Unit 8: THE US CONSTITUTION

READING 1. Read the text and decide which is the most suitable explanation for each of the following words or expressions: A. to draw up a) come to a stop b) arrange in a special order c) write out (e.g. a contract, a list etc) B. to ratify a) make (an agreement, a treaty, etc) officially valid, usually by signing it b) say, show or feel that something or somebody is good or acceptable or satisfactory c) confirm, accept C. a system of checks and balances a) refers to the separation of powers b) is the doctrine and practice of dispersing political power and creating mutual accountability among political entities such as the courts, the president or prime minister, the legislature, and the citizens c) regards power outside the government as an important limit on government abuses D. branch a) arm-like division of a tree, growing from the trunk or from a bow b) subdivision of a family, a subject of knowledge or a group of languages c) subdivision of a system, structure E. to spell out a) name or write letters of a word in their correct order b) make something clear and easy to understand, explain something in detail c) say aloud or write the letters of a word in their correct order 3. Find a word or phrase from the text that starts with the given letter and has a similar meaning: a) b) c) d) e) f) g) h) i) j) minor alteration or addition to a document ammendament cause something to become greater in size, number or importance enhance stop or hinder something/somebody prevent make or pass a law enact declare something to be illegal outlaw copy or imitate coins, handwriting, etc. in order to deceive counterfeit consider, regard deem amount of freedom to move, change, etc. that is left to somebody leeway prevent somebody doing what he intends, oppose a plan successfully thwart paying no attention to regardless of

4. Match the verbs and nouns as they occur together in the text. a) b) limit take 1. 2. officials power

c) d) e) f) g) h) i) j) a-2

vest prosecute appoint make exercise impose set grant b-9 c-5 d-10 e-1 f-3 g-4 h-6 i-7

3. 4. 5. 6. 7. 8. 9. 10. j-8

decision the right power import duties taxes power action crimes

Unit 9: THE US EXECUTIVE

2. Match the following words with their definitions: 1. to oversee 2. to encroach 3. loosely a) person appointed to a job or position b) stated without being proved c) person who criticizes somebody/something unfairly 4. to charge d) try to find information about something, study something 5. revenue e) covering a large area or many subjects 6. to keep pace with f) deserved punishment or compensation for injury 7. burdensome g) watch over and control, supervise 8. safeguard h) income, especially the total annual income of the state from taxes 9. wide-ranging i) thing that serves as a protection from harm, risk or danger 10.appointee j) move forward, develop or increase at the same rate as somebody/something 11.alleged k) give somebody a responsibility, command, instruct 12.to delve into l) go beyond what is right or natural or desirable, intrude 13.retribution m) hard to bear, troublesome 14.detractor n) not exactly, vaguely 1-g 2-l 3-n 4-k 5-h 6-j 7-m 8-i 9-e 10-a 11-b 12-d 13-f 14-c
2. Match the words/expressions with the prepositions as they occur together

in the text: a) b) c) d) e) f) g) h) encroach charged participate deal keep pace in addition limit delve 1. 2. 3. 4. 5. 6. 7. 8. with into on with in to with on

a-3 b-1 c-5 d-4 e-7 f-6 g-8 h-2

Unit 10: THE US LEGISLATURE

READING 1. Read quickly the text below and then match the following words / expressions with their definitions: 1. bill 2. appropriation a) meeting of the members or leaders of a particular political party to choose candidates, decide policy, etc. b) official of a political party who has the authority to maintain discipline among its members especially to make them attend and vote in important government debates c) thing especially a sum of money that is taken for ones own use, generally without permission or illegally d) draft of a proposed law to be discussed by a parliament e) a part of an assembly hall where members sit, for example the US Congress f) partly coincide with something g) give time, money, duties, etc. as a share of what is available

3. to allot 4. to overlap 5. caucus 6. the floor 7. whip

1-d 2-c 3-g 4-f 5-a 6-e 7-b

Unit 11: VERBS FOLLOWED BY INFINITIVE OR GERUND AND THAT CLAUSE

II. Practice 2. Complete each sentence with a form of one the verbs from the list. Use each verb once only. afford bear continue expect happen learn love offer prefer pretend 1. John really ____loves____ spending all day at the beach. 2. Im completely broke, so I cant __afford_ to go on holiday. 3. Excuse me, but do you __happen____ to know the way to Old Street? 4. We __expected__ our team to win, but they were badly beaten. 5. Kate ___learned_____ to speak French and German when she was at school. 6. Even when the examiner told him to stop, Bill __continued_ speaking. 7. Im sorry, but I cant _bear__ to listen to this awful music. 8. Last week George ___offer___ to help me paint my bike. 9. Paul ____pretended____ to have a bad leg so he didnt have to go to the gym. 10.Sam usually __prefers__ playing football to doing homework 3. Choose the correct word phrase underlined in each sentence. 1. Tom suddenly realised he had forgotten to lock/ locking his door.

2. On the way back we stopped to have /having some tea. 3. Could you stop to talk/ talking, please. 4. Learning the language means to be / being interested in another culture. 5. Ann tried to open / opening the window, but it was too high to reach. 6. Please remember to take / taking the dog for a walk. 7. Cathy says she will never forget to sky-dive / sky-diving for the first time. 8. I dont really remember to start / starting school when I was 5. 9. Helen chose / enjoyed to learn French. 10.I really cant afford / stand to travel by plane. 11.Do you mind / want coming back in half an hour? 12.Tina meant / suggested to buy some potatoes, but she forgot. 13.Kate denied / refused opening the office safe. 14.Bill admitted / agreed making a serious mistake. 15.My parents decided / disliked to send me to a different school. 16.I really fancy / like a trip to the country. 4. Rewrite each sentence so that it has a similar meaning and contains the word given. 1. What are you thinking of doing? INTEND 2. I find getting up early unbearable. BEAR 3. Ill see you in the morning, I expect. TO 4. I wont help! said Tom. REFUSED 5. Pat was taught to drive when he was young. LEARNED 6. Would you like me to help you? I asked Joe? OFFERED 7. Ellen didnt have enough money for the ticket. AFFORD 8. Ill be back at 6.00, said Susan. PROMISED 1. What do you intend to do. 2. I cant bear to get up early. 3. I expect to see you in the morning. 4. Tom refused to help. 5. Pat learned to drive when he was young. 6. I offered to help Joe. 7. Ellen couldnt afford to buy the ticket. 8. Susan promised to be back at 10 AM. III. Consolidation 1. Complete the second sentence so that it has a similar meaning to the first sentence using the word given. 1. Jack said that he hadnt cheated in the exam. cheating Jack _said he wasnt cheating_in the exam 2. It was difficult for me not to laugh at Wendys letter. help I _couldnt help laughing_ at Wendys letter. 3. Im sorry but you havent been appointed to the post. regret I _regret to inform you but_you havent been appointed to the post. 4. I needed a drink of water and so I stopped running. to I stopped running _to have a drink of_ water. 5. Luckily Peter didnt pay a fine. paying

Luckily Peter _got away without paying_ a fine. 6. I think it would be a good idea to take the train. I _suggest taking _ the train. 7. Dont forget the lights when you leave. Dont forget _to turn off the lights_ when you leave. 8. I can hear voices upstairs. I _can hear someone talking_ upstairs. 9. I think Derek has forgotten the meeting. Derek _appears to have forgotten about_ the meeting. 10. My neighbour said he would call the police! My neighbour _threatened me to call_ the police.

taking off talking appears threatened

2. Complete each sentence with a suitable form of the verb in brackets: 1. Pauline couldnt manage _to eat_ (eat) all the ice cream. 2. Ive decided _not to sell_ (not sell)my bike after all. 3. A witness reported _seeing_ (see) Terry at the scene of the crime. 4. William pretended _not to have noticed_ (not notice) the No Parking sign. 5. One of the boys finally admitted _having started_ (start) the fire. 6. I suppose I tend _to buy_ (buy) more books than I used to. 7. Bill told Christine that he couldnt go on _living_ (live) without her. 8. Sometimes I regret _moving_ (move) to this part of the country. 9. Did you notice anyone _waiting_ (wait) outside when you left. 10.Mark expects _to finish_ (finish) work round about 6.00. 3. Complete each sentence with a suitable form of the verb in brackets: 1. Mary was so angry that she _demanded_ (demand, hope, risk, stop) to see the manager. 2. The weather is so awful that I dont _fancy_ (fancy, like, try, want) going out this evening. 3. The children could hardy _seem_ (bear, forget, regret, seem) to leave their pets behind. 4. You dont _mind_ (agree, stand, mind, notice) looking after the baby, dont you? 5. Do you _happen_ (ask, happen, imagine, like) to know when this castle was built? 6. John _refused_ (afford, avoid, refuse, stop) to let his children go to the concert. 7. If I give you the information, I _will risk_ (expect, mean, prepare, risk) losing my job. 8. What do you _expect_ (begin, expect, remember, suggest) to be doing in ten years time? 9. Do you _intend_ (admit, confess, deny, intend) to tell the police about the missing money? 10.Why does Basil _keeps_ (appear, attempt, keep, mean) looking at his watch? 4. Translate the following sentences into English using Short or Long Infinitive: 1. Anunai-ne ce ai hotrt. 2. Se ateapt ca ei s soseasc cu trenul de dup amiaz. 3. Am convins-o n cele din urm, s-i petreac weekend-ul cu noi. 4. Vedeam mult mai multe filme cnd eram student. 5. Aceasta m-a fcut s-mi aduc aminte cuvintele unui mare filosof grec. 6. Nu ne-au lsat s intrm pn cnd nu leam artat legitimaiile noastre. 7. Vei putea nelege astfel de lucruri cnd vei fi mai

mare. 8. Cum de ndrznete ea s m nvinuiasc de acest lucru? 9. Pot s v telefonez mine dup-amiaz? 10. S-ar cuveni s tii aceste lucruri. 1. Let us knew what you decided. 2. They are expected to arrive by the afternoon train. 3. We have finally convinced her te spend the weekend with us. 4. I used to see a lot more movies when i was a student. 5. This made me remember about the words of a great Greek philosopher. 6. They didnt let us enter until we showed them our IDs. 7. You will be able to understand such things when you are older. 8. How dare she blame me for such thing? 9. May i call you tomorrow afternoon? 10. You ought to know about such things. 5. Complete the second sentence so that it has a similar meaning to the first sentence beginning as shown: 1. It seems that she knows you. She seems to know you. 2. We know that she speaks three foreign languages. She is known to speak three foreign languages. 3. It so happened that they were all absent. They happened to be all absent. 4. Everybody expected that the singer would sing his famous song. The singer was expected to sing his famous song. 5. It is believed that the thief stole a large sum of money. The thief is believed to have stolen a large sum of money. 6. It was said that you were fond of music. You were said to be found of music. 7. We are certain that Tom managed to arrive on time. Tom must have managed to arrive on time. 8. It appears that you are right. You might be right. 9. It turned out that his grandmother was the owner of that castle. His grandmother turned out to be the owner of the castle. 10.It was proved that she was lying to us. She was proved to be lying to us. 11.It is supposed that she knows many interesting things about that expedition. She is supposed to know many interesting things about that expedition. 6. Translate into English using infinitives: 1. Se tie c Gorbaciov a jucat un rol important n istoria universal contemporan. 2. Probabil c ea locuiete n apropiere. 3. S-a ntmplat s nu vd pe nimeni n grdin. 4. Se pare c spectacolul acesta a fost urmrit de peste cinci mii de spectatori. 5. Mi s-a spus s atept acolo pn la ora 10. 1.Gorbaciov is known to have played a very important role in contemporary world literature. 2. She may live nearby. 3. I happened not to have seen anyone in the garden. 4. This show seems to have been watched by over five thousand spectators. 5. I was told to wait there until 10 AM. 7. Use the infinitive or the gerund of the verbs in brackets: 1. Did Albert forget _to tell_ (tell) you the news? 2. You seem _to understand_ (understand) me now.

3. He doesnt advise _going_ (go) there today. 4. They would appreciate _to receive_ (receive) our reply this week. 5. The boys wanted _to explain_ (explain) to us what had happened. 6. They didnt expect _to meet_ (meet) us there. 7. She denied _living_ (live) in that house. 8. Did they offer _to help_ (help) you? 9. You should postpone _visiting_ (visit) your friend. 10.We cant stand _hearing_ (hear) this mans complaints again. 11.We dont wish _to reveal_ (reveal) our plans to you yet. 12.He has finished _reading_ (read) the article yet? 13.Would you mind _opening_ (open) that window? 14.Our friend plans _to spend_ (spend) a few weeks abroad. 15.When Alice was little, she enjoyed _watching_ (watch) cartoons. 16.They demanded _to see_ (see) the report immediately. 17.We avoided _mentioning_ (mention) his name that evening. 18.She hopes _to visit_ (visit) Paris soon. 19.The boy admitted _knowing_ (know) the name of that man. 20.His aunt always tends _to exaggerate_ (exaggerate) things.

Unit 12: RELATIVE CLAUSES

II. Practice 1. Choose the correct word underlined in each sentence: 1. An old man, who / which was carrying a suitcase, knocked at the door. 2. The girl who / whom lives here knows my sister. 3. The box that /whom Jean picked up had a hole in it. 4. The winner, who / whose bike was an unusual design, won a medal. 5. The girl who / whom spoke to me turned out to be in my class. 6. The museum, which / whose was in a beautiful building, was closed. 7. A policewoman that / which we asked told us how to get there. 8. The boy whose / whom house I was staying at was an old friend. 9. The last person which / whose pen I borrowed didnt get it back! 10. The train which / who leaves at 8 stops at every station. 2. Put either WHO or WHOM in each space: 1. The waiter buy _whom_ we were served expected a large tip. 2. The teacher _who_ taught us yesterday also teaches my brother. 3. The friend to _whom_ I lent my basketball managed to lose it. 4. The boy _who_ opened the door looked familiar. 5. The man to _whom_ I spoke told me to wait outside the office. 6. The people with _whom_ I travelled were good company. 7. The assistant _who_ sold me the computer made a mistake with the bill. 8. The player _who_ had the ball was tripped by the goalkeeper. 9. The girl from _whom_ I received the card was someone I met on holiday. 10. A strange man _who_ said he knew you phoned while you were out. 3. Put WHO, WHOSE or THAT in each space.

1. The friend _whose_ house I stayed in is coming to stay with us. 2. The guidebook _that_ we bought explained everything. 3. Its difficult to say _who_ this portrait was painted by. 4. The couple _whose_ house I bought both work in my office. 5. Id like you to tell me _who_ you were talking to. 6. The girl _whose_ ruler I had borrowed wanted it back. 7. The game _that_ we played was difficult to understand. 8. I cant remember _who_ I lent my bike to. 9. Do you know _who_ Katherine works for? 10. The places _that_ we visited were all very interesting. 6. Rewrite each formal sentence as an informal one, ending with the word given. 1. 2. 3. 4. 5. 6. 7. 8. These are the boys with whom I went on holiday. (with) This is the letter for which I have been writing. (for) This is the shop from which Sue bought her bike. (from) That is the bed-and-breakfast at which I stayed. (at) Tim is someone to whom I hardly ever write. (to) Do you know by whom this book was written? (by) Ravenna was the most interesting town in which we stayed. (in) United were the best team against which we played. (against)

1. These are the boys who i went on holiday with. 2. This is the letter wich i have been writing for. 3. This is the shopwich Sue bought her bike from. 4. That is the bed-on-breakfast wich i stayed at. 5. Tim is someone who i hardly ever write to. 6. Do you know who this book was written by. 7. Ravenna was the most interesting town wich we stayed in. 8. United where the best team wich we played against.

Unit 13: NOUNS

II. Practice 1. Choose the correct word or phrase underlined in each sentence: 1. How much / How many spaghetti have we got? 2. Where is / are my new trousers? 3. I put some / any chocolate somewhere, but where is it? 4. Peter went to buy a / some glass so he could fix the broken windows. 5. Im afraid we havent got much / many time. 6. The news is / are on at 9.00. 7. How much / How many furniture shops are there? 8. Ive found the milk but I cant find a / some glass. 9. Could you give me some / any orange juice, please? 10. Marys advice was / were not very useful.

2. Put one word in each space. Put a dash (-) if the space should be blank. 1. My trousers need ironing. Have you got _an_ iron? 2. Could you go to the bakers a buy _a_ loaf, please? 3. Id like _some_ information about trains to Paris. 4. Tina has _---_ very good health. 5. The war ended _---_ years ago. 6. Jane isnt very good at _---_ drawing. 7. Harry didnt have _a_ very good education. 8. Vanessa bought _a_ paper and read it on the bus. 9. Could you give me _some_ advice, please? 10. Do you know _some_ people in this village? 3. Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. a. Let me tell you what I think you should do. advice Let me give you some advice. b. I need a clean pair of trousers. any I havent got any clean trousers. c. There isnt a lot of water in the pool. much There isnt much water in the pool. d. I have to wash my hair. washing My hair needs washing. e. I cant find my scissors. where Where are my scissors? f. The book did not contain any information. in The information was not in the book. g. What did your new bike cost? how How much did your new bike cost? h. All the sandwiches have been eaten. left There arent any sandwiches left.

TRADUCERI
Pagina 97 / Exercitiul: 1 Translate the following fragments into Romanian: 1) THE INFLUENCE OF THE CONSTITUTION The Constitution plays a role in virtually every aspect of life in the United States. Its very existence gives rise to constitutionalismthe expectation that government will abide by the rule of law and that heated political issues will be fought at the ballot box and in the courts, not on the streets. Even though this expectation has not always been metthe most searing exception being the Civil Warthe United States is remarkable for its open political system

that, over time, has dramatically expanded rights and freedom for increasing numbers of people. INFLUENA CONSTITUIEI Constituia joac un rol important n aproape fiecare aspect al vieii n Statele Unite. nsi existena sa d natere la constituionalism-sperana c guvernul va respecta statul de drept i c problemele politice vor fi rezolvate la urna de vot i n instanele de judecat, nu pe strzi. Chiar dac aceast ateptare nu a fost ntotdeauna implinita - cea mai mistuitoare excepia fiind Rzboiul Civil - Statele Unite sunt remarcabile pentru sistemul su politic deschis c, de-a lungul timpului, a extins dramatic drepturi i libertate pentru un numr mare de oameni. Pagina 106 / Exercitiul 4 Translate the following texts into Romanian: At first, the Founders were uncertain about the kind of executive power they desired for the United States. In 1787 they debated at length about how to choose a president and how much authority to give such a person. The drafters of the Constitution gave the president fewer specific powers than they extended to Congress because they were worried about placing too much power in the hands of one individual. The Founders then created an electoral college as the means of selecting the executive of their new country. La inceput, parintii fondatori ai Constitutiei nu aveau o opinie bine conturata in ceea ce priveste forma de organizare a puterii executive in Statele Unite. In 1787 ei au dezbatut pe larg despre modul in care sa fie ales presedintele si despre cat de multa autoritate sa i se confere unei asemenea persoane. Cei care au scris Constitutia au nvestit presedintele cu mai putine atributii specifice decat au facut-o in cazul Congresului deoarece erau ingrijorati sa nu acorde prea multa putere unui singur om. Fondatorii au creat apoi un colegiu electoral menit s contribuie la alegerea reprezentantilor executivului in noul lor stat. Pagina 106 / Translation Translate the following texts into Romanian: The Electoral College is composed of presidential electors representing each state. The number of electors per state is equal to the sum of the states senators and representatives in Congress. The Founders intended these electors, chosen as each state thought best, to meet and vote according to their individual preferences. This process excluded the influence of

Congress as well as that of voters, who in these early days of the United States were not believed to be competent to choose a president. This system depended on states to determine how electors would be chosen, an arrangement that removed the choice of the president from the direct vote of the people. Even today Americans do not vote directly for a presidential candidate. Instead, if a presidential candidate receives a majority of the states popular vote, a slate of electors pledge to cast all that states electoral votes for that candidate. Colegiul electoral este compus din alegtori apartinnd fiecarui stat. Numrul de alegtori dintr-un stat este egal cu suma senatorilor din statul respectiv i a reprezentanilor acestuia n Congres. Printii fondatori ai Constitutiei intentionau ca acesti alegtori, alesi asa cum fiecare stat credea de cuviint, s se ntruneasc i s voteze n funcie de preferinele fiecruia dintre ei. Prin acest proces se excludea influena Congresului i a alegtorilor, care, n Statul American foarte tnr la vremea aceea, erau considerati ca neavnd competenta s aleag presedintele statului. Acest sistem depindea de modul n care alegtorii urmau s fie alesi, mijloc prin care s-a anulat posibilitatea de a alege preedintele prin votul direct al poporului. Chiar i americanii de azi nu voteaz direct pentru un candidat la preedinie. n schimb, n cazul n care un candidat la preedinie primete votul popular majoritar ntr-un stat, se ntocmeste o lista de alegtori care si asum angajamentul de a vota exclusiv pentru acel candidat. Translate the following fragments into Romanian: Pag. 97 98 The Constitution today The Constitution has lasted for more than 200 years, and continues to form the most pressing social and political controversy. Some constitutional issues such as proper balance between state authority and fundamental governments remain unresolved as they were when the constitution was adopted in 1788. Some problems apparently solved, still being tested for example, the debate over abortion continues. So is the debate over the likelihood of states to reduce the proliferation of a speech full of hatred that vilifies minority groups. Courts have also to adapt and interpret Constitution to confront issues that were never anticipated by the pursuers, such as the right to privacy on the Internet.

Constitutia astazi Constitutia are mai mult de 200 de ani si continua sa dea nastere unor dispute din ce in ce mai presante pe plan social si politic. Unele probleme de natura constitutionala, cum ar fi gasirea unui echilibru adecvat intre autoritatea statului si guverne, sunt in continuare nerezolvate, asa cum erau si atunci cand constitutia a fost adoptata in 1788. Unele probleme, aparent rezolvate, fac in continuare obiectul multor dezbateri - de exemplu, problema avortului este discutata in continuare. De asemenea, discutiile privind probabilitatea ca statele sa reduca propagarea unui discurs plin de ura indreptat impotriva grupurile minoritare continua si ele. Instantele judecatoresti trebuie, de asemenea, sa adapteze si sa intepreteze Constitutia pentru a putea rezolva acele probleme care nu au fost niciodata anticipate de cei ce au dus mai departe legea fundamentala a statului, cum ar fi dreptul la intimitate al utilizatorului de Internet. Translate the following text into Romanian: pag 106 108 At first the founders were unsure about what they wanted for the U.S. executive power. In 1787 they debated at length about how to choose a president and how much authority to give such a person. The drafters of the Constitution gave the president less than they gave Congress specific powers as they were concerned not to put too much power in the hands of one man. The founders then created an electoral college as a means of selecting their new country executive La inceput, parintii fondatori ai Constitutiei nu aveau o opinie bine conturata in ceea ce priveste forma de organizare a puterii executive in Statele Unite. In 1787 ei au dezbatut pe larg despre modul in care sa fie ales presedintele si despre cat de multa autoritate sa i se confere unei asemenea persoane. Cei care au scris Constitutia au nvestit presedintele cu mai putine atributii specifice decat au facut-o in cazul Congresului deoarece erau ingrijorati sa nu acorde prea multa putere unui singur om. Fondatorii au creat apoi un colegiu electoral menit s contribuie la alegerea reprezentantilor executivului in noul lor stat.