Improve your English composition skills in 40 days

Living English Online School English Composition Course pkdif;0D&vif;cHh
Day 1
Word building
Prefixes and suffixes

A prefix is a short group of letters found at the beginning of some words, which gives the word a particular
meaning. A suffix is a short group of letters found at the end of some words which gives the word a particular
meaning.
Some words contain both a prefix and a suffix. For example, unrecognizable contains both the prefix un- (=
not), and the suffix -able (= able to be ...), giving the meaning ‘not able to be recognized’.
Often the suffix makes a word change its part of speech. For example, the noun realization contains the
verb realize and the suffix -ation (= the act of ...), giving the meaning ‘the act of realizing that something is
true’. The adverb easily contains the adjective easy and the suffix -ly (= in a ... way), giving the meaning ‘in
an easy way’.
Word formation using prefixes and suffixes

The tables below show you how new meanings and new parts of speech can be created using prefixes and
suffixes.
Noun formation
Noun beginnings (Prefixes) Meaning Examples
anti used to prevent something antifreeze, antiseptic
bio relating to life and living things biology, biochemistry
co with or together co-worker, co-author
eco relating to the environment ecology, ecosystem
ex former, in the past ex-husband, ex-girlfriend
inter between or among intersection, interference
mid middle midday, midnight, midweek
mis bad or wrong misspelling, mismanagement
non not non-smoker, nonsense
over too much overgrowth, overpopulation
psycho relating to the mind psychology, psychotherapy
self of or by yourself self-confidence, self-control
semi half semi-circle, semi-detached
sub 1 under submarine, subconscious, subway
2 less important or smaller subcommittee, subsection
Noun endings (Suffixes) Meaning Examples

-ability, ibility when sth is possible (makes nouns reliability, flexibility, responsibility
from adjectives)
-al used to say that sb/sth does sth arrival, refusal, denial
or sth happens (makes nouns from
verbs)
-an, -ian a particular person, place or subject American, Christian, historian
(makes nouns from names)
-ation when sb does sth or sth happens creation, confirmation, hesitation,
(makes nouns from verbs) exploration, realization
-ator sb or sth that does or makes creator, generator, administrator,
something (makes nouns from investigator
verbs)
-cy used in the names of qualities fluency, accuracy, decency
-er, -or, -ar, -r 1 a person who does an activity footballer, actor, liar
2 a person who lives in a place Londoner, New Zealander
3 a thing that does something heater, cooler, computer
-ful the amount that a container holds spoonful, cupful, handful
-ist 1 sb who supports a particular set idealist, communist, leftist, rightist,
of ideas or beliefs environmentalist
2 sb who plays a particular musical violinist, pianist, cellist, guitarist
instrument
3 sb who does a particular activity novelist, journalist, geologist,
or type of work motorist, motorcylist, cyclist
-ity -ty used in the names of qualities or stupidity, brutality, cruelty, beauty,
types of behaviour (makes nouns anxiety
from adjectives)
-let a small kind of a particular thing piglet, booklet
-ment 1 an activity or way of doing sth development, entertainment
2 a particular quality (makes nouns embarrassment, amusement,
from verbs) contentment
-ness used in the names of qualities happiness, goodness, loudness,
(makes nouns from adjectives) quietness
-ology the science or study of sth psychology, sociology, biology
-ship 1 a situation between people or friendship, partnership, relationship
organisations
2 a skill or ability to do sth well craftsmanship, musicianship
-ware used in the names of particular hardware, software, glassware,
kinds of goods silverware
-y used in the names of feelings jealousy, sympathy
Adjective formation
Adjective beginnings (Prefixes) Meaning Examples
anti- 1 opposed to antinuclear
2 opposite to anticlockwise
cross- going across or between cross-country, cross-cultural
dis- not discontented, disapproving,
dishonest, disabled
eco- relating to the environment ecofriendly
extra- beyond or outside, or not included extracurricular, extramarital,
in something extraordinary
in- not inexact, incorrect, invisible,
is often used before words with a inaudible, informal, inadequate
Latin origin
im- before b, m, p imbrued, immoral, impolite,
impatient, impossible, imprecise
il- before l illegal, illegible
ir- before r irregular, irresponsible
inter- between or among international, interpersonal
multi- having many of something multinational, multimedia
non- not nonstop, non-smoking
over- 1 too much overexcited, overemotional
2 across or above overland, overseas, overhead
post- after or later than postwar, postgraduate
pre- before or earlier than pre-existing, prehistoric
trans- across or on the other side of transatlantic
ultra- 1 very, extremely sth ultramodern
2 beyond ultrasonic
un- not uncomfortable, unhappy, unfriendly,
unable, unusual, unnecessary,
unemployed, untidy, unkind,
unpleasant, unhealthy, unhelpful
Adjective endings (Suffixes) Meaning Examples

-able -ible 1 able to be (broken, drunk, breakable, drinkable, washable
washed etc.)
2 having a particular quality (makes reasonable, responsible
adjectives from verbs)
-al, -ial relating to something political, ceremonial, facial
-an relating to a particular person American, Christian, civilian
-ian relating to a place or subject reptilian
-ed 1 having a particular thing bearded, armed
2 having a particular quality big-headed, bored
-en made of something wooden, golden, silken
-er makes the comparative of short hotter, cooler, nearer, bigger, safer
adjectives
-est makes the superlative of short hottest, coolest, nearest, biggest,
adjectives safest
-ish 1 relating to a country, its language British, Spanish, Swedish
or its people
2 like or typical of childish, impish, boyish
3 quite or slightly smallish, greenish
4 approximately, about sixish, fortyish
-ive used to say that sb or sth does or creative, communicative,
is able to do sth (makes adjectives cooperative, supportive
from verbs)
-less without hopeless, childless, painless
-like like or typical of (makes adjectives childlike, lifelike, godlike
from nouns)
-ly 1 behaving in a way that is typical friendly, motherly, fatherly
of a particular kind of person
2 happening regularly hourly, weekly, monthly
-most makes the superlative of some topmost, northernmost, uppermost
adjectives
-ous having a particular quality dangerous, spacious, envious
-th makes adjectives from numbers sixth, hundredth, ninth, fortieth
(apart from numbers which end in
1, 2, 3)
-y covered in sth or having a lot of dirty, dusty, cloudy, rainy, noisy,
sth, or having a particular quality windy, smelly, greedy
Verb formation
Verb beginnings (Prefixes) Meaning Examples
de- to remove or reduce sth decaffeinate, devalue
dis- 1 to not do sth disagree, disapprove, disobey,
dislike
2 to remove sth disconnect, disinfect
mis- to do sth badly or wrongly misunderstand, misinterpret,
misread, misaddress
over- to do sth too much overcharge, oversleep, overwork
re- to make or do sth again rethink, retake, remake, redo,
reinvent, reopen, re-assume
trans- 1 to change sth completely translate, transform
2 to move sth to a new place transfer, transport
un- to remove or unfasten sth undress, unlock, untie
Verb endings (Suffixes) Meaning Examples

-en to become or make sth become darken, soften, lighten
-ize, -ise (BrE) to become or make sth become popularize, legalize, modernize,
-ize (AmE) harmonize
-ify to give sth a particular quality solidify, simplify, purify
Adverb formation
Because most adverbs are formed from adjectives, they can take the same beginnings as adjectives.
Adverb endings (Suffixes) Meaning Examples

-er, -r makes the comparative of adverbs later, sooner, farther
-est, -st makes the superlative of adverbs latest, soonest, farthest
-ly 1 in a particular way carefully, slowly, easily, fully, freely,
(makes adverbs from adjectives) impatiently
2 happening regularly hourly, daily, weekly
(makes adverbs from nouns)
-ward, -wards in a particular direction northward(s), backward(s)
Note that there are a small number of adverbs which do not have the same meaning as the adjectives they
were formed from. You should look these up in the dictionary and learn them: awfully , barely, hardly, lately,
scarcely, shortly, terribly.
1. Prefixes can be added to some words to give them a negative meaning.

happy .............................. like .............................. correct ..............................
possible .............................. legal .............................. regular ..............................

Word stress doesn't usually change, e.g. happy/unhappy; but it can to emphasise the negative:
A: Was he happy about the change?
B: No, he was very unhappy about it.
2. Fill in the blanks, using verb prefixes with specific meanings.

re- He .............................. his old behaviour. (= took it on again, as after a time lapse)
over- The shop assistant .............................. me. (= asked me for too much money)
mis- That letter was .............................. to me. (= put a wrong address on)
3. Look at the words with opposite meanings. Write your own sentences, using both.
1) stop, non-stop
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2) relevant, irrelevant
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3) lead, mislead
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Day 2
Kinds of Writing
The various effects a writer may wish to have on his or her readers—to inform, to persuade, to entertain—
result in different kinds of prose. The most common is prose that informs, which, depending on what it is about,
is called exposition, description, or narration.
Exposition explains. How things work—an internal combustion engine. Ideas—a theory of economics.
Facts of everyday life—how many people get divorced. History—why Custer attacked at the Little Big Horn.
Controversial issues laden with feelings—abortion, politics, religion. But whatever its subject, exposition reveals
what a particular mind thinks or knows or believes. Exposition is constructed logically. It organizes around cause/
effect, true/false, less/more, positive/negative, general/particular, assertion/denial. Its movement is signaled by
connectives like therefore, however, and so, besides, but, not only, more important, in fact, for example.
Description deals with perceptions—most commonly visual perceptions. Its central problem is to arrange what
we see into a significant pattern. Unlike the logic of exposition, the pattern is spatial: above/below, before/
behind, right/left, and so on.
The subject of narration is a series of related events—a story. Its problem is twofold: to arrange the events
in a sequence of time and to reveal their significance.
Persuasion seeks to alter how readers think or believe. It is usually about controversial topics and often
appeals to reason in the form of argument, offering evidence or logical proof. Another form of persuasion is
satire, which ridicules folly or evil, sometimes subtly, sometimes crudely and coarsely. Finally, persuasion may be
in the form of eloquence, appealing to ideals and noble sentiments.
Writing that is primarily entertaining includes fiction, personal essays, sketches. Such prose will receive less
attention here. It is certainly important, but it is more remote from everyday needs than exposition or persuasion.
I. Rewrite the following sentences in a beautiful style.
1) That five thousand kyats is what I keep secretly to use when I need it.
That five thousand kyats is my a _ _ in the hole.
2) I think his vanity is his weak point.

I think his vanity is his A _ _ _ _ _ _ _ heel.
3) According to what a lot of people say, it has been a successful marriage.

It has, from all a _ _ _ _ _ _ _, been a successful marriage.
4) She had begun to like Myanmar beer.

She had a _ _ _ _ _ _ _ a taste for Myanmar beer.
5) He had been involved in fighting in the civil war.

He has seen a _ _ _ _ _ in the civil war.
II. Rewrite each sentence using the word in brackets.
1) I'm reading a fascinating book about the invention of new words and phrases to express new social and
technical needs. (coined)
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.............................................................................................................................................................................................
2) We changed the layout of the hall to make it more relaxed for the yoga class. (atmosphere)
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3) I tried to phone the company several times at the weekend. (attempts)
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4) My dad first got talking to U Mya on a train. (acquaintanceship)
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5) The service was poor but I wouldn't go so far as to formally complain. (lodge)
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WHAT MAKES WRITING FORMAL?
1. Word choice
- It is usually best to use standard English words and phrases, that is, those with no label in the dictionary.
- Only use words and phrases marked formal if you are sure they are appropriate.
- Avoid anything marked informal, slang, offensive, etc.
- Use suitable synonyms for common words such as do, put, get, make. e.g. Several operations were carried
out/performed (not done).
- Words that are frequently used in academic writing are marked AW in the dictionary.
2. Short forms
- Avoid contracted forms (e.g. haven't, I'm) and abbreviations (e.g. ad - advertisement)
- Avoid abbreviating units of measurement or technical terms (unless your essay is technical), names of time
periods (months, days, or holidays), course titles or department names, names of states or countries (unless
the abbreviation is the more common form), names of companies, and parts of books.
 The Pets for People program gives older people the companionship they need, esp. (especially) if they live
alone.
 I called the closest site on Hancock St. (Street) to ask for a tour.
 The walkout followed an incident on Sept. (September) 27.
3. Sentence structure
- In formal writing you are likely to be expressing complex ideas. To do this you will need to write sentences
using relative pronouns (e.g. which, that), subordinating conjunctions (e.g. although, because, if) and
coordinating conjunctions (e.g. and, but, or).
- Very long sentences with many clauses can be difficult to understand. Aim for clarity.

In academic writing, this tends to be impersonal in style in order to be objective. This makes it sound formal.
When you read in your subject, notice how the writers express themselves. The following points may help you
in your writing:
- Limit the use of the first person pronouns (I and we). Rather than In this study I aim to ..., write: This study
aims to ... or The aim of this study is to ... Look at how I and we are used in your subject area. Avoid
using you.
- Passive forms are often used as they focus attention on the verb, not the person e.g. A study was conducted
to see ...; lt can be argued that ...
- Patterns with it and an adjective are often used: lt is clear that ...; lt is necessary to ...
- Nouns are often used as subjects of active verbs: The results show that ...
- Complex noun phrases with prepositions are very common: The advantages of X are ...; the use of light
treatment in 95 patients with ...
Style and register

The most important thing is simply to be consistent in the language that you use. The following is an excerpt
from a student homework, where the student recounts his adventures in catching a train:
I got to the platform ten minutes before the train was due to come in. Suddenly there was an announcement
over the loudspeaker: the train had been delayed for three hours, and I had got to be at Gatwick airport by
eight o'clock. Thus I was obliged to address the problem of alternative transportation and darted off immediately
to the bus station.
Here the student has mixed two completely different registers. The words "got" and "darted off' immediately
identify the language as being highly colloquial. However, the student has also used words of a very elevated
register, namely "was obliged to" and "address", rather than the colloquial equivalents "had to" and "cope with"
respectively.
Identify the incongruous elements in the following passages and then try to rewrite them in consistent language:
a. British trade-union leaders would appear to be amenable to reason. What they're out for is an end to people
getting sacked just like that. If they get treated O.K. by British Coal, they will be prepared to enter into
negotiations.
.............................................................................................................................................................................................
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b. One of the world's principal pharmaceutical companies for nearly a century, Glaube-Roche is a big European
supplier of all sorts of stuff that protect and improve our daily lives.
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
c. Today I wanna discuss problems connected with thermodynamics, and I'm gonna present some new material
which I trust will be of considerable interest to all the people at this conference.
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The right word in the right place

Syntax is the writer’s ‘signature’: like all good signatures, it should be both clear and stylishly individual.
Proper attention to rudimentary sense and crisp exactness of word order should ensure that your own ‘signature’
satisfies both criteria.
only
1. Mark only wanted to see Ginny.

Sentence 1 is fairly casual, or possibly defensive/apologetic. It means that Mark merely wanted to see Ginny.
2. Mark wanted only to see Ginny.
Sentence 2 is extremely forceful. It means that Mark had just one thing in mind—seeing Ginny. Nothing else
mattered.
3. Mark wanted to see only Ginny.
Sentence 3 is also forceful. It means that Mark wanted to see Ginny alone. Presumably someone else turned
out to be present, and the implication is that Mark was fed up about this! Alternatively, it could mean that
Mark wanted to see Ginny and no one else: maybe she wasn’t there, or maybe he single-mindedly went in
search of her.
even
4. Even Bert offered money.

Sentence 4 puts the chief stress on Bert. The implication is that Bert is a notorious skinflint, but that in the
circumstances he is (unusually) prepared to cough up!
5. Bert even offered money.
Sentence 5 puts the chief stress on money. This too might imply that Bert is mean; alternatively, it could
signal desperation or extreme determination on his part.
6. Bert offered even money.
Sentence 6 is both less dramatic and more technical than 4 and 5. Here Bert is a bookmaker, trying to deter
the punters by quoting stringent odds on the favourite for the Derby/The World Cup/the next Pope/whatever.
once
7. Robert tried heroin—once.

Notice that 7 could, by being repunctuated or rearranged, take on different meanings. As it stands the
sentence stresses that Robert tried heroin on a single occasion.
8. Robert tried heroin once.
—means that he did so in the past (as in ‘once upon a time’), and that many individual occasions may
have been involved.
9. Once Robert tried heroin…
—once has the force of ‘From the moment that’, and we need a further clause to complete the sense, as
in: Once Robert tried heroin, his whole life collapsed.
Day 3
Formal and Informal Words
Formality is all about your relationship with the person you're speaking or writing to. If you use formal
language, it may be because you wish to show respect, politeness, or to put yourself at a distance (for example,
'official' language). Informal language can show friendliness, equality or a feeling of closeness and solidarity with
someone. You should never use informal language just to sound fluent or clever.
A. Scales of formality
Some groups of words can be put on a scale from (very) formal to (very) informal.
very formal neutral very informal

offspring children kids
abode/residence house/flat place
alcoholic beverages drink booze
go amiss go wrong go pear-shaped
goodbye bye-bye bye or cheerio
B. Short, monosyllabic informal words
Informal language is more common in spoken English (and most e-mails or letters to friends) and will help
you generally to sound more natural. Informal versions of words are often short and monosyllabic, as we can
see in the right-hand column in the table above. They include slang words.
 It cost me ten quid. (pounds)
 I'll help you peel the spuds. (potatoes)
 I'll get a cab from the station. (taxi)
 My bike's been stolen. (bicycle)
 I always go by tube. (the London Underground)
 Come and meet my Mum and Dad. (mother and father)
 The milk's in the fridge. (refrigerator)
 Hi! Can't stop; see you, bye! (hello; goodbye)

C. Clippings
Shortening a word tends to make it less formal, as in bye in B.

 I'll meet you in the lab(oratory).
 What's on telly tonight? (television)
 We should put an ad(vertisement) / an advert(isement) in the (news)paper.
 Shall I (tele)phone them?
 Can I use your mobile (phone)?
 Her sister's a vet(erinary surgeon).
D. Formality in signs, notices, etc.
Formal English is more common in writing than speaking. You will often see rather formal words in signs,
notices, directions, instructions, business letters, legal English and suchlike. Make sure you know the meaning
of the words used so that you could tell someone what the notice says using less formal words.
THIS PUBLIC HOUSE IS CLOSED DO NOT ALIGHT WHILE THE BUS DO NOT ADDRESS THE DRIVER
UNTIL FURTHER NOTICE IS IN MOTION UNLESS THE BUS IS STATIONARY
ARTICLES DEPOSITED MUST BE WE REGRET WE CANNOT ACCEPT TICKETS MUST BE PURCHASED
PAID FOR IN ADVANCE CHEQUES BEFORE BOARDING THE TRAIN
THE MEETING WILL RESUME THIS MY CLIENT HAD A BROKEN ANKLE, I APPREHENDED THE ACCUSED
AFTERNOON AT 2PM. THUS HE COULDN'T DRIVE THE OUTSIDE THE SUPERMARKET.
CAR.
1. Read the purposes of two emails. Which email needs to be formal?
1) Introduce myself to a member of my host family in Spain before I visit.
To: psanchez@yoohoo.es
Subject: hi!
From: danielagjones@hitmail.com
(Hi Pilar / Dear Madam Pilar),
(I am writing to greet you. / How are you?) As you know, I'm going to stay with you this summer. I (have
decided to / thought I'd) send an email to introduce myself. My name's Daniela, but my friends call me
Danny, and I hope you will, too.
I'm eighteen years old and at university here in Manchester, studying Business and Economics. I've got lots
of hobbies. I love horse riding, swimming, listening to music, and I also play the flute. My favourite hobby,
though, is dancing. I (am particularly keen on / really like) samba and salsa.
I (can't wait to stay / look forward to staying) with you in Spain, though my Spanish isn't very good!
(Hope / I do hope) to hear from you soon.
Danny
2) Introduce myself as the new chairperson of the Teachers' Association.

To: membership@taas.com
Subject: Introductions
From: hatquistj@ltsu.edu
(Dear members / Hello everybody),
(I'm writing to say hi / I am writing to introduce myself). As many of you know, I will begin in the role
of chairperson of the Teachers' Association of Amlen State at the end of this month. (I would like to take
this opportunity / I really want) to outline my major plans for the Association over the coming year.
I am a maths and physics teacher. I have been in the profession for over forty years in a variety of roles:
teacher, administrative assistant, head teacher, and school inspector.
My first priority is to increase membership. In the last six years we have seen a decrease of almost 30%
in our numbers. I have various proposals for achieving this, which (I'll tell you about / I will explain) during
our first meeting next month.
(I look forward to working with you all / See you all soon).
(All the best / Yours sincerely),
Jacqueline Hatquist
UNJUMBLE THE WORDS.

One day, be all on will gone diseases Earth. I wonder. In fact, out diseases if die all or doctors find vaccines
and cures for them, that planet our change really will. Think about the amount of overpopulation if no one died
from diseases. a There’d population be explosion. I don’t think the Earth would be able to feed so many people.
It’s a really difficult question. diseases Some are world the in really horrible and cause a lot of suffering. It would
be cures those if found for great scientists. Scientists have already found a cure for many diseases. It’s amazing
how medicine and science far come have. I think more cures for diseases could be found if governments spent
more money. to so on seem spend little They controlling disease.
Writing checklist
When you have finished writing, check it carefully!
Have you answered the question?!
Will your writing have the right effect on the target reader?
Have you used appropriate language for the task — e.g. is it too formal, or too informal?
Is your layout clear, and have you used paragraphs?
Are your ideas in a logical order, and are they well linked?
Have you avoided repeating ideas and/or language?
Have you included some examples of more complex vocabulary and grammar?
Is your writing accurate? Think about the following points:
- Is your spelling correct?
- Have you used correct punctuation?
- Is your word order correct?
- Have you used articles where necessary?
- Do verbs and subjects agree? (e.g. it has, not it have)
- Have you avoided using double subjects? (e.g. the postman, he ...)
- Are your verb tenses correct?
How to Sculpt Concise Sentences
Tightening sentences is one of many tools in your writer’s toolbox. And no strict rules exists about how
much you should tighten your sentences.
You’re the writer. It’s your voice. So write like you want to write. Be careful you don’t chisel away the
fascinating details and suck the life and energy out of your content. Read your copy aloud. How does it sound?
What’s the rhythm? Is reading your text tiring or invigorating you?
You eliminate excess words to create an enjoyable rhythm and a pleasurable reader experience. You allow
your readers to dance through your content, feeling light and airy. You communicate your message with more
clarity and strength.
Example sentence #1:

When I started my own business, it has given me a whole new perspective to see the bigger picture when it
comes to finding a work / life balance.
Clear and concise version:

....................................................................................................................................................................................................
....................................................................................................................................................................................................

I will provide you with suggestions on your performance so you can overcome the challenges you encounter every
day while working for a difficult boss, so you can feel less stressed.

....................................................................................................................................................................................................
....................................................................................................................................................................................................

Our mastermind group for beginning solo-entrepreneurs will help you fight the solitude related to a solo-business
and provide a sounding board to make the right decisions faster, so you can stop dithering and make progress
faster.

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....................................................................................................................................................................................................
ZOMBIE NOUNS
Take an adjective (implacable) or a verb (calibrate) or even another noun (crony) and add a suffix like ity,
tion or ism. You’ve created a new noun: implacability, calibration, cronyism. Sounds impressive, right?
Nouns formed from other parts of speech are called nominalizations. Writers who overload their sentences
with nominalizations tend to sound pompous and abstract. Academics love them; so do lawyers, bureaucrats
and business writers. I call them “zombie nouns” because they cannibalize active verbs, suck the lifeblood from
adjectives and substitute abstract entities for human beings:
The proliferation of nominalizations in a discursive formation may be an indication of a tendency toward

pomposity and abstraction.
The sentence above contains no fewer than seven nominalizations, each formed from a verb or an adjective.
Yet it fails to tell us who is doing what. When we eliminate or reanimate most of the zombie nouns (tendency
becomes tend, abstraction becomes abstract) and add a human subject and some active verbs, the sentence
springs back to life:
Only one zombie noun — the key word nominalizations — has been allowed to remain standing.
At their best, nominalizations help us express complex ideas: perception, intelligence, epistemology. At their
worst, they impede clear communication. I have seen academic colleagues become so enchanted by zombie nouns
like heteronormativity and interpellation that they forget how ordinary people speak. Their students, in turn, absorb
the dangerous message that people who use big words are smarter — or at least appear to be — than those
who don’t.
Writing accurately
1. Correct the mistakes in this extract from a student's composition.
Living in another country is a really intresting (a ........................................ ) experience but it can have very
important affects (b ........................................ ) on ones (c ........................................ ) life.
The worse (d ........................................ ) thing that, (e ........................................ ) most people finds
(f ........................................ ) is that they miss there (g ........................................ ) family and all the facilites
(h ........................................ ) that they were used (i ........................................ ) have (j ........................................ )
back home. It's only then that they start to apreciate (k ........................................ ) everything they had.
Second (l ........................................ ) you soon realize that you have to be responsable
(m ........................................ ) for everything you do if you will want (n ........................................ ) to acheive
(o ........................................ ) your goals. Nobody else are going to clean (p ........................................ ) your room
or wash your cloths (q ........................................ ) — only you.
2. Each of the words below can be used as a noun and also, with a completely different meaning, as a verb.
Give a simple example of each.
E.g. park
We played tennis in the park. I parked my car.
type
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sentence
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train
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state
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stick
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3. Agree with these sentences, using a synonym for the underlined words.
 The plane doesn't stop on the way, does it?
Oh yes, it's a .............................. flight.
 His room is always in a mess/never in order, isn't it?
Yes, it's very .............................. .
 This handwriting is impossible to read because the writing is bad.
Yes I know, it's completely .............................. .
 The conference centre isn't good enough for 500 people, is it?
No, it was completely .............................. for that number.
 I'm afraid they sometimes steal things and tell lies.
I know. They're both .............................. .
4. Write your own sentences using the following pairs of words.
change trains deck maiden
through seasick sink
swerve avoid reverse space
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Day 4
Reports
"A report is usually written for a superior (e.g. a teacher) or a peer group (e.g. members of an English club).
Candidates are expected to give some factual information and make suggestions or recommendations. A report
should be clearly organised and may include headings."
from: Cambridge English First Handbook for Teachers
The first thing to remember is that the chief purpose of any report is to inform. The genre covers anything
from a few lines to thousands of pages. It makes no difference whether it’s a brief comment from a subject
teacher on a school report or a massive document collating the findings of a major public enquiry: a report is
useful only insofar as it is illuminating. Above all things, therefore, you need to present your information as
clearly and concisely as you can—an ‘umbrella’ principle that governs all the individual points that follow shortly.
1. For whom are you writing, and why?

Are you writing for experts, for intelligent non-specialists, or beginners? You need to address that question—
and its answer—in every sentence you write. Experienced and knowledgeable readers will quickly tire of having
elementary points spelled out; conversely, a non-expert audience will soon become lost if you go too fast or fail
to explain crucial things.
2. Do you really need jargon? Will ‘plain English’ do?

Many reports address technical or specialized matters, and it’s inevitable that some of the language used will
reflect that. Be prepared to explain technical terms and other jargon. Frequent jargon is tiresome even for readers
who fully understand it.
3. Try to avoid chattiness and trendiness

Slang and conversational idiom are rarely appropriate to a report. Trendy phrases are often as impenetrable
to the ‘outsider’ as the severest jargon, and they tend to make the writer look like a show-off.
4. Be especially diligent about accuracy and pleasing layout

Good reports are always dignified, and errors in spelling and presentation seriously undermine dignity. Arrange
your sections, sub-sections and paragraphs with the reader’s flow and convenience chiefly in mind. If a particular
section is long and involved, it is both efficient and courteous to provide a short summary.
5. There is no need to be wooden or anonymous

Like a successful essay or article, a good report will be a subtle blend of the soundly impersonal and the
stimulatingly personal. Yes, it needs a discernible voice, some kind of individuality. Nothing is more tedious than
an extended piece of prose that appears to have been written by a robot—the reading equivalent of a telephone
answering machine.
6. When you’ve completed the report, compile a single-sheet summary of your major points, and affix it to the
front
This is good public relations—it eases the reader into the task, providing a clear and welcome map for what
may be a very substantial journey.
If you still think report writing and fun are irreconcilable opposites, have a look at the page overleaf, adapted
slightly from a piece that appeared a few years ago in The New York Sunday Times. It is both valuably instructive
and genuinely entertaining—a combination that characterizes the ideal report.
REPORT WRITING
Some Rules of Grammar
1. Remember never to split an infinitive.
2. The passive voice should never be used. (But technical descriptions tend to be in the passive voice.)
3. Punctuate run-on sentences properly they are hard to read otherwise.
4. Don’t use no double negatives.
5. Use the semi-colon properly, always use it where it is appropriate; and never where it isn’t.
6. Reserve the apostrophe for it’s proper use and omit it when its not needed.
7. Verbs has to agree with their subjects.
8. No sentence fragments.
9. Proofread carefully to see if you any words out.
10. Avoid commas, that are not necessary.
11. If you re-read your work, you will find on re-reading that a lot of repetition can be avoided by re-reading
and editing.
12. A writer must not shift your point of view.
13. Give slang the elbow.
14. Conversely, it is incumbent upon us to avoid archaisms.
15. Don’t overuse exclamation marks!!!!
16. Place pronouns as close as possible, especially in long sentences, as of 10 words or more, to their antecedents.
17. Hyphenate between sy-llables; avoid un-necessary hyphens.
18. Write all adverbial forms correct.
19. Writing carefully: dangling participles must be avoided.
20. Steer clear of incorrect forms of verbs that have snuck in the language.
21. Take the bull by the hand (horns): always pick on the correct idiom and avoid mixed metaphors.
22. Avoid trendy locutions that sound flaky.
23. Never, ever use repetitive redundancies.
24. Everyone should be careful to use a singular pronoun with singular nouns in their writing.
25. If I’ve told you once, I’ve told you a thousand times, resist hyperbole.
26. Also, avoid awkward or affected alliteration.
27. Don’t string together too many prepositional phrases unless you are walking through the valley of the shadow
of death.
28. “ ‘‘Avoid overuse of quotation marks.“ ” “
29. For Christ’s sake don’t offend your readers’ sensibilities.
30. Last but not least, avoid clichés like the plague; seek viable alternatives.
[Adapted from The New York Sunday Times]
Last year a new sport and leisure centre opened in your hometown. You have recently received the following
letter from the manager of the centre:
I am writing to all members of the Active Leisure Club to thank you for your custom over the last year. We
want to make the facilities even better this year! Please send a short report to us, telling us what you think
are the best and worst aspects of the club. We also want to hear your suggestions for new facilities.
Write your report to the manager of the club (between 140-190 words).
Because the manager of the club has authority we should be polite and use formal to semi-formal language.
This means you shouldn’t use contractions like ‘I’m’, but instead write ‘I am’ nor colloquial expressions like
‘Cheers!’, but rather ‘Thank you’. This also includes phrasal verbs so try to avoid those too.
It probably makes sense to give each of the three main topic points an extra paragraph so we’ve already
got three. Let’s add a title and an introduction to this so we get to four main sections, which work in almost
every single report:
1. Title and introduction
2. First topic point (The good aspects of the club)
3. Second topic point (The bad aspects of the club)
4. Your suggestions/recommendations (Your suggestions for new facilities)
In a report we also give each section a heading so your text will look like my post here clearly separated
in different parts so it becomes easier for the reader to find a specific piece of information.
Introduction
A report is always based on facts (even though you will normally have to invent those ‘facts’) so it is not
so much about making it sensational, but to be very clear and to the point. In your introduction, therefore, you
should clearly state why you are writing the report and what is going to be included. Also, try not to repeat the
words as you find them in the task, but instead paraphrase and use your own words. You can also say where
you got the information from, but this point is optional.
Useful phrases to start your report with include:
1. The purpose/aim of this report is to …
2. The report is intended to show/discuss/suggest/outline …
3. In this report I will …
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Topic paragraphs
The topic paragraphs are where you give most of the information of your report. Again, it shouldn’t sound
like a great story, but be factual and clear. In the example we have to describe the best and worst aspects of
the leisure club. From this information we will later make our recommendations so we want to tie everything
together nicely.
Of course, there are always things to be careful with:
1. Only write about things related to the task.
2. Support your points with reasons and examples.
3. Don’t write from your personal perspective, but rather from the group’s point of view.
4. Use some language to generalise your arguments:
o In general, …
o Generally speaking, …
o Most (members) seem to …
o It appears that …
o According to …
o Passive voice (be + past participle)
The best aspects of the club

.............................................................................................................................................................................................
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The worst aspects of the club

.............................................................................................................................................................................................
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Your suggestion/recommendation
Last but not least, we need to finish off our report with our suggestions to improve the club's facilities. You
should always base your recommendations on the things you wrote in the previous paragraphs to make sure that
your report as a whole makes sense.
You can do this by using some specific language:
1. Based on the findings of this report I recommend/suggest + ing
2. I (would) recommend/suggest that …
3. The following (improvements) are recommended: …
4. The best ideas/solutions seem to be …
5. It would be (highly) advisable to …
6. If it is decided to follow my recommendations, …
Suggestions to improve the club’s facilities
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Day 5
Writing letters and emails
- Choose the correct level of formality and make sure that you use the same level of formality from the
beginning to the end. Use the boxes below to guide you.
- For a formal style, do not use contractions like I’m, I’ve, or you’d, and avoid abbreviations like etc. and e.g.
- Make sure you use punctuation consistently. If you have used a comma after Dear Sir/Madam, at the
beginning of your letter, put a comma after Yours faithfully, at the end.
- Use paragraphs to organize the main points in your letter.
Writing letters
You use different styles for different kinds of letter. The box below will help you to decide how to start and
finish your letter.
Formal letters Informal letters

Ways of beginning a letter Dear Mr/Mrs/Miss/Ms + family name Dear + first name
(you can use Ms as the title for a (use this when you know the person
woman whether she is married or well enough to use their first name
not) only)
Dear Dr/Professor + family name Hi/Hello (+ first name)
(do NOT use the person’s first name (use this in letters to friends and
with Dear Dr/Professor) people that you know well)
Dear Sir or Madam or Dear Sir/
Madam or Dear Sirs
(use this when you do not know
whether you are writing to a man
or a woman)
Dear Madam
the woman’s name)
Dear Sir
the man’s name)
To whom it may concern
the person’s name and the letter is
very formal)
Ways of ending a letter Yours sincerely Lots of love/Love (from)
(use this in British English when (use this in letters to your close
you have used the person’s family friends and family)
name at the start)
Yours faithfully All the best/Best wishes
(use this in British English when Take care
you have NOT used the person’s Regards/Kind regards
family name at the start) (use this in letters to people you
work with or do not know very well)
Yours truly
(use this in American English)
Formal letters Informal letters

Further to my letter of 20th July … I was really pleased to get your letter.
I am writing to enquire about … It was great to see you/hear from you.
I am writing to apply for the position of …advertised Sorry it’s been so long since I last wrote /
in … Sorry I haven’t written for so long.
I am writing in response to your advertisement in … Thanks for your letter.
I am writing to inform you that … I hope you are well / How are you? / How’s things?
I would be most grateful if you could … Just a quick note to let you know ...
Please accept my apologies for … Let me know when you are free so we can get
together.
Please find enclosed … It would be great to have your news.
Please do not hesitate to contact me if you require Give me a ring and let me know whether you can
any further information. make it.
I can be contacted at the address above or on 0204 Hope to see you soon /
639 8756. Really looking forward to seeing you soon.
I look forward to hearing from you. Write soon / Keep in touch.
Thank you for your kind attention. Do drop me a line when you have a moment.
Thank you in advance for ... Give my love/regards to ...
Writing emails
Emails to companies and organizations are usually formal, and you can use the same beginnings and endings
as in a formal letter. Emails to friends and colleagues are usually written in a very brief and informal style:
Informal emails:
You can start the email with: Hi
Hi + first name
Dear + first name (slightly more formal)
first name only
no name and no greeting
You can end the email with: All the best / Best
Best wishes
Regards (slightly more formal)
Love (only to friends and family)
your first name
the first letter of your first name only (informal)
1. Formal, neutral or informal:
1 Do you know what time the meeting starts?

2 Wanna fix something up for next week?
3 It would be an egregious violation of my personal principles to condone such behaviour.
4 Would you mind if I borrowed this for a short while?
2. True or false:
1 If you're not sure, you should use formal language.

2 Formality depends only on the words you use.
3 Neutral and informal sentences are generally shorter and simpler than formal ones.
4 Informal language tends to use simple, common vocabulary.
3. Which are the full forms of these abbreviations, initials and acronyms?
1 20p = .........................................................................................................................................................
2 e.g. = .........................................................................................................................................................
3 oz = .........................................................................................................................................................
4 decaf = .........................................................................................................................................................
5 memo = .........................................................................................................................................................
6 Tim = .........................................................................................................................................................
7 J. Adams, lawyer = .........................................................................................................................................................
8 scuba = .........................................................................................................................................................
9 radar = .........................................................................................................................................................
10 SATs = .........................................................................................................................................................
Writing and responding to business-related e-mails
1 Listen to the e-mail messages.
(an e-mail message to a client)
From: Koko Kitano <kitano@k-phone.com>
To: Stan Cole
Sent: Monday, April 1, 2004 5:55 P.M.
Subject: New Product Purchasing Opportunity
Dear Mr. Cole,
How would you like to take your mobile phone on your next international business trip or vacation? The
product engineers at K-Phone International have just developed a revolutionary portable phone that will allow
you to make or receive calls from anywhere in the world, using your own phone number, for a very reasonable
monthly fee!
No other company can offer you a better deal. Why pay more for less? For more information, please visit
our website:
http://www.k-phoneinternational.com.
If after viewing our website, you still have questions, please do not hesitate to reply to this message and I
will be happy to address personally any concerns you may have. Don't wait! Start receiving and making calls
anywhere in the world today.
Yours sincerely,
Koko Kitano
Chief Sales Director
...
(a reply to the previous e-mail)
From: Stan Cole <cole@bigwave.com>
To: Koko Kitano <kitano@k-phone.com>
Sent: Monday, April 1, 2004 8:00P.M.
Subject: RE: New Product Purchasing Opportunity
Dear Ms. Kitano,
I read your e-mail with interest and decided to have a look at your company's website. I am very impressed,
but I do have a couple of questions.
First, is there a minimum fee that I would have to pay on top of the monthly fees, even if I don't use the
phone? Second, is there any way that I can download the company's brochure about the current campaign?
Or if you could forward it to me by attachment, that would be great.
I look forward to hearing from you soon.
Stan Cole
2 Listen and fill in the blanks.

Dear Sir/Madam:
The .................... staff at Autos Plus would like to know the .................... and tastes of our most ....................
customers more clearly.
We have .................... an online survey that can be accessed by clicking on the .................... address below.
We would greatly appreciate it if you could .................... to our questions. For taking the .................... to assist
us with the ...................., we will send you a voucher for $50.00 that can be used at any of our ....................
nationwide.
.................... you in advance.
Jennifer Stahl, .................... Sales Associate
http://www.autoplus.net/survey
Dear Mr. Ashland, Dear Ms. Singh,

I am .................... to you regarding the .................... Did you .................... the e-mail regarding the
that you made with our .................... department. The .................... that will be .................... in December? If
merchandise you .................... was in stock and it not, let me know and I will send you a ....................
was .................... this morning by .................... mail. It of the conference by .................... .
should .................... by the end of this week. If there I look .................... to .................... you at the
is .................... else you need, please do not hesitate conference.
to e-mail me. .................... care.
Thank you for your continued .................... . Sammy Stonewall
.................... yours,
Joanne Mahin
Day 6
Writing and responding to an informal e-mail
1 Listen to the e-mail messages.
(an e-mail message to a colleague)
From: Mary K. Ziegler <mkz@downhome.net>
To: Makiko Ito <makiko@infonippon.com>
Sent: Thursday, May 15, 2004 9:38am
Subject: Office party
Hi, Makiko,
Just a quick note to let you know that the date of the office party has been changed to Saturday, instead
of Friday. The time is the same, 7:00pm. I hope you can make it. I know this is short notice, but the
restaurant we wanted to go to was completely booked for Friday.
<BTW> have you heard whether we will be getting the new computer system before summer? I can't wait
to try it out. :-)
<IMHO> I think we need to get the new system in as quickly as possible. The more time that goes by, the
more difficult it will be to get it up and running. What do you think?
Later, MKZ
...
From: Makiko Ito <makiko@infonippon.com>
To: Mary K. Ziegler <mkz@downhome.net>
Sent: Thursday, May 15, 2004 11:02am
Subject: RE: Office party
Mary,
Thanks for the heads-up on the office party. I hadn't heard that. Saturday works for me, so count me in. I
hope you're sitting down ... I actually heard that the new computer system isn't going to be installed until
early next year, so it won't be ready to go until February or so. :-( Didn't you get the FAQs memo yesterday
from the head office? I guess they are tired of having everyone ask the same questions. I can forward it to
you if you like.
I'd better get back to work. I want to leave early today. <G> One other thing, beware of a virus going around
that says something about a "free gift" in the subject line. Don't open it; just delete it. It infects your entire
e-mail system. Also, I've been having trouble with spam. I may have to change my e-mail address. I'll let
you know if I do.
Take care,
Makiko
2 Listen and fill in the blanks.

Bert,
Hey, .................... it going? Just a short e-mail to touch base with you .................... the meeting we have
scheduled for next .................... . I will be bringing the charts and .................... packets to show .....................
I was wondering if you could .................... these .................... over before the .................... to make sure
everything is in order. Let me know if this is .................... .
Take .................... ,
Sally
What's up? I'm .................... ready to leave .................... . :-) Are you interested in meeting for ....................
tonight? I thought we could .................... about the presentation we have to make next .................... . Let me
.................... if you can make it.
<BTW> have you .................... from Lindsey lately? I need to e-mail her about our .................... . She had
said she wanted to come. What do you think?
.................... you later,
Joe
...................., thanks for the .................... on the new website. I took a look at it today and it looks great. I
have another .................... that I can recommend. I can .................... the address if you like.
I'm not in a .................... good mood. I was .................... a bunch of spam and I .................... up deleting all
of my friend's recent letters. :-(
I .................... your day's going .................... than mine. :-)
Take care,
Lynne
Writing CVs and cover letters
• Make your CV and cover letter as concise as possible.

• Focus on your relevant work experience and your strongest points.
• Use short, clear sentences. Do not use contractions and informal language.
When you write to apply for a job, you should include a CV and a cover letter that explains your interest in
the job and your qualifications. Employers must look at many applications and often do not have time to read
every word of what you write. Therefore, keep your explanations as brief and relevant as possible.
Writing a CV
A CV is a document that lists your experience and qualifications. You can organize the information in whatever
way or in whatever order you like. However, you should give each section a clear heading, keep explanations
short, focus on what is relevant, and put the most important or relevant information first.
CVs should usually be no more than two pages. If you have an extensive work history, use no more than a
maximum of four pages. Because there is not space, it is acceptable to drop the subject pronoun I and articles
(for example, worked in high-tech company instead of I worked in a high-tech company), but be consistent.
It is a good idea to modify slightly your CV depending on the job you are applying for in order to highlight
your most relevant qualifications. Below are some of the most common types of information found in CVs:
Section heading Information to include

Personal information Include your name, address, phone number, and email
address at the top of the first page. Include your age
or birth date, and marital status. It is not usual to
attach a picture of yourself. If your CV is more than a
page, make sure your name is at the top of each page.
Work experience List your work experience in reverse order, starting with
your most recent job. Give the title of your position,
the name of your employer, and its location, and
the dates you worked there. If you have had many
previous jobs, you can list only your most relevant
work experience. It is a good idea to explain gaps in
your work history in your cover letter.
Education List the degrees you have earned in reverse order, and
the names and locations of academic institutions and
schools you have attended.
Awards and achievements List, in reverse order, any special awards or achievements
that are relevant to the field of work you are applying
for.
Skills List skills that would be helpful in the job you are
applying for. These can include foreign language skills
or experience with different types of software.
Interests List here any interests or hobbies you want the
employer to know about.
References You can list the names and phone numbers of two
or three people who have worked with you or who
know you and your work history well. You should also
explain their relationship to you. Alternatively, you
may simply write “Available upon request” under this
heading.
CVs should be typed or printed on good-quality paper. CVs should NOT be hand-written. It may be circulated
around several departments. The paper does not have to be white. In fact, using a cream colour or other colour
often helps to set your CV apart from others. However, the paper should be a light enough colour so that the
text is still easy to read.
What is accomplishment?
- Services that go beyond your usual job description. But it must be quantified.
- Increasing the company's bottom line (i.e. facilitating its growth) and streamlining procedures.
- Promotions, special projects successfully completed, decreasing costs.
- Company- or industry-sponsored awards, certifications and licensure.
What is NOT accomplishment?

- Daily responsibilities that are included in your job description.
- Regular attendance at work.
- Getting along with co-workers.
- Working full-time while going to college at night.
- Volunteer or community unless it has a direct bearing on your job search.
What not to include in your CV

– Your salary history
- The reason you left from previous position
- Inaccurate facts (fraud)
General CV weaknesses
- No leadership skills or managerial experience
- Missing skills, knowledge and/or experience
- Patchy career history
- Employment gaps
- Many employers
- Having worked for only one employer
Balance your weaknesses with achievements

- Make sure that you have common weaknesses or, even better, turn your weaknesses into strengths.
- Highlight other skills that make up for the weakness.
For example:
 If you never went to university, you need to emphasize your job experience.
 If you are new to the field of work, try to show your qualifications and related hobbies.
 If you have worked for small companies, you could, for example, try to highlight the benefits of having to
solve a lot of problems on your own with tight budgets.
The ugly CV
- Excessive use of CAPITALS, underlining, bold, italics and large fonts. (They are not user-friendly.)
- Writing long sentences or paragraphs. (Don't ramble.)
- Being disorganized and unstructured. (Don't make the reader switch back and forth between pages.)
- Too many graphics, colours and rigid formatting. (Different software might distort your appearance.)
The bad CV
- Using I, he, she, ... .
- Listing too many interests and personal information.
The good CV
- Putting your name in bold at the top of your CV and in a minimum of 12-14 pt.
- Looking attractive. Less text is easier to read.
- Printing on one side of the paper only.
- Using bulleted lists. Short and concise points are clean and informative.
Optional extras
- You could add a photo of yourself—either scanned in by computer, or stuck on. But make sure it is a good
one. Get a friend (or a working photographer) to take a good portrait.
Day 7
Writing a cover letter
A cover letter is a formal letter you write to accompany your CV when you are applying for a job. Don’t
just repeat whatever is mentioned in your resume. It is your chance to highlight the most important points in
your CV and explain why you should be interviewed for the job. It should not be handwritten and should not
be longer than one page. On average, your cover letter should be from 250 to 400 words long.
If you are writing an e-mail rather than a letter to apply for a job, you do not need to include the addresses
or date at the top of the e-mail or the signature at the bottom. But the rest is the same.
Section Information to include Sample Phrases

Your address Include your address (but not your Flat 5, 20 Park Road
name) at the top of the page. London, N4 2JY
Social Media Profiles - Any type
of profile on websites like LinkedIn,
GitHub (for developers), Dribble (for
designers), etc.
Personal Website - Let’s say you’re
a professional writer. In that case,
you’d want to link to your blog.
Date Include the date on a separate line 13 March 2006
below your address.
The company’s address Include the name and title of the Mr. Jenkins
person you are writing to (if you Director of Marketing
have it), the name of the company, Global Industries…
and its address.
Opening or salutation Write directly to the person who Dear Mr. Jenkins
will look at your application. If the Dear Ms. Hu
person’s name does not appear Dear Human Resources Director
in the job advertisement and you
cannot find out the name by calling
the company, use the appropriate
title.
First paragraph State clearly the job you are applying I am writing to apply for the
for and how you learned about it. administrative assistant position
You can also state why you are advertised in the July Register.
particularly well qualified for the job. My friend, Donna Garcia, told me
This paragraph can be just one or about an open position in your
two sentences. sales department.
Body paragraph(s) Talk about the highlights of your CV As you can see from my enclosed/
here. List strongest qualities first. attached CV I have worked for the
Explain in more detail experience past three years as the manager of
or qualifications that are particularly a small restaurant.
relevant. Do not simply repeat the I also hold a B.A. in business from
information in your CV, and do not the University of London.
list details that are not relevant to
the job you are applying for.
Last paragraph Emphasize the qualities and skills I am confident that I can bring many
that you will bring to the company new ideas to your design team.
you are applying to. State your I would like to meet with you to
availability for an interview and discuss my qualifications in person.
provide contact information. You can reach me at 848 4965 or
by email at adam…com
I look forward to hearing from you.
Closing Close with “Yours Sincerely,” Type Sincerely,
your first and last name below your Adam Lawson
signature.
10 High Street
Newtown
N99 9AZ
28th February
Dear Sir or Madam,
I am writing to you to express interest in (GIVE A CLEAR REASON FOR WRITING.) (I am writing with regard
to ... / to enquire about ... / to apply for ...) the voluntary work placement at your animal sanctuary which I
saw advertised on your website.
I am eighteen years old and in my final year at secondary school, due to sit my A levels next summer. I am
planning on taking a degree in veterinary science at university and have received two conditional offers. As you
will see (USE LINKING WORDS TO JOIN SIMILAR IDEAS INTO PARAGRAPH.) from my CV, I have always shown
an interest in working with animals and have relevant experience from voluntary work which I carried out at a
local dogs' home. In this position I had sole responsibility for taking care of some dogs' daily needs, such as
feeding, cleaning and exercise. In addition to this, I regularly spend time on my uncle's farm throughout the year
and usually help him take care of the animals. This hands-on experience has reinforced my decision to seek a
career working with animals. Both the dogs' home and my uncle would be willing to provide references.
I am hard-working, punctual and willing to help out with any kind of job at the sanctuary. My decision to
undertake a degree in veterinary science confirms my interest in and commitment to the field. I am certain that
experience working at your animal sanctuary will provide an invaluable insight into working with animals and a
unique opportunity to acquire a range of skills and expertise.
I hope I have shown that I am an ideal candidate for this position (INCLUDE A SUMMARY COMMENT) and
please find attached my CV.
I look forward to hearing from you. (CLOSE YOUR LETTER WITH A SET PHRASE)
Yours faithfully,
Emily Jones
1. Match the vocabulary with the correct definition and write a–h next to the numbers 1–8.
1) an insight a. connected with taking care of the health of animals

2) hands-on b. a clear, deep understanding of a difficult problem or situation
3) a sanctuary c. extremely useful
4) expertise d. to make stronger
5) veterinary e. practical, that involves doing rather than just reading or learning about something
6) to reinforce f. not shared with anyone else
7) sole g. high level of knowledge or skill
8) invaluable h. a safe place where animals can be protected
2. Read the sentences and answer 'true' if the information can be found in the text, 'false' if the information
says the opposite to the text or 'not given' if the information cannot be found in the text.
1. Emily was told about the work placement by a friend.

2. Emily will study veterinary science at university if she passes all her A levels.
3. Emily has worked mainly with wild animals.
4. Emily has worked on her uncle’s farm at different times of the year.
5. Students who apply to veterinary science at university are expected to do work experience before starting
the course.
6. Emily is clear about the type of career she wants to have.
3. Complete the sentences with the correct form of the word in brackets.
1. There are several _______________ online for a variety of work placements. (advertise)
2. She’s always known that she wants to work as a _______________ after university. (science)
3. He has an _______________ offer from medical school, which means he’s definitely got a place, whatever
his exam results. (condition)
4. Learning music is interesting, but it’s _______________ to what I want to do at university. (relevant)
5. At the animal sanctuary I had sole _______________ for looking after the birds. (responsible)
6. She _______________ spends time helping out on her uncle’s farm. (regular)
7. My time helping out at the animal sanctuary _______________ my decision to become a vet. (reinforcement)
8. Hands-on experience provides an _______________ insight into any profession. (value)
9. It was a unique opportunity to acquire new skills and _______________. (expert)
10. My previous employers would be willing to provide _______________ to support my application. (refer)
4. Choose the six things you should include in a cover letter. Tick () all the correct answers.
.......... Which job you are applying for and how you found out about the vacancy
.......... Brief biographical details
.......... Your experience and personal qualities related to the job
.......... Your negative personal qualities
.......... Your motivation for applying
.......... Why you left your previous job
.......... Your salary expectations
.......... A complete list of your exam results and qualifications
.......... What you can offer the company if they give you the job
.......... What other documents you are attaching or enclosing with the letter
Classroom language
We can use some of these nouns as verbs: video a programme (= record it on video); photocopy an exercise
(= make a photographic copy of it); highlight new words (= mark them with a special coloured pen); file some
papers (= put them in a file).
Classroom activities
Things students or teachers do in the classroom:
 Look up a word (= find the meaning of a word in a dictionary)
 Borrow someone's dictionary or rubber (= use it and then return it)
 Rub out mistakes in a notebook (= remove mistakes using a rubber)
 Plug in the tape recorder (= put the plug in the electric socket)
 Turn up the tape recorder if you can't hear it (= increase the volume) (opp turn down)
 Rub things off the board (= remove writing from the board)
 Correct students' English (= give the correct English if students make mistakes)
Things a teacher may ask students to do in the classroom:

 Could you clean the board, Carlos? (= remove all the writing from the board)
 Write these words down. (= write these words on a piece of paper/in a notebook)
 Enrique, could you swap places (= change places) with Lorena?
 Kim, could you share your book with Petra? (= use it together at the same time)
 Repeat this sentence after me. (= say it again)
Questions about vocabulary

 What does 'swap' mean? ~ It means to exchange places.
 How do you pronounce it? ~ Like 'shop' or 'stop'.
 How do you spell 'bicycle'? ~ B-I-C-Y-C-L-E.
 How do you use 'anyway' in a sentence? ~ This idea probably won't work, but let's try it anyway.
 What's the difference between 'lend' and 'borrow'? ~ 'lend' means to let someone borrow.
1. Finish the spelling of the words below with the correct ending -er, -or, or -ar.
teenag- auth- equat- speak- trait- surviv- muscul-

calend- soldi- lectur- burgl- nucle- vend- doll-

2. Each item on the left normally contains one of the items on the right. Make the correct pairs.
grandstand aircraft
hangar coffin
holster water
hearse revolver
reservoir spectators
Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do
not change the word given. You must use between three and six words, including the word given.
Here is an example.
o It's true that the company might go into liquidation if it's not careful.
DANGER
It's true that the company is in danger of going into liquidation if it's not careful.
1 The moment I shouted he ran away.

SOONER
No ................................................................................................................................. he ran away.
2 I'm sure that it was the sound of the rain that disturbed me.
MUST
It .............................................................................................................. of the rain that disturbed me.
3 I managed to finish all the homework before the deadline.

SUCCEEDED
I .............................................................................................................. the homework before the deadline.
4 I took the only course open to me and changed my job.

DID
What I .............................................................................................................., which was the only course open to
me.
5 They don't allow people who arrive late at the opera house in until the interval.
ARE
People who arrive late at the opera house ..............................................................................................................
until the interval.
6 My application for the job was turned down because I didn't have the right qualifications.
GROUNDS
My application for the job was turned down ..............................................................................................................
I didn't have the right qualifications.
7 It's impossible that you saw John last night — he's in the USA!
HAVE
John's in the USA, so .............................................................................................................. him last night.
8 I am confident that he will be successful in his career.

CHANCES
I am confident .............................................................................................................. in his career.
9 If you feel stressed, breathing slowly should calm you down.

MAKE
Breathing slowly .............................................................................................................. if you feel stressed.
10 I am really bad at remembering people's names when I meet them.

MEMORY
I .............................................................................................................. people's names when I meet them.
11 I'm sorry that I didn't help him.

REGRET
I .............................................................................................................. him.
12 I couldn't go away for the weekend because I didn't have enough money.
PREVENTED
I was .............................................................................................................. for the weekend by lack of money.
Day 8
1 Put each of the following words in the correct space in the instructions.
overhead knuckles bent apart hands
 Stand with feet hip distance .............................. and parallel

 Free weights in .............................., arms .............................. out to sides
at 90 degree angle with .............................. up
 Keep abs tight as you press weights ..............................
squeeze behind reverse weight lower
 Stand in .............................. bridge position, arms .............................. you, .............................. in heels

 Slowly bend arms and .............................. body towards floor
 .............................. triceps to return to starting position
sides back crossed arms knees
 .............................. on floor, ankles .............................., arms under shoulders

 Bend elbows out to .............................. to lower chest to floor
 Squeeze chest to press .............................. up, straightening ..............................
2 Give instructions how to do these keep-fit exercises.
1 .............................................................................................................................................................................................
2 .............................................................................................................................................................................................
3 .............................................................................................................................................................................................
4 .............................................................................................................................................................................................
1 .............................................................................................................................................................................................
2 .............................................................................................................................................................................................
3 .............................................................................................................................................................................................
4 .............................................................................................................................................................................................
5 .............................................................................................................................................................................................
Sentence Variety
Good writers use a variety of sentences to add impact and interest. There are a number of techniques for
adding variety to your sentences.
 Don't start every sentence the same way. Change the order of phrases and clauses.
- When he was a boy, Freddy Adu dreamed of being a soccer star. When he was very young, he started
playing soccer.
- When he was a boy, Freddy Adu dreamed of being a soccer star. He started playing soccer when he was
very young.
 Use different words to convey the same meaning.

- Freddy was offered $500,000 to play professional soccer. A team in Washington, D.C., offered him $500,000
in 2003.
- Freddy was offered half a million dollars to play professional soccer. A team in Washington, D.C., offered him
$500,000 in 2003.
 Use different sentence types. Use a mix of simple, compound, and complex sentences.
- SFreddy’s mother wanted a better life. She entered the visa lottery. CNot many people win this lottery, but
the Adu family did. CXFreddy became a successful soccer player after the family moved to the United States.
1 Read the pairs of sentences and decide which technique was used to change the original sentences. Write
NO for New Order, DW for Different Words, or NST for New Sentence Type.
e.g. A common belief in the United States is that individuals’ dreams are achievable if they work hard.
NO Revised Sentence: A common belief in the United States is that if individuals work hard, their dreams
are achievable.
1) A sense of optimism can have remarkable effects on people’s success during challenging times.
.......... Revised Sentence: A positive outlook can have remarkable effects on people’s success during difficult
times.
2) Ana Soto overcame great challenges in her lifetime, so she was a role model for her children.
.......... Revised Sentence: Because Ana Soto overcame great challenges in her lifetime, she was a role model
for her children.
3) People typically feel more secure when the economy is strong in their region.
.......... Revised Sentence: When the economy is strong in their region, people typically feel more secure.
4) The nurses work very hard, and they are greatly appreciated by their patients as a result.
.......... Revised Sentence: Working very hard, the nurses are greatly appreciated by their patients.
5) In contemporary society, the definition of “family” is changing.
.......... Revised Sentence: In modern society, the meaning of the word “family” is changing.
2 Read the paragraph from an essay about the American Dream. For each numbered blank, decide which
additional sentence, A or B, should come next to add the most variety.
The American Dream means different things to different people. It means buying a house for many people.
1 ........... For other people, the American Dream has more to do with the type of car they drive. An expensive
car is important to them. 2 ........... When some people are asked to define the American Dream, they talk
about happiness more than physical possessions. 3 ........... Quite a few people want to be their own boss,
and for them, the American Dream is about owning a business. 4 ........... Some people dream about fame.
They want to be a famous athlete or a respected actor. The American Dream can have a variety of meanings.
In addition, it can be challenging to attain. 5 ...........
1) A Buying a house is a goal. Many Americans pursue this goal.

B Home ownership is a goal that a large number of Americans pursue.
2) A When they drive a luxury automobile, they have a feeling of success.
B They may drive a luxury car. They feel successful as a result.
3) A If they try to define the American Dream, they do not talk about material possessions.
B Material possessions are not cited as an important part of the American Dream.
4) A While they like the freedom of working for themselves, they know it can be risky.
B Many people want to be their own boss, but they know it can be risky.
5) A While it is nice to dream, real success comes from hard work.
B Dreams are nice. Working hard is also important.
Day 9
The language of signs and notices
Signs and notices in English often use words and expressions that are rarely seen in other contexts.
a. b. c.
TRESPASSERS WILL BE KINDLY REFRAIN FROM SMOKING LUNCHES NOW BEING SERVED
PROSECUTED. IN THE AUDITORIUM
d. e. f.
NO ADMISSION TO NO THROUGH ROAD FOR MOTOR FISHING: PERMIT HOLDERS ONLY
UNACCOMPANIED MINORS VEHICLES
g. h. i.
NO BILL-STICKING PAY AND DISPLAY NOTHING TO DECLARE
1. Where would you expect to see each of the notices above?
a. .................................................. f. ..................................................
b. .................................................. g. ..................................................
c. .................................................. h. ..................................................
d. .................................................. i. ..................................................
e. ..................................................
2. Explain the notices above.
a. .............................................................................................................................................................................................
.............................................................................................................................................................................................
b. .............................................................................................................................................................................................
.............................................................................................................................................................................................
c. .............................................................................................................................................................................................
.............................................................................................................................................................................................
d. .............................................................................................................................................................................................
.............................................................................................................................................................................................
e. .............................................................................................................................................................................................
.............................................................................................................................................................................................
f. .............................................................................................................................................................................................
.............................................................................................................................................................................................
g. .............................................................................................................................................................................................
.............................................................................................................................................................................................
h. .............................................................................................................................................................................................
.............................................................................................................................................................................................
i. .............................................................................................................................................................................................
.............................................................................................................................................................................................
3. What notice would a café-owner put up if they wanted to:
a. let people know that they can buy free-range eggs there too?
.............................................................................................................................................................................................
b. tell people that they could rent rooms there overnight?

.............................................................................................................................................................................................
IDIOMS
Many English idioms have very deep roots in history and culture. They have their origins in traditional skills,
such as sailing, and in such things as ancient myths, literature and war.
However, new idioms evolve all the time from TV, advertising, politics and business. These idioms often
quickly become expressions understood and used by many people in their everyday lives. Some of these idioms
will be popular for a few years but then get forgotten; others may last.
If you do not want to discuss anything further, you can say 'That's it! End ..................................................... !'
If you think that someone is telling you about very personal things that you do not want to hear about, you
can stop them by saying 'Too ..................................................... !'
If a friend starts talking about a subject you do not want to discuss, you could respond
'Don't ..................................................... !'
1 Complete the dialogue with the idioms above.
Jo: Hi, Meg. Great to see you again. Where's Kate?

Meg: She just texted. She's not coming. Apparently she's really sick and has been throwing up all night.
Jo: .................................................................................................. ! I don't want to know! What shall we do
then?
Meg: I really want to go to that new photography exhibition.
Jo: Mmm, whatever floats your boat! I know you're into art big time, but I'm not. How about the cinema
instead?
Meg: Yeah, I'm cool with that. Is Matt coming too?
Jo: .................................................................................................. ! We broke up.
Meg: Really? What happened?
Jo: I don't want to talk about it. We're finished. .................................................................................................. !
There are in English, as in other languages, a number of expressions that cannot be justified by the rules
of grammar or rhetoric; and yet these expressions are among the most forcible ones in the language, and are
continually used by the best writers. These expressions that lie outside all rules we call idioms. Compare the
following idiomatic expressions with the unidiomatic expressions that succeed them. The second expression in
each group is in accord with the strict rules of composition; but the first, the idiomatic, is far more forceful.
Idiomatic: A ten-foot pole.

Unidiomatic: A ten-feet pole.
2 The following expressions are examples of commonly used idioms. Can you guess them?
1) Idiomatic: The book .................................................................................................... .

Unidiomatic: The book about which I read.
2) Idiomatic: More .................................................................................................... lost.

Unidiomatic: More lives than one life were lost.
3) Idiomatic: Speak .................................................................................................... .

Unidiomatic: Speak loudly. Speak more loudly.
4) Idiomatic: He strove with .................................................................................................... .

Unidiomatic: He strove with might.
5) Idiomatic: He lectured on .................................................................................................... .

Unidiomatic: He lectured on one day out of every two.
If a North American says, "Please drop by sometime," he may or may not want you to visit him in his home.
Your clue that this may not be a real invitation is the word "sometime." In some areas of the United States,
people do not expect you to visit them unless you have an invitation for a specific day and time. In other
areas of the United States, however, "dropping by" is a friendly, neighborly gesture. Idioms are often difficult for
newcomers to understand.
Using Colons, Semicolons and Commas - Quiz
1. After a colon, should you use a small letter or a capital letter?

A A capital letter
B Both are possible in all cases
C A small letter
D Both are possible in most cases
2. Right or wrong? "Bob works in the marketing department; which is on the sixth floor."
3. If you can use a semicolon, you can also use a ________.

A comma B colon C full stop D dash (—)
4. Why would you use semicolons in a list of things or ideas?

A If the items on the list are not just single words
B If the items on your list are connected to each other
C If the list is very long
D If the items on the list are long phrases which contain commas
5. Which is correct? 1) Dear Sir/Madam, 2) Dear Sir/Madam:

A Neither B Both C Number 1 D Number 2
6. If you want to join two sentences together using the words however, therefore or meanwhile, you should
use:
A A comma
B A semicolon
C Neither a comma nor a semicolon
D Either a comma or a semicolon
7. Which sentence is correct? 1) She said: "Don't come back here again." 2) She said, "Don't come back here
again."
A Number 1 B Neither C Number 2 D Both
8. Right or wrong? "I sent out the invitations; Maria ordered the food."
9. True or false? Commas can be used to join two complete sentences only if you use a linking word.
10. True or false? Bracketing commas always go in pairs.
11. True or false? When you join two sentences using a comma and a linking word, only some linking words
can be used.
12. True or false? If you use bracketing commas, the sentence must be complete, and make sense, without the
information between the commas.
13. True or false? "I bought a new sofa, a table for the kitchen, and a fridge."
14. True or false? "They reminded me, that I had an appointment the following day."
15. True or false? "The traffic is very bad, it takes me a long time to get to work."
16. True or false? "He was very calm when he heard, which I found surprising."
17. True or false? You should always use a comma if you use several adjectives before a noun.
18. True or false? "The laptop which I bought last month, has something wrong with its hard drive."
Day 10
Caution
1. A cautious style, often called "hedging" or "vague language", is necessary in many areas of academic writing:
Areas where caution is particularly important include:
a) outlining a hypothesis which needs to be tested (e.g. in an introduction)
b) discussing the results of a study, which may not be conclusive
c) commenting on the work of other writers
2. Caution is needed to avoid making statements which are too simplistic:

Poor education leads to crime.
Such statements are rarely completely true. There is usually an exception which needs to be considered.
Caution can be shown in several ways:
(modal verb) Poor education can lead to crime.
(adverb) Poor education frequently leads to crime.
(verb/phrase) Poor education tends to lead to crime.
There is a tendency for poor education to lead to crime.
3. Another way to express caution is to use quite, rather or fairly before an adjective.
a fairly accurate summary
quite a significant correlation
a rather inconvenient location
NB Quite is often used before the article. It is generally used positively, while rather tends to be used
negatively.
4. When referring to sources, the verb used indicates the degree of caution appropriate. Compare:
Le Bas (1983) suggests that more training would result in . . . (cautious)
Other verbs which imply tentative or cautious findings are:
believe/claim/consider/hypothesise/presume/think
i. Rewrite the following sentences in a more cautious way.
a) Private companies are more efficient than state-owned businesses.

b) Computer manuals are difficult to understand.
c) Older students perform better at university than younger ones.
d) Exploring space is a waste of valuable resources.
e) English pronunciation is confusing.
f) Global warming will cause the sea level to rise.
g) Concrete is the best material for building bridges.
ii. Insert quite/rather/fairly in the following to emphasise caution.
a) Charles was an insignificant king who reigned for only 3 years.

b) The survey was a comprehensive study of student opinion.
c) His second book had a hostile reception.
d) The latest type of arthritis drugs are expensive.
e) The first-year students were fascinated by her lectures.
iii. Rewrite the following text in more cautious language.
A team of American scientists .............................. have found a way to reverse the ageing process.
They fed diet supplements, .............................. found in health food shops, to elderly rats, which were
then tested for memory and stamina. The animals .............................. displayed more active behaviour after
taking the supplements, and .............................. their memory improved. In addition, their appearance became
.............................. more youthful and their appetite increased.
The researchers .............................. say that this experiment is .............................. a clear indication of how
the problems of old age .............................. can be overcome. They .............................. state that in a few
years’ time .............................. everyone .............................. will be able to look forward to a ..............................
long and active retirement.
Discourse Markers
A. Organizing a formal text
First / Firstly / First of all, we must consider ...

Next, it is important to remember that ...
(Secondly and thirdly for lists)
Finally / Lastly, we should recall that ...
Turning to the question of foreign policy, ...
Leaving aside the question of pollution, there are also other

reasons ...
In parenthesis, let us not forget that ...
In summary / To sum up / we may state that ...
In sum (much more formal),
In conclusion / To conclude I should like to point out that ...

B. Markers for explaining, exemplifying, rephrasing, etc.
To learn new words properly a lot in other words / you have to study the same
of recycling is needed; that is to say (much more words over and over again.
formal),
Some English words are hard to for example / for instance, 'eighth'.
pronounce,
It might be possible, say, to include the parents in the
discussion.
The Parliament has different Briefly, these consist of two main types.
committees.
She is, so to speak / living in a world of her own.
as it were (more formal),
C. Signposts around the text
The following points will be covered in this essay.

It was stated above / earlier that the history of the USA is ...
See page 100 for more information.
Many writers have claimed this (see below).
A full list is given overleaf.
For further details / discussion, see Chapter 3.
May I refer you to page 5 of my last letter to you? (formal)
In / With reference to your fax of 28th May 2017, ... (formal)
For practice
Write a short letter to the Editor of a newspaper about a report in that paper the previous week that a local
hospital is going to close. You think the hospital should not close because:
 The nearest other hospital is 50 kilometers away.

 It is being closed for political reasons, not genuine economic ones.
 200 people work at the hospital; they will lose their jobs.
 The hospital makes an important contribution to the local economy.
 It is the only hospital in the region with a special cancer unit.
Try to include as many as possible of the above markers.

A transition serves as a bridge to connect one paragraph, sentence, clause, or word with another. It also
identifies the kind of connection by indicating to readers how the item preceding the transition relates to the
one that follows it. Transitions help readers anticipate how the next paragraph or sentence will affect the
meaning of what they have just read. There are three basic groups of transitions, based on the relationships
they indicate: logical, temporal, and spatial.
Transitions Showing Logical Relationships

To introduce another item in a series first . . . , second; in the second place; for one
thing . . . , for another; next; then; furthermore;
moreover; in addition; finally; last; also; similarly;
besides; and; as well as
To introduce an illustration or other specification in particular; specifically; for instance; for example;
that is; namely
To introduce a result or a cause consequently; as a result; hence; accordingly; thus;
so; therefore; then; because; since; for
To introduce a restatement that is; in other words; in simpler terms; to put it
differently
To introduce a conclusion or summary in conclusion; finally; all in all; evidently; clearly;
actually; to sum up; altogether; of course
To introduce an opposing point but; however; yet; nevertheless; on the contrary; on
the other hand; in contrast; still; neither; nor
To introduce a concession to an opposing view certainly; naturally; of course; it is true; to be sure;
granted
To resume the original line of reasoning after a nonetheless; all the same; even though; still;
concession nevertheless
Transitions Showing Temporal Relationships

To indicate frequency frequently; hourly; often; occasionally; now and
then; day after day; every so often; again and
again
To indicate duration during; briefly; for a long time; minute by minute;
while
To indicate a particular time now; then; at that time; in those days; last
Sunday; next Christmas; in 2003; at the beginning
of August; at six o’clock; first thing in the
morning; two months ago; when
To indicate the beginning at first; in the beginning; since; before then
To indicate the middle in the meantime; meanwhile; as it was happening;
at that moment; at the same time; simultaneously;
next; then
To indicate the end and beyond eventually; finally; at last; in the end; subsequently;
later; afterward
Transitions Showing Spatial Relationships

To indicate closeness close to; near; next to; alongside; adjacent to;
facing
To indicate distance in the distance; far; beyond; away; there
To indicate direction up/down; sideways; along; across; to the right/left;
in front of/behind; above/below; inside/outside;
toward/away from
Note: Although we sometimes need words to show the logic and connection between sentences and
paragraphs, too many connecting words will make your style more complicated and awkward.
A. Choose the correct word for each sentence — each is only used once.
moreover on the other hand at least however besides

firstly whereas then actually though
1. I had a terrible day at work and lost my umbrella too. ...................................... I spoke to that nice guy who
works in the coffee shop at last!
2. Television turns people into lazy couch potatoes. ......................................, there are some educational programmes
on.
3. ......................................, I would like to welcome you all to the conference today.
4. ...................................... the film was a little boring, we still had a nice evening out.
5. I've always known Caroline as a mean person. ......................................, she lent me $10 yesterday without me
having to ask twice!
6. I got up at 9 o'clock yesterday and had a cold shower. ......................................, I had breakfast and left for
work.
7. My brother works in a large office ...................................... I work on my own at home.
8. Why do you think I don't want to go out tonight? ......................................, I would be delighted to get out
of the house.
9. You should go to university as it gives you a chance to meet so many new people. ......................................,
it gives you the chance to get important qualifications and get a better job.
10. I don't want to go to the football game. Football bores me and I don't want to pay $40 for a ticket.
......................................, look at the weather! All that rain!
B. Add discourse markers for the conversational exchange below.
1. Hello. I'd like a basket of food delivered to my house.

Hello. ......................................, is that for today?
ADD A TRANSITION: inference, guessing
2. Yes, today.
...................................... . What would you like in the basket?
ADD A TRANSITION: affirmation
3. ...................................... an assortment of cheese, crackers, fresh fruit and some little pickles.
ADD A TRANSITION: hesitation
4. ......................................, what time do you want this delivered?
ADD A TRANSITION: summation, addition
5. ...................................... immediately if possible.
6. ...................................... it will be difficult, but we'll try.
ADD A TRANSITION concession
7. ...................................... what's your address?
ADD A TRANSITION: summation or addition
8. ...................................... it's 155 South 2nd Street, apartment 2.
9. ...................................... . We'll get your basket of food to you and your wife as soon as we can.
ADD A TRANSITION: affirmation
10. ......................................! Thanks a lot. You are good! (providing good service)
ADD A TRANSITION: surprise
Day 11
Describing a Photo ( 1 – 1 ½ minutes per candidate)
In this photo I can see ...
 weather
 place
 position
 people's age
 people's clothes
 people's actions
 people's roles
 people's feelings
 your opinion
E.g. In this photo I can see a man and a baby. They are at home, probably in the living room.
On the left we can see the man holding the baby with his right hand and vacuuming the carpet with
his left hand.
The man is probably in his thirties. I am not sure because I can't see his face. And the baby is very
young, a few months only.
The man is wearing a pair of white socks, jeans, a white T-shirt and a dark red shirt. The baby is wearing
white nappies and rompers.
The man seems stressed and the baby seems shocked.
The living room is untidy. There are a lot of things on the sofa and on the floor: toys, a teddy bear,
cushions, a striped blanket... There is a picture on the wall.
In my opinion, it is a very funny photo.
PICTURE DIRECTIONS
1. ‘In the top right corner …’
2. ‘In the top left corner…’
3. ‘In the bottom right corner…’
4. ‘In the bottom left corner…’
5. ‘In the middle …’
6. ‘In the foreground…’
7. ‘In the background…’
8. ‘in the middle on the right…’
IMPORTANT TO REMEMBER!
1. Talk in sentences—don’t produce lists of items you can see (Present Continuous)
2. Organize your description—don’t describe the same thing more than once
3. Start with a general idea of the subject of the picture before going into details
4. Give reasons (related to the picture) for your ideas
5. Talk about the situation as well as the physical things you can see in the picture
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USEFUL LANGUAGE:
GIVE A GENERAL INTRODUCTION

'This picture shows …'
'In this picture I can see...'
'This is a picture of …'
TALK ABOUT PLACES

'They’re walking in the country/in a city/in the mountains'
'She’s talking inside/outside a cafe' or 'I can see a street market/old building/square/street/restaurant/beach …'
DESCRIBE POSITION
'In the middle of the picture there is a family making a salad …'
'In the background there are some white cupboards'
'There’s a window next to the cupboards.
DESCRIBE PEOPLE’S AGE

'He’s about 40 years old'
'They’re in their eighties'
'She’s a teenager/a young child/a middle-aged woman'
DESCRIBE PEOPLE’S CLOTHES

'She’s wearing a pair of glasses and a blue T-shirt'
'They’re wearing quite casual/smart clothes'
'He’s wearing a school/work uniform'
DESCRIBE PEOPLE’S ACTIONS

'He’s sitting at a desk/table'
'She’s standing in a queue/line'
'They’re having breakfast/lunch/dinner'
'Some people are playing on the beach and others are sunbathing’
DESCRIBE PEOPLE’S ROLES IN A PICTURE

'He’s probably a shop assistant and she’s a customer'
'This person on the left seems to be a tourist guide — he’s pointing to a building'
'The man serving the drinks is a waiter'
DESCRIBE PEOPLE’S FEELINGS IN A PICTURE

'You can tell they are enjoying themselves because they are smiling'
'He seems a bit frightened. Maybe this is the first time he’s tried this'
'She looks very interested in this activity — she’s concentrating very hard'
PARAPHRASE (use these phrases to describe words you don’t know)

'It’s something you fry food in' (frying pan)
'It’s a kind of container for flowers' (a vase)
'It’s a cupboard for keeping clothes in' (a wardrobe).
MAKE GUESSES
'It might be summer because some people are wearing sunglasses'
'It’s probably in the country, because'
'This picture could be in Northern Europe because of the buildings'
Here is an example.
o “I think it would be a good idea to see a specialist,” the doctor said to me.
RECOMMENDED
The doctor recommended that I should see / see / saw a specialist.
1 This was Peter's biggest challenge to date.

FACED
Peter ................................................................................................................................. challenge before.
2 I wish people wouldn't talk during the performance — it makes me really uptight.
NERVES
It really ................................................................................................................................. people talk during a
performance.
3 He is so ambitious — he's determined that he'll be successful in the company.

MARK
He is determined ................................................................................................................................. in the company.
4 Can you suggest a way of turning dreams into reality for ambitious people?
TRUE
Can you suggest how ................................................................................................................................. for ambitious
people?
5 I don't want to take part in the project.

RATHER
I ................................................................................................................................. part in the project.
6 I don't have any free time, so I can't come to the theatre with you.
WOULD
If I ................................................................................................................................. come to the theatre with you.
7 This milk is bad — it smells terrible!

OFF
This milk ................................................................................................................................. — it smells terrible!
8 What the archaeologists discovered when they opened the tomb was amazing.
MADE
The ................................................................................................................................. when they opened the tomb
was amazing.
9 People are more interested in history than you might expect.

LESS
You ................................................................................................................................. interested in history.
10 For me, imagining what life must have been like then is just not possible.
QUITE
I find it ................................................................................................................................. what life must have been
like then.
11 It's difficult for a poorly performing company to make a profit.

TURN
If a company is performing poorly, it's difficult ..........................................................................................................
one.
12 The failure of the company was incredibly disappointing.

BITTERLY
I ................................................................................................................................. the failure of the company.
Choppy sentences and stringy sentences
In academic writing, it is important to avoid choppy sentences and stringy sentences.

Choppy sentences are short, simple sentences. In certain situations they can be effective, for example, when
you want to grab your reader's attention and make a strong statement. However, a paragraph with too many
choppy sentences can often be difficult to read. The sentences do not flow together well because nothing makes
one sentence relate to the next. To improve choppy sentences, you can use connectors, such as and, but, so,
because, and however to make compound or complex sentences.
 Exercise is important. People should exercise every day. Walking is an effective form of exercise. Swimming
is effective, too.
 Because exercise is important, people should exercise every day. Walking and swimming are effective forms
of exercise.
Stringy sentences have too many clauses joined by connectors. They are often difficult to read because
readers have to hold so much information in their minds at one time. To improve stringy sentences, divide them
into shorter sentences, and use appropriate transition words and phrases.
 A healthy lifestyle is important because it can help increase life expectancy, and having a balanced diet can
prevent certain diseases while providing a sense of well-being, and healthy people tend to have more fulfilling
lives.
 A healthy lifestyle is important because it can help increase life expectancy. Having a balanced diet can also
prevent certain diseases while providing a sense of well-being. In addition, healthy people tend to have more
fulfilling lives.
1 Read each sentence in the chart, and decide if it is choppy, stringy, or not choppy or stringy. Check ()
the box in the correct column.
CHOPPY STRINGY NOT CHOPPY

OR STRINGY
1. People should exercise more.
2. Fast food contains few nutrients, and it is often high in
fat, so people should reduce their fast food consumption.
3. Vegetables are rich in nutrients, so they are beneficial,
and adults should eat them regularly.
4. Children need calcium.
5. Avoiding caffeine and excess sugar, combined with
activities, such as yoga, can help eliminate anxiety.
6. Doctors recommend that people consume enough vitamin
D and that they be especially careful in the winter
because the sun creates vitamin D, and people tend to
get less sun in the winter.
7. Doctors are usually right.
8. Stress affects health.
9. Check-ups can reveal problems, so most adults should
make regular appointments even if they are not sick,
and doctors should examine them thoroughly.
10. Since clean water prevents diseases, countries should
invest in water purification systems.
2 Which sentence is not stringy or choppy?

a. Tension is unhealthy. Try to eliminate it. Relax once each day. Doing something calming can have a positive
effect.
b. Because it causes stress, it is important to reduce tension, and since stress can be harmful to overall health,
relaxation is vital.
c. People who experience a great deal of tension should take steps to reduce it. They can find time to do a
calming activity every day.
Day 12
Here is an example.
o The number of people travelling through the airport was highest in August.
REACHED
The number of people travelling through the airport reached a peak in August.
1 There has been a huge increase in tourism this year.

GROWN
Tourism ................................................................................................................................. this year.
2 The number of visitors to the island has fallen dramatically.

STEEP
There .................................................................................................................... the number of visitors to the island.
3 We have maintained the level of visitors to the museum this year.

STABLE
The number of visitors to the museum ......................................................................................................... this year.
4 The shares index fell slightly before recovering to its previous level.
BRIEF
There ................................................................................................................................. the shares index before it
recovered to its previous level.
5 Although many travel companies had financial difficulties last year, they seem to have recovered now.
TREND
Although many travel companies had financial difficulties last year, it seems as though
................................................................................................................................. now.
6 Some people have been saying what a good move emigrating would be.
ARGUED
It .............................................................................................................................. emigrating would be a good move.
7 The size of the population is unlikely to change much in the near future.
STABLE
The size of the population ................................................................................................................................. in the
near future.
8 It doesn't matter if you think you know the subject well, you must revise for the exam.
HOWEVER
You must revise for the exam ................................................................................................................................. you
know the subject.
9 It was only after telling everyone that it was his birthday that John got lots of cards.
HAVING
John only got lots of cards ................................................................................................................................. it was
his birthday.
10 Whatever film you want to see will be good for us.

MIND
We ................................................................................................................................. film you want.
11 I expect I'll leave home before I'm twenty.

TIME
I expect I will ................................................................................................................................. I'm twenty.
12 I know that I'll find the right job soon.

MATTER
I know ................................................................................................................................. before I find the right job.
Titles and Forms of Address
PEOPLE WHO DO NOT KNOW EACH OTHER
sir, Can I get you the menu, sir? Polite.
madam Excuse me, madam, can you help me? (Br fml) used e.g. to customers in shops.
(Am also ma'am) (Am) used typically with ...................... people.
love/luv, That'll be 50 pence, love. (Br infml) friendly; not used between
dear/deary Is that your bag, dear? ...................... .
lady Sorry, lady, we're closed. (Am infml not polite) used to a ...................... .
mate, Have you got a light, mate? (Br infml) used between ...................... .
buddy Thanks, buddy. (Am infml) used between men.
man That's real bad news, man. (Am infml dated)
bub, buster, Listen, buster, you'd better shut up! (Am not polite) used to a ...................... ,
mister, mac Watch where you're going, mister. esp. to a man who is annoying you.
guv, chief, Can you spare me a pound, guv? (Br infml often humorous) used to speak to
squire That's a nice car you've got, chief. a ...................... .
lad, Be careful in that tree, lad. Used to a ...................... or young man.
son, sonnie
folks, See you next week, folks. (infml) used to a group of men or ...................... .
everybody Hello, everybody.
chaps, lads Come on, lads, let's go! (Br) used to a group of ...................... .
guys Can you believe it, guys? Used to a group of (Am) ...................... or
Where are you guys going? (Br) men.
girls, Bye, girls, see you tomorrow. Used to a group of ...................... or women.
ladies What would you like, ladies? Used to a group of women.
(Some people consider these offensive if used
by men to a group of women.)
Ladies and Ladies and Gentlemen, it is a great honour to (fml) used to a group, esp. at the beginning
Gentlemen be speaking to you today. of a ...................... .
PEOPLE WHO KNOW EACH OTHER'S NAMES
Informal See you tomorrow, Jane. In general, you use somebody's ......................
David, have you spent that payment yet? name, even at work.
Formal It is common to use the first name with the ...................... name. It is more formal to put
a ...................... before the full name or family name.
Mrs Do you have a moment, Mrs Kent? Used for ...................... women. The family
This week's winner is Mrs Sue Burton. name is that of the husband.
Miss Miss Preston is in a meeting right now. Used for
You can leave your car here, miss. women or girls who are not married,
Please, Miss, can I leave the room? female teachers by their students,
the famous actress, Miss Maggie Smith some married women, esp. ......................
ones, who keep their original name.
Ms Ms P. Jones will interview the applicants. Can be used for both married and ......................
women.
Mr Can I speak to Mr James Burton? Used for men, also (Br) for male surgeons
Nice to have met you, Mr Grant. and ...................... .
Dr Dr Forster will see you this morning. Used for male and female medical doctors,
Dr Lake will start her lectures tomorrow. and for people who have a ......................
degree.
TALKING TO YOUR FAMILY
Mother, Mom, Mommy, Mum, Mummy, Ma, Mama, Mammy In Br Mother is rather ...................... , but not
in the US. Mommy and Mummy are used by
children.
Father, Dad, Daddy, Pa, Pop, Papa In Br Father is rather formal, but not in the
US. Daddy is used by ...................... .
Darling, dear, sweetheart, (Am) honey Used by parents to their children, and by a
...................... to each other
Sweetie, sugar, babe, baby, angel, love, lovie, (Am to a Used by couples to show ......................
woman) doll
Names and Titles
British Naming Conventions
Angus Baxter in "In Search of Your British and Irish Roots" describes a pattern that was popular in England
in the 1700-1875 period.
• The first son was named after the paternal grandfather (father's ..................................................)
• The second son was named after the maternal grandfather (mother's ..................................................)
• The third son was named after the father
• The fourth son was named after the oldest paternal uncle (father's ..................................................)
• The fifth was named after the second oldest paternal uncle or the oldest maternal uncle
• The first daughter was named after the maternal grandmother (mother's ..................................................)
• The second daughter was named after the paternal grandmother (father's ..................................................)
• The third daughter was named after the mother
• The fourth daughter was named after the oldest maternal aunt (mother's ..................................................)
• The fifth was named after the second oldest maternal aunt or the oldest paternal aunt
Paternal Grandparents Maternal Grandparents

Andrew Shearer John Jenkins
Martha Beckett Jean Smith
Parents
Gavin Shearer
Connie Jenkins
3 boys 3 girls
1st boy .................................................. 1st girl ..................................................
2nd boy .................................................. 2nd girl ..................................................
3rd boy .................................................. 3rd girl ..................................................
If there was duplication (for example, the paternal grandfather and the father had the same name), then the
family moved to the next position on the list.
Given human nature, it would be very difficult to follow exactly. It would be pretty hard to convince a new
mother of her first-born son to name him after a drunken, abusive father-in-law rather than her own beloved
father who had just died.
In most Hispanophone and Lusophone countries, two or more surnames may be used. In Russia, China,
Hungary, Japan, Korea, Madagascar, Vietnam, parts of India and in many other East Asian countries, the surname
is placed before a person's given name.
In most Spanish-speaking countries, the custom is for people to have two surnames (compound surnames).
Thus, for instance, Spanish ex-premier José Luis Rodríguez Zapatero has José Luis as his given name, Rodríguez
as his first (i.e. paternal) surname, and Zapatero as his second (i.e. maternal) surname.
Ms Louise Manners Adm. V.E. Nott R.N. (ret) Rev. Graham Lee
Mrs P. Tucker M.P. Z. Wilkins R.A. John Fox O.B.E.
Jones Bros. W.G. Smithson Esq. W.P.C Lockwood
G.L. Cousins M.A. Sir Robin Sawyer H.R.H. The Prince of Wales
Answer the following questions from the list of people above.

1) Who used to be a high-ranking naval officer? .................................................................
2) Who is in the police force? .................................................................
3) Who has a university degree? .................................................................
4) Who prefers not to state whether she is married? .................................................................
5) Who is a priest? .................................................................
6) Who has received a knighthood? .................................................................
7) Who sits in the House of Commons? .................................................................
8) Who is formally addressed on an envelope? .................................................................
9) Who has a royal title? .................................................................
10) Which members of a family run a business together? .................................................................
11) Who is a recognised artist? .................................................................
12) Who has received an honour from the King or Queen? .................................................................
Day 13
US & UK English
English in the USA differs considerably from British English. American spelling is usually simpler, e.g. British
'plough' becomes 'plow'.
US UK
-or -our
-er -re
-ize -ise
Here are some words and phrases which can cause confusion when used by Brits and Americans talking
together because they mean something different in each 'language'.
US UK
check (AmE) bill (BrE)
undershirt (AmE) vest (BrE)
underpants (AmE/BrE) pants (BrE)
vest (AmE) waistcoat (BrE)
pants (AmE) trousers (BrE)
wash the dishes (AmE/BrE) wash up (BrE)
wash up (AmE) wash your hands (BrE)
Traslate the following into British English:

1 I had a blow-out.
2 Pass me the cookies.
3 It's in the closet.
4 Open the drapes.
5 We've run out of gas.
6 Our bags are in the trunk.
7 One-way or round trip?
8 I really need to go to the bathroom (= rest room).
9 We're leaving in the fall.
10 I hate waiting in line.
Can you avoid some of the most common confusions arising between British and American speakers? Try the
following quiz.
1 Where would you take (a) an American visitor (b) a British visitor who said they wanted to wash up—the
kitchen or the bathroom?
You'd take the .................... to the bathroom and the Brit to the .................... .
2 Which would surprise you more—an American or a British man telling you that he wanted to go and change
his pants?
The .................... , because people do not usually talk about needing to change their underwear although you
might well say that you want to change .................... clothes.
3 You have just come into an unknown office block. If (a) an American (b) a Brit says that the office you
need is on the second floor, how many flights of stairs do you need to climb?
.................... flight for the American but .................... for the Brit.
4 If (a) an American (b) a Brit asks for a bill, is he or she more likely to be in a bank or a café?
An American would be in a .................... and a .................... in a café.
5 Would a man wear a vest under or over his shirt (a) if he is British (b) if he is from the USA?
The American would wear it .................... his shirt and the Brit would wear it .................... his shirt.
Paraphrase and Summary
What is the difference between a paraphrase and a summary? Whereas paraphrases are precise and specific,
summaries are brief and selective. When you retell a story that someone has told you, you repeat the story in
your own words. If your retelling is about the same length as the original, it is a paraphrase. If you shorten the
story, it is a summary.
Paraphrase
There are three keys to writing a good paraphrase:
1. Use your own words and your own sentence structure.
2. Make your paraphrase approximately the same length as the original. Include all or almost all of the ideas
that are in the original.
3. Do not change the meaning of the original.
Step 1
Read the original passage several times until you understand it fully.
Look up unfamiliar words, and find synonyms for them where possible to avoid plagiarizing. It may not be
possible to find synonyms for every word, especially technical vocabulary. In this case, use the original word.
Step 2
It helps to take notes. Write down only a few words for each idea—not complete sentences.
Step 3
Write your paraphrase from your notes. Don't look at the original while you are writing.
Step 4
Check your paraphrase against the original to make sure you have not copied vocabulary or the sentence
structure too closely. Above all, make sure that you have not changed the meaning of the original or given
any wrong information.
Step 5
Add an in-text citation at the end.
Summary
There are three keys to writing a good summary:
1. Use your own words and your own sentence structure.
2. Remember that a summary is much shorter than a paraphrase. Include only the main (= most important)
points and main supporting points, leaving out most details.
3. Do not change the meaning of the original.
Step 1
Read the original passage several times until you understand it fully.
Look up any words that you don't understand.
Step 2
Decide what the important ideas are. It helps to underline important ideas. It also helps to take notes,
changing vocabulary words wherever possible. Write down only a few words for each idea—not complete
sentences.
Step 3
Write your summary from your notes. Don't look at the original while you are writing.
Step 4
Check your summary against the original to make sure you have not changed the meaning.
Step 5
Add an in-text citation at the end of the summary.
Original Passage (85 words)

Language is the main means of communication between peoples. But so many different languages have
developed that Ianguage has often been a barrier rather than an aid to understanding among peoples. For many
years, people have dreamed of setting up an international universal language which all people could speak and
understand. The arguments in favour of a universal language are simple and obvious. If all peoples spoke the
same tongue, cultural and economic ties might be much closer, and good will might increase between countries
(Kispert).
Write a paraphrase and a summary of the above passage.
Day 14
Paraphrase
(63 words, about the same Iength as the original)
Humans communicate through language. Because there are so many different languages, however, people
around the world have a difficuIt time understanding one another. Some people have wished for a universal
international language that speakers all over the world could understand. Their reasons are straightforward and
clear. A universal language would build cultural and economic bonds. It would also create better feelings among
countries (Kispert).
Summary
(28 words, much shorter)
People communicate through language; however, having different languages creates communication barriers.
A universal language could bring countries together culturally and economically as well as increase good feelings
among them (Kispert).
Plagiarism
It is important to learn how to use information from outside sources without committing plagiarism. Plagiarism
is wrongly using someone else's words or ideas, and it is a serious offense. Students who plagiarize may fail a
class or even be expelled from school.
There are two kinds of plagiarism.
1. When you use information from an outside source without citing the source (telling where you got the
information), you are guilty of plagiarism.
2. Even when you cite your source, if your paraphrase is too similar to the original, you are guilty of plagiarism.
Read the following paraphrases and decide which kind of plagiarism each example is guilty of.
Unacceptable Paraphrase 1
Humans communicate through language. However, because there are so many languages in the world, language
acts as an obstacle instead of an aid to understanding. People have long wished for a universal international
language that speakers all over the world could understand. A universal language would certainly build cultural
and economic bonds. It would also create better feelings among countries.
Unacceptable Paraphrase 2
Language is the principal means of communication between peoples. However, because there are numerous
languages, language itself has frequently been a barrier rather than an aid to understanding among the world
population. For many years, people have envisioned a common universal language that everyone in the world
could communicate in. The reasons for having a universal language are clearly understandable. If the same tongue
were spoken by all countries, they would undoubtedly become closer culturally and economically. It would probably
also create good will among nations (Kispert).
Paraphrase 1 is plagiarism because the source is not cited. Paraphrase 2 is plagiarism because it is too similar
to the original passage. For example, in the first sentence, only one word has been changed: main replaces
principal. In the second sentence, only a few words have been changed. You can avoid the first kind of plagiarism
by always citing your sources. You can avoid the second kind of plagiarism by learning to paraphrase correctly.
Review
These are the important points you should have learned from this chapter.
1. In academic writing, you are expected to use information from outside sources to support your ideas. In
addition to using quotations, you may also use paraphrases and summaries.
2. Keep in mind that the U.S. system of education values students' original thinking and writing. Use outside
sources to support your own ideas. Don't write a paper that contains only the ideas of others.
3. Don't just drop a paraphrase or summary into your paper. Make the connection between the borrowed
information and your idea clear.
4. Document your sources to avoid plagiarizing and to help the reader find the sources of your information.
Here’s an example original source:
It is reasonable to expect the price of oil to increase steadily over the next few years as reserves continue to
shrink but demand remains steady.
Smith, J. (2007) The future of oil, London, Penguin
OPTION 1: YOU COULD USE THE IDEA BY USING A DIRECT QUOTE:

Smith (2007) states that “it is reasonable to expect the price of oil to increase steadily over the next few years
as reserves continue to shrink but demand remains steady” (p552).
The problem is that you can’t do many direct quotes! It’s too easy and it doesn’t show what you think about
the idea.
OPTION 2: YOU COULD USE A POOR PARAPHRASE:

Smith (2007) believes that it is sensible to believe the price of oil will rise steadily in the future as reserves
continue to get smaller but demand stays the same.
The problem with this is that it is too close to the original and you are in danger of being accused of plagiarism.
OPTION 3: YOU USE A PARAPHRASE WHICH USES THE MAIN IDEA IN FEWER WORDS, IN A DIFFERENT SENTENCE
STRUCTURE, AND MAKES SOME COMMENT ABOUT THE IDEA:
Smith (2007) offers the popular view that demand for oil and its declining reserves will ensure high prices in
the long run.
USING AUTHOR TAGS
1. You don't need to use an author's title (Dr., Professor, or Mr. and Mrs.) but it does help to add their
credentials to show they are an authoritative source.
Examples:
- In "Global Warming isn't Real," Steven Collins, a professor at the University of Michigan, claims that...
- New York Times critic Johann Bachman argues in "Global Warming is the Next Best Thing for the Earth"
that...
2. Use different verbs and adverbs. Your choice of author tag verbs and adverbs can contribute to the way you
analyze the article.
Author Tags Verb List Adverbs to Use with Author Tags
admits lists angrily justly
analyzes notes carefully loosely
argues observes clearly never
claims persuades completely occasionally
comments points out conclusively perfectly
concedes presents (the idea) devotedly politely
concludes proves doggedly quickly
creates the impression rejects dutifully radically
criticizes reminds eagerly rarely
defines responds elegantly realistically
disagrees says evenly sarcastically
discusses shows exactly seriously
elaborates states expressively sharply
elucidates suggests finally sometimes
emphasizes thinks fully sternly
explains understands happily tightly
helps us understand hastily unexpectedly
highlights honestly warily
identifies iconically wearily
implies ironically
insists
intimates
Paraphrasing can be found in a variety of journalistic sources from newspapers to film documentaries to
literary journals.
A. Change of Parts of Speech
Replace parts of speech ranging from nouns and verbs to adjectives and adverbs with new parts of speech.
The boy quickly ran across the finish line, seizing yet another victory.
 The quick boy seized yet another victory when he ran across the finish line.
B. Change of Structure
Change the sentence’s structure, sometimes creating a passive voice from an active voice and vice versa.
Puppies were adopted by numerous kind souls at the puppy drive.
 Many kind souls adopted puppies during the puppy drive.
C. Reduction of Clauses
Reduce the number of clauses in a sentence, which can be interruptive or confusing, by incorporating the
phrases into the sentence.
While I understand where you’re coming from, and truly respect your opinion, I wish you would express
yourself more clearly, like Clara does.
 I understand where you’re coming from and respect your opinion, but I wish you would be more like Clara
and express yourself more clearly.
D. Synonym Replacement
Replace words with similar words, or synonyms.
The older citizens were honored with a parade for those once in the military.
 Senior citizens were honored with a march for veterans.
Write a paraphrase of the original statement.
At the party we had delicious red punch, a bunch of different appetizers, and a cookout. Since it was at the
park, we played volleyball, went swimming, and sunbathed for fun.
....................................................................................................................................................................................................
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Write a summary of the passage.
Anxiety and fear are normal human emotions and are often found as reactions to stress. Stress is a difficult
word to define because it includes both the things that make you anxious, such as working too hard or
becoming ill, and your reactions to them. Normal anxiety is what we feel when we are exposed to external
stresses such as losing a job, having difficulties in marriage, our children getting ill. This type of anxiety is
often called worry and remains with us until the problem is sorted out in some way. When anxiety occurs
in response to a more immediate threat, like being attacked by a huge snarling dog or looking over a cliff
edge, this is called fear. Normal anxiety becomes abnormal when the symptoms are so intense that they stop
us from coping well with day-to-day activities because they are so painful and distressing. Abnormal fears,
sometimes called phobias, are intense fears of things which would not make the average person frightened.
If we are terrified even by a little Pekinese dog sleeping in the corner of a room, or won't climb down even
a short flight of stairs as the height bothers us, then we have a phobia. (202 words)
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
....................................................................................................................................................................................................
Fictional Characters in Everyday Language
James Bond Billy Bunter Man Friday Cinderella

Tarzan Robinson Crusoe Sherlock Holmes Robin Hood
Little Lord Fauntleroy Rip Van Winkle Walter Mitty Peter Pan
Scrooge Superman Jekyll and Hyde Big Brother
"Notice that a/an, or sometimes zero article, is used with a name
when referring to the particular excellent qualities of the person named."
1) ...................................... sinister dictator figure in totalitarian state in George Orwell's novel 1984

2) ......................................  fat schoolboy always eating, in stories by Frank Richards
3) ......................................  girl in fairy-tale who is treated as slave by her family
4) ......................................  daring intelligence agent in novels by Ian Fleming
5) ......................................  man with two contrasting personalities, one gentle and one murderous, in novel by
R L Stevenson
6) ......................................  very elegantly-dressed little boy in novel by F H Burnett
7) ......................................  all-purpose servant of Robinson Crusoe
8) ......................................  boy who never grows up in play by J M Barrie
9) ......................................  man who slept for 20 years in story by Washington Irving
10) ...................................... 
legendary outlaw who 'robbed the rich to feed the poor'
11) ...................................... 
man who finds himself alone on a remote desert island in novel by Daniel Defoe
12) ...................................... 
very mean character in Christmas Carol by Charles Dickens
13) ...................................... 
brilliant, shrewd, private detective in novels by Conan Doyle
14) ...................................... 
character who can achieve miracles, from American comic strip
15) ...................................... 
strong, muscular hero of stories of Edgar Rice Burroughs
16) ...................................... 
man who constantly escaped from reality into heroic day-dreams in James Thurber's
The Secret Life of Walter Mitty
Put each one in its correct place in the sentences below.

1) During the war, he was sent on dangerous secret missions abroad. Very exciting! He was a sort of
.................................................. .
2) I think Alan should go on a diet and get more exercise. He's beginning to look like .................................................. .
3) He still has very youthful enthusiasms, and he's as slim and fit as he was 20 years ago. He's a
.................................................. .
4) There are times when most of us would like to escape from all the pressures of city life and live a more
simple, basic kind of .................................................. existence.
5) Come on! I've never met anyone so reluctant to spend money, you .................................................. !
6) He's not very practical. What he needs is someone to look after him and do everything for him. He needs
a .................................................. .
7) The firm is doing very badly and facing bankruptcy. I don't think it can survive. We don't just want a new
director. We want a .................................................. .
8) Well, yes, he was a criminal and he stole a lot of money, but he helped a lot of people with it. He was a
bit of a .................................................. .
9) He's a strange person. Usually he's very pleasant and reasonable, but there are times when he gets very
bad-tempered and almost violent. He's got a .................................................. personality.
10) How on earth did you guess his nationality, occupation and all those other things about him just from his
appearance? You're a proper .................................................. .
11) I don't like this new government proposal to put details of everyone's private life on computers. I can see
it will mean greater efficiency and all that, but, well, it's a bit like .................................................. , isn't it?
12) I think the neighbours' kids should be allowed a bit of freedom to wear what they like and get dirty having
fun, not made to look like .................................................. .
13) She's really exploited by her family. They make her do everything for them, cook, clean ... She's a sort of
.................................................. .
14) He's a body-builder and weight-lifter. Have you seen him in a swimsuit? He looks like .................................................. .
15) He sounds very impressive when he talks about his adventures and achievements, but it's all fantasy. He's
a .................................................. character.
16) Come on, .................................................. , wake up! It's nearly lunch-time.
Day 15
Paragraph Structure
A paragraph is a group of related sentences that discuss one (and usually only one) main idea. A paragraph
can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however,
the paragraph should be long enough to develop the main idea clearly.
We mark a paragraph by indenting the first word about a half inch (five spaces on a typewriter or computer)
from the left margin.
Gold
Gold, a precious metal, is prized for two important characteristics. First of all, gold has a lustrous beauty that
is resistant to corrosion. Therefore, it is suitable for jewelry, coins and ornamental purposes. Gold never needs
to be polished and will remain beautiful forever. For example, a Macedonian coin remains as untarnished today
as the day it was made 25 centuries ago. Another important characteristic of gold is its usefulness to industry
and science. For many years, it has been used in hundreds of industrial applications, such as photography and
dentistry. The most recent use of gold is in astronauts' suits. Astronauts wear gold-plated heat shields for
protection when they go outside spaceships in space. In conclusion, gold is treasured not only for its beauty but
also for its utility.
Writing Technique Questions

1. What is the topic of the paragraph?
2. What two main points does the writer make about the topic?
3. In which two sentences does the writer say that there are two main points?
4. What examples does the writer use to support each point?
The Three Parts of a Paragraph

All paragraphs have a topic sentence and supporting sentences, and some paragraphs also have a concluding
sentence.
The topic sentence states the main idea of the paragraph. It is neither too general nor too specific. If it
is too general, the reader cannot tell exactly what the paragraph is going to discuss. If it is too specific, the
writer will not have anything to write about in the rest of the paragraph. It not only names the topic of the
paragraph, but it also limits the topic to one specific area that can be discussed completely in the space of a
single paragraph. The part of the topic sentence that announces the specific area to be discussed is called the
controlling idea. The topic sentence is usually (but not always) the first sentence in a paragraph. Sometimes a
topic sentence comes at the end.
Notice how the topic sentence of the model states both the topic and the controlling idea:
Gold, a precious metal, is prized for two important characteristics.

TOPIC CONTROLLING IDEA
Supporting sentences develop the topic sentence. That is, they explain or prove the topic sentence by giving
more information about it. One of the biggest problems in student writing is that student writers often fail to
support their ideas adequately. They need to use specific details to be thorough and convincing. There are several
kinds of specific supporting details: examples, statistics, and quotations. Following are some of the supporting
sentences that explain the topic sentence about gold.
First of all, gold has a lustrous beauty that is resistant to corrosion.

For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago.
Another important characteristic of gold is its usefulness to industry and science.
The most recent use of gold is in astronauts' suits.
The concluding sentence signals the end of the paragraph and leaves the reader with important points to
remember. It makes a final comment on the topic. It can do this in two ways: by summarizing the main points
of the paragraph or by repeating the topic sentence in different words.
In conclusion, gold is treasured not only for its beauty but also for its utility.
Concluding sentences are customary for stand-alone paragraphs. However, short paragraphs that are parts of
a longer piece of writing usually do not need concluding sentences.
End-of-Paragraph Signals End-of-Paragraph Signals
Followed by a Comma Not Followed by a Comma
Finally, The evidence suggests that ...
In brief, There can be no doubt that ...
In conclusion, These examples show that ...
Indeed, We can see that ...
In short,
Lastly,
Therefore,
Thus,
To sum up,
Notes:
1. Many writing teachers think In conclusion and In summary are overused and so will not want you to use
them.
2. Do not use the phrase At last as an end-of-paragraph signal. At last means "at the end of a long period
of time," as in this sentence: At last, you've come home.
Alexander the Great was a successful ruler because his actions created long lasting effects on cultures that
continue to the present day. (a topic sentence that clearly identifies the main point(s) of the paragraph) One
example of his legacy was the creation of a Hellenistic society. (Think of an example that supports your thesis
statement) Hellenism was the combination of Greek, Persian, and Egyptian cultures. During this remarkable time
period, people were encouraged to pursue a formal education and produce many different kinds of art. New
forms of math, science, and design made a great impact on society. (What does this specific example mean? Be
specific. Explain your example by providing additional important details) If this new way of life had not been as
successful as it was, Alexander’s legacy would not be as memorable and groundbreaking. (Why is this example
important? How does it prove your thesis?) Because he conquered many countries and blended together many
different cultures, Alexander the Great is widely recognized for his achievements and credited with being one of
the greatest rulers in history. (Sum up the main argument of your paragraph in one sentence)
1. Choose the best topic sentence for each group of supporting sentences. Write it on the line provided.
1) _________________________________________________. North Americans send cards for many

occasions. They send cards to family and friends on birthdays and holidays. They also send thank-you cards,
get well cards, graduation cards, and congratulation cards. It is very common to buy cards in stores and send
them through the mail, but turning on the computer and sending cards over the Internet is also popular.
a) Sending cards is very popular in North America.
b) Birthday cards are the most popular kind of card.
c) It is important to send thank-you cards.
2) _________________________________________________. I enjoy summer sports like water skiing

and baseball. The weather is usually sunny and hot, so I can go to the beach almost every day. Gardening
is my hobby and I spend many summer days working in my garden. Unfortunately, the days pass too quickly
in summer.
a) I like to garden in summer.
b) Summer is my favourite season.
c) Summer is too short.
3) _________________________________________________. First of all, we need money to repair old

roads and build new roads. We also need more to pay teachers’ salaries and to pay for services such as
trash collection. Finally, more tax money is needed to give financial help to the poor citizens of the city. It
is clear that the city will have serious problems if taxes are not raised soon.
a) We should raise city taxes.
b) City taxes are too high.
c) City taxes pay for new roads.
4) _________________________________________________. For example, a person can have breakfast

in New York, board an airplane, and have dinner in Paris. A businesswoman in London can instantly place
an order with a factory in Hong Kong by sending a fax. Furthermore, a schoolboy in Tokyo can turn on a
TV and watch a baseball game being played in Los Angeles.
a) Airplanes have changed our lives.
b) Advances in technology have made the world seem smaller.
c) The fax machine was an important invention.
5) ___________________________________________. One thing you must consider is the quality of the

university’s educational program. You also need to think about the school’s size and location. Finally, you
must consider the university’s tuition to make sure you can afford to go to school there.
a) It is expensive to attend a university in the United States.
b) There are several factors to consider when you choose a university to attend.
c) You should consider getting a good education.
2. Write a topic sentence for each paragraph. Make sure your topic sentence expresses the main idea of the
paragraph.
1) ___________________________________________. He has collected stamps and coins ever since he

was a child. He is very proud of his valuable collections. Paul also enjoys painting and drawing. Recently he
has become interested in gardening. Out of all his hobbies, Paul’s favourite one is reading. He usually reads
at least one book every week. Paul keeps busy with all of his hobbies.
2) ___________________________________________. I can’t wait to come home from school and eat

the delicious meals she has prepared. She is famous for her desserts like peach pie and chocolate soufflé.
She is always experimenting with new recipes and trying different ingredients. No one in the world can cook
the way my mother does.
3) ___________________________________________. It never starts in cold weather. The horn and

the left turn signal don’t work properly. Worst of all, the radio only gets one station and the CD player is
completely broken. I wish I could get a new car.
4) ___________________________________________. First and most importantly, the work is very

interesting. I learn new things every day and I get to travel a lot. In addition, my boss is very nice. She is
always willing to help me when I have a problem. I have also made many new friends at my job. Last, but
not least, the salary is fantastic.
5) ___________________________________________. To start things off, my plane was six hours late.

When I finally got to my hotel, I was very disappointed. It was small and dirty. On the third day, my wallet
was stolen, and I lost all my credit cards. It rained very day except one, and on that day I got a terrible
sunburn. All in all, it wasn’t a vacation to remember.
3. Read the following paragraphs and underline the supporting sentences.
1) Use of the internet has grown very quickly. In 1983, there were 562 computers connected to the Internet.
By the turn of the century, there were 72.3 million computers in 247 countries on-line. Experts say that
the Internet is now growing at a rate of approximately 40 percent a year. As time goes on, the Internet is
becoming more and more popular.
2) There are many reasons I hate my apartment. The plumbing doesn’t work properly and the landlord refuses
to fix it. I also have noisy neighbours who keep me up all night. Furthermore, there are so many bugs in
my apartment that I could start an insect collection. I really want to move.
3) Vegetables and fruits are an important part of a healthy diet. First, fruits and vegetables are packed with
the vitamins and minerals you need to keep your body functioning smoothly. In addition, they give you the
carbohydrates you need for energy. Fruits and vegetables have lots of fiber to help your digestive system work
properly. Finally, many scientists believe that the nutrients in fruits and vegetables can help fight diseases.
If you eat a diet rich in fruits and vegetables, you’ll be on the road to better health.
4. There is one irrelevant sentence in each paragraph that follows. Find that sentence and cross it out.
1) There are several ways people can conserve natural resources. One way is to turn lights off and appliances
when they are not in use. Another way is to drive cars less. My favourite kind of car is convertible. People
can also insulate their houses better. Finally, by reusing things like bottles and plastic bags, people can reduce
the amount of waste. By practicing these simple guidelines, we can save our natural resources.
2) Cats make wonderful house pets. They are very loving and friendly. Cats are also clean. They don’t eat much,
so they are not expensive. Unfortunately, some people are allergic to their hair. Cats look beautiful and they’re
fun to have in your home.
3) The capital city of a country is usually a very important city. The government offices are located in the
capital city and political leaders usually live there nearby. There are many different types of governments in
the world. The capital may also be the centre of culture. There are often museums, libraries, and universities
in the capital. Finally, the capital city can serve as a centre of trade, industry and commerce, so it is often
the financial centre of the country.
4) The Japanese automobile industry uses robots in many stages of its production process. In fact, one large
Japanese auto factory uses robots in all of its production stages. Some Japanese universities are developing
medical robots to detect certain kinds of cancer. Another automobile factory in Japan uses them to paint
cars as they come off the assembly line. Furthermore, most Japanese factories use robots to weld the parts
of the finished car together.
5) The packaging of many products is very wasteful. Often the packaging is twice as big as the product.
Packaging is used to protect things that are breakable. Many food items, for example, have several layers of
extra packaging. Most of these extra layers could be eliminated.
5. Write a concluding sentence for each paragraph.
1) There are many reasons why I like wearing a uniform to school. First of all, it saves time. I don’t have
to spend time picking out my clothes every morning. Wearing a uniform also saves money. It’s cheaper to
purchase a new uniform than to go out and buy lots of school clothes. In addition, I don’t have the pressure
of keeping up with the latest styles. Most importantly, wearing a school uniform gives me a sense that I
belong. I really think that it adds to the feeling of school spirit and community. ____________________
_______________________.
2) There are many reasons why I am against wearing a school uniform. For one thing, I don’t like the style
of the uniform. The navy blazer and plaid skirt are too conservative for me. Secondly, the uniform isn’t
comfortable. I prefer to wear baggy pants and a sweater instead of a skirt and a jacket. Finally, I want the
freedom to express my individuality through my style of dressing. _______________________________
____________.
3) Credit cards have a lot of advantages. First of all, credit cards are convenient because you don’t have to
carry a lot of cash around. You can buy the products and services you need even if you do not have cash
in your pocket. In addition, credit cards are very helpful in emergencies. Finally, you can become a better
money manager as you learn to use credit cards responsibly. ___________________________________
________.
6. Write two topic sentences for the following topic. In other words, give two controlling ideas for the same
topic.
Facebook
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
Day 16
ENGLISH COMPOSITION COURSE
(BATCH-1)
...........................................
1 October 2017 TIME ALLOWED: 30 MINUTES
ANSWER ALL QUESTIONS. WRITE YOUR ANSWERS ON THIS SHEET OF PAPER.
I. Put each of the following words or phrases in its correct place in the passage below.
(20 marks)
references short-list experience vacancy qualifications

fill in interview applicants apply application forms
In times of high unemployment there are usually very many 1.............................. when a
2.............................. is advertised. Sometimes large numbers of people 3.............................., and send off
4.............................. for a single job. It is not unusual, in fact, for hundreds of people to 5..............................
to a firm for one post. This number is reduced to a 6.............................. of perhaps six or eight,
from whom a final choice is made when they all attend an 7.............................. . Very possibly the
people interviewing will be interested in the 8.............................. the candidates gained at school or
university and what 9.............................. they have had in previous jobs. They will probably ask for
10.............................. written by the candidates' teachers and employers.
II. Finish each incomplete sentence below so that it means the same as the sentence above it.
(20 marks)
1) I regret doing it.

I wish ......................................................................................................................................................................................
2) She advised them not to go there.
She discouraged .................................................................................................................................................................
3) I begged her to help me.
I pleaded ................................................................................................................................................................................
4) We managed to finish in time.
We succeeded ......................................................................................................................................................................
5) They didn't allow him to leave.
They prevented ...................................................................................................................................................................
III. Which of the following statements are fragments? Revise them in two ways: first by turning the
fragment into a grammatically complete sentence in its own right, and second by incorporating
it into a sentence within which it serves as a modifier:
(30 marks)
1) That girl is very nice. The one you introduced me to.

2) That man running down the street. He stole this lady's purse.
3) School is not so difficult. If you don't let your work pile up.
4) Not everyone likes football. My brother, for instance.
5) Older people who lived through the Depression and the Second World War. And experienced
great changes in our society.
IV. Narrate the shocking details of your night in hospital, first in three segregating sentences, then
in two freight-train sentences, and finally in one long cumulative sentence. Keep to the same
details and order in each rendering.
(30 marks)
GOOD LUCK!
Mathematical Symbols and Instruments
Sign Example Spoken Form
+ 1 + 2 = 3 1 plus 2 equals 3 (OR) 1 .............................. 2 is 3.
- 3 - 1 = 2 3 minus 1 = 2 (OR) 3 .............................. 1 = 2 (OR) 1 from 3 = 2.
× 2 × 3 = 6 2 multiplied by 3 = 6 (OR) 2 .............................. 3 = 6

(OR) two threes are 6.
÷ 6 ÷ 2 = 3 6 divided by 2 = 3 (OR) 6 .............................. 2 = 3
(OR) 2 into 6 is/goes 3.
= 2 + 2 = 4 2 + 2 equal(s) 4 (OR) 2 + 2 is/are 4 (OR) 2 + 2 .............................. 4.
≠ a ≠2 a is not equal to 2 (OR) a does not .............................. 2.
≈ a ≈2 a is .............................. equal to 2.
> a > 2 a is .............................. than 2.
≥ a ≥2 a is greater than or .............................. to 2.
< a < 2 a is .............................. than 2.
≤ a ≤2 a is less than or equal .............................. 2.
± ± 4 .............................. or minus 4.
2
22 = 4 2 .............................. is 4.
√ √4 = 2 (the square) .............................. (of) 4 is 2.

3
23 = 8 2 .............................. is 8.
3
√ 3
√8 = 2 the .............................. root of 8 is 2.
4
24 = 16 2 to the .............................. 4 is 16.
% 25% 25 per ..............................
° 90° 90 ..............................
½ a half (OR) .............................. half

1
/3 a .............................. (OR) one third
¼ a quarter (OR) one ..............................
¾ three ..............................
3
/5 .............................. fifths
33/5 three .............................. three fifths
3 three
0.1 .............................. point one
3.15 three .............................. one five

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Living English Online School English Composition Course pkdif;0D&vif;cHh

Prefixes and suffixes

Word formation using prefixes and suffixes

Noun endings (Suffixes) Meaning Examples

Adjective endings (Suffixes) Meaning Examples

Verb endings (Suffixes) Meaning Examples

Adverb endings (Suffixes) Meaning Examples

1. Prefixes can be added to some words to give them a negative meaning.

2. Fill in the blanks, using verb prefixes with specific meanings.

I. Rewrite the following sentences in a beautiful style.

2) I think his vanity is his weak point.

3) According to what a lot of people say, it has been a successful marriage.

4) She had begun to like Myanmar beer.

5) He had been involved in fighting in the civil war.

II. Rewrite each sentence using the word in brackets.

Style and register

The right word in the right place

1. Mark only wanted to see Ginny.

4. Even Bert offered money.

7. Robert tried heroin—once.

very formal neutral very informal

B. Short, monosyllabic informal words

Shortening a word tends to make it less formal, as in bye in B.

D. Formality in signs, notices, etc.

2) Introduce myself as the new chairperson of the Teachers' Association.

UNJUMBLE THE WORDS.

Example sentence #1:

Clear and concise version:

Example sentence #2:

Clear and concise version:

Example sentence #3:

Clear and concise version:

The proliferation of nominalizations in a discursive formation may be an indication of a tendency toward

4. Write your own sentences using the following pairs of words.

change trains deck maiden

through seasick sink

swerve avoid reverse space

1. For whom are you writing, and why?

2. Do you really need jargon? Will ‘plain English’ do?

3. Try to avoid chattiness and trendiness

4. Be especially diligent about accuracy and pleasing layout

5. There is no need to be wooden or anonymous

The best aspects of the club

The worst aspects of the club

Suggestions to improve the club’s facilities

Formal letters Informal letters

Formal letters Informal letters

1. Formal, neutral or informal:

1 Do you know what time the meeting starts?

1 If you're not sure, you should use formal language.

2 Listen and fill in the blanks.

Dear Mr. Ashland, Dear Ms. Singh,

2 Listen and fill in the blanks.

• Make your CV and cover letter as concise as possible.

Section heading Information to include

What is NOT accomplishment?

What not to include in your CV

Balance your weaknesses with achievements

Section Information to include Sample Phrases

1) an insight a. connected with taking care of the health of animals

1. Emily was told about the work placement by a friend.

Things a teacher may ask students to do in the classroom:

Questions about vocabulary