UNIVERSITE POLYTECHNIQUE DE BINGERVILLE

FIRST YEAR

By Dr SECREDOU K. MARIUS

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 ENGLISH COURSES FOR INTERMEDIATES

FORWARD
Our general English courses tailored for intermediates will provide students with strong
background in every aspect of the language. Each lesson has clear objectives that constitute the
overall progress of the learners. It introduces basic grammar, essential vocabulary, and help to
acquire practical communicative skills on daily topics.

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There are opportunities for individual, pair and group work and private study at home. This
book includes a wide range of activities and approaches designed to appeal to different personal
learning styles.

The course consists of 7 units, each containing the same component sections which cover
various types of activities.

CONTENTS
UNIT I :FAMILY ISSUES........................................................................................................ 4

UNIT II : WRITING SKILLS ................................................................................................. 14

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UNIT III : GLOBALIZATION ............................................................................................... 25

UNIT V : ENVIRONMENT.................................................................................................... 39

UNIT VII: APPLYING FOR A JOB………………………………………………………...51

GLOSSARY………………………………………………………………………………….67
BIBLIOGRAPHY …………………………………………………………………………. 74

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 UNIT 1: FAMILY ISSUES

Learning Objectives

After reading this unit, you should be able to:

 Talk about family issues

 Discuss about teen pregnancy
 Make the difference between “Make” and “Do”

READING

Read the article below and answer the questions.

As a psychologist, my view on teenagers` bedrooms is quite straightforward. Personal space is

very important in adolescence and privacy should be respected. If a teenager has his or her own
room, then this space is for that teenager to arrange as he or she wishes. On no account should
parents be tempted to tidy a teenager`s room. If arguments arise, patience and understanding are
required on both sides.

Unfortunately, this doesn`t always happen. Let`s take the example of a typical English teenager
called Tim. He and his Mum fell out about the untidy state of his room because they were
looking at the problem from two completely different points of view. This is what Tim had to
say:

`Bedrooms are incredibly important when you`re a teenager. Everyone needs space, but at that
time you need it most of all. I don`t mind Mum coming into my room as long as she knocks.
The problem is that she goes round looking for things to put away and saying things like `Tidy
room, tidy mind`. I tell her I don`t want a tidy mind. She thinks it`s strange that although I`m
hoping to study Interior Design at college, I don`t seem to bother about my own home at home.
But what she fails to understand is that I like the mess. It`s interesting watching it grow, because
it`s full of shapes and patterns. I like my Mum, but when she goes on at me about tidying my
room, I just get more determined not to do anything about it. My advice to parents would be to
leave their teenagers` rooms till they are so bad that it`s impossible to walk in. Then the kids
will have to tidy up.

And of course, Tim is right. In my experience, teenagers left to live in their own mess will
eventually reach the stage where they clean it up. We have to remember that this is an important
period of experimentation for them and they need to make their own decisions about things.
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Parents` anxiety never solves anything during this period and it can actually have the effect of
making things worse. This is what Tim`s Mum had to say:

`I encouraged Tim to clean up after himself when he was young and he was happy to do it then.
But when he got older, he simply started to refuse. His room became a complete tip. He had lots
of expensive designer clothes all thrown on the floor, along with waste paper, empty cans and
leftovers of food he`d taken up there secretly. When I started being more insistent, I was very
shocked by Tim`s response. He isn`t normally very rebellious but he just exploded, saying it
was none of my business what he did in his room. When I tried to tidy up myself, he just hit the
roof, insisting that he wanted it like it was. After this, my husband, who is also horribly untidy,
had a man-to-man chat with Tim about it. He didn`t get very far but he got a better reaction than
me, which was irritating.

Things are better now for Tim and his Mum, although this is still not a subject which they can
laugh about. Tim is just as messy, and still doesn`t want his Mum cleaning his room. She,
however, came to realize that it was better not to interfere and so she has ignored the problem
for the last six months. Tim, meanwhile, has taken to cleaning his own room once a week. His
Mum daren`t ask him why or say how pleased she is in case he stops. Although it seemed like
a big problem at the time, it looks like Tim and his Mum have found a solution.

Comprehension Check

1. What point does the psychologist make about teenagers in the first paragraph?

(A) They are often unreasonable.

(B) They need their own private space.

(C) They should keep their room tidy.

2. Why does Tim get annoyed when his mother comes into the room?

(A) She doesn`t knock before entering.

(B) She makes comments about the state of the room.

(C) She expects him to know where things are.

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3. How does Tom feel about his bedroom?

(A) He`s too lazy to tidy it up.

(B) He`s pleased with how it looks.

(C) He doesn`t see it as his responsibility.

4. What aspect of Tim`s behaviour surprised his mother most?

(A) The way he treated his clothes.

(B) The way he reacted to her.

(C) The fact that he used to be tidy.

5. Why is Tim`s bedroom tidier now?

(A) He has developed a new routine.

(B) His mother has changed her attitude.

(C) He has reached an agreement with his parents.

6) Give the meaning of the words in bold.

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 LISTENING

Video 1: Rescuing Masai Girls from Early Marriage

Video 2: Teen pregnancy in Mexico

DISCUSSION ISSUES

Who are the persons to be blamed in teen pregnancy?

- Reasons
- Drawbacks
- solutions

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 VOCABULARY

COLLOCATION WITH MAKE AND DO

The verbs Make and Do can be confusing; in this course we shall see the difference between
both of them.

I-Basic Difference between Do and Make

We use Do for actions, obligations, and repetitive tasks. Do refers to the action itself.

We use Make for creating or producing something, and for action you choose to do. Note that
make usually refers to the results.

Example: if you “make a suggestion” you have created a recommendation.

II-Common English Collocations with Do

II-1- Housework

 Do the housework
After I got home from the office, I was too tired to do the housework.
 Do the laundry
I really need to do the laundry – I don’t have any clean clothes left!
 Do the dishes
I’ll make dinner if you do the dishes afterwards.
(you can also say “wash the dishes”)
 Do the shopping
I went to the bank, did some shopping, and mailed a package at the post office.

Exception: Make the bed = Putting blankets, sheets, and pillows in the correct place so that
the bed looks nice and not messy.

II-2- Work / Study

 Do work
I can’t go out this weekend – I have to do some work on an extra project.
 Do homework
You can’t watch any TV until you’ve done your homework.

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  Do business
We do business with clients in fifteen countries.
 Do a good/great/terrible job
She did a good job organizing the party.
(In this expression, “job” doesn’t necessarily refer to work. It simply means the person
did something well)
 Do a report
I’m doing a report on the history of American foreign policy.
(you can also say “writing a report”)
 Do a course
We’re doing a course at the local university.
(you can also say “taking a course”)

II-3- Taking care of your body

 Do exercise
I do at least half an hour of exercise every day.
 Do your hair (= style your hair)
I’ll be ready to go in 15 minutes – I just need to do my hair.
 Do your nails (= paint your nails)
Can you open this envelope for me? I just did my nails and they’re still wet.

II-4- General good or bad actions

 Do anything / something / everything / nothing

Are you doing anything special for your birthday? You can’t do everything by yourself
– let me help you.
 Do well
I think I did pretty well in the interview.
 Do badly
everyone did badly on the test – the highest grade was 68.
 Do good
The non-profit organization has done a lot of good in the community.
 Do the right thing
When I found someone’s wallet on the sidewalk, I turned it in to the police because I
wanted to do the right thing.

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  Do your best
Don’t worry about getting everything perfect – just do your best.

III- Common English Collocations with Make

III-1- Food

 Make breakfast/lunch/dinner
I’m making dinner – it’ll be ready in about ten minutes.
 Make a sandwich
Could you make me a turkey sandwich?
 Make a salad
I made a salad for the family picnic.
 Make a cup of tea
Would you like me to make you a cup of tea?
 Make a reservation
I’ve made a reservation for 7:30 at our favorite restaurant.

III-2- Money

 Make money
I enjoy my job, but I don’t make very much money.
 Make a profit
The new company made a profit within its first year.
 Make a fortune
He made a fortune after his book hit #1 on the bestseller list.
 Make $_______
I made $250 selling my old CDs on the internet.

III-3- Communication

 Make a phone call

Please excuse me – I need to make a phone call.
 Make a joke
He made a joke, but it wasn’t very funny and no one laughed.
 Make a point
Dana made some good points during the meeting; I think we should consider her ideas.

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  Make a bet
I made a bet with Peter to see who could do more push-ups.
 Make a complaint
We made a complaint with our internet provider about their terrible service, but we
still haven’t heard back from them.
 Make a confession
I need to make a confession: I was the one who ate the last piece of cake.
 Make a speech
The company president made a speech about ethics in the workplace.
 Make a suggestion
Can I make a suggestion? I think you should cut your hair shorter – it’d look great on
you!
 Make a prediction
It’s difficult to make any predictions about the future of the economy.
 Make an excuse
When I asked him if he’d finished the work, he started making excuses about how he
was too busy.
 Make a promise
I made a promise to help her whenever she needs it.
(you can also say, “I promised to help her whenever she needs it.”)
 Make an observation
I’d like to make an observation about our business plan – it’s not set in stone, so we
can be flexible.
 Make a comment
The teacher made a few critical comments on my essay.

Exception: Don’t say “make a question.” The correct phrase is “ask a question.”

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IV- Plans & Progress

 Make plans
We’re making plans to travel to Australia next year.
 Make a decision/choice
I’ve made my decision – I’m going to go to New York University, not Boston
University.
 Make a mistake
You made a few mistakes in your calculations – the correct total is $5430, not $4530.
 Make progress
My students are making good progress. Their spoken English is improving a lot.
 Make an attempt / effort (= try)
I’m making an effort to stop smoking this year.
 make up your mind (= decide)
Should I buy a desktop or a laptop computer? I can’t make up my mind.
 make a discovery
Scientists have made an important discovery in the area of genetics.
 make a list
I’m making a list of everything we need for the wedding: invitations, decorations, a
cake, a band, the dress…
 make sure (= confirm)
Can you make sure we have enough copies of the report for everybody at the meeting?
 make a difference
Getting eight hours of sleep makes a big difference in my day. I have more energy!
 make an exception
Normally the teacher doesn’t accept late homework, but she made an exception for me
because my backpack was stolen with my homework inside it.

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 EXERCISES

Exercise 1

Fill in the gaps with Do or Make:

1. Will you……………….
DO me a favour?
2. It’s your turn to………………the
Make dishes today.
3. make
I will……………. a list of the things we need.
4. Ok, I will……………..an
Do exception for you.
5. Do
Please, don’t………………………..mistakes.
6. Make
I need to go out now, it’s urgent. I have to……………..a phone call.
7. The good students always………………………..their
Do homework.
8. Do
My father won’t………………………………..the cleaning.
9. Make
My husband never helps me………………………dinner.
10. The workers I hire always…………………..
Do a good job.
11. I always…………………………the
Do washing up myself.
12. The students don’t like to……………quizzes.
Do
13. Make choice.
The menu was so good that it was difficult for us to…………a
14. Make
The soldiers are obliged to………….their beds every morning.
Do an effort to finish before lunch.
15. ……
16. The doctor asked me to…………….
Do exercise.
17. Make
I don’t know how people……………money without hard work.
18. We have to………………a
Do decision quickly.
19. They wanted to…………
Do an offer to build the bridge.
20. Make
Can anybody…………….a suggestion? I am completely in the dark.

Exercise 2

A. Which verb completes the phrase? Fill in the table below by ticking the correct column. You
can use the dictionary to help you but, before you start, think which word in the phrase is the
best one to look up.

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 do Make Take
a lot of noise
your homework
always _________ excuses
breakfast
lots of family photos
friends easily
nothing all the time
sugar in your coffee
supper
the bed
the cooking
the dishes
the ironing
the laundry
a lot of mistakes
the housework

B. Complete the following sentences with one of the phrases in the table. You won’t need
to use all the phrases in exercise A.

a) After my brother lost his job he just sat around……………………………………

b) Even though I speak English quite well, I still……………….., and that irritates me.
c) He never………………………. His room always looks a mess.
d) I don’t mind…………………..if there’s something good on the radio. Even if there
are lots of shirts I just get on with it while I’m listening.
e) I used to……………………….., but now I don’t because it’s not very good for you
well, it makes you fat.
f) My dad used to get up first every morning,…………………….for everybody, have
his own, and then go to work just as we were all getting up.
g) Our neighbours……………. They have three young children, they all play musical
instruments, and the walls are rather thin.
h) Some people seem to have millions of friends without even trying, but I’ve never been able
to………………………………………..

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 UNIT 2: WRITING SKILLS
Learning Objectives

After reading this unit, you should be able to:

 Learn the different parts of a paragraph

 Make the difference between an informal and formal letter
 Improve your writing

I-PARAGRAPH WRITING

It is important to know how to write a paragraph. There are certain rules you should follow in
order to write a paragraph and to know how to write term papers. Your first sentence should
be a topic sentence and should contain the topic and an opinion on the topic.

A paragraph is a passage or a set, group or collection of sentences, logically arranged and

properly inter-linked and interconnected, with unity of purpose. It deals with one main idea.

 The topic sentence

The topic sentence is the first sentence in a paragraph. It introduces the main idea of the
paragraph.

Example: There are three reasons why Canada is one of the best countries in the world.

 Supported sentences
They come after the topic sentence, making up the body of a paragraph. They give details to
develop and support the main idea of the paragraph.

Example:
First, Canada has an excellent health care system. All Canadians have access to medical services
at a reasonable price. Second, Canada has a high standard of education. Students are taught by
well-trained teachers and are encouraged to continue studying at university. Finally, Canada's
cities are clean and efficiently managed. Canadian cities have many parks and lots of space for
people to live.

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  Closing sentence
The closing sentence is the last sentence in a paragraph. It restates the main idea of your
paragraph.

Example

As a result, Canada is a desirable place to live.

Full paragraph

There are three reasons why Canada is one of the best countries in the world.
First, Canada has an excellent health care system. All Canadians have access to medical services
at a reasonable price. Second, Canada has a high standard of education. Students are taught by
well-trained teachers and are encouraged to continue studying at university. Finally, Canada's
cities are clean and efficiently managed. Canadian cities have many parks and lots of space for
people to live. As a result, Canada is a desirable place to live.

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II-There are various categories of linking words in academic paragraph writing.

See the box

Time/order At first, eventually. Finally, firstly, in the end, in the first place, in the
second place, lastly, later, second, secondly, later next., to begin with
Comparison/ In comparison, in the same way, similarly
similar ideas
Contrast/ But, despite, in spite of, even so, however, in contrast, in spite of this,
opposite ideas nevertheless, on the contrary, on the other hand, still whereas, yet
Cause and effect Accordingly, as a consequence, as a result, because, because of this,
consequently, for this reason, hence, in consequence, in order to, owing
to this, since, so, so that, therefore, thus
Examples For example, for instance, such as, thus, as follows
Generalisation As a rule, for the most part, generally, in general, normally, on the whole,
in most cases, usually
Stating the After all, as one might expect, clearly, it goes without saying, naturally,
obvious obviously, of course, surely
Attitude Admittedly, certainly, fortunately, luckily, oddly enough, strangely
enough, undoubtedly, unfortunately
Summary/ Finally, in brief, in conclusion, in short, overall, so, then, to conclude, to
conclusion sum up
Explanation/ In other words, namely, or rather, that is to say, this means, to be more
equivalence precise, to put it another way
Addition Apart from this, as well as, besides, furthermore, in addition moreover,
nor, not only, but also, too, what is more
Condition In that case, then
Support Actually, as a matter of fact, in fact, indeed
Contradiction Actually, as a matter of fact, in fact
Emphasis Chiefly, especially, in detail, mainly, notably, particularly

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II -LETTER WRITING

Informal or personal letters are those you write to people you know – friends, cousins, aunts,
uncles, etc Informal letters should be friendly, chatty and relaxed as though you're talking to
the person.

 Guidelines (Look at the chart for more explanations)

INFORMAL LETTER WRITING FORMAL LETTER WRITING

Address and date The address and date should be written Your Address should be written in
in the right hand corner. Note: the top right-hand corner of the letter.

After you have written the address, The Address of the person you are
leave a line and write the date. writing to should be written on the
left, starting below your address

The date You can write this on the right or the

left on the line after the address you
are writing to. Write the month as a
Word.

Salutation or Dear……/ Hello / Hi Dear sir or madam, If you do not

greeting know the name of the person you are
writing to, use this. It is always
advisable to try to find out a name

If you If you know the name, use the

title (Mr, Mrs, Miss or Ms, Dr, etc.)
and the surname only. If you are
writing to a woman and do not know
if she uses Mrs or Miss, you can use
Ms, which is for married and single
women.

introduction How are you? I’ am fine/ I hope you

are well.
will consist of an
introduction Thank very much for you letter of
which will give December 1st.
the recipient an
idea about what I have some good news, I am writing
you are writing to to…(tell you about my last trip to
them with a short Ghana)

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summary of the
main topic of
your letter.
Body One or more paragraphs
Commenting on something
that consist of the (Paragraph 1)
message you
want to get across
I'm sorry to hear/learn ...
along with any I'm so pleased to hear ...
details you may It's great to hear ...
want to convey. • What wonderful news about ...
Moving the topic on (Paragraph 2)
Anyway, the reason I'm writing ...
I thought I'd write to tell/ask you
Anyway, I was wondering ...
Reason for writing:
I am writing to inform you about
I am writing to provide you with
information about
I am writing to let you know that
Providing first point:
The first thing I would like to inform
you of is
The first thing I would like to tell
you is
The first thing I wish to inform you
of is
I would like to begin by informing
you
Providing further points:
I would also like to let you know that
I would also like to inform you that
You might also find the following
information useful
It might also be useful for you to
know that
Another piece of information that
might be useful
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conclusion Well that’s all my news If you require further information,
please do not hesitate to as
You can sum up Give my love/ regards to your parents/
your main idea in If I can be of further assistance,
this paragraph, my mother sends her love. please do not hesitate to ask
I look forward to hearing from you/ I I will willingly provide further
hope to hear from you soon/ write information on request
soon
I am at your disposal should you
require further information

I am at your disposal should you

need further assistance

Please do not hesitate to ask should

you require further information

Ending Lots of love, Yours faithfully

If you do not know the name of the
Love, person, end the letter this way.

Best wishes, Yours sincerely

If you know the name of the person,
Regards, end the letter this way.
All the best
See you soon
Take care
Yours

Well, that's all for now

Write back soon

Signature Mariana/Jennifer Mrs. Jones, Mr. Jackson

Sign your name,

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  Example of informal letter

An English friend of yours Anne is a student. She has written to you asking for advice. Read
Anne’s email and the note you have made. Then write an email to Anne using all your notes.

Hi,

I’ve got together with six of my friends from college and we are hoping to travel to your country
for about two weeks for a holiday. Can you give us some help please, please? We would like to
know when the best time of year to visit your country is. Also, we want to meet people our own
age (17-18). What‘s the best way to do this? We don’t want to carry too much stuff, so can you
tell us what clothes we should bring?

And while we are there, would you like to join our group and travel round with us? I think it
would be fun. Don’t you?

Many thanks and looking forward to hearing from you

Anne

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 Example of formal letter

Whitcomb Polytechnic
20-30 Newcastle Road
Whitcombe
Tyne and Wear
WT5 4AH

11 October 2007

The General Manager

Fukuoka Motors (UK) Ltd
PO Box 137
York Road
Loughton
Durham
LT3 5HD

Dear Sir,

I understand from my colleague, Professor William Jones, who visited your Loughton plant last
month, that you sometimes allow groups of students to tour the factory and see for themselves
how Japanese production techniques operate in a European environment. Professor Jones
himself was most impressed by his own visit, and recommended that I write to you.

Would it be possible for a group of 20 Business Studies students - male and female, aged
between 18 and 22 - from Whitcomb Polytechnic to visit you before the end of this term, which
is on the 21 December? I realize that you must receive many requests for such visits, and that
the time available may already be booked up. If it is not, and you are able to see us, I should be
most grateful if you could suggest a date and let me know of any normal conditions you lay
down for visits of this kind.

I look forward to hearing from you.

Yours faithfully

B Farrant (Dr)
Senior Lecturer

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 ASSIGNMENTS TO BE DONE

Paragraph

You are a crash investigator for the railway. You were on duty at a nearby station at the time of
the crash. You went to the scene quickly and immediately interviewed the shocked driver.

Write a report of the accident. Your report should include details of the scene you saw on your
arrival and the causes and results of the accident. The report must not be longer than 160.

The driver said he heard a loud bang and then ...

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 Letter 1

Writing an Informal letter You went on a trip somewhere and you're writing to your
friend telling them about the trip.

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Letter 2

Letter to a friend inviting him for your birthday party.

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Letter 3

1. Asking for Information

You live in an English speaking country and you want to do some voluntary, unpaid work in a
developing country. Write a letter to a company called Cultural Expeditions, which organizes
such trips. In your letter:

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  Explain why you want to do the voluntary work.
 State what your skills and experience are.
 Indicate where you would like to volunteer and for how long.

Begin your letter as follows: Dear Sir / Madam

You should write at least 150 words.

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 UNIT 3: GLOBALIZATION

Learning Objectives

After reading this unit, you should be able to:

 Study the definition and effects of globalization

 Learn vocabulary words and expressions of this theme
 Debate some topics related to globalization
 Learn the past simple and past continuous

Defining Globalization
Globalization is the process that makes economies and societies from all around the world
become more and more connected. This means that people, ideas, technology, money, services,
and many other things are moving between countries and changing the way people think and
act.
Good or Bad?
Not everyone thinks the same way about globalization. Some people think it is good, some
people think it is bad. Some believe that globalization helps rich people get richer and makes
poor people poorer. These people say that globalization helps big companies like Coca-Cola
and McDonald's destroy local businesses. The people who think globalization is a good thing
argue that globalization helps poorer people to become richer. They also think
that it doesn't damage local cultures. These people also believe globalization helps
prevent conflicts like wars. This is because countries that have economic connections will try
hard to maintain good relationships with each other so their economies aren't damaged.
Effects
Despite whether you think globalization is good or bad, it effects the world in two important
areas: jobs and culture.
Globalization has had a very strong effect on employment and jobs throughout the world. For
some workers, such as engineers, lawyers, and bankers, globalization has been a good
development. These workers are able to successfully compete globally and have seen an
increase in their salaries. But for those who work in factories or in the service industry (at hotels,
shops and restaurants), it has not been good. These types of jobs have been exposed to increasing
competition from workers from poorer countries. A worker from a poorer country will do the
same job for less money. This decreases the salaries for that job, so people get paid less to do
it.

27
Cultures have also been effected by globalization. Foods such as Japanese noodles, Indian curry
and French cheeses have spread around the world. We can also see an increase in the use of
Chinese characters in tattoos. Some people get these tattoos without actually knowing what the
characters mean. Another area effected by globalization is the film industry. Most people have
seen American movies. But due to globalization, Korean, Indian and Japanese movies have
become more popular worldwide.
No one knows the future of globalization. Most experts agree that it will continue to grow and
have an increasingly larger impact on people's lives in the future.
QUESTIONS

What is the main idea of this text?

1- While it isn't agreed on whether globalism good or bad, there are some observable
effects.
2- The effects of globalization are all around us and effect every part of our lives.
3- The effects of globalization are most felt in the world economy, especially with
regards to jobs.
Coca-Cola and McDonald's are examples of what?

1- Companies that help poor people make money.

2- Companies that damage local business.
3- Companies that cause globalization.
Why is globalization good for workers such as engineers, lawyers, and bankers.

1- In the increasingly competitive international job market, their skills and education
allow them to be successful in getting well-paying.
2- Globalization has caused a decrease in the number of people with these skills and
education. Therefore, they have become more valuable and are able to demand higher
salaries.
3- Being able to have a wide range of skills and abilities better prepares them for the
competitive international job market.
Why did the author mention different foods, Chinese writing and Asian films?

1- To explain why there has been an increase in popularity of movies from different
countries.
2- To demonstrate that people sometimes use things from other cultures, but don't
understand them.
3- To show that cultures are changing as a result of globalization.
The word it refers to:

1- People
2- Globalization
3- Thing
4- Think
28
 VOCABULARY

Globalization has various aspects which affect the world in several different ways. These aspects
include:

 Industrial globalization –development of worldwide production markets and

broader access to a range of foreign products for consumers and companies
involving particularly movement of material and goods between and within
national boundaries.

 Financial globalization – development of worldwide financial markets

and better access to external financing for borrowers.
 Economic globalization – establishment of a global common market,
based on the freedom of exchange of goods and capital.
 Political globalization - creation of international organizations to regulate
the relationships among governments and to guarantee the rights arising
from social and economic globalization.
 Informational globalization – increase in information flows between
geographically remote locations. (This can also be seen as a technological
change related to the advent of fibre optic communications, satellites, and
increased availability of telephone and Internet.)
 Cultural globalization - sharing of ideas, attitudes and values across national
borders. This sharing generally leads to an interconnectedness and interaction
between peoples of diverse cultures and ways of life. Mass media and
communication technologies are the primary instruments for cultural
globalization.

29
 SPEAKING

DISCUSSIONS

Students should be prepared to debate the following questions:

1) Why should or shouldn’t the government provide subsidies to help U. S.
industries compete in the globalized world?

2) What is the Role of Migration in Globalization?

3) How can trade improve the quality of life of people around the world?

30
 GRAMMAR

PAST SIMPLE AND PAST CONTINUOUS

I- PAST TENSE

See the chart for more explanation

Structure Examples We use the Past Simple Tense:

To describe actions and situations

The past simple tense of the
most english verbs (regular
verbs) is formed by adding
"-ed"/"-d" to their base form. 3. The teacher went to the desk.
(If the verb ends in "-e", we
add "-d" to form the past
simple.).
Formula
Verb(infinitive form) +ed or d
There are also some verbs
called irregular verbs that
have special past tense forms.
(See list of irregular verbs)
Affirmative form
Regular verbs:
base form + "-ed" or "-d":
work + "-ed" = worked
live + "-d" = lived
1. We arrived at 9:00 o'clock.
2. This morning I went to the
supermarket.
4. He didn't hear the telephone.
5. Susan bought her little sister a doll.
6. We came here in 1980.
7. I worked at Johnson & Co. from
1990 to 1995.
8. My brother lived in London for six
years. (he doesn't live there anymore)
1. When she was young, she danced
beautifully.
2. He played the violin when he was a
child.
3. We often went there.
4. I saw her every day.
that happened in the past. These
actions and situations were
started and finished in the past.
The sentence often contains an
adverb or adverb phrase of time,
such as yesterday, the other day,
last night, last week, three days
ago, a few minutes ago, in
(year), from (year) to (year),
etc.
To talk about habitual or
repeated actions that took place in
the past
Note: This use is also often
expressed with used to:
Bob used to smoke 20 cigarettes
a day.

1. It happened one night in the winter. to tell a story and to express

I/you/he/she/it/we/they
2. She opened her bag, took out the key actions which follow each other
worked
and unlocked the door. in a story

31
I/you/he/she/it/we/they lived to refer to the historical past or to
1. World War II ended in 1945.
events that have happened in the
2. Romans built strong bridges.
Irregular verbs: past form distant past relative to the speaker
only
1. David said that he was tired. for reporting what someone said
I/you/he/she/it/we/they saw
2. The doctor told me that I would have (converting from direct to
to stay in the hospital for a week. reported speech)
To form the negative and
interrogative sentences we use 1. When Peter arrived, I was reading a
to talk about action in the past
the past form of auxiliary book.
that take place in the middle of
verb do --> did: 2. I was having a bath when the phone
another action
rang.
Negative form
For making second conditional
sentences (also called conditional
I 1. If I won the lottery, I would travel
type 2) when we talk about an
you DID + NOT the world.
imaginary or unlikely situation
he/she/it /DIDN'T/ 2. If I were you, I wouldn't marry him.
and to describe its result. (If +
we + WORK
past simple, would + infinitive)
they

He didn't work yesterday. Spelling rules for the past simple of regular verbs:
She didn't see him last night.
- if a regular verb ends in consonant + y change y to i and add -ed:
Interrogative form carry - carried, study - studied, fry - fried, try – tried
-if a one syllable regular verb ends in consonant + vowel + consonant
I double the final consonant and add -ed -- > stop - stopped, plan -
you planned, rob - robbed, beg – begged
DID he/she/it WORK? - if a regular verb has more than one syllable and ends in consonant +
We vowel + consonant, we double the final consonant only if the final syllable
they is stressed -- > preFER - preferred, regRET - regretted
Did he work yesterday? Exception: In British English verbs ending in -l have -ll before -ed whether
Did she see him last night? the final syllable is stressed or not -- > travel - travelled
If it is the verb "to be" we

32
use was/were before the
subject:

Was he at the office the other

.
day?

Questions and short

answers:

Did you go to the cinema last

night?
Yes, I did.
No, I didn't.

Did he speak with Kate

yesterday?
Yes, he did.
No, he didn't.

Pronunciation of final "-ed" (regular verbs):

- after an unvoiced consonant sound (sh/ s / ch / p / k / f ) we

pronounce /t/: wash (/sh/) - washed (/t/); kiss (/s/) - kissed (/t/); work
(/k/) worked (/t/); hope (/p/) - hoped (/t/); laugh (/f/) - laughed (/t/)
- after a vowel and voiced consonant sounds we pronounce /d/: phone
(/n/) - phoned (/d/); judge (/dg/) - judged (/d/); turn (/n/) - turned (/d/);
play (/ei/) - played (/d/); follow (/ou/) - followed (/d/)
- after /t/ and /d/ sounds we pronounce /-id/: visit (/t/) - visited (/id/);
start (/t/) - started (/id/); need (/d/) - needed (/id/)

33
II-PAST CONTINUOUS

1-Structure

Subject + Was/Were + Verb + ING

Examples: I was sleeping.

They were dancing.

2-The use

Past continuous is used to show an action that was continuing in the past until another
action interrupted it.

The continuing action is past continuous and the interrupting action is simple past.

Example: I was sleeping when you called me.

(The action of sleeping was continuing over time until the telephone call interrupted the
sleeping.)

Here are some more examples:

She was playing in the park when it started to rain.

While they were talking, the pizza arrived.

The car crashed when we were walking across the street.

An expression of time can be used as an interruption as well.

Examples: We were eating dinner at 4 o’clock.

At 6 o’clock we were still studying for our test.

Past continuous is used to show two actions happening at the same time in the past.

Examples: I was reading and he was watching TV.

While she was sleeping, Jack was doing his homework.

Notice the word "while" is often used in these situations:

34
  While I was cleaning, she was watching television.
 He was talking while she was studying.

Past Continuous can also be used to show actions that happened many times in the past.

Examples:

He was always breaking something when he was a child.

I couldn't enjoy the movie because the people behind me were talking the whole time.

35
 EXERCISES
VOCABULARY

Activity 1

What are the driving forces behind the process of globalization?

mass media international economic technological sociocultural

political politicians distances

The driving forces behind the process of globalization

1. _______________ forces:
2. _______________ forces: the
planning by ________ to break
integration of national economies
down borders hampering trade so
into the _____________ economy
as to increase prosperity and
through trade, foreign direct
interdependence among nations
investment and capital flows

Globalization

4. _______________ forces: the

development and growth of 3. _______________ forces: the

international transport and worldwide export of western

telecommunication shorten the culture through the __________

________ in the world and promote such as film, radio, television and

close connection between people. the Internet

36
 Activity 2

Study the 7 events in the table and decide which of the following aspects of globalization
the event illustrates: economic, informational, cultural or political. The first one has been
done for you as an example. You may work in pairs and discuss the exercise with your
partner. In your discussion, please agree on the reasons for your decisions.

Events Aspect of
globalization

1 Disneyland, the American theme park, has been set up in Hong Kong, economic
Japan and France.

2 The parts of a car come from all over the world: Germany, Japan,
Korea etc. and the car is assembled in the U.S.

3 Businesses are operated with many satellite locations or call centres in

other parts of the world to answer questions in another: for example,
someone in India answering a call from the U.S. about a product or
service.

4 The creation of regional forums such as the European Union

, Asia-Pacific Economic Co-operation (APEC)
and international organization such as the World Trade Organization
and the World Health Organization .
These international forums and organizations have new rules and
agreements for participating countries to follow.

5 The spread of language, products, and customs as people are closely

connected.

6 Franchises for McDonald's hamburgers, Pizza Hut,

Burger King, KFC and others carrying U.S. trade names are operating
throughout the world

7 Cable News Network (CNN), based in the United States, produces

24-hour news broadcasts that can be seen by people around the world.

37
 GRAMMAR

Exercise 1

You have to fill each space with the past continuous, past perfect simple or past perfect
continuous

1. I was exhausted at the end of the exam. I………………. (Write) for over two hours.

2. When thieves stole my favourite leather jacket, I was really upset. I…….. (Have) it for over
ten years.

3. Please step out of the car, Mr. Jones. Do you realise you………….. (Drive) at over 90mph?

4. We didn't really want to go and see the musical again. We………. (Already see) it twice -
so we said "no" and we went to a restaurant instead!

5. I arrived over an hour late to the office and everyone was working. Actually, they……….

(Work) for over two hours on the new project and I felt really guilty.

6. The kitchen was full of steam when we arrived. Joan was in the kitchen and she………….

(Cook) a huge meal for everyone at the party.

7. It was a bit embarrassing to arrive at their house and find Mary looking so sad. I think
she……….. (Cry) before we got there.

8. No-one even noticed when I got home. They……………(all watch) the big game on TV.

Exercise 2
Fill each gap with a verb in either the past simple or past continuous tense.

1. Helen………….. (Do) her weekly shopping when she…………. (Meet) her old friend,
June.

2. The sun……… (Shine) when I……… (Get) up this morning. I……… (Feel) so tired!

3. Jim…….. (Wait) at one airport while Max…….. (Wait) at the other. What a disaster!

4. It…………. (Rain) very hard, so the referee……….. (Decide) not to play the match.

38
5. When the police………….. (Arrive) at the party, the music…….. (Play) very loud and
everybody………… (Shout).

6. The mail………….. (Arrive) very late today. It………. (Come) after eleven o'clock.

7. Joan………. (Become) very angry this morning. She……….. (Speak) to an important

client and someone……………. (Enter) the room without knocking.

8. Hank………….. (Cook) in the kitchen. His sister………. (Offer) to help but hank……….

39
 UNIT 4: THE ENVIRONMENT

Learning Objectives

After reading this unit, you should be able to:

 Talk about the childhood

 Listen to the other’s experience
 Learn the phrasal verbs
 Study adjectives with ED and ING

READING
Text

1
The African rainforests cover a very large area – from the west coast of Africa to the mountains
in the East in Kenya and Tanzania. If you look at our map, you’ll see that more than 80 per cent
of the rainforest is in the Congo basin. This time we’re going to mention a few larger mammals
living in this area and a small animal from Madagascar. Madagascar, the world’s fourth largest
island, lies off the southeast coast of Africa in the Indian Ocean. Some animals which live there
can only be found in this part of the world.

2
One such animal is the lemur. There are 25 species of lemur on Madagascar and all of them are
endangered. The lemur is a monkey-like animal with large round eyes, a pointed nose, a long
tail and soft woolly fur. The largest lemur, the indri, is about 95 cm long, the smallest, the
mouse lemur, is only 15 cm long. All lemurs are vegetarians. They like wild figs, bananas and
other forest fruits.

3
The mountain gorilla lives on the slopes of volcanoes in Rwanda, Zaire and Uganda. They live
in small groups led by a dominant male. They are too big and heavy to climb trees and so they
wander slowly through the forest eating fruits, leaves and berries. They are the largest of the
great apes and look very dangerous. But scientists say they are gentle, intelligent and very
friendly.

40
 4
The forest elephant lives in the Congo basin. It is much smaller than the African elephant, which
is the biggest animal on Earth. Nevertheless, even this “small” elephant can be up to 250 cm
tall. Its ivory is thinner, short and a bit yellowish.

5
The African forest is also home to different kinds of chimpanzees and baboons. Most
chimpanzees use twigs to get tasty food from difficult places. Some can open nuts with stones
and branches. Groups of about twenty chimpanzees travel together looking for fruit and leaves
to eat. At night they rest in tall trees in branches.

Comprehension check

1. Read this article. Write a suitable title which will describe what the text is about.
........................................................................................................................................................

2. Look at the following titles of the paragraphs. Choose from the titles A – F the one
which fits best each gap 1 – 5 in the article. There is one extra title which you do not
need to use.
A – The biggest of the great apes

B – Searching for food together

C – Madagascar is my home

D – The fastest animal in Africa

E – A bit of geography

F – Taller than a man

3. Find the information about animals and fill in the table.

Where do they live? What do they eat? What do they look

(states – min. 1 item) (min. 2 items) like? (min. 1 item)

41
 Madagascar
Lemurs

Gorillas

Elephants X thin and short ivory

Chimpanzees X X

4. Read the following sentences and decide if they are true (T) or false (F)? If they are
false, correct them. If they are true, leave the line empty.
Example:

0) The African rainforests cover the area from the west coast to the lowlands in Kenya and
Tanzania.
F – They cover the area from the west coast to the mountains in Kenya and Tanzania.

1) All lemurs are quite big – they are about 95 cm long.

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

2) The mountain gorilla lives in a small group with a dominant leader.

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

3) The African elephant is the biggest animal on Earth.

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

4) Chimpanzees sleep on the ground.

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

5) The lemurs on Madagascar are not protected.

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

5. Read the short version of the article about animals and fill in the missing words
according to it (only one word for each gap). The first has been done for you as an
example.
The rainforest (0) covers a very large part of Africa and Madagascar. It is home for many animals, some
of which cannot be found anywhere else in the............... (1). the lemur looks like a................ (2). It has
got along....................... (3) and large round eyes. He loves eating various kinds of...................................
42
(4), for example bananas or figs. The mountain gorillas live in................... (5) Consisting of a chief and
several other members. Because their weight is too............................ (6),

They cannot climb the trees and they have to look for food near the ground. The forest elephant
is...................... (7) Than the African elephant. The colour of its ivory is somewhere between white
and...................... (8). Chimpanzees are very skilful – they can open nuts with branches or........................
(9). they rest in the trees and eat the green............ (10).

6. Nine words are underlined in the article on the page 1. Match these words to their
definitions. One has been done for you as an example. There are three extra words you
do not need to use.
0) a large wet area covered with trees is called a ... rainforest
1) when an animal is strong and can kill you easily, it is … .............................
2) a soft coat which covers the animals’ bodies is … .............................
3) a part of the elephant’s head ..............................
4) a very high hill ..............................
5) a small, thin part of a tree ..............................

43
 VOCABULARY

A list of vocabulary items related to the environment:

WORDS MEANINGS
Acid rain Rain which contains large amounts of harmful
chemicals as a result of burning substances
such as coal and oil.
Biodegradable Able to decay naturally and harmlessly.
Biodegradable packaging helps to limit the
amount of harmful chemicals released into the
atmosphere
Biodiversity The number and variety of plant and animal
species that exist in a particular environmental
area or in the world generally, or the problem
of preserving and protecting this.a new
National Biological Survey to protect species
habitat and biodiversity.

Carbon monoxide The poisonous gas formed by the burning of

carbon, especially in the form of car fuel.

Climate The general weather conditions usually found

in a particular place.

The Mediterranean climate is good for growing

citrus fruits and grapes.
Climate change There has been a growing concern about
climate change.

Deforestation The cutting down of trees in a large area; the

destruction of forests by people.

44
 Deforestation is destroying large areas of
tropical rain forest.

Disposable products Describes an item that is intended to be thrown

away after use.

Disposable nappies

Drought a long period when there is little or no rain. This

year (a) severe drought has ruined the crops.

Earthquake a sudden violent movement of the Earth's

surface, sometimes causing great damage

Endangered species Endangered birds/plants/species animals or

plants which may soon not exist because there
are very few now alive.

Energy The power from something such as electricity

or oil, which can do work, such as providing
light and heat. There are different types of
energy: solar, nuclear, hydroelectric...

The energy generated by the windmill drives

all the drainage pumps.

Energy conservation The process of conserving energy

Environment The air, water and land in or on which people,

animals and plants live. Certain chemicals have

45
 been banned because of their damaging effect
on the environment.

Extinction Many species of plants and animals are in

danger of/threatened with extinction (= being
destroyed so that they no longer exist)

Flood A great flowing or overflowing of water,

specially over land not usually submerged.

Fumes Strong, unpleasant and sometimes dangerous

gas or smoke.

Petrol fumes always make me feel ill.

Natural resources Things such as minerals, forests, coal, etc.

which exist in a place and can be used by
people.

Some natural resources, such as natural gas and

fossil fuel, cannot be replaced.

Global warming A gradual increase in world temperatures

caused by polluting gases such as carbon
dioxide which are collecting in the air around
the Earth and preventing heat escaping into
space.

46
Greenhouse effect An increase in the amount of carbon dioxide
and other gases in the atmosphere which is
believed to be the cause of a gradual warming
of the surface of the Earth.

Green peace An organization that fights for the protection of

the environment

Renewable energy Describes a form of energy that can be

produced as quickly as it is used. Renewable
energy sources such as wind and wave power

Oil slick A layer of oil that is floating over a large area

of the surface of the sea, usually because an
accident has caused it to escape from a ship or
container.

Pollution Damage caused to water, air.... by harmful

substances or waste.

Recycle waste To collect and treat rubbish to produce useful

materials which can be used again

Sustainable development A development that is causing little or no

damage to the environment and therefore able
to continue for a long time.

A large international meeting was held with the

aim of promoting sustainable development in
all countries.

47
Tsunami An extremely large wave caused by movement
of the earth under the sea, often caused by an
earthquake (= when the Earth shakes)

Unleaded petrol Describes a type of petrol or other substance

that does not contain lead.

Use up natural resources The degradation of natural resources because

of human pressure

Volcano A mountain with a large circular hole at the top

through which lava (= hot liquid rock), gases,
steam and dust are or have been forced out.
Erupting volcanoes discharge massive
quantities of dust into the stratosphere.

Waste Unwanted matter or material of any type, often

that which is left after useful substances or
parts have been removed.

48
 SPEAKING
Talking about the environment
Practice 1
Which is more important, increasing people's standard of living, or protecting the
environment?

 Think of a situation in your area involving this issue.

 Which side would you choose?

Practice 2
What should we do to increase the awareness about environmental pollution?

49
 EXERCISES

Do the exercise below on the vocabulary

Choose the right words:

1. There is a growing concern over the…………. of species habitat and………..

2. The earth's resources are being…………………………. at an alarming rate.
3. The greenhouse……………… is an increase in the amount of carbon dioxide and
other…………. in the atmosphere which is believed to be the cause of a gradual……..
of the surface of the Earth.
4. The energy generated by the………………. is both very efficient and clean.
5. There have been many reports about………….. which is destroying large areas of
tropical rain forest .
6. The Japanese………………… recycle more than half their waste paper.
7. We're not doing enough to protect the environment from……………….. .

Exercise 2

Fill in all the gaps with the appropriate vocabulary word.

1
We need to make sure that we pay attention to the………….. of the…………… world. In many
countries, the of…………… animals are………….. threat. This is particularly the case in
the……………. . If we take no action now, we may do…………….. harm to the biodiversity
of the planet.
2
We definitely need to find more sustainable……………… of energy. Not all the experts agree,
but some estimates say that we will run out………………….. of fuels in the next 50 years. One
obvious solution is to use……………………………. energy sources such as solar energy and
wind…………………… power. Another benefit of doing this is that wind and solar panels are
much……………………… and greener than conventional
power…………………………………… .

50
 3
One extremely serious………………….. is water pollution. This is largely caused by
factories…………………. chemicals and products in rivers with result that the water has
become………………… . Another………………….. problem is air pollution. In some cities,
the……………… is so terrible that people have to walk around wearing masks so that they do
not breathe in the dangerous…………………………….

51
 UNIT 5: APPLYING FOR A JOB
Learning Objectives

After reading this unit, you should be able to:

 Learn some positions through a reading comprehension text

 See the techniques of the application or cover letter writing
 Learn the phrasal verbs linked to job
 Study the following grammar modals: “must” and “have to"

READING COMPREHENSION

Read the following job advertisements

Read the following job advertisements 2. Are you looking for a part time job? We
require 3 part time shop assistants to work
1. Needed: Full time secretary position during the evening. No experience required,
available. Applicants should have at least 2 applicants should between 18 and 26. Call 366
years experience and be able to type 60 words a - 76564 for more information.
minute. No computer skills required. Apply in
person at United Business Ltd.,17 Browning
Street

3. Computer trained secretaries: Do you have 4. Teacher Needed: Tommy's Kindergarten

experience working with computers? Would
you like a full time position working in an
exciting new company? If your answer is yes,
give us a call at
needs 2 teacher/trainers to help with classes
from 9 a.m. to 3 p.m. Applicants should have
appropriate licenses. For more information visit
Tommy's Kindergarten in Leicester Square No.
56

5. Part Time work available: We are looking
for retired adults who would like to work part
time at the weekend. Responsibilities include
answering the telephone and giving customer's
information. For more information contact us
by calling 576 – 86534.
6. University positions open: The University of
Cumberland is looking for 4 teaching assistants
to help with homework correction. Applicants
should have a degree in one of the following:
Political Science, Religion, Economics or
History. Please contact the University of
Cumberland for more information.

7. Needed: Full time secretary position
available. Applicants should have at least 2
years experience and be able to type 60 words a
minute. No computer skills required. Apply in
person at United Business Ltd., 17 Browning
Street, Leeds
8. Are you looking for a part time job? We
require 3 part time shop assistants to work
during the evening. No experience required,
applicants should between 18 and 26. Call 366
- 76564 for more information.

52
9. Computer trained secretaries: Do you have
experience working with computers? Would
you like a full time position working in an
exciting new company? If your answer is yes,
give us a call at 457-896754
11. Part Time work available: We are looking
for retired adults who would like to work part
time at the weekend. Responsibilities include
answering the telephone and giving customer's
information. For more information contact us
by calling 345-674132
10. Teacher Needed: Hania's Playschool needs
2 teacher/trainers to help with classes from 9
a.m. to 3 p.m. Applicants should have
appropriate licences. For more information visit
Hania's Playschool in Leicester Square.
12. University positions open: The University
of Bristol is looking for 4 teaching assistants to
help with homework correction. Applicants
should have a degree in one of the following:
Political Science, Religion, Economics or
History. Please contact the University of Bristol
for more information.
53
 COMPREHENSION CHECK

Which position is best for these people? Choose only one position for each person.
1. Jane Madison. Jane recently retired and is looking for a part time position. She would like to
work with people and enjoys public relation work.
The best job for Jane is _____ (5).
2. Jack Anderson. Jack graduated from the University of Trent with a degree in Economics two
years ago. He would like an academic position.
The best job for Jack is _____ (6).
3. Margaret Lillian. Margaret is 21 years old and would like a part time position to help her pay
her university expenses. She can only work in the evenings.
The best job for Margaret is _____ (2).
4. Alice Fingelhamm. Alice was trained as a secretary and has six years of experience. She is
an excellent typist but does not know how to use a computer. She is looking for a full time
position.
The best job for Alice is _____ (1).

5. Peter Florian. Peter went to business school and studied computer and secretarial skills. He
is looking for his first job and would like a full time position.
The best job for Peter is _____ (3).
6. Vincent san George. Vincent loves working with children and has an education license from
the city of Birmingham. He would like to work with young children.
The best job for Vincent is _____ (4).
7. Jane McInnery. Jane recently retired and is looking for a part time position. She would like
to work with people and enjoys public relation work.
The best job for Jane is _____ (11).
8. Mark Cohen. Mark graduated from the University of Bristol with a degree in Economics two
years ago. He would like an academic position.
The best job for Mark is _____ (12).
9. Kasia Page. Kasia is 21 years old and would like a part time position to help her pay her
university expenses. She can only work in the evenings.
The best job for Kasia is _____ (8).

10. Alice Plant. Alice was trained as a secretary and has six years of experience. She is an
excellent typist but does not know how to use a computer. She is looking for a full time position.
The best job for Alice is _____ (7).
54
11. Julian Smith. Julian went to business school and studied computer and secretarial skills. He
is looking for his first job and would like a full time position.
The best job for Julian is _____ (9).
12. Vincent Fish. Vincent loves working with children and has an education licence from the
city of Birmingham. He would like to work with young children.
The best job for Vincent is _____ (10).

55
 WRITING
LETTER OF JOB APPLICATION OR COVER LETTER

How to write a letter of application, see the pattern below.

Your Street Address

City, State Zip Code
Telephone Number
Email Address

Month, Day, Year

Mr. /Ms. /Dr. First Name and Last Name

Title
Name of Organization
Street or P. O. Box Address
City, State Zip Code

Dear Mr. /Ms. /Dr. Last Name:

Opening paragraph: State what position or internship you are applying to; how you learned
of the organization or position, and basic information or qualifications about yourself.

2nd paragraph: Tell why you are interested in the employer or type of work the employer does
(Simply stating that you are interested does not tell why, and can sound like a form letter).
Demonstrate that you know enough about the employer or position to relate your background
to the employer or position. Mention specific qualifications which make you a good fit for the
employer's needs. This is an opportunity to explain in more detail relevant items in your resume.
Refer to the fact that your resume is enclosed. Mention other enclosures if such are required to
apply for a position.

3rd paragraph: Indicate that you would like the opportunity to interview for a position or to
talk with the employer to learn more about their opportunities or hiring plans. Restate briefly
why you're so passionate about the opportunity you're applying for. State that you would be

56
glad to provide the employer with any additional information needed. Thank the employer for
her/his consideration.

Sincerely,

(Your handwritten signature)

Your name typed

(Note: the contents of your letter might best be arranged into four paragraphs. Consider what
you need to say and use good writing style. See the following examples for variations in
organization and layout.)

SAMPLE: Letter of application, hard copy version

1000 Terrace View Apts.

Blacksburg, VA 24060
(540) 555-4523
stevemason@vt.edu

March 25, 20XY

Ms. Janice Wilson

Personnel Director
Anderson Construction Company
3507 Rockville Pike
Rockville, MD 20895

Dear Ms. Wilson:

I read in the March 24th Washington Post classified section of your need for a Civil Engineer
or Building Construction graduate for one of your Washington, DC, area sites. I will be
returning to the Washington area after graduation in May and believe that I have the necessary
credentials for the project.

Every summer for the last five years I have worked at various levels in the construction industry.
As indicated on my enclosed resume, I have worked as a general laborer, and moved up to
skilled carpentry work, and last summer served as assistant construction manager on a two
million dollar residential construction project.

57
In addition to this practical experience, I will complete requirements for my B.S. in Building
Construction in May. As you may know, Virginia Tech is one of the few universities in the
country that offers such a specialized degree for the construction industry. I am confident that
my degree, along with my years of construction industry experience, makes me an excellent
candidate for your job.

The Anderson Construction Company projects are familiar to me, and my aspiration is to work
for a company that has your excellent reputation. I would welcome the opportunity to interview
with you. I will be in the Washington area during the week of April 12th and would be available
to speak with you at that time. In the next week to ten days I will contact you to answer any
questions you may have.

Thank you for your consideration.

Sincerely,
(handwritten signature)
Jesse Mason

Enclosure

58
 VOCABULARY
JOB AND WORK

Let’s begin by answering the question, “Where do you work?” it seems like a simple question,
but there are many ways to answer it:

a) I work at…
b) I work in…
c) I work for…
d) I work with…

Now we are going to learn when to use each preposition.

A-C Work at/for

Work at/for… (Name of company)

For example, “I work at Espresso English” or “I work for Nike.”

You can also use “for” if you work directly for a famous person: “I work for Tom Cruise. I’m
his public relations manager.

B) Work in…

I work in… (A place):

Example

I work in an office.

I work in a school.

I work in a factory.

I work in… (A city/country):

Example

I work in Paris.

I work in France.

I work in… (A department):

Example

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I work in the marketing department.

I work in human resources.

I work in sales.

I work in… (A general area):

I work in finance.

I work in medical research.

I work in consulting.

D- work with

I work with… (Things / people that are the objects of your day-to-day work)

Example

I work with computers.

I’m a teacher. I work with special-needs children.

If you want to add more details about your work, you can say “I’m responsible for…”

 I’m responsible for updating the company website.

 I’m responsible for interviewing candidates for jobs.

After “I’m responsible for…” use the -ING form of the verb.

In conversational English, the question where do you work? is commonly phrased as what you
do?” or “What do you do for a living?”

How do you answer this question if you don’t have a job?

You can say “I’m unemployed” - or, more indirectly, “I’m between jobs at the moment.”

If you work for yourself, you can say “I’m self-employed.” If you have your own company,
you can say, “I own a small business,” or more specifically, “I own a restaurant” or “I own
a graphic design company.”

E- Some essential employment vocabulary.

When you are officially accepted into a new job at a company, you are hired by the company.
For example, “I was hired by an insurance company just two weeks after graduating from

60
college.” When you’re hired, you become an employee of the company. The company becomes
your employer. The other employees in the company are your colleagues or coworkers. The
person above you who is responsible for your work is your boss or supervisor.

As an employee of the company, you earn a salary - money you receive regularly for your
work. Don’t make the mistake of saying “win a salary” or “get a salary” – the correct verb is
“earn.” If you’re good at your job, you might get a pay raise (or a raise) – an increase in your
salary. You could also get a promotion - an increase in importance and authority. At the end
of the year, some companies give their employees a bonus - extra money for work well done.

The opposite of “hire” is fire - when your company forces you to leave your job. For example,
“Peter was fired because he never came to work on time.” Usually if someone is fired, it’s
because they did something bad. If an employee loses his or her job because of a neutral reason,
like the company reducing its size, then we say the employee was laid off. For example, “Donna
was laid off when her company started having financial problems.”

If you decide to leave your job, there are three verbs you can use:

I’m going to quit my job.

I’m going to leave my job.

I’m going to resign.

“Quit” is informal, “resign” is formal, and “leave” can be formal or informal.

When an old person decides to stop working, the verb for this is retire. In most countries,
people retire around age 65.

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 LISTENING
JOB AND OCCUPATIONS

VIDEO: Learn Business English Lesson 4 - (Job applicant, job placement, jobs

Video 2: Job Interview - Learn English

Video 3: Tell me about yourself - job interview question. Good/ bad answer.

62
 GRAMMAR
NECESSITY: MUST AND HAVE TO

A-Present, past and future

We use must and have to/ has to to say that something is necessary. You'll be leaving college
soon. You must think about your future. We're very busy at the office. I have to work on
Saturday morning. Mark has to get the car repaired. There's something wrong with the brakes.
When we use the past, or the future with will, we need a form of have to.
Emma had to go to the dentist yesterday; Not She must go to the-dentist yesterday. That wasn't
very good. We'll have to do better next time.
And in other structures we also use a form of have to, not must.
To-infinitive: / don't want to have to wait in a queue for ages.
After a modal verb: Emma has toothache. She might have to go to the dentist.
Present perfect: Mark has had to drive all the way to Glasgow.
For negatives and questions with have to/has to and had to, we use a form of do.
Don’t have to work on Sundays. Why does Andrew have to study every evening?
Did you have to pay for your second cup of coffee? No, I didn't. I don't have to work means
that it is not necessary for me to work.
B-Must or have to
Both must and have to express necessity, but we use them differently.

MUST
We use must when the speaker feels that
Something is necessary.
You must exercise. (I'm telling you.) We
must be quiet. (I'm telling you.)
I/we must can also express a wish.
/ must buy a newspaper. I want to see the
racing results.
We must invite Claire. She's wonderful
Company.
HAVE TO
We use have to when the situation makes
Something necessary.
I have to exercise. (The doctor told me.)
We have to be quiet. (That's the rule.)
I have to buy a newspaper. The boss asked
melt get one.
We have to invite Trevor and Laura. They
invited us last time

63
HAVE GOT TO
Have got to means the same as have to, but
have got to is informal. We use it mainly in
the present. I have to/I've got to make my
sandwiches. My father has to/has got to
take these pills. Do we have to apply/have
we got to apply for a visa?

64
 EXERCISES
Exercise 1
Write a letter of application for a position of marketing manager at IUA.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Exercise 2
Have to (A)
Complete the conversations. Use the words in brackets and a form of have to.
Melanie: David's broken his leg. He's had to go (he's / go) to hospital.
Harriet: Oh no! How long will he have to stay (will / he / stay) there?
Melanie: I don't know.
1-Claire: I parked my car outside the hairdresser's, and while I was in there, the police took the
car away. I've got it back now. But .............(I / pay) a lot of money.
Henry: How much............................................ (you / pay)?
Claire: Two hundred pounds!
2-Trevor: That door doesn't shut properly. . . (you / slam) it every time.
Laura: ...................................... (you / will / fix) it then, won't you?
3-Jessica: You're always taking exams. Why.................... (You / take) so many?

65
Andrew: ……………… (I / will / take) a lot more if I want a good job.
4-Mike: We're in a new house now...................................... (We / move). The old place was
too small.
Nick: Did it take you long to find a house?
Mike: No, we found one easily. ........................................ (We / not / look) very hard. But it
was in bad condition....................................... (We’ve / do) a lot of work on it.
5-Nick: My brother.........................……………………… (Start) work at five o'clock in the
morning.
Melanie: That's pretty early. What time ................................(he / get) up?
Nick: Half past three.

Exercise 3
Must and have to
Write a sentence with must, have to or has to.
The sign says: 'Passengers must show their tickets.'
So passengers have to show their tickets.
The children have to be in bed by nine.
Their parents said: 'You must be in bed by nine.'
1-Laura has to get to work on time.
Her boss told her: ................................................................................................
2-The police told Nick: 'You must keep your dog under control.'
So Nick ………………………………………………………………………………....
3-The pupils have to listen carefully.
The teacher says: …………………………………………………………………….
4-The new sign says: 'Visitors must report to the security officer.'
So now …………………………………………………………………………………

Exercise 4
Must or have to?
Put in must ox have to/has to. Choose which is best for the situation.
I have to go to the airport. I'm meeting someone.
1-You ...................lock the door when you go out. There've been a lot of break-ins recently.
2-Daniel ………………go to the bank. He hasn't any money.
3-I ............................... work late tomorrow. We're very busy at the office.
66
4-You really........................................ make less noise. I'm trying to concentrate.
5-I think you ..................................pay to park here. I'll just go and read that notice.
6-You really ................................. hurry up, Vicky. We don't want to be late.
7-I .................................. put the heating on. I feel really

67
GLOSSARY
French Vocabulary List General
Foundation
à peu près about / roughly
à point just right /
medium
absolument absolutely
d'accord agreed / OK
alors then
approprié appropriate
au revoir goodbye
aussi / aussi bien que also / as well as
autant as much
autre other
autrefois formerly
autrement otherwise
avis opinion / notice
bien entendu of course
bien sûr of course
bienvenue welcome
bon good
cela m'est égal ! I don't care!
cela ne fait rien it doesn't matter
cependant however
certain certain / sure
chance luck
chose thing
de la part de from (a person)
demi half
donc so / therefore
douzaine dozen
égal equal
également equally / also, too
encore still / yet
encore une fois again
espace space
espèce sort / kind
exprès on purpose
fois time
grand’chose much
idée idea
il y a there is / are
journée day
machin thing / whatsit
manche handle
manière manner / way
marque make / brand

68
même even / same
merci thank you
milieu middle
mixte mixed
moins (que) less (than) /
minus
mois month
moitié half
moyen medium /
average
moyen means / way
neuf (brand) new
non plus neither
nouveau new
nul no good
numéro number
occasion opportunity
d'occasion second-hand
occupé occupied / busy
oui yes
particulier particular
pas step
pas encore not yet
pas mal de a fair number of
peut-être perhaps
plein full
plupart majority
plusieurs several
plutôt rather / quite
pointure size
presque almost
pressé in a hurry
principal(ement) main(ly)
privé private
quand même all the same
quant à as regards
quart quarter
quelque chose something
quelque part somewhere (or other)
quelquefois sometimes
raison / raisonnable reason(able)
réel real
régulier regular
(de) rien nothing; (don't mention it)
salut hello / good-bye
seconde second
semblable similar

69
sembler to seem
seul alone
seul / seulement only
si so / if / yes
suffisamment enough
suivant / suivre following, next / to follow
supérieur higher
sûr certain / sure
surtout especially
tant so much
tant mieux so much the better / thank
goodness
tant pis never mind / too bad
tas pile / heap / a lot of
tel / tellement such / so
tiers third
tous les deux both
tout le monde everybody
unique only
utile / utiliser useful / to use
vœu wish
voici here is
voilà there is
volontiers willingly
vrai / vraiment real, true / really
y compris including

avoir raison to be right

apercevoir to notice
chercher to look for
commander to order
commencement start / beginning
commencer to begin
se débrouiller to manage / cope
début beginning
découverte discovery
découvrir to discover
décrire to describe
demander to ask
désir wish
désobéir to disobey
désolé sorry
devenir to become / get
devoir must, to have to / duty
dire to say / tell
discuter to discuss
disponible available / free
disposer de to have available

70
douter to doubt
enlever to remove
espérer to hope
espoir hope
falloir must, to have to
fermer / fermer à clef to close / to lock
laisser to leave / let
livrer to deliver
manqué lack
manquer to miss, lack
marcher to go, walk / to work, function
mélanger to mix
mener to lead
mesure measure
mesurer to measure
montrer to show
obliger to oblige
obtenir to get / obtain
offrir to offer / give
oublier to forget
paraître to appear / seem
penser to think
pousser to press / push
pousser un cri to cry out
pouvoir to be able to / can
promettre to promise
raccrocher to hang up
raconter to tell
ramasser to pick up
rater to fail / miss
recommander to recommend / to register a letter
réduire to reduce
remarquer to notice
remercier to thank
remettre to put back
remplacer to replace
remplir to fill (in)
rendre to give back
saisir to seize
souhaiter to wish
se souvenir to remember
tenir to hold
terminer to finish
tirer to pull
trouver to find
se trouver to be (situated)
vouloir dire to mean

71
vouloir to want to

à bientôt! see you soon!

à l'heure on time
après after / afterwards
après-demain day after tomorrow
après-midi afternoon
à l'avance beforehand / in advance
avant-hier day before yesterday
bientôt soon
d’abord at first
d'habitude usually
de bonne heure early
déjà already
déjeuner lunch, mid-day meal / to have lunch
dernier / dernièrement final, last / recently
en avance early
en ce moment at the moment
enfin at last
ensuite next
fréquent / fréquemment frequent(ly)
frequenter to go to
habitude habit
habituel usual
heure hour
hier yesterday
lendemain (matin) next day (morning)
longtemps a long time
maintenant now
matin / matinée morning
midi midday
minuit midnight
minute minute
nuit night
parfois sometimes
puis then
récemment / récent recently / recent
soir / soirée evening
soudain sudden(ly)
souvent often
tôt early
tôt ou tard sooner or later
toujours always / still
tout all / every
tout à coup suddenly
tout à fait quite / completely
tout à l’heure a moment ago / in a minute
tout de suite immediately

72
HIGHER

accueillir to welcome
actuel present / current
actuellement at the present time
s'adonner to be keen on
afin que so that
agrandir to enlarge
d'ailleurs besides
à peine scarcely / hardly
aperçu general idea / insight
appartenir to belong to
appuyer to lean / press / support
arriver to manage to
aussitôt immediately
comparaison comparison
délai period of time
en effet indeed
efficace effective / efficient
hasard chance
hausser to raise
hebdomadaire weekly
l'un l'autre one another
mensuel monthly
n'importe it doesn't matter
n'importe qui etc. anyone etc.
oser to dare
ôter to remove
part share
se presser to hurry
se produire to happen
risquer to be likely to
si whether
siècle century
signifier to mean
veille previous day / eve
venir de to have just

73
*Les références bibliographiques

1-Rawdon wyatt (2001). Check your vocabulary for English for the IELTS Examination a
workbook for students. Published by peter Collin, London.

2- Matt purland (2008).Talk a lot spoken English course. Elementary book 1, English Banana

3- John Eastwood (2002). Oxford practice Grammar with answers, oxford university press,
and second edition.

4- Simon Sweeney (1997). English for business communication teacher’s book second edition,
Cambridge university press.

5-David rothman and jilani warsi (2010). READ TO SUCCEED, ISBN-13: 9780205578054
edited by pearson.

6- L G Alexander (1998). Longman English grammar practice for intermediate students.

7- Matt Purland (2011).Talk a Lot Spoken English Course, published in the UK by English
Banana.com
8- Sue o’ Connell, Mark Foley, and Russell white head (1999). Advance English, Longman
UK.

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75