Mihaela Badea
Luiza Vlad
Răzvan Vlad
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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
Controlled Practice 2 _________________________________________________________ 63
Unit 3 ”Transporting Oil” ________________________________________________________ 64
Reading ____________________________________________________________________ 64
Ways with Words ____________________________________________________________ 75
Grammar Reference 1 ________________________________________________________ 80
Present Perfect Simple ______________________________________________________ 80
Present Perfect Simple and Past Simple ________________________________________ 81
Controlled Practice 1 _________________________________________________________ 82
Grammar Reference 2 ________________________________________________________ 89
Present Perfect Continuous __________________________________________________ 91
Controlled Practice 2 _________________________________________________________ 92
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
Grammar Reference _________________________________________________________ 129
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
Grammar Reference _________________________________________________________ 169
First Conditional __________________________________________________________ 169
Second Conditional ________________________________________________________ 170
Third Conditional __________________________________________________________ 171
Mixed Conditionals ________________________________________________________ 172
Controlled Practice __________________________________________________________ 172
Unit 8”HSEQ” ________________________________________________________________ 184
Reading ___________________________________________________________________ 184
Ways with Words ___________________________________________________________ 193
Grammar Reference _________________________________________________________ 195
Modal Auxiliaries __________________________________________________________ 195
Controlled Practice __________________________________________________________ 199
Unit 9 ” Offshore Drilling” _______________________________________________________ 213
Pre-reading ...................................................................................................... 223
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Reading ............................................................................................................ 223
Test……………………………………………………………………......238
Evaluation………………………………………………………………..240
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Unit 1: And there was oil …
Present Simple
Present Continuous
Reading 1
Petroleum
Crude oil
Sedimentary rocks
(limestone, sandstone,
shale, etc.)
Discussion points:
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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!
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”.
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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".
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.
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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.
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.
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)
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Sedimentary rocks
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
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4. Compaction and cementation are two common processes associated with:
a. erosion
b. transportation
c. sedimentation
d. lithification
Fill in the gaps with the missing words from the box below, then translate the texts into
Romanian:
ROCK
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
PETROLEUM
SPEAKING
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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:
a. women as consumers
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c. Middle-aged women are particularly susceptible to advertisements.
3. You will play a word game. Follow the directions and check your answers with the answer key:
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.
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.
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.
c. A word that rhymes with hair but means right and just.
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.
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
[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 live in Ploiesti.
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)
Form
I work in a university.
You work
They
He works
Interrogative
Where do I work?
do you
we
they
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does he
she
it
Short answer
Yes, I do.
Present Continuous
It is used to express:
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)
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
We are not
(aren‘t)
They
He is (‘s)
It
Interrogative
What am I doing?
are you
we
they
is he
she/it
Short answer
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 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.
I have a very good car. But: She’s having a shower now. She can’t answer the phone at the moment.
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 feel I need to tell you that you let me down. But: “How are you feeling today?”, the doctor asked.
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:
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.
j. This week we (study) the Middle Ages in the English Culture and Civilisation.
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2. Decide which is the most appropriate form of the verb in the following sentences:
e. Could you call him back in twenty minutes as he has/ is having a bath right now.
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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.
3. Complete this postcard using the correct form of the verbs on the right:
Love, Kate
4. Rewrite each sentence so that it contains the word in capitals and so that the meaning stays the
same:
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a. The cost of the bus ticket is part of the transport fee.
INCLUDES
MUCH
ALWAYS
THE SUN
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
COMES
i. The number of people who own houses on the outskirts of the city is increasing.
BUYING
HAVING
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d. The sweater feels soft. / The sweater is feeling soft.
6. Put the verbs in brackets into the simple present or the present continuous tense.
b. They won’t go out as it (snow) and they (not have) warm clothes.
d. George can’t watch his favourite TV program now because his father (watch) a movie.
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.
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?
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7. Ask questions about the underlined parts of the following sentences.
j. Tom never washes his trousers until somebody tells him to.
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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, …………..?
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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, …………..?
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Unit 2: On the Way to the Refinery
Past Simple
Past Continuous
The Multiplicative
Reading 1
Petroleum refining
Distillation & Cracking
Petrochemicals
First read the text and then answer the following questions:
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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.
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Discover the uses of petroleum fuel by unscrambling the following words:
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.
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Distilling
Cracking
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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.
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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.
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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.
3. distil converts crude oil into petroleum products by separating the crude oil into its
constituent components through evaporation and condensation.
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.
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.
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.
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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)
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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.
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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:
Have you:
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a. been to an English-speaking country?
2. Comment on the personal qualities you need to succeed in learning a foreign language.
Example:
confident energetic
determined well-organised
independent patient
courageous enthusiastic
serious charming
handsome steady
ambitious intelligent
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.
b. If you don’t understand anything you hear, then listening to a tape is a ... of time.
c. If you’re not ... certain of what someone has said, you should pretend that you have understood.
d. If you want to practise speaking, a good idea is to tell a story or a ... to someone.
e. When you ... an oral exam, it is best to speak loudly and not to stop after each word.
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 B
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
is ill? “Hello?”
6. Read and translate the following poems on the English language and pronunciation:
A cricket is an insect,
43 | P a g e
It’s thoroughly agreed,
44 | P a g e
‘twas told me as a joke-
A policeman is a copper,
(Harry Hemsley, The English language, in Verse That Is Fun, ed. Ireson, Faber, 1962)
45 | P a g e
Well done, and now you wish perhaps
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 such = ca atare;
Grammar Reference 1
Past Simple
It is used to express:
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.
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
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.
We
They
He/She
Negative
-the negative of the Past Tense Simple is formed with the auxiliary did+not (didn’t).
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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.
we
they
he
she
Short answer
Past Continuous
It is used to express:
an action in progress at some time in the past
When she arrived, they were waiting for her in the corridor.
A past activity happening over a period of time
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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
I was working.
She
You were
They
Interrogative
50 | P a g e
What was I doing?
he
she
were you
we
they
Short answer
I was doing my homework at 7 o’clock last night. (I was in the middle of the activity.)
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:
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.
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:
MEANT
WAS
WHEN
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
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PASSING
HAVING
HAD
PUT
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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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.
55 | P a g e
f. I (…) when I (…) the road.
i. Whenever the politician (…) his mouth to speak the crowd (…) insults.
j. While the maid (…) the room a skeleton (…) out of the cupboard.
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.
q. When he (…) downhill, the brakes (…) and he only (…) a serious accident by steering into a bush.
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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.
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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.
“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.”
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.
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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.
“From San-Carlos,” he said and smiled. “I was taking care of the animals”, he explained.
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.”
“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.”
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?”
“Yes.”
“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.
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Grammar reference 2
61 | P a g e
9th the ninth 19th the nineteenth 80th the eightieth
1x single, once
62 | P a g e
Controlled Practice 2
1. Read the following numerals:
July, 12, 1987; January, 2, 2001; August, 8, 2002; May, 4, 1980; April, 27, 1974; March, 11, 1958.
d. Între 13:20 şi 13:30 avem o pauză în care nimeni nu are timp să mănânce.
g. Cât faci de la facultate până la cămin? Căminul este lângă facultate, aşa că nu fac mai mult de cinci
minute.
k. Toate lunile au treizeci sau treizeci şi una de zile cu excepţia lunii februarie care are douăzeci şi opt de
zile.
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Unit 3: Transporting Oil
Reading 1
Oil pipelines
Tankers
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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.
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
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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.
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.
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.
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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.
Types of pipelines
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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:
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:
75 | P a g e
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.
a clear/cool head – the ability to think clearly or calmly in a difficult or dangerous situation
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
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
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
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
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
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
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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
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
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 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
get your hands on to obtain something– to catch somebody you are angry with
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
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
keep your nose to the grindstone – to work very hard, without stopping to rest
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Grammar Reference 1
It is used to express:
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).
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?)
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 has it taken the English language to be used by so many people?
Form
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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).
You
They
He has (‘s)
Interrogative
we
you
they
Has he
she
Short answer
Look at the use of the Present Perfect and the Past Simple in the following sentences:
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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.)
He has worked in this university for four years. (But: He started working in this university four years ago)
Yes, I have.
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.
Controlled Practice 1
1. Complete this conversation by putting the verbs in brackets into the present perfect or simple past:
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: Yes. He (not do) very well in his exams and he (not find) a job yet.
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a. Thomas (to meet) her for the first time the day he turned 20.
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.
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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2. ___________________ in Pakistan?
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d) Didn't you work
a) I never heard
b) I didn't hear
c) I used to hear
a) I spoke
c) I hadn’t 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
a) I come back
b) I came back
b) rose fell
86 | P a g e
a) listened I haven't said
c) listened saying
4. Fill in with a suitable verb either in the Past Tense or Present Perfect:
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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d. He was going to leave for London when he heard his flight has been cancelled. (point)
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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.
88 | P a g e
c. Vecinul meu a scris şi câteva poveşti de adormit copiii; evident, le-a scris când era foarte tânăr.
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
It is used to express:
an activity which began in the past and is still in progress at the moment of speaking:
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:
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.
89 | P a g e
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.
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).
We
They
He has been
Interrogative
have you
have we
have they
has he/she
90 | P a g e
Controlled Practice 2
1. Translate the following sentences into English. Use present perfect simple or present perfect
continuous:
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2. Supply the simple present perfect or the continuous present perfect of the verbs in brackets:
h. They already (speak) to me about that experiment.; i. Your eyes are red. You (cry).
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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.
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:
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.
I have …………………………………………………….
I haven’t …………………………………………………..
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).
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.
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.
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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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2. Rewrite each sentence, beginning as shown, so that the meaning stays the same:
I haven’t ……………………….
As ……………………………….
I was ……………………………..
i. Your brother will get over his illness. Then his work will get better.
Once …………………………….
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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.
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.
A. was getting to the taxi.; B. got to the taxi.; C. have got to the taxi.
A. you were doing five years ago today?; B. you did five years ago today?; C. you have been doing five
years ago today?
A. are you doing in London? B. were you doing in London? C. have you done in London?
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:
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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
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
b. I have been trying to call you all day. Where have you been?
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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.
Score:
Divided by 4 = 10 points
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Unit 4
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
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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?”
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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 the best of = a trage cât mai mult profit de pe urma, a profita la maximum de;
to make short work of/ sth = a scurta, a face ceva repede, a termina, a finaliza;
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to make use of = a întrebuinţa;
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 harm
to do the shopping
to do wonders
to do the washing-up
…….. 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
It is used to express:
an action completed before another action or moment in the past:
What happened to the students who had failed this exam four times?
Form
-it consists of had followed by the past participle of the main verb.
I had left.
He/ She
We
They
Interrogative
you
he/she
we
they
Short answer
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Yes, I had. No, I hadn’t.
It is used to express:
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.
Form
-it consists of the past perfect of the auxiliary be and the present participle of the main verb (v +-ing).
he/she
we
they
Interrogative
he/she
we
they
Short answer
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Had you been working on that project by that time for a year?
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.
Controlled Practice 1
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.
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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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).
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.
4. Connect the following sentences using until, after, before, hardly, no sooner, etc. Use the simple past
and the past perfect as appropriate:
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5. Put the verbs in brackets into the correct tense and aspect (Past Perfect Simple or Continuous) :
b. She didn’t even say “thank you” after all I (do) for her.
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f. He didn’t admit that he (steal) the book.
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!
Form
-the imperative has forms only for the second person singular and plural.
Affirmative Negative
For the first and second person together, use let's (let us):
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nouns of address:
Controlled Practice 2
1. Translate the following into English:
d. Scrie tu proiectul la calculator, pentru cã dupã aceea trebuie sã folosesc şi eu computerul pentru a
formata niste dischete.
f. Nu pleca, pentru că nu am terminat ce am de spus! Haide cu mine să-ţi arăt ce ai putut să faci!
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2. Make the following sentences negative:
a. Come here!
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Unit 5
In this unit you will learn:
Future Simple
Future Continuous
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:
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:
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out of the way = afarã din cale/ drum;
Grammar Reference
Future Simple
It is used to express:
actions to be performed in the future.
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.
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Will is also used to express an immediate decision:
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.:
-request/ invitations (Will you hold the door open for me, please?)
Form
They
Interrogative
we
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will you
he/she
they
Short answer
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
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
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
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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.
Form
am (‘m) not
He is (’s)
It
We are (‘re)
They
Interrogative
is he/ she/ it
Short answer
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Are you going to attend his lecture?
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.)
Present perfect can also be used instead of present simple when the completion of the event is
emphasised
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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:
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.
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.
Most verbs of thinking can be followed by will if there is future reference (believe, doubt, expect, think)
I doubt that you will have the time to see all these places in a single day.
just/ just about to
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
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Controlled Practice:
1. Translate into English:
i. Dacă va întreba cineva de mine, te rog să-i rogi să mă sune după ora 6.
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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?”
“We don’t know yet. Maybe we will go/ we are going to Spain.”
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.
j. In twenty four hours’ time I’ll relax/ I’ll be relaxing on the beach.
b. What (you do) on Monday? I (have) tickets to a violin concert. Would you like to come?
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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. What’ll you be doing in the evening? B. What are you doing in the evening?
a. Cred sincer că pe vremea asta săptămâna viitoare mă voi uita în sfârşit la HBO.
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.
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
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.
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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.
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.
-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 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.
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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.
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).
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.
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.
(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.
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.
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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)
Controlled Practice
1. Translate the following sentences into English:
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b. People in my town built this hospital last year.
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3. Transfer these passive sentences into active ones. When no agent is given supply one:
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:
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b. When we have finished decorating the bedroom, we’ll paint the dining room.
Tickets …………………………………………………………….
I …………………………………………………………………….
j. The discovery of this new medicine is helping the fight against cancer.
5. Complete the sentences using the verbs given in brackets in the passive tense suggested at the end of
the sentence:
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)
f. The army (instruct) to shoot if the enemy crosses the line. (future)
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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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?
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:
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.
n. It was the first time, my sister never (…) by the customs before.
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8. Complete the sentences using a suitable Passive Voice verb and any necessary phrases:
b. George’s watch has disappeared from the table where he left it; it … …
d. There’ll be a big check at the customs tomorrow; all the people from the Middle East … …
9. Use the Passive form with the verb to have in the following sentences:
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.
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g. The car is covered in mud, so he (clean it) as soon as possible.
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:
c. You can’t take your luggage into the shop unless you … …
h. There are many errors in your paper, don’t you think 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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e. The basement was flooded with water.
g. Tons of uranium have been stolen from this mine this year.
l. The students in this University are always recommended to apply for these jobs.
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13. Change the following sentences into the Passive Voice, knowing that transitive verbs admit two
passive constructions:
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d. I give my child two bars of chocolate a day.
f. The physician prescribed a bad medicine for the sick old man.
g. You paid him that huge sum of money two days ago.
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14. Change the following intransitive verbs into the Passive Voice, paying attention to the prepositions
following the verbs:
c. The former enemies have arrived at an agreement after many years of discussion.
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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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.
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.
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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:
My paper … …
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b. First prize was awarded to a freshman in our school.
A freshman … …
He … …
d. Tom has earned several thousand dollars from his new book.
We … …
This shirt … …
The sauce … …
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.
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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.
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18. Write a new sentence as similar as possible in meaning to the original one, but using the word given.
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)
i. All of his friends spent last month repairing his boat. (had)
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)
q. His latest article about unemployment came in for sharp criticism in this newspaper. (pilloried)
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.
b. You vaguely remember that you drank five bottles of wine last night.
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.
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 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’.
k. It’s over twenty years since anyone saw that valuable painting.
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That valuable ……
m. They’ve had to call the office five times to find out the result of the race. The office … …
I’m … …
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Progress Test 2
1. Match the sentences on the left with the functions on the right:
A B
7. I’ll report you to the police next time. g. promising/ stating an intention
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c. What will you call your new cat?
i. My brother has been looking after the dog for the last two years.
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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.
c. Since her book on cooking came out, she (…) with requests for some more recipes.
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.
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Key:
153 | P a g e
2. a. I was a asked question on my way home; he wanted to know the time.
i. The dog has been looked after(by my brother) for the last two years.
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.
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.
i. As soon as I finish the report I’ll inform you on the results of my research.
Score:
Divided by 4 = 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
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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?
157 | P a g e
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.
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
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happen. The blowout prevention system (BOP) stops this by sealing off the hole.
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.
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.
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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.
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.
Reading 2
Read the following poem belonging to Rudyard Kipling. Pay attention to if clauses. Translate the poem
into Romanian.
If
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If you can wait and not be tired by waiting,
And yet don’t look too good, nor talk too wise;
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Or walk with Kings- nor lose the common touch,
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.
Foe implies active enmity either literally or figuratively. Foe is a more literary and poetic word than
enemy.
Unlike the former group the latter does not necessarily imply personal animosity or hostility.
Adversary implies not only the idea of mere opposition but active hostility.
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
Now practise them and find other words for each of them.
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Grammar Reference
First Conditional
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)
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.
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Note: When we use if +should, the condition is less likely to be performed.
Interrogative
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.
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.
Interrogative
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.
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.
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.
Other types:
If you come to the party tomorrow, I wouldn’t bring Mary with you.
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 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?
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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!
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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.
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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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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...
sensitive person,
3. If they don’t contact C. his wife would never have left him.
you soon,
so young,
been delayed,
with us
to have children,
10. If you had worked J. I’m sure he’d be a famous musician by now.
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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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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:
Unless…
You won’t ….
As long as you …
Were…
Should…
If…
If …
But for…
Had he…
If I …
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.
b. You won’t be punished provided you admit it was your mistake. (long)
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)
i. As I couldn’t answer any of the questions, I walked out of the Maths exam.(so)
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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Unit 8: HSEQ
Modal Auxiliaries
Can / could, May /might, Will/ would, Shall/ should, Must, Ought to, Need
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.
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
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Complete the following sentences with a form of the word in brackets:
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.
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.
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.
Learn how to protect yourself from hazards using the appropriate protective clothing:
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1. EYE PROTECTION
Safety goggles can have regular or indirect ventilation. Indirect ventilation may be
required if you are exposed to splash hazards.
2. HEAD PROTECTION
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
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
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.
Respiratory Protection
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.
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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.
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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:
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.
My parents live quite a distance away so we’re not able to/can’t see them.
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.
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.
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 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 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 …?
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.
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.
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 …?
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.
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.
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.
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.
2. Complete the sentences with can, could, may, might, will, should, ought to, must and an infinitive in
the appropriate form:
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.’
s. I … (join) the sports club in the summer but I haven’t decided yet.
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.
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.
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.
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.
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.
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.
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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.
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.
i. When Amy was a baby, people … (often) come up to me and tell me how beautiful she was.
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.
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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.
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.
d. He was not able to understand the radio message because of the interference. (impossible)
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i. You don’t have to inform the agency beforehand. (compulsory)
k. You won’t be able to enter the country unless you have a visa. (prevented)
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Când eram copil nu-i puteam înţelege pe adulţi şi acum că sunt adult nu-i mai pot înţelege pe copii.
Când era tânăr era foarte rezistent; putea lucra toată ziua şi dansa toată noaptea.
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.
M-ai auzit când am venit acasă seara trecută? – Nu, trebuie că adormisem.
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 era nevoie să-i cumperi volumul acesta de poezii, îl mai are de două ori.
Trebuie să-mi spăl maşina, este prea murdară. Ar fi trebuit să o spăl cel puţin acum o lună.
Acum un an am avut un câine tare neascultător: nu vroia să-mi aducă papucii atunci când îi spuneam eu.
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Progress Test 3
1. Rewrite each sentence, beginning as shown, so that the meaning stays the same:
If it hadn’t ………………………………………………………..
No sooner ………………………………………………………….
c. The candidate was undoubtedly highly intelligent but she was not very suitable for the job.
Intelligent……………………………………………………………..
She last…………………………………………………………………
I wish …………………………………………………………………..
Is your ………………………………………………………………………
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c. She played (last evening, the piano, at the National Opera, wonderfully)
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3. Translate into English:
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.
f. The thing I’d really like is to have someone to do all the housework for me.
c. She played the piano wonderfully at the National Opera last evening.
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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!
Score:
Divided by 3 = 10 points
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Unit 9: Offshore Drilling
Drilling
Offshore drilling rigs
Barges
Drillships
Platforms
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.
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.
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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………………….
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.
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.
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orapete sdie vrateicl depe lgno
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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:
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.
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 undertake, -took, -taken = to make oneself responsible for; take over as a charge
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:
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 ……..…..
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:
b. When she started with the company her …………. was only $20000 a year. Now it’s at least four
times that.
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.
-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
c …………………… per worker will increase with the introduction of the new machines.
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.
plan
c Before asking a bank manager for money, it is wise to show him a business ………………….
analyse
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……………………………………………………………
f. time-limit…………………………………………………………….
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.
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.
g. Formerly I worked on the shop floor of the factory. Now, I’m Managing Director. Times have
changed!
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.
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3 This machine uses much less fuel than the previous one. It is far more ……………….
4 The management has worked out a …………………… to improve our market share.
5 Many of the ………………… in the Personnel Department are part – time workers.
6 One of the company’s main …………………… is to increase sales by 10% per year.
7 Several machines have broken down. We won’t be able to …………………….an important order.
Grammar Reference
The Conjunction
Coordinating Conjunctions
Coordinating conjunctions join units that are equal grammatically ( have the same function in
the sentence):
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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
Grammar Reference
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:
Present Past
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Future Future-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.
“If he had time, he would do it now.” She said that if he had time, he would do it now.
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.
Now Then
Ago Before
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.
“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.
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.
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.
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
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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. She bought the ring which she is wearing when he was away.
e.g. Her grades were better last year than they will be next term.
e.g. She sang beautifully, that I shall remember her for a long time.
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:
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:
He said that they would meet when he had finished his work.
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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,
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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.
a. “I shall ask them what they have been doing”, said Tony.
d. “When John comes back, he will ring up at once”, his sister promised.
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.
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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.
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.
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.
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Test
Choose the best variant:
A. -; B. the; C. a; D. an.
A. had been able to; B. could; C. has been able to; D. wanted.
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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.
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Evaluation
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Appendix 1
Irregular verbs
to be was/were been a fi
a lovi
a învinge
a oferi
a lega
a obliga
a rupe
a sfãrâma
a degrada
a produce
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a construi
a ataca
a exploda
a crãpa
a turna
a capta
a bloca
a colecta
a alege
a separa
a ajunge
a aluneca
a se alungi
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to cut cut cut a tãia
a distribui
a schiţa
a atrage
a conduce
a hrãni
a (se) lupta
a descoperi
a constata
a arunca
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a izbucni
a lansa
a refrigera
a primi
a deveni (a ajunge)
a acorda
a transmite
a aviza
a preda
a funcţiona
a circula
a dezvolta
a agãţa
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to have had had a avea
hewn a tãia
a ciocni
a izbi
a bloca
a opri
a fixa
a cuprinde
a lovi
a avaria
a reţine
a menţine
a întreţine
a tricota
a îmbina
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a cunoaşte
a aşeza
a întinde
a avansa
a comanda
a (se) apleca
a se sprijini
a pãrãsi
a permite
a consta în
a face
a vrea să spunã
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to meet met met a (se) întâlni
a intersecta
a încrucişa
a achita
a aşeza
a (se) urca
a rãsãri
a funcţiona
a administra
a cerceta
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to set set set a regla
a ajusta
a stabili
a scutura
a vibra
a mãrgini
a difuza
a vãrsa
a manifesta
a filma
a îngropa
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a glisa
a lansa
a silabisi
a cheltui
a întrebuinţa
a risipi
a turna
a despica
a acoperi
a extinde
a izvorî
a se arcui
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to stand stood stood a sta (vertical)
a rezista
a suporta
a se fixa
a izbi
a lega
a se lupta
a creşte
a (se) balansa
a pendula
a capta
a necesita
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to tell told told a spune
a gândi
a socoti cã
a înfige
a (se) uza
a toci
a se prelinge
a rãsuci
a smulge
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Appendix 2
WORD+PREPOSITION
afraid of (storms)
to arrive in (Europe)
as a result
to assist in sth.
in the beginning
to be at home
to be aware of sth.
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to be bored with sth./sb.
to be full of (energy)
to be fond of sb.
to be good at sth.
to be in charge of sth.
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 similar to sth.
to be tired of sth.
to believe in sth.
to belong to sb.
certain of sth.
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change for (a dollar)
in (good/bad) condition
to debate on sth.
to die of sth.
in the distance
in the end
to a (certain/great) extent
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on a flight to (Paris)
to go home
to look at sth.
by mistake
at the/that moment
to operate on sb.
to originate in sth.
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owing to sth.
to participate in sth.
to specialize in sth.
on television
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a ticket for sth.
in view of sth.
to work as (a teacher)
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