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 upa) come to a stopb) arrange in a special orderc) write out (e.g. a contract, a list etc)

B. to ratifya) make (an agreement, a treaty, etc) officially valid, usually by signing itb) say, show or feel that something or somebody is good or acceptable or

satisfactoryc) confirm, accept

C. a system of checks and balancesa) refers to the separation of powersb) 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. brancha) arm-like division of a tree, growing from the trunk or from a bowb) subdivision of a family, a subject of knowledge or a group of languagesc) subdivision of a system, structure

E. to spell outa) name or write letters of a word in their correct orderb) make something clear and easy to understand, explain something in detailc) 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) minor alteration or addition to a document ammendamentb) cause something to become greater in size, number or importance enhancec) stop or hinder something/somebody preventd) make or pass a law enacte) declare something to be illegal outlawf) copy or imitate coins, handwriting, etc. in order to deceive counterfeitg) consider, regard deemh) amount of freedom to move, change, etc. that is left to somebody leewayi) prevent somebody doing what he intends, oppose a plan successfully thwartj) paying no attention to regardless of

4. Match the verbs and nouns as they occur together in the text.

a) limitb) take

1. officials2. power

c) vestd) prosecutee) appointf) makeg) exerciseh) imposei) setj) grant

3. decision4. the right5. power6. import duties7. taxes8. power9. action10.crimes

a-2 b-9 c-5 d-10 e-1 f-3 g-4 h-6 i-7 j-8

Unit 9: THE US EXECUTIVE

2. Match the following words with their definitions:

1. to oversee2. to encroach3. loosely

4. to charge

5. revenue6. to keep pace with7. burdensome8. safeguard

9. wide-ranging

10.appointee

11.alleged12.to delve into

13.retribution14.detractor

a) person appointed to a job or positionb) stated without being provedc) person who criticizes somebody/something

unfairlyd) try to find information about something, study

somethinge) covering a large area or many subjectsf) deserved punishment or compensation for injuryg) watch over and control, superviseh) income, especially the total annual income of the

state from taxesi) thing that serves as a protection from harm, risk or

dangerj) move forward, develop or increase at the same

rate as somebody/somethingk) give somebody a responsibility, command, instructl) go beyond what is right or natural or desirable,

intrudem) hard to bear, troublesomen) 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) encroachb) chargedc) participated) deale) keep pacef) in additiong) limith) delve

1. with2. into3. on4. with5. in6. to7. with8. 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

3. to allot

4. to overlap5. caucus

6. the floor7. whip

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 one’s own use, generally without permission or illegally

d) draft of a proposed law to be discussed by a parliamente) a part of an assembly hall where members sit, for

example the US Congressf) partly coincide with somethingg) give time, money, duties, etc. as a share of what is

available

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 happenlearn love offer prefer pretend

1. John really ____loves____ spending all day at the beach.2. I’m completely broke, so I can’t __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. I’m sorry, but I can’t _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 didn’t 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 don’t really remember to start / starting school when I was 5.9. Helen chose / enjoyed to learn French.10.I really can’t 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? INTEND2. I find getting up early unbearable. BEAR3. I’ll see you in the morning, I expect. TO4. ‘I won’t help!’ said Tom. REFUSED5. Pat was taught to drive when he was young. LEARNED6. ‘Would you like me to help you?’ I asked Joe? OFFERED7. Ellen didn’t have enough money for the ticket. AFFORD8. ‘I’ll be back at 6.00’, said Susan. PROMISED

1. What do you intend to do.2. I can’t 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 couldn’t 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 hadn’t cheated in the exam. cheatingJack _said he wasn’t cheating_in the exam2. It was difficult for me not to laugh at Wendy’s letter. helpI _couldn’t help laughing_ at Wendy’s letter.3. I’m sorry but you haven’t been appointed to the post. regretI _regret to inform you but_you haven’t been appointed to the post.4. I needed a drink of water and so I stopped running. toI stopped running _to have a drink of_ water.5. Luckily Peter didn’t pay a fine. payingLuckily Peter _got away without paying_ a fine.6. I think it would be a good idea to take the train. taking

I _suggest taking _ the train.7. Don’t forget the lights when you leave. offDon’t forget _to turn off the lights_ when you leave.8. I can hear voices upstairs. talkingI _can hear someone talking_ upstairs.9. I think Derek has forgotten the meeting. appearsDerek _appears to have forgotten about_ the meeting.10. My neighbour said he would call the police! threatenedMy neighbour _threatened me to call_ the police.

2. Complete each sentence with a suitable form of the verb in brackets:1. Pauline couldn’t manage _to eat_ (eat) all the ice cream.2. I’ve 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 couldn’t 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 don’t _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 don’t _mind_ (agree, stand, mind, notice) looking after the baby, don’t 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. Anunţaţi-ne ce aţi hotărât. 2. Se aşteaptă ca ei să sosească cu trenul de după amiază. 3. Am convins-o în cele din urmă, să-şi petreacă weekend-ul cu noi. 4. Vedeam mult mai multe filme când eram student. 5. Aceasta m-a făcut să-mi aduc aminte cuvintele unui mare filosof grec. 6. Nu ne-au lăsat să intrăm până când nu le-am arătat legitimaţiile noastre. 7. Vei putea înţelege astfel de lucruri când vei fi mai mare. 8. Cum de îndrăzneşte ea să mă învinuiască de acest lucru? 9. Pot să vă telefonez mâine după-amiază? 10. S-ar cuveni să ştiţi 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 didn’t let us enter until we showed them our ID’s.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 ştie că Gorbaciov a jucat un rol important în istoria universală contemporană. 2. Probabil că ea locuieşte în apropiere. 3. S-a întâmplat să nu văd pe nimeni în grădină. 4. Se pare că spectacolul acesta a fost urmărit de peste cinci mii de spectatori. 5. Mi s-a spus să aştept acolo până 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 doesn’t 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 didn’t 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 can’t stand _hearing_ (hear) this man’s complaints again.11.We don’t 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 CLAUSESII. 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 didn’t 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. It’s difficult to say _who_ this portrait was painted by.

4. The couple _whose_ house I bought both work in my office.5. I’d 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 can’t 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. These are the boys with whom I went on holiday. (with)2. This is the letter for which I have been writing. (for)3. This is the shop from which Sue bought her bike. (from)4. That is the bed-and-breakfast at which I stayed. (at) 5. Tim is someone to whom I hardly ever write. (to)6. Do you know by whom this book was written? (by)7. Ravenna was the most interesting town in which we stayed. (in)8. 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. I’m afraid we haven’t got much / many time.6. The news is / are on at 9.00.7. How much / How many furniture shops are there?8. I’ve found the milk but I can’t find a / some glass. 9. Could you give me some / any orange juice, please?10.Mary’s 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 baker’s a buy _a_ loaf, please?

3. I’d like _some_ information about trains to Paris.4. Tina has _---_ very good health.5. The war ended _---_ years ago.6. Jane isn’t very good at _---_ drawing.7. Harry didn’t 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. adviceLet me give you some advice.b. I need a clean pair of trousers. anyI haven’t got any clean trousers.c. There isn’t a lot of water in the pool. muchThere isn’t much water in the pool.d. I have to wash my hair. washingMy hair needs washing.e. I can’t find my scissors. whereWhere are my scissors?f. The book did not contain any information. inThe information was not in the book.g. What did your new bike cost? howHow much did your new bike cost?h. All the sandwiches have been eaten. leftThere aren’t 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 constitutionalism—the 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 met—the most searing

exception being the Civil War—the United States is remarkable for its open political system

that, over time, has dramatically expanded rights and freedom for increasing numbers of

people.

INFLUENŢA CONSTITUŢIEI

Constituţia joacă un rol important în aproape fiecare aspect al vieţii în Statele Unite. Însăşi

existenţa sa dă naştere la constituţionalism-speranţa că guvernul va respecta statul de drept

şi că problemele politice vor fi rezolvate la urna de vot şi în instanţele de judecată, nu pe

străzi. Chiar dacă această aşteptare nu a fost întotdeauna implinita - cea mai mistuitoare

excepţia fiind Războiul Civil - Statele Unite sunt remarcabile pentru sistemul său politic

deschis că, de-a lungul timpului, a extins dramatic drepturi şi libertate pentru un număr

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 învestit

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 să 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 state’s 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 state’s popular vote, a slate of electors

pledge to cast all that state’s electoral votes for that candidate.

Colegiul electoral este compus din alegători apartinând fiecarui stat. Numărul de

alegători dintr-un stat este egal cu suma senatorilor din statul respectiv şi a

reprezentanţilor acestuia în Congres. Părintii fondatori ai Constitutiei intentionau ca acesti

alegători, alesi asa cum fiecare stat credea de cuviintă, să se întrunească şi să voteze în

funcţie de preferinţele fiecăruia dintre ei. Prin acest proces se excludea influenţa

Congresului şi a alegătorilor, care, în Statul American foarte tânăr la vremea aceea, erau

considerati ca neavând competenta să aleagă presedintele statului.

Acest sistem depindea de modul în care alegătorii urmau să fie alesi, mijloc prin

care s-a anulat posibilitatea de a alege preşedintele prin votul direct al poporului. Chiar şi

americanii de azi nu votează direct pentru un candidat la preşedinţie. În schimb, în cazul în

care un candidat la preşedinţie primeşte votul popular majoritar într-un stat, se întocmeste

o lista de alegători care îsi asumă 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 învestit 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 să contribuie la alegerea reprezentantilor executivului in noul lor stat.