17a Limba Engleza 4

ANTONARU CARMEN
LIMBA ENGLEZĂ IV
CURS IFR – an II, sem. II
BRAȘOV
2020
CONTENTS:
Introduction ................................................................................................................................. 5
UNIT ONE
1.1. Introduction.......................................................................................................................... 7
1.2. Competences ........................................................................................................................ 8
1.4. Grammar: ........................................... …….........................................................................9
1.6. Writing.............................................................................................................................10
1.7. Speaking...........................................................................................................................11
1.8. Summary..........................................................................................................................12
UNIT TWO
2.1. Introduction........................................................................................................................ 15
2.2. Competences ...................................................................................................................... 15
2.3 Reading.............................................................................................................................15
2.4. Writing ............................................................................................................................... 18
2.5. Grammar review ............................................................................................................... 18
2.6. Summary
UNIT THREE
3.1. Introduction........................................................................................................................ 23
3.2. Competences ...................................................................................................................... 23
3.3. Reading .............................................................................................................................. 23
3.4. Writing............................................................................................................................26
3.5. Grammar Review ....................................................…......................................................26
3.6. Summary.........................................................................................................................28
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UNIT FOUR
4.1. Introduction........................................................................................................................ 28
4.2. Competences ...................................................................................................................... 28
4.3. Reading .............................................................................................................................. 29
4.4. Writing ............................................................................................................................... 30
4.5. Grammar Review .............................................................................................................. 31
4.6. Summary ............................................................................................................................ 33
UNIT FIVE
5.1. Introduction........................................................................................................................ 34
5.2. Competences ...................................................................................................................... 35
5.3. Reading............................................................................................................................36
5.5. Writing ............................................................................................................................... 37
5.6. Grammar Review – ............................................................................................................ 37
5.8. Summary ............................................................................................................................ 38
UNIT SIX
6.1. Introduction........................................................................................................................ 39
6.2. Competences ...................................................................................................................... 40
6.3. Reading .............................................................................................................................. 41
6.4. Writing.............................................................................................................................42
6.5. Grammar Review – ..........................................................................................................43
6.6. Summary ............................................................................................................................ 44
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UNIT SEVEN
7.1. Introduction........................................................................................................................ 44
7.2. Competences ...................................................................................................................... 45
7.3. Reading .............................................................................................................................. 45
7.4. Writing ............................................................................................................................... 46
7.5. Grammar Review .............................................................................................................. 47
7.6. Summary ............................................................................................................................ 47
Appendix One: Diagnostic Test ........................................................................................ 48
Appendix Two
Vocabulary......................................................................................................................49
Appendix thee
Dictionary........................................................................................................................52
Appendix four..................................................................................................................61
References and Recommended Bibliography………………………………………………………………….66
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Introduction
This course is designed for individual work on the improvement of students’ knowledge of
English vocabulary and grammar. This is mainly based on giving students of the Sport
Faculty, enrolled in this specialization programme giving the chance to solve a considerable
number of reading, writing, grammar and vocabulary tasks.
The language level that the course aims at is intermediate and meets the needs of students
at the intermediate level who wish to consolidate their language skills.
Course Aims
On completion of course work, students will be able to:
• develop abilities in understanding a printed text. You are given a passage
to read. You should first read it trough and then translate it using the key
vocabulary. Reading and writing will help you to increase your
vocabulary.
There is no focus on listening and speaking due to the specific nature of
distance learning. However, students are encouraged to use every chance
they have to improve their listening skill by accessing the internet or
recorded materials present in language courses published by well-known
publishing houses. They are also advised to practice speaking with their
peers or more proficient learners of English.
• improve their grammar and vocabulary knowledge. Progress in these two

domains of language study can be achieved mainly through individual
work and the bibliography list suggests books that students must use on
their own.
Competences
Cognitive competences:
• understanding of issues related to major points of interest in the domain
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of English grammar and vocabulary;
• acquisition of lexical and grammatical terminology;
• understanding of processes involved in the writing of academic texts.
Practical competences
• application of theoretical knowledge to language practice tasks.
Communicative competences
• understanding of the correct use of grammatical and lexical structures
mainly in written discourse.
Course structure
This course consists of seven units, more or less similar in length and requiring
approximately the same time for study. Each unit ends with a ‘language practice’
task which is meant to give students grammar and vocabulary practice.
Students’ course work will also include a ‘language improvement notebook’
which will be submitted for inspection as proof of individual work on various
grammar and vocabulary areas of interest. The Appendix includes:
• a diagnostic test
Course study time

In order to meet the requirements of this course, students need to spend 2 hours
working on each of the seven units. Extra work-time needs to be dedicated to the
practice of listening and speaking skills and the two course assignments and
completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
- two course assignments – 50%
- exam paper and language improvement notebook– 50%
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DIAGNOSTIC TEST: ONE
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UNIT ONE:
Contents:
1.1. Introduction.......................................................................................................................... 8
1.2. Competences ........................................................................................................................ 8
1.3.
Grammar.............................................................................................................................9
1.4. Vocabulary.........................................................................................................................9
1.5.
Writing..............................................................................................................................10
1.6. Speaking...........................................................................................................................11
1.7.
Summary............................................................................................................................12
This course is especially designed for individual work on the improvement of students’
knowledge of English vocabulary and grammar. This is mainly based on giving students the
chance to solve a considerable number of reading, writing, grammar and vocabulary tasks.
Course Aims
On completion of course work, students will be able to:
• develop abilities in reading and writing. There is no focus on listening and
speaking due to the specific nature of distance learning. However,
students are encouraged to use every chance they have to improve their
listening skill by accessing various sources. They are also advised to
practice speaking with their peers or more proficient learners of English.
• improve their grammar and vocabulary knowledge. Progress in these two
domains of language study can be achieved mainly through individual
work and the bibliography list suggests books that students must use on
their own.
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Competences
Cognitive competences:
• To introduce students to the contacts of English terminology.
• To develop their knowledge of the language typical of the subject;
• To offer a practical insight into the basic concepts of English grammar
Practical competences
• application of theoretical knowledge to language practice tasks.
Communicative competences
• understanding of the correct use of grammatical and lexical structures
mainly in written discourse.
Resources, approaches to coursework and equipment
Work on this course can be done both individually and in groups or pairs in
tutorial activities. Use of a PC is also recommended for both work on course
assignments and access to various internet sites giving access to on-line language
practice work to be used as reference materials.
Course structure
This course addresses students of the Sport Faculty, enrolled in the distance
learning programme. The approach to grammar is in a concise format in order to
facilitate the students’ understanding.
The course has been designed to develop English knowledge around the areas of
exercise physiology, health psychology, policy and nutrition, to produce practical
solutions to improve health through physical activity and exercise. You will
become familiar with the factors that can affect the decision to exercise and how
exercise programmes can be structured and implemented to enable an overall
improvement in health. The ultimate aim of the course is to produce graduates
who can work with a range of individuals in a variety of settings to improve
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health, fitness, wellness and quality of life.
Structurally, the course consists of seven units, more or less similar in length and
requiring approximately the same time for study. Each unit ends with a ‘language
practice’ task which is meant to give students grammar and vocabulary practice.
It also contains two course assessment tasks (at the end of Units 4 and 6). On
completion of these tasks, students will submit their word-processed papers to
the course tutor who will mark them. Paper submission will take place on Tutorial
two. Students’ course work will also include a ‘language improvement notebook’
which will be submitted for inspection as proof of individual work on various
grammar and vocabulary areas of interest. The course also includes three
appendices, a bibliography and a diagnostic test.
Prerequisites
Knowledge of English grammar and vocabulary as well as some academic writing
skills are necessary for successful completion of the course.
Related subjects
The competences developed while working on this course will help students with
their work on courses which require a good understanding of how language
functions in society at all its levels.
Course study time

In order to meet the requirements of this course, students need to spend 2 hours
working on each of the seven units. Extra work-time needs to be dedicated to the
practice of listening and speaking skills and the two course assignments and
completion of their ‘language improvement notebook’.
Course assessment:
The final mark includes:
- two course assignments – 50%
- exam paper and language improvement notebook– 50%
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1.1. Introduction
In this unit we look at how the four language skills and grammar and vocabulary
can be taken into consideration and practiced individually.
1.2. Competences
On completion of UNIT ONE student will be able to understand what they need to
do to improve their knowledge of English.
Study time for UNIT ONE: 3 hours
2.4. Reading for specific information
Read the article. Try to find the answers to your questions. Work with a dictionary
About Indoor Volleyball
Volleyball is an indoor non-contact team sport in which two teams have three hits to pass a
ball over a dividing net. Volleyball was developed by William G. Morgan, a physical
education director. He invented the sport called Mintonette which later developed and
became volleyball.
Volleyball is played by two teams in a court divided by a net. The teams should have six
members each, and can have two substitutes. For mixed games, three males at a time
should be on the court. The aim of the game is for each team to send the ball to the
opposing team's court.
A team can hit the ball three times to return it to the opposing team. A rally continues if the
teams can send it back to back, it will end if the ball touches the ground, or if one of the
teams doesn't return it properly. Volleyball matches are played to the best of five sets. The
first four sets are played to 25 points, with the final set being played to 15 points. A team
must win a set by two points. The teams change courts at the end of each set.
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Similar Sports
▪ Beach Volleyball— A version of volleyball played on sand and with teams of two
players, in which a ball is hit by hand over a high net, the aim being to score points by
making the ball reach the ground on the opponent's side of the court.
▪ Sitting Volleyball — a version of volleyball for disabled athletes played while sitting
(also known as Paralympic volleyball).
▪ Water Volleyball — a team sport derived from volleyball in which the games are
played in water.
▪ Snow Volleyball — a variation of beach volleyball in which the games are played in
the snow.
▪ Ecuavoley — a variant of volleyball though the net is higher, invented and played in
Ecuador.
▪ 9-Man Volleyball — a Chinese variation of volleyball utilizing nine players and a

slightly larger court, originated in Asia in the 1920s.
▪ Fistball — an outdoor team sport similar to volleyball. The main differences to

volleyball is that in fistball the ball is struck with either the fist or arm but never with open
hands, and it is allowed to bounce once after each contact.
▪ Seatball — a sport like sitting volleyball for disabled and non-disabled athletes,
played on a larger court and allowing for the ball to bounced once between touches (also
called Sitzball or Sitball).
▪ Newcomb Ball — an early variation of volleyball where teams throw a ball back and
forth until it hits the floor or is mishandled.
▪ Catchball — a easier version of volleyball in which the players catch and throw the
ball rather than hit it.
▪ Wallyball — a variation of volleyball, which is played on a racquetball court enclosed

with walls on all four sides.
▪ Biribol — an aquatic version of volleyball developed in Brazil.
▪ Throwball — a sport very similar to Newcomb Ball that is played in India.
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▪ Football Tennis —also known as futnet, played by kicking a ball over a low net, with a
bounce allowed.
▪ Roundnet — involves two teams of two, who have up to three touches to hit a ball
off a small round horizontal trampoline-type net.
▪ Footbag Net — players have to kick a footbag over a 5ft high net.
▪ Te Ano — the national game of Tuvalu, with similarities to volleyball, though using
two balls at once.
▪ Seatball — a sport like sitting volleyball for disabled and non-disabled athletes,
played on a larger court and allowing for the ball to bounce once between touches (also
called Sitzball or Sitball).
▪ Footvolley — beach volleyball played with the feet
▪ Sepak Takraw — volleyball like sport using the feet.
▪ Bossaball — played on an inflatable court with trampolines on each side of the net.
▪ Hoover Ball — a version of volleyball invented for US President Herbert Hoover, in

which a medicine ball is thrown over the net and caught before being thrown back (unusual
sport).
https://www.topendsports.com/sport/list/volleyball.htm
EXERCISES
The purpose of the following exercises is to develop reading strategies and reinforce topic
related vocabulary.
Different Court Surfaces
The sport of indoor volleyball was first played in 1896 at Springfield College, Massachusetts.
It is an indoor sport played usually on hardwood surface. A popular variation of volleyball
developed in the 1980s is Beach volleyball, played on sand and with only two players per
team. Also becoming popular is the version of Indoor Sand Volleyball. Similar to beach
volleyball, there is a winter version played in snow, Snow Volleyball. Volleyball is often a fun
game played in swimming pools, but there are competitive sporting event of Water
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Volleyball (Aquatic Volleyball), and a Brazilian version of water volleyball called Biribol.
Combining these is Beach aquatic volleyball, adapted for play in the shallow water of a
beach.
Versions of Disabled Athletes
Paralympic Volleyball is otherwise known as sitting volleyball as the participants remain

sitting while playing the game. There is aslo Seatball, like sitting volleyball for disabled and
non-disabled athletes, played on a larger court and allowing for the ball to bounced once
between touches (also called Sitzball or Sitball).
Different Net Hight
Ecuavoley is a variant of volleyball invented and played in Ecuador, it is like volleyball

though the net is higher and there are only three players. A lower net is used for the
variants Football Tennis, and the versions for disabled athletes.
You Can Kick The ball
There are many sports similar to volleyball, which allow the participants to kick the ball back
over the net rather than use their hands. A popular sport in Asia is Sepak Takraw, essentially
volleyball using the feet, and Footvolley from Brazil is the beach volleyball version. Football
Tennis, also known as futnet, is played by kicking a ball over a lower net, with a bounce
allowed, as is Jokgu, a similar Korean sport.
The Ball Can Bounce
Fistball is an outdoor team sport similar to volleyball, the main differences to volleyball is
that in fistball the ball is struck with either the fist or arm but never with open hands, and it
is allowed to bounce once after each contact. The ball is also allow to bounce in the Football
Tennis and Jokgu versions.
Having read the text, answer the following questions:
1. What is the importance of practicing sport?
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1.5. VOCABULARY
• Be selective about the words you learn. Choose the ones which will be useful to
you.
• Check new words in a good-sized (preferably monolingual) dictionary. A good
dictionary will tell you:
- the correct spelling and pronunciation of the word
- the meaning of the word in different contexts
- the ‘grammar’ of the word, e.g. if a noun is countable or uncountable (U or C), if a
verb is transitive or intransitive (T or I), or if an adjective is followed by a particular
preposition, etc.
• Be organised about the way you record your vocabulary. Copy new words into a
separate vocabulary notebook and include a sentence or phrase to show the way
the word is used.
• Try to be systematic when you record a new word. If you have just met the word
accurate in a text, note down at the same time the other parts of the word, e.g.
accurately, accuracy, inaccurate.
• Make a separate section in your vocabulary notebook for special word fields, e.g:
words to do with cooking or money; adjectives which take certain prepositions;
verbs that take the gerund, etc.
• Try to use the new vocabulary as soon as you can in conversation or in your
written work. This will help to consolidate your understanding of the words.
• Make a habit of reviewing and learning new words once a week. Ask a friend to
test you, or record your vocabulary on a tape with a pause followed by the
translation after it. You can then test yourself by playing it in your spare time.
• One of the great advantages of revising vocabulary is that it should help you to
make the step from having something in your passive vocabulary to having it in
your active. Encourage this process by:
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- writing the words and expressions you are trying to learn in a sentence
relating to your life and interests at the moment.
- making a point of using the new words in your next homework.
- keeping a learning diary in which you note things that particularly interest
you about the words you have learnt.
- watching out for the words and expressions you are trying to learn in
your general reading of English. If you come across any of them in use,
write them down in their context in your diary or notebook.
- writing a paragraph or a story linking the words and expressions you
want to learn.
1.6. WRITING
• Make a point of experimenting with at least two or three new words and
grammatical structures in each piece you write. Don’t worry if you make a
mistake.
• If you are unsure about something, you could perhaps write a note in the margin
to your teacher and ask ‘Is this right?’ or ‘Could I also say .... here?’
• When you read magazines, newspapers and letters, note down any new phrases
and expressions which you think may be useful in your own writing.
• Spend some time thinking about what you want to say before starting to write.
• Write own al the ideas you have about the subject you are writing about. You’ll
find that your ideas will probably fall into two or three main points.
• Order these points.
• Plan you composition so that each paragraph deals with each main point. This
will give shape to your writing.
• Try to include linking words like however, consequently, on the other hand etc.
This makes the composition more fluent.
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• Allow time to check you work especially the spelling, verb endings and
prepositions.
1.7. SPEAKING
• Make sure you use every opportunity to practise English with friends or family.
Don’t worry if it seems strange at first.
• Make conversations with any native speakers you meet. Even better, try to make
friends with a native English speaker. If you have an English-speaking penfriend,
try and arrange to meet him or her.
• Practise your English with other non-native speakers. Remember that you won’t
always be speaking English with people from Britain or the USA.
• More than anything bears in mind that you need to be able to teach English.
Write at least 250 words about this topic:

Playing a game is fun only when you win.
1.8. Summary:
The focus in Unit One was on study skills. The main points dealt with are:
-Grammar
-Vocabulary assimilate at least 30 terms specific of wood anatomy.
-Language skills: student should be able use the English terms identifying certain
wood species
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UNIT TWO:
Contents:
2.1. Introduction........................................................................................................................ 15
2.2. Competences ...................................................................................................................... 15
2.3
Reading...................................................................................................................................15
2.4. Writing ............................................................................................................................... 18
2.5. Grammar review ............................................................................................................... 18
2.6.
Summary..............................................................................................................................21
2.1. Introduction
The focus in this unit is both on practicing the reading and writing skills and on
improving students’ grammar and vocabulary knowledge. The language practice
task at the end of the unit gives students the chance to test their grammar and
vocabulary.
2.2. Competences
On completion of UNIT TWO students will be able to both understand and

practice their reading skill and improve their knowledge of the present tense
simple.
Study time for UNIT TWO: 2 hours
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2.3. Reading
Read the article. Work with a dictionary.
Running Races
Running races range from jogging to sprinting and unlike walking, at some point a
participant’s both feet are not in contact with the ground. The history of running is as old as
cave times when an ancient man had to run constantly in search of its prey. The ancient
Greeks started Olympics approximately 2700 years back to honor the God Zeus. The first
ever recorded running race was a sprint. Another Record of competitive running is found in
the history back in 1829 BCE in the form of Tailteann Games.
Sprints are the type of a race where a participant must run as fast as he can until the finish.
They are the shortest races. Middle distance races are longer than sprints. Long
distance races need much stamina as they are around 5000-10000 m long.
Marathon and Ultra marathon are exclusive races that are also long distance. A participant
is required to wear his official race number at all times during the race. A participant must
know the entire track himself. He can carry a map for assistance. One particularly tough
marathon event is the Marathon of The Sands that lasts for six days and is run in African
Sahara.
EXERCISES
related vocabulary.
Running Sports
▪ Fell Running — running and racing done off-road or on any over upland country, with
a significant hill component.
▪ Cross Country Running — individuals or teams run races which involve courses over
natural terrain.
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▪ Marathon — a distance running athletics event over 42.2 km.
▪ Skyrunning — a running sport in which athletes compete on a course that leads

through mountains.
▪ Ultramarathon — very long distance endurance events, ranging from greater than
Marathon distance to several days. Ultramarathons can either cover a specified distance, or
take place during a specified time frame, with the winner covering the most distance in that
time.
▪ Ekiden — long-distance relay running typically held on roads.
▪ Athletics (track and field) events
Sprint (Athletics) — track and field running events over short distances, such as
100m, 200m, 400m.
▪ Middle Distance — a set of track and field running events over distances such
as 800m, 1500m.
▪ Endurance Running — track and field running races over distances of 3kms
and greater
▪ Racerunning — a track and field racing sport for disabled athletes, in which
they use a specially designed tricycle.
▪ Joggling — a sport which combines running and juggling.
▪ Canicross — a variant of cross country running in which runners have to complete

the course accompanied with their dogs.
▪ Aquajogging — water running competitions, athletes race in water while maintaining

an upright position.
▪ Tower Running — grueling races up tall man-made structures. Also known as Stair
Climbing.
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TASK 1 – comprehension check
Answer the following questions:
2.5. Writing
TASK 3: Write at least 250 words about this topic.
Time spent in front of computer and TV increases with age, and time
spent outdoors decreases with age.
2.6. GRAMMAR REVIEW
TASK 4: Use the information about the conditionals in these two UNITS to help
you solve grammar exercises related to the present tense simple and
continuous. Look at the bibliography list for suggestions about books you can
use to practise your grammar. Write the exercises in a notebook and have it
ready for evaluation together with your other task sheets during the
examination.
2.7. Summary:
The focus in Unit Two was on practicing the reading and writing skills and on
improving students’ knowledge of the present tense continuous.
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UNIT THREE:
Contents
3.1. Introduction........................................................................................................................ 23
3.2. Competences ...................................................................................................................... 23
3.3. Reading for specific
information.......................................................................................24
3.5.
Writing..................................................................................................................................26
3.6. Grammar
..............................................................................................................................26
3.7. TASK
4...................................................................................................................................28
3.8.
Summary..............................................................................................................................28
3.1. Introduction
vocabulary.
3.2. Competences
On completion of UNIT THREE students will be able to both understand and

practice their reading skill and improve their knowledge of the past tense simple
and continuous.
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Study time for UNIT THREE: 2 hours
3.3. Reading

Read the lesson. Again work with a dictionary.
Equestrian Sports
Equestrian, which can also be called horseback riding, can be referred to as the skill of riding
with horses. Equestrian can be for recreational purposes and competitive sport.
In the early 20th century, equestrian events were introduced in the Olympics. Some of these
events are still seen today. These events are: dressage, show jumping, and eventing.
Some equestrian events which are not in the Olympics are combined
driving, endurance, reining, and vaulting. These events are of the World Equestrian Games
which is organized by the FEI. They are organized every four years. The governing body for
equestrian is the International Federation for Equestrian Sports.
There are many other types of equestrian sports. Some equestrian competitions are, under
saddle: thoroughbred horse racing, steeplechasing, American quarter horse, Arabian horses,
akhal teke, appaloosas, American paint horses, endurance riding, and ride and tie. There is
also harness racing which is done all over Europe, New Zealand, and Australia.
EXERCISES
related vocabulary.
FEI Equestrian Sports
▪ Dressage — riders and horses perform from memory a series of predetermined

events.
▪ Show Jumping — riders on horseback attempt to jump cleanly through sets of

obstacles within a specific time.
▪ Eventing — riders compete in three types of races, dressage, cross-country and show
jumping, in a single competition.
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▪ Combined Driving — a driver on a carriage pulled by horses takes part in three
events: dressage, marathon and cones.
▪ Endurance Riding — an equestrian discipline where riders and horses compete in

races over very long distances.
▪ Reining — equestrian riders guide their horses through a precise pattern of spins,
circles and stops.
▪ Equestrian Vaulting — a gymnastics and dance discipline done on horseback
Other Equestrian Sports
▪ Cross-Country — equestrian riders are required to jump over 30 to 40 obstacles

within a fixed time, incurring penalties for exceeding the allocated time or if a horse refuses
to clear an obstacle.
▪ Western Pleasure — a horse show competition in which horses are evaluated for
their manners and composure.
▪ TREC — a French equestrian sport in which the objective is to test both the horse
and the rider in competitions consisting of three separate events.
▪ Gymkhana — a multi-game equestrian event which is performed to display the

talents of the horses and their riders.
There are many other sports involving horses and perofrmed while riding on the back of a
horse. See the complete list of Sports on Horses, which includes horse racing sports, team
sports on horseback, and horse rodeo sports.
3.5. Writing
Home of Equestrian
At the Olympic Games level, there are three equestrian disciplines: Jumping,
Dressage and Eventing.
1. In dressage (derived from the French verb "to train") a horse-and-rider

team receives scores based on a series of set movements.
2. In the jumping event, competitors complete a course of 15–20 obstacles

within a specific time.
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3. Three-day eventing is the most grueling of the Olympic equestrian
events, combining dressage, show jumping, and a cross-country phase.
Example
I realised that we had met before.
When we arrived at the party, Lucy had already gone home.
Which Factors Make Successful Equestrian Riders?
There are a range of physical and mental factors that contribute to successful performance
in sports, as listed below. Not all of these factors are important for Equestrian Riders - and
that is what this survey is to determine. Please add your rating to as how important you
think each of these factors are to the success of Equestrian Riders.
too place.
Example
Uses of the past perfect tense simple
1. When we have two past references, we are not obliged to use the past perfect simple:
Example
After I finished work, I went home.
2. But we often need the past perfect for the event that happened first to avoid ambiguity:
Example
When I arrived, Ann left. (i. e. at that moment)
When I arrived, Ann had left. (i. e. before I got there)
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We use the past perfect to refer to ‘an earlier past’, that is to describe the first two or more
actions:
3.7. TASK 4: Use the information about the conditionals in this UNIT to help you
solve grammar exercises related to the present tense simple and continuous.
Look at the bibliography list for suggestions about books you can use to practise
your grammar. Write the exercises in a notebook and have it ready for
evaluation together with your other task sheets during the examination.
3.8. Summary
The focus in Unit Three was on practicing the reading and writing skills and on
improving students’ knowledge of the past tense simple and continuous.
25
UNIT FOUR:
Contents
4.1. Introduction........................................................................................................................ 31
4.2. Competences ...................................................................................................................... 31
4.3. Reading .............................................................................................................................. 31
4.4. Writing ............................................................................................................................... 33
4.5. Grammar ........................................................................................................................... 34
4.6. TASK 4 ................................................................................................................................ 35
4.1. Introduction
vocabulary.
4.2. Competences
On completion of UNIT FOUR, students will be able to both understand and
practice their reading skill and improve their knowledge of the past tense
continuous.
Study time for UNIT FOUR: 2 hours
4.3. Reading
Oină
Oină is a traditional team sport played Romania which has similarities to baseball. The sport
is extensively played only in Romania, and also has a minor presence in Moldova.
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The field used is rectangular in shape measuring 70 X 32m. The field is split into three zones,
a batting zone 5m long, the game zone 60m long, and the back zone 5m long, all of which
extends across the width of the field.
The sport is played between two team with 11 players per side. The bat used is similar in
shape to a baseball bat, but is longer and slimmer. The ball used is similar to that of
baseball.
In a match, one team does batting and the other team does the pitching and catching for
the first half, and the teams switch roles for the second half. The batting team can score
points in an exhaustive list of plays, some of which are, 2 points if the ball falls in the back
zone, 2 points if the ball goes out-of-bounds off a catching team player's hand, and 1 point if
the ball crosses the 60m line. The catching team can also score points by throwing the ball
at players running the lanes.
At the end of both the innings the team with the most runs wins the match. A match usually
lasts only for about 30 minutes.
Similar Sports
▪ Baseball — a bat and ball game in which the aim is to hit the ball and score runs by
running around four bases.
▪ Palant — a Polish sport with lots of similarities to modern baseball played using a
wooden stick and a rubber ball.
▪ Lapta — a Russian traditional bat and ball game.
EXERCISES
related vocabulary.
27
4.5. Writing
4.6. GRAMMAR REVIEW
3.7. TASK 4: Use the information about the two verb tenses in this UNIT to help
examination.
3.8. Summary
The focus in Unit Three was on practicing the reading and writing skills and on
improving students’ knowledge of the past tense simple.
examination.
4.8. Summary
The focus in Unit Four was on practicing the reading and writing skills and on
improving students’ knowledge of the present perfect tense simple and continuous.
Unit Four:
Write about your experience of ever making ‘snap judgements‘about a person. Did your first
impression turn out to be false? Write one full page.
28
UNIT FIVE:
Contents:
5.1. Introduction........................................................................................................................ 34
5.2. Competences ...................................................................................................................... 35
5.3. Reading ..................................................................................................................................
5.4. Writing ............................................................................................................................... 36
5.5. Grammar Review ............................................................................................................... 37
5.8. Summary ............................................................................................................................ 38
5.1. Introduction
vocabulary.
5.2. Competences
On completion of UNIT FIVE, students will be able to both understand and
practice their reading skill and improve their knowledge of the past perfect tense
simple and continuous.
Study time for UNIT FIVE: 2 hours
29
5.3. Reading
Slopestyle
Slopestyle is a winter sport which involves skiing or snowboarding down a course of

obstacles. It includes jumps, rails, and other similar features to that of a terrain park. Both
the ski and snowboard versions of sloperstyle became part of the Winter Olympics in Sochi,
Russia 2014. There is also a mountainbike version of slopestyle called Freeride.
There are several type of slopestyle trails included in the sport. It is a combination of
straight rail, rainbow rail, flat-down handrail, up-flat-down rail, and flat-down-flat-down
handrail.
During the competition, they are judged based on air or the height of jumps, execution or
how well the tricks are performed, DD or the degree of difficulty of the tricks, and the
overall or the whole package, which includes personal style. So that will be based on skill,
quality of tricks and originality.
Similar Sports
▪ Slopestyle Skiing — athletes on skis perform on a course with different types of

obstacles.
▪ Slopestyle Snowboarding — athletes on a snowboard perform on a course with a

range of obstacles.
▪ Freestyle Snowboarding — competitors ride on the snowboard and do the tricks

along with descending on the snow-covered slopes to earn maximum scores.
▪ Freestyle Skiing — different forms of freestyle skiing including Aerial skiing, Mogul
skiing, Ski ballet, Ski cross, Half-pipe skiing, Slopestyle skiing.
▪ Mogul Skiing — snow skiers compete on a specially designed downhill course, in

which the primary focus in on the technique used for turns, aerial maneuvers, and speed.
▪ Snowboarding - involves descending on a slope covered in snow using a single board

attached to both feet.
▪ Ski Cross — downhill skiing on a specifically designed course featuring big jumps,
rollers and high-banked turns.
30
▪ Ice Cross Downhill — an extreme winter racing sport which involves direct racing of
multiple skaters on a downhill course.
▪ Boardercross — a snowboard competition on a course similar to motocross. It is aso

called Snowboard Cross.
▪ Skiboarding — like snow skiing, but with shorter and wider skis.
▪ Snow Skiing — traveling over a snow surface on skis. Competitive forms include
Alpine
related vocabulary.
:
5.7. Use the information about the two verb tenses in this UNIT to help you solve
grammar exercises related to the present tense simple and continuous. Look at
the bibliography list for suggestions about books you can use to practise your
grammar. Write the exercises in a notebook and have it ready for evaluation
together with your other task sheets during the examination.
Example
31
5.8. Summary
The focus in Unit Five was on practicing the reading and writing skills and on
improving students’ knowledge of the past perfect tense simple and continuous.
32
UNIT SIX:
Contents
6.1. Introduction........................................................................................................................ 39
6.2. Competences ...................................................................................................................... 48
6.3. Reading .............................................................................................................................. 48
6.4. Reading for specific information ........................................................................................ 49
6.5. Writing.............................................................................................................................51
6.6. Grammar Review –.......................................................... .....................................51
6.7. TASK 4 ................................................................................................................................ 54
6.8. Summary ............................................................................................................................ 54
6.1. Introduction
vocabulary.
6.2. Competences
On completion of UNIT SIX students will be able to both understand and practice
their reading skill and improve their knowledge of ways of expressing future.
Study time for UNIT SIX: 2 hours.
1.3 Reading
About the Sport of B adminton
Badminton is a type of racket sport that is either played by individuals (singles) or a team of
two (doubles). Badminton dates back to Ancient Greece and Egypt. It was developed from a
33
children’s game called battledore and shuttlecock. Badminton was called “Poona” in India in
the 18th century.
The British Army who were assigned there took the game back to the UK and introduced it
to their colleagues. The Duke of Beaufort launched Badminton officially in 1873.
A badminton match consists of the best of three games. In the classic format, only the
serving side can score, and a team needs 15 points to win.
In the new rally point format, whoever wins the rally scores a point, and a team needs to
have 21 points in order to win a game. Each badminton game start at 0-0, which is called
“love-all.”
The equipment needed is a shuttlecock, and badminton racket.
Similar Sports
▪ Ball Badminton — outdoor team sport played using a yellow ball made of wool.
Popular in India
▪ Crossminton — played with no net adapted to make it suitable for playing outdoors,
previously called Speed Badminton.
▪ Pitton — a net and racquet based sport played with a hard pickleball paddle and
a badminton shuttlecock.
▪ Peteca — a sport from Brazil played by hitting the shuttlecock with your hand over a
high net.
▪ Racketlon — a combination sport, where players compete in the sports of table

tennis, tennis, squash, and badminton.
▪ Pickleball — a non-contact racket sport which is similar to badminton, tennis, and

table tennis
▪ Jianzi — a traditional Chinese national sport, where players aim to keep a

shuttlecock type object (called a Jianzi) in the air by striking it predominantly with the legs.
34
5. Writing
Write at least 250 words about this topic.
6.6. GRAMMAR REVIEW – The verb:
Example
When will you finish these letters? (e.g. boss to assistant)
1. We use the future continuous like the present continuous for planned actions:
Example
We’ll be spending the winter in Australia is the same as:
We’re spending the winter in Australia.
6.8. Summary
The focus in Unit Six was on practicing the reading and writing skills and on
improving students’ knowledge of ways of expressing future.
35
UNIT SEVEN:
Contents:
7.1. Introduction........................................................................................................................ 44
7.2. Competences ...................................................................................................................... 62
7.3. Reading .............................................................................................................................. 62
7.4. Reading for specific information ........................................................................................ 63
7.5. Writing ............................................................................................................................... 66
7.6. Grammar Review – ............................................................................................................ 67
7.7. TASK 4 ................................................................................................................................ 71
7.8. Summary ............................................................................................................................ 71
7.2. Competences
On completion of UNIT SEVEN students will be able to both understand and
practice their reading skill and improve their knowledge of ways of expressing
future.
Study time for UNIT SEVEN: 2 hours
7.3. Reading

Read the following lesson.. Work with a dictionary.
EXERCISES
The purpose of the following exercises is to develop reading startegies and reinforce topic
related vocabulary.
36
Games not Sports
There are a lot of games that have high level competitions, but as they do not involve
considerable physical skill and exertion and often have elements of luck, therefore cannot
be called a sport. Some of these may be included in the category of activities called mind
sports. Games such as chess, poker (and other card games), billiards/pool game types
games (carom billiards, cribbage (pool), cushion caroms, cutthroat etc) may not be
considered a sport by everyone. A game like marbles has the physical skill to be a sport, but
lacks regular competition.
Activities not Sports
There are a lot of recreational outdoor activities that involve high levels of physical exertion,
but do not have the competitive element that make it a sport. Examples are hiking,
canyoning (canyoneering), trailblazing, bungee jumping. Some of these types of activities
also have a competitive branch, and are therefore sports at these times, such as
indoor Climbing Competition form of rock climbing, and Skydiving.
7.5. Writing
Write at least 250 words about this topic.
7.6. GRAMMAR REVIEW
Example
Angus and Margaret are going to be married in May.
1. Intentions: We often use going to rather than will in informal style:
Example
I’m going to practise the piano for two hours this evening.
I’m going to be successful one day.
37
2. Planed actions: We use going to like the present continuous or the future continuous:
Example
We’re going to spend the winter in Australia.
Or: We’re spending the winter in Australia.
Or: We’ll be spending the winter in Australia.
3. We use will when we decide to do something at the moment of speaking:
Example
We’re lost. I’ll stop and ask the way. (= I’ve just decided to do this.)
examination.
7.8. Summary
The focus in Unit Seven was on practicing the reading and writing skills and on
improving students’ knowledge of future tenses.
38
DIAGNOSTIC TEST
The questions below are meant to test your knowledge of grammar and vocabulary and your
answers will be used to start off the discussion of the course material on the occasion of our
meeting for Tutorial 1. Take some time to read the questions, think and formulate your
answers:
1. Select the correct form to fill in the space: (2p)

For the past ten minutes I _____ for my friend to come. He hasn’t
arrived yet.
A) wait
B) am waiting
C) have been waiting
D) waited

She _____ about the time. Her friends were also late.
A) need worry
B) won’t need to worry
C) doesn’t need to worry
D) needn’t have worried

If you worked in industry, you _____ the value of money.
A) had to know
B) would know
C) should have known
D) might have known

It’s no use _____ to him. He’s asleep.
A) to talk
39
B) talking
C) talk
D) having talked

Excuse me. Would you mind _____? It makes it impossible for me
to enjoy my meal.
A) my smoking
B) to have smoked
C) not smoking
D) not to smoke
Mary’s father approved of _____ in England for another year in order
to improve her English.
A) her staying
B) her stay
C) she will stay
D) she to stay

What ___ you ___ since I saw you last?
A) do/do
B) are/doing
C) have/been doing
D) did/do
I think ___ .
A) if he is about fifty
B) he is about fifty
C) her about fifty
D) him about fifty
40
She ___ at school since 1984.
A) teach
B) has been teaching
C) taught
D) was teaching

Yesterday at this time it ___ .
A) had snowed
B) snows
C) snowed
D) was snowing

I’m not _________ that subject.
A) interesting with
B) interested with
C) interested in
D) interested by
Alice is unhappy today. She can’t study ________ .
A) something
B) anything
C) nothing
D) everything
I’m not _________ that subject.
A) interesting with
B) interested with
C) interested in
D) interested by
41
Alice is unhappy today. She can’t study ________ .
A) something
B) anything
C) nothing
D) everything
I ________ rather go shopping tomorrow. I have a lot of work today.
A) would
B) can
C) much
D) will
If the projector ________ , we won’t be able to see the movie.
A) doesn’t work
B) worked
C) didn’t work
D) wasn’t work
If people ________ , he will feel bad.
A) will laugh
B) wouldn’t laughed
C) laugh
D) would laugh
18. Find the synonym of the underlined word:(2p)
She is quite an unlikely candidate for the position.
A) amicable
B) admirable
C) improbable
D) unqualified
His unsophisticated manner caused him severe problems when he
42
went to Istanbul to do business.
A) experienced
B) naive
C) knowledgeable
D) cosmopolitan
The human urge to express feelings through rhythmic motion is
expressed in dance.
A) repulse
B) addiction
C) sensation
D) desire
21. Find the synonym of the underlined word.

The wool of a cashmere goat is valued for its fine, silky texture.
A) charged
B) raised
C) exploited
D) prized
22. Find the synonym of the underlined word.

The alien spacecraft hovered over the corn field for a while, and
then it vanished, never to be sighted again.
A) landed
B) disappeared
C) attacked
D) rose
23. Find the synonym of the following words written in capitals.
It was the voice of a born ORATOR.
A) addressee
B) speaker
C) talker
43
D) order
Boxing was his PROFESSION, people came and paid money to
see the fight.
A) subject
B) wish
C) trade
D) life
There was something CRUEL in his voice.
A) strange
B) severe
C) funny
D) funny
One of the novels by Jack London was “Martin Eden”, in which
the writer DESCRIBED his life.
A) printed
B) depicted
C) pointed out
D) noticed
The whole excursion took APPROXIMATELYten hours
A) exactly
B) about
C) precisely
D) apparently
28. Find the word which are out of the logic list:
A) youth
B) farmer
C) adult
44
D)teenager
29. Find the word which are out of the logic list:
A) speak
B) say
C) punish
D) talk

It has been long since I ___ him last. I ___ from him all these
years.
A) saw/haven’t heard
B) had seen/haven’t heard
C) see/don’t hear
D) saw/don’t hear
He was sure they ___ the station before night ___ .
A) will reach / came
B) would bereached / came
C) would have reached / came
D) would reach / would come

This book ___ quite different from the one I ___
A) is/have read
B) was/am reading
C) had been/read
D) have been/read
I understood that he ___ never ___ back.
A) will / come
B) doesn’t / came
C) won’t / home
45
D) would / come
I ___ speak English well now but I hope I ___ speak next year.
A) could / can
B) can’t / shall be able to
C) must / shall have to
D) may / may

______ is the ability to change the direction of the body in an efficient and
effective manner
A) hammer
B) javelin
C) heptathlon
D) Agility
____is the ability to maintain equilibrium when stationary or moving (i.e. not to fall
over) through the coordinated actions of our sensory functions (eyes, ears and the
proprioceptive organs in our joints).
A) False start
B) Foul
C) Balance
D) long jump
______means to exercise restraint or direction over; dominate; command.
A) Control
B) long jump
C) Hammer
D) Foul
46
____ is one circuit of, or one time around, a running track or a racetrack
A) relay
B) Lap
C) hammer
D) assistant referee
____ is the best performance in a sporting event that has been officially measured
and noted
A) heptathlon
B) javelin
C) Record
D track and field
____ is a long-distance running race of 42.195 km
A) corner kick
B) Marathon
C) javelin
D) hammer
____ is a men's athletic competition combining 10 track and field events
A) heptathlon
B) Decathlon
C) Baton
D) false start
______is an event in which competitors leap as far as possible by performing a hop,
a step and a jump
A) draw
B) triple jump
C) long jump
D) relay
47
_____ is a person who is skilled in track and field events; a sportsperson
A) assistant referee
B) defender
C) athlete
D) false start

_____ are moves in which a skater leaps into the air and then rotates his or her
body.
A) track and field
B) Jumps
C) relay
D) shot put

_____ is the intended or chosen plan to achieve a particular purpose;in the physical
education context is the plan to overcome an opponent in a game or to solve a
problem in outdoor education.
A) penalty spot
B) tactical
C) Strategy
D) shoot

_____ is a short, fast race run over a distance of 400 metres or less
A) defender
B) shot put
C) steeplechase
D) Sprint
48
____ is an area of open land; events in athletics that involve throwing, jumping and
vaulting
A) substitute
B) track and field
C) Field
D) shoot

____ is each of a number of parallel strips marked on a running track for athletes to
run along
A) track and field
B) baton
C) Lane
D) steeplechase
______ is the ability of a muscle or muscle group to overcome a resistance.
A) penalty spot
B) substitute
C) Strength
D) assistant referee
49
APPENDIX 2
LIST OF IRREGULAR VERBS
Base Form Past Tense Past Participle Translation

Arise arose Arisen a se ivi, a se ridica
Awake awoke Awoken a se trezi
Be was, were been a fi
Bear bore borne a purta
Beat beat beaten a bate
Become became become a deveni
Begin began begun a începe
Bend bent bent a (se) îndoi
Beset beset beset a obseda, a copleşi
Bet bet bet a paria
Bid bid/bade bid/bidden a ruga, a porunci
Bind bound bound a lega
Bite bit bitten a muşca
Bleed bled bled a sângera
Blow blew blown a sufla, a bate (vântul)
Break broke broken a (se) sparge
Breed bred bred a creşte, a educa
Bring brought brought a aduce
Broadcast broadcast broadcast a transmite (la tv, etc.)
Build built built a construi
Burn burned/burnt burned/burnt a arde
Burst burst burst a izbucni, a plesni
Buy bought bought a cumpăra
Cast cast cast a arunca
Catch caught caught a prinde
Choose chose chosen a alege
Cling clung clung a se agăţa
Come came come a veni
Cost cost cost a costa
Creep crept crept a se târî, a se furişa
Cut cut cut a tăia
Deal dealt dealt a trata, a se ocupa de
Dig dug dug a săpa
Dive dived/dove dived a plonja, a se scufunda
Do did done a face
Draw drew drawn a trage, a desena
Dream dreamed/dreamt dreamed/dreamt a visa
Drink drank drunk a bea
Drive drove driven a conduce, a şofa
50
Dwell dwelt dwelt a locui
Eat ate eaten a mânca
Fall fell fallen a cădea
Feed fed fed a hrăni
Feel felt felt a (se) simţi
Fight fought fought a (se) lupta
Find found found a găsi
Fit fit fit a (se) potrivi
Flee fled fled a fugi, a se refugia
Fling flung flung a arunca
Fly flew flown a zbura
Forbid forbade forbidden a interzice
for(e)go for(e)went for(e)gone a renunţa (la)
Forget forgot forgotten a uita
Forgive forgave forgiven a ierta
Forsake forsook forsaken a părăsi
Freeze froze frozen a îngheţa
Get got got/gotten a primi, a obţine
Give gave given a da
Go went gone a merge, a se duce
Grind ground ground a măcina
Grow grew grown a creşte
Hang hung hung a atârna
Have had had a avea
Hear heard heard a auzi
Hide hid hidden a (se) ascunde
Hit hit hit a lovi
Hold held held a ţine
Hurt hurt hurt a răni, a durea
Keep kept kept a ţine, a păstra
Kneel knelt knelt a îngenunchea
Knit knit knit a croşeta
Know knew know a şti
Lay laid laid a pune, a aşeza
Lead led led a conduce
Lean leaned/leant leaned/leant a se apleca
Leap leaped/leapt leaped/leapt a sări
Learn learned/learnt learned/learnt a învăţa
Leave left left a pleca, a lăsa
Lend lent lent a da cu împrumut
Let let let a lăsa, a permite
Lie lay lain a se afla, a zăcea
Light lighted/lit lighted/lit a aprinde
Lose lost lost a pierde
Make made made a face
Mean meant meant a însemna
51
Meet met met a (se) întâlni
Misspell misspelled/misspelt misspelled/misspelt a ortografia greşit
Mistake mistook mistaken a greşi
Mow mowed mowed/mown a cosi
Overcome overcame overcome a depăşi
Overdo overdid overdone a exagera (cu)
Overtake overtook overtaken a prelua
Overthrow overthrew overthrown a răsturna
Pay paid paid a plăti
Plead pled pled a pleda
Prove proved proved/proven a demonstra
Put put put a pune
Quit quit quit a renunţa
Read read read a citi
Rid rid rid a (se) descotorosi
Ride rode ridden a călări
Ring rang rung a suna
Rise rose risen a răsări, a se ridica
Run ran run a fugi
Saw sawed sawed/sawn a tăia cu ferăstrăul
Say said said a spune
See saw seen a vedea
Seek sought sought a căuta
Sell sold sold a vinde
Send sent sent a trimite
Set set set a pune, a fixa
Sew sewed sewed/sewn a coase
Shake shook shaken a scutura, a tremura
Shave shaved shaved/shaven a (se) bărbieri
Shear shore shorn a tunde oi
Shed shed shed a vărsa (lacrimi, sânge)
Shine shone shone a străluci
Shoe shoed/shod shoed/shod a potcovi
Shoot shot shot a împuşca
Show showed showed/shown a arăta
Shrink shrank shrunk a se strânge
Shut shut shut a închide
Sing sang sung a cânta
Sink sank sunk a (se) scufunda
Sit sat sat a sta jos, a şedea
Slay slew slain a ucide
Sleep slept slept a dormi
Slide slid slid a aluneca, a culisa
Sling slung slung a arunca
Slit slit slit a (se) crăpa
Smell smelled/smelt smelled/smelt a mirosi
52
Smite smote smitten a lovi, a izbi, a cuceri
Sow sowed sowed/sown a semăna (ogorul)
Speak spoke spoken a vorbi
Speed sped sped a grăbi, a accelera
Spell spelled/spelt spelled/spelt a ortografia, a vrăji
Spend spent spent a cheltui, a petrece
Spill spilled/spilt spilled/spilt a vărsa
Spin spun spun a toarce
Spit spit/spat spit/spat a scuipa
Split split split a despica
Spoil spoiled/spoilt spoiled/spoilt a răsfăţa
Spread spread spread a (se) răspândi
Spring sprang/sprung sprung a izvorî, a sări
Stand stood stood a sta în picioare
Steal stole stolen a fura, a se furişa
Stick stuck stuck a lipi, a se înţepeni
Sting stung stung a înţepa
Stink stank/stunk stunk a duhni
Strew strewed strewed/strewn a presăra
Stride strode stridden a merge cu paşi mari
Strike struck struck a lovi
String strung strung a înşira
Strive strove striven a năzui
Swear swore sworn a jura, a înjura
Sweep swept swept a mătura
Swell swelled swelled/swollen a se umfla
Swim swam swum a înota
Swing swung swung a (se) legăna
Take took taken a lua
Teach taught taught a preda, a învăţa
Tear tore torn a rupe, a sfâşia
Tell told told a spune, a povesti
Think thought thought a (se) gândi, a crede
Thrive thrived/throve thrived/thriven a prospera
Throw threw thrown a arunca
Thrust thrust thrust a înfige
Tread trod trodden a călca, a păşi
Understand understood understood a înţelege
Upbear upbore upborne a susţine, a sprijini
Uphold upheld upheld a susţine, a confirma
Upset upset upset a răsturna, a se supăra
Wake woke woken a se trezi
Wear wore worn a purta, a se uza
Weave weaved/wove weaved/woven a ţese
Wed wed wed a (se) cununa
Weep wept wept a plânge
53
Wet wet wet a uda
Win won won a câştiga
Wind wound wound a (se) răsuci
Withhold withheld withheld a refuza, a se abţine
Withstand withstood withstood a suporta, a rezista la
Wring wrung wrung a stoarce
Write wrote written a scrie
54
REFERENCES
For teaching purposes the materials in this course have been adapted for the needs of the
distance learning student from:
Abbs, B. and Freebairn, I. (1993). Blue Print Upper Intermediate. Longman
Acklam, R. and Burgess, S. (1996). First Certificate Gold. Longman
Alexander, L.G. (1990). Longman English Grammar Practice - for intermediate students.
Longman
Soars, John and Liz. (1986). Headway Intermediate. OUP
Spangler, M. S. and Werner, R. R. (1989). Strategies and Structures. New York, Holt,
Rinehart and Winston, Inc.
Swan, M. (1995). Practical English Usage. OUP
RECOMMENDED BIBLIOGRAPHY
Chilarescu, M. and Paidos, C. (1996). Proficiency in English. Institutul European Iasi
Bantas, A. (1997). Engleza pentru admitere. Teora
Budai, L. (1997). Gramatica engleza. Teorie si exercitii. Teora
Galateanu–Farnoaga, G (1996) Exercitii de gramatica engleza: timpurile verbale.
Omegapres
Galateanu-Farnoaga, G. and Comisel, E. (1998). Gramatica limbii engleze. Omegapres–
Lucman
Gosset,C. (1996). Verbele limbii Engleze. Teora
Jackson, A. and Jackson, A. (1998). Gramatica engleza pas cu pas. Teora
ANTONARU, C
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Appendix One: Diagnostic Test ........................................................................................ 48

• improve their grammar and vocabulary knowledge. Progress in these two

• understanding of issues related to major points of interest in the domain

Course study time

Resources, approaches to coursework and equipment

Course study time

Study time for UNIT ONE: 3 hours

2.4. Reading for specific information

About Indoor Volleyball

▪ 9-Man Volleyball — a Chinese variation of volleyball utilizing nine players and a

▪ Fistball — an outdoor team sport similar to volleyball. The main differences to

▪ Wallyball — a variation of volleyball, which is played on a racquetball court enclosed

▪ Biribol — an aquatic version of volleyball developed in Brazil.

▪ Throwball — a sport very similar to Newcomb Ball that is played in India.

▪ Footvolley — beach volleyball played with the feet

▪ Sepak Takraw — volleyball like sport using the feet.

▪ Hoover Ball — a version of volleyball invented for US President Herbert Hoover, in

Different Court Surfaces

Versions of Disabled Athletes

Paralympic Volleyball is otherwise known as sitting volleyball as the participants remain

Different Net Hight

Ecuavoley is a variant of volleyball invented and played in Ecuador, it is like volleyball

You Can Kick The ball

The Ball Can Bounce

Having read the text, answer the following questions:

1. What is the importance of practicing sport?

Write at least 250 words about this topic:

On completion of UNIT TWO students will be able to both understand and

Study time for UNIT TWO: 2 hours

Read the article. Work with a dictionary.

▪ Skyrunning — a running sport in which athletes compete on a course that leads

▪ Ekiden — long-distance relay running typically held on roads.

▪ Athletics (track and field) events

▪ Joggling — a sport which combines running and juggling.

▪ Canicross — a variant of cross country running in which runners have to complete

▪ Aquajogging — water running competitions, athletes race in water while maintaining

Answer the following questions:

TASK 3: Write at least 250 words about this topic.

2.6. GRAMMAR REVIEW

On completion of UNIT THREE students will be able to both understand and

3.4. Reading for specific information

FEI Equestrian Sports

▪ Dressage — riders and horses perform from memory a series of predetermined

▪ Show Jumping — riders on horseback attempt to jump cleanly through sets of

▪ Endurance Riding — an equestrian discipline where riders and horses compete in

▪ Equestrian Vaulting — a gymnastics and dance discipline done on horseback

Other Equestrian Sports

▪ Cross-Country — equestrian riders are required to jump over 30 to 40 obstacles

▪ Gymkhana — a multi-game equestrian event which is performed to display the

1. In dressage (derived from the French verb "to train") a horse-and-rider

2. In the jumping event, competitors complete a course of 15–20 obstacles

Which Factors Make Successful Equestrian Riders?

Uses of the past perfect tense simple

When I arrived, Ann had left. (i. e. before I got there)

Study time for UNIT FOUR: 2 hours

4.4. Reading for specific information

▪ Lapta — a Russian traditional bat and ball game.