Apostila Completa Com Respopstas Word

‘How To’ Booklets full contents
Booklet Overall Contents

Number
1 Introduction To Sentences
 Full stops and capital letters
 What a sentence is? Making sense of sentences!
 Making sense of sentences!
 Using of nouns, common nouns, proper nouns, collective names,
abstract nouns, verbs, adjectives, adverbs, pronouns
2 Introduction To Punctuation
 Use of commas
 Use of apostrophes
Use of question
marks
3 Difficult Words
 Use of there, their, they’re
 Use of too, to, two
 Use of its, it’s
 Use of hear, here
4 Introduction To Spelling
 Use of i and e  Use of plurals
 Use of compound words
 How words are built up: prefixes
 How words are built up: suffixes
5 Skimming & Scanning

 Skim reading
 Scan reading

Number
6 Identifying Main Points & Ideas
 Getting the main idea from a piece of writing
 Making notes
 Linear Notes & Web Notes
7 Introduction To Images
 How to use images
 Charts showing statistics
 Photographs, Maps and Diagrams
8 Using Vocabulary/Spelling
 Tricky words
 Dropping the E
 Some useful Associations
 -ful, -fully
 Double T
 -able and –ible
 Disappearing letters
 Double L
 Words commonly confused
 Hard and Soft C and G
 Words Ending in Y
 Doubling the Last Letter
 Most commonly mis-spelt words
 Spelling correctly
9 Using Plurals
 Using plurals
10 Using Capital Letters

 Using capital letters
 Capital letters used as abbreviation
11 Using Sentences & Full Stops

 How to recognise a sentence
 Recognising where sentences end
 How to make sure that a sentence makes sense
 Use of common nouns, proper nouns, collective nouns,
abstract nouns, verbs, adjectives, adverbs, pronouns, relative
pronouns
12 Introduction To Commas, Semi-colons & colons
 Purpose of commas – to make sentences easier to read and
understand
 Use of semi-colons and colons

Number
13 Introduction To Question Marks and Exclamation Marks
 Use of exclamation marks
 Use of question marks
14 Introduction To Apostrophes
 Use of apostrophes
 Apostrophes and plurals
 Apostrophes to show letters left out
15 Introduction To Oral Presentation Skills

 How to prepare for presentations
 Planning the presentation
 Points to remember when presenting
 Taking part in discussions
16 Introduction To Written Presentation Skills

 Business letters
 Memorandums
 Letter writing
 Reports
17 Introduction To Summarising
 How to begin a summary
 How to produce a summary
18 Using Images
 How many words is a picture worth?
 Use of illustrations
 Use of statistics
 Charts showing statistics
 Using images, practising producing, titling & labelling charts 
Photographs, maps and diagrams
19 What is Communication
 The process of communication
 Conceiving the message
 Encoding the message
 Selecting the communication media
 Decoding the message
 Interpreting the message
 Providing feedback
 Communication routes within organisations
 Formal, informal, grapevine, bypassing
 Physical barriers to effective communication
 Psychological barriers to effective communication

Number
 Factors affecting comm. Systems within bus. Orgns.
 Advantages and disadvantages with regard to numbers involved
in communication
20 Introduction To Nouns and Pronouns

 Use of nouns
 Use of pronouns
 Use of relative pronouns
 Sentence linking
21 Introduction To Adjectives & Adverbs

 Use of adjectives
 Use of adverbs
22 Using Similar Words, different meanings
 Distinguishing between words which are similar in sound and
spelling but actually mean quite different things.
 Word differentiation
23 Using Homonyms/Homophones
 Words pronounced the same with different meanings
24 Reducing the Number of Words Used

 Exercises to improve vocabulary
25 Using Prefixes
 Negative prefixes
 Other prefixes
26 Revising Punctuation Marks

 Capital letters
 The full stop
 The comma
 The semi-colon
 The colon
 The question mark
 The exclamation mark
27 Producing a Curriculum Vitae

 Format to follow
28 Producing a Memo
 The purpose of memos
 Contents of memos
 General Factors to consider, e.g. format

Number
 What to include, what to leave out
 Layout
 Subject matter
29 Producing Business Letters
 Basic Structure
 Styles
 General Rules
 Checklists for writing letters
 Types of letters, i.e. enquiry, complaint, application, letter of
introduction, letter giving opinion
 Circular letters
30 Producing Leaflets/Brochures
 How to produce leaflets/brochures
 Tips
 Free format writing
31 Producing Reports
 Style of writing
 Layout of the report
 Title page
 Table of contents
 Terms of Reference
 Findings
 Conclusions
 Recommendations
 Appendices
32 Producing Briefings Factsheets & Notices

 The briefing or factsheet
 Note Summaries
 Summarising Plans
33 Using Visual Communication

 Display techniques
 Preparation of visual communication
 Posters
 Bulletins
 Notices
 Use of visual communication
34 Taking part in Discussions 

Listening
Number
 Thinking
 Structuring
 Courtesy
 Styling
 Mannerisms
 Timing
 Reacting & contributing Reacting & contributing
 WASP encounter
 Discussions and face-to-face comm. in a bus. Setting  Dealing
with complaints
35 Preparing To Make Presentations

 Preparation
 Preparing to question the audience
 The presentation plan
 Timings
 Contents of Presentation
 Conclusion
 Delivery
 Visual Aids
 Presentation equipment, use and maintenance
‘How To’ Booklets
Booklet Name of Booklet
Number
1 Introduction To Sentences
2 Introduction To Comma, Question Marks, Apostrophes
3 Using Difficult Words
4 Introduction To Spelling
5 Introduction to Skimming & Scanning
6 Identifying Main Points & Ideas
7 Introduction To Using Images
8 Using Vocabulary & Spelling
9 Using Plurals
10 Using Capital Letters
11 Using Sentences & Full Stops
12 Introduction To Commas, Semi-colons & colons
13 Introduction To Question Marks & Exclamation Marks
14 Introduction To Apostrophes
15 Introduction To Oral Presentation Skills
16 Introduction To Written Presentation Skills
17 Introduction To Summarising
18 Using Images To Represent Words
19 Communicating Effectively?
20 Using Nouns and pronouns
21 Using Adjectives and adverbs
22 Using Similar words with different meanings
23 Using Homonyms/Homophones
24 Reducing The Number of Words Used
25 Using Prefixes
26 Revising Punctuation Marks
27 Producing a Curriculum Vitae
28 Producing a Memo
29 Producing Business Letters
30 Producing Leaflets/Brochures
31 Producing Reports
32 Producing Briefings, Factsheets, Notices
33 Using Visual Communication
34 Taking part in discussions
35 Preparing To Make Presentations
What is a Sentence?
‘How to’ Booklet 1 Contents

INTRODUCTION
This ‘How To’ booklet will help you to learn what a sentence is and how to use
one. Make sure that you read through everything carefully so that you
understand what you need to do. If you are not sure, ask one of your tutors to
help.
By completing this ‘How To’ booklet, you will learn about –
CAPITAL LETTERS AND FULL STOPS
WHAT A SENTENCE IS
What is a Sentence? (1)

Information Sheet
Full stops and capital letters
Names of people always start with a capital letter.
For example: Chris, Surjit
Name of places always start with a capital letter.
For example: Italy, France, India.
Names of days always start with a capital letter.
For example: Monday, Tuesday, Wednesday.
Names of months always start with a capital letter.
For example: January, February, March.
Names of festivals always start with a capital letter.
For example: Christmas, Easter, Diwali.
Titles of people always start with a capital letter.
For example: Mrs, Mr, Ms, Dr.
The letter ‘I’ when we talk about ourselves is always a capital letter: For
example: I like coffee, I went for a walk.

Activity 1
Which of these words need a capital letter?
Put a by the ones that do:
Jason
Asia
Computer
dr smith
Ramadan
Summer
boxing day
College
Monday
February
Diwali

Activity 2
Now add in the capital letters and full stops to the passage below:
when i arrived home, i was really hungry i looked in the fridge
but there was nothing to eat i looked in the freezer but
found nothing again, so i decided to get some fish and chips,
a bottle of pepsi max and a packet of hula hoops.
the next night, the same thing happened there was nothing
to eat, so i went to the chinese take away and had a pancake
roll, sweet and sour pork and egg fried rice mr low was there and he
gave me a discount
Information
A sentence has to make complete sense.
A sentence needs a capital letter at the beginning and a full stop (.), question
mark (?), or exclamation mark (!), at the end.
Here are some examples of sentences:

She is walking. Where are you going?
He is hungry. Oh no you don’t!
A sentence has to make complete sense.
How do we make sure that a sentence makes sense?
We do this by using the following parts of speech correctly.
1 NOUNS
A group of words cannot be a sentence if there is no noun in it.
A noun is a naming word.
A noun is always the subject of the sentence.
There are four kinds of nouns:

a Common nouns.
These are the names of animals and objects.
For example: cat, owl, house, table etc.
b Proper nouns.
A proper noun is the name of a particular person or object
and it will always begin with a capital letter;
Name of towns (Mansfield, Luton,

Barnsley) Rivers (Trent, Thames, Nile)
Countries (England, Germany, Brazil)
People (John, Shareenah, Janice, Jai)
c. Collective nouns
This is the name given to a group of people or animals.
For example – crowd, audience, congregation, herd, flock
d Abstract nouns
An abstract noun is the name of a quality.
For example – kindness, sympathy, evil.
2 VERBS
A group of words cannot be a sentence if there is no verb in
it. A verb is a doing word or a being word Here are some
examples of verbs.

I ran.
The boy eats his breakfast quickly.
I ran to catch the bus.
John is a boy’s name.
It has snowed.
We were singing.
Every sentence must have a noun and a verb.
3 ADJECTIVES
An adjective tells us more about a noun. It helps to describe the noun.
Here are examples of adjectives.
It is a cold day.
We have a large dog.
My car is dirty.
I have a small, brown dog.
4 ADVERBS
An adverb tells us more about a verb. It helps to describe the verb. It answers the
questions “Where?”, “When?” and “How?”.
Here are examples of adverbs
I looked everywhere for my book

He ran quickly.
I cannot hear you now.
5 PRONOUNS
A pronoun stands instead of a noun.
For example
Have you met Kate? becomes Have you met her?
Phil and Sharon went to visit Amarjit and Mike last night.
becomes
They went to visit them last night.
As well as a sentence starting with a capital letter and ending with a full stop, every sentence
must have a noun and a verb for it to make sense.

Activity 3
Look at the following lines of writing. Tick the ones you think are complete
sentences and put a cross against those which are not.
1 The lesson I had was
2 The tutor gave me an assignment
3 It was about
4 I had two weeks to finish it
5 My parents and my tutor
6 I was tired
7 I could not help it
8 The lesson started early
9 I was late for
10 The tutor did not stay
Now check your answers with your tutor. If you need to do more work on
sentences ask your tutor for some more Activities to practise.

Activity 4
Read the following piece of writing and see if you can spot how many sentences
are in it :-
!
I go to the local college. I am studying
all the time. The lessons are interesting
and enjoyable. There is a lot of work to
do. It never seems to end.
There are........................sentences in the piece of writing.
Now write five complete sentences of your own:-

Activity 5
To show that you remember what makes a sentence, fill in the gaps below with
the right words:-
A sentence must have a...............................................at the beginning.
A sentence must have a …………… ………………….., or a ……………………………..
………………………………….., or an ……………………....................................at the end.
A sentence must make ………………………....................................on its own.

Punctuation
‘How To’ Booklet 2
Level 1 Punctuation (2)

Contents
Introduction
Information Sheet: The Comma
Activity 1
Information: The Apostrophe (shortening words)
Activity 2
Information: The Apostrophe (ownership)
Activity 3
Information: The Question Mark.
Activity 4

Introduction
This ‘How To’ booklet will help you learn about punctuation and how to use it.
Before having a go at any of the activities, make sure you know what a sentence is.
Look back at the workbook about sentences if you need to.
Read through the workbook carefully. If you are not sure what you need to do as your tutor.
By completing this workbook, you will know about:
The Comma ,
The Apostrophe ‘
The Question Mark?
Information: The Comma

You use a comma when your writing includes a list of things.
The comma makes a PAUSE between the words so your list doesn’t get too difficult to read

Read the sentence below making sure you PAUSE each time you reach a comma.
It was a windy, rainy day and I was feeling fed up,
cold, tired and hungry. So I made up my mind that I

was going to treat myself. I bought a bacon cob, chips, a cup
of coffee and a flapjack.
Did you hear how the comma works to separate the words and make you pause between
words?
Yes No
There are other ways to use a comma in your writing. If you want to earn more about
commas, talk to your tutor.
Activity 1
See if you can put the commas where they should be in the following sentences.

1 I visited a friend in hospital. She was weak tired and exhausted and feeling really low.
2 My car is very old rusty dirty and needs a good service.
3 I got home feeling cold tired lonely and miserable.
4 I went out for dinner and ate chicken peas rice and a fruit salad.
5 They day was long boring and unexciting.
6 I decided to paint my kitchen white green blue and yellow.
7 I had a great weekend fishing sunbathing eating and drinking.
8 The video I watched was exciting interesting and very enjoyable.
9 When I went to the cinema I bought some popcorn crisps a hotdog and a bag of
peanuts.
Information; The Apostrophe (Shorting words)

The apostrophe looks like this ‘ or `

The apostrophe is used to cut words and make them shorter.
For example: could not is cut / shortened and becomes
couldn’t.
The apostrophe goes where the letters have been missed out when you join the two words
together.
Activity 2
See if you can put the apostrophes where they belong in the sentences below. The words you
need to shorten are underlined.
1 I could not understand the work I had to do for by assignment.
2 My friend said to me “Do not be late for tea”.
3 We have decided not to go on holiday this year.
4 If you revise for your exams, you will do well.
5 I will not forget what has happened.
6 I was not happy with the service I received.
7 You are the right person for the job.
8 The job is good but it is a long way from home.
9 After thinking long and hard I have decided to leave college.

Information: The Apostrophe
(Ownership)
The apostrophe is also used to show that a person or thing belongs to another person or
thing (here the apostrophe is used to show ownership)
We do not say: The pen of

Jack It’s more usual to say: Jack’s pen
If there is one owner, put the apostrophe after the owner and add an s.
Example: My friend’s glasses were next to her sister’s book.
Owner Owned
friend glasses
sister book
If there is more than one owner, put the apostrophe after the plural word for the owners.
Example: The students’ work had been ruined by the thieves’ footprints.
Owner Owned
students work
thieves footprints
Special cases : Women, Children, Men
When these words become owners, the apostrophe goes after the plural word and an s is
added.
Example: women’s
rights children’s toys
Special cases : James
You have the choice of either adding the apostrophe plus the s or only the apostrophe.
Example : James’s lunch

James’ lunch

Activity 3
See if you can put the apostrophes where they belong in the following sentences.
1 Claires work was not as good as it could have been if she’d spent more time on it.
2 The childrens toys were all over the floor.
3 The dogs bark was so loud it disturbed the workers break, the workers were not happy.
4 My friends car broke down when she was driving on the motorway.
5 The meeting of the womens group did not take place last week

Information: The Question Mark
We use the question mark when a direct question is asked:-
Examples:
Do you want to come out tonight?
Did you hear about the accident?
Do you want some tea?
What did you say?
When we use a question mark, we do not use a full stop because it is already part of it (?).
Activity 4
Decide which of these sentences is a direct question and needs a question mark.
1 Where did you go last night. yes / no
2 I wondered if she cared or not. yes / no
3 What do you think. yes / no
4 He told me she’d asked how much it cost. yes / no
5 Are you serious. yes / no

Confusing Words
There, Their, They’re, Too,
To, Two, Its, It’s, Hear, Here
Confusing Words (3)

Contents
Introduction: Confusing Words -there, their, they’re

Information and Activities: there
Information and Activities: their
Information and Activities:
they’re
Introduction: Confusing Words - to, too, two

Information and Activity: to
Information and Activity: too
Information and Activity: two
Introduction: Confusing Words - it’s, its

Information and Activity: it’s, its
Introduction: Confusing Words - here, hear

Information and Activity: here
Confusing Words (3)

Information and Activity: hear
Confusing Words (3)

Introduction
CONFUSING WORDS : there, their, they’re
There are some confusing words, which sound alike but are spelt differently and have different
meanings.
These words are called homophones. Lots of people find it really hard to know which words to
use and when.
Homophones are words like:-

there, their, they’re
If you are trying to learn which word to use it’s best not to look at the confusing words
together. Learn one before dealing with the other.
In this pack, we’ll only look at the words:-

there, they’re and their
If you want to do more work on other confusing words then talk to your tutor.
Confusing Words (3)

Information & Activity: There
There is a word to do with a place.
There is a word that’s used a lot.
There has the same letter pattern as other place words like where and here.
Try to put the right ‘place word ‘ in the gaps below: remember it could be there or where /
here.
“Did you put the presents …………………………………….I told you to?” She
asked.
“Yes they are over …………………………… on the table, but I didn’t know
………………………….. you wanted me to put the cards.” He said.
“Well, if you bring them over …………………………………….. I’ll have a look
and see if………………. is room in my bag for them.”
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word there somewhere in each one of
your sentences.
Check these with your tutor.
If you feel you need more work on using the word there, ask your tutor.
Confusing Words (3)

Information & Activity: Their
Their means “belonging to them”.
Their is the plural of his / her and its.
Try to put these sentences into the plural
Example:
The boy shouted at the top of his voice.
The boys shouted at the top of their
voices.
1 The child played with her toy.
The children…………………………………………………………………………………..
2 The dog barked at his owner.
The dogs………………………………………………………………………………………….
3 She was angry because her house had been broken into.
They were …………………………………………………………………………………….
4 Has the cat had its tea yet?
Have the cats ………………………………………………………………………………
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word their somewhere in each one of
your sentences.
If you feel you need more work on using the word their, ask your tutor.
Confusing Words (3)

Information & Activity: They’re
They’re always means they are.
They’re is short for they are.
There are other shortened words with the same pattern like you’re and we’re.
You’re is short for you are and we’re for we are.
Put the underlined words into their shortened form.
We are going to see a local group play tonight. They are doing a
charity show so it’s free if you are there before eight o’clock. You
are welcome to come with us if you can. We are meeting Sam and
Kate there and they are really looking forward to it.
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word they’re somewhere in each one
of your sentences.
If you feel you need more work on using the word they’re, ask your tutor.
Confusing Words (3)

Introduction
CONFUSING WORDS : To, Too, Two
meanings.
use and when.

to, too, two.

to, too, two
Confusing Words (3)

Information: To
To is used when we want to describe an action.
For Example:
I went to the shops.
I went to India, I
wanted to find him.
We also use it to tell people what we will do.

For Example:
I am going to watch a video.
When I get home I am going to have a relaxing bath.
Activity
See if you can write 5 of your own sentences using the word to somewhere in each one of
your sentences.
If you feel you need more work on using the word to, ask your tutor.
Confusing Words (3)
Information: Too
Too is used when there is too much of something.
Too is also used to mean as well
Example:
I was far too hot.
There was a storm and it was raining too.
Activity
See if you can write 5 of your own sentences using the word too somewhere in each one of
your sentences.
Ask your tutor to check these sentences for you to make sure you are using the word too in
the right way.
Confusing Words (3)
Information: Two
Two is only used when we need to write the number 2
Examples
There are two brothers and two sisters in my family. We had two hours to travel to the
wedding.
Activity
See if you can write 5 of your own sentences using the word two somewhere in each one of
your sentences.
Ask you tutor to check these to make sure you are using the word two in the right way.
Confusing Words (3)
Activity
Now, decide which word: to, two or too is the correct one and fill in the gaps
below.
I wanted …………… take my car but my brother
wanted …………. take his. In the end we decided
……… take …… cars so that we could travel
………………..London. The journey was...................long
and we all felt …………….tired by the time we
got there. All we wanted …………do was go......sleep.
Confusing Words (3)

Introduction
CONFUSING WORDS: Its, Its
meanings.
use and when.
Its, It’s
Its, It’s
Confusing Words (3)

Information:
It’s, Its
It’s is used when we want to shorten it is. The ‘i’ of the ‘is’ is replaced with an apostrophe.
(You may want to look at the ‘How To’ book called ‘Punctuation’ to see what an apostrophe is
and how it is used.)
For Example:
It’s a lovely day
What happens if it’s raining.
Its sounds exactly the same but has no apostrophe. It is used to describe something belonging
to someone or something.
For Example:
The dog is sleepy. Its face looked old and tired.
My house is cold because its central heating system does not work
Activity
See if you can write 5 of your own sentences using the word it’s somewhere in each one of
your sentences.
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word your sentences. its somewhere
in each one of
Check these with your tutor to make sure you are using the words it’s and its in the right way.
Confusing Words (3)

Confusing Words: Hear, Here
meanings.
use and when.
Here, Hear
Hear, Here
Information: Here
Here is used when we want to write about places or where things
are. Examples: Here are the books you gave me.

The library is over here, to your right.
The police are here.
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word here somewhere in each one of
your sentences.
If you feel you need more work on using the word here, ask your tutor.
Information: Hear
Hear is used to describe listening. You can remember how to spell this by putting h in front of
ear.
Example:
I can hear you.
If you can’t hear the tutor ask her to repeat things.
I could hear the rain hitting the window.
Confusing Words (3)

Activity
See if you can write 5 of your own sentences using the word hear somewhere in each one of
your sentences.
Ask your tutor to check these sentences for you to make sure you are using the word hear in
the right way.
Confusing Words (3)

Spelling

Contents
Level 1 Spelling (4)

Introduction:
Information and Activities: i and
e i and e: answers
Information and Activities: The plural of words
The plural of words: answers
Information and Activities: Compound words
Compound words: answers
How words are built up: the prefix ‘dis’
How words are built up: the suffix ‘able’
Introduction
This ‘How To’ Book will help you to understand more about spelling and words.
It also gives you activities to practise some of the more difficult spellings and
words.

Remember
If you want support with understanding and practising
spelling.
• talk with tutor about your needs
• make sure you get the support you want to

develop your understanding
skills.
The most important thing to remember about spelling is that it’s a skill you learn
by writing words and seeing them.
i and e
Sometimes it’s really difficult to know what order to put letters in a word. The
letters i and e are often put in the wrong order.

HINT – the letter i goes before the letter e except after the letter c – but only
when the word sound is an ee sound. If you hear a or i sounds you need the
letters ei.
Examples:
ee sounds (i before e) piece
believe
achieve
a or i sounds (e before i) eight
height
weight
neither
Activity 3
Now try to put the i and e in the correct order in these words.
Remember to listen to the sound of the word to help you decide.

1 It was a great rel…..f to rec…..ve a phone call from her.
2 “How can I bel….ve you? You’re always trying to dec…..ve me!”
3 From the window I could see across the f…..ld to the river.
4 She looked closely at his face and perc.......ved a tiny drop running down his
cheek. He might be a th…….f, but he could still feel gr......f.
5 It was w.......rd; she felt she could really ach……ve something.
6 He stepped onto the w………ghing scales first and then had his h…….ght
measured by the doctor.
7 At school, she really like sc…..nce but hated her teacher.
8 She bought p…….ces of material for £2.99 and kept her rec……pt in case it was
the wrong colour.
9 He got on the horse and held its dark leather r.......ns tightly in his hands.
Some words don’t follow the hints described here – or the word sound
doesn’t make an ee or a or i sound but the hint is worth using because it does
work for most words – try to use the hint to help with your writing.
sentences ask your tutor for some more activities to practise.
The plural of words

The word plural is said ‘plooral’.
A plural is the word used if there is more than one person or thing.

For example: the plural of ‘child’ is children
the plural of ‘table’ is tables
The plural of words
Hint:
If the word you are changing to a plural has a vowel before the y – you ju
Vowels are the letter a, e, i, o and u.
For example: delay- becomes delays
If the word has a consonant before the y – you change the y to an i and a
(A consonant is any other letter than the vowels.)
For example: company – becomes companies
Now try using the plural rule to change these words into their plural form:
1 fly 6 tray
2 donkey 7 lottery
3 baby 8 monkey
4 city 9 play
5 family 10 spy
Compound Words

Compound words are words that are made of smaller words.
It can help to break a compound word up into the smaller words so you can spell
it and remember it easier:-
Example:- armchair = arm and chair
Try to join two little words to make one larger word.
Rail bow
Birth fall
House coat
Rain side
Out teen
To day
Water way
Nine morrow
How words are built up

Many words in English can be built up using:-

- a beginning bit ( called a prefix)
- a middle bit ( called a root word)
- an end bit (called a suffix)
Some long and difficult words can be made easier to spell and remember if you think carefully
about how the word is built up.
There are lots of different prefixes and suffixes in English.
Here we’ll just look at two.
Ask your tutor for more prefix and suffix work to practise.
Word beginnings ; the Prefix ‘dis’
dis is a prefix
When you add dis to the beginning of a word, it changes the
meaning of the word and the word then means the opposite.
Example – like becomes dislike
Knowing how to spell the dis beginning can help you spell
better.
Activity
Write the opposite of each of these words by adding the dis prefix.
1 Believe becomes
2 Satisfy becomes

3 Honest becomes
4 Obey becomes
5 Agree becomes
6 Please becomes
7 Approve becomes
Word endings: the suffix ‘able’

able is a suffix
When you add able to the end of a word, it changes its meaning.
Example:
Break becomes breakable.
Know how to spell the able ending can help you spell better.
Activity
Add the suffix able to each of these words to make a new word.
1 enjoy Becomes
2 understand Becomes
3 drink Becomes
4 accept Becomes
5 profit Becomes
6 bear Becomes
7 avoid Becomes

Reading and Understanding
Reading & Understanding? (5)

Contents
Reading and Understanding: Skim reading
Reading and Understanding: Scan
reading Skim Reading Exercise
Scan Reading
Exercise Answers

Reading & Understanding:
Skimming & Scanning
Skimming and scanning are two different ways of reading.
To skim read is to read quite quickly and shallowly, just to get the rough idea of
what you are reading about.
With skim reading, you will be able to describe what you have read roughly and
you will not be able to give many details.
On the other hand, to scan is to search through a piece of writing for an item of
information. With scan reading, you will ignore anything that is not important to
you and concentrate on finding exactly what information you are looking for.
In your studies you will often have to use both these two ways of reading :
skimming first to get the main idea and then scanning for particular information.
You will need to use skimming and scanning for work involving research, note
taking and comprehensive work.

Developing your skills in skim reading -
Activities
Skim read the piece of writing in the box below and jot down here your first
thoughts on what the piece is about:
AIDS/HIV
AIDS is caused by a virus called HIV. HIV damages the body’s defence system
so that it cannot fight other infections. Sometimes people live for many years
with HIV but others may get a fatal disease quite quickly. HIV is not passed on
through everyday social contact. It is passed on in three main ways :
•
through unprotected sexual intercourse
•
by drug users sharing needles
•
by a mother with HIV infecting her unborn child
It is possible for HIV to be passed on by contact with another person’s blood.

However, in most countries all blood products are tested and you cannot get
HIV from blood or blood products in hospital. You should avoid sharing
toothbrushes and razors.
You cannot get HIV by shaking hands or hugging a person with HIV. You cannot
get HIV by sharing objects like cups, cutlery, glasses, food, clothes,
toilet seats or door knobs.
HIV has been found in saliva but it is thought unlikely that the virus could be
passed on by kissing or through tears or sweat.

Developing your skills in scan
reading: Activity
Scan read through the piece of writing about AIDS/HIV and find the information
you need to be able to say if these statements are true / false.
1 You can get HIV from sharing drug needles True / False
2 People with HIV always die very quickly True / False
3 HIV is a virus True / False
4 You can get HIV from sharing someone else’s glass. True / False
5 You cannot get HIV from another person’s blood True / False
6 There are 4 main ways that the HIV virus is passed on True / False

Reading and Understanding
Reading & Understanding (6)

Contents
Introduction: Getting the main idea from a piece of writing
Introduction: Making Notes
Information: Linear Notes and Web Notes
Activity: Linear Notes and Web Notes
So……………
Glossary

Getting the main idea from a piece of
writing
In your studies you will have read all sorts of written information.
You will have to be able to use the information to help you complete your
assignments and course-work.
Being able to UNDERSTAND what you read is an important skill to develop.
This ‘How To’ booklet takes you through some useful ideas to help you improve
the way you read and understand writing.
Remember:
If you need more practice or help with getting the main idea from a piece of
writing you can:-
• talk to your tutor
• arrange for additional help and support.

Making Notes
You need to make sure that your notes make sense and are useful to you but …..
you must not make your notes too long.
Your need to cut down the number of words that you use so that your notes are
much shorter than the original piece of writing.
Here are some hints that might help you make your notes short but useful!
Make sure you read through the piece before you start taking notes. This helps
you get used to what the writing is about and means you’re more likely to be
able to understand and use the information.
When you’ve read it through once to get the basic idea of what it’s about, read it
through again carefully. This will deepen your understanding of what you’re
reading and mean you’re able to use the information for your college work.
You shouldn’t copy whole sentences (unless you’re going to use the words as
‘quotations’ in your writing). See the glossary page in the back of this workbook
if you’re not sure what the word quotation means.
If you can, highlight the important ideas, facts or points in the piece of writing.
This helps you pick out the useful information that you can use for your
assignment work.

Information: Linear Notes and Web
Notes
There are two main ways of making notes :
1. linear notes
2. web notes
Linear notes are the most common way of making notes. The word LINEAR
basically means in a straight line and that’s exactly how linear notes are written –
in straight lines across the page.
In linear notes you can also use headings, sub-headings, underlining and
indenting to make your notes easy to read and use. If you don’t know what all
these words mean, use the glossary page in this workbook to look up the
meanings. The example of linear notes on the next page shows you where and
how each of these things can be used in your notes.
It is also a good idea to use abbreviations in your notes. Abbreviations are

shortened versions of words. If a word is used a lot in your notes, you can
abbreviate it so it takes less time and effort to write. The abbreviations used in
the piece on the next page are marked clearly so you can see what they can look
like.
The example on the next page shows you how linear notes can look. The notes
are about bullying.
You’ll notice the sentences have some words missing – this is because we have
cut down the number of words used so the notes are short but still make sense.
Bullying (heading)
Why do some people get bullied? (sub heading)
No such thing as typical victim, all different.

But – often victim physically weaker or younger than bully.
People get picked on for all sorts of reasons.
Bully will use any excuse for 1st attack. (abbreviation)
Response
Whether bullying goes on depends how victim responds.
- Confident response will often deflect the attack.

(indented)
What B wants, victim to show fear. If shows fear, B will sense weak spot and
repeat the attack over and over again. (abbreviation)
Why do some people bully?
• some think it’s fun to tease or upset by threatening makes bully feel
powerful.
• some are v jealous and pick on others (abbreviation) some attacks are
racist.
• many bullies are unhappy / unsecure – bully as way of making up for this.
• some are bullied themselves at home and grow up thinking bullying
is how you look after yourself.
• is evidence too that children who are victims of bullying at school
have higher than average chance of becoming bullies themselves.
Web Notes are more like a plan or picture, with even less words than
linear notes. Web notes work very well for subjects that have clear
facts you need to understand.

The example below shows how web notes can look using the same subject
‘Bullying’.
Why / Who
• no ‘typical victim’ all diff.
• often victim = physically weaker / younger than b.

• B use any excuse for
st
1 attack
BULLYING
Why do some pe
Response is important –
bully?
confident resp. will
• think its fun often deflect the
• feel powerfu attack.
• racists
• jealous . Show fear – weak spot
pick others and b may repeat attack
• unhappy / ins over & over.
• bullied
thems at
home
• children who
bullied at
sch have
higher t
average chan
becoming B
themselves

Activity:

Linear Notes and Web Notes
Use the piece of writing on the next page, to practise using the skills you have
read about so far in this workbook.
a) Use the piece of writing to make a set of linear notes.
Remember to try using headings, sub-headings, underlining, indenting in your

notes.
b) Use the piece of writing to make a set of web notes.
c) Which way of making notes did you prefer to use and why?
To get used to making notes, you need to practise your skills as often as you
can. Make a list here of the classes you attend where you could take notes.
Remember, the whole point of listing these classes is to remind yourself to

practise your note-taking skills – your list is to be used!
How can I practise? When?

Drinking & Alcohol
All kinds of people are alcoholics; young and old, rich and poor,
professional people and factory workers, home workers and office
workers. Only about three or five percent are so called ‘down and
outs’. The rest have families, friends and jobs, but drinking affects
some part of their lives. Their family life, their social life or their job
may suffer. It might be all three. An alcoholic is someone whose
drinking causes a continuing and growing problem in any area of their
life.
Alcoholics drink because they think they have to. They use alcohol as
a crutch and an escape. They are emotionally dependent on alcohol
and truly believe they can’t live without it. They are also physically
addicted and have withdrawal symptoms when they try to stop.
Alcoholics Anonymous is an organisation which helps alcoholics to

face up to and cope with their problems. It consists of groups of
people who help each other to stay sober. They offer help to anyone
who has a drinking problem and wants to do something about it.
From: John Foster; Issue 2: The cross curricular course for Personal
and Social Education, Harper Collins, London 1996.

Glossary
A glossary is a list of special or technical words and their meaning. This glossary
is a list of the special or technical words used in this workbook.
Quotations
Quotations are words taken directly from another person’s piece of writing. They
are copied and repeated in your writing. The words you take from somebody
else’s work have to be put in quotation marks to show they have been taken
from somewhere else.
Quotation Marks
These are punctuation marks. They look like this: “ or ‘
You put the quotation marks at the start of the words you have taken from
somewhere else and at the end like in the example below, which is a quotation
from a book called Fundamentals of Health and Physical Education by Joe
Eshuys, Vic Guest and Judith Lawrence: published in 1990.
“In the last twenty years, there have been such great changes in attitudes
towards health that we talk about a health revolution. Because of this health
revolution, many people today are more aware of health as an important part of
their lives.”
If you use someone else’s words in quotation marks, you need to make sure you
say who you are quoting and where you got the information from.

So…………
Having studied this workbook, you should know that it is important to use the
right approach for the task you are doing.
• You can waste a lot of time and effort if you don’t learn to take notes well.
• You need to develop your skills in reading and understanding to help

make your studies a success.
Practise the ways of making notes and reading which have been described in this
workbook.
Use your skills when your tutor sets you some work to do.
Seek more help if you need extra practice.

Using Images
Using Images (7)

Introduction Using Images

Using different images can help people to understand information and explanations.
For Example, a piece of text is often difficult to understand without the aid of a diagram. Read
the following:
Organs of the body and where they are situated.

In this section we will be discussing the kidneys, liver and heart.
The right and left kidneys are the first organs above the intestines, the outer edges are almost
in line with the outer edges of the intestines.
The liver sits on the right of a person’s body, partly above the right kidney but much large
in size than the kidney.
The heart is centrally positioned, above the kidney and between the lungs.
The same information with a helpful diagram:

Using Images (7)

Heart
Lungs
The right and left kidneys are
the first organs above the
Right kidney intestines, the outer edges
are almost in line with the
Left kidney
outer edges of the intestines.
The liver sits on the right of a

person’s body, partly above
the right kidney but much
large in size than the kidney.
Liver
The heart is centrally

positioned, above the kidney
Intestines and between the lungs.
See how easily the information and explanations are understood when they are accompanied
by a labelled diagram.
Activity 1
In small groups, talk about the sort of images you could use in the two situations
described below. Remember to write down WHY the images you choose would
help someone understand.
I- You have been asked to design an information booklet on health

and safety.
Images We’d Use Why We’d Use Them
Using Images (7)

ii, You have been asked to present information on research you’ve
done about facilities for students at college.
What do you think? Tick True or False
True False
1 An article in a newspaper or magazine looks more interesting

without photographs or cartoons.
2 Pie charts make it easier to see and understand the points

being made by information given about numbers.
3 Maps make it easier for people to understand directions.
4 Photographs and diagrams make sure that all people visualise

the same thing when something is being described.
5 Most people wouldn’t understand what this sign meant

because it doesn’t have any words.
Using Images (7)

Now discuss your answers with another student.
Charts Showing Statistics

Your Application of Number work will help you learn how to make and use
images such as bar charts, pie charts, graphs and tables.
You will learn how to produce the charts correctly and accurately. However, how
will you make sure people reading them will understand them? By making sure
you use clear titles and labels.
To communicate effectively you need to title and label images clearly. What
does the following title really mean?
‘A bar chart to show how many people eat breakfast’
The title could mean that you have asked everyone: in your class; in the county;
in the country; whether they eat breakfast. Someone reading this could be
confused.
Remember:
 the title needs to have enough information for the reader to

understand what the chart is showing
 clear labels make the chart easy to understand
 no labels or poor labels mean that the chart is not doing its job of
making information easier to see and understand
Using Images (7)

Charts Showing Statistics (cont)
For example, a piece of text is easier to understand with the aid of charts where
a comparison of information is used. Read the following Road Vehicle Survey.
A survey was carried out on road vehicles which pass XXXX college gates on XXXX
road between the hours of 1pm and 2pm on (date). The results of the survey
showed that 105 cars, 38 lorries and 27 motorcycles passed the survey point
within the hour on the (date).
The text has more impact if accompanied by a bar chart. e.g.

Road Vehicle Survey
120
100
80
60
40
20
Cars Lorries Motorcycles
This bar chart shows the number and type of vehicles passing XXXX college
between the hours of 1pm and 2pm on xxxxx date.
Using Images (7)

To practise producing, titling and labelling charts:
 take your coursework for the subject you are studying to

your Communication Skills session
 look for work which asks you to present information in the form of a chart or
 look for work which would better if you added a chart.
 produce your chart and ask your Communication tutor for comments
and guidance.
Photographs, Maps and Diagrams

If you use an image you must label this clearly, see below for example.
A map of the European Community illustrating the location of Germany, France
and Spain.
Germany
France
Spain
If the image is a copy from a book or leaflet etc., you must write from where it is
copied. State the name of the book and the writer. If you are not sure how
much to write, ask your tutor.
Using Images (7)

Vocabulary/Spelling
Vocabulary/Spelling (8)
Vocabulary/Spelling
In this section you will find advice and activities to help you master words,
because many students remain poor at spelling, confuse word meanings and have
only a small range of words with which to express themselves.
To master words, you have to notice them. The real secret is to look at words
carefully, spot the possible danger points for spelling, and memorise the right
way.
When in doubt:-
 Consult your dictionary which should always be kept handy.
 Keep a notebook for vocabulary and jot down any spellings you find you
are using frequently and have difficulty with.
 If you can think of any little aid to memory, so much the better.
e.g. disappoint - one s and two
p’s separate - “a rat” in it
Fifty Tricky Words
Here are fifty unfinished words that cause many people to stumble in their
spelling. Using your dictionary, complete them correctly.
reco nise maint nance mis letoe

sep rate cat pill r mant piece
lib ary her tic par lel
prof sor sat lite asp rin
campai n manoe vre laburn m
lite ary vac um par fin
shep rd ras berry rhod dendron
parl ment rhinocer s vet inary
lunch on propel r rest nt
choc late dip theria sacr l gious
uncon cious auxil ary Feb uary
substan ial lab rinth Portug ese
contempor y diaphra m mis aneous
cu board pomegran te ex ibition
min ture mack rel b oyant
cemet ry hyg enic
Dropping The E
If a word ends in a silent e, drop the e when adding a vowel-suffix *:
The e is not dropped when a consonant-suffix is added:
replace, replacement.
* Exercise 2 explains the exception to this rule.
a) Observing the above rule, combine the following words with the
suffixes given in brackets.
Use a dictionary if necessary
excite (-ment) sense (-less) spite(-ful) love (-ing)

amaze (-ing) grope –(ing) fame (-ous) separate (-ing)
assure (-ance) idle (-ness) separate (-ly) excite (-able)
lone (-ly) amaze (-ment) white (-ish) postpone (-ment)
b) An exception to the above rule is that words ending in ce and ge keep the e
when adding – able or –ous; replace, replacement; courage, courageous.
Bearing this in mind, continue with the following combinations or words and
suffixes:
overtake (-ing) trace (-able) desire (-ous) advantage (-ous)

late (-ly) observe (-ant) late (-ish) true (-ly)
manage (-able) notice (-able) elope (-ment) dine (-ing)
change (-able) white (-ness) outrage (-ous) peace (-able)
desire (-able) nightmare (-ish)
Some Useful Associations
If you think of a battalion as a body of soldiers ready for battle you will not have
to wonder whether you should use a double t or double l. Other associations and
connections that you might usefully remember are given below. Using the words
in bold as clues (and as the words to be kept in mind), complete the unfinished
words. Many people spell them wrongly, so check your answers by reference to a
dictionary.
Activity
a) The function of the.............ment is to govern.
b) A..............ic explosion fills one with terror.
c).....................ine should be taken only on medical advice.
d) A.....................ette is a small cigar.
e) Inflammation of the.....................al tubes is called bronchitis.
f) A...................oon is shaped like a large ball.
g)............................. mas is the festival of the birth of Christ.
h) A birth..................cate certifies the date of ones’s birth.
i) We com.....................an event by keeping it in our memory.
-Ful, - Fully
Each dash in the follow phrases is to be replaced by a word formed from the
word given in brackets; it must end either with –ful or with –fully.
If the given word ends in y with a consonant before it, change the y to i, like this:
mercy – merciful – mercifully.
Examples: Answers:
A..............reply (truth) A truthful reply

Waiting..............(hope) Waiting hopefully
Activity
a A..............puppy (play)
b A.............supply (plenty)
c Sleeping...........(peace)
d A............occasion (joy)
e Yours.............(respect)
f A.............story ( fancy)
g …...............embroidered (beauty)
h A..............sprain (pain)
i A..............answer (scorn)
j Treated ……… (shame)
k ……………. ill (pity)
l A lady............(bounty)
Double T
This exercise concerns adding –ed or –ing to verbs of one syllable that end with t.
Double the t if it is preceded by a single vowel (a short vowel-sound):
jot, = jotted
Do not double the t if it is preceded by a double vowel or by a long vowel-sound:
seat = seated , dart = darting
Obey the above rules, combine the following words with the suffixes given in
brackets.
bat (ing) root (ed) pet (ed) greet (ing) cheat (ed)
fit (ing) pot (ed) net (ed) flirt (ing) quit (ed)
rot (ed) chat (ing) start (ed) snort (ed) suit (ed)
meet (ing) fret (ing) wait (ed) jut (ing) float (ing)
strut (ing) pout (ed) knit (ing) spurt (ing)
When we come to towards of more than one syllable we have to ask ourselves
where the accent falls.
For example: packet is accented on the first syllable, but admit is accented on the
second syllable.
First of all arrange the following words in two columns – on the left, those
accented at the beginning; on the right, those accented at the end:
fidget omit Regret profit defeat transmit
pivot trumpet Await commit acquit outwit
fillet pilot Submit rivet retort permit
ferret ballot Recruit pocket budget benefit
The rules are: if the accent is on the first syllable do not double the t:
Ballot = balloted
If the accent is on the end syllable, follow the rule for words of one syllable (see
Exercise 1 above).
admit = admitted; repeat = repeating
Now go back to the words that you have arranged in two columns and add either
–ed or –ing to each one of them doubling the t whenever necessary.
-Able and –Ible

From the word prevent we get preventable, spelt with a, but convert gives us
convertible, with an i.
There is no easy rule for deciding whether to use –able or –ible when making
adjectives of this kind; your best plan is to learn each word as you meet it, and to
use a dictionary whenever you are not sure.
Complete the following:

a What makes him so irrit….ble?
b This is a sens….ble suggestion.
c He would make an admir….ble prefect
d Is the disease cur….ble?
e Smoking is not permiss….ble in this hall.
f Do you think it advis….ble for us to go without coats?
g The frost did a neglig….ble amount of damage.
h Her stockings are almost invis….ble.
i Strong boots are indespens….ble for rock climbing.
j She is a very excit….ble girl.
k I hold you respons….ble for the sale keeping of this book.
l His insulting manner was contempt….ble.
m They told us an almost incred….ble story of hardship and danger.
n The village is not approach….ble from the north.
o The village is easily access….ble from the west.
p Is it practic….ble for man to reach Mars?
Disappearing Letters
The feminine form of the word waiter and waitress (waiteress), and a person who
is full of vigour is vigorous (not vigourous). You will see that the e is dropped from
the word waiter, and the u from the word vigour.
To each of the following words add the suffix in brackets, omitting one letter from
the given word as you do so. Use a dictionary to check your answers.
a tiger (-ess) b humour (-ous) c remember (-ance)
d wonder (-ous) e winter (-y) f proprietor (-ess)
g encumber (-ance) h disaster (-ous) i enter (-ance)
j humour (-ist) k hinder (-ance) l adminster (-ation)
m monster (-ous) n enchanter (-ess) o labour (-ious)
p vapour (-ize) q carpenter (-y) r generous (-ity)
s curious (-ity) t glamour (-ous) u exclaim (-ation)
v register (-ar) w repeat (ition) x impetuous (-ity)
The last two are slightly different:
y pronounce (-ation) z (de-)odour (-ant)
Double L
Mistakes are often made when –ed and –ing are added to verbs ending with the
letter l. Here are the rules:-
Double the l if it is preceded by a single vowel:
propel = propelled control = controlling
Do not double the l if it is preceded by a pair of vowels:
fail = failed deal = dealing
Obeying the above rules, combine the following words with suffixes given in
brackets.
label (-ed) quarrel (-ing)
conceal (-ed) total (-ed)
prevail (-ing) pencil (-ed)
pedal (-ing) appeal (-ing)
toil (-ed) expel (-ed)
travel (-ing) feel (-ing)
patrol (-ing) marvel (-ed)
cool (-ed) uncoil (-ed)
wheel (-ed) curtail (-ed)
unveil (-ing) stencil (-ing)
signal (-ed) foul (-ed)
reveal (-ed) fulfil (-ed)
panel (-ed) jewel (-ed)
retail (-ed) unseal (-ing)
assail (-ing) shovel (-ing)
Words Commonly Confused

Another kind of ‘spelling error’ is not really a spelling error at all but a confusing
of words that have a similar sound but different meanings. We have so many of
these that confusion is hardly surprising.
Use the following words, each in a different sentence, to show that you clearly
understand the difference.
(Try to do it with out a dictionary at first).
accept advice correspondence

except advise correspondents
defer draft envelop era

differ draught envelope error
ensure hear implicate instance

insure her implicit instants
here
its loose new no-one past no

it’s lose knew none passed know
practice right their were who’s

practise write there where whose
Hard and Soft C and G
The letters c and g are usually hard when they come before the vowels a, o and u:
musical apricot cushion regard gospel figure
They are usually soft when they come before i, e and y *
rejoicing receive encyclopedia regiment dungeon gymnasium
*Except for some words beginning with gi.
Supply the missing letter in each of the following words, and say whether it keeps
the letter that comes before it hard or soft.
a courag….ous b catalog..e
c notic…ble d gorg…ous
e picnic…ed f pig…on
g grac…ous h peac…able
i plag…e j manag…abe
k fatig…e l veng…ance
m spac…ous n chang…able
o frolic….ed p serg…ant
Q dailog…e r panic…ed
S servic…able t surg…on
U outrag…ous v vag…e
W pag…ant x pronounc…able
Y mimic…ing z intrig…e
Words Ending in Y
Plurals The rules for forming the plurals of words ending in y are as follows:
If the letter before y is a consonant, change the y to i and add es:

dictionary = dictionaries
If the letter before y is a vowel, add s:
highway = highways
I BEFORE E
Put i before e, except after c, if you want the sound to rhyme with bee.
Carry out the instructions given below.
brief height rein shield

priest deceive veil receipt
thief believe ceiling pier
leisure piece weight conceit
Underline any of the words containing ei.
Doubling The Last Letter
This exercise is about adding vowel-suffixes (-ed, -ing, etc.) and concerns only
words of one syllable that do not end in w, x or y.
The rule is that when you are adding a vowel-suffix, double the last letter if it
follows immediately after a single vowel.
stop = stopped wet = wetting

but leap = leaped wet = wetness
Make two (or three) words from each of the following, using the suffixes shown in
brackets. Do not use a dictionary until you have finished; then check your
answers and correct any mistakes.
step (- read (-able, drop rob (-ed,

ed, -ing) -er) (-ed, -ing) -er)
thin (- sharp hot (-er, sin

er, -est) (-en, -est,-ly) -est) (-er, -ing, -ful)
sad greet (-ed, big (-er, red

(-er, -est, -ness) -ing) -est) (-est, -ish,-ness)
hop brim break hat

(-ed, -ing) (-ing, -ful) (-able, -ing) (-ed, -less)
flat dread fit great

(-en, -er) (-ed, -ing, -ful) (-ed,-ness,-ment) (-er, -est, -ly)
English Words
Most Commonly Mis-spelt
achieve achievement address appoint
argue arguing argument
author Arthur business
benefit benefited begin beginning
changeable
commit committee committing committed
develop development definitely
except existence forty four
grammar grammatical grief grievous
height humour humorous
immediate immediately
independent dependent dependant
knowledge knowledgeable leisure library
maintain maintenance managerial manageable
necessary necessarily
occur occurring occurred occurrence
parallel paralleled preliminary
proceed procedure
professor profession repetition repeat
succeed success true truly
Spellings –Spell these correctly and you’re
above average!!!
1 absence 51 criticism 101 Hypocrisy 151 preference
2 accidentally 52 deceive 102 Imagination 152 prejudice
3 accommodate 53 decision 103 Immediately 153 preliminary
4 Achieved 54 definite 104 Immigrate 154 prestige
5 Acknowledge 55 desirable 105 Incidentally 155 privilege
6 Acquainted 56 desperate 106 Independent 156 procedure
7 Addresses 57 disappeared 107 Indispensable 157 proceeds
8 aerial 58 disappointed 108 Influential 158 professional
9 aggravate 59 disastrous 109 Intelligence 159 professor
10 aggregate 60 dissatisfied 110 Irresistible 160 pronunciation
11 agreeable 61 dissatisfied 111 Knowledge 161 pronunciation
12 amateur 62 efficiency 112 Liaison 162 psychology
13 among 63 eighth 113 Literature 163 quiet
14 analyse 64 eliminated 114 Livelihood 164 really
15 analysis 65 embarrassed 115 Lose 165 received
16 anxiety 66 emphasise 116 Losing 166 recognise
17 apparent 67 enthusiasm 117 Lying 167 recommended
18 appearance 68 equipped 118 Mortgage 168 referred
19 appropriate 69 especially 119 Maintenance 169 relieved
20 argument 70 essential 120 Marriage 170 repetition
21 arrangements 71 exaggerated 121 Medicine 171 restaurant
22 athletic 72 excellent 122 Mediterranean 172 rhythm
23 automaton 73 exercise 123 Miniature 173 schedule
24 awful 74 exhausted 124 Minutes 174 scarcely
25 bachelor 75 existence 125 Mischievous 175 secretaries
26 beginning 76 expenses 126 Murmur 176 seize
27 believed 77 experience 127 Necessary 177 sentence
28 benefited 78 extremely 128 Negotiate 178 separate
29 beneficial 79 familiar 129 Niece 179 severely
30 breathe 80 February 130 Noticeable 180 shining
31 budgeted 81 financial 131 Occasional 181 similar
32 business 82 foreign 132 Occasionally 182 sincerely
33 catalogue 83 forty 133 Occurred 183 statutory
34 ceiling 84 friend 134 Occurrence 184 successful
35 certain 85 fulfil 135 Omitted 185 suppression
36 choice 86 fulfilled 136 Omission 186 surprising
37 clothes 87 gauge 137 Opinion 187 tendency
38 college 88 genius 138 Originally 188 tragedy
39 colleagues 89 government 139 Originally 189 transferred
40 coming 90 grammar 140 Parliament 190 twelfth
41 committee 91 grievance 141 Pastime 191 unconscious
42 comparative 92 guard 142 Permanent 192 undoubtedly
43 competent 93 guardian 143 Permissible 193 unnecessary
44 completely 94 handkerchief 144 Perseverance 194 until
45 conscientious 95 height 145 Perseverance 195 usually
46 conscious 96 heroes 146 Physical 196 valuable
47 consistent 97 honorary 147 Planning 197 view
48 convenience 98 humorous 148 Pleasant 198 Wednesday
49 courteous 99 hungry 149 Possesses 199 woollen
50 courtesy 100 hurriedly 150 Preceding 200 warehouse
Plurals
‘How To’ Book 9
Plurals (9)
Plurals
BASIC RULES
1. The most common way of forming a plural noun from a singluar one is
to add s:
hat = hats coat = coats
2. Nouns ending in S, Z, SH, CH or X = add es
gases brushes churches watches boxes

topazes, businesses
3. Nouns ending in F or FE – either change the F to V and add ES or S – or simply

add S
You have to learn which is which. Here is a list of common words:
half halves
knife knives
leaf leaves
loaf loaves
shelf shelves
thief thieves
wolf wolves
chief chiefs
cliff cliffs
roof roofs
handkerchief handkerchiefs
Plurals (9)
4 Nouns ending in Y. If the letter immediately before the Y is a consonant (21
consonants in the alphabet) change the Y into i and add –es.
penny = pennies; industry = industries; company = companies
If the letter immediately before the Y is a vowel (A,E,I,O,U) simply add S

valley = valleys monkey = monkeys
Plurals – cont….
5 Nouns ending in O; some take S and some take ES.

You need to learn common examples.
solo = solos, folio = folios, piano = pianos, studio = studios cargo = cargoes,
tomato = tomatoes potato = potatoes, echo = echoes, hero = heroes
6 Some Old English words form their plurals by adding EN:
child = children ox = oxen

others change their
words:
man = men, tooth = teeth, foot = feet, mouse = mice.
7 Words from foreign languages form plurals according to the rules of their
own languages.
Plurals (9)
Latin radius = radii criterion = criteria
stratum = strata formula = formulae French plateau = plateaux
gateau = gateaux
but - formulas, plateaus, syllabuses are increasingly acceptable.
8 Plurals of compound words have to be learned from experience:

passer-by = passers=by brother-in-law = brothers-in-law
9 Careful with measurements which are approximately: rough amounts –

a handful = handfuls bucketful = bucketfuls
cupful = cupfuls
10 Some words are the same plural as singular: deer; sheep;

salmon; trout; corn; wheat
Plurals – cont…
11 Some words are always plural
scissors, measles, trousers
Obeying the above rules, give the plurals of the following words
factory supply railway butterfly alley
abbey jockey dummy industry pygmy
colliery journey ceremony lorry story
trolley volley colony ferry decoy
turkey policy ally storey laundry
alloy beauty kidney balcony medley
Plurals (9)
12. Adding suffixes:
The rules for adding suffixes to words ending in y are as follows:
If the letter before the y is a consonant, change the y to i when adding

suffix – except when the suffix is –ing.
tidy = tidier, tidiest, tidily but tidying
If the letter before the y is a vowel, keep the y when adding a suffix:
play = player, played, playing
Obeying the above rules* supply the missing words in the following
sentences, using the words in brackets as clues.
* a few words such as dryness and shyness are exceptions.
a Have you……………………….yourselves? (enjoy)
b We were…....................by fog. (delay)
c The story has been shortened and..................(simplify)
d I am................to solve this puzzle. (try)
e And there I.............a fair pretty maid. (spy)
f Three shops were.................by fire. (destroy)
g He was disqualified for not..............the rules. (obey)
h She is now....................biology. (study)
i The factory gives..............to many people (employ)
j They turned and................to the queen. (curtsy)
k The notices were prominently...............(display)
l Is my dog..................you. (annoy)
m The land has not been.........................(survey)
n They stood firm,.................all attempts to move them. (defy)
o He bolted the door and.................us admission. (deny)
Plurals – More Than One

Guidelines
Plurals (9)
1. piece = pieces (add s
only) animal = animals
2. glass = glasses dish = dishes church = churches
fox = foxes waltz = waltzes
(if a word ends in any of these: s, sh, ch, x, z you usually add es)
3 city = cities (words ending in y change to ies)
4 railway = railways valley = valleys
(words ending in f or ay or ey simply add s)
5 self = selves life = lives
(words ending in f or fe change to ves)
Some exceptions to 5: dwarf/dwarfs; chief/chiefs; reef/reefs
6 Most words ending in o add es: potato = potatoes
7 Write these words with their plurals next to them:
alley brush dress knife query

apology bus factory lady shelf
article butterfly ferry leaf storey
badge ceremony genius licence story
balcony chimney grocery lorry thief
berry cigarette guarantee notice turkey
volcano cliff half patch valley
box colliery handkerchief pedal wife
Plurals (9)
branch company housewife piece wish
bridge difficulty inquiry quantity wolf
Plurals (9)
Capital Letters
Capital Letters (10)

Capital Letters
A CAPITAL LETTER
1 Begins a sentence:
Spring is late this year.
Winter was particularly cold this year.
2 Begins the name of a particular:

PERSON Jennifer Christine PLACE
Iceland Canada or THING Statue of
Liberty Nelson’s Column
3 Is used in abbreviations:
AA (Automobile Association)
RN (Royal Navy)
GB (Great Britain)
INFORMATION
1 A capital letter begins a sentence:

Bill came in. A dog barked. Out went Bill.
2 The first letter of a name is a capital letter.

Your own name begins with a capital letter because it is the special name of one
particular person – YOU. Similarly, other names of a particular person, place
or thing begin with capital letters. Here are some of them, divided into
groups.
a Countries / Languages / People
France / French / Frenchman Ireland / Celtic / Irish
Holland / Dutch / Dutchman India / Urdu / Indian
b Oceans / Seas / Lakes

The Atlantic The North Sea Loch Ness The Arctic Ocean c
Places
London Road; Paris; Cronton High School;The Miners Arms; Pluto

d Books / Films / Plays
Oliver Twist, The Killing Fields, Much Ado About Nothing
e Continents
Asia, America, Europe, Australia
f Days / Months
Thursday; Sunday ; March; April; Christmas Day; Easter
g People
Richard Gere, King Charles, Paul McCartney, John Major
Notice that a name of a particular person, place or thing begins with a capital, but
the general name which applies to a group of them does not.
Mansfield town
Windsor Castle royal residence
China country
Ford car
Nag’s Head pub
3 Capitals are used in abbreviations, as in the following:

GB Great Britain
IOU £1 I owe you £1
GCSE General Certificate of Education
CID Criminal Investigation Department
CND Campaign for Nuclear Disarmament
DIY Do it yourself
WRNS Womens Royal Navy Service
NUR National Union of Railway Workers
PTO Please Turn Over

Practice
1 Think of some words for each of the groups which you have just read. For
example, you might include Turkey and Italy in group A
2 One or more words in each of the groups below needs an initial capital
letter. Which are they?
A house, abroad, iceland, finland, island
B sea, river, english channel, atlantic ocean
C brook, loch ness, waterfalls, niagara falls
D desert, australian desert, cromford
E hills, quantocks, everest, mound, meadows
F county, alaska, seaside, swanage
G bog, rent, iron, low, land
H country, yorkshire, district, new south wales
I king, princess, william the conqueror, lord wellington, sailors
Self Test
1 Make a list of the words given here which should begin with capital
letters: toast bike Intention caesar corinth peru acrobat Squash chair
philadephia speech coracle Beryl motorbike yamaha
2 Rewrite this passage with the necessary capital letters (10)
this time the cards are dealt by mrs r nesbit, watched by a research worker from
oxford who was a b.s.c. in maths from a college in china. she made lots of
notes as the group endeavoured to overcome the laws of probability, as they
had done the previous five saturdays.

Sentences & Full Stops
‘How To’ Book 11
Sentence & Full Stop (11)

A SENTENCE – Begins with a capital letter
- Ends with a full stop
- Makes sense
EXAMPLES – The film was exciting
- The party was noisy
- Love of money is the root of all evil
PURPOSE
The full stop tells you that a sentence is complete.
It tells you to pause, even though your eyes go straight on to the words following.
Start each sentence with a capital letter and put a full stop (or question mark or exclamation
mark) at the end.
This helps people to understand what you have written.
HOW TO RECOGNISE A SENTENCE

A sentence is a group of words that makes sense by itself
Here are six:

The snow is falling heavily
tonight. We ought to light the
fire.
Do you know when the match begins?
I’ll go and get the coal from the cellar?
I’ll go and wash the car.
The water should soon be warm enough to swim in.
Here are three more groups of words, this time not sentences.
it was snowing when opened
the window with a must
remember that it isn’t
Now let us add other words in order to complete the sense:

It was snowing when he arrived at the pub.
She opened the window with a long pole.
You must remember that it isn’t his car.
These groups of words are now complete; they are sentences. Each one begins with a capital
letter, and ends with a full stop.
RECOGNISING WHERE SENTENCES END

When you read a piece of English out loud, you pause at the end of each sentence. If you have
written something yourself, read it aloud, noting where you make longer pauses. This will help
you decide where sentences end.

How Do We Make Sure That A Sentence
Makes Sense?
We do this by using the following parts of speech correctly.
1 NOUNS
A group of words cannot be a sentence if there is no noun in it.
A nouns is a naming word.
A noun is always the subject of the sentence.
There are four kinds of nouns. a
Common nouns.
These are the names of animals and objects, e.g.
cat, owl, house, table etc., b
Proper nouns.
A proper noun is the name of a particular person of object and it will
always being with a capital letter: e.g. names of towns (Mansfield, Luton,
Barnsley);
rivers: (Trent, Thames, Nile); mountains:
(Everest, Mont Blanc); countries
(England, Germany, Brazil); people:
(John, Shareenah, Janice, Jai) etc.
c Collective nouns.
This is the name given to a group of people or animals, e.g.
crowd, audience, congregation, herd, flock. d
Abstract nouns.
An abstract noun is the name of a quality e.g.
kindness, sympathy, evil.
2 VERBS
A group of words cannot be a sentence if there is no verb in it.
A verb is a doing word or a being word. e.g.
I ran.
The boy eats his breakfast quickly.
John is a boy’s name.
It has snowed.
We were singing.

EVERY SENTENCE MUST HAVE A NOUN AND A VERB 3 ADJECTIVES
An adjective tells us ore about a noun. It helps to describe the noun. e.g.
It is a cold day
We have a large dog
My car is dirty.
I have a small, brown dog.
4 ADVERBS
An adverb tells us more about a verb. It helps to describe the verb. It answers
the questions ‘Where?’, ‘When?’, and ‘How?’. e.g.
I looked everywhere for my book.
He ran quickly.
I cannot bear you now.
5 PRONOUNS
A pronoun stands instead of a noun. e.g.
Have you met Kate?
Have you met her?
Phil and Sharon went to visit Amajit and Mike last night.
They went to visit them last night.
6 RELATIVE PRONOUNS
A relative pronoun refers back to a noun which has already been used in the
sentence. e.g.
The students who are taking examinations, are excused classes this week.
The lady whose briefcase is in the hall, is using the telephone.
The desk which is by the window, is the one with a broken seat.
• Who and whose must be used for referring to people.
• Which can only be used to refer to animals or objects.
• The word ‘that’ is a pronoun. It is used to indicate a specific object e.g. That
cupboard is locked.
As well as a sentence starting with a capital letter and ending with a full stop,
every sentence must have a noun and a verb for it to make sense.

Practice
1 Read through these word groups carefully, and then say which ones are
sentences, making sense by themselves:
A yesterday I met my father at the leisure centre

B if I see her I will give her a
C seven wild geese flew over our heads
D six horses fell at the first hurdle
E no-one likes custard on his bacon and eggs
F when I first head the news
G don’t forget to bring your sandwiches
H winter is very cold in Norway
I ten pounds will not buy much petrol nowadays
J the men went poaching by moonlight
K as they got into the car
2 Divide this passage into sentences by putting in full stops and capital
letters Charlie opened the present this morning it was very bulky and heavy his
sister Donna watched him carefully she knew it was for passing the exam she
had
watched David wrap it up the previous night.
3 Which of the following word groups are complete sentences? When you
have decided that, add words to complete the others. For example b)
might become: Bring the plastic watering can into the garden.
A When you have finished, give
B watering can into the garden
C I am very fond of fishing
D only eat if you
E don’t come to school
F because of my odd habit G bring me the camera please h He would
never have taken it if i the fish need feeding
j I think you understand
4 Write out this passage. Fill in full stops and capital letters.
the girls went up to the door of the house it was not quite closed and they
wondered if someone had been there before them they went inside to look
around the first thing they noticed was the thickness of the dust everywhere
after glancing round the kitchen they went into the passage and up the stairs
there was a loud squeak at each step they took at the top they paused for a
moment because Emma thought she heard a noise she opened the first door
on the right and inside it they saw signs of recent occupation there were
clothes on the floor and a couple of suitcases on the table by craning her
neck out of the window Caroline was able to keep watch on the drive and
garden
5 Read this passage. Decide when a punctuation mark is needed and of what
kind. Rewrite the passage including the appropriate punctuation.
the teacher came over to the boy and asked him why he was out of the
classroom the boy immediately ran off the teacher chased him through the
flower beds and into the car park she eventually cornered him and asked if it
was the exam that was worrying him he told her he didn’t mind the exam so
much as having to spend the next three weeks revising.

Self Test
Write out the following passages, putting in the necessary full
stops and capital letters.
1 he picked up his haversack and with a groan he walked on, feeling as

though the last hundred yards would stretch his arms permanently
beyond their normal length he did not have to run any more that was
some consolation he heard a whistle and looked round it was the farmer
he stared to shout at him.
2 the new motorway will run just behind the garden no doubt it will take
several months to complete and will cause a great deal of mess the mess
is bearable the noise on the other hand cannot be ignored perhaps one
gets used to it after all some people live by a busy airport in any case it will
be worth it in the end.
3 the village is on a piece of land between the port and a holiday park the
roads are incredibly narrow and chock-a-block with holiday-makers you
can drive your car through during the summer but only at three in the
morning cornish pasties are sold some are nourishing containing
potato, beef carrot and swede and complaints are rare one can buy
cream teas which are to be enjoyed I would like to go there again but in
winter.

Commas,
Semi-Colons
& Colons
‘How To’ Book 12
Commas,-Colons, Colons (12)

Commas
The Main Uses Are:
1 To mark a pause in a sentence
e.g. He can’t come, I’m afraid.
2 To divide items in a list

e.g. Bring your mother, father, brother and sisters
3 To separate part of a sentence

e.g. The car, so they tell me, is rusting away.
INFORMATION
1 To make a sentence easier to read and understand.
When you read out a passage of English you pause at the full stop which ends each
sentence. You also make shorter pauses within each sentence to make the meaning
clearer. These shorter pauses are marked by commas. For example:
Remember, he will be wearing a pink carnation.
If the paperboy comes, buy a computer magazine.
I didn’t enjoy the cake, but I’m not sure why.
“Arthur, bring some oil please.”
2 In lists
When you write a list of short items, you should put a comma after each one, as in the
following:
He carried some oranges, apples, a ball of string and some marbles.
Notice that there usually, is no comma before the final and. However, if the final part of
the sentence is quite long or complicated, it is sometimes acceptable to put a comma in
front of and.
e.g. They had spent all morning preparing for departure by packing the car, checking the
windows, watering the plants, and even though they had been working for several hours
were still not ready by lunchtime.
3 In pairs
Sometimes commas act as markers or brackets, separating extra information in the
middle of a sentence, as here:
I saw a tractor, a relic of the old farm, left to go rusty.
This is made up of two statements:
1) I saw the tractor left to go rusty.
2) (the tractor was) a relic of the old farm.
The second statement can be placed in the middle of the first, without confusion, by
putting a comma before it and after it.

Practice
1Read the sentences and place the comma where it is needed.
a If you go out take your hat with you. b Look
there’s a patch along the cliff edge. c When the bell rings
bring the coffee and biscuits. d Although there was a
shortage we always had enough. e Search under the car behind
the door and in the garage. f She arrived but didn’t stay
long.
g Girls get a couple of badminton rackets.
2 Read these sentences and place commas where they are

needed a We were late as you might well imagine, b I don’t
think that was kind do you? c Mow the grass clean the
windows and take the dog for walk. d Holders of vouchers are
allowed in free the attendant told me. e So that we would believe
him he showed us his driving licence.
f He brought his dog a cocker spaniel.
3Insert the commas where they are needed in these sentences. a The
governors headteacher and pupils invite you to the school concerts. b Chop
up your carrots onions parsnips and celery. c The packet contained black
purple blue green and orange sweets. d Books photographs paper maps
and clothing were strewn all over the room.
e Wine spirits perfume cigarettes cigars and tobacco were all sold in the duty free shop.
4 A pair of commas would be appropriate in five of the following six

sentences. Say where: a The night watchman hearing a strange noise
rushed to investigate. b Some people I must admit much prefer red to blue. c
Autumn season of falling leaves is past. d He ran he
asserted ten miles at least. e
Fishing is one of my favourite pastimes. f I think you understand
Self Test
1 Rewrite these passages adding commas where needed:

The team’s captain Zoe Brown is an outstanding performer. She is an
enthusiastic player a good leader and a likeable girl. She knows when to
urge her team on when to encourage them and when to reprimand them in
the match last Sunday which was played against a strong side Zoe led her
players to victory.
When she turned back to the window she raised herself on one elbow
and removed her quilt. She saw the ghost take some keys from his
pocket. He began to work on the lock to the safe ripping out the
woodwork below it. Just as he tore the last board loose the safe fell on to
the floor with a thud. The door of the safe shot open and golden coins
spilled out. The ghost squatted and pulled more coins of gold and silver
from the safe. Then he began to put the coins in piles counting in a
hoarse voice. She began to have doubts about this ghost.
2 Write out the following sentences, clearly punctuated, adding commas where needed:
a The coalman visited Oaktree Road Beech Avenue and Poplar Street.
b His hobby is collecting old cars new stamps ginger jars and
beer mats.
c His grandmother they tell me is a unique character.
d That’s true in some instances according to the rules but not in others. e Upstairs Jane
murmurs and mutters in her sleep. f She has taken just a few personal things –
toothbrush paste cleansing cream. g David like everyone else is wearing jeans and a
polo-neck shirt h You are not if you don’t mind me saying so too good a singer. i
My grandmother who died recently at the age of ninety-one was a life-long activist in
the Mothers’ Union. j The man watched her and when she was quieter he pulled her
towards him and swam with her towards the bank.
k They forgot why the child once so quiet had turned so nasty.

Semi-Colons and Colons
Semi-Colons
A full stop brings a sentence to a halt, a comma produces a pause; a semi-colon can be
thought of as half way between, producing a longer pause than a comma. It is used in two
ways: to join statements that are related to one another and are themselves complete
sentences; to separate a list following a colon.
Look at the examples below:
1 The times of arrival and departure will vary with the time of year, details may be found in
Appendix A attached.
2 Some people like to work in an open plan office; others find it impossible.
3 Sui Ming listed all the things that he needed to take into the examination; a calculator to
help him work out percentages; a pencil as the answer sheets were marked by a
machine; and an erasure in case he needed to make any corrections.
Activity 1
Rewrite the following sentences, inserting semi-colons wherever you think it appropriate.
1 Michelle is loyal, discreet and conscientious I can thoroughly recommend her for the job.
2 An ideal employee needs to be enthusiastic, tactful, hardworking and loyal finding all these
qualities in one person can be difficult.
3 Will all staff note the following: only trained staff are allowed to use the computers training
courses will be provided or staff wishing to acquire necessary computer skills and
employees wishing to undergo training should inform their manager.
Activity 2
Now see if you can write 3 examples for yourself of sentences using semi-colons.
HANDY HINTS
If you are not sure whether to use a semi-colon or not, use a comma instead. It is better to use
one at all than to use one incorrectly.
COLON
In the past, colons and semi-colons were used in a similar way. Nowadays the colon is used to
introduce a list (see both examples number 3 above).

Question Marks &
Exclamation Marks
Question Marks / Exclamation Marks (13)

Question Marks (?)
Examples:
When do you have to go?
Do you know him? Did
you win?
Each of these sentences asks a question.

Therefore it ends with a question mark.
Information:
A question mark is used instead of a full stop.
Question Mark
The name ‘question mark’ explains itself.
Put it at the end of any sentence which asks a question.
The question may be short:
Why?
Why not?
Who?
What?
It may be long:
If I eat the apples before they are ripe, are you sure that I will get the tummy-ache?
- But in every case you need a question mark at the end.

Exclamation Marks (!)
Examples:
Shut up!
Just wait till I get hold of you!
You can’t go!
An exclamation mark tells you that the words are spoken with emotion or surprise. It replaces a
full stop at the end of a sentence.
Information:
An exclamation mark is used instead of a full stop.
An exclamation mark at the end of a sentence helps the reader to put the right stress, or
feeling, into the words he or she reads. Often they have to be said with surprise or
excitement, for example:
Don’t shout!
John has broken three eggs today!
Don’t drink that – you’ve had six pints already!
I never saw such an enormous house in all my life!
QUESTION MARKS & EXCLAMATION MARKS
If you write down what people are saying, you put the punctuation mark before the inverted
commas, for example:
“Is this your car?” he asked.
“No,” replied the fire eater. “I don’t like driving.”
“Why not?”
“Well it makes me nervous. So there!”
An Indirect Question
An indirect question tells me that someone asked a question, but does not ask it directly. For
example:
I asked her if she was ready for the journey.

She was asked whether the jewels were still in the old fridge.
Use a full stop at the end, not a question mark.

Question Marks
1 Six of the following ten sentences need question marks. Which are they?
A What is the date
B Is it time you went to school
C There is pizza for supper
D He had seen it, hadn’t he
E Where does that lead to
F He wonders what they are discussing
G Is that the absolute truth
H The fire is out of control
I Do you know what time it is
2 Make up five questions each beginning with one of the following:

A Who
B What
C Why
D When
E How
Exclamation Marks
3 Which of these sentences could end with an exclamation mark? a
Clear off b Have a cup of tea, Jane c What a beautiful picture d I’ve
had my tea, thanks e I wonder what his name is f Don’t drop that
video recorder g There is the new chip shop h I like a quiet evening
by the fire
i Run
j He’s killed the lecturer

Question Marks and Exclamation Marks
4 What punctuation mark is needed in the brackets?
a I wonder what the Greek Islands are like (1) b Do you
know what the blouse is made of (2) c It is absolutely rotten (3)
Is it really (4) d She has done nothing that you asked her to do
(5) e Good heavens, he is nowhere to be found (6) f Ask her
where the train is going to (7) g “What is all this about (8)”
asked the teacher (9) h “Help (10) help (11) help (12)” came
the cry from the pit (13) i “Why do some people make such a
fuss (14)” asked Graeme (15)
5 Fill in the punctuation marks

a where have you put my money (1( Give it to me immediately (2)
b “One woman one vote (3) One woman, one vote (4) they yelled as they marked through
Mansfield c Where are the gloves that Auntie gave
you for Christmas (5) d It is made of plastic, isn’t it (6)
6 Make up five questions, changing each in turn into an indirect question.

Example:
Has the dog been found?
Mother asked me whether the dog had been found.

TEST
1 Insert the correct punctuation
a Where is Linda Tell me as soon as you find out
b Ask the waiter where he has hidden the clotted cream
c “Fight on Fight on ” he shouted at the rally
d Jim asked Jane where the boat sank
2 Replace the asterisks with an exclamation mark, question mark or full

stop
a Be careful *
b It’s going to collapse *
c I wonder whether she’s as clever as she says she is *
d Do you know if she’s as famous as she claims to be *
e Which days of the week do you go shopping *
f It can’t be true * What an amazing stroke of luck *
g Why have they boycotted the World Cup *
h Well done * That really is unbelievable *
i What a pity* There’s no reason for it *
j How are you ever to attain qualifications when you never study *

Apostrophes
Apostrophe 1 & 2 (14)

Apostrophes
The use of the apostrophe to show possession or relationship.
Quick Reference
1 An apostrophe replaces the word ‘of’
The friend of Jane becomes - Jane’s friend

The travel card of the student becomes – The student’s travel card.
2 If the word is plural ending in ‘s’ the apostrophe comes

last. The armoured-car of the soldiers becomes
The soldiers’ armoured-car
BUT Plurals formed with an ‘s’ do this:

Men – the men’s team
Children – the children’s party
Information
First, here are two examples:

The bone of the dog – the dog’s bone
The milk of the cat – the cat’s milk
We have used an apostrophe in dog’s and cat’s to show that something belongs to them. Here
are three more examples:
My friend’s
bag Ahmed’s
dog
Dad’s old van Turn to Practice 1
If the word a is a simple plural (more than one), you don’t need an apostrophe.
For Example:
The company makes games
Apprentices need caring managers Turn to Practice 2
Look at the above example again. Note that the apostrophe goes in front of the final ‘s’ - friend’s,
Mandy’s, Dad’s. This is because there is one friend, one Mandy, one Dad. They are singular words.

Plurals Ending in `’S’
If the words in plural (more than one), the apostrophe goes after the ‘s’.
the café of the students – the student’s café the
books of the pupils – the pupil’s books
a nest of birds – a bird’s nest Turn to Practice 3
Plurals Without a Final ‘S’

The plural of man is men; the plural of child is children.
With such words we add apostrophes (‘s) as for singulars.
men’s trousers
the children’s playground Turn to Practice 4
Relationships
Note that the apostrophe is used in this way may express a relationship which is not really
possessive. If we say ‘John’s uncle’ we do not mean John owns his uncle. In fact many different
relationships are expressed by ‘of the’ or by an apostrophe e.g. in one week’s time.
The Name Ending in ‘S’
If a name already ends in ‘s’ we need not add a second ‘s’.

e.g. Hecules Mr Peters John Keats
Hercules’ Tomb Mr Peters’ car John Keats’ boat
Rule of thumb: if you pronounce the additional ‘s’ when speaking, add it when writing. Mrs
Jones’s sports car.

Practice
1 One word in each of these sentences needs an apostrophe. Say which.
a He met his mothers cousin.

b The books last page is
torn. c Where is Sonyas pair
of
boots?
d He says he likes his brothers picture best.
e The benches legs are broken.
f The captains table is always stable.
2 Say which words needs the apostrophe in each pair of sentences and explain why.
a The cats are howling. The cats dinner is ready. b There

are five soldiers outside. These are the soldiers rifles. c They are
eating their nephews cake. He made them at school.
d Who broke the carpenters vice? The vice belonged to several carpenters.
e They like fast cars. That cars exhaust is trailing on the ground.
3 Read these and replace ‘of’ or ‘of the’ by an apostrophe. The word order of the
sentences will need to be altered.
a the climax of the film e the fishing rod of the sailor B the scent of
flowers f the green eye of the little yellow god
C the friend of my brother g The hideout of the spy
D the hooters of cars. h the barracks of the Coldstream Guards
4 In the following passage there are ten words which require an apostrophe. Say
which they are.
The childrens aunt and Annes father met to discuss their plans for the holiday. The
adults could not agree because ones idea was to have a restful time while the others
intention was to go out and climb mountain peaks. The meetings result was that the first
weeks holiday would be spent by the sea and the last weeks holiday would be in North
Wales. They estimated both cars capacity as to what they could carry.
‘My friends luggage trailer would be very useful,’ said Anne. ‘It would easily hold all
uncles camping gear.’

Apostrophes
The use of the apostrophe to show letters left out.
Quick Reference
When we talk we often save time by running two words together.
In writing we do the same, as we mark it with an apostrophe.
I am sure Becomes I’m sure

It was not ready Becomes It wasn’t ready
Paula has won! Becomes Paula’s won!
It is just not fair Becomes It’s just not fair
Information
We can use the apostrophe to shorten a word. Thus I do not like apples can be shortened to I
don’t like apples. We have taken the letter o out of the word not and put in an apostrophe,
making don’t. Here are some other examples.
He has not He hasn’t
I was not I wasn’t
I am surprised I’m surprised
Sometimes we leave several letters out:

We cannot We can’t
I shall not I shan’t
Turn to Practice 1 & 2
When talking to each other we make the words flow more rapidly by running two words
together and shortening them, e.g. wasn’t, you’re, won’t, can’t.
When we write them down, we put an apostrophe in where we take letters out; this makes it
clear to the reader that the words are shortened.
Often the shorter form sounds more natural than the longer.
Thus, ‘I cannot help it’ sound rather awkward. We would normally say ‘I can’t help it.’
Turn to Practice 3 & 4
Some words have the same sound, but different meanings. We don’t get confused when we
hear them, because the sense is obvious. For example:
Here comes the train
Athletes must train regularly

Here are some common examples which involve the apostrophe.
1 There – Their – They’re
There often has to do with a place as in
here and there. it’s over there, we’ve been
there; it is also used in sentences like:
There will be fog tomorrow

There are too many for me to handle
There was not room in the hotel
Their is a plural of his, her and its; it means of them or belonging to
them. for example:
They ate their lunch on the beach.
They’re is a shortened form of they are; the apostrophe (‘) shows that the letter as has
been omitted. For example:
Look out, they’re coming. They’re in the playing field.
Turn to practice 5
2 Its – It’s
Its means of it. Instead of saying ‘The cat fell on the cat’s feet’, you would say (or write) ‘The
cat fell on its feet’: this its shows possession or belonging.
It’s is short for it is or it has. The apostrophe (‘) shows that ‘i’ or ‘ha’ has been missed out.
For example: It’s going to rain. (= it is). It’s been a very warm summer (= is has).
Turn to practice 6
3 Your – You’re
Your means belonging to as in ‘You will break your leg if you do that’.
You’re is short for you are and the apostrophe shows that the ‘a’ has been omitted.
For example: You’re very small for your age.
Turn to practice 7
4 Who’s and Whose
Who’s is short for who is and who has.

Whenever who’s is used at the start of a sentence, remember to put a question mark at
the end.
The apostrophe shows that a letter or letters have been omitted.
e.g. Who’s the lucky number winner?
Who’s played this game before?
Or it can be used in the middle of a sentence:
I recognise the girl who’s just entered the pub.

Do you know anything about the manageress who’s just been appointed?

Whose is used to show possession
e.g. The woman whose house we are in is unknown to all the
guests. The TV star whose picture is on that magazine cover died
yesterday in mysterious circumstances.
Turn to practice 8
Practice
1 What are the shortened forms of each of the following?
Where would you put an apostrophe? The first one is done for you.
a He has not ( he hasn’t) f He is warm
b You have not g He does not c They did not h They
will not d I am early i They are happy e You are on
time
2 Read this passage and rewrite it adding apostrophes where appropriate.

They werent ready because they hadnt been told that the clock wasn’t keeping good time and
so I shant complain that Ive been obliged to wait for hours.
3 Read out this passage, expanding the shortened words to full length. The first one is
done for you.
I won’t (= will not) say we’ve never guessed where Jack’s hiding his treasure, but I’ve no idea
where he’ll put it when Bill’s solved the secret. The last thing he said to me before his
journey was, ‘Bill shan’t have it. I’ll make sure he’ll look in the wrong places. It ain’t fair,
because he’d be richer than all of us if he got the treasure.
(One of the shortened double words in this passage is slang – which one?)
4 Read these sentences. Then write them again running two words together
where possible. Show where the apostrophe would go.
a I am surprised that you are so clean. b We are
not coming until you have finished washing the car.
c They are ready d Who is eating

what is intended for the cat? e Where
is the bread Jake has made?

5 Write out these sentences, using there, their, they’re, whichever is needed.
a It’s over........................by the window b
…................clothes were soaked by the
storm.
c If……………….coming in, I’m leaving. d.................................going to miss
…………………boat. e ………………. is not chance of my borrowing............house
while...................away
6 Insert whichever is correct in each of these sentences. its or it’s.

a The dog hurt…................leg b
….........getting darker every minute. c
….........been a long time since I last saw
you.
d ……….. about time that dog went into…………….

kennel. e …………..................own fault if it gets in
the
way.
7 Use your or you’re to fill in the

blanks. a.........................not disturbing me
at
all.
b Have you finished
………………… breakfast c not
using
…………………experience d....................main
fault is that................too lazy.
8 Use whose or who’s to fill in the

blanks. a.....................taken my place in
the
team? b This is my aunt
……………. looking after me.
c We’ve traced the gentleman.................umbrella you took.
d ………………..going to say....................captain?
e Now tell me again ……………..trespassing on...............land?

Self Test
1 Write out the words needing apostrophes
a We enjoyed reading Michael Browns stories
b The cars brakes must be tested
c Womens clothes cost less than mens
d The next camp was a days walk away
e My brother cooks all the meals in our house – unfortunately without reference
to anyones taste
f What do we commemorate on
St Stephens Day?
g Pauls sport car was the talk of the neighbourhood
h Mrs Davies business contacts extend all over Europe
i Union officials disrupted the courts verdict and asked for the tribunals decision to
be reversed.
j Babies early speech patterns are fascinating to study.
k The schools reputation was damaged by the pupils decision to leave the premises.
2 Rewrite this passage with an apostrophe (correctly placed) to replace ‘of the’
where possible. The passage will begin: ‘The boy’s coat -----
The coat of the boy was on the cage of the hamsters. The hamsters were hiding in the shade of
the tree; perhaps because they disliked the smoke-laden smell of the garment. A couple
of naturalists looked out from the doorway of the neighbours.

Self Test – Mark Your Own
1 Write out the words needing apostrophes
A We enjoyed reading Michael Brown’s stories
B The car’s brakes must be tested
C Women’s clothes cost less than mens
D The next camp was a day’s walk away
E My brother cooks all the meals in our house – unfortunately without reference
to anyone’s taste
F What do we commemorate on St Stephens Day?
G Paul’s sport car was the talk of the neighbourhood
H Mrs Davies’ business contacts extend all over Europe
i Union officials disrupted the court’s verdict and asked for the tribunals decision to
be reversed.
j Babies’ early speech patterns are fascinating to study.
k The school’s reputation was damaged by the pupils’ decision to leave the premises.
2 Rewrite this passage with an apostrophe (correctly placed) to replace ‘of the’
where possible. The passage will begin: ‘The boy’s coat -----
The boy’s coat was on the hamsters’ cage. The hamsters were hiding in the tree’s
shade; perhaps because they disliked the garment’s smoke-laden smell. A couple
of naturalists looked out from the neighbours’ doorway.

Oral Presentation
Skills

Presentations – How to
Prepare
Level 2 Oral Presentation (15)

Remember, the objectives of a presentation is the transfer of a message from
the mind of one person to the mind of another.
This depends on the receiver: *

hearing correctly
* understanding correctly what has been heard
* agreeing or disagreeing with what has been heard
* acting or reacting to what has been heard
Plan your Presentation Keeping the Following in Mind:
* decide what you must include
* arrange these under suitable headings
* decide on the order of the presentation
* produce a checklist / prompt cards
* collect supporting information
* consider the use of images
* produce professional looking images
* ensure that you only include material appropriate to the topic
* rehearse your presentation, time it and amend if necessary
* request any items needed in advance e.g. flip chart, overhead projector, computer etc.
Oral Presentation Skills

Some points to remember when presenting material to a group of people.
1 Introduction
Give your name (even if the rest of the group know who you are) and tell
your audience what you are going to talk about.

2 Eye Contact
You must look at your audience. This does not mean that you have to stare at them, but
including them with eye contact will help to create a good relationship with them.
3 Voice
Do not speak too quickly or too quietly. You may wish to practise speaking at home.
Alternatively, practise with a friend who will give an honest opinion.
4 Prompt Cards / Notes

Try not to read directly from your script. Just note down key notes and phrases on pieces
of card or paper as reminders. Doing this will help you to maintain eye contact.
5 Fidgeting
Don’t fidget. Again, you could try practising with friend who will tell you if your body
language is inappropriate.
6 Audio Visual Aids

These can be very useful. You may wish to use the overhead projector or produce a chart
of handout for your audience to look at. This is particularly useful when figures are
included in your presentation.
7 Conclusion
At the end of the presentation, briefly summarise the main points.
8 Questions
After summarising the main points, you should ask your audience if they have any
questions. If someone asks a question to which you do not know the answer, don’t make
it up – tell them you do not know but you will find out for them.
If you don’t understand a question, ask the person to repeat or re-phrase it.
9 Finally
Try not to end by saying something lame like “Well, that’s it” or “I’ve finished now”. Thank
your audience for listening or use some other appropriate phrase to indicate that you
have now concluded your presentation.
Taking Part in Discussions

During class discussion / debate you should be able to:

* work with others in such a way that you are a valuable group member
* contribute ideas, information and effort
* appreciate other people for their good points and make allowances for their weaknesses.
* show tolerance of other people’s views and accept the necessity to compromise.
* criticise constructively, not destructively.
* accept criticism and use this by learning from it.
* make an effort to encourage less confident people to speak
* be confident when called upon to speak in new situations and environments to a familiar
audience.
* communicate effectively with people with whom they are unfamiliar
* recognise and respond appropriately to non-verbal communication i.e. body language.
* clarify information received by asking questions.
* present your views and information in a manner that is easy to understand and
appropriate to the audience.
* listen attentively when presented with information, without interrupting or criticising

destructively.
You may find your Communication tutor will use the above list when assessing your skills during
a group discussion.

Written
Presentation
Skills

Written Presentation (16)
Written Presentations Skills
Business Letters
A good letters calls for many qualities. Not only should it be well written, or typed, but the paper
should be of suitable quality, the envelope properly addressed and spaced and the stamp stuck
on in its allotted area. The letter you write conveys an impression of your or the firm. Therefore,
ensure that your letters are well displayed and faultlessly presented.
Note:
Many firms have their own method of display known as the ‘HOUSE STYLE’ and this should always
be used.
Open Punctuation – Letters and Memoranda

1 No punctuation until after the SUBJECT HEADING.
2 No punctuation in abbreviations e.g. BBC, am, PLC etc.
3 No punctuation after the full stop at the end of the last paragraph.
4 Use of commas, full stops, apostrophes etc., is normal in the main body of the letter.
Parts of a Business Letter

The parts of a business letter are described below in the order in which they appear. Only a few
letters contain all of these parts. Each part of the letter is separated by on clear line space.
Reference
The reference identifies the letter. It may be the initials of the person signing the letter followed
by the typist’s e.g. TSE / UK
Date
To be written in the following order – day, month, year. EVERY
LETTER MUST BE DATED.

Attention Line
It is the policy of some companies not to permit letters to be addressed to an individual. If this is
the case, and the sender wishes the letter to be dealt with by a particular person, an attention
line is used.
Name and Address of Addressee
The name and address of the person to receive the letter. Always write the postal town in capitals.
Salutation
The greeting e.g. Dear Sir,
Subject Heading
This summarises the contents of the message. A subject heading is not always used.
Body of Letter
The message of the letter set out in suitable paragraphs
Complimentary Close
This is the closing line of a letter. The most usual ways are:
Yours faithfully where the salutation is Dear Sir or Dear Madam.
Your sincerely where the salutation is less formal e.g. Dear Mr Jones or Dear Mrs Brown.
Signatory
The name of the person signing the letter
Designation
The position of the person signing the letter. (Sometimes the name of the department he / she
works in.)
Enclosure
The abbreviation Enc is only used when an enclosure is to accompany the letter.
Memoranda
Memoranda are the method of communication between members or branches of a firm (see
attached sample). The following points should be noted:
1. There is no salutation
2. There is no complimentary close.
3. As they are a form of internal correspondence, they do not normally require an envelope
unless marked CONFIDENTIAL, PERSONAL or PRIVATE

Example Buisness Letter
Open Punctuation – Fully Blocked
Baxter & Kyle Ltd

6 High Street
BATH
BA2 6JP
Our Ref:- JH / PP
Your Ref:- SM / JH
12 August 2000
FOR THE ATTENTION OF MR S MARSHALL
P & J Rawlins
42 Canterbury Close
BRISTOL
BS99 1BH
Dear Sir
Account Number 4562 (not always necessary)
Thank you for your recent letter regarding the above account and I have pleasure in providing the
following details:-
AMOUNT OUTSTANDING AS AT 31 JULY 2000 £3,060.45
I am enclosing a copy of your Statement of Account for July and I hope that you agree with the
details. However, if you have any further queries please do not hesitate to contact me.
Yours faithfully
J Hammond
Accounts Manager
Enc.

Example Memorandum
MEMORANDUM
FROM: James Lockhart
TO: Michelle Winterton
DATE: 12 August 2000
REF: JL / JM
SUBJECT: NEW MEMBER OF STAFF – ANDREW COUPLAND
Please find attached a copy of the letter send to Andrew Coupland by Maria Faraday last week. I
spoke to Andrew recently and he has definitely accepted the post.
On Monday morning I have a meeting starting at 9.am and it is scheduled to finish at 11 am.
Therefore, would you please keep the morning free to introduce Andrew to other colleagues
and to accompany him on a brief tour of the college. I will arrange for coffee to be served in my
office at 11.15 am so that we can inform him of his immediate duties.
Enc.

Letter Writing
PRACTICE SUGGESTIONS
* During your studies it is probable that you will need to write letters to organisations.
Most students, at some time, will write at least one of the following:-
letter of application for a job
letter to an organisation asking for information
letter thanking an organisation for work experience
letter to a teach or tutor asking for a reference
letter requesting details of a holiday
letter of complaint about faulty goods
example letters for an assignment
It would be worth your while to prepare letters for the above occasion. Keep these and refer to
them when you have to write.
* Take assignments which require the writing of letters to your Communication session.
Draft the letters and ask your tutor for comments.
* Re-write as necessary, then use these in your assignment.

Report
Reports are essentially practical documents, a record of observations made, work done, or
recommendations for future action and are often intended as a basis for decision-making. They
should therefore be objective, and present all the facts in a logical sequence so that valid
conclusions can be drawn on the basis of the facts presented.
Use the example below each time you are asked to write a
report for your course work.
Example:
‘A REPORT IDENTIFYING THE TECHNOLOGY USED WITHIN THE ADMINISTRATION DEPARTMENT

OF WITH RECOMMENDATIONS FOR INNOVATIONS AND IMPROVEMENTS
TITLE As above
TERMS OF REFERENCE e.g. The following report aims to evaluate current

use and efficiency.
METHODS You describe the methods of research you used to

enable you to produce the report e.g. surveys,
observations and discussion with personnel
(include job titles).
FINDINGS This section should contain a description of the

findings from your research. This can include
supporting information in the form of charts,
graphs and statistics.
CONCLUSIONS This should take the form of a summary which
evaluates all the data you have collected. This
analysis should enable the reader to identify the
most important issues raised and it must satisfy the
title and terms of reference.
RECOMMENDATIONS Recommendations should only be made if the title
and terms of reference ask for these.
SIGNATURE
DATE

Summaries
Level 2 Summaries (17)

Summaries
It is often useful to be able to produce a summary of a document or
article in note form. This is easier to read, understand and absorb than
continuous text.
From time to time, when looking for information, you will find it necessary to read extracts
from a variety of books, leaflets etc., and summarise the key facts in YOUR OWN WORDS.
Summaries should always:

* be brief: they are not essays but neither are they rough notes; summaries should be
structured using complete sentences, correct grammar, correct punctuation and
appropriate paragraphs,
* contain all important points
* be organised so that all related points are brought together
* be in your own words
A summary is NOT a collection of directly copied paragraphs or pages from

selected books.
How to begin a summary 1

Select your text
2 Read the text at least twice. Check any words or information you do not understand by
using a dictionary or asking a tutor.
3 Take each paragraph and list the main points being made.
Caution: Do not include facts or descriptions which take you away from the main point.
Consider ‘If I leave this out will it alter the message?’
e.g. When looking at the types of documents used by businesses we must include the
memorandum. This can vary in structure according to the organisation’s
house style, an example memorandum is shown in Workbook 16. Note that
the headings on the example are the minimum headings appropriate for such
a document. What must be remembered, is that a memo (short form) is an
internal document.

Internal documents are intended to be read by people within an organisation so do not
have to follow the same conventions as a letter.
The important points in the previous section are:-
* a memorandum is an internal document

* it is only intended for communication within an organisation
* it does not follow the same conventions as a letter

* the structure can vary according to house style.
All the rest of the information in the paragraph can be omitted without altering the points or
losing their sense.
4 Write the summary by collecting the related points together without altering the points
or losing their sense.
e.g. the summary of the important points from the example above could read:
A memorandum is an internal document intended for communication within an organisation. It
does not follow the same conventions as a letter and the structure can vary,
according to an organisation’s house style.
NOTE: It is acceptable to change the order of the points in the original text providing this does
not alter the meaning. The order of the points has been changed in the example
given.
5 When summarising long pieces of text it is often a good idea to use headings under
which all relevant points regarding the topic can be grouped.
e.g. Research into documents used by all types of organisations could have the
headings:
Documents for Communication Internally
Documents for Communication Externally
6 If the text you are analysing contains an image which is needed to convey the
information, do not be afraid to include this in your summary.

Activity
1 Read the following twice
2 Take each paragraph and list the main points. There may be more than one main point in
each paragraph.
3 Link the points together, using headings if you think it is appropriate to do so.
4 Write a first draft of your summary, ensuring that you take care with punctuation,
grammar and spelling.
5 Read your summary and check that you have included all the points you originally
identified and that these are in a sensible order.
6 Re-write if necessary
ExtraValue Foods is a fast growing company with approximately 100 supermarkets nationwide.
It is now planning to develop a number of hypermarkets: these are very large stores on one
level selling food and non-food under one roof. All sales are made on a self-service basis.
Recently, the company has applied for planning permission to build an ultra-modern
hypermarket on the edge of an attractive little village which is four miles from the town of
Hometown.
The plans are for a store of 85,000 square feet plus 37,000 square feet of warehousing and
office space. There will also be a large car park and petrol station. The proposed store is
described by ExtraValue Foods as a ’paradise for shoppers’ and the company believes that it will
revolutionise shopping in the area.
The village concerned is in an area of natural beauty and, because of its history, it is a popular
tourist attraction. It has many beautiful old buildings of architectural interest, including public
houses, antique shops, an old manor and a working water mill.
Hometown, by contrast, is a small town with a population of 31,000. It has suffered over the
past few years from the closure of much of its heavy industry. It has an open-air market and
small shopping precinct and these shopping facilities provide for the community’s basic needs.
Before the area’s economy began to decline, Hometown also provided for the needs of the
surrounding towns and villages. Recently, however, many of the shops have closed and people

wishing the

purchase goods, rather than basic items, have had to travel to the nearest city which is twenty
miles away.
Residents of the village have mixed feelings about the proposed hypermarket. Objections to the
scheme have come from all sectors of the community. There is concern that delivery lorries will
pass through the village causing damage to the roads and extra air pollution. There is also a
group of people very concerned about the danger to pedestrians and cyclists who have not
previously been exposed to a large volume of traffic. Even the subject of litter has been raised
along with fear that the whole atmosphere of the historic little village will be destroyed by the
building of a hypermarket on its boundary.
Objections are also being raised in Hometown, particularly from shop owners. They fear that
the hypermarket would affect their trade and that even more shops would close. Residents too,
are expressing their doubts about the scheme. An action group has been formed to represent
the interests of the elderly, people who rely on public transport and others who have strong
objections.
Those in favour of the proposed scheme state that the store will provide hundreds of new jobs
and will bring money back into Hometown and a new prosperity to the village. It is anticipated
that jobs will be created for full and part time workers of both sexes and ages. Despite
ExtraValue Foods intention to bring senior management from other branches, for the initial two
years of the operation, the company is giving assurances that, wherever possible, local people
will be employed and trained. Other arguers for the scheme consider that the area needs to be
modernised and that shoppers should be given the opportunity to enjoy the seven days a week
service to be offered by the new hypermarket. `

Using Images
Using Images (18)

Using Images
How many words is a picture worth?
It is said that a picture is worth a thousand words. Before you go
rushing to find brushes and paints, perhaps we should examine this
idea further!
  
In today’s world we are surrounded by images. Consider the number of images used in a
television advertisement. How often do you see an advertisement which contains writing but no
other images? Even newspapers such as the ‘Financial Times’ use photographs and charts to
illustrate and emphasise their points.
Why use images?
Have you ever They can capture the attention of the audience.
played the game
describing an object to two people who cannot see it, but
who have to draw it? We have, the two pictures never look
the same!
Illustrations are often considered to be a universal language i.e. no

matter what language a sighted person understands, a common symbol
can be used to convey a message. Think of a ‘No Smoking’ symbol.
Using Images (18)

Information containing statistics is easier to
understand if accompanied by charts, graphs etc. An
audience can see ‘at a glance’ the point of the
information.
Getting bored? Perhaps we should draw a diagram

because using images breaks up the text and keeps
the reader interested.
Charts showing statistics

Your Application of Number work will help you learn
how to make and use images such as bar charts, pie
charts, graphs and tables.
You will learn how to produce the charts correctly and accurately. However, how will you make
sure people reading them will understand them? By making sure you use clear titles and labels.
Yes
The title could mean that you100have asked everyone; in your class; in
No
the 80 Sometimes
theyeat
country;if breakfast. 60
Someone 40
reading
this would be confused.
20
rd
1st 2nd qrt qrt qrt
4th
To communicate effectively you need to title and label images clearly. What does the following
title really mean?
Using Images (18)

Remember:
 the title needs to have enough information for the reader to understand what the chart
is showing
 clear labels make the chart easy to understand
 no labels or poor labels mean that the chart is not doing its job of making information
easier to see and understand
 take your coursework for the subject you are studying to your Communication Skill
sessions
 look for work which asks you to present information in the form of a chart
or look for work which would be better if you added a chart
 produce your chart and ask your Communication tutor for comments and guidance.
Photographs, maps and diagrams.
 if you use an image you must label this clearly e.g. ‘Map of market area, town centre, A
town’.
 if the image is a copy from a book or leaflet etc., you must write from where this was
taken. An appropriate way of doing this is:
‘Map of the Word’ from ‘A bird’s Eye View’ by Desmond Hume
Using Images (18)

Using Images
Using different images can help people to understand information and explanations. A piece of
text is often difficult to understand without the aid of a diagram, try the following exercise to
illustrate this.
Activity
 Read the following text

The right and left kidneys are the first organs above the intestines, the outer edges are almost in
line with the outer edges of the intestines.
The liver sits to the right of a person’s body, partly above the right kidney but much large in size
than the kidney.
The heart is centrally positioned, above the liver and between the lungs.
b) Now draw the outline of a body and indicate where the kidneys, liver and heart
are situated.
Now turn the page to see if you were able to understand the text well enough to draw
the diagram.
Using Images (18)

Using Images
Heart
Lungs Organs of the Body: kidneys, liver and he
The right and left kidneys are the first org
Right kidney
The liver sits on the right of a person’s bod
Left kidney
Intestines
Liver
The heart is centrally

positioned, above the kidney and between t
See how easily the information and explanations are

understood when they are accompanied by a labelled diagram.
Using Images (18)

Activity 1
In small groups, talk about the sort of images you could use in the two situations
described below. Remember to write down WHY the images you choose would
help someone understand.
i You have been asked to design an information booklet on health and safety.
ii, You have been asked to present information on research you’ve done about
facilities for students at college.
Using Images (18)

Using Images (18)
Communicating Effectively?

Communicating Effectively?
What is Communication (19)

Definition
Communication is the process of passing a message or information from its
source to the recipient(s) in such a way that it can be understood, in order to
prompt the desired response.
Process of Communication
Stage 1 – Conceiving the message

Some messages are the product of internal reasoning, some are an emotional process, some are the
result of an external stimulus.
Stage 2 – Encoding the message

Encode to appropriate language. This can be:-
1 The spoken word
2 The written word
3 Numbers
4 Pictures, drawings or symbols
5 Non-verbal communication – expression, gesture, posture
Stage 3 – Selecting the communication media

Some major factors influencing the choice of communication media are:-
 its potential effectiveness  confidentiality
 the need for tact  the need for instant feedback
 the simultaneous reception of information  the complexity of the message
by recipients  time
 the need for a written record  cost
Stage 4 – Decoding the message

The receiver needs to understand the language and the medium – i.e. can s/he read a graph? Can s/he
understand legal ‘jargon’ etc? Is it too subtle or does it appear ‘condescending’.
Stage 5 – Interpreting the message

Some messages have apparent meaning and underlying meaning. Does the receiver understand? If
not, either the sender or the receiver may be at fault
Stage 6 – Providing feedback

Feedback reassures the sender that the message has been:-
1 received
2 understood
3 correctly interpreted and that
4 the receiver is ready for the next part
Communication Routes Within Organisations
Routes may be
Vertical Communication routing directives, instructions and
policies down; ideas, suggestions, queries and criticism up
and down.
Lateral Communication communication at the same or similar

levels (with equals, colleagues, peers).
Diagonal Communication allotted tasks which span departments so people may

report to a senior in another department (needs good-will to avoid
jealousy, resentment.
Routes may be
Formal communication through formal channels - meetings, memos etc.
Informal general conversation, informal meetings etc.
Grapevine one of the most common methods of communication!
By passing Missing out someone in the chain of command can cause problems.
Physical barriers to effective communication
1. The closed door ( unapproachable seniors)
2 Over-zealous assistants (secretaries who ‘shield’ their bosses from others trying to
communicate)
3 Distance – although telecommunication and modern computer networks help with this.
4 Time – time to reach someone or to see them, busy diaries.
5 Technology – or lack of it – waiting for letters etc when no fax or E-mail is available.
6 Having to formalise ideas or suggestions (e.g. the boss says ‘Put it in writing’)
Psychological barriers to effective communication

1. Fear (e.g. someone daren’t say something in case their job is jeopardised).
2 Jealously (destructive communication or prevention of contact)
3 Lack of confidence
4 Discrimination (racial, sexual, personal, educational).
5 Politics (not government politics – but political (infighting’ at work).
Factors affecting communication systems within business

organisations
1 Type of organisation, origins, size, attitude of management and policies.
2 Is it a sole trader, partnership, limited company, public limited company?
3 It is in the public or private sector?
4 Is it a large network, small chain, one shop/office only?
5 Are the management autocratic/democratic?
6 Is the parent company in the same country?
7 Is the sales/buying force international?
8 Do they have fax, telex, computers, electronic mail etc?
9 The type of product or service.
10 Does the company originate from a different country with different beliefs and methods
of working?
Advantages and disadvantages with regard to the number of personnel.

Large organisations have  better grievance procedures
 better union representation
 a personnel department
 staff training and development
 staff ‘morale boosters’
e.g. cheaper canteen, hairdressers
uniforms, holidays, time off, cover,
pension schemes, medical schemes,
company cars.
Small organisations have  closer contact
 better communication
 family atmosphere
 everyone can share in decision making
 everyone is able to participate in meetings.

‘Nouns & Pronouns’
Nouns & pronouns (20)

Nouns
Nouns provide the ‘bones’ of sentences. They can be persons, things, places or ideas. (A noun
can have the or a or a possessive word in front of it.)
e.g. the horse, the actress, a village, their stupidity.
In the following activity the words in brackets are verbs, adjectives or adverbs.
You have to turn these words into an appropriate noun which will fit into the sentences.
Activity
1 The management of the theme park has just announced a new (acquired), an exciting ride,
which, it is hoped, will be the main (attract) of the new season.
2 (Correspond) covering the recent (elect) have reported widespread (allege) about
(intimidate) and (corrupt) on the part of the officials.
3 The company owes its (prosper) to the (imagine), (wide), and (foresee) of its original
founder.
4 The judge could find no satisfactory (explain) for the (cruel) shown by the prisoner.
5 The journalist’s unwarranted (interfere) in the (enquire) resulted in her (expel) from the
room.
6 The interviewer decided that, in the interests of (equal), all (apply) would have to take the
same series of tests.
7 There was great (anxious) at the quayside when reports were received of the (fierce) and
(intense) of the fire on board the ship.
8 The skilled parfumier used his great (know) of flowers, herbs and essences, to create a
beautiful new (fragrant).
9 A successful business has to balance its annual (expend) with its (receive) if it is to continue
trading.
10 The children continue to show appalling (behave) despite the (generous) shown to them.

Pronouns
Replace nouns which are used as the subject and object in the following sentences with
pronouns. The changed sentence must still make sense.
e.g. George fetched his newspaper early this morning.

………………fetched................early this morning.
Activity
1 Sandra and I are going out with Ian tomorrow
2 The rain was so heavy, it was bouncing off the rooftops.
3 The students were watching a video when the power cut happened.
4 The computer network went down at lunchtime.
5 The boy wanted to watch his team play.
6 The girls have gone out riding with their friends.
7 Jane and I were using Bill’s computer, because our computer had a fault.
8 The lorry left the road in a bad thunderstorm.
9 Elaine was playing tennis until the racquet’s strings snapped.
10 The sailboat lost its sails and anchor in the ferocious storm.

Relative Pronouns
Activity
Put the appropriate relative pronouns (which, who, whom, to/with whom) in the following
sentences.
1 Any dog has no collar, is more likely to get lost.
2 The students wish to go on the trip next week must meet at 1.00pm in the hall.
3 Do you know the manager, Mrs Birch I had a most useful conversation?
4 Animals have been kept in captivity for a long time, can never be released into
the wild.
5 Those are the chairs need to be re-arranged for the meeting.
6 What was the name of the person you sent the brochure?
7 This photograph is of the house burnt down last year.
8 The members of the audience did not like the play walked out at the first interval.
9 TV programmes are on before 9 o’clock are very strictly controlled regarding

content.
10 ‘Passengers wish to visit the island may disembark now’.
BE CAREFUL !!
11 ‘Those the gods love, die young’.
12 The students the teacher liked were chosen for the festival.
Ask your tutor to explain these two sentences if you find them difficult.

Sentence Linking
This activity should help you to use your knowledge about ths uses of the different parts of
speech to produce sentences which are more fluent and are better constructed.
Activity
Combine each of the following grups of sentences into one sentence.
You may add or remove words, change the order, use any necessary punctuation, but do not
repeat yourself in the same sentence.
1 Great Britain is an island. Great Britain has a population of over fifty millions. The
country has a wide reputation for sport.
2 Materially the youth of this country have never been better off. There has been a large
increase in juvenile crime. This has taken place since the war.
3 Young ‘pop’ singers have little talent or training. But they draw large sums of money.
This is a sign of the times.
4 Smoking is on the increase. This is despite warnings from doctors. Smoking is a possible
cause of lung cancer.
5 Technical education is now developing rapidly. It was neglected in Britain before the
war. We must compete with other countries.
6 The garden was beautiful. It contained flowers of many different colours. I was very
impressed by it.
7 The letter was long. It was very badly written. I did not read it.
8 The man worked hard. He deserved to succeed. He never gave up trying. He had failed
many times.
9 I usually go abroad for my holiday. My holiday takes place in the summer. Last year I
went to Duxcombe. Duxcombe is a small place. It is by the sea. It is in Devon. I used to
like swimming there. I went there when I was a child.
10 I reached the top of the hill. I saw a view. It was beautiful. It extended for miles. The his
was steep. The view looked over extensive forests.
11 Last Friday I went out. I went for a walk. I went into town. I passed a shop. The shop
window had been broken. A car had broken the window. The car must have skidded. The
road was covered with wet leaves.

12 The new recruit arrived in the camp. He was told he must draw his kit. He was told to
draw it from the company stores. It was already late. He decided to turn in. He decided
to leave everything until the morning.
13 Charles 1 was a virtuous man. He was a devoted husband. He was a kind father. He did
not possess strong qualities of leadership. Such qualities were needed at this time.
14 English is a school subject. Mathematics is a school subject. English and Mathematics are
useful in daily life.
15 The cinema was very popular. In recent years television has made great advances.
People are changing their habits. They can have entertainment at their firesides.
16 In 1900 China was a backward country. Today, Chinas is one of the most powerful
nations in the world. Mass education has played a great part in the transformation.
17 Africa was formerly known as the ‘Dark Continent’. Africa is giving rise to many new
nations. These countries will feature largely in world politics.
18 Students are young. They should work hard for good qualifications. These are backed

by experience at work. They can secure quite good positions later.
19 There have been recent changes in the football world. These changes have created a
new situation. In this situation, only the wealthiest clubs can have an outstanding team.
20 Self-service stores are now popular in this country. They have been common in America
for years.
21 The Duke of Newark has been to South America. He is a progressive and public-spirited
man. He scored a great personal success there.
22 Many people have a compelling ambition. This ambition drives them on to disaster. They
pay no attention to the promptings of common sense.

Adjectives
&
Adverbs
Adjectives & Adverbs (21)

Adjectives & Adverbs
A sentence only has to have a subject (a noun) and a verb to make it make sense, but sentences
with only these elements in them would be very boring.
Adjectives and adverbs are used to make sentences more interesting, descriptions more
colourful, feelings more intense. There are hundreds of adjectives and adverbs, but working
through the following exercises will at least help you to see how they can best be used to
improve your speech and your writing.
Adjectives
Adjectives help to give more description to nouns.
e.g. The beautiful garden

He is an arrogant person
The sky was a violet blue.
Activity 1
The words in brackets are either nouns or verbs. You have to turn them into adjectives.
a The afternoon’s (circle) tour was over too quickly because of the (exceed) speed at which
the coach was driven.
b A (precipice) ridge on the side of the mountain proved to be the most (peril) part of the
climb.
c Both at home and at work, it is most important to handle (hazard) and (corrode) substances
correctly.
d (Extend) damage has been caused to buildings on the coast by the (mountain) seas during
the winter’s (tempest) weather.
e Puppies and kittens can be most (destroy) in the house but a look from their (mourn) eyes
makes it impossible not to forgive them.
f The circus was (spectacle) and the overweight members of the comedy acrobatic troupe
were very funny – some of them could only be described as (elephant).
g The old house is (type) of its period with ghosts, priest holes and creepy (spire) staircases.
h Gypsies follow a (nomad) life, wandering around all the country’s most (picture) places.
i The visitor to the school was shocked by the (outrage) and (infant) behaviour of the older
pupils.

j ‘He is normally such an (industry) and (energy) work’ said the manager. ‘I can’t understand
his (farce) handling of the presentation.
Adverbs
Adverbs help to give more description to a verb. They state how something will
be/is/was done.
e.g. The dog ate hungrily

The crowd cheered enthusiastically
The car was speeding dangerously.
Activity 2
Fit the appropriate adverb into the gaps in the sentences. You may need to check some of them
in a dictionary first.
vehemently menacingly doggedly sluggishly arrogantly

recklessly Eloquently precariously ponderously tortuously
A Despite heavy fire and appalling casualties, the solder continued
to attack.
B The boys denied any knowledge of the broken window.
c During the recent heatwave, the river seemed to flow through the park even more than
usual.
d The victim claimed that during the robbery, a gun had been waved
at her.
e The climbers spent the night balanced on a small ledge half way up the
mountain.
f The route of the rally winds its way round the country lanes.
g The local candidate spoke most during the political debate which
pleased her supports.

h His response to criticism was to deny that he could ever been at fault.
i The great beasts, covered by the heavy trappings of the carnival, walked
through the flower filled streets.
j It is a serious offence to drive and without due care and attention.
Activity 3
No help this time. Complete the sentences using appropriate adverbs. Check the answer with
your teacher.
a The storm raged through the trees surround the ancient house.
b Knowing that it was very old and extremely valuable, the auctioneer held the object very
.
c The two neighbours settled the dispute , agreeing that there had been
several misunderstandings and faults on both sides.
d Packages which are sent abroad must be fastened and

labelled.
e The defendant shook his fist at the reporters and threatened to call the
police if they did not leave his family alone.
f An applicant who does not write will not even be considered.
g A burn victim has to have his bandages removed very or more damage
could be caused.

h The teacher listened to the student so that she found herself able to
confide in him whenever she had any problems.
i The animal moved through the undergrowth.
j On the mountainside, the skier glided over the crisp, deep snow.

Similar Words
Different
Meanings
Similar Words,
Different Meanings
There are many words which are similar in sound and spelling but actually mean quite different
things. Below is a list of examples.
Similar Words & Different Meanings (22)

The exercises should help you to use these words correctly and with confidence.

Activity 1
Write sentences for each pair of words to show their different meanings. Use a dictionary if necessary.
Affect effect
Amend emend
Artist artiste
Beside besides
Biannual biennial
Ensure insure
Exhausting exhaustive
formally formerly
impractical impracticable
permissible permissive
luxurious luxuriant
physical psychical
precede proceed
prescribe proscribe
recourse resource
reverend reverent
septic sceptic
viscous viscose
envelop envelope
vocation vacation
gorilla guerrilla
courtesy curtsey
access excess

Activity 2
Select from the words in brackets the correct word to complete the following sentences.
1 There were two applicants for the post. The manager considered both applications and
she suggested that the (ineligibility, illegibility) of one of the applicant’s handwriting be
(born, borne) in mind when a decision was being made.
2 The Church (Counsel, Council) has to meet (formerly, formally) in order to approve the
scheme for (partitioning, petitioning) the Church Hall.
3 The (effect, affect) of the new building project was that residents (formerly, formally)
not (effected, affected) by the industrial development, now found that they had
improved (excess, access) to their property.
4 The (honourable, honorary) gentleman agreed to act as (honourable, honorary)

secretary, provided he would still be (legible, eligible) to serve on additional
committees.
5 The trainee worked on the reception desk on (alternative, alternate) days. He received
(complements, compliments) on his (courtesy, curtsey) to visitors.
6 In the (dessert, desert) there are frequent dust storms which can completely (envelope,
envelop) a small settlement, within hours.
7 The new student found the work (ardent, arduous) and the thought that (domineered,
dominated) her mind was how to gain (access, excess) to the (principle, principal) in
order that she could voice he dissatisfaction.
8 The newspaper (magnet, magnate) was considered to be something of a (gourmand,

gourmet) by his friends who knew he really appreciated being offered good food and
wine.
9 Surjit, Claire and James live in London, Paris and Edinburgh (respectfully, respectively,
respectably) and although several months might (lapse, elapse) without them meeting,
they often (contacted, contracted) each other by e-mail or telephone.
10 (Luxurious, Luxuriant) vegetation covers many of the Caribbean islands, while others are
barren and almost (deserted, desserted).

Word Differentiation
Activity
1 The students shrank visibly under their tutor’s intense/intensive gaze.
2 If a student finds it necessary to deprecate/depreciate a fellow student’s work, this can indicate a lack
of self-confidence.
3 Detectives investigating the crime found the problems to be insoluble/insolvent.
4 The playwright was depressed because she could not find the stimulus/stimulant need to being
formulating a new plot.
5 The gardening society arranged to visit an historic/historical house which had exceptionally beautiful
gardens.
6 The tablets were reputed to be most efficient/efficacious.
7 Suddenly there was silence, and to her discomfort/discomfiture all eyes were turned on her.
8 We were most unsatisfied/dissatisfied with the service provided by the caterers.
9 A new cinema has just been built in our local/locale.
10 His success hardly seems credible/credulous.
11 The nervous actor gave a pitiful/piteous performance.
12 The leader of the seminar was an eminent/imminent psychologist.
13 She went to the Citizens’ Advice Bureau to enquire/inquire about customer legislation.
14 Safety advice has to be followed as far as it is practical/practicable.
15 I usually fail when I try to elicit/illicit a clear answer from my solicitor.
16 In another five kilometres, the route will divert/diverge.
17 The machine needed to be replaced as it was obsolescent/obsolete.
18 When the fatal/fateful day dawned there were no indications of what was to come.

19 I am not adverse/averse to a few drinks at the weekend.
20 ‘He was rather presumptuous/presumptive asking for my telephone number’ she said.

‘Homonyms/
Homophones’
Homonyms/Homophones (23)
Homonyms/Homophones
A homophone is a word which is pronounced the same as another and sounds the same.
However, it has a different meaning and a different spelling. Below is a list of homophones. Use
your dictionary to make sure you can distinguish between them.
ail ale dew due

aisle isle die dye
allowed aloud disc disk
altar alter draft draught
arc ark dual duel
ascent assent faint feint
base bass fair fare
bail bale feat feet
ball bawl flair flare
bare bear forth fourth
beach beech gage gauge
bean been gamble gambol
beat beet gild guild
beau bow grate great
beer bier groan grown
bell belle hail hale
berth birth hangar hanger
blew blue heal heel
boar bore hear here
board bored heard herd
bolder boulder hew hue
bough bow hoard horde
boy buoy hole whole
brake break holy wholly
bridal bridle idle idol
broach brooch knave nave
buy by bye knead need
callous callus know no
canvas canvass leak leek
cast caste lessen lesson
censer censor mail male
177
check cheque main mane

choir quire maize maze
chord cord manner manor
coarse course meat meet
creak creek medal meddle
cue queue miner minor
curb kerb moan mown
current currant muscle mussel
cymbal symbol naval navel
dear deer oar ore
pail pale serge surge
pain pane shear sheer
pair pare pear sight site
peace piece soar sore
peal peel some sum
pedal peddle stake steak
peer pier stationary stationery
place plaice steal steel
plain plane stile style
plum plumb storey story
pole poll swat swot
pore pour tail tale
pray prey tea tee
principal principle team teem
prise prize their their they’re
rain reign rein threw through
rap Wrap throne thrown
real Reel troop troupe
review Revue vain vane vein
role Roll waist waste
root Route wait weight
sail Sale waive wave
scene Seen weak week
scull Skull weather whether
sea See were where
seam Seem yoke yolk
177
178
sear Seer
178
Activity 1
In each of the following exercises, rewrite the sentences choosing the correct word.
1 What would the circus be without its troop/troupe of clowns?
2 He showed a flair/flare for dancing.
3 The traffic was stationary/stationery for hours.
4 The magazine review/revue of the play was enthusiastic.
5 The children in the orchestra enjoyed playing the cymbals/symbols.
6 The photograph frame was touched with gilt/guilt.
7 She asked for her parent’s ascent/assent before agreeing to marry him.
8 The students lived on the fourth storey/story of the student block.
9 She has dual/duel nationality because she has British parents but was born in France.
10 The weather/whether forecast for the coming week is not promising.
11 A hoard/horde of coins was found in Oldmere Abbey.
12 The currant/current of the river flowed faster than anticipated.
13 A peal/peel of bells was rung as the bride and groom left the church.
14 He came forth/fourth in the race and just missed a medal by 0.1 of a second.
15 Through the accident, he lost his sight/site in one eye.
16 If you follow this root/route you will arrive at the wrong exit.
17 Some people go to churches to pray/prey.
18 She had to wait/weight at the airport for a connecting flight.
19 That day, the moor seemed a cold and desolate place/plaice.
Activity 2
20 Some people think it is a waste of money to gamble/gambol on lotteries.
1 I had trouble in prising/prizing open the door.
2 Ignore the mess. It’s an every day/everyday problem.
3 You have to pass an exam these days before you get your licence/license.
4 We’d have to get the boss’ assent/ascent before we did that!
5 ‘Is there a changing cubical/cubicle near the gym?’
6 We must listen to the radio to find out whether/weather or not the weather/whether is
going to be fine tomorrow.
7 We have received complimentary/complimentary tickets for the show next week.
8 A lot of rubbish floats downstream with the currant/current.
9 The secretary should have ordered more stationary/stationery by now.
10 Whose/Who’s turn is it to make the tea today?
11 The candidate went out to canvas/canvass for support.
12 I hear there’s a new dance troop/troupe at the theatre this week.
13 We are having a new water metre/meter put into the house.
Activity 3
14 I hardly knew how to brooch/broach the subject to him.
15 To be good at playing an instrument, you have to practise/practice every day.
16 I promised not to tell the secret to a sole/soul.
17 When they got into difficulties, the boatmen sent out a flare/flair.
18 The dog seems to have hurt it’s/its paw/pore.
19 ‘Have you met the new principle/principal yet?’
20 I was disappointed with this. The dye/die came out very easily.
Use correctly each of the words used incorrectly in Exercise 2 by placing them in appropriate
sentences of your own construction.
Activity 4
Check your learning and choose the correct word for each of the following sentences.
1 The scene in which the dual/duel took place, was enhanced by a superb backdrop.
2 Did you order any extra stationery/stationary for the new office?
3 The use of cymbals/symbols on a map is common practice.
4 The weather/whether on holiday was really disappointing.
5 There is a comic review/revue playing at the theatre this week.
Activity 4
6 The torrential rain caused the current/currant of the river to be very dangerous.
7 The sailing teacher insisted that a boat should always carry a flair/flare in case of an emergency.
8 The clown troop/troupe was very popular with the children.
9 The old furniture still showed traces of gilt/guilt.
10 I live on the twelfth storey/story of the new building.
11 The police officer indicated the quickest route/root through the town.
12 A peal/peel of bells is often heard at a wedding.
13 The student had to obtain her tutor’s assent/ascent before leaving the class early.
14 In Britain it is legal to gamble/gambol money on many different pursuits.
15 In Britain a wedding ring is often worn on the forth/fourth finger of the left hand.
16 The building site/sight looked like a quagmire after the torrential rain.
17 Passengers had a long wait/weight at the airport because of fog.
18 The newspaper reported that a hoard/horde of gold coins had been found.
19 Plaice/place and chips should always be accompanied by a slice of lemon.
20 Birds such as eagles and falcons are known as birds of prey/pray.
‘Why use several
words when one will
do?’
Level 3 Why use several not one (24)

Why Use Several Words When One
Will Do?
In this section you will find sentences which use several words when there is a
single word which expresses the same thing.
Completion of this section will help you to improve your vocabulary and become
more succinct!
Activity 1
In each sentence, replace the words underlined with one word.
1 The accused waited impatiently for the decision of the jury.
2 To ensure against a fall in the value of money you should invest in diamonds.
3 The business of Parliament is the making of laws.
4 Her action seems not capable of being explained.
5 The post is one which you may perhaps hold only for a short time.
6 That remark is one which you may perhaps hold only for a short time.
7 My brother always talked as if he expected things to turn out well.
8 This part of your sentence is unnecessary as you have already said that.
9 Millions of people are still unable to read or write.
10 His work was wearisome because it was always the same.
11 She had a worrying feeling before it happened that the boat would capsize.
12 It is useful for a games player to be able to use the left or right hand with equal ease.
13 The television programme could only be received from time to time at irregular intervals.
Level 3 Why use several not one (24)
‘Prefixes’
Prefixes (25)
Prefixes
Negative prefixes do not change the word to which they are attached – un. in, im,
il, ir, mis, dis. They simply create an opposite (negative) meaning e.g.
Interesting uninteresting
Convenient inconvenient
Practical impractical
Legible illegible
Responsible Irresponsible
Necessary unnecessary
Noticed unnoticed
Numerable innumerable
Moral immoral
Appoint disappoint
Appear disappear
Lead mislead
Understand misunderstand
Service disservice
Spell misspell
Prefixes (25)
Other Prefixes
Uni one bene good

Bi two chron time
Tri three co together
Quad four contra against
Cent hundre counter against
Mono one hydro water
Poly many hyper above
Multi many magna great
Di two magni great
ambi on both mal bad
ante before micro small
post after pseudo sham
anit against retro back
auto self tele at a distance
trans across
Activity 1
Knowing the meaning of some of the most common prefixes can help us to understand complex
or unfamiliar words more easily.
e.g. quadraphonic/quadrilateral/quadrangle hydrometer/hydrant/hydro-

electric.
unison
bicycle
tripod
quadrangle
century
Prefixes (25)
monologue
polychrome
multitude
multitude
dissect
ambidextrous
anteroom
antisocial
autobiography
beneficial
chronology
co-operate
contradict
counter-clockwise
hydrofoil
hypersensitive
magnanimous
magnificent
malodorous
microscope
posthumous
pseudonym
retrograde
telephone
transmit
These are examples of words using common prefixes. Use them, or others, correctly to form
sentences.
Prefixes (25)
‘Punctuation
Marks’
Punctuation Marks (26)

Punctuation Marks
This ‘How To’ Booklet revises the uses of some punctuation marks with which you should
already be familiar, and adds a few more.
The two exercises following will then test your skills using all the different types of punctuation.
C apital Letters
1 To begin a sentence
2 For a title, name of an organisation or institution.
e.g. Alton Towers

East Midland Electricity
Chancellor of the Exchequer
3 For the first word in direct speech

e.g. I said, ‘What’s the use of moaning?’
4 For the important words in titles of books, plays,

films etc. e.g. War and Peace The Sound of
Music
Murder on the Orient Express
5 For all proper nouns and adjectives formed from them. e.g.
Britain, British, Friday, July, Christmas Day.
6 For the personification of abstracts.

e.g. Death rode towards them on a wide horse.

The Full Stop (.)
1 To mark the end of a sentence.
2 To indicate abbreviations. e.g.

Mr. Dr. no. (number)
The Comma (,)

1 To separate words or phrases when they are used in series. A common can be used in front
of and if it makes the meaning clear.
e.g. The order includes sherry, German table wine, and spirits.
The comma is necessary before and or it would seem as if the spirits were German as well
as the wine.
2 To separate introductory words and phrases.

e.g. However, for instance, nevertheless, therefore, etc.
Nevertheless, he decided to continue eating beef.
3 To distinguish a parenthesis – a part of a sentence which may be omitted without

destroying the meaning. It usually adds a little more information.
e.g. French people, who eat garlic, sometimes find English food tasteless.
Her passport, which she needed for her holiday, had expired.
NB the difference in sense between these two sentences.

a) All our retail outlets, which now sell wines and spirits, showed an
increased turnover this year.
b) All our retail outlets which now sell wines and spirits showed an
increased turnover this year.
4 To separate direct speech from the accompanying words.

e.g. ‘I hope’, she said, ‘I’ll see you again on Saturday’.
He shouted, ‘Who is it?’
5 To separate words used in addressing a person.

e.g. ‘You should leave now, George, otherwise you might be late.’

6 To add emphasis to a clause, often involving time.
e.g. Each time I called him, his phone was engaged.
7 To separate phrases containing a participle (-ing). e.g.

Realising he felt ill, I decided to go alone.
8 To break up long complex sentences for easier understanding.

e.g. There was, at some time, the feeling in College, that the Student Union
was arranging too many activities for young students, and paying
insufficient attention to the needs of mature students.
The Semi-Colon (;)

Infrequently used; usually where a longer pause than a comma is indicated, or in long lists. e.g.
We stock dry goods; frozen goods; tinned goods; fresh bread; fresh meat.
The Colon (:)

To introduce a list. e.g. The bench was cluttered with equipment: nuts, bolts, spanners, rusty
wire, tins of paint.
The Question Mark (?)

1 Used only after a direct question. e.g.
To whom were you speak?
He asked me, ‘Why are you so early?’
BUT never after an indirect question.

e.g. I was asking to whom you were speaking.
He wanted to know why I was so early.
The Exclamation Mark (!)

1 After exclamations e.g.
Help! Oh!
2 After commands
e.g. Listen please!
3 After interjections
e.g. Hooray! We’ve won.
4 After a phrase to give emphasis.

e.g. ‘I’m shattered!’ said Sandra
Half-Price Offer Ends Saturday!
What a day!
The Apostrophe (‘)

1 To show where letters are missing, I’ll = I will, he hasn’t = he has not.
2 To denote possession.
Singular
e.g. The bowl of the cat, becomes – The cat’s bowl.
The legs of the chair, becomes – The chair’s legs.
There is only one cat and one chair, so the apostrophe comes before the ‘s.
Plural
e.g. The bowls of the cats, (3 cats) becomes – the cats’ bowls.
The legs of the chairs (12 chairs) becomes – The chairs’ legs.
There is more than one cat, and more than one chair, so the s is used for both plural and
possession. You cannot have s twice at the end of these words (i.e. chairs’s) so we only use one,
and the apostrophe goes after the s’, thus the possessive plural becomes chairs.
Rules
1 The apostrophe goes on the possessor, not on the thing possessed. (If you can turn it into
‘of the’, you will know who or what is the possessor)

2 The apostrophe goes after the singular or plural version of the work.
Irregulars
Some words do not form their plural with an s.
Follow rule 2 above. The apostrophe is placed after the plural version of the work but before
the s’.
e.g. The child’s toy.
The children’s toys.
The man’s wallet } The s is only for

The men’s wallets } possession
Brackets ()
Used when a word, phrase or sentence is placed in parenthesis. e.g.
Friday (Friday) is the last day of term.
Direct Speech
When you use direct speech in a piece of prose or an essay, begin the sentence containing the
speech on a new line, and begin the new line whenever the speaker changes. e.g. The two
women stood and stared. ‘What do you think of that?’ asked one.
‘I’m not sure,’ replied the other, ‘seems a bit odd to me!’
‘I don’t think I’d ever do it,’ remarked her friend.
Place all punctuation belonging to the direct speech inside the quotation marks. e.g.
‘Never again!’ he said.
NB Slang and dialect may only be used when placed inside inverted commas to show that it is
there fore a purpose and not because you cannot think of any other vocabulary.
Inverted Commas (‘ ‘or “ “)

1 To enclose direct speech. e,g, ‘Where did you leave the bike?’ he asked.
2 To distinguish the titles of books, plays etc.

e.g. One of Shakespeare’s best known plays is ‘Hamlet’.
To indicate a quotation e.g. She opened ‘Twelfth Night’ and began to read ‘If music be the food
of love…….’

Hyphens and Dashes (-)
1 Hyphens are used in compound words. e.g. brother-in-law.
2 The dash can be used to mark a parenthesis.

e.g. Work experience has a place in most programmes of study and – in the right
circumstances – can be more valuable than theoretical exercises.
3 To indicate a break in a sentence.

e.g. a) To complete the first part of a sentence.
e.g. A department store has all the items to furnish a home
kitchenware, bedroom suites, dining furniture, bathroom suites.
b) To introduce an unexpected ending.

e.g. He jumped into the car – then realised it was the wrong one.
c) To comment on what has already been seen.

e.g. She made me a good offer – more than I had expected.
4 When a sentence begins with a list.

e.g. Sandwiches, cold rice and pasta dishes, salads, dips – all can be prepared before the
party.
Activities
1. Insert inverted commas and capital letters where necessary.

1 At the library I looked at a copy of her face at the window.
2 The butcher made up her orders for the nursing home steak for the beeches sausage for the
hawthorns and lamb chops for st. ives.
3 The actress played in the tempest took the lead in pride and prejudice but declined a role in
straw dogs.
4 He left james and the giant peach in the fruit shop.
5 They filmed cleopatra in egypt.
6 He examined jane eyre and attempted to find examples of alliteration.
7 oliver twist captured the hearts of many russians.
8 He borrowed her sons and lovers.
2 Punctuate the following:

1 wasn’t I happy to arrive
2 would you please think about this
3 i was given my card my money and best wishes for the future
4 the manager leaving her job and partner went to portugal
5 if you turn right there at the dog and duck you will see the motel on the left
6 have you been to the dentists since last year
7 the boys mother had lost her keys so the boys helped her to search
8 go up the road turn right then sharp left past the sir william on your left straight on and youll
be back where you started
9 the officers mess had been closed
10 jasmin cloe and harvinder are missing

11 i went to get a drink did you

12 the womens clockroom is on the right
13 betting on a lottery which is popular in britain brings riches to the few and some say poverty to
the many
14 boys will be boys he said

‘How to produce
A Curriculum Vitae or
CV’
Level 2 CV (27)
How to produce a
Curriculum Vitae or CV
When you apply for a job, you are often asked to send a full CV with your letter of application.
A well written CV is an easy way to give an prospective employer the basic details about
yourself.
However, for a CV to act as a good advertisement for yourself, it has to be well produced and
kept up-to-date.
Attached is a model CV which you can adapt for yourself as you may not need all the elements
which are included here.
Curriculum Vitae
Level 2 CV (27)
1 Personal Details
Surname First Name
Address
Telephone Number Home Work

Fax Number Home Work
Mobile
E-mail
Date of Birth Place of Birth
Nationality
School/College Dates Attended
2 Education
Subject Qualification/Grade Date
Name Position Held Date Job Commenced
Qualifications Gained
Name of Employer Position Held Date Job Commenced
3 Work Experience
a Present Employer
b Previous Employment
4 Other Skills/Certificates Held
e.g. Driving licence, typing, computer literacy, first aid certificate.
Level 2 CV (27)
5 Hobbies – other interests
Level 2 CV (27)
‘Memoranda’
Memoranda
Consider
1 The purpose of the memorandum.

2 To whom it is going.
3 What makes the memoranda the best method of achieving your objective(s).
Memo (28)
Content
1 Refer to a previous communication or event, or state the purpose of the memorandum.

2 State what you want the reader to know/do.
3 Give any relevant information the reader needs to have for understanding the issue or
to carry out any requests which you are making. Full information should be given. Never
assume knowledge on the part of a reader.
4 Give a clear statement of when/ho/where instructions should be carried out.
General Factors
1 The memorandum (memo) is an internal document used for communicating unsolicited

pieces of information. It may be a short informal note or a long and complex document
depending on the nature of the material and the personnel involved. It is most
commonly quite short as most things of great length and formality would require a
report. The memo can go between departments, sites, even to another part of the
country or to another country, but it must remain within the company.
2 Format
The memo has traditionally been produced on A5 landscape paper. However with the
increasing use of word processor, individuals and companies frequently design their
own format as a pro-forma on a computer disc.
3 What you do not need!

Unlike a letter, there is no address, salutation (dear…), or complimentary close (Yours…).
Nor are they usually signed, but the sender’s name must be on the memo. (Some
businesses sign memos if financial transactions are involved).
4 Include
a) The name of the destination department or of the recipient. memos may be
addressed to individuals by their job titles e.g. The Personnel Manager.
b) Include the sender’s name/position/department to avoid confusion.
5 Layout
This does vary between companies, but all memos have some features in common.
Memo (28)
MEMORANDUM
To From Date Subject Copy to
It is useful to include a heading so the subject of the memo is obvious at a glance and it is useful
for filing purposes. It is quite acceptable to include lists and numbered points.
As with letters, enclosures and copies are indicated. A copy of every memo sent should be kept
for future reference.
6 Importance
The memo provides a written record for both the sender and the recipient and is often an
invaluable piece of reference material within a company.
7 Subject Matter
Typically, a memo has only one subject. This is mainly to assist in the accurate filing of your
communication, otherwise multiple copies may have to be kept.
Memo (28)
Practice Tasks to Develop These Skills
Activities
1 Write a memo to your tutor requesting details of a proposed student visit to Holland.
Explain why you were absent from the session during which this was discussed.
2 Write a memo to a colleague explaining that you cannot attend a previously arranged
meeting with him/her because you have to attend the hospital. Make an offer of
alternative dates and times suitable to you.
Memo (28)
‘Business Letters’
Bus Letters (29)

Business Letters
Basic Structure
P Purpose
E Explanation
A Action
Style
K Keep
I It
S Short and
S Simple
STYLES
Indented Tradition, often but not always hand-written, following the normal
conventions of paragraphing and punctuation.
Semi-blocked Some items are indented e.g. the date could be put on the right
hand side, the subject heading could be centred.
Fully-blocked Typed, with no punctuation in the address, date etc. Paragraphs

are indicated by leaving a space.
NB the body of the letter is punctuated as usual!!
Bus Letters (29)

General Rules
1 The date is given in full

2 The reference number Must be used when replying to a previous letter or file. It is made
up of the initials of the writer/typist or there is a file number
devised
by the company.
3 The addressee Write their name/position within the company and their full
address
4 The salutation Dear Sir or Madam is appropriate if you are not sure to whom the
letter is to be addressed. (i.e. you are sending it to someone by
virtue of their job title rather than to them specifically by name.
5 The letter heading On a business letter, this summarises the subject of the letter, and
ensures that it goes to the appropriate person; it focuses attention
on the subject, and it refers the reader to the relevant record/files.
6 The complimentary A letter addressed as Dear Sir or Madam must be closed by Yours
close faithfully.
A letter addressed to someone by name must be closed by Yours
sincerely.
7 Your signature This should be followed by the printed name of the sender (plus
Mr/Mrs/Miss/Ms) and their job title. If you have to sign a letter on
behalf of someone else, write pp (PER PRO) and their name after
your signature.
8 Enclosures Are indicated at the bottom of the letter as Enc(s) and often the
name of the enclosures, so they can be checked on dispatch and
on arrival.
9 Copies to These are indicated by cc: with a list of names of the recipients.
CHECKLISTS
Don’t Do
Use jargon, officialese. Bear in mind the purpose of your letter
Use complicated language Plan a logical sequence
Use more words than necessary Use simple, direct vocabulary and sentences.
Be condescending, rude, or over familiar Ensure that your letter is complete, clear,
concise and courteous.
Fail to check errors in layout, spelling, Remember, the letter represents
punctuation, sentence construction your organisation
Bus Letters (29)
Check for errors
Remember the key elements of structure and
style.
Look at the following examples of letters. There is one example in each style and many of the
rules given are used.
EXAMPLE OF AN INDENTED LETTER

27 Neots Avenue,
Oudle
Cambridgeshire
PE4 8LW
6th April 2000

Manager,
Accounts Department
Craven Bank PLC
Larkin Place
PETERBOROUGH
Cambridgeshire PE13 9DG
Dear Sir or Madam,
Account Number: 307564
I have recently moved house and now live at the above address. I did inform you of the
move but have not yet received my latest bank statement.
My previous address was:
17 Barbank Close,
Peterborough
Cambridgeshire PE2 3HP
I would be grateful if you could check that your files have been changed to record my
new address. Additionally, please send me a copy of my latest bank statement.
Yours faithfully
D. A. Atwell.
Bus Letters (29)

EXAMPLE OF A SEMI-BLOCKED LETTER
Craven Bank PLC

Larkin Place
Peterborough
Telephone 01633 647834 Telex CVBANK
Ref: JEA/MCP 8th April 2000
Mrs. D. Atwell
27 Neots Avenue
Peterborough
Cambridgeshire
PE4 8LW
Dear Mrs. Atwell,
Account No: 307564
Thank you for your letter dated 6th April 2000 reminding us of your change of address.
Unfortunately, your letter informing us of your change of address arrived too late to prevent
your last bank statement going to your previous home.
We assure you that all your records have been amended and, as requested we enclose a
duplicate statement.
Yours sincerely
J. E. ALJALWARY
Manager
Enc. Bank Statement
Bus Letters (29)

EXAMPLE OF A FULLY BLOCKED LETTER
Softsoap Toletries Ltd

Heathgate House
Collinge Way
PETERBOROUGH
Cambridgeshire PE11 8PH
Telephone 01253 33367 Telex
01253 73367
7th April 2000
Ref MAW/SUS
Manager
Craven Bank PLC
Larkin Place
PETERBOROUGH
Dear Sir or Madam
Change of trading address
Please note that from 10th April 2000 our address will change from the above to:-
Regency House
High Street
Peterborough
Cambridgeshire PE34 6HB
Our account number is 309500
Please amend your records accordingly.
Yours faithfully
M WAHID
MANAGING DIRECTOR
Directors M A Wahid Ph D Bsc

J R Snow B Sc
Bus Letters (29)
R D Sing B Sc
Incorporated London No 17652
Types of Letters
Guidelines on Writing Different
Types
- NEVER, EVER BEGIN ANY LETTER WITH ‘I am writing’. It is obvious that you are writing,
otherwise the letter would not exist.
Letters of Enquiry
Paragraph Content
1 State the purpose of your letter – what you are enquiring about.
2 Give any useful background details e.g. the reason for the enquiry and any special
circumstances, needs, requirements etc.
3 Make a final statement indicating what actions or response you need.
Replying to a letter of enquiry
Paragraph Content
1 Thank the writer and acknowledge the query

2 Give the appropriate reply and refer to any enclosed information or leaflets
3 Offer further help if necessary and give a contact name/number.
Letters of complaint
Paragraph Content
1 Outline briefly what you are complaining about and why.

Bus Letters (29)
2 Give details about the nature of the problem and justify why you are complaining.
Bus Letters (29)

3 Explain the implications of the problem e.g. expense, danger, inconvenience.
4 State what action you want taking and by when.
5 Indicate that you may take further steps if you are not satisfied.
Note: Do not threaten action which you can/will not actually take.
Replying to a letter of complaint
Paragraph Content
1 Acknowledge receipt of the letter and apologise as appropriate

2 Give a short explanation if possible, without putting the blame on someone else.
3 State what action could or will be taken to rectify matters.
4 Give a contact name/number for further correspondence or discussion, if necessary.
Letter of Application
Paragraph Content
1 State which job you are applying for and where/how you found out about it.
2 Give personal details of your current status, e.g. age, present job.
3 Give details of your education achievements.
4 Give details of past employment and other relevant experience.
5 Give details of other interests/hobbies.
Letter of Introduction (or making a request)
Paragraph Content
1 State your connection (if any) to the organisation or person to whom you are writing, and
state briefly your request.
2 Give full details of the request, including your reasons (if applicable).
3 State any time constraints e.g. you need a reply by 10th April t enable completion of an
assignment by 7th May.
4 Thank the person and state when/where you can be contacted if necessary.
Bus Letters (29)

Letter Giving your Opinion
Paragraph Content
1 Outline the subject about which you are writing

2 Explain why are writing e.g. you feel strongly about an issue and why you hold strong
opinions.
3 Offer any suggestions and include explanations on how they may be put into practice.
Circular Letters
A circular letter will have to be read by many different people of varying
knowledge/abilities/reading ages.
(NB Popular national newspapers aim at a reading age of under 10 years)
It is, therefore, important to get the balance of language, vocabulary and tone correct.
There are no strict guidelines on content as this depends on the purpose of the letter but the
following guidelines may help.
1 Convey a limited amount of factual information. Use the KISS method i.e. Keep It Short and
Simple.
2 Use bold design techniques.
3 Use direct questions – they are more likely to provoke responses.
4 If you wish people to do something tell them at least twice, once early in the letter and
again at the end.
5 Be persuasive and enthusiastic. Use the subjective style of writing.
Bus Letters (29)

EXAMPLE OF A CIRCULAR LETTER
Insuhome Ltd
Chapel House Southford Road Harsfield Kent Telephone
: 01549 753019
Directors: X, Kluda (Managing) R. Mistral S Macavity

Registered Office: Chapel House Southford Road Harsfield Kent Registered
Number : 753472 Registered in England.
Date as Postmark
Dear Householder
YOU CAN SAVE MONEY THIS WINTER!!
Will the cold wind of an ‘over-draft’ cause chilly ripples down your neck this winter?
Are you being robbed by the thieves present in so many homes? Yes, thieves: doors, single
glazed windows, poorly insulated attics and lofts; cavity walls.
Can you afford to continue wasting up to 30% of our money spent on heating?
Or, when bleak winds howl will you have a warm glow? You too could be secure in the
knowledge that your home and income is being protected by Insuhome’s unrivalled products.
Insuhome provides a FREE advice service by experts who will assess the needs of your home
and give a quotation TOTALLY FREE OF OBLIGATIOPN.
* Insuhome does not need to use high-pressure salespeople. Our reputation for excellent
efficient products and a professional service speaks for itself.
* We can also suit your pocket with low-interest credit facilities.
CALL US NOW ! Ring 01549 753019 and our specialist advice consultant, Gail Sabloing, will
arrange a home visit to suit you.
The wise take care of their money and invest in the future. Your call could be the wisest move
you’ve ever made.
Sincerely
Bus Letters (29)

Hella Pizzondderway
Hella Pizzonderway
Sales Manager
Insuhome Ltd
Suggested tasks to practise various types of letters
1 Enquiry Write to the landlord of a property you think may be suitable

to rent for a business or personal use. You need to ask about
the terms and prices, restrictions on use of the premises and
alterations possible. You need to explain why you want the
property.
2 Request/instructions Write to the manager of your Building Society asking that

£2,000 be transferred to your current account at the bank to
cover the cost of the first month’s rent, alterations,
equipment etc.
3 Complaint You have had the electricians in, but the work is not
satisfactory; it was done later than agreed and not all the
requested power-points have been put in. Write a letter of
complaint to the electrical contractors.
4 Application Write for a job which you would like (include a C.V. if you
wish).
5 Circular letter Write to potential customers stating that you are in business.
6 Circular Write a letter informing potential customers/clients of a new

service your organisation will be offering them soon.
7 Circular Write a circular letter informing householders of a new

development in the area, and inviting them to a meeting
about it.
Bus Letters (29)

Checklist for Letter Writing.
Remember EVERY LETTER is an ambassador for you or your organisation.
DON’T begin a letter without a plan DO be clear about the aims

DON’T ramble on long and aimlessly DO plan the main points in a logical
sequence.
DON’T include irrelevant, trivial or obscure DO keep it as short as possible (KISS)
material
DON’T use jargon or officialese DO express yourself clearly
DON’T use slang or over familiar terms DO only include relevant material
DON’T be vague about the action you DO check that the tone is appropriate to
require both aims and recipient
DON’T be hostile, sarcastic, rude, DO be clear about requests or other things
offensive, tactless, condescending you need actioning.
DON’T be indifferent DO BE COURTEOUS and use tact not
aggression.
DON’T allow letters to be sent before DO be sincere
checking for errors in composition be persuasive when necessary
or word processing
DO ALWAYS CHECK FOR ERRORS! in
spelling and punctuation.
REMEMBER: Once despatched the letter is a written record. Always check that you won’t regret
the words you have committed to paper!
Bus Letters (29)

Activity 1
Look at the following. Discuss why each of these examples of business communication is
inappropriate.

The goods you ordered to be delivered in July will not be despatched until August.
Your faithfully

I apologise that I will not be able to make our meeting scheduled for 6 th January. I
have to see another customer that day who is one of our largest account holders.

Your request for details of our new line in hairdryers was received but I cannot
send you details yet. We have had problems with our printers and the Sales
Manager is furious with them about letting us down. She is also way this week in
Madeira for a big sales conference so she won’t be able to do anything about this
until next week at the earliest.

Sorry we didn’t come to repair your central heating on Saturday but my lad went
down with flue and I was on another job. We’;; try to get round to you next
weekend but the can’s a bit iffy so if that has to go into the garage it may be next
week before we come.

Without the TD14 form and the accompanying certificate HL792 with regulations
IB0 highlighted and countersigned the processing request will be delaying until
such time that a duplicate IS73 form can be supplied.
Activity 2
Re-write these extracts using appropriate tone and vocabulary.
Bus Letters (29)

‘Leaflets/
Brochures’
Level 2 Leaflets/brochures (30)

Leaflets/Brochures
The type of language used will be similar to that used in a circular letter, but a leaflet or
brochure will be a lot longer and its purpose will be to give factual information, often in detail.
You can make a leaflet or brochure interesting by using different ways of folding the paper, by
use of pictures, colour, artwork, bold headings and lettering.
The help you to get ideas look at current leaflets and brochures available in your
college/school/organisation, leisure services offered in your town e.g. sports clubs, theatres etc.
Using these, note how different information is conveyed in different styles: what type of design
and artwork is most appealing; what type of language is used.
Tips
1 Be selective about the amount of detail you include.

2 Be adventurous in trying out design work
3 Split up the facts or details given into small, easily assimilated sections.
4 Use short sentences 5 Keep the language simple.
Free Format Writing – Suggested Tasks
1 Produce a brochure informing a target audience of something new in the area. This
could be a new leisure complex, an extra service provided by the College, facilities or
services relevant to an organisation for whom you work. Try to choose something which
will be appropriate to your studies.
2 Produce a leaflet or brochure for customers/clients giving details of new equipment

specific to your area of work.
Level 2 Leaflets/brochures (30)

‘Reports’
Reports (31)
Reports
Importance To The Writer
Reports tend to travel upwards in an organisation. They, therefore, present an opportunity for
managers to generally appraise the writer.
Reports are a permanent record and they may stay on file for some time.
Style of Writing
1 The broad aim is readability and ease of understanding. A report should be capable of
being selectively read.
2 Aim for a simple, direct style of writing:
a Use short sentences

b Be specific – avoid vagueness. Distinguish clearly between fact and opinion.
c Be aware of your readership. Jargon terms and abbreviations should used only
when you know that the readership is aware of them.
3 Decide on your outline.
a Decide on the title

b Work out the main headings so that they are in a logical order.
c Select the material for each heading.
d Organise your conclusions and recommendations.
e Consider the use of graphs, diagrams and other illustrative material.
f Decide what material is essential for the purpose of the main argument and what is
perhaps too detailed and would be best put in an appendix for further reference.
Reports (31)
Layout of The Report
This can be varied depending on the purpose of the report and the depth required, but the
following scheme is complete for any type of report.
1 Title Page
This contains all the information which is necessary to identify a report and includes: a)
Report title
b) Name of person or authority for whom it is intended.
c) Name and department of the writer.
d) Date of the report.
e) List of recipients.
f) Status, e.g. confidential.
2 Table of Contents
This is especially desirable in longer reports, and where necessary should list sections,
sub-sections and appendices.
3 Terms of Reference
These explain the purpose and scope of the report, giving any essential background
information.
e.g. (Title) Re-ordering procedures.
Terms of reference.
The purpose of this report is to propose a scheme to ensure that appropriate reordering
action is taken to prevent an out-of-stock situation.
The report beings by examining methods for determining stock priorities including a
statement of existing re-ordering procedures and practices. It then goes on to record
cases and reasons where existing methods have resulted in stock shortages.
The remainder of the report assesses the importance of failures in relation to stock
priorities and suggests appropriate re-ordering action which will prevent out-of-stock
conditions.
Reports (31)
Procedures
This indicates the methods used to gather relevant material e.g. surveys, files, books, analyses,
practical tasks, interviews, visits, meetings and discussions etc.
Findings
This is the main body of the report, and must be sectionalised using main and sub-headings and
numbering of points to make it as possible for selective reading and quick reference.
Conclusions (or synopsis)
a) These are generally presented as a list of points in a logical sequence (either

in ascending or descending order of importance.
b) The writer briefly summarises the priority matters presented and offers some
evaluation.
c) DO NOT introduce new facts at this stage.
Recommendations
a) These are advisory and are essentially the practical part of the report and so should
be phrased positively e.g. It is recommended that………
b) These are best presented in a list of points.
Appendix/Appendices
Include any details, tables, graphs, diagrams, charts, maps, extracts from documents etc., which
are necessary to present the full facts, but which would detract from the main argument if
included in the body of the report or would make it too unwieldy to read easily. The reader is
referred to the appropriate appendices in the body of the report as necessary.
Bibliography
a) Any published works used should be included stating: Title, Author, Date of
Publication.
b) A list of acknowledgements – any individuals who have been of assistance and

should be thanked.
Reports (31)
Suggested Practice Tasks
Negotiate with your tutor or advisor if you wish to use any of these suggestions for assessment
in your vocational programme.
1 Following a work placement or job observation, produce an appropriate written report

about your experience.
2 All areas of work are constantly seeing the production of new equipment/techniques.
Write a report about the new developments in your area of work.
3 All types of work have to respond to changing conditions and environments. What
changes in the working environment or in society are affecting your areas of work?
Produce a report detailing these changes.
4 At some point you may have to seek employment in a different area, or even in Europe.
Choose an area or country, investigate it and report on the job opportunities in your
vocational area.
Reports (31)
‘Briefing, Factsheets,
Summaries’
Briefing, Factsheets,
Brief Facts Summaries (32)

Note Summaries
In any organisation, there is a constant need to absorb information from various means of
communication and to be able to select that which is useful and relevant.
Briefing, factsheets and note summaries are all:
 Concise
 Divided into easily absorbed sections  Often schematically
presented.
The Briefing or Factsheet
The briefing or factsheet is usually designed to provide factual information in order to ‘put
someone in the picture’, or to provide a swift, effective way to update others e.g. the sales
representatives of a company may need to be informed about a new credit scheme which the
company is introducing.
Note Summaries
It is often useful to be able to produce a summary of a document or article in note form or

even in diagrammatic form. This is easier to read, understand and absorb than continuous
prose.
The points are introduced by section headings, and by using numbered points.

Summarising Plan
1 Check your aims i.e. for what is the summary to e used?
2 Understand the original – check anything you do not understand.
3 Give the summary an appropriate and relevant title.
4 Select the main points
5 Check your list of main points against the original.
At this stage, it is important to identify the main headings for each section and to put
into a logical sequence the sub-points which will be under each section.
6 Write out a rough draft. Find the key sentence or theme in each paragraph and use it as
a sub-title. Number the points under each heading. Use your on vocabulary and
phrases. Leave out such things as examples, illustrations, repetition, anecdotes, figures
of speech and quotations.
7 Check the draft against the original.
8 Produce a final version – usually you will be writing in an objective style (the third person)
e.g. it was understood that…., it was found that…. (NOT I think that…..).

1 Take a handout, or a selection of handouts on thee same topic, relevant to your studies. Aim
to summarise these for the purpose of:
a) revision
b) inclusion in your homework
c) providing concise information for use by colleagues or fellow students.
Follow the summarising plan and ask your Communication tutor for feedback.
2 Make a copy of the notes on summaries and keep this with your working files.
3 Whenever you are asked to summarise, use your copy notes as guides. You should quickly
learn the techniques of summarising and this will aid development of your study skills.

‘Image & Display’
Image & Display
Image & Display (33)

Function
1 For mass communication e.g. fire/safety.
2 For selective interest – e.g. about a social event.
Display Techniques
1 Consider the location of your communication with regard to the potential audience e.g.
near to the people to whom the notice is relevant or in a central/much frequented
location.
2 Initial attraction – Attention has to be drawn to:-
 Colour – use a few primary colours boldly to pick out important points.
 Size of lettering and style – adjust for impact and to pick out important details.
 The heading of the notice – it must stand out.
 The first phrase – this is vital – consider the use of slogans.
 Pictures/diagrams – these should be eye-catching and help to illustrate any written

material.
 Effective use of space, form and design.
 The information included – be selective and include only what is relevant but
everything which is essential.
 The use of punctuation and underlining for emphasis.

Preparation of Visual
Communication
The key element is space; both the use of space within the communication to make it eye
catching or to make certain parts stand out, and the use of space around it to ensure that the
siting of the communication is as effective as possible.
Look at the two examples given and note the different techniques used.
1 Both examples make use of space. The words are more densely packed in (a) but the
sentences are simple and the amount of information offered has been deliberately
limited. A notice should always be short and simple since there are no individual copies
for readers to take away to check on details.
2 (b) is informal and the tone friendly. Although (a) is more formal and like most notices, is
from the management, care is taken to make a necessarily short piece of writing less
abrupt by stressing that using the X-ray unit would be an ‘advantage’.
3 All necessary details appear on the communications; all unnecessary details are avoided.
4 Both communications are dated. The date shows the reader how urgent the notice is
and also allows the clearing of notice-boards once the relevant date has passed. In (b)
the date also gives the theme to the communication. The meeting is on the same day.
Thus the information could be sited on a special URGENT part of the notice-board if the
board is split into sections, e.g. Union, Welfare etc.
5 In (b) colour, and letter size can be used to make the message stand out as well as the
May 1st and Spring theme. In (a) where the message is more formal, the date has been
highlighted by the use of underlining.
a)
NOTICE
The management wishes to announce that a mobile chest X-ray unit is visiting the
th th
factory on Thursday 4 and Friday 5 July during working hours.
Employees may take advantage of this service after consultation with their
supervisors.
The mobile unit will be parked to the side of the canteen.
30/4/2000
Image & Display (33) M Smith
b)
st
1 May
SPRING into SPRING
MEETING
1.pm Recreation Hall
st
TODAY May 1 about
PROPOSED TRAMPOLING CLUB
Details June Atkins Ext. 247
Posters
If the message is a simple one, a poster will probably convey it more effectively
than a notice.

Consider
1 What reasons do people give for NOT looking at posters or notices?
2 What could improve the efficiency of these types of visual communications?
Bulletins
These give internal information to some or to all employees and may be issued on a regular basis,
e.g. weekly or when there is something specific to be communicated.
They can be issued to individuals (several copies required) or placed on notice boards. They can
vary from a few lines to a document of several pages and usually cover several topics.
Whether you are involved in the production stage or only have responsibility for collecting or
organising material, there should be a routine. All material should be submitted by a specific
day; follow a strict timetable for typing/printing/photocopying and distribution.
As with all written communication, it is important that the material is organised in a logical
manner and that the working is clear and not ambiguous. The style too must be clear and easy
to read as otherwise it may be misread and not read at all!!

Notices
These can serve the same purposes as memos but there are differences!!
1 Notices are a means of mass communication and are placed on notice boards.
2 They are used by ‘higher’ and ‘middle’ levels of management to communicate with all
employees.
3 There is only indirect feedback.
Preparation
1 Notices are less capable of conveying complex messages than memos so be ruthlessly
selective when choosing the contents. Long wordy notices do not attract attention.
2 Notices should NOT be used for providing information which must be responded to and
which is essential to some, or all, people. e.g. details of a business meeting or changes
to safety procedures. These require a memo.
3 Avoid complicated language. Use short sentences and phrases, single out individual
words. Set them out clearly so they are easy to read.
4. Each notice should cover one topic only. Use an appropriate tone.
5 Use bold lettering and other devices to stimulate curiosity.
6 The NOTICEBOARD should be carefully organised, well sited and regularly cleared. It
may be marked off in areas for specific topics and/or departments and thus look neater
and make identification and reading easier.

Use of Visual Communication
1. Produce a poster to advertise the Social Club annual disco, at 8pm
on 15th December.
2 What would you do if the fire alarm sounded? Examine college/workplace safety notices
and think how they might be improved.
3 Devise a safety notice to prevent accidents on a busy central stairway.
4 Display the structure and workings of an organisation you are familiar with.
5 Choose a process or technique you use in your work area and use any image techniques
you can to illustrate and explain this process in such a way as to be understood by
someone with no knowledge of the subject at al.
6 Present a data on a modern issue about which you feel strongly – this can be a sensitive
nature.

‘Taking Part in
Discussions’
Take part in Discussions (34)

Whether in our personal or professional lives, we all have to take part in discussions with
relatives, friends, colleagues or with other professional people.
Below are factors regarding discussions about which you need to think carefully. Effective
discussion takes practice. By following the guidance given your technique should quickly
improve.
Discussion Guidelines. Courtesy

A good communicator is always courteous,
Listening
which means showing interest and
The biggest barrier to effective
attention, but never interrupting, showing
communication is when someone does not listen off to impress other onlookers, making
properly. This is not only discourteous, but someone look stupid or showing boredom, often
results in someone looking silly. Carefully impatience or condescension.
consider everything which is said and provide Styling
the speaker with some form of feedback to This is the manner in which someone speaks
show that you understand and are still taking which should always be appropriate to the
an active part in the discussion circumstances. This means being very
careful with choice of words and
Thinking
expressions; considering the background and
Always think before you speak. Words once
circumstances of others and being careful
said can never be taken back. Always show that
Mannerisms
you can consider more than one point of view.
Irritating unpleasant mannerisms of speech,
Make constructive rather than
gesture, or posture are most off-putting
destructive comments and develop
for any listener. Avoid fiddling with
arguments with careful reasoning. It is better
anything, doodling or unnecessary and self-
to say little which is useful and well considered
than a lot which is irrelevant.
Structuring
It is vital to structure points logically Timing
and phrases if others are to follow A good communicator knows when to speak and
arguments and value your opinions. It when to listen. It can be better to let others is also
important not to speak for too speak first. Watch for signs which man that long at a time
or to ‘labour’ any one someone has finished making a point, e.g. smiling, point or people will
become bored and sitting back or dropping the voice. Be alert for irritated at not being
allowed to signs
indicating that someone wishes to end the express their views. conversation.
Reacting & Contributing

It is important to show some reaction to what some is saying. Agreement or disagreement,
both indicate interest. Always try to make positive contribution even if it is only to express
agreement or disagreement with what has already been said. If you say nothing, others
assess you as having nothing of value to contribute.

The Encounter W A S P
WASP is an acronym which can be used to help you to MANAGE the discussion
effectively.
1 Welcome Be: friendly, helpful
Use: positive body-language, an appropriate tone when

speaking.
NB: Always acknowledge someone’s presence even if

you cannot deal with them immediately.
2 Acquire Information: Take whatever time is needed to do this accurately,

so you can give relevant information/help.
Good listening skills are vital.
Open-ended questions (who, how, what, why,

Use: where, when)
3 Supply Use: Terms of appropriate simplicity or complexity

depending on whom you are addressing.
Positive, accurate, concise.

Be:
4 Parting Be: Positive. Make sure that the nature of the

encounter has been understood by both parties
and appropriate action has been agreed.

Discussion Topics for Research
Following negotiations with your tutor you may use or amend any of the following for both
practice and assessment.
1 Is Britain’s involvement in Europe good or bad:

a. for the country generally
b for your ‘area’ of work
2 How is the job market in your chosen vocational area changing?
3 What courses or training should be offered to all students in Further Education to better
equip them for the job market?
4 Assess the environment and facilities available in the area in which you live. What
problems are there? How could things be improved?
5 What issues do you feel strongly about that you think the Government refuses to listen to
and act on public opinion?
6 Explain how employers in your area of work ask applicants to present personal information
and make an application for a job.
7 Explain what elements of your course you find particularly easy/difficult;

interesting/uninteresting; useful/useless.
These can be one-to-one discussions and/or take the form of a presentation to a small group
provided that the opportunity is presented for discussion to take place.

Discussions and face-to-face communication in a
business setting.
If you are hoping to work in an area where you are dealing with customers or clients, the
following tips should be of assistance.
1 Planning and organisation notes
2 Awkward customers
3 Dealing with complaints
Planning and Organisation
Be familiar with:
1 the type of service(s) your organisation offers.
2 the procedures and conditions relating to those services.
3 the benefits of your services/products compared to those offered by others.
4 you should be able to refer enquirers to the appropriate person, department, leaflet etc.
5 have made the relevant information and documentation, if the meeting is by

appointment.
Awkward customers do exist! They could be:
1 the over-talkative customer. Keep leading them back to the business in hand.
2 the angry customer. Apologise for specific inconveniences and try to take immediate,
positive action on the matter.
3 the habitual objector. This is a generally unpleasant person with a problem with the
whole world! Try to ignore their manner and get on with the business in hand.
4 the opinionated customer. Agree with them. Don’t challenge their views, but suggest
other pieces of information.
5 the persistent questioner. This type of person is suspicious of your reliability and
capabilities. Do not pretend to knowledge you don’t have, but be firm on
knowledge/capabilities you do have.
Dealing with Complaints
1 Listen carefully to acquire the exact details – this is reassuring to the customer/client.
2 Apologise for any inconvenience caused – even sympathise with them for feeling the
need to complain.
NB Many people are uncomfortable about complaining, this can make them aggressive.
3 A little sympathy can calm the complainant and can reduce aggressive or abusive
behaviour.
4 Don’t waste time on excuses – get on with dealing with the problem. Be positive not
recriminatory.
5 Agree a course of action that is satisfactory to both parties to resolve the problem.
6 Check that the agreed action takes place.

Tasks
1 Read an item supplied by your tutor.
2 Prepare a NEWS ITEM – current, past or invented.
3 Prepare an ANNOUNCEMENT – giving information or a warning e.g. of a gas leak (turn

off gas, avoid naked lights etc).
Listening Practice
Introduction
There are many occasions when we have to listen to other people and
make notes either for our own benefit, or to report back to others;
e.g. at lectures; at union meetings; staff meetings; social club
meetings; even discussions with your doctor or bank manager.
When you are listening to someone else, whether to your tutor, to the
radio, to the TV or to a public speaker or group (as at a meeting); it is very difficult at first to
know what to note and what to ignore. Practice makes perfect, but you may find the following
points helpful:
1 all your notes should be strictly limited to the topic being talked about.
2 do not try to write down every word, use words, phrases and references which mean
something to you but are not necessarily exactly what was said.
3 a good speaker will give verbal cues such as ‘There are 3 points to consider..’ You will then
know to listen for and note these points.
4 use side headings and numbered points.
5 use handouts to supplement your notes.
6 read your notes as soon as possible afterwards and amend or re-write them if necessary.

Suggested Tasks
1 Listen to someone reading out information and make notes.
2 Listen to a radio news bulletin of 10-15 minutes, make notes and write a summary of the
bulletin. If you do this, tape the broadcast so you can check whether your notes are
sufficient and accurate.
3 Listen to a discussion; summarise the main points/arguments/outcomes.
These could be used as evidence for satisfying the requirements of the written material element.

‘Presentations’
Presentations (35)
Presentations
Preparation
 Determine your objectives - decide what is the purpose of the presentation –

e.g. to give information. The purpose determines the type of material and
presentation aids used.
 Research your audience – size, status, existing knowledge, age, experience,

possible prejudices. The type of audience determines the language you will use
and the questions you will ask. (see notes below on questioning the audience).
 Produce a preparation action plan (with dates) to make sure you cover every
aspect and are ready in time – e.g. collecting information; producing an outline;
organising and writing notes; producing audio-visual (AV) aids; checking the
room, ordering and practising with equipment.
 Research your topic and collect information – retail relevant information only.
You need to decide what is relevant and irrelevant.
 Prepare your presentation using a logical structure. (see notes on ‘Every

presentation needs to contain’.
Preparing to question the audience.
In most presentations questions are used to encourage audience participation. The

questions you prepare should be open ones and commence with:
What, Why, How or Where
Your purpose in using questions is to stimulate and motivate the audience. Think
about how you phrase questions.
 use simple wording that can easily be understood.

Presentations (35)
 make sure the questions are reasonable and are answerable.
 do not use questions which will make members of the audience feel foolish.
The Presentation Plan

When you have set your objectives for the presentation, and considered the characteristics of
the audience, you are then ready to draft a presentation plan.
The plan is the heart of the presentation. The plan ensures that the delivery of the prepared
material takes place in a logical, structured and stimulating format. It is fundamental to the
success of the presentation.
Example of Presentation Plan
PRESENTATION PLAN
TIME PRESENTER ACTIVITY AUDIENCE ACTIVITY RESOURCES

Introduction Welcome the audience and
introduce self PP 1
Outline the presentation Ask PP 2
5 mins questions at the end Listen PP 3
Body
Development
Current position Note taking Note cards
2 mins
Amusing anecdote Listen Cartoon
2 mins (Flipchart)
Background details Note taking
5 mins Note cards
Introduce video Listen
3 mins Note cards
Play video Watch and take notes
15 mins Video
Ask 3 open questions Answer questions
5 mins Note cards
Conclusion
Reiterate key points
Listen PP 4
5 mins
Note taking
Presentations (35)
Cover arrangements for next
week
The Time Column

This is used to divide the presentation into the three distinct stages, introduction, body
(development of the argument) and conclusion. This will prevent you deviating from this
structure.
Timings
Are placed into his column against the stages, to ensure that all the points can be covered in the
time available, and to act as a guide when giving the talk.
The Resources column

Is used as a memory jogger both before and during the presentation.
Every presentation needs to contain:

Introduction
This familiarises the audience with the:
 presenters
 purpose of presentation (objectives)  topic
 presentation methods to be used
 time allowed for presentation
The Body
The body of the presentation contains the facts being presented. An outline for this often takes
the form of:
 purpose – objectives) are re-stated

 position – the current situation is defined
 problems – arising from the current situation are identified
 possibilities – are stated regarding alternatives
 proposals – are made regarding the course(s) of action being recommended.
This Outline Is Known As the ‘FIVE P’S’
Presentations (35)
Conclusion
This summarises the main points and acts as a reminder for the audience and as a prompt for
action.
 Produce, clear, concise notes. Do not write a speech to read out – from time to time you
have to be able to look at the audience. Make a draft; use legible note cards, use headings
and numbered points; annotate them e.g. when to use visual aids, handouts; highlight key
words and phrases.
 Choose relevant visual techniques and prepare visual aids e.g. OHP’s; charts; slides;
diagrams; pictures; whiteboards; handouts; flip-charts; IT presentations. However don’t
overproduce! Only use aids to overcome difficulties e.g. to illustrate difficult points – a
selection of pretty pictures will not constitute an effective presentation.
 Check the language you are using is appropriate e.g. you do not have to be as precise as in
written English. Use verbal signposts e.g. ‘There are four main points to consider…’
 Rehearse – become familiar with the content and the materials. Consider gestures,
posture, pace and tone.
 Check the venue and equipment – its locality, how the room is to be arranged etc.
Delivery Voice
 Be audible – pronounce words clearly, do not mumble.
 Lift the voice at the end of sentences
 Vary the tone and pace, don’t speak in monotone.
 Slow the pace of the delivery – (slower than normal speech)
Eye-contact
 Maintain eye contact and talk to your audience rather than at them.
 Establish rapport and allow interaction.
Facial Expressions
 Use a variety of expressions to reinforce your words e.g. look alert, responsive, interested,
enthusiastic, motivated.
 Convey amusement, horror, anxiety, etc as appropriate.
Presentations (35)
Gestures
 Use gestures to emphasis, but not as a substitute for words.
Posture
 Standing or sitting you must appear to be in control.

 Be visible but be comfortable.
Mannerisms
 Avoid irritating mannerisms. These include, fidgeting with something, rocking backwards,
drumming the fingers, adjusting hair or clothing, repeatedly ‘dancing’ around the same
patch of floor, repeated use of meaningless words e.g. um! ah! you know…..
Dress
 Look smart clean and tidy but be comfortable.
Audience
 Involve the audience – ask questions and answer sessions to ensure participation.
Personal qualities
 Draw on your interests and expertise, but if you do not know the answer to something, be
honest and say so.
Practice  Makes perfect! So practice, and the, practise

again!
Visual Aids
Add a further dimension to your presentation by using appropriate visual aids. Visual
Aids can:-
 add structure to the presentation

 act as ‘memory joggers’ for the audience
 act as ‘memory joggers’ for the presenter
 help to clarify difficult concepts.
 communicate data/statistics/technical details
 stimulate the interest of the audience and help to hold attention  bring a presentation
to life.
Presentations (35)
Direct Aids
Direct aids can be directly written on, such as chalkboards, whiteboards and flip-charts. These
can be used for:-  displaying data
 displaying key words or phrases
 summarising points
 illustrating how calculations are carried out  noting points raised by the audience.
Checklist for Direct Aids
 prepare most of the visual aids in advance

 use the KISS method – KEEP IT SHORT AND SIMPLE (don’t overload the sheet)  Use
colours to add to its appeal (remember, some people are colour blind)  write in large
letters, remember the people at the back of the room!  direct attention to the visual aid
when referring to it – use a pointer.
 only uncover the aid when referring to it, otherwise it distracts attention.
 do not stand in front of it, stand beside it.
Other Aids
Speak to the audience, not to the aid.
In addition to written visual aids, items such as a model or the ‘real thing’ can be used to excellent
effect, providing that ALL the audience can see.
Projected Aids
Two commonly used methods of visual projection are overhead projectors (OHP’s) and slide
projectors. They enable written words to be magnified and projected onto a screen, thus, they
are ideal for use in large rooms.
Using an Overhead Projector

Transparencies can be hand drawn, or a printed or typed message can be copied onto the slide
by some photocopiers.
When using an OHP remember the following!
 always face the audience

 stand or sit to one side of the projector
 switch off the OHP during the discussion to avoid light and noise distracting the audience.
 point to the transparency, never to the screen.  make sure the projection plate of the
OHP is clean  arrange for a spare bulb to be available.
Presentations (35)
For more ambitious use you could consider:
Overlays
Here a, series are hinged onto a single mount and laid on top of each other. At appropriate
stages new slides are overlaid to build up a point or concept as the presentation progresses.
Revelation Technique
Parts of the transparency are hidden behind masking paper. These are revealed at appropriate
stages.
It is advisable to take advice from tutors and technicians when planning and producing visual aids.
Using Slide Projectors

Using 35mm photograph slides in a presentation is another effective means of communication.
Recent advances in computer graphics now permit clear images to be produced of graphs,
tables, pie charts, maps, as well as convention images, directly onto 35mm slide film.
Preparing Projected Aids

Use the same checklist as for direct aids plus:
 write separate messages on separate acetates and write only 6 – 7 words per line, any
more will be difficult to read.
 allow only 6-7 lines, or fewer, on single acetate.

 ideally use slides produced by a desk-top publishing/word processing package.
 use both upper and lower case letters. A minimum height of 6mm will be required for
projection purposes.  use charts and graphs instead of tables.
Use of Projected Aids
 check that equipment is working before making the presentation

 make sure the screen can be seen by everyone
 speak to the audience, not to the screen
 use an OHP to support what you are saying (not the other way round)  dim the room
lights, but do not switch them off.
As well as using the direct and projected visual aids mentioned you could also consider using
Power Point and other IT aids. See your IT tutor or technician to establish what is available and
how to use it. Films and videos are other means of livening up the presentation and stimulating
the audience’s interest. However, they should not be used simply to entertain the audience.
Presentations (35)
Tasks
1 Read an item supplied by your tutor.
2 Prepare a NEWS ITEM – current, past or invented.
3 Prepare an ANNOUNCEMENT – giving information or a warning e.g. of a gas leak (turn

off gas, avoid naked lights etc).
Presentations (35)
Listening Practice
Introduction
There are many occasions when we have to listen to other people and
make notes either for our own benefit, or to report back to others;
e.g. at lectures; at union meetings; staff meetings; social club
meetings; even discussions with your doctor or bank manager.
When you are listening to someone else, whether to your tutor, to the radio, to the TV or to a
public speaker or group (as at a meeting); it is very difficult at first to know what to note and
what to ignore. Practice makes perfect, but you may find the following points helpful:
1 all your notes should be strictly limited to the topic being talked about.
2 do not try to write down every word, use words, phrases and references which mean
something to you but are not necessarily exactly what was said.
3 a good speaker will give verbal cues such as ‘There are 3 points to consider..’ You will then
know to listen for and note these points.
4 use side headings and numbered points.
5 use handouts to supplement your notes.
6 read your notes as soon as possible afterwards and amend or re-write them if necessary.
Suggested Tasks
1 Listen to someone reading out information and make notes.
2 Listen to a radio news bulletin of 10-15 minutes, make notes and write a summary of the
bulletin. If you do this, tape the broadcast so you can check whether your notes are
sufficient and accurate.
3 Listen to a discussion; summarise the main points/arguments/outcomes.
These could be used as evidence for satisfying the requirements of the written material element.
Presentations (35)
‘Why use
several words
when one will
do?’
‘How To Booklet 24
Answers
Why use several not one (24) Answers
Why Use Several Words

When One Will Do?
Activity 1
In each sentence, replace the words underlined with one word.
1 The accused waited impatiently for the verdict
2 To ensure against depreciation you should invest in diamonds.
3 The business of Parliament is legislation
4 Her action seems inexplicable
5 The post is temporary.
6 That remark is ambiguous
7 My brother always talked optimistically.
8 This part of your sentence is superfluous.
9 Millions of people are still illiterate.
10 His work was repetitive.
11 She had a premonition that the boat would capsize.
12 It is useful for a games player to ambidextrous.
13 The television programme could only be received intermittently.
Why use several not one (24) Answers


Answers
Adjectives & Adverbs (21) Answers

Activity 1
a The afternoon’s circular tour was over too quickly because of the excessive speed at which the
coach was driven.
b A precipitous ridge on the side of the mountain proved to be the most perilous part of the climb.
c Both at home and at work, it is most important to handle hazardous and corrosive substances
correctly.
d Extensive damage has been caused to buildings on the coast by the mountainous seas during the
winter’s tempestuous weather.
e Puppies and kittens can be most destructive in the house but a look from their mournful eyes
makes it impossible not to forgive them.
f The circus was spectacular and the overweight members of the comedy acrobatic troupe were very
funny – some of them could only be described as elephantine.
g The old house is typical of its period with ghosts, priest holes and creepy spiral staircases.
h Gypsies follow a nomadic life, wandering around all the country’s most picturesque places.
i The visitor to the school was shocked by the outrageous and infantile behaviour of the older
pupils.
j ‘He is normally such an industrious and energetic worker’ said the manager. ‘I can’t understand his
farcical handling of the presentation.
Activity 2
a Despite heavy fire and appalling casualties, the solder doggedly continued to attack.
b The boys vehemently denied any knowledge of the broken window.
c During the recent heat-wave, the river seemed to flow through the park even more sluggishly than
usual.
d The victim claimed that during the robbery, a gun had been waved menacingly at her.
e The climbers spent the night balanced precariously on a small ledge half way up the mountain.
f The route of the rally winds its way tortuously round the country lanes.
g The local candidate spoke most eloquently during the political debate which pleased her supports.
h His response to criticism was to deny arrogantly that he could ever been at fault.
i The great beasts, covered by the heavy trappings of the carnival, walked ponderously through the
flower filled streets.
j It is a serious offence to drive recklessly and without due care and attention.

Activity 3 Answers as Appropriate
a The storm raged through the trees surround the ancient house.
b Knowing that it was very old and extremely valuable, the auctioneer held the object very
.
c The two neighbours settled the dispute , agreeing that there had been
several misunderstandings and faults on both sides.
d Packages which are sent abroad must be fastened and
labelled.
e The defendant shook his fist at the reporters and threatened to call the
police if they did not leave his family alone.
f An applicant who does not write will not even be considered.
g A burn victim has to have his bandages removed very or more damage
could be caused.
h The teacher listened to the student so that she found herself able to
confide in him whenever she had any problems.
i The animal moved through the undergrowth.
j On the mountainside, the skier glided over the crisp, deep snow.

Oral Presentation
Skills

Answers
Oral Presentation (15) Answers

Presentations How to Prepare
Remember, the objectives of a presentation is the transfer of a message from the
mind of one person to the mind of another.
This depends on the receiver:
* hearing correctly
* understanding correctly what has been heard
* agreeing or disagreeing with what has been heard
* acting or reacting to what has been heard
Plan your Presentation Keeping the Following in Mind:
* decide what you must include
* arrange these under suitable headings
* decide on the order of the presentation
* produce a checklist / prompt cards
* collect supporting information
* consider the use of images
* produce professional looking images
* ensure that you only include material appropriate to the topic
* rehearse your presentation, time it and amend if necessary
* request any items needed in advance e.g. flip chart, overhead projector, computer etc.

Oral Presentation Skills
Some points to remember when presenting material to a group of people.
1 Introduction
Give your name (even if the rest of the group know who you are) and tell
your audience what you are going to talk about.
2 Eye Contact
You must look at your audience. This does not mean that you have to stare at them, but
including them with eye contact will help to create a good relationship with them.
3 Voice
Do not speak too quickly or too quietly. You may wish to practise speaking at home.
Alternatively, practise with a friend who will give an honest opinion.
4 Prompt Cards/Notes
Try not to read directly from your script. Just note down key notes and phrases on pieces
of card or paper as reminders. Doing this will help you to maintain eye contact.
5 Fidgeting
Don’t fidget. Again, you could try practising with friend who will tell you if your body
language is inappropriate.
6 Audio Visual Aids

These can be very useful. You may wish to use the overhead projector or produce a chart
of handout for your audience to look at. This is particularly useful when figures are
included in your presentation.
7 Conclusion
At the end of the presentation, briefly summarise the main points.
8 Questions
After summarising the main points, you should ask your audience if they have any
questions. If someone asks a question to which you do not know the answer, don’t make
it up – tell them you do not know but you will find out for them.
If you don’t understand a question, ask the person to repeat or re-phrase it.

9 Finally
Try not to end by saying something lame like “Well, that’s it” or “I’ve finished now”. Thank
your audience for listening or use some other appropriate phrase to indicate that you
have now concluded your presentation.

During class discussion / debate you should be able to:
* work with others in such a way that you are a valuable group member
* contribute ideas, information and effort
* appreciate other people for their good points and make allowances for their weaknesses.
* show tolerance of other people’s views and accept the necessity to compromise.
* criticise constructively, not destructively.
* accept criticism and use this by learning from it.
* make an effort to encourage less confident people to speak
* be confident when called upon to speak in new situations and environments to a familiar
audience.
* communicate effectively with people with whom they are unfamiliar
* recognise and respond appropriately to non-verbal communication i.e. body language.
* clarify information received by asking questions.
* present your views and information in a manner that is easy to understand and
appropriate to the audience.
* listen attentively when presented with information, without interrupting or criticising

destructively.

You may find your Communication tutor will use the above list when assessing your skills during
a group discussion.

Punctuation

Answers
Punctuation (2)
Activity 1
See if you can put the commas where they should be in the following
sentences.
1 I visited a friend in hospital. She was weak, tired and exhausted, and feeling really low.
2 My car is very old, rusty, dirty, and needs a good service.
3 I got home feeling cold, tired, lonely and miserable.
4 I went out for dinner and ate chicken, peas, rice and a fruit salad.
5 The day was long, boring and unexciting.
6 I decided to paint my kitchen white, green, blue and yellow.
7 I had a great weekend fishing, sunbathing, eating and drinking.
8 The video I watched was exciting, interesting and very enjoyable.
9 When I went to the cinema I bought some popcorn, crisps, a hotdog and a bag of
peanuts.
Punctuation (2)
Activity 2
See if you can put the apostrophes where they belong in the sentences below. The words you
need to shorten are underlined.
1 I could not understand the work I had to do for by assignment.
couldn’t
2 My friend said to me “Do not be late for tea”.
don’t
3 We have decided not to go on holiday this year.
We’ve
4 If you revise for your exams, you will do well.
you’ll
5 I will not forget what has happened.
I’ll not
6 I was not happy with the service I received.
wasn’t
7 You are the right person for the job.
You’re
8 The job is good but it is a long way from home.
it’s
9 After thinking long and hard I have decided to leave college.
I’ve
Punctuation (2)
Activity 3
See if you can put the apostrophes where they belong in the following sentences.
1 Claires work was not as good as it could have been if she’d spent more time on it.
Claire’s
2 The childrens toys were all over the floor.
childrens’
3 The dogs bark was so loud it disturbed the workers break, the workers were not happy.
dog’s
4 My friends car broke down when she was driving on the motorway.
friend’s
5 The meeting of the womens group did not take place last week
womens’
Activity 4
Decide which of these sentences is a direct question and needs a question mark.
1 Where did you go last night ? yes / no
2 I wondered if she cared or not. yes / no
3 What do you think ? yes / no
4 He told me she’d asked how much it cost. yes / no
5 Are you serious ? yes / no
Punctuation (2)
Introduction to Sentences

Answers
Contents
Introduction To Sentences (1)

Activity 1
Which of these words need a capital letter?
Put a the ones that do:
jason
asia
computer
dr smith
ramadan
summer
boxing day
college
monday
february
diwali
Activity 2
Add in the capital letters and full stops to the passage below:

When I arrived home, I was really hungry. I looked in the
fridge but there was nothing to eat. I looked in the freezer
but found nothing again, so I decided to get some fish and
chips, a bottle of pepsi max and a packet of hula hoops.
The next night, the same thing happened. There was nothing to
eat, so I went to the chinese take away and had a pancake roll,
sweet and sour pork and egg fried rice. Mr low was there and
he gave me a discount.

Activity 3
Look at the following lines of writing. Tick the ones you think are complete
sentences and put a cross against those which are not.
1 The lesson I had was
2 The tutor gave me an assignment
3 It was about
4 I had two weeks to finish it
5 My parents and my tutor
6 I was tired
7 I could not help it
8 The lesson started early
9 I was late for
10 The tutor did not stay
sentences ask your tutor for some more exercises to practise.

Activity 4
Read the following piece of writing and see if you can spot how many sentences
are in it :-
!
I go to the local college. I am studying
all the time. The lessons are interesting
and enjoyable. There is a lot of work to
do. It never seems to end.
5
There are........................sentences in the piece of writing.
Activity 5
To show that you remember what makes a sentence, fill in the gaps below with
the right words:-
capital
letter
A sentence must have a................................................at the beginning.
capital letter full
stop
A sentence must have a …………… ………………….., or a ……………………………..
Exclamation question mark

………………………………….., or an ……………………....................................at the end.
complete
sense
A sentence must make ………………………....................................on its own.

Commas, Semi-Colons &
Colons

Answers
Commas, S-Colons, Colons (12)Answers

Commas
1Read the sentences and place the comma where it is needed. a
If you go out, take your hat with you. b Look,
there’s a patch along the cliff edge. c When the bell rings,
bring the coffee and biscuits. d Although there was a
shortage, we always had enough. e Search under the car,
behind the door and in the garage. f She arrived, but
didn’t stay long.
g Girls, get a couple of badminton rackets.
2 Read these sentences and place commas where they are

needed a We were late, as you might well imagine, b I don’t
think that was kind, do you? c Mow the grass clean the
windows and take the dog for walk. d Holders of vouchers are
allowed in free, the attendant told me. e So that we would believe
him, he showed us his driving licence.
f He brought his dog, a cocker spaniel.
3 Insert the commas where they are needed in these sentences. a The governors,
headteacher and pupils invite you to the school concerts. b Chop up your carrots, onions,
parsnips and celery. c The packet contained black, purple, blue, green and orange sweets. d
Books, photographs, paper, maps and clothing were strewn all over the room. e Wine,
spirits, perfume, cigarettes, cigars and tobacco were all sold in the duty free shop.
4 A pair of commas would be appropriate in five of the following six sentences. Say where:
a The night watchman, hearing a strange noise, rushed to investigate. b Some people, I
must admit, much prefer red to blue. c Autumn, season of falling leaves, is past. d He ran,
he asserted, ten miles at least. e Fishing is one of my favourite pastimes.
f It is the right time of the
season, so I am told, to sign
new players. 1 Rewrite
these passages adding
commas where needed:
The team’s captain, Zoe Brown, is an outstanding performer. She is an enthusiastic player, a
good leader and a likeable girl. She knows when to urge her team on, when to encourage
them and when to reprimand them in the match last Sunday, which was played against a
strong side, Zoe led her players to victory.
When she turned back to the window, she raised herself on one elbow and removed her
quilt. She saw the ghost take some keys from his pocket. He began to work on the lock to the
safe, ripping out the woodwork below it. Just as he tore the last board loose, the safe fell on
to the floor with a thud. The door of the safe shot open and golden coins spilled out. The
ghost

squatted, and pulled more coins of gold and silver from the safe. Then he began to put the
coins in piles, counting in a hoarse voice. She began to have doubts about this ghost.
2 Write out the following sentences, clearly punctuated, adding commas where needed:
a The coalman visited Oaktree Road, Beech Avenue and Poplar Street.
b His hobby is collecting old cars, new stamps, ginger jars and beer mats.
c His grandmother, they tell me, is a unique character.
d That’s true, in some instances, according to the rules but not in others. e
Upstairs, Jane murmurs and mutters in her sleep.
F She has taken just a few personal things – toothbrush, paste, cleansing
cream. g David, like everyone, else is wearing jeans and a polo-neck shirt h
You are not, if you don’t mind me saying so, too good a singer.
I My grandmother, who died recently at the age of ninety-one, was a life-long activist in the
Mothers’ Union.
J The man watched her, and when she was quieter, he pulled her towards him and swam
with her towards the bank.
k They forgot why the child, once so quiet, had turned so nasty.
Semi-Colons and Colons

Activity
Rewrite the following sentences, inserting semi-colons wherever you think it appropriate.
1 Michelle is loyal, discreet and conscientious; I can thoroughly recommend her for the job.
2 An ideal employee needs to be enthusiastic, tactful, hardworking and loyal; finding all these
qualities in one person can be difficult.
3 Will all staff note the following: only trained staff are allowed to use the computers; training
courses will be provided for staff wishing to acquire necessary computer skills and
employees wishing to undergo training should inform their manager.

Spelling

Answers
Spelling (4)
Activity 3
1 It was a great relief to receive a phone call from her.
2 “How can I believe you? You’re always trying to deceive me!”
3 From the window I could see across the field to the river.
4 She looked closely at his face and perceived a tiny drop running down his cheek.
He might be a thief, but he could still feel grief.
5 It was weird; she felt she could really achieve something.
6 He stepped onto the weighing scales first and then had his height measured by
the doctor.
7 At school, she really liked science but hated her teacher.
8 She bought pieces of material for £2.99 and kept her receipt in case it was the
wrong colour.
9 He got on the horse and held its dark leather reins tightly in his hands.
Activity
1 Fly Flies 6 Tray trays
2 Donkey Donkeys 7 Lottery lotteries
3 Baby Babies 8 monkey monkies
4 City Cities 9 Play plays
5 Family Families 10 Spy spies
Spelling (4)
Activity
rail Railway bow
birth Birthday fall rainfall
house Housecoat coat
rain Rainbow side Outside
out teen
to Today day
water Waterway way
nine nineteen morrow tomorrow
Activity
Write the opposite of each of these words by adding the dis prefix.
1 believe becomes disbelief
2 satisfy becomes dissatisfied
3 honest becomes dishonest
4 obey becomes disobey
5 agree becomes disagree
6 please becomes displeased
7 approve becomes disapprove
Spelling (4)
Activity
Add the suffix able to each of these words to make a new word.
1 enjoy becomes enjoyable

2 understand becomes understandable
3 drink becomes drinkable
4 accept becomes acceptable
5 profit becomes profitable
6 bear becomes bearable
7 avoid becomes avoidable
Spelling (4)
Capital Letters

Answers

Capital Letters Practice
1 Think of some words for each of the groups which you have just read. For
example, you might include Turkey and Italy in group A
2 One or more words in each of the groups below needs an initial capital
letter. Which are they? a house, abroad, Iceland, Finland, island b sea, river,
English Channel, Atlantic ocean c brook, loch ness, waterfalls, Niagara Falls
d desert, australian desert, Cromford e hills, quantocks, Everest, mound,
meadows f county, Aslaska, seaside, Swanage g bog, rent, iron, low, land
h country, Yorkshire, district, New South Wales
i King, princess, William the Conqueror, Lord Wellington, sailors
Self Test
1 Make a list of the words given here which should begin with capital
letters: toast bike Intention Caesar corinth Peru acrobat Squash Chair
Philadephia speech coracle Beryl motorbike Yamaha
2 Rewrite this passage with the necessary capital letters (10)
This time the cards are dealt by Mrs R Nesbit, watched by a research worker from
Oxford who was a B.S.C. in maths from a college in China. She made lots of
notes as the group endeavoured to overcome the laws of probability, as they
had done the previous five Saturdays.

Apostrophes

Answers
Apostrophes (14) Answers

Apostrophes
1 One word in each of these sentences needs an apostrophe. Say
which. a He met his mother’s cousin. b The book’s last page
is torn. c Where is Sonya’s pair of boots?
d He says he likes his brother’s picture best.
e The bench’s legs are broken.
f The captain’s table is always stable.
2 Say which words needs the apostrophe in each pair of sentences and explain
why. a The cats are howling. The cat’s dinner is ready. b There are five soldiers
outside. These are the soldiers’ rifles. c They are eating their nephew’s cake. He
made them at school.
d Who broke the carpenters’ vice? The vice belonged to several carpenters.
e They like fast cars. That car’s exhaust is trailing on the ground.
3 Read these and replace ‘of’ or ‘of the’ by an apostrophe. The word order
of the sentences will need to be altered.
a the film’s climax e the sailor’s fishing rod
b the flowers’ scent f the yellow god’s green eye
c my brother’s friend g the spy’s hideout
d the cars’ hooters h the Coldstream Guards’ barracks
4 In the following passage there are ten words which require an

apostrophe. Say which they are.
The children’s aunt and Anne’s father met to discuss their plans for the holiday. The adults
could not agree because one’s idea was to have a restful time while the others’ intention
was to go out and climb mountain peaks. The meeting’s result was that the first week’s
holiday would be spent by the sea and the last week’s holiday would be in North Wales.
They estimated both cars’ capacity as to what they could carry.
‘My friend’s luggage trailer would be very useful,’ said Anne. ‘It would easily hold all
uncle’s camping gear.’

Apostrophes
1 What are the shortened forms of each of the following?
Where would you put an apostrophe? The first one is done for you.
a He has not ( he hasn’t) f He is warm (he’s warm) b
You have not (you haven’t) g He does not (he doesn’t) c They
did not (they didn’t) h They will not (they’ll not) d I am early
(I’m early) i They are happy (they’re happy)
e You are on time (You’re on time)
2 Read this passage and rewrite it adding apostrophes where appropriate.

They weren’t ready because they hadn’t been told that the clock wasn’t keeping good time
and so I shan’t complain that I’ve been obliged to wait for hours.
3 Read out this passage, expanding the shortened words to full length. The first one is done
for you.
I won’t (= will not) say we have never guessed where Jack is hiding his treasure, but I have no
idea where he will put it when Bill has solved the secret. The last thing he said to me before
his journey was, ‘Bill shall not have it. I will make sure he will look in the wrong places. It is
not fair, because he would be richer than all of us if he got the treasure.
(One of the shortened double words in this passage is slang – which one?) ain’t
4 Read these sentences. Then write them again running two words together where
possible. Show where the apostrophe would go. a I’m surprised that you’re so clean.
b We’re not coming until you‘ve finished washing the car.

c They’re ready d Who’s eating what’s intended for the cat?
e Where’s the bread Jake’s made?
5 Write out these sentences, using there, their, they’re, whichever is

needed. a It’s over there by the window b Their clothes were soaked
by the storm. c If they’re coming in, I’m
leaving. d They’re going to miss their boat.
e There’s no chance of my borrowing their house while they’re away.
6 Insert whichever is correct in each of these sentences. its or it’s.

a The dog hurt it’s leg

b It’s getting darker every minute. c It’s been a long time since
I last saw you. d It’s about time that dog went into its kennel. e
It’s its own fault if it gets in the way.
7 Use your or you’re to fill in the blanks.

a You’re not disturbing me at all. b Have
you finished your breakfast? c
You’re not using your experience d Your
main fault is that you’re too lazy.
8 Use whose or who’s to fil in the blanks. a Who’s taken my place in

the team? b This is my aunt who’s
looking after me.
c We’ve traced the gentleman whose umbrella you took.
d Who’s going to say who’s captain?
e Now tell me again, who’s trespassing on whose land?


Answers

Practice
1 Read through these word groups carefully, and then say which ones
are sentences, making sense by themselves:
a yesterday I met my father at the leisure centre
b if I see her I will give her a c seven wild geese flew
over our heads d six horses fell at the first hurdle e
no-one likes custard on his bacon and eggs f
when I first head the news g don’t forget to bring
your sandwiches h winter is very cold in Norway
i ten pounds will not buy much petrol nowadays j
the men went poaching by moonlight
k as they got into the car
2 Divide this passage into sentences by putting in full stops and capital
letters
Charlie opened the present this morning. It was very bulky and heavy. His sister
Donna watched him carefully. She knew it was for passing the exam. She
had watched David wrap it up the previous night.
3 Which of the following word groups are complete sentences? When you
have decided that, add words to complete the others. For example b)
might become: Bring the plastic watering can into the garden.
A When you have finished, give e.g. me a shout and I will come back
B e.g. Bring the plastic watering can into the garden
C I am very fond of fishing
D Only eat if you e.g. are hungry
E Don’t come to school e.g. this afternoon, I will pick Cheryl up
F Because of my odd habit e.g. people cross to the other side of the road
G Bring me the camera please
H He would never have taken it if e.g. he knew it would cause such trouble I
The fish need feeding.
J I think you understand e.g. why I could not make it today, don’t you?

4 Write out this passage. Fill in full stops and capital letters.
The girls went up to the door of the house. It was not quite closed and they
wondered if someone had been there before them. They went inside to look
around. The first thing they noticed was the thickness of the dust
everywhere. After glancing round the kitchen they went into the passage
and up the stairs. There was a loud squeak at each step they took. At the
top they paused for a moment because Emma thought she heard a noise.
She opened the first door on the right and inside it they saw signs of recent
occupation. There were clothes on the floor and a couple of suitcases on the
table. By craning her neck out of the window Caroline was able to keep
watch on the drive and garden.
5 Read this passage. Decide when a punctuation mark is needed and of what
kind. Rewrite the passage including the appropriate punctuation.
The teacher came over to the boy and asked him why he was out of the
classroom? The boy immediately ran off. The teacher chased him through
the flower beds and into the car park. She eventually cornered him and
asked if it was the exam that was worrying him. He told her he didn’t mind
the exam so much as having to spend the next three weeks revising.
Self Test
Write out the following passages.
Put in the necessary full stops and capital letters.
1 He picked up his haversack and with a groan he walked on, feeling as

though the last hundred yards would stretch his arms permanently
beyond their normal length. He did not have to run any more. That
was some consolation. He heard a whistle and looked round. It was
the farmer. He started to shout at him.
2 The new motorway will run just behind the garden. No doubt it will take
several months to complete and will cause a great deal of mess. The mess
is bearable, the noise on the other hand cannot be ignored.

Perhaps one gets used to it, after all some people live by a busy airport.
In any case it will be worth it in the end.
3 The village is on a piece of land between the port and a holiday park.
The roads are incredibly narrow and chock-a-block with holiday-makers.
You can drive your car through during the summer but only at three in
the morning. Cornish pasties are sold. Some are nourishing containing
potato, beef carrot and swede and complaints are rare. One can buy
cream teas which are to be enjoyed. I would like to go there again but
in winter.

Summaries

Answers
Summaries (17) Answers

Summaries
It is often useful to be able to produce a summary of a document or
article in note form. This is easier to read, understand and absorb than
continuous text.
From time to time, when looking for information, you will find it necessary to read extracts from
a variety of books, leaflets etc., and summarise the key facts in YOUR OWN WORDS.
Summaries should always:
* be brief: they are not essays but neither are they rough notes; summaries should be
structured using complete sentences, correct grammar, correct punctuation and
appropriate paragraphs,
* contain all important points
* be organised so that all related points are brought together
* be in your own words
A summary is NOT a collection of directly copied paragraphs or pages from

selected books.
How to begin a summary
1 Select your text
2 Read the text at least twice. Check any words or information you do not understand by
using a dictionary or asking a tutor.
3 Take each paragraph and list the main points being made.
Caution: Do not include facts or descriptions, which take you away from the main point.
Consider ‘If I leave this out will it alter the message?’
e.g. When looking at the types of documents used by businesses we must include the
memorandum. This can vary in structure according to the organisation’s
house style, an example memorandum is shown in Workbook 16. Note that
the headings on the example are the minimum headings appropriate for
such a

document. What must be remembered, is that a memo (short form) is an
internal document.
Internal documents are intended to be read by people within an organisation so do not

have to follow the same conventions as a letter.
The important points in the previous section are:-
* a memorandum is an internal document

* it is only intended for communication within an organisation * it does
not follow the same conventions as a letter * the structure can vary
according to house style.
All the rest of the information in the paragraph can be omitted without altering the points or
losing their sense.
4 Write the summary by collecting the related points together without altering the points
or losing their sense.
e.g. the summary of the important points from the example above could read:
A memorandum is an internal document intended for communication within an organisation. It
does not follow the same conventions as a letter and the structure can vary,
according to an organisation’s house style.
NOTE: It is acceptable to change the order of the points in the original text providing this does
not alter the meaning. The order of the points has been changed in the example
given.
5 When summarising long pieces of text it is often a good idea to use headings under
which all relevant points regarding the topic can be grouped.
e.g. Research into documents used by all types of organisations could have the
headings:
Documents for Communication Internally
Documents for Communication Externally
6 If the text you are analysing contains an image which is needed to convey the
information, do not be afraid to include this in your summary.

Exercise
1 Read the following twice
2 Take each paragraph and list the main points. There may be more than one main point in
each paragraph.
3 Link the points together, using headings if you think it is appropriate to do so.
4 Write a first draft of your summary, ensuring that you take care with punctuation,
grammar and spelling.
5 Read your summary and check that you have included all the points you originally
identified and that these are in a sensible order.
6 Re-write if necessary
ExtraValue Foods is a fast growing company with approximately 100 supermarkets nationwide.
It is now planning to develop a number of hypermarkets: these are very large stores on one
level selling food and non-food under one roof. All sales are made on a self-service basis.
Recently, the company has applied for planning permission to build an ultra-modern
hypermarket on the edge of an attractive little village, which is four miles from the town of
Hometown.
The plans are for a store of 85,000 square feet plus 37,000 square feet of warehousing and
office space. There will also be a large car park and petrol station. The proposed store is
described by ExtraValue Foods as a ’paradise for shoppers’ and the company believes that it will
revolutionise shopping in the area.
The village concerned is in an area of natural beauty and, because of its history, it is a popular
tourist attraction. It has many beautiful old buildings of architectural interest, including public
houses, antique shops, an old manor and a working water mill.

Hometown, by contrast, is a small town with a population of 31,000. It has suffered over the
past few years from the closure of much of its heavy industry. It has an open-air market and
small shopping precinct and these shopping facilities provide for the community’s basic needs.
Before the area’s economy began to decline, Hometown also provided for the needs of the
surrounding towns and villages. Recently, however, many of the shops have closed and people
wishing the purchase goods, rather than basic items, have had to travel to the nearest city
which is twenty miles away.
Residents of the village have mixed feelings about the proposed hypermarket. Objections to the
scheme have come from all sectors of the community. There is concern that delivery lorries will
pass through the village causing damage to the roads and extra air pollution. There is also a
group of people very concerned about the danger to pedestrians and cyclists who have not
previously been exposed to a large volume of traffic. Even the subject of litter has been raised
along with fear that the whole atmosphere of the historic little village will be destroyed by the
building of a hypermarket on its boundary.
Objections are also being raised in Hometown, particularly from shop owners. They fear that
the hypermarket would affect their trade and that even more shops would close. Residents too,
are expressing their doubts about the scheme. An action group has been formed to represent
the interests of the elderly, people who rely on public transport and others who have strong
objections.
Those in favour of the proposed scheme state that the store will provide hundreds of new jobs
and will bring money back into Hometown and a new prosperity to the village. It is anticipated
that jobs will be created for full and part time workers of both sexes and ages. Despite
ExtraValue Foods intention to bring senior management from other branches, for the initial two
years of the operation, the company is giving assurances that, wherever possible, local people
will be employed and trained. Other arguers for the scheme consider that the area needs to be
modernised and that shoppers should be given the opportunity to enjoy the seven days a week
service to be offered by the new hypermarket.
Tutor Notes
Guidance for marking the summary
At this level it would be expected that a student could produce a summary using approximately
fifty per cent of the number of words used in the original text.
Major points to be included in summary:
 ExtraValue Foods has applied for planning permission for a hypermarket.

 Situation outskirts of picturesque, historic village four miles from
Hometown area suffering recession due to closure of heavy industries.
 Negative Issues environment i.e. pollution, damage to road, safety of local residents,
further shop closures, disadvantage to less mobile residents.
 Positive Issues creation of new jobs, training opportunities, modernisation of area, boost
to local economy, enhanced shopping facilities.

Difficult Words

Answers
Difficult Words (3)

Activity: There
Try to put the right ‘place word ‘ in the gaps below: remember it could be there or where / here.
where
“Did you put the presents …………………………………….I told you to?” She
asked.
there
“Yes they are over …………………………… on the table, but I didn’t know
where
………………………….. you wanted me to put the cards.” He said.
here
“Well, if you bring them over …………………………………….. I’ll have a look
there
and see if………………. is room in my bag for them.”
Activity: Their
Difficult Words (3)
Try to put these sentences into the plural
1 The child played with her toy.

played with their toys
The children…………………………………………………………………………………..
2 The dog barked at his owner.

barked at their owner
The dogs………………………………………………………………………………………….
3 She was angry because her house had been broken into.
angry because their house had been broken into
They were …………………………………………………………………………………….
4 Has the cat had its tea yet?

had their tea yet?
Have the cats ………………………………………………………………………………
Activity
Put the underlined words into their shortened form.
We are going to see a local group play tonight. They are doing a
charity show so it’s free if you are there before eight o’clock. You
are welcome to come with us if you can. We are meeting Sam and
Kate there and they are really looking forward to it.
Difficult Words (3)

Activity: To, Two or Too
Now, decide which word: to, two or too is the correct one and fill in the gaps
below.
I wanted to take my car but my brother wanted
to take his. In the end we decided to take two
cars so that we could travel to London. The
journey was too long and we all felt too tired by
the time we got there. All we wanted to do was go
to sleep.
Difficult Words (3)

Difficult Words (3)
‘Similar Words,
Different
Meanings’

Answers
Similar Words, Different Meanings
Similar Words, Different Meanings (22) Answers

Activity 1
Write sentences for each pair of words to show their different meanings. Use a dictionary
if necessary.
affect effect
amend emend
artist artiste
beside besides
biannual biennial
ensure insure
exhausting exhaustive
formally formerly
impractical impracticable
permissible permissive
luxurious luxuriant
physical psychical
precede proceed
prescribe proscribe
recourse resource
reverend reverent
septic sceptic
viscous viscose
envelop envelope
vocation vacation
gorilla guerrilla
courtesy curtsey
access excess

Activity 2
Select from the words in brackets the correct word to complete the following sentences.
1 There were two applicants for the post. The manager considered both applications and
she suggested that the illegibility of one of the applicant’s handwriting be borne in mind
when a decision was being made.
2 The Church Council has to meet formally in order to approve the scheme for partitioning
the Church Hall.
3 The effect of the new building project was that residents formerly not affected by the
industrial development, now found that they had improved access to their property.
4 The honourable gentleman agreed to act as honorary secretary, provided he would still
be eligible to serve on additional committees.
5 The trainee worked on the reception desk on alternate days. He received compliments on
his courtesy to visitors.
6 In the desert there are frequent dust storms which can completely envelop a small
settlement, within hours.
7 The new student found the work arduous and the thought that dominated her mind was
how to gain access to the principal in order that she could voice he dissatisfaction.
8 The newspaper magnate was considered to be something of a gourmet by his friends who
knew he really appreciated being offered good food and wine.
9 Surjit, Claire and James live in London, Paris and Edinburgh respectively and although
several months might elapse without them meeting, they often contacted each other by
e-mail or telephone.
10 Luxuriant vegetation covers many of the Caribbean islands, while others are barren and
almost deserted.

Word Differentiation
Activity
1 The students shrank visibly under their tutor’s intense gaze.
2 If a student finds it necessary to deprecate a fellow student’s work, this can indicate a lack
of self-confidence.
3 Detectives investigating the crime found the problems to be insoluble.
4 The playwright was depressed because she could not find the stimulus need to being
formulating a new plot.
5 The gardening society arranged to visit an historic house which had exceptionally beautiful
gardens.
6 The tablets were reputed to be most efficacious.
7 Suddenly there was silence, and to her discomfiture all eyes were turned on her.
8 We were most dissatisfied with the service provided by the caterers.
9 A new cinema has just been built in our local/locale.
10 His success hardly seems credible.
11 The nervous actor gave a pitiful performance.
12 The leader of the seminar was an eminent psychologist.
13 She went to the Citizens’ Advice Bureau to enquire about customer legislation.
14 Safety advice has to be followed as far as it is practicable.
15 I usually fail when I try to elicit a clear answer from my solicitor.
16 In another five kilometres, the route will diverge.
17 The machine needed to be replaced as it was obsolete.
18 When the fateful day dawned there were no indications of what was to come.

19 I am not averse to a few drinks at the weekend.
20 ‘He was rather presumptuous asking for my telephone number’ she said.

‘Punctuation Marks’

Answers
Punctuation Marks (26) Answers

Activities
1.Insert inverted commas and capital letters where necessary
1 At the library I looked at a copy of ‘Her face at the window’
2 The butcher made up her orders for the nursing homes, steak for ‘The Beeches’, sausage for
‘The Hawthorns’, and lamb chops for ‘St. Ives’.
3 The actress played in the ‘Tempest’, took the lead in ‘Pride and Prejudice’, but declined a role
in ‘Straw Dogs’.
4 He left ‘James and the Giant Peach’ in the fruit shop.
5 They filmed ‘Cleopatra’ in Egypt.
6 He examined ‘Jane Eyre’ and attempted to find examples of alliteration.
7 ‘Oliver Twist’ captured the hearts of many Russians.
8 He borrowed her ‘Sons and Lovers’.
2 Punctuate the following:
1 Wasn’t I happy to arrive.
2 ‘Would you please think about this?’
3 I was given my card, my money, and best wishes for the future.
4 The manager, leaving her job and partner, went to Portugal.
5 ‘If you turn right there, at the ‘Dog and Duck’ you will see the motel on the left.’
6 ‘Have you been to the dentist’s since last year?’
7 The boys’ mother had lost her keys so the boys helped her to search.
8 Go up the road, turn right, then sharp left past the ‘Sir William’ on your left. straight on and
you’ll be back where you started.
9 The officers’ mess had been closed.

10 Jasmin, Cloe and Harvinder are missing.
11 ‘I went to get a drink.’ ‘Did you?’
12 The women’s cloakroom is on the right.
13 Betting on a lottery, which is popular in Britain, brings riches to the few and some say, poverty
to the many.
14 ‘Boys will be boys’, he said.
Punctuation Marks (26) Answers

Written Presentation
Skills

Answers
Written Presentation (16) Answers

Written Presentations Skills
Business Letters
A good letter calls for many qualities. Not only should it be well written, or typed, but the paper
should be of suitable quality, the envelope properly addressed and spaced and the stamp stuck
on in its allotted area. The letter you write conveys an impression of your or the firm. Therefore,
ensure that your letters are well displayed and faultlessly presented.
Note:
Many firms have their own method of display known as the ‘HOUSE STYLE’ and this should
always be used.
Open Punctuation – Letters and Memoranda
1 No punctuation until after the SUBJECT HEADING.
2 No punctuation in abbreviations e.g. BBC, am, PLC etc.
3 No punctuation after the full stop at the end of the last paragraph.
4 Use of commas, full stops, apostrophes etc., is normal in the main body of the letter.
Parts of a Business Letter

The parts of a business letter are described below in the order in which they appear. Only a few
letters contain all of these parts. Each part of the letter is separated by on clear line space.
Reference
The reference identifies the letter. It may be the initials of the person signing the letter followed
by the typist’s e.g. TSE / UK
Date
To be written in the following order – day, month, year. EVERY
LETTER MUST BE DATED.
Attention Line
It is the policy of some companies not to permit letters to be addressed to an individual. If this is
the case, and the sender wishes the letter to be dealt with by a particular person, an attention
line is used.
Name and Address of Addressee

The name and address of the person to receive the letter. Always write the postal town in capitals.

Salutation
The greeting e.g. Dear Sir,
Subject Heading
This summarises the contents of the message. A subject heading is not always used.
Body of Letter
The message of the letter set out in suitable paragraphs
Complimentary Close
This is the closing line of a letter. The most usual ways are:
Yours faithfully where the salutation is Dear Sir or Dear Madam.
Your sincerely where the salutation is less formal e.g. Dear Mr Jones or Dear Mrs Brown.
Signatory
The name of the person signing the letter
Designation
The position of the person signing the letter. (Sometimes the name of the department he / she
works in.)
Enclosure
The abbreviation Enc is only used when an enclosure is to accompany the letter.
Memoranda
Memoranda are the method of communication between members or branches of a firm (see
attached sample). The following points should be noted:
1. There is no salutation
2. There is no complimentary close.
3. As they are a form of internal correspondence, they do not normally require an envelope
unless marked CONFIDENTIAL, PERSONAL or PRIVATE

Example
Business Letter
Baxter & Kyle Ltd

6 High Street
BATH
BA2 6JP
Our Ref:- JH / PP
Your Ref:- SM / JH
12 August 2000
FOR THE ATTENTION OF MR S MARSHALL
P & J Rawlins
42 Canterbury Close
BRISTOL
BS99 1BH
Dear Sir
Account Number 4562 (not always necessary)
Thank you for your recent letter regarding the above account and I have pleasure in providing the
following details:-
AMOUNT OUTSTANDING AS AT 31 JULY 2000 £3,060.45
I am enclosing a copy of your Statement of Account for July and I hope that you agree with the
details. However, if you have any further queries please do not hesitate to contact me.
Yours faithfully

J Hammond
Accounts Manager
Enc.
Example Memorandum
MEMORANDUM
FROM: James Lockhart
TO: Michelle Winterton
DATE: 12 August 2000
REF: JL / JM
SUBJECT: NEW MEMBER OF STAFF – ANDREW COUPLAND
Please find attached a copy of the letter send to Andrew Coupland by Maria Faraday last week. I
spoke to Andrew recently and he has definitely accepted the post.
On Monday morning I have a meeting starting at 9.am and it is scheduled to finish at 11 am.
Therefore, would you please keep the morning free to introduce Andrew to other colleagues
and to accompany him on a brief tour of the college. I will arrange for coffee to be served in my
office at 11.15 am so that we can inform him of his immediate duties.
Enc.

Letter Writing
Suggestions
During your studies it is probable that you will need to write letters to organisations. Most
learners, at some time, will write at least one of the following:-
letter of application for a job
letter to an organisation asking for information
letter thanking an organisation for work experience
letter to a teach or tutor asking for a reference
letter requesting details of a holiday
letter of complaint about faulty goods
example letters for an assignment
It would be worth your while to prepare letters for the above occasion. Keep these and refer to
them when you have to write.
*  Take assignments which require the writing of letters to your Communication

session. Draft the letters and ask your tutor for comments.
Re-write as necessary, then use these in your assignment.
Tutor Notes

Learners have had little work experience are often confused about the correct layout for letters
used in a formal context.
Many learners have been taught to indent paragraphs for the English essays and personal letter
writing.
It is advisable that they are introduced to the FULLY BLOCKED layout of all types of documents,
as it is the FULLY BLOCKED layout which is taught to learners today.
An explanation is required that indenting paragraphs is now regarded as correct but OLD
FASHIONED.
Reports
Use the example below each time you are asked to write a report for
your course work.
Example:
‘A REPORT IDENTIFYING THE TECHNOLOGY USED WITHIN THE ADMINISTRATION DEPARTMENT

OF WITH RECOMMENDATIONS FOR INNOVATIONS AND IMPROVEMENTS
TITLE As above
TERMS OF REFERENCE e.g. The following report aims to evaluate current

use and efficiency.
METHODS You describe the methods of research you used to

enable you to produce the report e.g. surveys,
observations and discussion with personnel
(include job titles).
FINDINGS This section should contain a description of the

findings from your research. This can include
supporting information in the form of charts, graphs
and statistics.

CONCLUSIONS This should take the form of a summary which
evaluates all the data you have collected. This
analysis should enable the reader to identify the
most important issues raised and it must satisfy the
title and terms of reference.
RECOMMENDATIONS Recommendations should only be made if the title
and terms of reference ask for these.
SIGNATURE
DATE

‘Homonyms/
Homophones’

Answers
Homonyms/Homophones (23) Answers

Homonyms/Homophones
A homophone is a word which is pronounced the same as another and sounds the same.
However, it has a different meaning and a different spelling. Below is a list of homophones. Use
your dictionary to make sure you can distinguish between them.
ail Ale dear deer

aisle Isle dew due
allowed aloud die dye
altar alter disc disk
arc Ark draft draught
ascent assent dual duel
base Bass faint feint
bail Bale fair fare
ball bawl feat feet
bare bear flair flare
beach beech forth fourth
bean been gage gauge
beat beet gamble gambol
beau Bow gild guild
beer Bier grate great
bell belle groan grown
berth birth hail hale
blew Blue hangar hanger
boar Bore heal heel
board bored hear here
bolder boulder heard herd
bough Bow hew hue
boy buoy hoard horde
brake break hole whole
bridal bridle holy wholly
broach brooch idle idol
buy by bye knave nave
callous callus knead need
canvas canvass know no
cast caste leak leek
censer censor lessen lesson
check cheque mail male
choir quire main mane
chord Cord maize maze
coarse course manner manor
creak creek meat meet
cue queue medal meddle
curb Kerb miner minor
current currant moan mown
cymbal symbol muscle mussel
naval navel sear seer

oar Ore serge surge
pail Pale shear sheer
pain pane sight site
pair pare pear soar sore
peace piece some sum
peal Peel stake steak
pedal peddle stationary stationery
peer Pier steal steel
place plaice stile style
plain plane storey story
plum plumb swat swot
pole Poll tail tale
pore pour tea tee
pray Prey team teem
principal principle their their they’re
prise prize threw through
rain reign rein throne thrown
rap wrap troop troupe
real Reel vain vane vein
review revue waist waste
role Roll wait weight
root route waive wave
sail Sale weak week
scene Seen weather whether
scull Skull were where
sea See yoke yolk
seam Seem

Activity
1
In each of the following exercises, rewrite the sentences choosing the correct word.
1 What would the circus be without its troupe of clowns?
2 He showed a flair for dancing.
3 The traffic was stationary for hours.
4 The magazine review of the play was enthusiastic.
5 The children in the orchestra enjoyed playing the cymbals.
6 The photograph frame was touched with gilt.
7 She asked for her parents assent before agreeing to marry him.
8 The students lived on the fourth storey of the student block.
9 She has dual nationality because she has British parents but was born in France.
10 The weather forecast for the coming week is not promising.
11 A horde of coins was found in Oldmere Abbey.
12 The current of the river flowed faster than anticipated.
13 A peal of bells was rung as the bride and groom left the church.
14 He came fourth in the race and just missed a medal by 0.1 of a second.
15 Through the accident, he lost his sight in one eye.
16 If you follow this route you will arrive at the wrong exit.
17 Some people go to churches to pray.
18 She had to wait at the airport for a connecting flight.
19 That day, the moor seemed a cold and desolate place.

Activity
20 Some people think it is a waste of money to gamble on lotteries.
1 I had trouble in prising open the door.
2 Ignore the mess. It’s an everyday problem.
3 You have to pass an exam these days before you get your licence.
4 We’d have to get the boss’ assent before we did that!
5 ‘Is there a changing cubicle near the gym?’
6 We must listen to the radio to find out whether or not the weather is going to be fine
tomorrow.
7 We have received complementary tickets for the show next week.
8 A lot of rubbish floats downstream with the current.
9 The secretary should have ordered more stationery by now.
10 Whose turn is it to make the tea today?
11 The candidate went out to canvass for support.
12 I hear there’s a new dance troupe at the theatre this week.
13 We are having a new water meter put into the house.
14 I hardly knew how to broach the subject to him.

Activity
15 To be good at playing an instrument, you have to practise every day.
16 I promised not to tell the secret to a soul.
17 When they got into difficulties, the boatmen sent out a flare.
18 The dog seems to have hurt its paw.
19 ‘Have you met the new principal yet?’
20 I was disappointed with this. The dye came out very easily.
Activity 3
Use correctly each of the words used incorrectly in Exercise 2 by placing them in appropriate
sentences of your own construction.
4
Check your learning, do not look at Exercise 1 and choose the correct word for each of the
following sentences.
1 The scene in which the duel took place, was enhanced by a superb backdrop.
2 Did you order any extra stationery for the new office?
3 The use of cymbals on a map is common practice.
4 The weather on holiday was really disappointing.
5 There is a comic review playing at the theatre this week.
6 The torrential rain caused the current of the river to be very dangerous.
7 The sailing teacher insisted that a boat should always carry a flare in case of an emergency.
8 The clown troupe was very popular with the children.
9 The old furniture still showed traces of gilt.

Activity
10 I live on the twelfth storey of the new building.
11 The police officer indicated the quickest route through the town.
12 A peal of bells is often heard at a wedding.
13 The student had to obtain her tutor’s assent before leaving the class early.
14 In Britain it is legal to gamble money on many different pursuits.
15 In Britain a wedding ring is often worn on the fourth finger of the left hand.
16 The building sight looked like a quagmire after the torrential rain.
17 Passengers had a long wait at the airport because of fog.
18 The newspaper reported that a hoard of gold coins had been found.
19 Plaice and chips should always be accompanied by a slice of lemon.
20 Birds such as eagles and falcons are known as birds of prey.

Using Images

Answers
Using Images
Using Images (18) Answers

How many words is a picture worth?
It is said that a picture is worth a thousand words.
Before you go rushing to find brushes and paints, perhaps we should examine
this idea further!
  
In today’s world we are surrounded by images. Consider the number of images used in a
television advertisement. How often do you see an advertisement which contains writing but no
other images? Even newspapers such as the ‘Financial Times’ use photographs and charts to
illustrate and emphasise their points.
Why use images?
Have you ever

They can capture the attention of the audience.
played the game describing an
object to two people who cannot see it, but who have to
draw it? We have, the two pictures never look the same!
Illustrations are often considered to be a universal language i.e. no matter

what language a sighted person understands, a common symbol can be used to convey a message. Think of a
Have you ever tried

to assemble a complicated object, supplied with written instructions but no diagrams? We have!
Pictures, diagrams, sketches and photographs can all be used to help an audience visualise what
is being discussed or explained.
Information containing statistics is easier to

understand if accompanied by charts, graphs etc. An
audience can see ‘at a glance’ the point of the
information.
Getting bored? Perhaps we should draw a diagram

because using images breaks up the text and keeps
the reader interested.

Charts showing statistics
Your Application of Number work will help you learn
how to make and use images such as bar charts, pie
charts, graphs and tables.
You will learn how to produce the charts correctly and accurately. However, how will you make
sure people reading them will understand them? By making sure you use clear titles and labels.
To communicate effectively you need to title and label images clearly. What does the following
title really mean?
Yes
10 country; if they eat breakfast.
that you have asked everyone; in your class; in the No Sometimes
0
Someone reading this would be confused.
80
60
40
20
st qrt3rd qrt
1 qrt
nd
4th qrt
Remember:
* the title needs to have enough information for the reader to understand what the chart
is showing

* clear labels make the chart easy to understand
* no labels or poor labels mean that the chart is not doing its job of making information
easier to see and understand
* take your coursework for the subject you are studying to your Communication Skill
sessions
* look for work which asks you to present information in the form of a chart
or look for work which would be better if you added a chart
* produce your chart and ask your Communication tutor for comments and guidance.
Photographs, maps and diagrams.
* if you use an image you must label this clearly e.g. ‘Map of market area, town centre, A
town’.
* if the image is a copy from a book or leaflet etc., you must write from where this was
taken. An appropriate way of doing this is:
‘Map of the Word’ from ‘A bird’s Eye View’ by Desmond Hume

Using Images
Using different images can help people to understand information and explanations. A piece of
text is often difficult to understand without the aid of a diagram, try the following exercise to
illustrate this.
Activity 1
a) Read the following text
The right and left kidneys are the first organs above the intestines, the outer edges are almost
in line with the outer edges of the intestines.
The liver sits to the right of a person’s body, partly above the right kidney but much large in size
than the kidney.
The heart is centrally positioned, above the liver and between the lungs.
b) Now draw the outline of a body and indicate where the kidneys, liver and heart are
situated.

Now turn the page to see if you were able to understand the text well enough to draw
the diagram.
Using Images
Heart
Lungs Organs of the Body: kidneys, liver
and heart.
Right kidney The right and left kidneys are the
first organs above the intestines,
Left kidney the outer edges are almost in line
with the outer edges of the
intestines.
The liver sits on the right of a

person’s body, partly above the
right kidney but much large in size
Intestines than the kidney.
Liver
The heart is centrally positioned,

above the kidney and between the
lungs.

See how easily the information and explanations are understood when they are accompanied
by a labelled diagram.
Activity 1
In small groups, talk about the sort of images you could use in the two situations described below.
Remember to write down WHY the images you choose would help someone understand.
i You have been asked to design an information booklet on health and safety.
ii, You have been asked to present information on research you’ve done about facilities for
students at college.

Nouns & Pronouns

Answers
Nouns & pronouns (20) Answers

Nouns
1 The management of the theme park has just announced a new acquisition, an exciting
ride, which, it is hoped, will be the main attraction of the new season.
2 Correspondents covering the recent election have reported widespread allegations about
intimidation and corruption on the part of the officials.
3 The company owes its prosperity to the imagination, wisdom, and foresight of its original
founder.
4 The judge could find no satisfactory explanation for the cruelty shown by the prisoner.
5 The journalist’s unwarranted interference in the enquiry resulted in her expulsion from
the room.
6 The interviewer decided that, in the interests of equality all applicants would have to take
the same series of tests.
7 There was great anxiety at the quayside when reports were received of the ferocity and
intensity of the fire on board the ship.
8 The skilled parfumier used his great knowledge of flowers, herbs and essences, to create a
beautiful new fragrance.
9 A successful business has to balance its annual expenditure with its receipts if it is to
continue trading.
10 The children continue to show appalling behaviour despite the generosity shown to them.
Pronouns
1 We are going out with him tomorrow
2 It was so heavy, it was bouncing off them.
3 They were watching it when the power cut happened.
4 It went down at lunchtime.
5 He wanted to watch them play.
6 They have gone out riding with them.
7 We were using his computer, because ours had a fault.
8 It left the road in a bad storm.
9 She was playing tennis until its strings snapped.
10 It lost them in the ferocious storm.

Relative Pronouns
1 Any dog which has no collar, is more likely to get lost.
2 The students who wish to go on the trip next week must meet at 1.00pm in the hall.
3 Do you know the manager, Mrs Birch with whom I had a most useful conversation?
4 Animals which have been kept in captivity for a long time, can never be released into the
wild.
5 Those are the chairs which need to be re-arranged for the meeting.
6 What was the name of the person to whom you sent the brochure?
7 This photograph is of the house which burnt down last year.
8 The members of the audience who did not like the play walked out at the first interval.
9 TV programmes which are on before 9 o’clock are very strictly controlled regarding
content.
10 ‘Passengers who wish to visit the island may disembark now’.
BE CAREFUL !!
11 ‘Those whom the gods love, die young’.
12 The students whom the teacher liked were chosen for the festival.
Sentence Linking
1 Great Britain is an island with a population of over fifty millions has a wide reputation
for sport.
2 Materially the youth of this country have never been better off, but since the war there
has been a large increase in juvenile crime.
3 It is a sign of the times that young ‘pop’ singers with little talent or training draw large
sums of money.
4 Despite warnings from doctors that smoking is a possible cause of lung cancer, it is on the
increase.
5 Before the war, technical education was neglected in Britain, but it is now developing
rapidly n order to compete with other countries.
6 It was very impressed by the beautiful garden containing flowers of many different
colours.
7 I did not read the letter which was long and very badly written.
8 The man worked hard and deserved to succeed, but although he had failed many times
he never gave up trying.
9 I usually go abroad for my summer holiday, but last year I went to Duxcombe, a small
place by the sea in Devon, where I used to like swimming as a child.

10 I reached the top of the steep hill and saw a beautiful view overlooking miles of
extensive forests.
11 Last Friday, I walked into town and passed a shop whose window had been broken by a
car which must have skidded on the wet leaves covering the road.
12 On arriving at cap, the new recruit was told he must draw his kit from the company
stores, but as it was already late, he decided to turn in and leave everything until the
morning.
13 Charles I was a virtuous man, a devoted husband and a kind father, but he did not possess
the strong qualities of leadership which were needed at the time.
14 English and Mathematics are both school subjects which are useful in daily life.
15 The cinema used to be very popular, but because television has made great advances in
recent years, people’s habits are changing as they can now have entertainment at their
own firesides.
16 In 1900, China was a backward country, but today, as the result of mass education,
China is one of the most powerful nations in the world.
17 Africa, which was know at the ‘Dark Continent’ is giving rise to many new nations which
will play a large part in world politics.
18 Young students should work hard to gain good qualifications which, when they have had
some experience of work, will help them to secure good positions later.
19 Recent changes in the football world have created a new situation whereby only the
wealthiest clubs can have an outstanding team.
20 Self-service stores, which have been common in America for years, are now very
popular in this country.
21 The Duke of Newark, known to be a progressive and public-spirited man, scored a great,
personal success on his visit to South America.
22 Many people have a compelling ambition which drives them on to disaster, and means
they pay no attention to the promptings of common sense.

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‘How To’ Booklets full contents

Booklet Overall Contents

5 Skimming & Scanning

Booklet Overall Contents

10 Using Capital Letters

11 Using Sentences & Full Stops

Booklet Overall Contents

15 Introduction To Oral Presentation Skills

16 Introduction To Written Presentation Skills

Booklet Overall Contents

20 Introduction To Nouns and Pronouns

21 Introduction To Adjectives & Adverbs

24 Reducing the Number of Words Used

26 Revising Punctuation Marks

27 Producing a Curriculum Vitae

Booklet Overall Contents

32 Producing Briefings Factsheets & Notices

33 Using Visual Communication

34 Taking part in Discussions 

35 Preparing To Make Presentations

‘How to’ Booklet 1 Contents

By completing this ‘How To’ booklet, you will learn about –

CAPITAL LETTERS AND FULL STOPS

What is a Sentence? (1)

Full stops and capital letters

Names of people always start with a capital letter.

For example: Chris, Surjit

Name of places always start with a capital letter.

For example: Italy, France, India.

Names of days always start with a capital letter.

For example: Monday, Tuesday, Wednesday.

Names of months always start with a capital letter.

For example: January, February, March.

Names of festivals always start with a capital letter.

For example: Christmas, Easter, Diwali.

Titles of people always start with a capital letter.

For example: Mrs, Mr, Ms, Dr.

What is a Sentence? (1)

Put a by the ones that do:

What is a Sentence? (1)

when i arrived home, i was really hungry i looked in the fridge

but there was nothing to eat i looked in the freezer but

found nothing again, so i decided to get some fish and chips,

a bottle of pepsi max and a packet of hula hoops.

to eat, so i went to the chinese take away and had a pancake

Here are some examples of sentences:

What is a Sentence? (1)

He is hungry. Oh no you don’t!

A sentence has to make complete sense.

How do we make sure that a sentence makes sense?

We do this by using the following parts of speech correctly.

A noun is a naming word.

A noun is always the subject of the sentence.

There are four kinds of nouns:

Name of towns (Mansfield, Luton,

What is a Sentence? (1)

Every sentence must have a noun and a verb.

Here are examples of adjectives.

Here are examples of adverbs

I looked everywhere for my book

What is a Sentence? (1)

1 The lesson I had was