Skripta za studente druge godine

Tehničkog fakulteta u Boru

(prvi deo)

Mara Manzalović
Unit 1

UNIT AND TOPICS Communi- Reading Writing Grammar and

cation skills tasks tasks vocabulary

1) TYPES OF Discussing Understand- Describing Adjectives

PERSONALITY personality ing the text - activities describing
 Holland's Theory of Career types true or false personality
Choice and You types
 Holland's Hexagon

2) LET’S COMMUNICATE Describing a Comprehen- Giving Infinitives,

 Conflict Styles picture; sion reasons - why Imperatives;
 IT Communication Presenting: questions; we buy/don’t Diplomatic
 Social Networks Social networks; Scanning buy on the language;
 Communication in an Being polite Internet Making
organization questions
3) CULTURAL DIVERSITY Discussing & Comprehen- Comparing Modal Verbs;
 Some dimensions along Explaining body sion measurement Names of
which countries vary language; questions systems; countries and
 Strange laws Giving opinion Comparing nationalities
 Stereotypes and Prejudices cultural
aspects
4) ENVIRONMENTAL Discussing: Pre-reading: -Translating - Synonyms
ISSUES Sources of Problems of into English - Conditional
 Types of environmental pollution and polluting; - Buying Sentences
problems Ways of Understand- decisions
 Global Warming reducing it; ing the text-
 Sustainable Development Global warming true or false

5) HEALTHY LIFESTYLE Talking about Read and Writing Food and

 Food, Glorious Food personal match about Fitness
 Stop Being a Couch Potato lifestyle habits personal
lifestyle
Vocabulary
Grammar

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 Unit 1

TYPES OF PERSONALITY

I Are you practical or artistic? Do you like working with machines or people?
Are you good at solving science problems? What type of personality are you?

According to John Holland's theory, there are six personality types: Realistic, Investigative,
Artistic, Social, Enterprising, and Conventional. People are often a combination of two or
more types. Knowing or recognizing what type of personality we are can help us function better
at work and privately as well. Read about these different types.

Artistic type has good

Realistic type likes Conventional type artistic abilities, likes
to work with animals, likes to work with to do creative activities
plants, tools, or numbers or machines such as art, drama,
machines; generally in a set, orderly way; crafts, dance, music, or
avoids social generally avoids creative writing;
activities like ambiguous, generally avoids highly
teaching, healing, unstructured activities. orderly or repetitive
and informing others. activities.

Enterprising type values Investigative Social type likes to do things

success in politics, type is good to help people - like teaching,
leadership, or business; at studying nursing, or giving first aid,
generally avoids activities and solving providing information;
that require careful science and generally avoids using
observation and scientific, math machines, tools, or animals to
analytical thinking. problems. achieve a goal.

I Here is a list of characteristics which can be assigned to each type of

personality. Decide where they belong. Can you think of some more characteristics?
mechanical, precise, intellectual, practical, expressive, original,
helpful, friendly, trustworthy, energetic, independent, ambitious,
sociable, scientific, orderly, good at following a set plan
Personality type Characteristics
Realistic practical, mechanical
Investigative
Artistic
Social
Enterprising
Conventional

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 Unit 1

II Pair work: Find out about your partner and report about them to the class.

I Holland's Theory of Career Choice and You

Text 1
The Career Key is a test based on John Holland's theory of career choice, which can help young
people make smart decisions about career options, college majors or being self-employed. The
theory refers to work-related behavior – such as, which career choices are likely to lead to job
success and satisfaction. It also explains how some other human activities can lead to success
and satisfaction in life. It is very well-known and most widely researched theory on this topic
and is used by most career counselors.

Text 2
People of the same personality type working together create a work environment that fits their
type. The best work environment is the one in which people can use their skills and abilities and
express their values and beliefs. For example, when Conventional people are together on a job,
they like to have order and to follow a set plan. They would never be satisfied with artistic
chaos. If your personality type matches your work environment, your career will most likely
result in success and satisfaction.

Your performance and motivation at work depends on many things, among which your
workplace (or school) environment is one of the most important factors. If you cooperate with
people who have a personality type like yours, you will feel most comfortable working with
them because you will be able to do many of the things they can do.

II Project: Find a site dealing with personality and career tests, based on
Holland’s Theory of Personality. After obtaining the test results, write a description of
yourself (up to 10 sentences).

True or false 4. Mark the following statements as True (T) or False (F)
1. People can use their skills and abilities if they create work environment with people of the
same personality type. ___
2. Artistic people like to follow a set plan. ___
3. Enterprising type likes healing people. ___
4. Your career will probably be successful if you work in the environment which fits your
personality type. ___
5. Career Key is used by career counselors to help people about their career choices. ___
6. Realistic type likes to do creative activities. ___
7. Investigative type isn’t good at solving science and math problems. ___
8. Enterprising type likes reading, contemplating the mysteries of the universe, knitting…___
9. Career Key test refers only to self-employed people. ___
10.Your performance at work depends, among other things, on your workplace (or school)
environment. ___

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 Unit 1

Holland's Hexagon

John Holland created a hexagonal model that shows the relationship between the personality
types and environments.
Realistic Investigative

Conventional Artistic

Enterprising Social

The personality types closest to each other are more alike than those farther away. The
hexagon is a good illustration of this. When the personalities which are opposite each other
on the hexagon are compared, you can see how different they are. For example, when you
read the descriptions of the Investigative and Enterprising types, you can see that they are
virtually opposites. On the other hand, Realistic and Conventional are not that far apart. A
good match-up (whether at work or privately) is called "Congruent", which means
"compatible, in agreement or harmony".

Holland created a Career key which is based on his theory of career choice. The theory
explains work-related behavior – such as, which career choices are likely to lead to job
success and satisfaction. It is the best known and is used by most career counselors. If your
highest score on the Career Key is for the Social type, your most compatible job environment
is Social. It is a congruent match. This suggests that you choose a job in the Social group. Or,
you might choose from the jobs that fall in the Enterprising or Artistic category.
Most people, in reality, are a combination of types -- like Realistic- Conventional, or Social-
Enterprising. A good manager is aware of the importance of making “congruent teams.”
This is one of the keys to motivating employees.

To conclude, you are most likely to choose a satisfying job if you choose one that fits your
personality type. Moreover, when making teams, your choice of congruent types of
personalities can lead to successful performance on any project.

Comprehension questions Answer the questions

1. What can you conclude when you look at Artistic and Conventional type on Holland’s
hexagon?
2. Are Enterprising and Investigative types “congruent”?
3. What is Career key?
4. How can the theory of personality types be helpful to managers?
5. What can be said for the types which are opposite each other on the hexagon?

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 Unit 1

Vocabulary I Here are some Adjectives which end in the following suffixes: -(t)ive, -
(a/i)ble, -ful, -al, -ic, -ly, -ent .

Repetitive, Soci(a)ble, Intellectual, Scientific Friendly,

Investigative, Compat(i)ble, Practical, Energetic Orderly,
Creative, Mechanical, Artistic
____________ ___________
Expressive, Original, Realistic
____________ Conventional, ___________
_____________ _____________
Social,
_____________ _____________
Helpful, _____________ Congruent
_____________ Successful _____________ Independent
_____________
____________ _____________ ____________
_____________
____________ ________ ____________

II Write the appropriate Adjective form of the words below:

Month, Nation, Protect, Efficiency, Comfort, Skill, Intelligence, Profession, Cooperate,

Effect, Tradition, Athlete, Power, Accident, Accept, Recent

-(t)ive, - (a/i)ble, -ful,

-al, -ic, -ly, -ent

Fill in III Use the correct form of the word in brackets to fill in the blanks

1. The government should provide more money for job…………………….. (creative,

creation)
2. She didn’t like her job because it was ………………………. (repeat, repetitive)
3. There is an …………………… line of people waiting outside the cinema. (order, orderly)
4. We hope to achieve the most ……………………. and ………………………… results.
(effect, effective) (efficient, efficiency)
5. An ……………………………….journalist may spend months researching and preparing a
report. (investigate, investigative)
6. There is a way to know if you are …………………………with your partner. (compatible,
compatibility)
7. The Americans celebrate the …………………………Day on July 4. (Independence,
Independent)
8. In order to achieve…………………........., you need to stick to your goals. (success,
successful)

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 Unit 2

LET’S COMMUNICATE

How would you define communication? Look at the picture below and explain it.

There are two main types of communication:

 Written - emails, letters, reports, memos

and many other documents.
 Oral - face-to-face or over the phone/video
conferencing, etc.
.

Think of some more ways to convey a message.

Communicating is much more than just words, whether spoken or written. Communication
experts say that spoken words convey just about 10 % of your ideas, the tone of your voice –
30% and body language as much as 60 %. Non-verbal communication - gestures, mimes,
facial expressions, tone of your voice, eye contact and other body signals to the other party
convey a lot of important information.

Matching Match the facial expressions to the words describing them.

a) Happiness
b) Sadness
c) Anger
d) Surprise
e) Confusion
f) Dislike
g) Boredom
h) Fear

Some useful tips for successful communication

Think of the effective communication techniques. How can you improve your communication skills?

Skillful communication is significant because it either makes or breaks most business deals.
Since it is a skill, it can be learned. Here are some tips which are recommended by good
mediators:

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 Unit 2

When we’re involved in a serious discussion or argument with

1) Stop and listen.
the other party, it’s usually very hard to put aside your own
point for the moment and just listen. We’re so afraid of not being heard that we keep talking,
which prevents us from being able to hear the other perspective and get the message. The
irony is that communication fails since the other party does not hear us either. “Seek first to
understand, then to be understood.” (Steven Covey, a leadership expert.)

2) Avoid negative and Bad, awful, disgusting are unacceptable words in formal
“strong” words communication.… If you disagree, use the magic word Sorry.

3) Be Willing to Most of our communication with one another in any kind of

Learn New Skills relationship isn’t what we say, but how we say it. Nonverbal
communication is your body language, the tone of your voice,
eye contact, and so on, which also depends on cultural background of the speakers.
 Folded arms may mean you’re feeling defensive or closed off.
 Avoiding eye contact may mean you’re not interested in the topic of conversation or
find it difficult to talk about something.Louder tone may mean you’re becoming
emotionally involved.

4) Pay attention to Resolving conflicts takes skills. If you don’t have them, you
nonverbal signals. should learn them. Successful managers and mediators use
certain strategies and approaches to solve problems. This is
what communication experts consider to be very useful for successful communication. It is
important:
 To express your feelings, standing up for your rights, but in a non-threatening way;
 To hear another person’s viewpoint;
 To make a request without feeling angry or upset;
 To change your opinion or even belief when you are wrong; to acknowledge when
you have made a mistake.

Being polite and diplomatic

How else would you say this but in a more polite, diplomatic way.
DOs DON’Ts
I disagree.
I think that’s a bad idea.
I don’t like it.
Can I say something?
You don’t understand me.
You didn’t explain this point.
You need to give us a better price.

Common Communication Blockers:

It is especially irritating if it’s before hearing the other side of
Accusing the story.

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 Unit 2

Interrupting It usually takes place when another party wants to oppose

what has been said. If it happens too often, the other
person may get annoyed and frustrated, thus ending the
conversation. Therefore, in terrupt when it is really important to get things clarified.

The other party will not open up to you and you will not hear
Judging
all that they have to say.

They mean one-way communication;

Threats & Orders overpowering rather than understanding
the other person.
.
Sarcasm It’s a lack of respect for the other party. Therefore, you will
get no information.

With words such as "always" or "never", you don’t

Globalising recognize the need to solve a problem in a particular situation.

It can never result in a positive manner. You can not expect

Insulting normal communication with the person you have offended.

Are there any other blockers you can think of? What bothers you when you talk
to someone?

Being aware of these blockers, a successful communicator avoids

them whenever it’s possible. A good manager should recognise
each and every communication barrier and remove them from
corporate culture. Employees should be educated to avoid
communication barriers because with communication barriers,
neither the management nor employees will be able to achieve
their goals.

Conflict Styles
Conflicts happen. How you respond to and resolve conflict will limit or enable your success.
In the table below you have a description of basically four main styles of dealing with
conflicts.

1) They are: Confrontation Style 3) Accommodation Style

2) Avoidance Style 4) Problem-Solving Style

Read carefully the descriptions. Name them and then match the styles with their results.

1. _______ 2. ________ 3. ________ 4. ________

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 Unit 2

CONFLICT STYLE RESULT

1. You avoid conflict, run from it, pretend there is no a. You may feel empowered,
conflict. satisfied, calm, in control.

2. You agree with others because it's easier that way; you b. You may feel frustrated,
adjust your opinions or feelings rather than risk a angry, bitter, depressed,
conflict. confused.
3. This approach to conflicts is based on a win-lose c. You may feel used, weak,
belief; only overpowered, unimportant,
one person can win and the other must lose; while victimized.
stating your own opinion, you accuse the other person,
criticize, scream, or even threaten.
4. This is a win- win approach; you compromise and find d. You may feel angry,
ways to meet the needs of both parties and work depressed, guilty, irritated,
toward a mutual solution. frustrated, disgusted, etc.

Which of these styles best describes the way you typically deal with conflicts?

IT COMMUNICATION

Today’s communication can not be imagined without the Internet. New technology is
appearing at a blinding pace. The awareness of the Internet and its possible usage is
constantly rising. In the old days - 100 years ago or so before Marconi invented the wireless
telegraph - it would have taken around six months to get news. Today, it’s a matter of
seconds.

How digital is your life? What do you use the Internet for? How much time per week
do you spend in front of TV or a computer screen? Do you think it’s too much?

a) Forms of Internet engagement

THEN NOW
How digital is your life? How do you
use the internet? Does a digital life
exclude a social life or do you think
that a social life today requires a
complementary digital life?
A significant number of people are
highly engaged with the internet in one
form or another. In addition to
communication, people see the internet
as a source of information – being an
Online Encyclopedia.

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 Unit 2

The main purpose for using it:

To find partners
A market place for
buying and selling As a commercial
To have vehicle for promotion
fun
As a tool for
working or studying To meet new friends

To help us with finding jobs

b) Online shopping
Today, more and more people are buying on the Internet. While some people see it positively,
the others are very skeptical.

Think of some reasons why people buy / do not buy on the Internet.

The reasons FOR The reasons AGAINST

c) Social Networks

Think and answer

1. What are social networks? How many of them are you familiar with?
2. What are the benefits of social networks? What are its dangers?
3. What is Social Media Marketing?

Help children use social networking sites safely!

How can we protect children? How can parents get informed about their
children’s activities on social networks? Here are some hints to help you get started:

 show / online profile(s)

 use / real name / age /communicating
 kinds of things / post / your page
 decide / add / friend
What else can you add to this list?

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 Unit 2

Presentation
Take one social network into consideration and describe it in not more
than a hundred words.

In today's 24/7 digital world, kids are

logging on from everywhere, including
smartphones, gaming devices, tablets and
laptops. As the popularity of these social
sites grows, so do the risks of using them.
We should protect ourselves against
hackers, spammers, virus writers, identity SOCIAL
thieves and other cyber criminals. NET-
WORK
Social networking sites can have many
benefits for children, such as allowing
them to explore new interests. However,
they are exposed to serious dangers if
they are left on their own. We could help
children use these networks more safely.

COMMUNICATION IN AN ORGANISATION

Scan through the passage to find what communication channels are mentioned in the
text. Then, write down in the empty spaces below.

FORMAL INFORMAL

Add some more if you can think of.

__________________________________________________________________________________

Today, communication is the key to success. Information flow in an organisation goes in all
directions – forward, backwards and sideways. Communication channels are the ways in
which the information flows within an organization and with other organisations. They can be
formal and informal.

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 Unit 2
Not so long ago, face-to-face conversations, notice boards and interdepartmental memo used
to be the only ways of communication between management and the employees. However,
the number of communication channels is rapidly increasing due to technology: video
conferencing, mobile technology and electronic bulletin boards are just some of the new
possibilities. Effective communication management in an organization can lead to an increase
in profits or result in huge losses if a communication channel breaks down.
Formal channels are used for communicating goals, policies and procedures of an
organization in a form of company’s newsletter, memoranda, reports, a business plan,
customer satisfaction survey and so on. While formal channels are defined by the
organizational structure, informal communication channels are a very reliable indicator of the
atmosphere in an organisation. Formal / informal communication channels exist in every
organization. Formal communication requires planning prior to distribution, whereas,
informal communication happens spontaneously, usually in the form of grapevine. There are
several advantages of grapevine communication, such as spreading information quickly

throughout an organization, reducing stress and anxiety or identifying problems in the

workplace. However, if grapevine gets out of control, the management should take timely
action by providing accurate information.

Comprehension questions
1. What are communication channels?
2. Why is effective communication important in an organization?
3. What do informal channels indicate?
4. What is grapevine?
5. What should be done if grapevine gets out of control?

Downward flow of communication - from superiors to subordinates in a chain of command.

Fill in … Begin the sentences with the appropriate verbs from the box. You will get the
types of communication tasks that are performed by the superiors.

To give To take To highlight To communicate To provide

……..feedback on employees performance

……..job instructions, orders, directives, general information
……..the mission and vision of the organization to the employees
……..the areas of attention
……..disciplinary actions

Upward flow of communication - from subordinates to superiors in a chain of command

Besides writing reports on the performed tasks, employees inform the management about
their feelings towards their jobs and organization in general. Managers can answer their
questions, react to their concerns and take actions for improving things.

Horizontal communication: It’s communication which takes place between peers and
between managers at the same levels of hierarchy in an organization.

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 Unit 2

Fill in … Begin the sentences with the appropriate verbs from the box to get the
advantages of horizontal communication: Horizontal communication :

provides resolves facilitates helps

________________co-ordination of the task.

________________assistance to the organizational members.
________________solving various organizational problems.
________________conflicts of a department with other department or conflicts within a
department.

External Communication: Communication that takes place between a manager and external
groups such as suppliers, vendors, banks, financial institutions, media, etc. For instance - To
raise capital, the Managing director would interact with the Bank Manager.
In any case, successful communicators pay attention to both formal and informal
communication within an organization. They know that failure to use communication
channels in an appropriate way may lead not only to standstill in their operations, but also to
huge losses.

Decide which type of communication is shown below and write it in the blanks.
1.________________________________________________

First-level First-level Employees Employee

managers managers s
Managers
2.__________________________________________________

media
vendors banks

A company financial
institutions
suppliers

3._______________________________ 4.____________________________________

Managers Managers

Employees Employees

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 Unit 2

Vocabulary I Find these Verbs and Nouns in the texts. Write some more of your own
examples using these words.

Verb Noun Verb Noun

to flow flow to communicate communication

to highlight highlight to globalise globalisation

to order order to resolve resolution

to insult insult to interrupt interruption

to increase increase to accuse accusation

II Decide whether the underlined words were used as Verbs or Nouns.

1.I couldn’t work today. There was a constant flow of people in the office. _N_
2. The river flows north from here. ____
3. The reporter highlighted the environmental issues. ____
4. This period is a highlight of my career. ____
5. She insulted him by her rudeness. ____
6. They got into a fight over a minor insult. ____
7. Their sales increased last month. ____
8. There was an increase in their sales last month. ____
9. We ordered a considerable amount of books. ____
10. Have you received his order? ____

III Fill in the blanks with one of the two words in brackets.
1. Anti _________________organization criticizes corporate power. (globalise/globalization)
2. It’s important to learn how to ___________________ effectively and improve your
interpersonal ________________ skills. (communicate/communication)
3.The report noted that as companies ______________, their supply chains become
stretched. (globalise/globalization)
4. We found a __________________ to the dispute. (resolve/resolution)
5. They haven't been able to ________________ their differences. (resolve/resolution)
6. It's not polite to _____________________. (interrupt/interruption)
7. She ignored the ______________________ and carried on talking. (interrupt/interruption)
8. The police are investigating serious _____________________of wrongdoing.
(accuse/accusation)
9. He was __________________ of a serious crime. (accuse/accusation)
10. Why is ____________________ today’s most important skill?
(communicate/communication)

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 Unit 3

CULTURAL DIVERSITY

How do you understand the body language in the illustrations? Do you think it
means the same everywhere in the world?

Why is it important to understand cultural differences? How can it affect a business?

How do you comment on the proverb WHEN IN ROME, DO AS ROMANS DO?

It is important to know the way things are usually dealt with in your host country. Problems
arise because we see things differently. It helps us to be aware of how other nationalities
perceive and react to certain things.

Increasingly, managers are dealing with representatives of many other

nationalities with very different cultures. Due to globalisation, they are likely to work with
the Arabs, Japanese, Chinese, German and all sorts of other nationalities. The important thing
is to recognize that people from different cultures are different in a variety of ways, including
different approaches, beliefs and expectations.

These differences can cause problems in interpreting what the other person is doing. Here are
some simple examples:

 In the US, a firm, short handshake interpreted as familiarity and possibly

indicates self-confidence and sexual attraction.
(heterosexual) masculinity. A limp
handshake by a man can be In Britain, men do not look at women in
interpreted as a sign of wimpiness. the streets. They consider it to be rude.
But in most parts of Africa, a limp However, it’s a completely acceptable
handshake is the correct way to do behaviour in France. Not knowing their
it. Furthermore, it is common in different attitudes to such simple things,
Africa for a handshake to last you may easily be offended by either
several minutes, while in the US a rudeness on one side or a lack of interest
handshake that is too long is on the other.

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 Unit 3
Differences in ways of looking at things between customers, suppliers and team members
with different cultural backgrounds have led to many project failures. Companies that want
to be successful in foreign markets have to be aware of different cultural characteristics that
affect the way business is done.
It is something that can give you an advantage over your competitors. It can make or break a
deal. If, for example, there are two negotiators dealing with the same potential client from
another country, who do you think will have a better chance of making a deal? - They have
identical proposals and ideas about some project. However, one of them ignores the
importance of cross cultural negotiation, believing the proposal will speak for itself. The
other one undertakes some cross cultural training and learns something about the potential
partner’s background. Nine times out of ten, the latter will be more successful. There are two
possible reasons:
1) knowing the ways of the host country, you become closer to them and
2) you would be able to adjust your approach to the negotiations, being more aware of the
possible response of your potential partner.

Therefore, if you want to close a deal, you should look at all the factors that can influence the
proceedings. Should you start your business presentation with a joke? Stand too close? Are
such questions of culturally appropriate behaviour important? Is it only language you need to
learn?

Comprehension questions
1. What aspects of looking at life can differ in various cultures?
2. How can misinterpretation of certain values affect business deals?
3. Why will someone who undertakes cross cultural training make a business deal more
likely than the one who doesn’t?

The Differences between Western and Non-Western Cultural Value

Here is a list of values, attitudes and beliefs in Western and Non-western countries –
1)Winning vs. Collaboration, Harmony; 2) Respect for results vs. Respect for status;
3) Respect for competence vs. Respect for elders; 4) “Time is life” vs. “Time is money”;
5) Control vs. Fate; 6) Tasks vs. Relationship, Loyalty

Now put them in the boxes around each cultural type. The first one is given as an example.

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 Unit 3

SOME DIMENTIONS ALONG WHICH COUNTRIES VARY

High Context vs. Low Context Cultures

A high context culture is the one in which the High context cultures
communicators share knowledge and views, so that less is include the Japanese, the
spelled out explicitly and much more is implicit or Arabs and the French.
communicated in indirect ways.

A low context culture is the In a low context culture, the Low context cultures
one in which things are listener must focus their attention include the Anglos,
made explicit, and there is to the speaker in order to keep up the Germanics and the
considerable dependence on their knowledge base and remain Scandinavians.
what is actually said or plugged into informal networks.
written.

Monochronic vs Polychronic Cultures

Monochronic cultures like to do just Polychronic cultures like to do multiple things

one thing at a time. They value order, at the same time.
believing that there is an appropriate A manager's office in a polychronic culture
time and place for everything. They do typically has an open door, a ringing phone
not value interruptions. and a meeting, all going on at the same time.

The Germans tend to be monochronic. Polychronic cultures include the French and
the Americans.

Future vs Present vs Past Orientation

Past-oriented societies Present-oriented societies Future-oriented societies feel optimistic

are concerned with include the rest of the about the future. They think they can
traditional values and Spanish-speaking Latin shape it through their actions. They view
ways of doing things. American countries. management as a matter of planning and
Past-oriented societies They see the past as in controlling (as opposed to going with the
include China, Britain, the past and the future as flow, letting things happen).
Japan and most uncertain. They prefer
Spanish-speaking Latin short-term benefits which The United States and, increasingly,
American countries. are here and now. Brazil, are examples of future-oriented
societies.

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 Unit 3

Quantity of Time

In some cultures, time is considered to be a limited In other cultures, time is

resource which is constantly being used up. Punctuality more plentiful, renewing
is a virtue there. It's like having a leaky container of itself each year. Therefore,
water which can never be replaced. You have to use it there’s no need to hurry.
or it's wasted. “Time is money.”

Power Distance / hierarchy

Is the boss always right because he is the boss, or only when he gets it right? In Japan
people accept the differences in power and respect the status or the age, whereas in
America superiors and subordinates often interact socially as equals.

Matching Match the beginnings to the endings of the sentences:

1) In a low context culture a) superiors and subordinates often interact socially as equals.
2) In a high context culture, b) time is considered to be a limited resource.
3) Monochronic cultures c) like to do multiple things at the same time.
4) Polychronic cultures d) value order.
5) In time-limited cultures e) things are made explicit
6) In America f) things are communicated in indirect ways.

I If differences in these aspects are neglected, some implications are possible to

arise among cultures. Consider the following situations and state the cause of
misunderstanding.

1. In American companies meetings are often interrupted by phone calls or by people

stopping by.
How does a German feel during a meeting in an American company?
On the other hand, how does an American employee working in a German company feel
with all the closed doors?
2. In India or Latin America for example, there is no problem with making people wait all
day, and then tell them to come back the next day.
How would an Englishman feel in this situation?
3. a) A German explains the procedure of performing a certain task step by step. How does a
Frenchman feel?
b) A Japanese doesn’t explain the procedure because they think that it’s obvious. What
does an American think of them?
An America employee having a problem bypasses a superior and goes one level higher.
How do people from some more traditional cultures react and feel about it?
4. A Japanese businessman wants to tell his Norwegian client that he is uninterested in a
particular sale. So he says "That will be very difficult." The Norwegian eagerly asks how
he can help. The Japanese is mystified. To him, saying that something is difficult is a

19
 Unit 3
polite way of saying "No way!" What different cultural aspects are neglected in this
situation?
5. An American greets his Austrian client. This is the sixth time they have met over the last 4
months. The Austrian greets the American Herr Smith. He doesn’t call him by his name.
What does an American feel about the Austrian client?

II Where in the world do people greet by bowing? What about finger counting?
What do you know about nodding and shaking your head?

Тhеrе аrе three basic kinds of problems: interpreting other people’s comments and actions,
predicting behavior, and conflicting behavior.
Here are some perceptions of the Americans:

Europe & especially England: "Americans are unsubtle.

And they are overweight
"Americans always want to say and bad dressers."
your name:”That's a nice tie,Mikko.
Hi,Mikko, how are you Mikko?”
"Americans are always in a
India hurry. Just watch the way
they walk down the street."
-"In the United States, they Finland
think that life is only work."
"In the United States everything has to be
Colombia talked about and analysed. Even the
Indonesia smallest thing has to be 'Why, why ?”

"The American is very explicit. He wants

a 'yes' or 'no'. If someone tries to speak
figuratively, the American is confused." Ethiopia

"The first time my American professor told me 'I

Iran don't know, I will have to look it up', I was shocked. I
asked myself 'Why is he teaching me?'"

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 Unit 3

Matching Match the words in the left-hand column to the words in the right-hand
column. Then, use them in your own sentences.

limited societies
foreign backgrounds
appropriate cultures
monochronic networks
past-oriented container
leaky resource
cultural behaviour
informal benefits
short-term markets

III Think and write. Which cultural aspects are different in the USA and these
other cultures?

MEASUREMENT SYSTEMS
Different countries use different standards and measurement systems. These differences are
well known in the case of measurements for temperature (Fahrenheit versus Celsius degrees)
and pressure (pound per square inch versus Pascal).

a) Numbers

1 followed by 12 zeros
- in the USA - a trillion 1 followed by 9 zeros
-in G.Britain - a billion -in the USA - a billion
-in B.Britain - a milliard

Note this !

5.062 – ‘five 5,061 - ‘five

point nought six two’ thousand and sixty-one’

How is this style of writing numbers different in our culture?

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 Unit 3

b) Calendar Dates
the US method the British method

month/day/year
day /month /year
5/2/97 May 2, 1997
5/2/97 February 5,1997

Therefore, it is best to write out dates using the month name in order to avoid confusion.

c) Weights and Measures

The United States still uses the English system of weights and measures. The metric system is
available, but people still think in quarts and inches, not litres and centimetres.

In the United States, the number 13 symbolises bad luck. Tall office buildings sometimes
skip the number 13 when numbering the floors. Some airlines also skip seats with number 13.
The number 7 is a symbol of good luck.

d) American and British Units

Length - inch, foot, yard (basic unit of length), mile

Conversion Factors

1 inch = 2.54 cm 1 foot = 0.305 m 1 yard = 0.914 m 1 mile = 1.609 km

Presentation
How different are other units for measuring Area, Weight (Mass),
Temperature, Volume and Capacity? Find out about them and report to the class.

I Here are some interesting points concerning clothing, behavior and communications
in some countries all over the world. Fill in the blank spaces with the following names of the
countries: India, Russia, Japan, England, Brasil, the USA, and Germany.

Gift giving is very important in ___________________,The gift itself is of little importance,

the ceremony itself is very important
(from the wrapping paper to the way it is handed).

22
 Unit 3

Good eye contact during When talking to people, make In _________________, each
business and social sure you don’t stand too close to aspect of a project is
conversations shows them since personal space is examined thoroughly.
interest, sincerity and important in However, once the planning is
confidence in __________________. Also, it over, the project will move
________________. is considered inappropriate to very quickly and deadlines are
touch others in public. expected to be honored.

Try to establish strong The word "no" has harsh Try not to refuse a drink, since
relationships in implications in it is an important part of
_________________. _________________. Never socialising in
This is the key to directly refuse an invitation, a _______________________.
business success. vague "I’ll try" is an acceptable
refusal.

II There are some incorrect statements about habits and beliefs of seven nations. Make necessary
corrections.

Privacy is very important to

Women should not wear pants
the Italians. Therefore, asking
in a business situation. The
personal questions or intensely
French tend to find it
staring at another person
offensive.
should be avoided.
________________________
________________________

Quality accessories such as

shoes and leather goods will The Japanese are strongly
make a good impression in the individualistic.
Moslem world. _______________________
_________________________

The Englishmen do not Alcohol and pork are illegal

appreciate humor in business in Russia.
meetings. ________________________
________________________ __
_____
The Americans do not loosen Punctuality is not so
their ties or take off their important for the Germans.
jackets in the office. _______________________
_________________________

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 Unit 3

STEREOTYPES AND PREJUDICES

Stereotype - generalisations about people that are based on limited, sometimes inaccurate,
information (from such sources as television, cartoons or comic books, minimal contact with
one or more members of the group, second-hand information)
Prejudice: An adverse judgment or opinion formed beforehand or without knowledge or
examination of the facts.
It is, however, very dangerous to have stereotyped views of what the other culture is like.
Such views are often narrow and can cause criticism and intolerance. “A little knowledge is a
dangerous thing” and can encourage you to make predictions about what will happen in your
business transactions. If your ideas are too narrow, you may be surprised at all the people you
meet who do not fit into your pattern and who behave differently from the way you predicted
they would.
Our ideas then, have to be flexible and constructed from thorough research and observation.
We should also recognise that it is not only people’s national background that influences their
behaviour and personality, but also their particular regional background, their personal
background and their company culture.
To round up all the possible ways of misunderstanding among people, let’s go back to where
communication begins – language. While North American executives talk about "exciting
challenges" repeatedly, British executives use this word to describe only children’s activities
(children do exciting things in England, not executives).

Round-up Choose the right alternative

Doing business with people of other nationalities involves more than / nothing but learning
foreign languages. There are often / no cultural differences among people of different
national backgrounds. These differences sometimes / never complicate business relationships
and negotiations. It is important to be aware of your own cultural tendencies as much as / but
not those of your business partners.
The areas of which we need to be aware include / disregard body language, gesture,
socialising customs, attitudes, punctuality and dress as business practice. It is useful to know,
for example, that the British shake hands less / more often than other European people, that
Americans never use / use first names more often than many other nationalities and that the
Japanese / the Germans think that harmony and consensus are very important.
We can find out about other cultures by reading and talking to people with experience. When
we visit other countries, it is important to be good observers and listeners. We should avoid /
apply criticising other cultures and realise that we all have similar problems but different
ways of dealing with them.
Look at one aspect of behavour in different parts of the world, such as:

greeting , punctuality, eye-contact, personal space and touching in public, entertaining

and gift-giving , making decisions , personal relationships, negotiating over a meal

24
 Unit 3

Presentation Make a presentation (3 to 5 mins) on the chosen aspect. Useful link for
information www.cyborlink.com/besite

STRANGE LAWS

As peculiar as some laws are, they offer an insight into the societies where they are enforced.
Here are some examples.
Switzerland - You mustn't take a shower after 10.00 p.m.
- You are not allowed to do the laundry or mow the lawn on Sundays.
France - Between 08:00 and 20:00, 70% of the music played on the radio must
be of French origin or played by the French artists.
Germany - Every office has to have an opening through which you can see the sky.
You are not allowed to run out of petrol on highways.
China - Only one child is allowed per family. You must pay a fine if you have more
of them.
Great - It’s not allowed to leave your luggage unattended in public places.
Britain It’s even a bigger crime to pick up someone’s unattended luggage.
It’s considered to be an act of terrorism.
- In most famous pubs, it's not allowed to get drunk.
Svazilend - Every woman who dares to wear trousers may end up in prison, or at least
have them taken off and destroyed.
Moscow, - Do Not Drive A Dirty Car – Dirty cars spotted in Moscow can end up
Russia with a 100 USD fine, although how dirty isn’t defined.
The UAE - Do Not Eat During Ramadan ––When in the UAE, you must not eat in
public during the daylight hours whilst Ramadan is being observed.

The USA
Alaska, No child may build a snowman taller than himself on school property.
Connecticut, In Hartford a man can't kiss his wife on Sundays.
Hawaii, All residents may be fined for not owning a boat.
Twins can't work for the same company.
Idaho, Boxes of candy given as romantic gifts must weigh over 50lbs.
Iowa, A man with a moustache can't kiss a woman in public.
Kentucky, It's illegal to remarry the same man four times.
Maine, The most money one can legally win gambling is three dollars.
Massachusetts, It's illegal to go to bed without first having a full bath.
Minnesota, Every man in Brainerd must grow a beard.
Oklahoma, People who make "ugly faces" at dogs may be fined and/or jailed.
Women can't do their own hair without being licensed by the state.
Oregon, Ice Cream can't be eaten on Sundays.
Pennsylvania, Men can't purchase alcohol without written consent of their wives.
In St. Croix, women are not allowed to wear anything red in public.
South Dakota, Movies that show police officers being struck, beaten, or treated in an
offensive manner are forbidden.

25
 Unit 3
Texas, In LeFors, it is illegal to take more than three swallows of beer while standing.
In Mesquite it's illegal for children to have "unusual" haircuts.
West Virginia, It is illegal to snooze on a train.

I Find some more examples of weird laws on the Internet and report to the class.

MODAL VERBS
I Find modal verbs in the text STRANGE LAWS and explain their meaning. Write the
examples according to the meaning.
 Prohibition ______________________________________________________________
 Ability / Possibility ______________________________________________________
 Not / Giving permission ____________________________________________________
 Future possibility _________________________________________________________
 Necessity / Obligation _____________________________________________________

II Match the sentences to the meaning they express. You were given an example.

Request It can’t be George. He’s much younger.

Inability They may be out of town. It’s vacation time.
Deduction We could go for a walk. Shall I open the window?
Suggestion He could read when he was four.
Future possibility Could I bring someone to the party?
May I have another cup of tea, please?
Ability in the past She can’t swim, but would like to learn.
Present possibility Your car is too old. You should get a new one.
Recommendation Could you, please send me the documents?
Asking for permission They might come tomorrow.

III Fill in the blanks with one of the following modal verbs: can, should, may, might, must,
mustn’t
1. I ___________finish my project by tomorrow but only if I stay at work all night.
2. Look at her clothes and jewelry. She ____________ be very rich.
3. My friends think I ___________ spend so much money on lottery.
4. You_______ drive faster than the speed limit for the type of road and your type of vehicle.
5. This is a very important moment in your life. You _________ make a decision what to do.
6. Improper way of working out ______________ do more harm than good.
7. If you go to that restaurant, you ________________ see your favourite actor.
8. Don failed the exam!? Come on, you _______________ be serious. He is the best
student. What ______________ the rest of expect?

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 Unit 4

ENVIRONMENTAL ISSUES

Exhaust fumes or fresh air to breathe?

Plastic bags all around or flowers and trees everywhere?
Clean rivers and seas to swim in or dirt and oil spills in them?

vs

Discuss in pairs. What is pollution and what is it caused by?

Should we make an attempt to save the world from extinction and have a place in which Man
lives in harmony with nature or do nothing and have a land incapable of sustaining life for
people, animals and plants?
These are simple questions and the answers are not difficult, but why is the practice so
different?

Types of environmental problems:

- natural disasters caused by - technological - long-term environmental

natural processes (e.g. floods, catastrophes (chemical and degradation (water, air, soil,
droughts, hurricanes, storms, radioactive leaks, noise and light pollution;
earthquakes); industrial accidents); global warming)

Fill in Think of some of the main contributors to pollution. Classify them according to
the type of source. Use the words below the table.
Oil spills, Automobile emissions, Chemical and nuclear plants,
Littering , Waste gases, Deforestation, Mining, Acid rain,
Tobacco smoke, Nuclear weapons, Household chemicals

sources of air pollution sources of land pollution sources of water pollution

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 Unit 4

a) Pollution prevention

I Before you read the text, try to answer the following questions.

1. What could become a major issue in the future?

2. Who could do something to prevent further environmental degradation if they wanted to?
3. What does long term exposure to air pollution cause?

1) In the future, global warming and increased population could cause water shortages. Even
today, there are millions of people that do not have access to clean water. Can technology
provide the world with fresh, abundant water?
2) Civilisation means technological progress but it has also brought many problems because,
unfortunately, material things have been put above the survival of the Earth. Nature provides
us with resources which are essential for our survival. Therefore, going against the nature
means going against ourselves.

3) The lack of clean water is becoming a major issue and rich topsoil has been replaced with
waste land by the process of deforestation.
The clean air has been filled with dirt and filth. Plants and animals which had formed a
natural chain where every single creature has its place, have been subjected to genetic
engineering simply for the sake of profit. As a consequence, the arrogance of mankind could
be disastrous in its efforts to take total control over the environment.

4) The changes in the topography of the land caused floods and landslides, thus releasing
viruses such as AIDS, Ebola and many others from the obliterated forests.

5) Multinational companies and politicians could do something to prevent this trend but they
are not about to let that happen because it would mean the end of their money-grubbing and
easy-going lifestyles. We are moving towards the point of no return if we don’t do whatever
we can to prevent it. Luckily, there are more and more people each day who are willing to
take a degree of responsibility for the threat under which we now live. People are becoming
aware of the consequences that pollution can bring. For example, long-term exposure to air
pollution causes harmful physical changes in the brain. It can literally change your brain. It
can cause problems associated with learning and memory and even depression.

6) What can the individual do to stop and, ultimately reverse the trend? Think of the ways
you can get involved in pollution prevention.

II Find the expressions in the text, which have synonymous meaning to the expressions in
the box. Then use some of them in the sentences below the table.
1) 3) 5) 6)
 not enough  land where you  a spot from which you  make something go in
water can grow can’t go back a different direction
 can plants easily,  leading life without  become a part of some
approach a  in order to get difficulties, process or activity
place sth  be exposed for a long
time

28
 Unit 4

1. Would you like to ______________________________ in international development?

2. Lucky them. They live a life without worry or concern; it’s really an
____________________________.
3. Think carefully about what you do when you approach ____________________________,
because a wrong move could mean a disaster.
4. When I hear a Candidate's offer of 'sacrifice' ________________________________my
Company, I feel like getting sick to my stomach.
5. __________________________ to fine particulate air pollution is associated with the risk
of cardiovascular disease.

Translation Translate the following sentences into English

1. Biorazgradivi zagađivači su oni koje živi organizmi mogu da razgrade i prerade.

2. Živi organizmi mogu da iskoriste organske zagađivače da bi se dobila energija i ostale
materije iz ugljenih hidrata.
3. Bio-nerazgradivi zagađivači su oni koje živi organizmi ne mogu da razgrade, pa zato
opstaju u ekosferi izuzetno dug vremenski period.
4.Tehnologija bi mogla da reši problem snabdevanja stanovništva svežom vodom.
5. Ima sve više ljudi koji su spremni da preuzmu deo odgovornosti za posledice degradacije
životne sredine.
6. Prirodno okruženje je ugroženo samo radi profita. endangered
7. Multinacionalne kompanije i političari se teško odriču svog lagodnog života.

Matching What’s the best way to prevent land pollution? What else can be done?
Make the sentences by matching the words from these two columns.

1. Don’t dump a) products that have little packaging

2. Avoid b) all liquid chemicals and waste in spill-proof containers

3. Store c) biodegradable products

4. Buy d) organic food that is grown without pesticides

5. Don’t use e) motor oil on the ground

6. Buy f) any items that you can

7. Eat g) pesticides

8. Reuse h) the usage of non-biodegradable carry bags

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 Unit 4

How can we reduce air pollution? Here are some hints. Think of some other
ways.
 Walk more and drive less
 Often replace your car’s air filter

Always think before making buying decisions or before throwing things away. Look
at the key words below and use them to make sentences .

1. Indestructible packaging / threat / environment

2. Wary / additives // harmful / people / environment
3. Refuse / products / make / genetically modified organisms (GMO)
4. Not buy / disposable items / can / replace / re-usable materials (kitchen paper / cloths)
5. Plastic / not biodegrade easily / stays / landfills / decades / release / toxins / the soil.
6. Plastic bags / release toxins // instead / buy / durable bags / use / over and over again
7. Discourage / surfeit / flyers / your mailbox
8. Avoid / use /toxic chemicals // discourage / use / others
9. Eat / organic / grow / fruit / vegetables
10. Think / things / recycle / replace / re-useable items
11. Look / nature / prevention / cure / common illnesses.

I How can water pollution be prevented? What other ways can you think of?

 Don’t throw garbage into our water supplies.

 Use non-toxic cleaning materials.
 ..................

Examples of recycling

Think of some more ways of recycling. How can a plastic or a glass bottle be reused, for example?
Can an old tyre be recycled? Find the examples on the Internet.

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 Unit 4

CONDITIONAL SENTENCES

I Look at the following incomplete sentences and try to finish them appropriately.
Then look at the text GLOBAL WARMING.

1. If it weren’t for greenhouse effect, the earth ____________________________________

_________________________________________________________________________
2. It _____________________________ at night because the sun would be down and we
would not get the necessary heat and light.
3. During the day, especially during the summer, it ________________________________
because the sun would be up with no atmosphere to filter it.
4. However, if we reach a point where there are too many gases, the earth can get unusually
warmer, and many plants, animals, and people __________________________________.
5. People, animals and plants would die because there _____________________________
less food.

II Join the sentences considering them from the aspect of unreal and imaginary
aspect. The first one is given as an example.

1.The authorities didn’t care what the factory was producing, so the environmental group
took action in federal court against the mining companies.
If the authorities ___________________ what the factory was producing, the environmental
group ________________________ action in federal court against the mining companies.
2.He got a job in an agency of the United Nations. He presented a program of implementing
environmentally sound policies and practices._____________________________________
_________________________________________________________________________
3.Their company controls all raw materials as well as procedures in the production process,
so they meet all expectations of consumers. _______________________________________
__________________________________________________________________________
4.The government signed the Action Plan, committing to reduce greenhouse gas emissions .
Thus, they showed that they wanted to promote clean energy incentives.
__________________________________________________________________________
___________________________________________________________________________
5.They installed a solar energy system. The system generated enough energy, reducing 1,200
tons of carbon dioxide emissions.
___________________________________________________________________________
___________________________________________________________________________
6. Serbia doesn’t have €10 billion. That’s why we can’t implement the EU Environment
Liability Directive by 2020.____________________________________________________
__________________________________________________________________

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 Unit 4

b) Global Warming

Think and answer

1. What is global warming and what is it caused by? Here are some hints. Think of some
more.
- Producing electricity - fossil fuels are burned to create electricity
- Deforestation – plants collect the CO2
2. What would life on Earth be like if it weren’t for global warming?
3. What will happen if there are too many gases?

Global warming is when the heat and light from the sun
are trapped in the earth’s atmosphere by the greenhouse
gases (carbon dioxide, water vapor, nitrous oxide, and
methane), which increases the temperature.
Is the greenhouse effect good or bad for the earth?
The greenhouse effect generally helps us because it makes
the earth an appropriate place for people to live on. If it
weren’t for this effect, the earth would be freezing, or on
the other hand it would be extremely hot. It would be
freezing at night because the sun would be down and we
would not get the necessary heat and light to make the
night somewhat warm. During the day, especially during
the summer, it would be extremely hot because the sun
would be up with no atmosphere to filter it, so people,
animals and plants would be exposed to unbearable light
and heat.

However, if we reach a point where there are too many

gases, the earth can get unusually warmer, and many
plants, animals, and people will die. They would die
because there would be less food. This would cause us to
have less food to eat, but it would also limit the food for
animals. Gradually, people, plants, and animals would all
die of hunger.

32
 Unit 4

True or false Mark the following sentences as true (T) or false (F).
1. Heat traps greenhouse gases in the earth’s atmosphere. _______
2. Life on earth would be possible without the greenhouse effect. _______
3. The climate on the earth will get warmer if there are more gases. ______
4. The atmosphere prevents unbearable heat on the earth. _____
5. Higher temperatures will result in water shortages. _____

Fill in How Will Earth Respond to Warming Temperatures?

Fill in the blanks with the words from the box.
lengthens, modifies, alters, impact, amplifies
The __________________of global warming is far greater than just increasing temperatures.
Warming __________________ coastal erosion, ____________________ rainfall patterns,
___________________ the growing season in some regions, melts ice on the poles, and
___________________ the ranges of some infectious diseases. Some of these changes are
already happening.

III What can be done to stop global warming? Think of some more examples.
- Carpooling
- Using less hairspray and deodorant – or at least using products with less impact on the
atmosphere

c) Sustainable Development

Explain the two illustrations above in terms of sustainable development. Then, try to give some
definition of sustainable development.

There are many definitions of sustainable development; one of them appeared in 1987:
"Sustainable development is the development that meets the needs of the present, without
compromising the ability of future generations to meet their own needs."
— from the World Commission on Environment and Development’s (the Brundtland Commission) report Our Common Future
(Oxford: Oxford University Press, 1987).

33
 Unit 4

You have probably put certain things on your list, which conflict each other. For example, if
you have listed clean air to breathe, but also listed a car for transportation, your needs might
conflict. If our individual needs are conflicting, consider what happens when a company’s
need for cheap labor conflicts with the workers’ needs for livable wages.

What other conflicting needs can you think of?

How do we decide whose needs to meet? Poor or rich people’s? Those of the people living in
cities or in the countryside? Yours or your neighbour’s? The environment’s or the
corporation’s? This generation’s or the next generation’s?
People concerned about sustainable development suggest that it is important to create a good
balance of social, economic, and environmental needs today in order to ensure future for the
next generation.

- Biodiversity - Education
- Clean air, water and soil - Communication

- Production
- Services

III What social, economic, or environmental needs would you add to this list?

Many of these needs may seem to conflict with each other in the short term. For example,
industrial growth might conflict with preserving natural resources. However, things are not
that simple. If you did not have access to safe water, and therefore needed wood to boil
drinking water, would you worry about causing deforestation? Or, if you had to drive a long
distance to get to a well-paid job each day, would you be willing to move or get a new job to
avoid polluting the air with your car exhaust?

Therefore, responsible use of natural resources now will help ensure that there are resources
available for sustained development far into the future. In other words, when people make
decisions about how to use the Earth’s resources such as forests , water, minerals, wildlife,
etc, they must take into account what, how and when they are using these resources. Are
enough resources going to be left for your grandchildren to use and will the environment be
left as you know it today.

34
 Unit 4

Matching Match the beginnings of the sentences in the left-hand column to the endings in
the right-hand column.

1. If you did not have access to safe water, a) if we cared just for the now and here?
and therefore needed wood to boil b) the environment will be devastated.
drinking water, c) would you be willing to move or get a
2. If you had to drive a long distance to new job to avoid polluting the air?
get to work each day, d) would you worry about causing
3. If we use natural resources in a deforestation?
responsible way, e) we will ensure that there are resources
4. What would happen available for sustained development far
5. If we use natural resources in an into the future.
irresponsible way,
1.________ 2. ________ 3. ________ 4. ________ 5._________

environmental development
Matching livable exposure
Match the words in the two columns. waste land
Then, fill in the blanks obliterated engineering
in the exercise below genetic wages
long-term water
multinational forests
major degradation
abundant issue
sustainable companies

Fill in… Use the matched pairs of words to fill in the blanks.
1. Soil contamination is a ______________ _______________ across the world.
2._________________ __________________ is the deterioration of the environment through
depletion of resources such as air, water and soil.
3. Only some plants can survive on _____________ _______________.
4._______________ ________________ is a set of technologies used to change the genetic
makeup of cells.
5.________________ ________________ can cause landslides.
6.______________ ______________ to primary traffic pollutants may be harmful for health.
7.________________ _______________ do not need to be large, but can be small businesses
that operate in several countries at the same time.
8. Clean and ________________ _______________ is essential for healthy ecosystem.
9. ________________ _______________ deals with economic development that is
conducted without depletion of natural resources.
10. The workers protested: “ We all deserve a ______________ ____________. It’s not just
an economic issue – it’s a health issue, a family stability issue and a human rights issue.

35
 Unit 5

HEALTHY LIFESTYLE

a) Food, glorious food

Fats, oil, sugar and salt

Fish, poultry, meat Milk and

and legumes dairy
products

Rice,
Noodle,
Bread Cereal,
Pasta

Vegetables
Fruits

First, take the healthy eating questionnaire and then visit the site for results. Report to the
class about your eating habits. This questionnaire was taken from the site below.
http://www.pfizerlife.co.uk/media/326005/healthy_eating_questionnaire.pdf

1. How many portions of fruit and vegetables do you eat in a typical day?
a) 5 or more.
b) Between 2 and 4.
c) Less than 2.

2. How often do you enjoy oily fish in the week?

a) I often eat fish during the week and at least one portion is an oily fish.
b) I’m lucky if I manage even one portion of fish a week.
c) No chance. I never eat fish or oily fish.

36
 Unit 5

3. How would you best describe your salt intake?

a) I don't add salt to my food.
b) I regularly add salt to my cooking and then often season my food again at the table.
c) I lead a hectic lifestyle and don’t have time to cook. I rely heavily on pre-prepared and
convenience foods.

4. Do you consider yourself to have a sweet tooth?

a) I don't add sugar to my food and only add it to cooking where necessary.
b) I have stopped adding sugar to my drinks and food, but still crave that sweetness with
food.
c) I have a very sweet tooth and eat lots of sugary foods. I always have one or more teaspoons
of sugar in my tea and coffee.

5. How many calories do you think you are consuming in a typical day?
Female a) My daily consumption is around 2,000 kcals or less.
b) I consume more than 2,000 kcals but not daily.
c) I consume more than 2,000 kcals, often daily.
Male a) My daily consumption is 2,500 kcals or less.
b) I consume more than 2,500 kcals but not daily.
c) I consume more than 2,500 kcals, often daily.

6. How often do you eat foods rich in saturated fats?

a) Not very often.
b) Occasionally.
c) Frequently.

7. How do you start your day?

a) I typically enjoy a large bowl of a wholegrain breakfast cereal, porridge oats or a couple of
slices of wholemeal toast.
b) I never have time for breakfast/don’t feel hungry in the morning.
c) I love to indulge in a croissant with jam and butter, or a full fried English breakfast before I
head off to work.

8. Do you think that you are getting enough fibre in your diet?
a) Yes, I try to eat wholegrain or wholemeal varieties of bread, rice and pasta every day.
b) Possibly not. I prefer to eat the white varieties of bread, rice and pasta.
c) Not really.

9. Do you regularly enjoy eating out or ordering takeaways at home?

a) Hardly ever. I enjoy home cooking.
b) Occasionally as a treat.
c) Too many, too often.

10. On average, how many units of alcohol do you consume in a day?

Female a) My daily consumption is between 1 to 2 units a day or less.
b) I consume around 2 to 3 units of alcohol a day.
c) I consume more than 2 to 3 units, often daily.

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 Unit 5
Male a) My daily consumption is between 2 to 3 units a day or less.
b) I consume around 3 to 4 units of alcohol a day.
c) I consume more than 3 to 4 units, often daily.

Whose eating habits are healthy and who do you think has a bad eating
behavior? Describe yours in a few sentences.

Mark:
“I usually stop for a fast breakfast on the way to work. When I am in a bad mood, I eat
whatever I feel like eating. My emotions affect what and how much I eat. When I buy some
crisps or a candy, I eat until I have finished the whole package. I hate to cook. I would rather
buy takeout food and bring it home than cook.”

Charlotte:
“Typically I enjoy a large bowl of a wholegrain breakfast cereal. I am not a vegetarian but I
don’t eat red meat. Fish and poultry are the only meats I eat. On Sundays I like to eat a large
meal with my family. When choosing fast food, I pick a place that offers some salads. I have
at least three to four servings of vegetables and fruits per day. I use low-fat food products.
When I am upset, I avoid eating.”

Brian:
“I have a sweet tooth. Sometimes I eat a candy more than once a day. To me, cookies are an
ideal snack food. Instead of planning meals, I will replace supper with a snack. I eat a lot
when I am upset, because I think that helps me relax. I buy meat every time I go to the
grocery store.”

Megan:
“I reduce fat in recipes by substituting ingredients and cutting portions. Planning meals for
the coming week is very important to me. I never go shopping to the grocery store without a
shopping list. I try to limit the intake of red meat (beef). I always measure the portion sizes of
my foods and count my daily calorie intake.”

Emily:
“I rarely eat breakfast. I hate to sit at a table to eat, because I don’t want to waste my time.
It’s faster to walk and have a quick snack. If I’m not hungry, I skip a meal even if it is time to
eat. I eat vegetables, but only seasoned with fatty meat. I eat out because it is more
convenient than eating at home.”

Jason:
“I eat between two and three portions of fruit and vegetables in a typical day. I manage to eat
one portion of fish a week. I regularly add salt to my cooking and then often season my food
again at the table. I have stopped adding sugar to my drinks and food, but I don’t avoid
sweets. I prefer to eat the white varieties of bread and pasta.”

38
 Unit 5

Matching Look at some pieces of advice about eating habits on the left-hand side of the
table. Then, match them to the suggestions on the right-hand side.

Eat low-fat or If you eat full-fat dressing, switch to something lighter and you'll
fat-free dairy. automatically eat less calories.
Eat more fruit. Add it to your cereal, your salads or even your dinners.
Make some Add them wherever you can - a tomato on your sandwich, peppers on
substitutes. your pizza, or extra veggies in your pasta sauce. Keep precut or
canned/frozen veggies ready for quick snacks.
Switch your Look through your cabinets or fridge and pick 3 foods you eat every
salad dressing. day. Write down the nutritional content and, the next time you're at the
store, find lower-calorie substitutes for just those 3 items.
Sneak in more Switching to skim milk or fat free yogurt is another simple way to eat
veggies. less calories without having to change too much in your diet.

b) Stop being a couch potato

You can start the process of being healthy and weight loss now by adding a little more
activity to your life. If you're not ready for a structured program, start small. Every little bit
counts and it all adds up to burning more calories.

 Turn off the TV. Once a week, turn off the TV and do something a little more
physical with your family. Play games, take a walk...almost anything will be more
active than sitting on the couch.
 Walk more. Look for small ways to walk more. When you go to the storeake a walk
around the block, take the dog for an extra outing each day or walk on your treadmill
for 5 minutes before getting ready for work.
 Do some chores. Shoveling snow, working in the garden, raking leaves, sweeping the
floor...these kinds of activities may not be 'vigorous' exercise, but they can keep you
moving while getting your house in order.
 Pace while you talk. When you're on the phone, pace around or even do some
cleaning while gabbing. This is a great way to stay moving while doing something
you enjoy.
 Be aware. Make a list of all the physical activities you do on a typical day. If you find
that the bulk of your time is spent sitting, make another list of all the ways you could
move more--getting up each hour to stretch or walk, walk the stairs at work, etc.

Britain's appalling couch potato lifestyle is one of the worst in the world, and could
cause the collapse of the welfare state, bombshell report warns

UK officials warned that almost two thirds of the UK population do not do enough exercise,
which makes them one of the countries with the lowest levels of activity in the western
world. Public Health England (PHE) says lack of exercise is as dangerous as smoking.

39
 Unit 5
The report by Public Health England says the typical lifestyle in Britain, with long hours
spent in desk jobs, high levels of car travel and evenings spent watching TV or playing
computer games is endangering the health of most of its population.

Government guidelines say people should do at least 2 and a half hours of moderate aerobic
activity a week, which could mean a brisk half-hour walk from Monday to Friday.

Matching Match the verbs with the rest of the sentence.

Reduce stress
Maintain a healthy weight
Be physically active
Don't smoke
Protect yourself from too much sun
Eat a variety of healthy foods
Enhance self esteem
Avoid excessive smoking and alcohol intake.

Name the activities.Which ones are moderate and which ones are vigorous?

s_______________________ j ____________________ c ____________________

s_________b____________ f_____________________ a____________________

c_____________________ g___________________ j_____________________

40
Vocabulary

PERSONALITY TYPES

success /‘sək’ses/ - uspeh scientific /,saɪən’tɪfɪk/ - naučni

healing /’hi:lɪŋ/ - isceljenje independent /,ɪndɪ’pendənt/ - nezavisan
nursing /’nɜ:(r)sɪŋ/ - negovanje require /rɪ’kwaɪə(r)/ - zahtevati
achieve /ə’tʃi:v/ - postići trustworthy /’trʌs(t),wɜ:(r)ði/ - pouzdan,
repetitive /rɪ’petətɪv/ - ponavljajući poverljiv
ambiguous /æm’bɪɡjuəs/- nejasno, sociable /’səʊʃəb(ə)l/ - društven, druželjubiv
dvosmisleno orderly /’ɔ:(r)də(r)li/ - uredjen
research /rɪ’sɜ:(r)tʃ/ /rɪ’sɜ:(r)tʃ/ - reward /rɪ’wɔ:(r)d/ - nagrada
istraživati congruent /’kɒŋɡruənt/ - podudaran,
counselor /’kaʊns(ə)lə(r)/ - savetnik odgovarajući
investigative /ɪn’vestɪɡətɪv/ - compatible /kəm’pætəb(ə)l/ - kompatibilan,
istraživački koji odgovara nekome ili nečemu
enterprising /’entə(r),praɪzɪŋ/ - hexagon /’heksəɡən/ - šestougaonik
preduzetnički
precise /prɪ’saɪs/ - precizan

o COMMUNICATION

acknowledge /ək’nɒlɪdʒ/ - staviti na advertising/’ædvə(r),taɪzɪŋ/ - reklamiranje

znanje reliable /rɪ’laɪəb(ə)l/ - pouzdan
outweigh /,aʊt’weɪ/- prevagnuti, survey /’sɜ:(r)veɪ/ - anketa, ispitivanje
premašiti subordinate /sə’[bɔ:(r)dɪnət/ - podređeni
convey /kən’veɪ)/ - preneti highlight /’haɪ,laɪt/ - vrhunac, najvažniji
mediator /’mi:dɪeɪtə(r)/ - posrednik momenat
threaten /’θret(ə)n/ - pretiti provide /prə’vaɪd/ - obezbediti
viewpoint /’vju:,pɔɪnt/ - gledište directive /dɪ’rektɪv/ - direktiva, naredba,
adjust /ə’dʒʌst/ - prilagoditi uputstvo
mutual /’mju:tʃuəl/ - uzajamno disciplinary /’dɪsə,plɪnəri/ - disciplinski
judge /dʒʌdʒ/ - prosuditi resolve /rɪ’zɒlv/ - razrešiti
employee /,emplɔɪ’i:/ - zaposleni facilitate /fə’sɪləteɪt/ - olakšati
employer /ɪm’plɔɪə(r)/ - poslodavac supplier /sə’plaɪə(r)/ - dobavljač
achieve /ə’tʃi:v//ə’tʃi:v/- postići empower /ɪm’paʊə(r)/ - osposobiti, osnažiti
campaign /kæm’peɪn/ - kampanja

o CULTURAL DIFFERENCES

affect /ə’fɛkt/ - uticati benefit /’benɪfɪt/ - izvući korist; dobit, korist

perceive /pə(r)’si:v/ - opaziti, primetiti plentiful /’plentɪf(ə)l/ - izdašan, obilan
likely /‘laɪklɪ/ - verovatno renew /rɪ’nju:/ - obnoviti
variety /və’raɪəti/ - raznovrsnost punctuality /,pʌŋktʃu’æləti/ - tačnost
approach /ə’prəʊtʃ/ - pristup; pristupiti superiority /sʊ,pɪəri’ɒrəti/ - superiornost,
belief /bɪ’li:f/ – uverenje, verovanje short-term /tɜ:(r)m/ – kratkoročno

41
 Vocabulary

expectation /,ekspek’teɪʃ(ə) n/ / - tend /tend/ - biti sklon, težiti ka

očekivanje incline /ɪn’klaɪn/ - naginjati ka nečemu, težiti
background /’bæk,ɡraʊnd/ - sredina, superior /sʊ:pɪəriə(r)/ - nadređeni, nadmoćan
poreklo bypass /’baɪ,pɑ:s/ - premostiti, zaobići
failure /’feɪljə(r)/ - neuspeh, pad insubordination /,ɪnsəbɔ:(r)dɪn’eɪʃ(ə)n/ / -
customer /’kʌstəmə(r)/ - kupac, korisnik neposlušnost
usluga supplier /sə’plaɪə(r)/ - snabdevač predict /prɪ’dɪkt/ - predvideti
negotiator /nɪ’ɡəʊʃieɪtə(r)/ - pregovarač prediction /prɪ’dɪkʃ(ə)n/ - predviđanje
undertake /,ʌndə(r)’teɪk/ - preduzeti measurement /’meʒə(r)mənt/ - merenje
proceeding /prə’si:dɪŋ/ - procedura , confusion /kən’fju:ʒ(ə)n/ - konfuzija, zabuna,
postupak measure /’meʒə(r)/ - mera
explicit /ɪk’splɪsɪt/ - eksplicitan, jasan, weight /weɪt/ - težina
otvoren offensive /ə’fensɪv/ - uvredljiv
depend (on) /dɪ’pend/ - zavisiti (od) accessory /ək’sesəri/ – dodatak, sporedna stvar,
plug /plʌɡ/– uključiti, uglaviti; utikač privacy /’praɪvəsi/ - privatnost
secretive /’si:krətɪv/ - tajnovit, ćutljiv appreciate /ə’pri:ʃi,eɪt/ - ceniti
nsult //’ɪnsʌlt/n. /ɪn’sʌlt/v. - uvrediti; stare /steə(r)/ - zurenje
uvreda loosen /’lu:s(ə)n/ - opustiti
obvious /’ɒbviəs/ - očigledno inaccurate /ɪn’ækjʊrət/ - netačan
insufficient /,ɪnsə’fɪʃ(ə)nt/ - nedovoljno source //sɔ:(r)s/ - izvor
value /‘vælju:/- vrednost beforehand /bɪ’fɔ:(r)hænd/ - unapred
interruption /,ɪntə’rʌpʃən/ / - prekid, stereotype /’steriə,taɪp/- stereotip
smetanje encourage /ɪn’kʌrɪdʒ/ - ohrabriti
multiple /’mʌltɪp(ə)l/ - mnogostruk

o ENVIRONMENTAL ISSUES

exhaust fumes / ig’zo:st/ /fju:mz/ shortage /’ʃɔ:(r)tɪdʒ/ e/ - manjak

- izduvni gasovi deforestation /di:,fɒrɪ’steɪʃ(ə)n/ - krčenje
breathe /bri:ð/ - disati šuma
dirt /d:(r)t/ - prljavština landslide /’læn(d),slaɪd/ - klizište
oil spills /ɔɪl/ /spɪls/ - naftne mrlje maintenance /’meɪntənəns/ -održavanje
extinction /ɪk’stɪŋkʃ(ə)n/ - izumiranje, biodegradable /’baɪəʊdɪ’ɡreɪdəb(ə)l/ -
istrebljenje biorazgradiv
sustain /sə’steɪn/ - održati, podržati pesticide /’pestɪsaɪd/ - pesticidi
drought /draʊt/ - suša wary /‘weri/ - oprezan, lukav
hurricane /’hʌrɪkən / - uragan surfeit /’sɜ:(r)fɪt/ - prezasićenost, višak
earthquake /’ɜ:(r)θ,kweɪk/ - zemljotres expose /ɪk’spəʊz/ - izložiti, otkriti amplify
litter /’lɪtə(r)/ - smeće /’æmplɪ,faɪ/ - pojačati
sewage /’su:ɪdʒ/ - kanalizacija alter /’ɔ:ltə(r)/ - izmeniti

42
Grammar

Present Simple Tense

Affirmative (potvrdni Interrogative (upitni Negative (odrični oblik)

oblik) oblik)
I / You do not think. (don’t)
I / You think. Do I / you think ? He, she, it does not think.
He / She / It thinks. Does he, she, it think? (doesn’t)
We / You / They think. Do we /you /they think? We / You / They don't think.

Upotreba:
1) Činjenice e.g. We work at school.
2) Uobicajene aktivnosti, navike e.g. He goes to work by bus.
3) Opšte istine e.g. The Earth revolves around the Sun.
4) Za izražavanje buduće radnje e.g. The bus doesn’t leave at 6.00 tomorrow
(raspored, red vožnje…) morning.
.

The Present Continuous Tense

Affirmative (potvrdni oblik) Interrogative (upitni) Negative (odrični)

I am talking. (I’m) Am I doing …? I’m not playing.

You are talking. (You’re) Are you doing? You are not playing. ( aren’t )
He, she, it is talking. (He’s) Is he / she / it doing? He / She/ It is not playing. (
We / You / They are reading. Are we / you / they doing? isn’t )
We / You / They aren’t playing.

Upotreba:
1. Radnja se dešava u trenutku govora: (now / at this moment)

e.g. - What are you doing ?

- Shh, I'm trying to hear what they are saying.
2. Radnja se dešava u ovom periodu (znači ne mora samo da se radi o ovom trenutku) i da
imamo ideju o tome da će se taj period završiti. U ovom slučaju, period može da bude veoma
širok pojam (od kraćeg perioda do nekoliko godina)
e.g.- I'm reading an excellent book! (these days ) - Čitam odličnu knjigu.
*Ne trenutno, ali ovih dana čitam odličnu knjigu.
3. Buduća dogovorena radnja
e.g. He’s coming tonight. - On dolazi večeras. (Već smo se dogovorili.)
4. Radnja koja se ponavlja i iritira druge. (Obično se koristi sa ALWAYS.)
e.g. You’re always forgetting the keys.

Napomena!
Glagoli stanja se ne upotrebljavaju u ovom obliku.
e.g. She is believing in God. (Not correct.)
She believes in God. (Correct.)

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Grammar

Simple Future Tense

Potvrdni oblik Upitni oblik Odrični oblik

I shall / will go.( I’ll) Shall I go? I will not / shall not go. (won’t /
You , He, She, It will go. Will you, he, she, it shan’t)
(You’ll, He’ll, She’ll) go? You, He, She, It will not go.
We shall / will go. (We’ll) Shall we go? (won’t)
You, They will go. (You’ll,They’ll) Will you / they go? We will / shall not go. (shan’t)
You / They will not go.

Upotreba:
1. Voljna radnja e.g. I will help you later. Will you make dinner?
2. Za izražavanje obećanja e.g. I won’t tell anyone, I promise.
3. Za izrazavanje spontano donete odluke. e.g. I’ll answer the phone. -(Telefon zvoni, na šta
je ovo spontana reakcija.)
4. Za izražavanje predvidjanja, više na osnovu subjektivnog stava nego objektivnih okolnosti.
e.g. You’ll meet someone who will love you forever.
6. (u prvom licu jednine upitnog oblika) za izražavanje ponude / sugestija:
e.g. Shall I open the window? – Da otvorim prozor ? Shall we go out?

(Be) Going To
1.Za izražavanje plana, namere e.g. I'm going to be an actor when I grow up.
Who are you going to invite to the party?
2.Za izražavanje predvidjanja (ali za razliku od Future Simple T. više na osnovu subjektivnog
stava nego objektivnih okolnosti.) e.g. It’s going to rain. (Vide se crni oblaci, grmi, svi
vide da će kiša.)

Simple Past Tense

Na infinitiv pravilnih glagola dodaje se nastavak –ed, za sva lica, a za nepravilne glagole
postoje posebni oblici, koji se mogu naći u drugoj koloni na listi nepravilnih glagola.

Affirmative Interrogative Negative

Pravil

I, you, he, she, it worked. Did I, you, he, she, it work? I, you, he, she, it didn’t work.
We, you, they worked. Did we, you , they work? We, you, they didn’t work.
.
Nepra

I, you, he, she, it went. Did I, you, he, she, it go? I, you, he, she, it didn’t go.
vil.

We, you, they went. Did we, you, they go? We, you, they didn’t go.

Upotreba :

Prosto prošlo vreme se koristi za radnju koja se dogodila u prošlosti,i nekom određenom
trenutku i koja je završena. Za razliku od Present Perfect-a, vreme dešavanja radnje je
poznato. E.g. I did it two years ago.

44
 Grammar
Koristi se za naraciju (pripovedanje) i za radnje koje su se u prošlosti dešavale jedna za
drugom.
e.g. I saw an interesting girl last year. I saw her on the street and called after her.
Past Simple se koristi i za radnju koja označava neku naviku ili učestalu radnju u prošlosti.
e.g. I smoked a lot.

The Past Continuous Tense

Affirmative (potvrdni oblik) Interrogative (upitni oblik) Negative (odrični oblik)

I, He, She, It was reading. Was I, he, she, it reading? I, He, She, It wasn’t reading.
We / You / They were Were we / you / they We / You / They weren’t
reading. reading? reading.

Upotreba:
1. Prekinuta radnja u prošlosti. e.g. I was watching TV when she called.
2. Odredjeni trenutak u prošlosti. e.g. Last night at 6 PM, I was eating dinner.
3. Paralelne aktivnosti. e.g. Were you listening while he was talking?
4. Za opisivanje atmosphere u kojoj se nešto dešava.
e.g. When I walked into the classroom, the boys were jumping and running, some girls
were laughing, some of them were talking on the phones.
5. Iritirajuće ponavljanje neke aktivnosti. e.g. She was ALWAYS coming to class late.

Present Perfect Simple

Affirmative Interrogative Negative

I , You, We, They have Have I, you, we, they I, You, We, They haven’t
Pravilni

played. played? played.

glag

He, She, It has played. Has he, she, it played? He, She, It hasn’t played.
I, You, We, They have Have I, you, we, they I, You, We, They haven’t
Neprav
glag.

seen. seen? seen.

He, She, It has seen. Has he, she, it seen? He, She, It hasn’t seen.

Sam naziv ovog glagolskog oblika ukazuje na to da on povezuje prošlost i sadašnjost na neki
način.
1. Uglavnom se prevodi kao naše prošlo vreme, ali ponekad iskazuje i sadašnjost
(FOR i SINCE).
e.g. I have lived in Belgrade FOR 20 years Živim u Beogradu 20 godina. (“FOR” se ne
prevodi, a predstavlja PERIOD koliko nešto traje.)
e.g. She has worked in Belgrade SINCE 2005. Ona radi u BG od 2005. ("SINCE" znači OD,
što predstavlja tačku u vremenu od koje se nešto dešava.)
2. Koristi se da iskažemo iskustvo (sa EVER i NEVER) I tada koristimo prošlo vreme u
prevodu na naš jezik:
e.g. Have you EVER been in England ? - Da li si ikada bio u Engleskoj?
e.g. She's NEVER been abroad. - Ona nikada nije bila u inostranstvu.

45
 Grammar

Kod ove upotrebe veza prošlosti i sadašnjosti je u iskustvu i uopšte nije bitno kada se nešto
desilo. Ali ako nastavljamo da govorimo o tom iskustvu, ono tada ima vremensku odrednicu,
pa ga automatski premeštamo u Simple Past Tense. Primer:
e.g. A:- Have you ever been to England? B: - Yes, I have!
A:- When did you go there ? B: - I went to England ten years ago.
3. Za radnju koja se desila (nebitno kada) u prošlosti, ali se naglašava posledica ili rezultat
(nekad količina).
 Posledica: She’s written a formula on the board. (Formula je na tabli.)
 Količina: I've visited thirty countries SO FAR. Posetila sam trideset zemalja do sada. (u
svom životu)
4. Uz priloge ALREADY I YET (VEĆ i JOŠ). ALREADY se koristi u potvrdnim rečenicama, a
YET u odričnim i upitnim. U ovoj upotrebi Present Perfect T. se takođe prevodi u prošlom
vremenu:
e.g. Have you done your presentation yet ? - Da li si (već) u radio prezentaciju?
Dennis hasn't done his presentation yet. - Dennis još nije uradio prezentaciju.
Lucy's already done it. – Lucy je već uradila.
5. Uz predlog JUST (upravo, baš) e.g. He's just left. - Upravo je otišao (aorist: ode on )

Past Perfect
Pravil.Affirmative Interrogative Negative
glag. I / you / he / she / it had Had I / you / he / she / I / you / he / she / it
watched. it watched? hadn’t watched.
We / you / they had Had we / you / they watched? We / you / they hadn’t
watched. watched.
Neprav I / you / he / she / it had Had I / you / he / she I / you / he / she / it
glag. gone. /it gone? hadn’t gone.
We / you / they had We / you / they hadn’t
gone. Had we / you / they gone? gone.

Upotreba:
 Upotrebljava se za radnju koja se završila pre neke druge radnje.
e.g Lilly had already done her presentation before the computer crashed.
 Takodje izražava trajanje neke radnje u prošlosti pre nego što se nešto desilo.
e.g We had had that car for seven years before it broke down.

*Napomena:
Ako u rečenici postoji before/after sa vremenskom odrednicom, moguće je Past Perfect
zameniti Past Simple-om:

e.g She had lived in Germany before she moved to Denmark in 2001. ili
She lived in Germany before she moved to Denmark in 2001.

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 Grammar

-ING form
1) A part of a continuous tense She is wearing a blue dress.
2) Participle use …said the woman, pointing to a small
cupboard.
3) There is / was + Noun + (-ing) There was a girl standing on the doorstep.
4) See / hear + someone + (-ing) He saw the girl’s coat lying on the bed.
He heard the doorbell ringing.
5) A gerund Walking through the dark streets was not easy.
After verbs such as Stop, start + (-ing) The doctor stopped writing.
6) After, before, while + (-ing) After examining her, he took out his notepad.
7) As an adjective That was a boring film.

Conditional sentences – Kondicionalne, uslovne rečenice

type situations if clause main clause
I -realna mogućnost, Simple Present Simple Present
-opšta situacija If you study, you pass.
(sadašnjost)
I realna mogućnost da će se Simple Present will-future (or Modal +
uslov ispuniti (budućnost) If I study, infinitive)
I will pass the exam.
II zamišljena ili neverovatna Simple Past would + infinitive
mogućnost (sadašnja) If I studied, I would pass the exam.
II Teško ostvariv uslov u Simple Past would + infinitive
budućnosti If he became rich, she would marry him.
III bez mogućnosti za Past Perfect would + have + past participle
ostvarenje (prošlost) If I had studied, I would have passed the exam.

The Passive Voice

PRESENT SIMPLE TENSE am/is/are
PRESENT CONTINIUOUS am/is/are being
TENSE past
FUTURE SIMPLE TENSE shall / will be participle
PAST SIMPLE TENSE was/were
PAST CONTINIOUS TENSE was/were being
PAST PERFECT TENSE had been
CAN, MUST, SHOULD CAN BE, MUST BE, SHOULD BE

Upotreba:
1.Kada je izvršilac radnje svima jasan
English is spoken all over the world. (Podrazumeva se subjekat.)
2.Kada je nepoznat vršilac radnje.
My car was stolen yesterday.
3.U naučnim tekstovima gde je bitno istaći rezultate rada/istraživanja.
It was discovered that…..
It has been shown that…..
Pasiv se može upotrebljavati samo sa tranzitivnim glagolima – onim koji imaju objekat!
Za razliku od aktiva, pasivna rečenica počinje objektom.

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 Grammar
MODAL VERBS
Modal Example (Primer) Uses (Upotreba)
Verb

Can They can control their own  Ability / Possibility - (Moći, umeti, znati)
budgets.  Asking for and giving permission
Can I smoke here? -Yes, you (Pitati za dozvolu i dati je)
can.  Request / Replying to a request
(Molba / Tražiti uslugu od nekoga)
Can you help me? -Yes, I can.
 Inability / Impossibility – ne moći, ne znati…
Can’t (Nemogućnost, nesposobnost, nemati priliku)
We can’t fix it.  Deduction (Izvođenje zaključka) – nemoguće
 Not giving permission (Ne dati dozvolu)
It cannot be Greg.
No, you can’t do that.
Could
Could I borrow your  Asking for permission. (Tražiti dozvolu) – Da
dictionary? li bih mogao…?
 Request (Uputiti ljubazan zahtev/ molbu)
Could you say it again, please?  Suggestion (Predložiti nešto)
We could try to fix it  Future possibility (Moguć budući događaj)
ourselves.  Ability in the past (Prilika ili sposobnost u
Tomorrow could be a sunny prošlosti)
day.  One of a number of possibilities – jedna od
He could swim when he was 4 mogućnosti u sadašnjosti.
years old.
Susan could be at
home.(Možda je kod kuće.)

May May I have another cup of  Asking for and giving permission
coffee? (Tražiti i dati dozvolu - smeti)
Yes, you may.  Future possibility (Moguć budući događaj –
China may become a major moguće, možda)
economic power.
May not
 Not giving permission (Ne dati dozvolu)
You may not go out.
Might
They might be at home now.  Present possibility (Sadašnja mogućnost) –
možda
They might give us a 10%  Future possibility (Buduća mogućnost-
discount. možda)

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 Grammar

We must say good-bye now.  Necessity / Obligation (Neophodnost,

obaveza) - morati
Must He must be happy.  Deduction (Zaključak) Mora da je srećan.
(Zaposlio se u dobroj firmi.)
You must see that film. It’s  Recommendation (Preporuka)
fantastic.

Mustn’t They mustn’t disrupt the work  Prohibition (Zabrana) – ne smeti

more than necessary.

Should / We ought to employ a  Saying what’s right or correct - (Preporuka šta

Ought professional writer. bi trebalo da se uradi) – trebalo bi
to We should sort out this
problem at once.
I think we should check  Recommending action - (Predložiti korak koji
Should everything again. treba preduzeti)
Profits should increase next  Uncertain prediction - (buduće predviđanje)
year.

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