Limba engleza unitatea ii

2. THE ADJECTIVE

2.1. The Degrees of Comparison. Regular Adjectives

2.2. Irregular Adjectives

2.3. Phrases with Adjectives

Specific objectives

Summary

Assessment exercises

Bibliography

Specific objectives:
At the end of the chapter you will be able to:

• define and identify the regular and irregular adjectives
• correctly use the degrees of comparison
• translate some Idioms containing adjectives

Estimated time for individual study: 4 hours

Limba engleza 1

Alina Cheşcă The Adjective

2.1. The Degrees of Comparison. Regular Adjectives

Adjectivul este de două feluri: descriptiv - arată calităţile unui obiect, fiinţe
etc.(important, clever, young, red, small) şi restrictiv - exprimă modificări ale
distanţei, cantităţii etc. (this, much, my).
e.g. My sister is tall, slim and beautiful.
Adjectivul se plasează de obicei înaintea substantivului pe care îl determină:
A red car.
A smart lawyer.
A bank account.
This contract.
În limba engleză adjectivul nu se acordă cu substantivul în gen, număr şi caz.
El are exact aceiaşi formă pentru singular şi plural.
e.g. A beautiful girl.
Two beautiful girls.
Numele de ţări, naţionalitatea, limba vorbită într-o anumită regiune se scriu
întotdeauna cu majuscule:
e.g. I am a Romanian citizen, but, as I’m working in the banking system, I can
speak English very well.
Ordinea adjectivelor este următoarea:
A) Pentru obiecte:
numărul;
calităţile;
vechimea;
forma;
culoarea;
originea;
materialul;
-ing;
+substantivul
e.g. Two beautiful, old, round, black, German tables.

B) Pentru fiinţe:
numărul;
calităţile;
mărimea;
vârsta;
originea;
+substantivul
e.g. Three beautiful, tall, young, Romanian girls.

Limba engleza 2


Adjectivele au trei grade de comparaţie: Pozitiv - atunci când este descris un
obiect sau un set de obiecte (long, small, good, beautiful), Comparativ - atunci
când comparăm calităţile unui obiect sau set de obiecte cu cele ale unui alt
obiect sau set de obiecte (longer, smaller, better, more beautiful) şi Superlativ
(the longest, the smallest, the best, the most beautiful).
În funcţie de modul în care adjectivele formează gradele de comparaţie ele sunt
împărţite în adjective neregulate şi adjective regulate, acestea din urmă fiind la
rândul lor împărţite în adjective scurte (adjectivele monosilabice şi adjectivele
bisilabice terminate în -y, precum şi câteva alte adjective de origine germanică
terminate în -ow, -er, -le, etc. (happy, yellow, gentle, clever, common,
handsome, narrow, pleasant, quiet, simple, stupid) şi adjective lungi
(plurisilabice).
Există câteva adjective care nu au grade de comparaţie, cum ar fi:
superior, unique, exceptional, glorious, great, marvellous, splendid, supreme,
wonderful, ultramodern, matchless, absent, equal, left, opposite, right, single,
etc.
Formarea comparativului şi superlativului unui adjectiv urmează aceste reguli:

A) ADJECTIVELE SCURTE
POZITIV COMPARATIV SUPERLATIV
ADJ ADJ-ER (THAN) THE ADJ-EST
LONG LONGER (THAN) THE LONGEST
HAPPY HAPPIER (THAN) THE HAPPIEST

B) ADJECTIVELE LUNGI
ADJ MORE ADJ (THAN) THE MOST ADJ
BEAUTIFUL MORE BEAUTIFUL THE MOST BEAUTIFUL
EXPENSIVE (THAN) THE MOST EXPENSIVE
MORE EXPENSIVE
(THAN)

Iată în cele ce urmează schema integrală a comparaţiei adjectivelor:

POZITIV
good
You happy
are
beautiful

COMPARATIV

A) De inferioritate
good
You happy as
are your
not sister
as/so
beautiful
Limba engleza 3


B) De egalitate
good
You happy as
are your
as sister
beautiful

C) De superioritate
better
You happier than
are your
sister
more
beautiful
SUPERLATIV
A) Relativ
best
You happiest girl
are in the
the world
more
beautiful

B) Absolut
good
You happy
are
very
Beautiful

2.2. The Irregular Adjectives

Good (bun, bună,buni, Better (mai bun) The best (cel mai bun)
bune)
Bad (rău) Worse (mai rău) The worst (cel mai rău)
Much (mult, multă) More (mai mult) The most (cel mai mult)
Many (mulţi, multe) More (mai mulţi) The most (cei mai mulţi)
Little (puţin, puţină) Less (mai puţin) The least (cel mai puţin)

Limba engleza 4


Old (bătrân, vechi) Older (mai vechi,mai The oldest (cel mai vechi, cel mai
bătrân) bătrân)

Elder (mai în vârstă, mai The eldest (cel mai mare,
mare, referitor la
persoane din aceeaşi cel mai bătrân, referitor la
familie - fraţi, surori) persoane din aceeaşi familie - fraţi,
surori)
Far (depărtat) Farther (mai depărtat – The farthest (cel mai depărtat – ca
pentru distanţe) distanţă)

Further (mai depărtat – The furthest (cel mai îndepărtat –
pentru spaţiu şi timp; folosit mai ales temporal)
suplimentar, adiţional)

Late (târziu) Later (mai târziu) The latest (cel mai târziu, cel mai
recent, cel mai nou)
The latter (cel de-al
doilea, ultimul din doi, The last (ultimul final – după el nu
folosit mai ales în mai urmează nimic altceva din
sintagma: The former… aceeaşi serie)
the latter)
Near (apropiat) Nearer (mai apropiat) The nearest (cel mai apropiat)

The next (următorul dintr-o serie)

2.3. Phrases with Adjectives
♦ Expresia "cu cât....cu atât" este exprimată în limba engleză prin folosirea
comparativelor de superioritate ale respectivelor adjective, precedate de
prepoziţia the:
The more, the merrier. = Cu cat suntem mai multi, cu atat e mai vesel.
The longer the days are, the warmer they become.= Cu cat sunt zilele mai
lungi, cu atat devin mai calde
The more beautiful, the better. = Cu cat sunt mai frumoase, cu atat e mai bine.
♦ Expresia "din ce în ce mai...." este redată prin repetiţia comparativului de
superioritate:
Your results are better and better.= Rezultatele tale sunt din ce in ce mai bune.
She becomes more and more beautiful.= Ea devine din ce in ce mai frumoasa.
As winter comes, the weather is colder and colder. = Cand vine iarna, vremea
e din ce in ce mai rece.

Limba engleza 5


Activity 1

1. Complete the sentences with adjectives from the box:

strong expensive cheap much short many busy
expensive practical adequate perfect legal furthe latter
1. The rooms at the Ritz are very ....
2. How... airports are in New York?
3. I think I need some... information if you want me to help you.
4. Of the two solutions he preferred the former to the...
5. Her action was....
6. Let's eat here. I don't have much money and it's really…
7. Her plan is very..., but his is just...
8. How... does a hotel room cost?
9. The hotel is very...
10. I lent him a... sum of money.
11. We can walk from here. It's only a... distance.
12. His measures were...
13. Father comes home late because he is a very... man.
2. Put the adjectives in brackets into the correct form:
1. These books are not... (expensive) as the other ones.
2. The (many)... people who have a problem with cash flow phone the bank
and ask for an overdraft.
3. A personal loan is often a (good)... idea because the repayments are
structured over a pre-arranged period.
4. Store cards are generally (expensive)... then other credit cards and can only
be used in shops which offer them.
5. Your homework is (bad)... than hers.
6. This hotel manager was the (polite)... we had ever met.
7. Sir Winston Churchill was the (faimous)... Englishman in the World War
II.
8. "The more, the (merry)..." says an English proverb.
9. Books are... and... (expensive) nowadays.
10. Levi's make the... (famous) trousers in the world.
Limba engleza 6


11. Your... (old) sister is my... (old) friend.
12. Certain regions produce... (much) petroleum than they consume, and others
consume... (much) than they produce.
13. Africa produces more than twice what it consumes, and the Middle East is
the (big)... producer of all.
14. However, those two regions are tied for consuming the... (small) amount.
15. Europe consumes about 72% more than it produces. It is one of the...
(large) producers but it is also the (large) consumer of all the regions.
3. Fill in the blanks with the right word. Choose between the following
words: much/ many/ few/ a few/ little/ a little:
1. We have... friends here.
2. There aren't... jobs for middle-aged persons.
3. Mike would like... milk in his tea.
4. As we didn't have... time, we had to take a taxi.
5. Nowadays... people have servants in their houses.
6. She didn't spend ... money on her holiday.
7. This text is rather difficult. She has had to look up... new words in the
dictionary.
8. I don't read... books because I don't have... spare time.
9. He couldn't give me... information.
10. You must hurry. There is... time left.
11. Very... experiments have been done to find out the cause of that accident.
12. I have... friends that I can trust, but not ....
13. I had... time to spare, so I browsed round a bookshop.
14. It didn't cost...
15. Only... of the committee members went to the meeting.
16. Unfortunately, the solicitor has very... clients.

Limba engleza 7


For a better understanding of grammar and vocbulary practice
Read and translate the following text:
Identity and solidarity
Identity is one of the most important ingredients for the cohesion of the
human society. Humans need to feel about themselves that they belong to
the same group and that can be made only by discovering the same
characteristics in their behavior, in the language, the knowledge and the
culture, so that this identity creates the solidarity of the human group. We
can not draw the existence of human race, the civilization and the
transformation from autonomous individuals or hazardous and random couples
to a structured group and to a well established society, with human civilized
institutions without the solidarity component. Identity is the ingredient that
makes humans recognize a responsibility towards the other individuals from
their group, or the structured group as a whole, or the human society or, at the
end, the solidarity with the entire humanity and mankind. Responsibility makes
humans behave sympathetic with their neighbors.
Identity and sovereignty
The identity's role in bringing people together and creating responsibility,
coagulating human societies was politically speculated by group of interests
who wanted the power and the legitimacy to rule. First, it was the animal
behavior making the human to draw o territory and a group of friends who
recognized a certain authority, personalized by a specific individual.
After this civil and laic power, the human society needed t o e x p r e s s
the fears and to explain the things of life, so that a religious power appeared,
organically connected to the human society. The historical fight between the
two powers made the humanity establish the institution of sovereignty,
with its divine origin. The sovereignty legitimated a political power with a
divine force, including the infallibility of the leaders. Step by step, the
evolution of human society and institutions, the evolution of the state, led to
many changes in the composition of the sovereignty institution, which became
what it is today. This rule regarding the state sovereignty still represents a
primary principle of the United Nations and of the current organization of the
world.
Identity and nationalism
But these religious and divine characteristics of sovereignty contain a great
power, having the capacity of legitimating political requests. There have
always been leaders or interest groups who wanted to take over the power.
Thus, this makes them speculate the identity and the attributes of sovereignty
for political reasons. Therefore, if a certain group of interests wants more
power than it can be obtained through democratic system, it can very easily
speculate the creation of a certain identity that legitimates the request of a state,
connected to a certain nation created over night. This is the case of nationalism
that sees in identity the differences between a certain privileged group and the
rest of the population of an existing state. It is very easy to demand more
political rights and power when you are dealing with a state where the

Limba engleza 8


democratic laws are not well established and the democracy does not function,
where some ethnic or minority groups are not included in the process of
decision and the governance is questionable. The result of such challenge of
the current state government, under the above mentioned circumstances could
lead to war, when the conflict masters are also involved with their own
interests.
The experience of early warning in identity conflicts
The experiences of Western Balkans, of ethnic conflicts in the former Soviet
Union and in Caucasus make the experts establish many programs for solving
ethnic conflicts, for preventing identity conflicts and establish a network of
early warning The special purpose of these programs is to prevent every
difference that can be speculated by political groups for destabilizing an
existing state, especially within the democracies and economies in transition.
The Stability Pact in South-Eastern Europe sustained by the European Union,
the SEECP and other institutions, programs created by UNDP and the CPC of
OSCE and a number of NGO's are very efficient nowadays, leading to an
important experience in dealing with this kind of problems. Those problems arc
not solved yet, but a special reaction plan in dealing with emerging identity
conflicts is being elaborated.
The present study presents the main actions on an identity conflict agenda, a
very profound radiography of the origin of identity conflicts mechanism and
the phases of sovereignty in the history, that makes this institution so
important, credible and indispensable as a tool in identity conflicts, a thorough
overview on the types of nationalism that speculates identity differences for
political reasons. We have also focused on the current solutions to this
problem: a presentation of the political, economic and social factors of
confidence and stability building, the thesis on ethnic conflict prevention, the
issue of refugees, the experiences of The UN High Commissioner for refugees
and the OSCE High Commissioner for National Minorities and the role of non
governmental organizations. Last but not least, we present some results of the
common project theory within the Stability Pact actions.

Activity 2
1. Chose the right form of the personal pronouns given in brackets:

1. My husband and (I/me) have just come back from the theatre.

2. I am writing a letter to (she/her).

3. If you see Jane, please give (she/her) my best regards.

4. I sent (they/them) a present for their wedding.

5. Tell (his/him) to come home as soon as possible.

6. Don't ask (us/ours) so many questions, we are very tired now.
Limba engleza 9


7. (We/Us), the Romanians are very proud of our past.

8. That's very kind of (they/them).

9. Pass (me/I) the bread, please!

10. We wanted to know where (they/them) lived.

2. Fill in the blanks with the corresponding Possessive Pronouns or
Adjectives:

1. It seems that my secretary is more efficient than…

2. She offered... services.

3. Grannie can't find... glasses.

4. I always pay... bills on time.

5. She is typing... reports and we are typing....

6. He has left... book here.

7. Is this... opinion?

8. You should use... pencil.

9. They show Mary... toys.

10. I like... English teacher.

3. Put in the corresponding Reflexive or Emphatic Pronouns:

1. The princess used to spend long hours looking at... in the mirror.

2. He washes... every morning.

3. The light in the gate switches... off after two or three minutes.

4. My brother... withdrew the money from the Bank.

5. As she was not hungry she had to force... to eat.

6. The first condition to be successful is that you should believe in…

7. We were surprised when we saw... in that large mirror.

8. Nobody helped me. I did it by...

9. Children should behave... when their parents have guests invited.

10. I feel very lonely when I have supper by...

4. Use the appropriate interrogative-pronouns or adjectives in the questions
below:

Limba engleza 10


1. At... time do you get up in the morning?

2. ... is that beautiful lady?

3. ... is your favourite writer?

4. ... colour is his new tie?

5. ... does this car belong to?

6. ... of the tourists have visited British Museum?

7. ... car is that?

8. ... university is the best in your country?

9. ... did you go to the theater with?

10. ... are you looking at?

5. Fill in the blanks with the corresponding Relative Pronouns where
necessary:

1. I don't know... was this painting painted by.

2. Although reliable enough, the partners... you are waiting for have not
arrived yet.

3. Is this the man... sold you the PC?

4. He said that... frightened him was the appalling silence of the place.

5. The man... car was hit by that lorry is our manager.

6. The dog... is under that tree is very old.

7. I couldn't remember the number of my own car... made the police
suspicious.

8. The woman... is crossing the street is our neighbor.

9. The child to... you gave that toy was very happy.

10. This is the man... son won the contest.

11. … rich you are you can’t buy happiness.

6. Fill in the blanks with the appropriate indefinite pronouns or adjectives:

1. I have... sugar and my neighbor hasn't either.

2. ... of us will be very pleased to help you.

3. Do you have... to add?

Limba engleza 11


4. He must be... very important.

5. ... of us has ever heard such an interesting story.

6. Don't you realize that... detail is important in this case?

7. ... passenger for this flight must have his belongings examined at the
airport.

8. I think there's... at the door. Were you expecting... ?

9. I want to show you... interesting.

10. ... can never say for sure what is right and what is wrong.

11. One of my sisters is a lawyer, ... is an accountant.

12. There are... apples left; you have eaten... of them.

13. He made two proposals, but... was accepted.

14. Neither Mike... his wife has an alibi; ... of them might be the killer.

15. I have a very good wine. Would you like... ?

16. There are several books on the table; ... of them are in English.

17. James asked me for... money but I couldn't give him...

18. I can't see my wallet; ... must have taken it.

19. If you have no money, I can lend you...

20. ... hour they are getting closer to the end of the journey.

21. This time I can't do... for you.

22. There isn't... to be said regarding that matter as only... details are still
unclear.

7. Fill in the blanks with the corresponding pronouns:

1. We helped... with some hot tea and felt much better afterwards.

2. He lost his key and Laura lost…

3. After getting up I dress... and rush to my office.

4. There's a bed in the bedroom and... one in the guest room.

5. My friend... is a very experienced climber is now in an expedition in the
Alps.

6. My girl has made this cake all by...

Limba engleza 12


7. He is... best friend.

8. Do you think... will rain today ?

9. My brother has two girls: one is a teacher and the... is an economist.

10. The girl... skirt is short is my classmate.

11. If I were you I'd give up both solutions; ... is reasonable.

Activity 3
Read and translate the following text:
THE HUMAN DIMENSION OF CONFLICTS
The issue of refugees
a. Disintegration and globalization
The international community has invested unprecedented effort in responding
to the series of crises that have taken place in the Balkans since 1991. The
sheer scale of the political and military interventions and humanitarian
assistance programs has been marked by an international presence unparalleled
elsewhere around the world and a protracted period of extensive interaction
with the Balkan people. The human consequences of the inhuman forms of
conflict that the region have witnessed, have become carved in the memories
not only of the population, but also of thousands of international workers
who have responded to the needs of the Balkan people in the past decade.
The history of the Balkan people over the past centuries reflects the struggle
that took place in order to integrate the population into the nation state of
Yugoslavia. In the late 1980's, the loss of the control mechanism provided
both by Tito and the former Communist regime created the opportunity for
many local Balkan leaders to reverse the efforts of the past and pursue
disintegration and independence for their respective provinces and ethnic
groups. These internal initiatives came at a time when the external pressures
resulting from the globalization of the world economy were also growing. The
same political leaders who sought independence and an increasingly
defensive, President Milosevic, in the Federal Republic of Yugoslavia, seized
the opportunity to actively encourage inter-ethnic violence in pursuit of their
political ambitions.
The spiraling cycle of harassment, intimidation and fighting between military
forces, militia, neighbors and even relatives led to over 3 million people being
displaced from their homes because of conflict in South-Eastern Europe. It also
produced a climate in which widespread abuse of both human rights and of the

Limba engleza 13


norms of international humanitarian law could be carried out with relative
impunity.
The response of the inte
international community to the crises in the Balkans has
been confusing. Before the signing of the Dayton Peace Accord in
December 1995, there were a plethora of UN Security Council Resolutions
on humanitarian issues, but a noticeable lack of political investment in
finding solutions. After Dayton, this political-humanitarian confusion shifted
humanitarian
to military-humanitarian confusion, with over-lapping enforcement and
humanitarian lapping
consensual mandates and with the military asked to be simultaneously both
belligerent and humanitarian relief actors.
hum
b. Population displacement
Many, among the population, have lost hope in the future of then country
of origin and have attempted to migrate to safer, more prosper our
communities in Western Europe and elsewhere. In 1998, over 384,000
asylum applications were lodged in 32 European countries. In 1999, this
increased to nearly 458,000 - with Germany being the largest European
recipient country, followed by the United Kingdom. Switzer
Switzerland became the
third largest recipient country during 1999. Most of the hosting countries are
growing increasingly keen to witness more returns in the year 2000 -
especially to Kosovo and to Bosnia-Herzegovina - and fewer asylum seekers
arriving at their borders.
Among the large numbers of people displaced from their homes, the majority
of those still needing solutions have homes in areas where they would be a
minority if they returned. Most countries in the region have produced refugees,
have shared the burden of hosting refugees, or hosted a population of
internally displaced persons.

Summary
This second chapter has approached the regular and irregular adjectives, it has
defined them and analysed the degrees of comparison; you have been given
sentences to exemplify all the grammar issues that have been taught. Moreover,
you have found various phrases and Idioms containing adjectives Besides the
adjectives.
grammar practice, you have been requested to read and translate several tex
texts,
thus improving your vocabulary.
vocabulary


Self-evaluation tests
evaluation

1. Translate into English:
1. Cheltuielile acestei companii au fost din ce în ce mai scăzute în ultimii ani.
scăzute
2. Această companie a cheltuit anul trecut mai mult decât îşi putea permite.
îşi
3. Profitul de anul trecut al acestei firme a fost mai mare decât cel de anul
acesta.
4. Anul acesta inflaţia a fost ceva mai mare decât anul trecut.
infla
5. Ţie îţi este mult mai frică decât ei că preţurile vor deveni din ce în ce mai
fric urile
mari.
6. Cambia este una dintre cele mai vechi metode de plată.
plat
7. Producţia de anul acesta a companiei noastre este mult mai ridicată decât
ia
cea din anii preceden
precedenţi.
8. Banca Angliei este mult mai veche decât Banca Naţională a României.
9. Anul acesta s-au emis mai multe acţiuni decât anul trecut.
s
10. Am nevoie de informaţii suplimentare înainte să plec mai departe.
informa
11. Am doi prieteni, Andrei şi Ioan: cel dintâi este contabil, cel de-al doilea
i de
este avocat.
12. Era din ce în ce mai speriat că nu va putea să termine analiza financiară
c
la timp.
13. Cu cât sunt termenii mai avantajo i, cu atât este mai greu de obţinut
avantajoşi,
contractul.
14. Fratele meu cel mai mare este economist şi lucrează de doi ani într-o bancă.
i
15. Şeful meu vine întotdeauna primul şi pleacă întotdeauna ultimul.
eful

1. Mai doriţi nişte vin? Da, doar puţin vă rog.
ţi niş
2. Este mai cald azi decât a fost ieri.
3. După ce şi-au luat r
au rămas bun unul de la celălalt, cei doi turiş şi-au văzut de
lalt, turişti
drum.
4. Se spune că ea vorbeşte cinci limbi străine.
ă vorbe
5. E timpul să înţelegeţi astfel de lucruri.
ă în
6. Aveţi grijă de voi, copii !
ă
7. Ioan însuşi ţi-a scris şi ţi-a expediat scrisoarea cu ceva timp în urm
şi ţi a urmă.


8. Vine o vreme când e bine să lupţi şi să obţii ceea ce vrei.
9. Ce ai reuşit să afli la poliţie ?
10. Cele trei fete se aşteptau una pe cealaltă la ieşirea din şcoală.
11. Eu însumi am încercat să o fac să înţeleagă că nu are dreptate.
12. După ce s-au uitat unul la altul cei doi copii au izbucnit în râs.
13. A cui este această carte?

1. Tirajele presei TV sunt de zece ori mai ridicate în Franţa decât cele ale
marilor cotidiene naţionale.
2. Televiziunea a dat o lovitură foarte grea presei scrise deturnând în folosul
său grosul bugetelor pentru publicitatea destinată marelui public.
3. Locurile de afişaj obişnuite, pe care se percepe taxă, sunt adesea acoperite
cu afişe „violente".
4. Procentul posesorilor de aparate radio (99%) este mai mare decât cel al
deţinătorilor de televizoare.
5. Reclama de la cinema se reţine de patru-ori mai mult decât cea de la
televiziune.
6. Deşi relativ ieftină în raport cu numărul de persoane la care ajunge,
publicitatea televizată este foarte scumpă dacă privim din perspectiva sumei de
bani necesare.
7. Doar marile firme îşi pot permite reclame televizate pentru a-şi lăuda
produsele.
8. O anumită parte a presei nu acceptă ca difuzarea sa să fie măsurată sau
controlată.
9. Tinerii, orăşenii şi persoanele înstărite merg cel mai mult la cinema.
10. Pentru unii manageri de canale TV contează numai audienţa.
11. Unul dintre rezultatele cele mai evidente este scăderea calităţii
programelor.
12. Un alt rezultat este proliferarea jocurilor televizate stupide şi
abrutizante.

1. Nu trebuie să se confunde tirajul cu difuzarea.
2. Nu toate exemplarele tipărite sunt în mod obligatoriu vândute.
3. Costul spaţiului publicitar este costul care trebuie achitat pentru
inserarea/difuzarea mesajului de către orice mijloc de comunicare în masă.
Limba engleza 16


4. Rata de circulaţie, care este foarte scăzută pentru cotidiene (mai puţin de
două), este, dimpotrivă, ridicată pentru reviste (3, 4 sau mai multe).
5. Rata este de asemenea foarte ridicată în mediile industriale şi studenţeşti
(biblioteci).
6. Presa scrisă este singurul mijloc de comunicare în masă care face posibilă
argumentarea pe larg.
7. Întrucât revistele sunt răsfoite foarte frecvent, reclamele lor câştigă
proporţional în audienţă.
8. Aspectul calitativ al publicului este reprezentat de caracteristicile sale socio-
economice, socio-demografice şi de obiceiurile sale de consum.
9. O combinaţie ideală trebuie să permită punerea în aplicaţie a unor suporturi
publicitare care se bucură de o mare credibilitate.
10.Ea trebuie de asemenea să mărească la maximum acoperirea individuală a
audienţei-ţintă.
11.Scara de eficienţă a unui astfel de suport publicitar este proporţia din ţinta
atinsă care aparţine audienţei totale şi care corespunde audienţei relevante.
12.Cumularea audienţei indică după câte inserţii se consideră că s-a atins cel
puţin o dată audienţa totală a unui suport publicitar.

Key (exercise 3):
1. The circulation figures of the TV press are ten times as high in France as
those of the major naţional dailies.
2. TV has dealt the printed press a terrible blow by capturing the bulk of
general public advertising.
3. Regular posters, on which a charge is levied, are often pasted over with
"wild" posters.
4. The equipment rate for radio-sets (99%) is even higher than the one for TV
sets.
5. The recall rate for cinema advertising is four times as high as for TV ads.
6. Although relatively low-priced in relation to the number of people reached,
TV advertising is very expensive in terms of the amount of money needed.
7. Only large advertisers can afford TV ads to extol their products.
8. Some press media refuse to have their circulation monitored and measured.
9. Cinema-goers are to be found mainly among young people, urban dwellers
and affluent citizens.
10. For some managers of TV channels, the number of viewers is all that
counts.
11. One of the most obvious results is the downgrading of programmes.
Limba engleza 17


12. Another consequence is the boom of stupid and debasing TV games.

Key (exercise 4):
1. One should not confuse print-run and circulation.
2. All printed copies are not necessarily sold.
3. The cost of advertising space is the price to be paid for the message to be
inserted in/run by any medium.
4. The pass-on readership rate, which is very low for dailies (less than two) is
on the contrary high for magazines (3, 4 or more).
5. The rate is also very high in industry, and among students (libraries).
6. The printed press is the only medium in which arguments can be developed
at length.
7. As magazines are very frequently leafed through, their advertisements gain
proportionate exposure.
8. The qualitative measurement of the audience is represented by its socio-
economic and socio-demographic features, its consumption pattems.
9. An ideal combination should enable to feature media that enjoy high
credibility.
10.It should also maximize the individual coverage of the target audience.
11.The efficiency scale of such a medium is the proportion of the target being
reached that belongs to the overall audience and corresponds to the addressable
audience.
12.Audience cumulation indicates after how many insertions one considers that
the overall audience of a medium has been reached at least once.

Limba engleza 18


Bibliography
Brookes, Michael, Horner, E. (2002) Business English. Engleza pentru afaceri
afaceri.
Bucureşti: Ed. Teora.
Brookes, Michael. (2003). Engleza pentru jurişti. Bucureşti: Ed. Teora.
ti:
Chifu, Iulian (2004). Identity Conflicts. Bucure Politeia-SNSPA.
Bucureşti: SNSPA.
Chirălescu, M., Paidos C. (2005). Proficiency in English. Institutul European.
lescu,
Cook, J., Gethin, A. (1995). A New Way to Proficiency in English Oxford.
English.
Dayan, A., Lindsay, W.H. (2000). Engleza pentru marketing si publicitate.
publicitate
Bucureşti: Editura Teora.
ti:
Delgiudice, Luminita (1999). Fifty Useful Tests in English Bucureşti: Ed.
English.
Aramis.
Demazet, Bertrand (1999). Engleza comertului exterior. Bucure
Bucureşti: Editura
Teora.
Gălăţeanu-Fârnoag G. (2000). Limba engleză în conversatie. Bucureşti: Ed.
Fârnoagă,
Ştiinţifică şi Enciclopedică.
Enciclopedic
Gheorghitoiu, Andreea. (1998). Dictionar englez-roman de verbe cu particula
roman
adverbiala. Bucureşti: Teora.
. Bucure
Hanga Calciu, Rodica (1996). Crestomatie de texte juridice engleze. Bucureşti:
Ed. Lumina Lex.
Hanga, Vladimir (2000). Dictionar juridic englez-roman. Bucure
Bucureşti: Lumina
Lex.
Health, R.B. (2002). Impact Assignments in English. London: Longman.
Hulban H. (1997). English for You. Iaşi: Ed. Răzeşu.
Le Divenach, Eloi (2005). Engleza in presa. Bucureşti: Editura Teora.
ti:
Lupuleasa, R. (2004). Ready for Exams. Bucureşti: Editura Polirom.
ti:
Marie-Claude, Roland (2000). CV in limba engleza.Un pas spre angajare.
Claude, angajare
Bucureşti: Editura Teora.
ti:
Martin, M. Combe (2000). Listening and Comprehending. Macmillan.
Mihaescu, Alexandra (2007). Gramatica limbii engleze. Bucure
. Bucureşti: Editura
Niculescu.
Molnar Oprea, Nicoleta (2000). Curs de limba engleza pentru studentii
facultatilor cu profil juridic. Bucureşti: Ed. All Educational.
juridic
Oprescu, Simona (1999). Engleza pentru jurişti. Bucureşti: Ed. Oscar Print.
ti:
Peters, Jo-Ann (2004). Let’s Learn English. Metodă Larousse de înv
Ann învăţare a
limbii engleze. Bucureşti: Editura Teora.
.
Rusu, Liliana (2001). Limba engleza pentru studentii facultatii de drept.
drept
Bucureşti: Ed. Sylvi.
ti:

Limba engleza unitatea ii

Recommended

Recommended

More Related Content

More from bc82gad

More from bc82gad (20)

Recently uploaded

Recently uploaded (20)

Limba engleza unitatea ii