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AVANSATI, 2-3, CURS 3 I. JOHN MILTON AREOPAGITICA read the text and get the main ideas for each fragment. (the excerpts are taken from Project Gutenberg.) For this is not the liberty which we can hope, that no grievance ever should arise in the Commonwealth--that let no man in this world expect; but when complaints are freely heard, deeply considered and speedily reformed, then is the utmost bound of civil liberty attained that wise men look for. []

If ye be thus resolved, as it were injury to think ye were not, I know not what should withhold me from presenting ye with a fit instance wherein to show both that love of truth which ye eminently profess, and that uprightness of your judgment which is not wont to be partial to yourselves; by judging over again that Order which ye have ordained to regulate printing:--that no book, pamphlet, or paper shall be henceforth printed, unless the same be first approved and licensed by such, or at least one of such, as shall be thereto appointed. .and that this Order avails nothing to the suppressing of scandalous, seditious, and libellous books, which were mainly intended to be suppressed. Last, that it will be primely to the discouragement of all learning, and the stop of truth, not only by disexercising and blunting our abilities in what we know already, but by hindering and cropping the discovery that might be yet further made both in religious and civil wisdom. [] I deny not, but that it is of greatest concernment in the Church and Commonwealth, to have a vigilant eye how books demean themselves as well as men; and thereafter to confine, imprison, and do sharpest justice on them as malefactors. For books are not absolutely dead things, but do contain a potency of life in them to be as active as that soul was whose progeny they are; nay, they do preserve as in a vial the purest efficacy and extraction of that living intellect that bred them. I know they are as lively, and as vigorously productive, as those fabulous dragon's teeth; and being sown up and down, may chance to spring up armed men. And yet, on the other hand, unless wariness be used, as good almost kill a man as kill a good book. Who kills a man kills a reasonable creature, God's image; but he who destroys a good book, kills reason itself, kills the image of God, as it were in the eye. []

But lest I should be condemned of introducing license, while I oppose licensing, I refuse not the pains to be so much historical, as will serve to show what hath been done by ancient and famous commonwealths against this disorder, till the very time that this project of licensing crept out of the Inquisition, was catched up by our prelates, and hath caught some of our presbyters. [] In Athens, where books and wits were ever busier than in any other part of Greece, I find but only two sorts of writings which the magistrate cared to take notice of; those either blasphemous and atheistical, or libellous. Thus the books of Protagoras1 were by the judges of Areopagus commanded to be burnt, and himself banished the territory for a discourse begun with his confessing not to know WHETHER THERE WERE GODS, OR WHETHER NOT. [] Neither is it recorded that the writings of those old comedians were suppressed, though the acting of them were forbid; and that Plato commended the reading of

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Aristophanes2, the loosest of them all, to his royal scholar Dionysius3, is commonly known, and may be excused, if holy Chrysostom4, as is reported, nightly studied so much the same author and had the art to cleanse a scurrilous vehemence into the style of a rousing sermon. [] The Romans also, for many ages trained up only to a military roughness resembling most the Lacedaemonian5guise, knew of learning little but what their twelve Tables6, and the Pontific College with their augurs7 and flamens8 taught them in religion and law; so unacquainted with other learning, that when Carneades9 and Critolaus, with the Stoic Diogenes10, coming ambassadors to Rome, took thereby occasion to give the city a taste of their philosophy, they were suspected for seducers by no less a man than Cato the Censor, who moved it in the Senate to dismiss them speedily, and to banish all such Attic babblers out of Italy. But Scipio and others of the noblest senators withstood him and his old Sabine austerity; honoured and admired the men; and the censor himself at last, in his old age, fell to the study of that whereof before he was so scrupulous.[] we read also that libels were burnt, and the makers punished by Augustus. The like severity, no doubt, was used, if aught were impiously written against their esteemed gods. Except in these two points, how the world went in books, the magistrate kept no reckoning. [.] By this time the emperors were become Christians, whose discipline in this point I do not find to have been more severe than what was formerly in practice. The books of those whom they took to be grand heretics were examined, refuted, and condemned in the general Councils; and not till then were prohibited, or burnt, by authority of the emperor. [.] Which course Leo X. and his successors followed, until the Council of Trent and the Spanish Inquisition engendering together brought forth, or perfected, those Catalogues and expurging Indexes, that rake through the entrails of many an old good author, with a violation worse than any could be offered to his tomb. Nor did they stay in matters heretical, but any subject that was not to their palate, they either condemned in a Prohibition, or had it straight into the new purgatory of an index. [.] To fill up the measure of encroachment, their last invention was to ordain that no book, pamphlet, or paper should be printed (as if St. Peter had bequeathed them the keys of the press also out of Paradise) unless it were approved and licensed under the hands of two or three glutton friars. [] Dionysius Alexandrinus was about the year 240 a person of great name in the Church for piety and learning, who had wont to avail himself much against heretics by being conversant in their books; until a certain presbyter laid it scrupulously to his conscience, how he durst venture himself among those defiling volumes. The worthy man, loath to give offence, fell into a new debate with himself what was to be thought; when suddenly a vision sent from God (it is his own epistle that so avers it) confirmed him in these words: READ ANY BOOKS WHATEVER COME TO THY HANDS, FOR THOU ART SUFFICIENT BOTH TO JUDGE ARIGHT AND TO EXAMINE EACH MATTER. To this revelation he assented the sooner, as he confesses, because it was answerable to that of the Apostle to the Thessalonians, PROVE ALL THINGS, HOLD FAST THAT WHICH IS GOOD. And he might have added another remarkable saying of the same author: TO THE PURE, ALL THINGS ARE PURE; not only meats and drinks,

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but all kind of knowledge whether of good or evil; the knowledge cannot defile, nor consequently the books, if the will and conscience be not defiled. [] Bad meats will scarce breed good nourishment in the healthiest concoction; but herein the difference is of bad books, that they to a discreet and judicious reader serve in many respects to discover, to confute, to forewarn, and to illustrate. Whereof what better witness can ye expect I should produce, than one of your own now sitting in Parliament, the chief of learned men reputed in this land, Mr. Selden; whose volume of natural and national laws proves, not only by great authorities brought together, but by exquisite reasons and theorems almost mathematically demonstrative, that all opinions, yea errors, known, read, and collated, are of main service and assistance toward the speedy attainment of what is truest. [.] It was from out the rind of one apple tasted, that the knowledge of good and evil, as two twins cleaving together, leaped forth into the world. And perhaps this is that doom which Adam fell into of knowing good and evil, that is to say of knowing good by evil. As therefore the state of man now is; what wisdom can there be to choose, what continence to forbear without the knowledge of evil? He that can apprehend and consider vice with all her baits and seeming pleasures, and yet abstain, and yet distinguish, and yet prefer that which is truly better, he is the true warfaring Christian. [.] But of the harm that may result hence three kinds are usually reckoned. First, is feared the infection that may spread; but then all human learning and controversy in religious points must remove out of the world, yea the Bible itself. Besides another inconvenience, if learned men be the first receivers out of books and dispreaders both of vice and error, how shall the licensers themselves be confided in, unless we can confer upon them, or they assume to themselves above all others in the land, the grace of infallibility and uncorruptedness? [] If we think to regulate printing, thereby to rectify manners, we must regulate all recreation and pastimes, all that is delightful to man. No music must be heard, no song be set or sung, but what is grave and Doric11. There must be licensing dancers, that no gesture, motion, or deportment be taught our youth but what by their allowance shall be thought honest. [.] When God gave him reason, he gave him freedom to choose, for reason is but choosing; he had been else a mere artificial Adam. We ourselves esteem not of that obedience, or love, or gift, which is of force: God therefore left him free, set before him a provoking object, ever almost in his eyes; herein consisted his merit, herein the right of his reward, the praise of his abstinence. Wherefore did he create passions within us, pleasures round about us, but that these rightly tempered are the very ingredients of virtue? [] It cannot be denied but that he who is made judge to sit upon the birth or death of books, whether they may be wafted into this world or not, had need to be a man above the common measure, both studious, learned, and judicious; there may be else no mean mistakes in the censure of what is passable or not; which is also no mean injury. If he be of such worth as behooves him, there cannot be a more tedious and unpleasing journey-work, a greater loss of time levied upon his head, than to be made the perpetual reader of unchosen books and pamphlets, ofttimes huge volumes. [] And how can a man teach with authority, which is the life of teaching; how can he be a doctor in his book as he ought to be, or else had better be silent, whenas all he

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teaches, all he delivers, is but under the tuition, under the correction of his patriarchal licenser to blot or alter what precisely accords not with the hidebound humour which he calls his judgment? [] Nor is it to the common people less than a reproach; for if we be so jealous over them, as that we dare not trust them with an English pamphlet, what do we but censure them for a giddy, vicious, and ungrounded people; in such a sick and weak state of faith and discretion, as to be able to take nothing down but through the pipe of a licenser? [] I could recount what I have seen and heard in other countries, where this kind of inquisition tyrannizes; when I have sat among their learned men, for that honour I had, and been counted happy to be born in such a place of philosophic freedom, as they supposed England was, while themselves did nothing but bemoan the servile condition into which learning amongst them was brought; that this was it which had damped the glory of Italian wits; that nothing had been there written now these many years but flattery and fustian. There it was that I found and visited the famous Galileo, grown old, a prisoner to the Inquisition, for thinking in astronomy otherwise than the Franciscan and Dominican licensers thought. And though I knew that England then was groaning loudest under the prelatical yoke, nevertheless I took it as a pledge of future happiness, that other nations were so persuaded of her liberty. [.] Lords and Commons of England! consider what nation it is whereof ye are, and whereof ye are the governors: a nation not slow and dull, but of a quick, ingenious and piercing spirit, acute to invent, subtle and sinewy to discourse, not beneath the reach of any point the highest that human capacity can soar to. Therefore the studies of learning in her deepest sciences have been so ancient and so eminent among us, that writers of good antiquity and ablest judgment have been persuaded that even the school of Pythagoras and the Persian wisdom took beginning from the old philosophy of this island. And that wise and civil Roman, Julius Agricola, who governed once here for Caesar, preferred the natural wits of Britain before the laboured studies of the French. Nor is it for nothing that the grave and frugal Transylvania sends out yearly from as far as the mountainous borders of Russia, and beyond the Hercynian wilderness, not their youth, but their staid men, to learn our language and our theologic arts. [] Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making. Under these fantastic terrors of sect and schism, we wrong the earnest and zealous thirst after knowledge and understanding which God hath stirred up in this city. [] If it be desired to know the immediate cause of all this free writing and free speaking, there cannot be assigned a truer than your own mild and free and humane government. It is the liberty, Lords and Commons, which your own valorous and happy counsels have purchased us, liberty which is the nurse of all great wits; this is that which hath rarefied and enlightened our spirits like the influence of heaven; this is that which hath enfranchised, enlarged and lifted up our apprehensions, degrees above themselves. [] Ye cannot make us now less capable, less knowing, less eagerly pursuing of the truth, unless ye first make yourselves, that made us so, less the lovers, less the founders of our true liberty. We can grow ignorant again, brutish, formal and slavish, as ye found us; but you then must first become that which ye cannot be, oppressive, arbitrary and tyrannous, as they were from whom ye have freed us. [.]

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And as for regulating the press, let no man think to have the honour of advising ye better than yourselves have done in that Order published next before this, "that no book be printed, unless the printer's and the author's name, or at least the printer's, be registered." Those which otherwise come forth, if they be found mischievous and libellous, the fire and the executioner will be the timeliest and the most effectual remedy that man's prevention can use. [] This I know, that errors in a good government and in a bad are equally almost incident; for what magistrate may not be misinformed, and much the sooner, if liberty of printing be reduced into the power of a few? Vocabulary grievance = plngere, revendicare rake = a scotoci ye = forma veche de la you palate = cerul gurii, gust uprightness = super dreptatea encroachment = uzurpare, nvlire to be wont to = a avea obiceiul s bequeath = a lsa prin testament partial = prtinitor glutton = cpcun henceforth = henceforward = de acum nainte conversant with = bun cunosctor seditious = nclinat spre rzvrtire durst (nv.) = to dare = a ndrzni libellous = calomniator, defimtor defiling = profanatoare blunt = a toci aver = a afirma hinder = a opri thy = your confine = a aresta thou = you malefactor = rufctor, criminal art = are (< to be) nay = nu hold fast = aplica vial = fiol meats = carne sow-sown = a rspndi, a nsmna concoction = fiertur, amestec wariness = grij, precauie, pruden discreet = prevztor hath = has judicious = raional wits = inteligen, spirit confute = a combate commend = a luda, a recomanda yea = (nv.) da, aprobare, ncuviinare loose = dezlnuit collate = a confrunta cleanse = a cura rind = coaja, scoara, pojghia, crusta scurrilous = obscen cleave = a scinda, a desface, a despica rousing = nsufleitor leap = a sri, a slta roughness = asprime, grosolnie continence = stpnire, abstinen guise = aspect bait = momeal babble = plvrgeal hence (nv.) = de aici withstand = a rezista, a se opune deportment = comportament aught = (nvechit) ceva waft = a purta, a duce mean = deplorabil behoove = a fi de datoria cuiva levy = a percepe blot = pat, stigmat giddy = buimac ungrounded = ignorant pipe = eava, conducta bemoan = a se plnge de damp = a descuraja, a stinge fustian = vorbrie goal

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groan = a geme pledge = garanie staid = aezat, serios, cumptat 1Protagoras (480- 411 BC). Greek philosopher, born in Abdera, Thrace. About 445 BC he went to Athens, where he became a friend of the statesman Pericles and won great fame as a teacher and philosopher. Protagoras was the first thinker to call himself a Sophist and to teach for pay, receiving large sums from his pupils. He gave instruction in grammar, rhetoric, and the interpretation of poetry. His chief works, of which only a few fragments have survived, were entitled Truth and On the Gods. The basis of his speculation was the doctrine that nothing is absolutely good or bad, true or false, and that each individual is therefore his or her own final authority; this belief is summed up in his saying: Man is the measure of all things. Charged with impiety, Protagoras fled into exile; he drowned on his way to Sicily. Two celebrated dialogues, the Theaetetus and the Protagoras by Plato, refuted the doctrines of Protagoras. 2Aristophanes (448-385BC) Athenian playwright, considered one of the greatest writers of comedy in literary history. His plays have been produced through the centuries and have remained popular because of their wit, comic invention, and poetic language. He was first and foremost a satirist. During his lifetime Athens underwent a period of convulsive cultural and social change, and he found a ready target in the politicians, poets, and philosophers of his day. It would nevertheless be misleading to describe Aristophanes as a reactionary or a conservative, since his works show no sympathy for the aristocratic party in Athenian politics. No class, age or profession was exempt from his satire. The plays of Aristophanes exerted considerable influence on English satire, notably that of playwright Ben Jonson in the 17th century and English novelist Henry Fielding in the 18th century. 3Dionysius the Younger the new ruler of Syracuse, Sicily, 367 4Chrysostom, St John (354- 407), Doctor and Father of the early Church. Born in Antioch, Syria (now Antakya, Turkey), John studied oratory under Greek rhetorician Libanius and began his career as an advocate. At the age of 18 he came under the influence of Maletius, bishop of Antioch, who directed him to a monastic school and baptized him soon afterward. After spending six years as a monk in the mountains near Antioch, John was ordained deacon in 381 by Maletius and ordained priest in 386 by bishop Flavian I, who succeeded Maletius. The eloquence, earnestness, and practical nature of his preaching gained him a reputation as a great orator. In 398 Arcadius, emperor of the Eastern Roman Empire, named John patriarch of Constantinople. His preaching against vices excited the hatred of Theophilus, patriarch of Alexandria, and of Arcadiuss empress, Eudoxia, who engineered his deposition and banishment in 403. John was soon recalled, only to be banished again, in 404, to the desert areas of the Taurus Mountains, where he attempted to convert the neighboring Persians and Goths to Christianity. Johns followers, called Johnites, refused to recognize his successors both during and after his lifetime; they submitted in 438, when Theodosius II, Eastern Roman emperor, brought the saints body back to Constantinople and solemnly buried it. The surname Chrysostom (Greek chrysostomos, golden-mouthed) was first used in the 5th century. John Chrysostoms many works include homilies, epistles, treatisis, and lithurgies. He is the patron saint of orators, and his feast day is observed on September 13. 5Lacedaemon(ian) = Sparta city in ancient Greece, and capital of Laconia, and the most famous ancient Greek city of Pelopnesos. Ancient Sparta the ancient city, even in its most prosperous days, was merely a group of villages with simple houses and a few public buildings. The passes leading into the valley of the Evrtas were easily defended, and Sparta had no walls until the end of the 4th century BC. The inhabitants of Laconia were divided into Helots (slaves), who performed all agricultural work; Perioeci, a subject class of free men without political rights, who were mainly tradesmen and merchants; and the Spartiatai, or governing class, rulers and soldiers, descended from the Dorians, who had migrated to the area about 1100BC. The foundation of Spartan greatness was attributed to the legislation of Lycurgus, but was more probably the result of ascetic reforms introduced about 600BC. In the 7th century BC, life in Sparta was similar to that in other Greek cities, and art and poetry, particularly choral lyrics, flourished. From the 6th century BC on, however, the Spartans looked upon themselves as merely a military garrison, and all their discipline pointed to war. No deformed child was allowed to live; boys began military drill at the age of 7 and entered the ranks at 20. Although permitted to mary, they were compelled to live in barrachs until the age of 30; from the age of 20 to 60 all Spartans were obliged to serve as hoplites (foot soldiers) and to eat the phiditia (public mess)

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6Twelve Tables: Law of the Twelve Tables, earliest code of Roman law. It was formalized in 451-450 BC from existing oral law by ten magistrates, called decemvirs, and inscribed on tablets of bronze or wood, which were posted in the Principal Roman Forum. According to tradition, the code was drawn up to appease the plebs, who maintained that their liberties were not adequately protected by the unwritten law as interpreted by patrician judges. The tablets were destroyed in the sack of Rome by the Gauls in 390 BC, but a number of the laws are known through references in later Latin literature. The Twelve Tables covered all categories of the law and also included specific penalties for various infractions. The code underwent frequent changes but remained in effect for almost 1000 years. 7Augur- member of a college of Roman priests who interpreted the will of the gods from auspices (signes) such as the flight of birds, the condition of entrails of sacrificed animals, and the direction of thunder and lightning. Augurs wielded great power; their advice was sought before battle and on other important occasions. 8Flamen = one of 15 sacrificial priests in ancient Rome. The office was held for life, but was also terminated by the death of the flamens wife (who assisted him at ceremonies) or if the flamen committed some misdemeanor. 9Carneades (214-129), Greek philosopher, born in Cyrene (now Shahhat, Libya). He studied Stoicism in Athens and later founded the New, or Third, Academy, an extension of the Old Academy begun by Plato. While there he lectured on skepticism, asserting that knowledge is impossible and that truth has no criterion. The Roman statesman Cato the Elder, however, believed the philosophy was dangerous to the youth of Rome, and he impelled the Roman Senate to banish Carneades. 10Diogenes of Sinope (412-323BC), Greek philosopher, generally considered the founder of Cynicism, an ancient school of philosophy. Born in Sinope (modern Sinop, Turkey), Diogenes studied in Athens, where he was a disciple of Greek philosopher Antisthenes, who taught that social conventions should be disregarded and pleasure shunned. Diogenes plunged into a life of austerity and self-mortification. He wore coarse clothing, ate plain food, and slept on the bare ground, in the open streets, or under porticoes. His eccentric life did not, however, lose him the respect of the Athenians, who admired his contempt of comfort. 11Doric (archit) of the oldest, sturdiest, and simplest of the Greek orders Areopagus name of both a law, rocky hill west of the Acropolis in Athens and of an ancient court that convened on the hill. The court, consisting of a council of nobles, met in the open; the accuser and accused stood on platforms cut from the rock. II. Speaking: censorship in Romania/England/USA III. Writing (the following unit is taken from Dorothy Zemach, Lisa Rumisek: Academic Writing, From Paragraph to Essay, editura Macmillan)

Introduction: Process Writing

In this unit, you wil.. * learn about process writing, the writing method used in most English-speaking university classes. The writing process I. These words are important for undestanding the writing process. Match each word with the correct definition. a. step 1. to check a piece of writing for errors. b. topic 2. a group of related senteces c. gather 3. one thing in a series of things you do

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d. organise 4. subject; what the piece of writing is about e. paragraph 5. to change or correct a piece of writing f. essay 6. a short piece of writing, at least three paragraphs long. g. proofread 7. to arrange in a clear, logical way h. edit 8. to find and collect together. The six steps of the writing process 2. Read about the writing process. These are the steps you will practise in this book. Process writing When we write, we do more than just put words together to make sentences. Good writers go through several steps to produce a piece of writing. Pre-writing STEP ONE: Choose a topic. Before you write, your teacher gives you a specific assignment or some ideas of what to write about. If not, choose your topic yourself. STEP TWO: Gather ideas. When you have a topic, think about what you will write about that topic. STEP THREE: Organise. Decide which of the ideas you want to use and where you want to use them. Choose which idea to talk about first, which to talk about next, and which to talk about last. Drafting STEP FOUR: Write. Write your paragraph or essay from start to finish. Use your notes about your ideas and organisation. Reviewing and revising STEP FIVE: Review structure and content. Check what you have written. Read your writing silently to yourself or aloud, perhaps to a friend. Look for places where you can add more information, and check to see if you have any unnecessary information. Ask a classmate to exchange texts with you. Your classmate reads your text, and your read his or hers. Getting a readers opinion is a good way to know if your writing is clear and effective. Learning to give opinions about other peoples writing helps you to improve your own. You may want to go on to step six now and revise the structure and content of your text before you proofread it. Rewriting STEP SIX: Revise structure and content. Use your ideas from step five to rewrite your text, making improvements to the structure and content. You might need to explain something more clearly, or add more details. You may even need to change your organisation so that your text is more logical. Together, steps five and six can be called editing.

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Proofread. Read your text again. This time, check your spelling and grammar and think about the words you have chosen to use. Make final corrections. Check that you have corrected the errors you discovered in steps five and six and make any other changes you want to make. Now your text is finished! Steps five and six can be repeated many times. Review 3. Complete this chart, summarising the steps of the writing process. Pre-writing: Step one: Choose a Step two: Gather Step three: Decide Drafting: Step four: Write Reviewing and revising: Step five: Check. Rewriting: Step six: May need to..: explain. add.. change. Steps.and..may be..many times. Vocabulary 2: Proofread = a face corectura assignement = datorie, tem Review = revizuire effective = util, eficace Editing = redactare IV. Grammar present tense- revision 1. Choose the most appropriate words underlined:

a. I havent decided yet about whether to buy a new car or a second-hand one. But I think about it/ Im thinking about it.

b. All right, you try to fix the television! But I hope /Im hoping you know what youre doing!

c. Every year I visit/Im visiting Britain to improve my English. d. Its time we turned on the central heating. It gets/It is getting colder every day. e. Of course, youre Mary, arent you! I recognise/ I am recognising you now. f. Whats the matter? Why do you look/ are looking at me like that? g. The film of War and Peace is very long. It lasts/ It is lasting over four hours. h. I can see from what you say that your mornings are very busy! But what do you

do/ are you doing in the afternoons? i. Im going to buy a new swimming costume. My old one doesnt fit/ isnt fitting

any more.

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j. That must be the end of the first part of the performance. What happens now/ is happening now?

2. Choose the most suitable word or phrase to complete each sentence.

a. What exactly .? A. is this job involving? B. Does this job involve? b. Who exactly.? A. does own this car B. does this car belong to c. that we have been here for six months already! A. Do you realise B. Are

you realising d. Id like to stay longer. But .just for the weekend. A. I come B Ive come e. Terry is in bed. He..flu. A. has B. is having f. This new teaching job is really difficult, but . A. I survive B. Im

surviving g. What on that notice? A. does it write B. does it say h. Ladies and gentlemen, Ithis ship HMS Highlight. A. name B. am

naming i. Absolutely! I ..with you completely. A. agree B. am agreeing j. .this car. Do you want to buy it? A. I sell B. Im selling

3. Put each verb in brackets into the most suitable present tense. a. I (hear) that you have been promoted. Congratulations! b. British people (drink) more and more wine, apparently. c. I hope Sarah will be here soon. I (depend) on her. d. Please be quiet! You (continually interrupt). e. Hey, you! What (you think) youre doing? f. Could you come here please? I (want) to talk to you now. g. Jane is away on holiday so Linda (handle) her work. h. To be honest, I (doubt) whether Jim will be here next week. i. Youve only just started the job, havent you? How (you get on)? j. Pay no attention to Graham. He (just be) sarcastic again.

4. Rewrite each sentence, beginning as shown, so that the meaning stays the same. a. Whats your opinion of Teds new book? What do.. b. Nigel keeps interrupting me. Nigel is.. c. What is the meaning of this word? What does. d. The number of people who own bicycles is increasing. More and more

people. e. What about going to that new film at the Rex tonight? How do.. f. What is the weight of that piece of meat? How much g. Never mind about the price, just buy it! The price.. h. Theres smell of onions in this room. This room.. i. What is inside the box? What does. j. Paul has flu. Paul is.

5. Rewrite each sentence so that it contains the word in capitals, and so the meaning

stays the same. a. Charles and his father are exactly alike. LOOKS

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b. The cost of excursions is part of the price of the holiday. INCLUDES c. I find working here really enjoyable. ENJOYING d. I study hard, so I spend a lot of time in the library. MEANS e. Whats your opinion of Wendys new painting? THINK f. Sunrise is at 4.30 tomorrow morning. THE SUN g. Whats on your mind at the moment? ABOUT h. Neil has the bad habit of getting in peoples way. ALWAYS i. I am losing my voice. GOING j. How long is that wall? DOES

6. Choose the most suitable word or phrase underlined.

a. I work in this office all this year/all the time. b. Are you studying French for long/at the moment? c. I am not making much money these days/ so far this year. d. The food tastes worse now/ usually. Youve put too much salt in. e. We normally / forever get in touch with customers by post. f. Pete was ill but he is getting over his illness currently/ now. g. Im feeling rather run down lately/ at present, doctor. h. I always stay on duty since/until six oclock. i. People continually/ traditionally prepare coloured eggs at Easter. j. Fortunately the baby now/ recently sleeps all night.

7. Identify any possible errors in these sentences, and correct them if necessary. a. Im depending on you, so dont make any mistakes! b. Is this total including the new students? c. Excuse me, but do you wait for someone? d. These potatoes are tasting a bit funny. e. How are you feeling today? f. I look forward to hearing from you. g. I have a feeling that something goes wrong. h. Whats that you are eating? i. Are you hearing anything from Wendy these days? j. I think youre being rather mean about this.