiliaries in English are can, could, had better, may, might, ought (to), shall,

should, will, would.

Modal auxiliaries generally express speakers’ attitudes. For example, modals can express that a

speaker feels something is necessary, advisable, permissible, possible, or probable; and in addition,

they can convey the strength of these attitudes.

Modals do not take a final –s, even when the

subject is she , he , or it .

(a) B ASIC MODALS

can

could

may

might

must

ought to

shall

should

will

would

Modals are followed immediately by the simple

form of the verb.

She can do it.

The only exception is ought, which is followed

by an infinitive (to + the simple form of a verb)

He ought to go to the meeting.

(b) PHRASAL MODALS

Be able to

Be going to

Be supposed to

Have to

Have got to

Used to

MODALS AND SIMILAR EXPRESSIONS

Auxiliary Uses Present/Future Past

1. polite request (only

with I or we)

May I borrow your

book?

2. formal permission You may leave the

room.

He may have been

at the library.

may

3. less than 50 %

certainty

- Where’s John?

He may be at the

library.

He might have been

at the library.

might 1. less than 50 %

certainty

Where’s John?

He might be at the

He might have been

at the library.


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library.

2. polite request (rare) Might I borrow your

book?

1. advisability I should study tonight. I should have

studied last night, butI didn’t.

should

2. 90 % certainty

(expectation)

She should do well on

the test.

(future only, not

present)

She should have

done well on the test.

1. advisability I ought to study

tonight.

ought to

2. 90% certainty

(expectation)

She ought to do well

on the test.

(future only, not

present)

She ought to have

done well on the test.

had better 1. advisability with

threat of bad result

You had better be on

time, or we will leave

without you.

(past form

uncommon)

1. expectation Class is supposed to

begin at two o’clock.

Be supposed to

2. unfulfilled

expectation

Class was supposed

to begin at two o’clock,

but it didn’t begin until

three.

1. strong necessity I must go to class today. ( I had to go to class

today.)

2. prohibition

(negative)

You must not open

the door.

must

3. 95% certainty Mary isn’t in class. She

must be sick.

(present only)

Mary must have

been sick yesterday.

have to 1. necessity I have to go to class

today.

I had to go to class

yesterday.

2. lack of necessity

(negative)

I don’t have to go to

class today.

I didn’t have to go to

class yesterday.

have got to 1. necessity I have got to go to

class today.

(I had to go to class

yesterday.)

Will 1. 100% certainty He will be here at six

o’clock.


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to that pub every

Saturday.

4. polite for ‘want’

(with like)

I would like an apple,

please.

5. unfulfilled wish I would have liked achocolate, but there was

none in the house.

1. repeated action in the

past

I used to visit my

friends every other week.

used to

2. past situation that no

longer exists

I used to live in

France. Now I live in

Italy.

1. polite question to

make a suggestion

Shall I open the

window?

shall

2. future with “I” or

“we” as subject

I will arrive at nine.

Task 1: Which completion do you think the speaker would probably say?

Choose the best one.

1. – Is John a good student?

– He _____. I don’t know hil well, but I heard he was offered a scholarship for

next year.

a. must be

b. could be

c. is

2. – Do you know where Eva is?

– She _____ at Barbara’s house. She said something about wanting to visit after

work today, but I’m really not sure.

a. must be

b. could be

c. is

3. – I stayed up all night finishing this report for the boss.

– You _____ really tired. – I do.


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a. must feel

b. might feel

c. feel

4. – Do you think the grocery store is still open?

– It _____. I can’t ever remember what their hours are.

a. must be

b. could be

c. is

5. – It’s supposed to rain tomorrow.

– I know, but the forecast wrong. Weather forecasts are far from 100 percent

accurate.

a.

must be

b. could be

c. is

6. – I heard that Jane has received a scholarship and will be able to attend the

university in the fall.

– Wonderful! That’s good news. She _____ very happy to have the matter

finally settled.

a.

must beb. might go

c. goes

7. – Which bus should I take to get to the main post office?

– Bus number 39. It _____ right to the post office.

a. must go

b. could go

c. goes

8. – Is that Adam’s brother standing with him in the cafeteria line?

– It _____, I suppose. He does look a little like Adam.

a. must be

b. might be sleeping

c. might have been sleeping


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Task 2: Discuss the differences in meaning, if any, in each group of

sentences.

1. a. May I use your phone?

b. Could I use your phone?

c. Can I use your phone?

2. a. You should take an English course.

b. you ought to take an English course.

c. You’re supposed an English course.

d. You must take an English course.

3. a. You should see a doctor about that cut on your arm.

b. You had better see a doctor that cut on your arm.

c. You have to see a doctor about that cut on your arm.

4. a. You must not use that door.

b. You don’t have to use that door.

5. a. I will be at your house by six o’clock.

b. I should be at your house by six o’clock.

6. – There is a knock at the door. Who do you suppose it is?

a. It might be Jane.

b. It may be Jane.c. It could be Jane.

d. It must be Jane.

7 . – Where is Jack?

a. He might have gone home.

b. He must have gone home.

c. He had to go home.

Task 3: Use a modal or a phrasal modal with each verb in parentheses.

More than one auxiliary may be possible. Use the one that seems most

appropriate to you and explain why you chose that one rather than another.

1. It looks like rain. We (shut) __________ the windows.

2. Ann, (you, hand) __________ me that dish? Thanks.


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3. spring break starts on the thirteenth. We (go, not) __________ to classes again

until the twenty-second.

4. The baby is only a year old, but she (say, already) __________ a few words.

5. There was a long line in front of the theatre. We (wait) _________ almost an

hour to buy our tickets.

6. A: I’d like to go to a warm, sunny place next winter. Any suggestions?

B: You (go) __________ to Hawaii. Or how about Spain?

7. I don’t feel like going to the library to study this afternoon. I (go) _________

to the mall than to the library.

8. A: This is Steve’s laptop, isn’t it?

B: it (be, not) __________ his. He doesn’t have a laptop, at least not that I

know of. It (belong) __________ to lucy or to Lydia. They sometimes bring their

laptops to class.

9. A: mrs Wilson got a traffic ticket. She didn’t stop at a stop sign.

B: that’s surprising. Usually she’s a very cautious driver and obeys all the traffic

laws. She (see, not) __________ the sign.

10. A: (I, speak) __________ to Peggy?

B: She (come, not) __________ to the phone right now. (I, take)

_____________ message?

C. Vocabulary: TOWNS AND BUILDINGS

Task 1: Underline the most suitable word:

a. As you can see, the garden has two ornamental iron doors/gates and there is

a stone path/pavement leading to the house.

b. This is the front entry/entrance , but there is another door at the edge/side of

the house.

c. All the rooms have covered/fitted carpets.

d. All the cupboards/wardrobes in the kitchen and the bookshelves/library in the

living room are included in the price.

e. There is a beautiful stone chimney/ fireplace in the living room, and there are

sinks/washbasins in all the bedrooms.

f. At the top of the stairs/steps there is a coloured/stained glass window.

g.

The bathroom has a shower/washer and a modern mixer pipes/tapes .


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h. At the top of the house there is a/an attic/cellar and the garden contains a

glasshouse/greenhouse and a garden hut/shed.

i. There is a wooden Ifence/wall on one side of the garden, and a bush/hedge

on the other.

j. This is a fine single/detached house in a quiet neighbourhood/suburb .

Task 2: Complete each sentence (a-j) with a suitable ending (1-10) so

that the maning of the word in italics is clear. Use each ending only

once.

a. I would prefer to live in a cottage ………………………………

b. The shopping centre has a multi-storey car park

………………………………

c. My grandmother bought a bungalow ………………………………

d. Jenny lives in a small flat ………………………………

e. This street is only for pedestrians ………………………………

f. Helen and John live in a square ………………………………

g. Peter has moved to london suburb ………………………………

h. This village is surrounded by lovely countryside

………………………………i. My house is semi-detached ………………………………

1. on the third floor of a modern block.

2. and he commutes to work in the centre.

3. with rooms for over 2000 vehicles.

4. but the rent is so high that she cannot afford much furniture.

5. which has a beautiful garden in the middle.

6. in a small village in the country.

7. and the neighbours often bang on the wall.

8. because she had difficulty climbing stairs.

9. with fields, woods, streams and a small lake.

10. and cares and lorries ar not allowed.


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D. Exam Focus

Task 1: Underline the correct word or phrase in each sentence:

a. There’s someone at the door. It can/must be the postman.

b.

Don’t worry, you don’t have to/mustn’t pay now.c. I think you had better/would better take a pullover with you.

d. Jones could/must be a president if smith has to resign.

e. Sorry, I can’t stay any longer. I have to/might go.

f. It was 5 o’clock an hour ago. Your watch can’t’mustn’t be right .

g. It’s a school rule, all the students have to/must wear a uniform.

h. I suppose that our team must/should win, but I’m not sure.

i. Let’s tell Diana. She could/might not know,

j. In my opinion, the government might/should do something about this.

Task 2:

a. We can’t be lost. It isn’t allowed/I don’t believe it.

b. Jane is bound to be late. She always is/she must be.

c. Late-comers are to report to the main office. It’s a good idea/It’s the rule.

d.

You don’t have to stay unless it’s necessary/if you don’t want to.

e. Astronauts must feel afraid sometimes. They’re supposed to/It’s only natural.

f. You can’t come in here. It isn’t allowed/ I don’t believe it.

g. All motorcyclists have to wear crash hamlets. It’s a good idea/It’s the rule.

h. I ought not to tell Jack. It’s not a good idea/It’s the rule.

i. We should be there soon. I expect so/It’s absolutely certain.

j. You’d better leave now. That’s my advice/That’s an order.

BIBLIOGRAPHY

Foley, M. Advanced Learners’ Grammar , Harlow: Longman, 2003

Vince, M. First Certificate in Language Practice . Oxofrd: Macmillan, 2003

Limba Engleza3

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